are we good great thank you Ryan hi everyone thanks for having us we love coming to the schools it's so great um so thank you for hosting us i call the meeting of the Fel public schools to order for March 25th please join me in the pledge i aliance to the flag of the
United States of America and to the stands one nation under God indivisible with liberty and justice for all thank you i know we're not looking very graceful with our
with our chairs the wheels are stuck it out uh Melissa will you start us off with the mission and vision please now public schools mission the Fouthmouth Public Schools creates worldclass student learning experiences
our Clippers are empowered to pursue their goals with curiosity integrity and resiliency fmouth public schools vision clippers are creative inquisitive and engaged learners who participate in their community as socially responsible
citizens clippers effectively communicate and solve problems that impact the world around them thank you so much uh in accordance with Massachusetts open meeting law I remind everyone that the meeting's being recorded any member of the public who would like to make an audio or video
recording of the meeting please notify me by uh by raising your hand either in person or remote and tell us that you're recording and what the purpose is anyone recording today it's okay if you are for your kids we totally get it anyone have
no okay great thank you okay um if there's no objection we're going to take um our presentation of school highlights first so we can start off with our kids so uh as part of our series to demonstrate uh excellence opportunity
and student engagement and supportive learning environments tonight North Balmouth Elementary students will share how their school cares about every student can I introduce um Principal Vieira come on up oh my gosh there's so
many of you yay excellent good evening uh Rebecca Vieira principal of North Bowman tonight I have a whole crew with me and this is the kindness crew and um this is a group
that we started two years ago um our school motto here at North Bowman work hard be kind and have fun so it was a way to bring kindness into the school and also um I I think it's really important to start to give leadership to
students at young age young ages so our third and fourth graders are here they are representative representatives from each of our third and fourth grade classrooms we do have some fourth graders that were part of the original crew last year and then some new members
that joined this year so the kindness crew keeps growing and we're really excited to uh share some information with you thank you hello my name is Parker in fourth grade the kindness crew was created last year with a mission to spread kindness
wherever we can both at school and in our community hi I'm Lily and I'm in fourth grade we'd like to share some of our activities that our team organized for no gut week hi I'm Katie and I'm in fourth grade our
team got together and we brainstormed ideas for no gut week and the theme of be kind and came up with the idea of creating a blizzard of kindness hi I'm Ruby and we are both in fourth grade we kicked off our community meeting to
share our theme of blizzard of kindness with this announcement the National Kindness Service has issued a blizzard of kindness warning as the powerful storm of kindness is sweeping through North Elementary School expect heavy snow showers of compliments overwhelming
acts of goodwill and spontaneous outbursts of your amazing moving through our Hello I'm J we are both in third grade after we announced the kindest vision was coming to NFB we sent a snowflake
challenge to the whole school over no one of the students they added a snowflake to our [Music] fines that were
completed bus drivers cafeteria staff and custodians for inviting some of you to sit with you we are excited to report all right so as they explained we took on that no gut week theme of be kind and
created our kindness blizzard and I have just a very short video for you of some of the slides to show what we did over the week thank you awesome [Music]
oh down [Music] heat heat heat heat n
[Music] yeah yeah [Music]
down hey [Music] You can see um our kindness crew has done a lot of work um in our school
community here taking on some of those themes how no gut comes alive in the school is really what we wanted to show you tonight and um you know they they are an awesome group and I'm really proud that they came tonight and did
such amazing job thank you for little treat out left Hawaii if you haven't already uh or another one some of you know this out there so anyway so please enjoy thank you for being here thanks for sharing your kindness with us
[Laughter] thank you Mrs oh my gosh adorable okay um all right we'll move on um we don't have a student advisory today because sports season um so she's super busy but we'll move on to public comment members of the public are welcome to
speak about items that are not on the agenda comments should be limited to two minutes and length uh and due to open meeting law the committee cannot act on public comment for items on the agenda the chair may accept comments from the public following the committee's discussion and you can always send your comments and feedback to school
committee at balmouth.k12.mma us anyone for public comment come on up before you start I just want to let you know I'm the timekeeper and um it's a twominut timer and I um so that everyone
has enough time and then you have enough warning there'll be two timers so one at one minute 45 seconds and then um one at the end of the 15 seconds so you have a little warning i appreciate it yes that's my drink oh behind your computer
behind your You may not have my drink well I liked your flavor I guess sorry my name is Megan Zodie and I'm here on behalf of students to draw attention to the dress for success initiative at Lawrence School the school was approved
as an innovation school in 2011 and the dress code was part of this proposal but it was not however a requirement for funding the place to begin that is the easiest and the clearest is with the law MGL chapter 71 section 82 the statute
ensures that students rights to freedom of expression in public schools are protected provided such expression does not cause disruption or disorder within the school mgl chapter 71 section 83 school officials shall not abridge the
rights of students as to personal dress and appearance except if such officials determine that such personal dress and appearance violate reasonable standards of health safety and cleanliness felmouth public school handbooks currently state that students in Felmouth have the right to determine how
they dress for grades K through six 9 through 12 how is it that they lose this right for two years what I witnessed while visiting Lawrence school one there's inconsistent enforcement which can and will clearly lead to bias and as a result discrimination which I saw
firsthand two students are uncomfortable my question is is this conducive to learning three there are no efforts to gather feedback on the dress code leaving this committee unaware of the student warrant committee at Lawrence challenging this in opposition four
Lawrence school handbook co dress code currently reads that it is a recommendation and not a requirement so when the school forces children to change it is in violation and contradicts the very handbook for the school my proposal is to implement the
Falmouth High School dress code which can be found on page 119 to 120 of the FHS handbook which acknowledges both both the first and 14th amendments as well as the state laws referenced previously please know that the same rules and laws apply to both middle
schoolers that apply to high schoolers i'm requesting that you bring this to school committee vote as an urgent matter thank you thank you anyone else for public comment tonight com member and volunteer um good evening
members of the school committee thank you for the opportunity to speak as we consider the financial future of our district I urge the committee to take a thoughtful and strategic approach given the uncertainties in the political climate and future funding it may be prudent to pause major plans until we
have a clearer understanding of available resources which one committee member suggested last week additionally another community member or two weeks ago another committee member committee rent member raised the importance of a proactive financial plan one that would
help ensure long-term stability while allowing us to continue delivering highquality education without the risk of unexpected cuts it is essential that our district remains fiscally responsible while also planning ahead to meet the needs of our students and staff on a personal note I want to express my
deepest gratitude for the incredible work being done in our special education programs my children have a tend Mullen Hall and Lawrence schools and while navigating um the system as a parent can be challenging our experience has been overwhelmingly positive the teachers
therapists and staff have gone above and beyond to support my children not only academically but emotionally as well their dedication and compassion both in the classroom and in IEP meetings demonstrate their unwavering commitment to our children i have sat in meetings where these educators not only advocated
for my daughter and daughters and son but also shed tears alongside me showing just how uh how much they truly care real tears like they really care and they do such a great job their work transforms lives and I cannot speak more highly of the incredible professionals
who make such a difference for families like mine in one last minute ad um the high turnover rate in administrative positions to uh the finance director which we heard about last week and then the most recent HR not to mention the two principal positions that are open as
a growing concern that warrants the school committee's immediate attention consistent staffing changes that disrupt disrupt efficiency and stability impacting both educators and students please investigate the causes and potential solutions
thank you anyone else for public comment can I make a motion to add an agenda item after the uh 810 update by superintendent striking uh one and two
from that meeting in the future um yeah I mean it's totally within your right to change the agenda you just have to decide anything else you want to say about that's it for now um can you tell me again where it went after the 810
superintendent update i would like after that before routine business um just the discussion of deletion of one and two from that meeting in the future okay thank you uh all in favor say I
i opposed i'm opposed i'm sorry to add it to the agenda for tonight okay uh any obstensions okay so the motion carries real quick what is that sound i
know it is hard i don't like the heat probably not something that can be turned off oh okay everybody try to speak up do I have really blocked up ears so I'm just gonna go like this it's really hard to hear okay it's probably better for
people who are zooming in uh okay uh the first item is acting on the KPOG collaborative amendment agreement i'm sorry i'm still Can we go back to what we're amending because I wrote down delete one and two
after the superintendent update right so Mike do you want to explain your motion yeah it's adding an agenda item and the purpose is to delete uh one and two for navigating the future oh I missed the navigating the future yeah so it's a whole new agenda item under the
810 superintendent update but before we Oh okay yeah please all right so I'd like to introduce Hope to come up you don't have to talk if you don't want to but she's the director of the Cape Cod collaborative
she began in January as the new director congratulations yeah congratulations prior to her appointment she served as the assistant superintendent for Mashby uh school district one of Hope's first acts uh was uh to open a discussion to invite Plymouth U public schools into the Cape
Cod Collaborative um school committee vice chair Terry Maderas um discussed this matter at our last meeting uh and then shared the Cape Cod collaborative articles of agreement uh in order to include Plymouth into the Cape Cod collaborative uh each member district uh
including us must vote to do so uh tonight the school committee will vote on accepting Plymouth into our collaborative hope or Terry would either one of you like to add anything um I already said my point and I gave a couple of um bullets from the agreement
is that you can do more in a group um you know spread out services and I'm sure you'll go on from there hope sure hi everyone it's been a real dream to work with Hope as our new director
oh Terry what kind of dream though let's No um thanks for letting me come tonight and um and for that lovely introduction i have to amend some of what you said i did not open the discussion for Plymouth to join the collaborative that discussion's been going on for about a
year and a half I believe um and what I first I heard was when you shared something when I walked in it was this is happening you need to open the articles of agreement get them fixed sent to Desessie approved and all the districts have to vote so we can get the
signatures to Desi by April 1 so I this is my 17th school committee meeting this month not an exaggeration not a drama thing either just uh it's actually been a great opportunity because I've either I've been in person for most of them some are happening simultaneously so
I've had to be on the phone or whatever but I've gotten to actually say hi to people and meet you so that is phenomenal um and I'm really grateful for that the vote tonight will be to amend the articles to accept the amended articles of agreement as presented um in order for Plymouth to join uh 10 of the
current 19 districts need to vote to approve the amended articles um so far um all but one have voted to approve um and Plymouth has also voted to um to join the Cape Cod Collaborative Board of Directors voted uh unanimously to accept
the amended articles of agreement to include Plymouth on February 26th and um as I said this is the 17th so tomorrow night is Sandwich and then Cape Tech and Monoy on Thursday um and then we'll have had all the meetings and all the votes
um I also just will add real quickly that I'm really really really excited for the opportunity to work at the collaborative because um I've been a special educator all my career except the times that I the eight years I was in MASH but um I think that we have the
potential to serve Felmouth in a way that um can really change outcomes for kids and so I'm really looking forward to um working in that direction and I say that because in a year from now or maybe a little longer I'll probably be back looking for some additional
amendments to the articles of agreement based on the strategic planning we're going to do so I don't want you to think that I I came once and that's it i also can always come I live in like right up the street but I can also always come even if I didn't um and answer any
questions so I I'll leave it there and uh and say thanks any questions i have just if I could um through you uh chair this says on I'm gonna look here at uh three dot
2 F which is on page 10 it just it has some dates here about April of the previous fiscal year so my only question is would Plymouth join the collaborative as of July 1st or the following year it
is uh if the towns vote or the school committees all vote to approve the amended articles of agreement and we get it with live signatures so I'm going to grab you um into by April 1st July 1 2025 no thanks for the question any
other questions yeah I was wondering if you wanted to share anything about um your thoughts on the strategic plan the strategic plan or the collaborative so um I like uh Dr dor said I've worked in MASH as assistant superintendent for
eight years um and um so we've been members of Cape Cod Collaborative prior to that I worked over the bridge and I worked at North River Collaborative and then in West Bridgewwater public schools where I was a member of Reeds and North River uh so when I interviewed for the Cape Cod Collaborative I I went looking
obviously online to for their strategic plan and there hasn't been one since 2010 so what I'm excited about is the opportunity to come in and really listen to the 19 almost 20 member districts um all of the sort of collaterals within
those communities to find out what are we doing well what are needs that are not being met and then how can we meet those needs so I'm really excited about it um I get super dorky about strategic planning in a way that's probably why I don't have a lot of friend no I'm
kidding um but it's something I truly enjoy doing um I think we have a lot of work ahead of us and um for me that's why I show up every day so thank you sure Glenda um I just would like to know if our legal council has had the
opportunity to articles of agreement that we would want to Well nothing has changed correct only the only addition is that's a thank you for asking that question because I have gone to a lot of meetings and have said the same thing and I didn't say it here so
the only substantive change is Plymouth being added as a member the other changes when we the last time these articles were opened was 2015 DESIE requires that in addition to whatever the reason is you're opening the articles any regulatory changes that
have happened since the last opening need to get corrected or updated and so there's one other addition uh there were some typos but also uh an addition where we had an adjunct membership that was in our articles of agreement that's not allowed so that's been removed so those
are the only two pieces so um we have Murphy Hessie Tumi and Leah are are the collaboratives attorneys they've reviewed it and then Desi gave us their updates and um but I I also understand like if I am I tend to always want our
attorneys to look at things too and they're also our attorney technically our attorney did review it because Okay that's the same lawyers but not with the understanding yeah not with I Yeah any other point so move any
last questions mike you want a motion motion to approve is there a second second all in favor say I i any opposed any abstensions unanimous you have my paper sign i do
i know like am I allowed to like approach the bench oh my gosh but with 17 meetings not mess it up is it above or below it's above below yeah above and you don't have to print it i'll You don't have to just copy it but I Yeah I have to
literally physically cut out all the signatures and glue them on to one piece oh my gosh seems really silly in 2025 yeah that's you send it by owl i I was going to but thanks for coming
okay next up is acting on the transportation vendor selection all right thank you at our last meeting uh you received a letter and recommendation from Alliance Education Associates uh consultant in the transportation bid and selection process senior associate uh
Richard Lee uh conducted a thorough analysis of bids and re recommends approving Lucini Bus Company to serve as a Thomas Public Schools bus vendor as you consider your vote um you have two options a full five-year
contract or a three-year contract plus a two-year individual option years uh at the end the total cost of the five-year contract is 12,912,650 as you consider the five years or the 3 plus two year we should
consider the service um we've received in the previous five years as you know um Lucini has been our bus company uh for five years um they have been providing reliable and safe transportation for our students they have been very collaborative and
responsive to the administration uh when we hired Lucini five years ago it made sense to do a three uh year contract they were a new company for us um so a 3 plus two made sense they've been with us now for five years so I'm I'm going to
say that it's your recommend it's your option that you could make a motion to vote for a fiveyear or make a motion for a 3 plus two your recommendation i do have a recommendation that we have had great service we've been reliable um and safe transportation for our students and
I think a five-year contract is uh appropriate can I ask a question um so is there any difference in if you if we do three and then two at the three-year mark is there adjustments to the yearly rate or the
fuel rate costs or anything like that that's why I gave you the total overall so like it doesn't matter okay like then that's that was a good question that was my question my one was the options who individual options for them or for us
those last two it's just in favor of the scope would have to vote it's a three and a two not a 311 it is a 311 it is a 311 and there's no cost differential at all
versus No okay what the u would there be an advantage or maybe well in the the first round I think the advantage was it gave us three years to see what type of service we have right and um but after having five years of
good service I I just I don't know that there's an advantage at this point um you know we can lock yeah I don't I don't know that there's one now we know the service that they provide okay thank We work well with them so all right is there a motion for one of
the options i'll make a motion uh for the fiveyear option the option number one the fiveyear is there a second second uh any discussion on this one all in favor say I any opposed any
abstensions i'd like to stand on that sure thank you and I should have voted I i would say I but I wanted to vote for it you did okay i I I was moved guessing from the quickly yeah sorry great oh that's great now we're all for next year well and we
also don't have to take a vote in three years on it just to do the same thing over again which is always nice uh school choice uh yes so my recommendation is to accept four seats per grade for grades uh 1 through 11 uh kindergarten will be accepted um to the degree we have seats and we do not
accept school choice for grade 12 so I ask um for a vote on school choice so moved is there a second i second that i feel like we've kicked this around for a number of meetings any last discussion okay all in favor say I any opposed any
abstensions that's unanimous thank you okay now some money let's let's accept some money all right let's do it um so 4,000 mini grant from salt pond sanctuaries uh for our science department the mini grant from Hollison
level uh future fund of salt pond bird sanctuary supports a number of activities for our science department and they have done so for many years um today's grant uh 2000 will support needed supplies so students can continue with the drifter project um in our
marine uh engineering and technology uh course we've heard lots about our drifters um over the time and it's a great activity for our students um 1,000 for a telescope camera and other supplies that will allow students to understand data at a more sophisticated
level in our astronomy um course 700 for a new eighth grade meteorology unit um to study the weather and 300 for gardening supplies for hands-on learning of soils um agriculture photosynthesis and plant life cycles um part of the
seventh grade stand and uh learn regenerative agriculture and food justice in the seventh grade um much of the student learning will be outside in the uh Lawrence greenhouse um that we just um
was able to put up last summer and again another shout out and thank you to FF um for providing that um grant funding for the greenhouse awesome thank you yes i just was going to ask Sonia and Henry
were the drifters that from Kate Birdie part of this too or those were additional drifters the drifters that this funds are in largely pocket okay thank you she question yeah i just noticed that
the grant period is from January to December that's not the academic year i was just wondering about the dates it's probably the fiscal year for Salt Pond i would guess it's the fiscal year for Salt Pond okay who gave the money
i'm sure I don't have any trouble spending it since they already said and because it's all supplies motion to approve is there a second second thank you any last comments all in favor say I i any opposed any
abstensions that's unanimous um next is the mini grant so $600 from Cape Cod Pod mini grant for the literary um food truck project um Lawrence presented last school year at Lawrence so some of you um that were here may remember u the
students um shared their um projects and uh with us but this the students pick a a companion text in addition to the grade level um assigned reading when they have completed the reading uh the companion text their report is created a
food truck um that uh summarizes what their reading is so it takes their creativity and they um are able to share what they've read uh in their own design um features of what they pull from the story so
um the se this is all seventh grade uh students participate uh so the funds help purchase the items for um the students food trucks can you just give me a visual what that matter fact I have some pictures so since you were I was wondering just we
got to see them once at I know is there can I can Brian did Brian leave me can just share me I can Yes so here's a couple pictures there
will it let me No that's right okay i'm sorry thank you thank you yeah thank you all right here we go this is away thank you so um can you see it okay so there is uh
one picture um this was last year at uh Lawrence when we're in the school the students were sharing You can see you know they do the trifolds and they they do the um the work and they present um it maybe hard
to see right there but each each student has a food truck and then they um is it a like a picture of a truck yeah so right here's one i think you can see a little bit better and it's um if I zoom on this my guess is
I think one yeah got a couple more here here's one is this the one from the Lawrence school yes we saw those at the Lawrence school yeah so this is some the information on there is about a book they read so Okay so
it's um they have a the text that they have to that's required to read and then they select a companion text and um pull pull from that to create and this so I'm trying to so they make menus so this one is I'm gonna guess it's clothing because we've got pictures
here i can't read it yeah um this is a grant from KCOD five that um use the for all seventh grade
motion thank you any last comments all in favor say I i any oppos thank you very much any abstensions i know thank you so much say thank you to Salt and for their continued generosity
through the years definitely okay uh robotics can pause sure um because not here oh they're coming okay okay yes we got up okay we'll just take it out of order sorry move on yep we'll
just skip that come back to it so um Henry your update goal two as a reminder we shared uh updates on goal um three and four at the last meeting and uh Henry will now give us some update on goal two remember it's about our discipline and we've made quite a lot of
pro um progress since our last update so Henry thank you absolutely so just a reminder we we had this um we're always we're always dedicate in academics and student behavior i we we
say that last year in our equity audit we saw that far needed to set a clear expectation about student conduct uh based on a lot of feedbacks we identified there was a need a greater need for consistency in and across all schools
and so to address this we said let's let's really ensure what are the rules what are the supports that we have that are fairly and equitably distributed to to the uh school I'm going to say support a lot so me because I I I'm like
this aspect of this uh of this uh goal so our goal which we said last time is if I'm discipline code of conducts along with multi-tiered support of uh tier sorry multi-tered systems of support MTSS will be consistently applied across
all schools to ensure equity and effectiveness for all students so that was our our goal um and that's what we had so what we've been doing is uh our action plan is we we've been implementing uh empess which is a
framework students to achieve academic and behavior expectations the past year uh Thomas schools is focused on systems of support in student behavior one of the one of the things that they did one of the
things that they did was uh a consistent let's make sure that we have a consistent data gathering system platform and that's with power school behavior support we'll talk about a little bit more but it's a data that shows uh educators what we need to do for support the next is uh monitoring
and evaluation uh we want to make sure that we have proper supports and monitoring uh we want to recommmit IST our instructional le uh support team to make sure that it's dealing not with academic but not only academic but with behavior so it's a recommmitment and
data analysis in there we wanted to make sure that we have district guidance and practices that was another thing so we held many meetings uh throughout the year one of the most uh I think more powerful one that Dr tell your um led is our uh instructional leader team where
we really start looking at what are we doing and make sure that we have a consistent practice in uh throughout this district so throughout we saw different groups of people having different ideas and then we came together and said this is what we're going to do that was powerful um getting the whole group in there and then
professional development throughout the year there multiple professional development to make sure that we are um successful in gathering and using the tool and referral system so we are implementing a powers school behavior support platform that's it's part of
powers school it's a platform and it basically it's a centralized database uh to manage to track to analyze student student supports and to address student behavior so that little system is one of the things that's going on um as of
uh this year school year Vomit High School Lawrence and Morris Pond has been fully transition to this this uh this platform and they use their discipline uh referral process in t in tangent with that since this beginning of year uh
there's been MTSS groups team groups uh throughout the districts which is learning um with Katie Novak with uh PD of um building success NTSS learning what that means that framework to support our kids and so that's been a powerful uh great
discussion not only having not only having the group uh classes but then coming together and saying okay what about invalment how is going to be in so those are powerful uh situations we've um powers school has given us a lot of of of
um professional development as well and uh there's gonna be one that's coming up in April 15th where uh we want to make sure whatever we're doing it aligns with Desty's expectations so that's another um another PD that's coming up um and in
25 26 next year uh we will have the four our our hope is that the four elementary schools will be transitioning to the power school behavioral support platform as well so this year it's all secondary
next year it's the uh it's the elementary by that time the entire district will be all set um we believe I believe that behavior is a form of communication behavior is a form of communication there's good bad but whatever it is it's a form of
communication and so the MTSS basically captures that and says okay if that's communication how do we effectively address student behavior and this power this powers school behavior support behavior support basically helps
educators track patterns uh stores interventions and guide student growth they're like this is this is working oh this is not working and so this data gathering analysis tool is really a powerful thing to help students grow um
it improves and I love the al aspect is that the the platform also improves communication between teachers uh teachers can see hey what's going on what behavior sports what behavioral supports that other teachers were doing
um and what about from other grades grade to grade and from school to school so these supports are powerful ways to make sure that we're we're not forgetting but we're gleaning from our past and saying yes this works better information better supports
um somebody may ask what is our behavior expectation what is the one thing that we want to build make sure that every kid is hitting our standards what is our graduation standards and I and you have to always say gota remember we got to
clip expectation We have clippers are they're creative learners inquisitive partners uh participants effective communicators and resilient i think when we talk to kids about their behavior we have to always come back and say how are we matching up with our expectations
that this is a process doesn't come like they already know how to do it in first grade kindergarten no it's a learn process and I hope that we look at all behavior as learn process and we want to make sure all kids are successful so I put up I didn't tell Lori so she's gonna
be like "Oh my gosh what are you doing?" I went rogue she's I went rogue and I'm gonna give Allan is good on this so Allan does this all the time i'm gonna talk about Lil Henry and it's gonna be on there because I want you to know that Lil Henry is why I think about behavior when
I'm thinking about behavior do you get it get playing Little Henry coming up all right good um when I think about tier supports I'm always thinking about Lil Henry i'm not as cute as those kids that are up there i understand that i will commit to that please don't ask me
what happened to me but anyway um thank you thank you so this is Lil Henry first grade and so when I'm talking about behavior I want us to think about us ourselves don't look at someone else don't look at that other person when
when I talk to parents about behavior I'm thinking about that parent who's looking at their kid not as a 17-year-old but as first grade and so we have we have to always really think about um when we deal with dis uh
discipline and behavior let's make sure we have little Henry in our um in our our mindset so if we think about MTSS these supports that we have the first tier is a universal foundational tier so
every teacher is going to instruct behavior clipper expectation here's your clipper expectation here it is these are the patterns and if there's anything that goes a little right a little off um a teacher can go into this platform and
start tracking hey this is not going off and they can you know track and see okay what what interventions I can do and at certain points they may have interventions and they put it in there and it's stored first tier everyone gets it everything's all set little Henry
over here this is Allen allan uses little Allen but I'm going to say little Henry over here frequently cuts in front of the line in school he's a north he's cutting every time and the teacher recognizes the pattern not just one time but it's all the time and so this
teacher will initiate a call home and say "Hey listen this is what's going on." And maybe we'll start putting whenever there's a line maybe stickers on the ground uh there's a consequence to it uh as well as a learning partner um a learning structure and I would say
this is Henry learning to be good partners you can't cut people if you're not you're not a good partner unless you do this and I think that needs to be communicated at the at the um the tier one level tier two is uh a little bit
you know targeted support and so um what might happen is that uh a teacher will educator will start saying okay I'm seeing bigger patterns I'm seeing this uh more than I need I need some maybe someone to come out outside to come and talk to me and maybe we can deal with
this uh and an IST would be a great format where we're going to say let's study Lil Henry there's something going on here let's study him a little more and let's make some recommendations more interventions it's in the classroom lil Henry's still in the classroom there it's going on so the example is here uh
I start pushing lil Henry starts pushing and maybe what was decided at the an intervention might be a restorative circle and say "Hey let's talk about what happens when you push what are the harms you have?" And the the circle may have a consequence lil Henry this is
your consequence and uh and I and Lil Henry learns what it means to harm others and make sure that you're good partners again a tier two in boom tier three extensive supports and that's what happened so what we decided um in in uh
in a district meeting in industrial um in district meeting we said you know what Massachusetts has lots of requirements if there is a behavior situation you have to report it and that's and and that's you know there's no wiggle room on that and we said you
know what that is going to be our standard for what we're going to put in our school in our log entries we said this is going to be the ones these are the major ones other ones are supports but these are the ones that we're going to make sure that it's going to be logged in so not only it's going to go
state but it's going to be in power school login and so therefore not only you'll have a suspension for this maybe a suspension um but there will be a plan for continued support again Lil Henry pushes and the push starts to become a
little physical and it's a fight i never fought no that's not true anyway um so a fight comes in leads to a suspension upon return Lil Henry talks to principal maybe it's M doc over there talks to Doc and says "Hey listen uh he
will re-entry with me and and we'll be and maybe establish a uh transition plan what are the support you need you've got your consequence we got that but what do you might need to have there you might need an adjustment counselor maybe assign a mentor and so again the support
continues to continue christian get rid of Henry now uh so so in conclusion uh I think the school is the FAMA school is a school of support we have times we have consequences and we have to do uh
students have natural um uh responses of their actions but we want to make sure that we are a school that supports and learning every action everything we're doing we're learning we're doing that so we're committed to school students in educating and supporting all students we
want to implement consistent discipline no matter where we're at we want to leverage data i love the data that we're talking about here this is in that power school we want to foster a system of supports so that all kids when they graduate the Clipper expectation is very
clear and we can say BAMD continues to build a safe supportive equitable learning learning learning learning supported environment so that all kids can learn can grow can thrive and can succeed and so that's that's what we've
been doing and uh please forgive me for my little Henry presentation but that's that's what I got what do you got thank you thank you do you have a picture of little Doc oh little Doc oh that's next time we're gonna take this on road we're gonna take that on the road little Doc's
coming soon we'll get that melissa um I have two questions yes um previously was there a communication tool uh year to year school to school teacher to teacher and I I don't want to um diminish word of mouth or was it kind of just well
little Melissa had Miss Welch last year and um you know sitting her in the corner wasn't effective however letting her do some interpretive dance was effective then does she tell
uh Mrs maderas that next year like what what is what previously to this platform how did it how were things like this shared because I know that obviously yeah you can help me but I'll tell you this son um that there are files and the teacher will have to go
into a file and see what happened before usually when it comes to school the adjustment counselors will talk about students that are there but maybe it's a high risk but I I think it should be every student you know like I don't want anyone to be fall underneath you know oh you got to remember this person here
because Paul is really bad so we gota No we don't want to make sure that we're we're talking to everyone i don't want anyone to be sure so I think you get the the holistic aspect of it and not at your fingertips as opposed to going to look in a file yes okay and then if I
may my next question when you mentioned mentor was that a peer mentor or an adult mentor i've seen both real work real well i I I would love to see the Lawrence students uh going down to Mull just been blessed by seeing their peer mentoring that's going on there i know
there's always transportation issues there but I would love to see that and I would love to see mentors um that are how can I say this um mentors that have been maybe experienced some uh difficulties in in
discipline in the past and come back and say "I learned stuff let me come and help you." Sometimes we have mentors that are been awesome the entire for instance kindergarten but I love to see that array of mentors to be allowed to do that diversity of mentors but clearly
we have uh a great BIPS uh organization that come in and I would love that that happens that you could come in maybe some u adults today I don't know academics but I know how to behave and I know proper behavior and let me share that with someone I I would love that
because we have students you know they do well but it's it's a it is it is a challenge for behavior so we have to look at it as both academ we're academic and we want behavior sports sorry if I meant one more one more sorry back to mentors when you say peer mentor so it
wouldn't be like a seventh grader to a seventh grader like listen you can't be doing that class like right now we're doing this so that's not no it's always um I older mentor or to a younger so
peer meaning like a elementary age or um school age child however with with uh with instruction and uh I I've seen restorative circles with peers their age but they have to be trained they have to be they have to know all
this stuff but I've seen powerful situation where students will come in and they'll have a peer uh mentor kind of uh discussion so it can be done we're not ready but it can be done thank you
other questions um so if power school has now gone to Lawrence Morrison the high school what is the elementary school been using this year that's sort of part one of my question so part one we they've been using the um the Google what's it called the Google data studio
data studio studio that's been going on and uh so they have something but it's only among you know it's only among their area we just feel like this would be a step up um it would be a step up to their referral process
um okay and then part two of the question is about the goal because if the goal I'm just wondering kind of is this a two-year goal that you have in mind because if you've got the goal that we're going to have equitable and consistent distribution of this but it's only at three of the seven schools this
year do you expect to meet the goal this year yeah I definitely we and and two is two is really uh kind of short too i I definitely expect the goal to be uh the secondary next year definitely the uh the elementary but then you know we we
need some feedback from from community members from our parents to say "How's things going?" So I think it's it's a it'll be a journey and uh I think it's important that we take care of our our um student behavior um effectively so
yeah not not this year not this year so but the goal for this year was kind of specific about having consistency but that's not possible because it was it was getting the consistency um and that's what we've been building the consistency from K to 12 even if the elementary isn't going to implement that
next year we've been doing the work of um the alignment across grades the the elementary leaders have been with the MTSS um training they've been with all the discussion principles are definitely a part of discussion assistant principles are going to these uh meetings so they're they're prepping
they're seeing what's going on and they're like "Okay we're going to get to that level." So it's it's been they're not they're not ignored they're they're part of it one more you expect uh power school behavior to be implemented in the elementary school next year like it
would get rolled out next year uh that's the hope that that the like in September the hope is if we can get everything in order that power school um the support be behavior support will be effective uh for for next year that's that is going
to be our target thank you hey Henry how are you we're not sitting together i know they move kind of messed up order um all right so to piggy back on what Katrina said you got all these fourth grade students if there are some that need more uh
support I forget the term tier three yeah tier three there you go is there a way to have their power school going into Bond to have some of those notes yeah so it is for the ones who are tier three or tier two you know what I'm
saying tier one they go in there it's like okay we're coming in the student needs this help this and and so there's some things that will be put in for teachers u for their own uh data point but it's that student and now a new teacher has that student can see some of
the interventions that happen and say oh this works here let's try that so it's in all the tiers because with the if you can implement the power school to elementary schools next year those fourth to fifth have kind of like an
open year and going into a new school all new kids all that that's all I have thank you that's that's a good question that's very good oh sorry Chris hi um my my question is kind of more from like the application point of view so and to
kind of piggyback on Mike so once power schools implemented at the elementary schools essentially a high school like a high school teacher could look back at a student that's kind of gone through the system and look and see kind of what behavioral supports that have been needed since like elementary school
where at any point they can kind of keep track of of what is that kind of how once it's in the system of power school like anybody any teacher has access only those only you know only a teacher that is with that student right you won't have anything like that and and we we we
could have possible um I'm afraid I I don't want to say that we can take it away but I think it's important that we see the growth of students and so we're going to keep those there yeah no abs i mean I was thinking it'd be important to kind of have that history to be able to see that
from start um and those are those are our supports there's another you know when we talk about discipline behavior that that's another area there that that that happens that'll be in power school as this is your discipline that we have here but supports are here and these are
all the solution these are all the interventions we have and then if I look up Henry as a seventh grader you know what do I have here it won't be those supports it would actually be any kind of tier three discipline that I have there
So it' be like a kind of it's it's they're all still in power but they're kind of in different and only only administration has those eyes gotcha in terms of the discipline this and in terms of like the support is it more um and I I'm forgetting the term
but where it like a teacher tries a support and says well you know in terms of like the stickers on the floor is there is there like a drop- down menu of like things they can try or is it something where they just put in what they tried and what worked like are there suggestions kind of already in
there well I think sports have to be long you know someone said I did it one day no it's got to be you know four weeks you know of trying some some situation there but building up the MTSS system I think that that needs to be um what teachers doing like what are the
what are the uh other um means to to to to get them so I think that has to be an all district kind of and by also by uh what we do in elementary is not going to be the same thing that we'll do in the secondary so right those supports will
be have to be differentiated but but we need to we need to continue building and we've got some supports right now um but I can't tell you right off hand sure yeah yeah no yeah i I mean I think it would be extremely helpful once you get to that point like to kind of see a demonstration of what like kind of like
an example case or something not obviously not related to a specific student but just something just so we can kind of see how at least for me just maybe a little Henry come back one time little Henry yeah um and then I think my only other question is in terms
of kind of measurement of success like when this is implemented like how do we have an idea of if it's going to be like surveys to families and teachers if it's going to be like as you look in power school you see a decrease in kind of behavioral issues um or less supports
needed is that have is there been any kind of thought in terms of I I I really struggle with that um seeing it because I think if we really dig into our discipline we might have a spike initially like saying "Hey listen this we're going to really get into it and that might be a spike but that means
that we are really engaging in students behavior." And so I don't want to say that's but I think long term we're dealing it and I think parents will say yes uh I I'm so s I I love what uh parent said here he goes the support my
child got with uh her IP stu you know student that had had an IP i think that would be I would love to have that same evaluation because I love how our our schools have been engaging with our our kids and yeah my my student did
something wrong but they came in there and supported them and said you're you know we see it's a journey and you're going to continue so I would love that to be the case but I'm not going to say right guaranteed next year it's going to be smooth right right yeah no I can kind
of see like as the system's implemented like you may have a spike as you recognize more things that's kind of more long term to kind of see that steady step thank you appreciate it um even uh kids with discipline problems have strength and I'm wondering if
there's any element of focusing on the strengths when we're talking about discipline i mean because discipline sounds a bit Yeah yeah i don't like the word not bad i don't want to well the behavior support section it is all strength based
it's about finding out what's working for the student and building upon that um but there is the element you have to move to the reporting side on a discipline um that's required by Jessie but the the behavioral support system which is really what we're trying to build um and has something across the
years it's really about strength find what's working for a student when I mention strength so I don't just mean what's working that Every every person has strength even if they have discipline yes so locating is there a way to locate what the student that's that's part of that process of finding
out for that student what's working for them it's drawing those strengths out with those student i apologize I didn't say it well maybe I don't want to keep a robotics team but I wanted to ask one more um just in terms of how the teachers have
been um adapting to using P school have you gotten positive feedback or do they feel like it's extra work or I I would love to have uh um some what I've heard this is what I've gleaned is that teachers like that um when they have a
situation and they put it into uh the behavior studio behavior support uh there is a a direct immediate connection with demonstration they don't have to uh um get involved or not and then um and
they can also see um this is secondary so students go to a different class they can see oh Lil Henry had u there was some supports going on with Lil Henry in one class and another teacher basically say all right let's see if we can work with him continue that support oh collaborate between class collaboration
that communication and that's what teachers like they like to say oh there's something go so let's let's make sure that we make sure that Lil Henry is taken care of and I see that support let's continue that in the next class so that I've heard heard was um what teachers said this is a good thing now
the level of what they put on there it's up to them it's you know I'm not saying but I think once a teacher sees a pattern like the first time Henry cuts don't worry but I see he's cutting a lot wait a minute to put this down there might be something there so I don't think that's something that you have to
right and it's quick it's like boom you're they're not finding it ownorous or adding extra work for that no okay well we have to continue we have to continue asking educators about that and we had to come back and talk to Power School and say "Hey listen there's this
uh things that we have to work on." So it we're gonna we're going to continue figuring figuring out the bumps in there okay all right warm welcome to our regal seagull thank you wow
i've heard all about you wow so this is our robot Lulu hello have some members here from the Regal Seagull Robotics team and Lawrence so we have Ethan Farmer who is our
computer scientist and coding group [Applause] who is our reservation [Music] first live tournament it changes every year this time we have to get the big rubber balls otherwise known as algae
into known as processors it's basically like playing soccer um and then the other objective is the big PC pipes we have to get this into what's known as demonstrating just a big [Music]
Holy cow that is amazing there's a couple other things we can do but we're not able to demonstrate them today one of the things is this entire robot is able to fly but there will be along the entire field at the center of
the field and at the very end of the patch all 90 pounds of is lifted into the air the contraction the winch climber that we have constructed is running off of three gear boxes in total for every 100 rotations of the motor
there's one rotation of the actual shaft and we calculated that it's not of the car so it's more than redundant oh my god that's how it climbs it does
[Laughter] something that's in our budget another function that we're able to do is autonomous also something we're not able to demonstrate too effectively because we don't want to run someone over this isn't the actual field but
this thing for the first 20 seconds will be able to independently try control um again able to demonstrate that but we have done this reliably that we have almost every match at our last game got the breaking point for the story
this is what this and a climber are the two things most crucial to what enable us to go to districts which we will now do um from April 2nd to I believe April 5th we shall be in Springfield Massachusetts we will be um one of the
only rookie teams there and we will represent not only High School not only Lawrence but the entirety of Kop wow we thought we were just approving a field trip we had no idea we were going to get treated make sure you approve
so they received this award um well let me introduce Andrew Cousins andrew's the advisor so you can talk a little bit about in a second but they this is their rookie uh award this is their first year
in the first um competition and um so they beautiful kind of thing that I didn't understand the three things but I was gonna have to describe what it was and that's um to be a rookie a couple weekend ago
um they cheated at uh came in and third uh as a rookie team um and then the weekend after that out of all the teams there's only eight Catholics and they were one of the eight they were actually number five on the show so they got to have their own
team and they I'm just I'm so proud i'm let you guys talk about this so that's the event so if you sign up for first you're allowed to go to two events two districts go to offseason competitions
like the class last summer but you can go to two competitions and basically however many points you score determine whether or not you're going to so at every event of all the teams that are there they get one they come around and they interview the kids they
ask about the robot they ask about how they funding they ask about the team structure want to get a good idea I would just like to mention it um with the rookie board there can be multiple rookies and they don't give out the award or there be one and they do give
out the award it's the judge's decision of whether or not there was a rookie that deserves the award i forget one of one of the competitions apparently had three different rookie teams and they didn't give out the award so us winning was a big deal right they could have
chosen not to give over the award they don't have to decided that we were a little bit cool that this was every year in January in March
but so you guys like to kick off right so this was their first ever kickoff andrew is actually a first alumni student when he was in high school why I recruited him i was like you're gonna help me with the theme um so
anyways uh every year they come up with the theme so this year's theme was Reefcape and I feel like an appropriate time for high school to pick a debut first because we're on the ocean and we are the only first team on that's never been a first team before
us right now um so basically they have theme and they work this competition around a theme last year it was all about music and national flipper clash was um this year and it's all about taking care of our oceans uh fixing the
coral trees managing algae so it's all along that theme now in addition to that first contacted us and said hey um every year at district championships we label the fields after some people in STEM scientist we'd like to uh we'd like to
actually have someone from the Heidi and so they got a hold of me and I to hold her and so now the two fields that they're playing on are valor and what was the other
It's hard to hear well what I really like about first is really in the name the acronym stands for for inspiration and recognition of science and technology and really it's just a combined um
really just display of every single discipline of science um and engineering kind of wrapped up into one we have software engineering we have mechanical engineering we have a lot of um design with CAD we have a lot of machining
going on here we have a lot of um practical things like um uh you know uh greasing the wheels making the math is right there's a lot of math involved math um and so what I just liked about
it is the fact that every single aspect is completely up to our team unlike um VEX which we had done in previous years where parts were given to us we basically just make all of this and I found that really meaningful and really
incredible we've done a couple very um rookie teamish things um one of which being this weight um which is actually used to um balance out the climber um there's a bit of a weight distribution issue where this PDH which connects all
the electrical components is heavier than all the components on the right side of the robot and so to balance this we just took a 18 pound weight and strapped it down um additionally um Violet if you were to enable the algae
and right there that you just saw giving tension to the algae intake is actually a retractable ID badge holding there's a lot of zip ties a bit of duct tape there's a lot of zip
ties and um yeah it's been running very smooth and very consistent Um the biggest goal was consistency we didn't want to overreach and have a good robot that only worked some of the times we wanted a robot that always performed
exactly the same and exactly as well and I think that's the reason we ended up being drafted by a team and ended up drafting a team in the next event it's just because when other teams had issues because their uh mechanisms were significantly more advanced um because
they hadn't sorted out all the code yet they had some bugs ours was working perfectly fine and so um we've kind of um been able to punch way above our weight class just because we have we've really just been doing the
same thing the whole time just as well school and when I heard there was an opportunity to do engineering at my local high school and it eth grade cards we have three eighth grade uh students on the high school
team and they selected Violet to be the driver pilot controller i keep calling something different but anyway I do think it's amazing that she she's a selective driver and um well I do wood shop at the high school and so I've
always loved working with my hands so I was I thought this was a great experience i've had been able to learn a lot of new skills of working with like wrenches and just working with metal in general so I've had really fun time doing a lot of the building
i'm leave that to them i'm the person who helps build and lift up number one but and then I guess my favorite part about first is simply how nice everyone is you think you were the Midwest we've had multiple teams come up to us help us out one of the teams from
Bridgewwater is actually like helping us actually drive to Springfield and just everyone's so nice i've made so many new friends over just like the past week it's just such a great program and I'm really glad that you're allowed to be
thank you so much [Applause] was not able to be here tonight but he's been a volunteer from he's also alumni very oh you may have questions for them
and then I'll question who did the artwork and your shirts me and Izzy she did the original art and together we Love it so what grades are you all in
i'm a junior in high school okay that was all good job everybody we do have other Awesome so um Springfield they've been invited you have to be invited to the states and they've been invited um which
they already made your dates thank you it's coming next week um so uh we challenged them to see if they could raise some of the the funds and in your pack you saw that um original estimate was uh little break 11,000 um
Carmela has done an amazing job bring the cost down where um at 9,910 okay almost so I just want you to know that we are going to make sure that you go raise some money you can put some you
know sponsors Great um but um the district's definitely cover but you have to come back and give us some updates watch the live stream oh that would be great can we get that i will give you the link if you guys have it it was
amazing i actually did that the last time i saw you know your whole competition during there i had so much fun sitting on my couch all afternoon watching them um that Saturday in the morning you know the fair uh so it is it's a lot of fun to watch it actually
so I will make sure you guys have links and you can actually watch our I know my father works here and one of the other students mother also worked here so I think it was the Thursday or Friday that we were at our competition must have been at school we weren't at school but
they had it in their classrooms so I did I came I was watching you guys i thought about that i did we are trying to think of somewhere in elementary school
[Music] love that how many other schools are competing at the same spots available at district championships there's about 191 oh so it's a New England championship
notionship okay [Laughter] well if they make it to worlds we'll have to get Okay let's send them is there a motion to approve do this over mic this time
yes I'll let you all right thank you is there a second thanks Melissa all in favor say I i any opposed no any abstension no of course not i don't know what you say for robotics you don't say break a leg you don't say have a good game so I don't know guys
yeah just whatever it's the right thing i'm proud of you thank you and good luck thank you thank you for coming oh my gosh so cool yeah I didn't know that they were coming maybe it's just to let people know
okay next up is the update from Office of Teaching and Learning okay so uh Dr ter will now give an update on goal one as well as the midyear we missed Connor a question oh I apologize
connor I think we missed you did you have a question about the robotics i didn't I wasn't looking down so I didn't notice your hand was raised nope okay all right so um Dr is going to talk about goal one uh as well as the midyear progress uh and
progress with the grading and how all of it um is a part of goal one so Sonia thank you all right so I've got a few things u I'm going to speak from that are also um
showing on the screen across so relative to goal one just as a reminder uh because wow it shows up tiny over there um our goal statement said that we believe in Fallet that all students will
have a sense of belonging that they will know that they are valued for their unique identities strengths interests needs languages exceptionalities and background and within that we broke the three focus areas for this year into the selection of instructional materials uh
professional development resources and as Henry was mentioning our multi-tered system of support our implementation and training so in this first part I want to look at the relationship between our selection of instructional materials and professional development and resources
and before I go uh further into the look at the data that connects to this I just want to share that in our work this year um the selection of instructional materials has to meet the standard from the department of education of being um
high quality instructional materials and they give us a set of parameters around that and part of it ties to as Henry said the academic side of uh multi-tered systems of support and being able to have differentiated supports for students so this year we were able to continue
year 2 implementation of our math program for kindergarten through grade eight which is I ready mathematics we introduced um investigating history at grades five and six and a shout out to the Morris Pond teachers and u Mike Feny for their work they've given us
extremely positive feedback about the investigating history series um we've updated some of our resources for uh English language development for our multilingual learners of English and also we're in the process right now of selecting our new literacy program which
will be for kindergarten through grade six and their decision we hope to have within a week they're just finishing field testing but with that um what I think is really important and the second part of my update so as Dr dor said it's tied to the goal is just to look at some of the
data so a year ago when we did the middle of the year look at students um learning in mathematics this was how the six schools sort of plotted the they were between the upper two quadrants on the upper left side which is a little
bit of a darker gray is low performance with high growth and on the right side the top is high performance and high growth so this was a year ago when we took the same snapshot this year all of our schools are in the high performance
and high growth quadrant so when we're thinking about this from the perspective of our goal um this data indicates that yes we've selected high quality instructional materials the professional development that we're providing to our teachers is effective and that it's
translating into stronger student outcomes for uh our clippers so when we think about that there I Ready measures student performance relative to two goals the first is their typical growth which is the expectation that
they grow one year in one year's time right so they meet the expectation for their grade level that's the one on uh in the lower part it's on the left uh it's also the one that's tracking at the top so about 70% of our students are on track for their one year's growth in one
year's time so in the middle of the year that's that's pretty strong indicator what's even more powerful is that on the the set of bars on the lower right is the students performance relative to their stretch goal and their
stretch goal means that if at the beginning of the year it was there was an indication that they were performing below grade level that's what starts to accelerate them beyond their current grade level to close that gap so right now we have
uh it's about 45% of our students on track to meet their stretch goal by the end of this year as well and so that's where we're making the impact when we're talking about students who need a little bit more support to get up to grade level that's where we're making that imp
impact and part of that again to link to the multi-tered system of support uh when they finish their diagnostics students are also assigned personalized lessons in my path so they have their tier one right that core instruction that every student has in math at their
grade level and then they have those personalized lessons that are picking different skills and needs that they have and giving them those additional exposures they're also working with their teachers in small groups and sometimes you know with other peers but they're getting both rather than one or
the other and then that's what we're seeing in the in the data that's there [Music] yep so these are national norms so they're set um across all users of I Ready which is a pretty predominantly
used uh benchmark system we use the screening or the benchmark assessments and the curriculum so they go together some districts choose to only use the screeners um and so at the beginning of the year the students take the screener it sets them up on their mind path and
also lets their teacher know where they are in each of the standards they do it again in um late January early February so this is the comparisons um these are our standards are used in the curriculum and then the norms are national norms based on all the students
who take this benchmark sorry i'm glad you're asking questions nope i'm glad you're asking questions and um I know Karen Carson and Robert Bowerman had come and shared a little bit of this data with us in the fall and they were really encouraged by last year
and when they came and they were sharing uh Karen was talking about it she's the one who added the bright spots graphic because she's like I was just so encouraging year one was so encouraging and then to see the growth in year two um even more
so so moving from math um what we did this year while we're evaluating the literacy curriculum we introduced new screeners we needed to have the the screeners in literacy so for grades four through six we chose I ready after our
evaluation so I can present the data for four to six looks very similar to what you just saw and then I'll explain to you what we're using for our so uh for our students in grades four through six again thinking about that baseline data this is the first
year and we haven't changed the curriculum so just like you saw with math where we saw we were in the two different quadrants we're placing in literacy grades four through six in those same two quadrants on the left side low performance still high growth
on the right side high performance high growth and so that sets for us um the baseline and then when we make that same view 83% of our students um were on track 50% or more relative to their
their typical growth and then um similarly we're seeing a number of students on track um just just shy of 50% for their stretch growth so again driving at skills that they needed additional uh instruction and support on
and being able to meet those so it looks a little bit different about that yeah can we Sorry you don't have to go back i just wondered um were you measuring the typical annual growth and the stretch growth previously to starting with I Ready or is this just
something you're doing now with I Ready i Ready gives us the ability to look at the stretch growth um we historically had used FastBridge um as our screening and so it looked at the year itself but it didn't necessarily look at the acceleration of how a student can get to
that stretch to close skill gaps okay i was just wondering if you had compared to more than just last year and this year within the new curriculum so unfortunately the the older screener didn't do that um it would only measure in that year they had national norms but
it was still only measuring that year against other students who were learning and assessing that year what was it called in fast fast bridge fast bridge thank you so for kindergarten through grade three
um we chose a different screener uh in kindergarten through grade three following uh the state guidance we need to make sure that we're properly assessing to determine if any students have dyslexia and in that we chose to use MC class which is um powered by
Dibbles so this is the eth edition Dibbles which is a well-known literacy screener it's uh aligned to the science of reading and um helps us not only to assess and determine around dyslexia but also uh the discrete skills for early
literacy so that we can find any skills that may affect a student's reading ability longer term and isolate and respond to that so unfortunately I can see how small it is over there what this shows is just it's not the data it's the battery of tests that students take so
for kindergarten and grade one they do letter naming fluency um and then phone segmentation so learning to break down the the words into their individual sounds they add in grade two and three um their alphabet nonsense words right
being able to read a word based on the sounds of the phonetics uh word reading fluency and then it gets up into um oral reading fluency and then the last column we don't use it the the test that it isolates for fourth and um fifth grade
because we use I ready which gets into the longer text a little bit more sophisticated reading so the important part here when we're looking at how our students are doing is that the red bars are getting smaller the blue bars the green bars are
getting larger and our students um that's from beginning of year on the top line in each grade level to the middle of the year but what's really important is that those bars are shifting and the students are getting more complex text to read and then when we select our new
curriculum which will also be aligned to the science of reading um it'll be knowledge building it'll align also with these graders so this baseline really sets the stage for us to be able to measure the impact learning with our new curriculum
next year just what is M class and boy and moy boy is beginning of year and moy is middle of year so that's the comparison just like with I reading when we're talking about the fall and winter that's a comparison of where students were late September to late January
early February and MC classes MClass is the screener it's it's by Dibbles so it's the name of the name of the screen and then each of the screeners also provides uh instructional recommendations just like the mind path
and I ready to be able to isolate and provide students personal experiences so will you keep that same screener next year when you have a different Yes bill okay so the the program that you're
transitioning to next year does not have a screener component in it the the two finalists do not have screener components that are as comprehensive as these and one of the things we did in evaluating these was making sure that we were looking at screeners that many districts were using
regardless of their curriculum still able to use the personalized learning that comes with the screeners as well as that being question so the data there connects to um as I shared earlier the selection of instructional materials but then also
the work that we're doing with professional development and as Henry mentioned uh one of our partners this year for professional development is Katie Novak from Novak Education and uh Katie Novak has partnered with us she's done some um whole school professional
development both for elementary and in the district but for our instructional leaders um our department heads our AP service um and our principles she's been meeting with them once a month in a in a cohort format and each
month they go through a different assignment and what it's doing is it's allowing us to build a vertical plan for ourselves that addresses a number of different components so part of it is how we plan instructional um or professional development part of it is how we respond to our data um part of it
is how we build out our master schedules to make sure that we have the appropriate time and resources to provide the personalized instruction um and we plan to continue working with Katie going into next year to implement and and fine-tune some of the things that we've been learning um through our
work with her especially as we get deeper into universal design for learning um which is just another way of how we design instruction at tier one to really make sure it's accessible to all students um You know one of the things when Henry and I look at goal one and goal two the relationship we talk about
meeting students where they are these are the different access points that we want to make sure we have so students can get into their learning and be able to recover and and push ahead um and oh one of the other things I know
Henry had mentioned was the instructional support team right in the process that we're going through to revise the instructional support team um looking at behavior as well as instruction and one of the things that that's helping us do um also in using our data is plan for our intervention
blocks that we have at at our school so with blocks the elementary um and Morse pond which shift a little bit nature and developmentally u in an appropriate fashion to the use of pull up time in the upper grade so we have that vertical
connection there as well so with all of that work and all of the things that we're doing to make sure that not only do we have the high quality instructional materials and we have um you know the the different ones for students into their learning we also
need to make sure that we're providing uh appropriate feedback so all of this sort of links into the conversation about where we are right now with grading and grading for proficiency so um in each of our professional development sessions with um our
teachers we start out with just reconnecting and reminding ourselves of the why of this work so we want to make sure that we're representing the updated DESIE standards it's one of the things that that needs to make its way to our report cards uh implementing evidence and researchbased practices which is
part of that standard for high quality instructional materials that Desi sets out we want to focus on what students are learning not necessarily uh just what teachers are teaching it's important that we have the materials it's important that we follow the instructional model but then we also
need to have the data about the impact on the students and what they're learning and having those places where we can meet students where they are been very intentional um in our process of making sure that we're aligning vertically and horizontally so even when we're selecting the priority standards
which are ultimately the standards that get updated to the report bar our teachers have laid them out and made sure they didn't overemphasize one particular concept in a subject to actually ignore or deemphasize something else they've looked at it over time with the thought about making sure students
have a complete consistent experience to transition more respond and then clarifying what that communication will look like uh for families around those standards so these are just the overarching pieces that we've been
um conducting of the proficiency scale to field test so when we isolated or identified our priority standards for each of them we wanted to be able to have a tool so that our teachers could um talk with each other to calibrate what they're doing talk with families
about how the student is learning and where they are with each standard um so we have a scale that shows what it would look like at each of the the grading thresholds so we had historically used one two three four i'm going to show you in a minute what we're using out each each step what learning
looks like we've involved our elementary principles our grade level leaders which are teacher leaders there's one for each grade at each of the schools so they become like a cabinet right they're they're providing information um in assisting with communication they
actually their grade level meetings at their schools and they're uh instrumental in helping us um prioritize and set the stage for each professional development session so at the simplest level this is what the proficiency scale looks like so
instead of having numbers or single letters uh like an A and B you'd have four stages for each standard this is our scale in working towards proficiency so for each standard it starts with beginning where a student enters their learning
developing progressing and then ultimately meeting the standard and meeting the standard or having proficiencies in the benchmark so we've highlighted the green so we had isolated one standard for you to consider which is a geography
standard from fourth grade social studies for North America and at the bottom it literally says I'm just beginning to engage with this concept there's no expectation of what they can do or can recall but when they get to developing it says I could recognize and
recall specific terminology such as North America i can identify the scale of the map the key the legend the physical features like mountains and rivers it gets up to progressing where it gets a little bit more sophisticated
um they're using cardinal directions um they can uh apply different scales to different maps and find the features and then at the top it's it's the standard I can use cardinal directions map skills keys and legends um and the titles will
locate and identify important physical features of North America so this happens to be a geography standard um it's a relatively short unit where the students are working with the maps and talking about physical teachers but the same process applies to each of the
subjects so when um teachers are providing scores on report cards um they would be able to use this to help calibrate and make a decision i think one of the things that was particularly important when we were working with not just our teachers in professional
development with our grade leaders but also with the family grading advisory that stood out for us that we really needed to put attention to was the difference or the relationship between what a two and a three for honors um and how often at three just people were sometimes put it up because it was
comfortable or students could do most of the work and then it wasn't necessarily translating into the data for example the benchmarks for instruction so um as we were preparing for um our next steps in professional
development I thought it was important that we just touch on some of the timelines and milestones sorry I noticed Chris has a question too of in terms of so the teachers are they like on whatever specific units they're teaching are they kind of using that for like
units and then they kind of gather up like all of those that they've done for all the different units to meet the standards that they're teaching and then they kind of use that information to kind of um I'm losing the word but um to kind of essentially tell them what to put down
for their report cards so for science and social studies because they're a little bit more content heavy it's by unit or math and literacy because a lot of those skills get revisited kind of crosses a greater span
um this rubric looks kind of similar to the evaluation for the superintendent that I we've all looked at but um they don't are they inputting their own narrative at any point or is it the narrative that's selected for the rubric for that level so um I know I know we're
getting a little bit ahead in terms of the report card they'll have an opportunity to put a comment like a narrative comment in just as they add to the the report cards now in terms of what we're planning around the revision uh but the the scale or the way that
this is looked at is really right now a tool for teachers to be able to use to make decisions and so we left this column in the middle um because when we're getting feedback from teachers is we can leave a column and we could put a date in there or you know we could list like you were saying different types of evidence like what did we look at what
assignments or what student work did we look at that informed our decision um but there will be when it comes to the actual report part the that goes home to families there's a comment space just like their exam and I guess I didn't really say my question correctly which
was they're not inputting information about their coursework that's written up as part of the report and then they just select like if they're teaching this geography course those descriptions are already in there and they just select which one like that we covered this part of geography is already written they
don't have to write it themselves so the in terms of the report part the report card will have the language in green it'll have the actual standard but then the rating on it will be matched to beginning developing progressing or
meeting okay is this the same idea as a sticker book from a couple years ago so when we talked about um applying stickers we had a similar page to this but that was for students to have this is a tool right
now for teachers for the teachers but it's the same idea and this was pushed on by that pilot program that we're not part of that was the original intent of this whole this new grading change was based on that pilot program if I'm
remembering that correct the high school has got a pilot program to change their the at the state level was doing right okay we've had versions of standards based and standards reference report cards like even when you look at an elementary report card
now yeah it's pieces of standards and one of the things that we did um and I think you know this is part of you know sort of stepping back and elongating the timeline he did a crosswalk between our current report cards and the new standards and how much of the language
has been changed or no longer appears in the new standards right so uh in some cases we're updating it but yes that in the in the longer term when we're talking about proficiency and standards base it does connect to the the way that Desi was doing it for high schools
because high schools really are the furthest from looking at grading this way i got a couple more questions if I could the parents advisory group what what I mean what happened with them this school year sure because that was a big issue last year with them not being involved and they got
involved and I've heard from parents and teachers and I've discussed this grading thing this school year and I was told that this isn't happening it's off the table but this is the same idea as what happened last year with the proficiency and the rubrics and I guess my other
question is what is the time strain on the teachers versus classroom time because I have a dozen or so high school kids that I have to do rubrics every semester each rubric takes if you do it right half hour 45 minutes so if you
have a classroom of 20 kids how much of this time is going to suck up classroom time and I'm also overly concerned with any grading change anything is supposed to be voted on by the school committee so that has not happened yet so it seems
like a lot of wasted hours and professional development for this plan that we were I was told it was gone and it seems to come it's just interesting to me but so this will take up more of the teachers classroom time to do these
longer rubrics they already report on a number of standards on the current report card right so it's not changing how they report on the report card it's giving them a tool to help them be consistent in how they report but to get back so there were a few questions I'm gonna try
and if I don't remember one I'm right so um last year 23 24 we did some of the teacher professional development we continued selecting our priority standards um we set uh what our proficiency skills would look like at
the same time that we were meeting with the family grading advisory right and with the family grading advisory they had two charges um and one of them was to help shape what communications would look like right sort of set the stage for that and they did some of that work like we have drafted FAQ documents we
have some drafted website content uh content that when we get to the point of actually changing the report card we have that information um and the other part was they really put a fine point on where we needed to direct our professional development coming into this year and that's that piece around I
think a real aha moment we were actually um it was the the workshop we were meeting at uh Ticket and we had two breakout groups and what we really clarified was the difference between a two and a three and that a two for some felt like their child wasn't doing well
as opposed to where they were on a certain standard um so we took the feedback information from the family grading advisory and when we finished the or included the grading advisory last year we said we're going to continue with our professional development because these are things that we need to make sure we all
understand and do well so that set the stage for this year's professional development but the parents group was cut off from that stage they completed the charge that they had last year which was setting up the communication and helping us clarify what our professional development okay
um and so we went through we did the things that we shared with the family grading advisor we're going to do and we shared with the teachers that we were going to do and collected their feedback and um with that we recognize that we do need to bring it so uh our intention is
to bring uh the draft report card issu all of that would really mean at an upcoming school committee meeting uh but we wanted to share with you sort of where our professional development has brought us through the year to get us to the point that we had drafts to present
to the school committee and I think for us again slowing down the timeline being able to really dig deeper and have some of the conversations that we had uh not just through half day professional development but all of the the different meetings we have on Tuesday afternoons and working with our grade level leaders
um in the past couple of weeks they've been sharing with us some feedback about where they are and so one of the things um that we heard from them is overall it really shows sort of direction where we've gotten the level of ownership our teachers have product overall we really
like how comprehensive it is we feel that grading will be easier than our current report card since there's so many things that now have been consolidated into one grade on our than what we have on our current report card uh we like the vertical format of the indicators so the up and down and they
like the three letters relative to each of the words um some of the the big standouts when we were looking at trends across um what people were asking us in terms of some of the the final revisions to get a draft prepared to share with you um we had a big conversation at the
end of all this about effort um because the current report card has the word effort and then we just assign a number and so um this actually goes back Henry to a little bit of what you were saying relative to goal two we sat down with the teachers and we went
through and we talked about the different habits of being aware that are embedded in their goal or who they are as a learner academically and who they are as a student you think about the the broader sense of behavior and so we've listed out different clipper habits that
would appear on the draft report card and they would have the same um proficiency but specific skills that students need to learn um about how we we act and interact in schools and so we've had a lot of conversations with the teachers about that because they
have moved beyond some of the academic conversations um some of the asks that they still have for us is when we take the standards for the report card and convert them into familyfriendly language so they don't read like they do the DESI documents um they said you know we know you're going to make it
familyfriendly uh we know you have to make it shorter for us but we want to make sure that you don't affect the integrity of this standard um they asked about the space for comments Katrina which goes back to the earlier part we were talking about um you know but I think one of the other
things that came up was they talked about how they use their teacher nights students lead the conferences as opposed to a teacher presentation right the connection for learning um they talked about how they use their conferences and how they can use the conferences as one part of the feedback but then set the
stage of the report card um so it's been a really deep conversation with teachers and the types of comments we're getting now are more about nuance fine tuning to get it to a place that they like but it's really
been a very different year in terms of our conversation there was one you missed because of the new rubric grading system and you're going to break it down by units of curriculum will that add time to the teachers doing rubrics and
grading and away from classroom time more so than it is now they're not assigning something on a page like that for each of those standards for every kid they're completing the report card as they do now that's meant to help them so if they're not sure where a student
is and they're looking at the student's evidence to make an informed decision about what needs to be on the report card so they will fill out the rubrics after every unit to use those to help them with the So I'm very concerned and I've had a lot of teachers come up to me
they're very concerned about the classroom time being taken away by this new grading system and they were concerned about that during the sticker book discussion last year and I thought that this was gone and that's what a lot of people thought so my concern
is changing a grading system that we haven't voted on for no apparent reason because Desi has not released the new standards yet as far as I understand there's no Desi Desi's not telling us to do
this and I've had a lot of concerns from parents and teachers that it's going to add work to them take them away from the classroom time and I am very concerned that we're doing PD on this after I was told that
this is dead so um so I think it was clear that this is like an initial pass through of where the year has been and it's coming back to us so we can address all the rest of the concerns when it comes back to us i I we have now we have
a very long agenda and I'm I'm just cognizant of the time and taking so many questions on grading when we've already heard there's going to be another presentation that actually rounds it out okay um I just thought that the school committee had
input on accepting this new um report cards so just to make just to Yes we're going to vote on it okay when it come when it's when they figured out what they want to do so we we brought it to you tonight because the the teachers have uh at their own pace have gone
through the school year and they've got to the point we are ready now and and that has been the feedback across every single school um every single teacher it has we've gotten to this point so now we're ready for presentation on the 13th
of May will be the next presentation and then um after that we will figure out when the school committee is going to vote will that be the second uh meeting in May will that be the first meeting in June i mean we need to make that decision the very minimum that we had
said last year and we continued and Sonia you know it was it was stated that they were going to do their professional development and and when they're ready we would know they're ready and that's why Sonia brought this tonight see at the very minimum we are not aligned with
our standards our report card at the very minimum we have to change the standards we are not reporting on what the standards are that the students are learning and that has to align um so that has to be at the very minimum through all that decisions we've come to
um this this the new report card and making sure that the parents get to hear the whole standard that was the other piece that Sonia mentioned tonight that we heard last year there were bits and pieces of the standards but parents were not receiving the full indicator of what
that standard is and how students are performing toward that standard so those things have to change the teachers have selected when you see the four they have selected if you remember last year we had a four-point scale but
it looked a little bit different through this year the teachers have decided that meeting is going to be the top that does not mean that that students will not have extension beyond meeting but meeting really is meeting the standards that is the proficient level and they they chose this year that they wanted
that to be still being a four point and the other concern that they had through the um uh through all the professional development and learning and the collaboration was that they needed two data points in the middle of the scale because just having one point they may
be a little bit above or a little bit below but two literally gave them more more space to be able to clearly identify where the students are so what you see now has been developed by the teachers i'm still I'm gonna speak again because
I'm still concerned with last year Terry asked a question about grading changes and we needed to vote in the school committee and at the time uh Dr tellier had said not for not for everything or something to that effect and I'll find the meeting but last year we had a huge
problem with the sticker book idea parents came to every single meeting at the end of the year I was told that it was over we're not doing it so now to find out that without approval of the school committee well we had concerns last year people were talking about this
last year to spend PD time and money on something and not have the parents group continue on and we've had parents reach out and ask about that well so all right could I just ask for something to read
before we have to make some decisions like I I say over and over again can we see the old report the new report card and maybe a little bit how it got there not that there's anything wrong with it but old and new just something to read
because that is part of the the May 13th so when they come to But this was just telling you where we are we thought more updates were better than than less so on but it's an update gigantic update all at once it's just
I'm sorry it's just way too much to take in at at once so if we could have something for react after being told i just have a quick question i'm just wondering if once it's all together if it's something that's worth having a
forum on where parents and teachers to kind of see the whole product and I'm not sure um you know I think this was started kind of before I I came on but just in terms of if forms have already been had or essentially so
people can see kind of what the finished product is going to look like and if there's a plan if Dr tyer had been able to finish um she was going to tell that the plans but they wanted she wanted to we wanted to you to hear that now the teachers have come to the point that it is ready and
we didn't want to come before that because they were still working on it so in April there's going to be a forum at each of the elementary schools and absolutely we'll let you know when those are uh and then uh again on May 13th then they're going to come and give a
full presentation and then there will be a committee vote on the changes either the last week of um or the last meeting in May or the first in June and so or later if we need more time or well I'm just saying like that that is
it's good to have a a goal for our schedule but if we don't have enough information then Melissa so thank you for clarifying that because I am always one that I want an informed I want to make an informed decision so thank you Chris for bringing
up the forums and thank you Dr for mentioning that there will be forums throughout April and for reminding us that these are standards that we need to come up to and that we will have information with an extension if needed
to make sure we have all of the informed decisions that will give us plenty of time to reach out to perhaps parents that were on the uh working group perhaps uh teachers at the elementary level on our own or waiting for the
forums to hear from them um thank you for being thoughtful about this process mike you've said your piece i heard you is the roll Is the roll out planned for September of this year we're moving on well I can still speak i can still speak if the roll I don't even know why I'm
even running the meeting you're not really so yeah it's clear so if the deadline to vote on this is June whatever it might be is that for a planned roll out in the fall we'll probably find out when we hear the presentation we haven't gotten that far yet can I just ask one clarifying
question about this slide i'd rather you don't but Go ahead i'm sorry i just want to know if information sessions is forums are those Is that Yes that's the same okay okay we're moving on update on a North Falmouth roof okay um just as a reminder um town
meeting in April of 2024 and the uh the community um um um ballot vote uh in uh May of 2024 approved the funding for a new roof um here at Northbouth um elementary we've
had a successful bid process and are now making progress in planning the process for the installation of the new roof um I'll turn it over to Paul so he can um share sorry no that we've uh completed the bid process
and selected winning bid you'll notice that there's four bids on the sheet that I just passed out um the first bit the lowest bid dropped out uh because they failed to include the civil engineering
work in their bid so it's a huge a big mistake on their part they withdrew um so the winning bid is Keithway roofing system um at the 3.1 million um level uh
the alternatives that you see there are one two three and four so the first one is the lightning uh system which is essentially a cable system up on the on the roof on top that rests on top of the uh the shingles to uh direct the
lightning strike down into the eventually down into the ground so that's the first option um uh the second the second option is for heating the gutters because we're placing gutters on
around the building um and uh and that will help with any freeze preventing any freeze in the gutters and having a nice damp build up um and then the alternatives three and four are really for water gardens uh in the front and
back once the work has been completed uh Capeway roofing was the winner uh just to let you know Capeway did our uh Ticket building a couple years ago they did a great job so we're happy that uh
they're uh we'll be doing this building as well um and uh and then again just the timing this will start you know immediately as school gets out uh will be the work will begin and uh it should
be finished by the summer we should say should be it better be a solar area but it's not one other point so we we have an article 4.915 million so we have room in this article
to do the extra work that uh we had planned all along to do some of the damaged areas in the building and so on some of the things like asbestous floor tiles will be removed place work etc um and uh so we have a
number of options and this it's also you know decent contingency if material costs were to explode because of tariffs and things like that so it's a very good bid that we've had it's actually below
what the T ticket roof was so it's good news from that respect but we also have a lot to work with doing the work that we've outlined in the art any questions for Paul just a quick
question well um with the alternates those are just like add-ons to to whatever that's So we were concerned that we would uh concerned about the size of the uh the overall cost of doing the roof and
there's extensive civil engineering work being done because we there's real problems with the water level running off here we have to regrade the driveway we have to put in turns along all around the building uh we're going to have to
tear up the sidewalks and uh put drainage in and so on so we were uh you know we were concerned about what the ultimate cost was uh so we we set aside the four alternates
uh things that we thought we'd need but uh one was lightning one was heating the gutters uh and the water gardens um but so they we kept them as alternate if the bids had come in much higher we could
have said "All right we'll stop we don't need to do alternate three or four." But the pitch came in so well we could definitely do the alternates plus work that we wanted to do like the tiling floors
trans painting thank you um the water gardens is that does that include the updates to the garden itself that we talked about so the plantings and so on i mean the like the food garden the educational garden that they
have no the water gardens that we're talking about are the water gardens that absorb some of the water directly from Oh the runoff right thank you Margaret maybe I didn't hear you are they going to reduce the
roof or they're going to tear the roof down and build no they they'll keep their the decking on the roof and then put the the new insulation and shingles on top of the deck and and and will there be a guarantee in terms of how
many years that should last because like a 25 guarantee because that was a problem and there was yeah and there is a lot of structural work that's been done on this roof so if you were to walk outside you see this the suets right
there you see fence right underneath them and wrapping across well that effect of that design and it pulls in the cold air whips it across the you know in a roof here and then it and it
drops out the other side it's been a huge cause of the pipes freezing heating issues in this building and so on so it the design is really going to be corrective of problems that exist in this building
i know you're very good at this no I know you i've been on your chores thank you any last questions for Paul thanks Paul uh first read on policies so in your packet um you can see that there's just
a few updates uh we reviewed um updated the policy two years ago and so we just have a a few uh updates clarifications under the policy um clearly stating the definition of bullying includes intentional conduct in relationships where there is observed and perceived
power imbalance and distinguishable from the peer conflict so we wanted to make sure that that was uh clearly stated uh removing a specific um form when any form really can be used uh we do have the suggested template form in the plan
um but we didn't want it to to appear that there was only one that needed that um and then we added a reference on the policy under the plan um page 10 replace imbalance for uh the word imbalance with the word differential because we think
imbalance makes it um a little clearer and understanding of what the intention of the intended statement means um update principal's names um that of course um uh when we did I'll just uh add this and Terry most of you remember
when we did the policy you know seven years ago we went through we took out names when we were allowed to this is an area where we have to put the names in the the um actual um yeah document thank you so um so we just have to kind of
keep up on that um page 17 making it clear that although we provide a bullying report form it's not necessary again that matches the the policy there page 19 more clearly identifies the process for notifying the parents and guardians of the target and aggressor
and the requirement that the investigation uh must be completed in the 14 school days um that was not uh clearly stated before page 22 accurately change may to will uh regarding the discipline for knowing uh knowingly
making a false allegation um just needed to be cleaned up but that is that is a property so we needed the word will and page 24 again uh clearly stating the definition of bullying that includes the imbalance and page 29 u we just changed
step um we actually don't use step that was a a state template uh and we changed it to pass which we do use um and pass is our program that we talked about before which is the alternative um to suspension program so we just wanted to clear that up so those are the changes
this is the first read and we'll bring it back for a vote i'm not on the policy committee so maybe I'm not fine but when I read this about um bullying um what page you want so we can take this doesn't have
a page the policy okay when I read this I actually went to my computer and said so what is the definition of bullying and um it is that but it also includes that
a differential of power can be physical status maturity and I just feel that that should be important because when I read this and I'm not a policy committee so maybe I'm wrong um it sounds like if two kids if two kids go at it and one's
bullying the other if they're s equal peers that it's not bullying and so I think that it would be helpful to put a a to define it more a definable definition of um imbalance of power of imbalance of power because that's what I found so we did kind of talk about that
during our policy that's why I'm sorry no that's great i'm glad that you brought it up because Mary was great about talking with the new language of bullying versus conflict so sorry it sounds like conflict is what you kind of just described so like equal power
perhaps equal physical stature equal um ages grades what have you that sounds like a conflict unless there was something in in there that we didn't see at first pass kind of thing or not immediately um identifiable kind of
thing whereas bullying would be or could be you know um a smaller student perhaps of the same grade perhaps uh doesn't have as a boisterous um personality
um inability to to defend themselves whatever it is so um Harry was great about talking bullying versus conflict i'm I'm just saying and I it's just it's for me it's not clear
in this statement okay that that it it does include peers with a differential in terms of power and I just felt that that may be important to be added to that that's why we do a first I mean I don't
know if anyone else felt that way but um I just wanted to point out Um because I think this is important for the community to to realize that throughout this policy it says the principle the principal is responsible for the implementation and oversight of the
bullying prevention and implementation plan within his or her school and that is by law right by law and so um you know we've heard several parents uh during public comment talking
about their uh their children's experiences and I just think it's really important for parents to know that it's it's it's the principal's responsibility and not the superintendent's
responsibility it's not the school committee's responsibility by law i mean that's that's where it begins and um and so I just I I think there's I just wanted to clarify that because we're going to be working
on goal one and I think uh in goal one part of what we're going to do I think is to to let to be very clear about who you talk to about what that you don't you know run to the principal or you don't blame school committee um that in
fact you know if there's a problem you deal with the issue then you move to the next step if that's not handled and I think that that really needs to be part of our goal I was writing a longer response to uh Katrina but I was doing other things
and so I was doing my taxes actually I think no I think that really has to be quite a cool one thank you for bringing that up because great suggestion Margaret and great point Um the only thing I was wondering um we
don't often have things that are hyperl in our policies um and I couldn't test I I didn't key them all in so I always like to test the hyperlinks and see if they actually work before we approve it um to Margaret's point I'm on that uh
JIC CFB but halfway down it says an observed or perceived power imbalance is different than peer conflict and I agree with you where you might think of the big guys born the little guy but it could be soio economic it could be
anything so I think that's some kind of clarification examples got it written down here mike to bring it back to you Melissa thank you Margaret okay great moving on is everybody good okay update from the superintendent
thank you um just wanted to little update on the statement of interest um the application uh packet is uh progressing um nicely but it is still a working draft the application is due on April 11th and we uh we will be ready to
submit i was writing something what is what is it you're submitting the the statement of interest uh is the um application to um Massachusetts um school building authority oh okay forward for the Lawrence uh renovation okay thank you
and so just wanted to give an update that um we are we're really moving forward with that and we will be ready for the submission on April 11th um okay so uh food programs I want to give a little update last time uh at the last meeting we uh shared a little bit about
the federal grants uh and how the uh funds are used in our district um tonight I would like to um discuss the the federal food programs and so the first um I want to talk about is the USDA program that subsidi subsidizes our
food um such as um ground beef cheese and such um it it does look like it's likely to be cut for us um that would mean uh a decrease of about 120,000 per
year um so the other food program the other um food program uh is the um the federal program that's our free and reduced um lunch program lab breakfast and lunch program and we have
no idea where that stands um and um what what is being talked about this is what I want to the piece I want to share and if we don't know this is going to happen we hope it doesn't um but what's being talked about is that they may increase the eligibility
um threshold from 25% which is currently at to a 40% or a 60% so if it raises um at 40% we will be okay because we actually are right at 40
just above 40% if they've raised it to a 60% level um we would not meet um and that's your participation rate in your in your district we would not meet that and um so what does that mean for us if that happens um right now in our food um
service budget we have enough dollars that would allow us to extend through next year so we would be able to continue um our free breakfast and free lunch program for one more year and then if nothing changes and that that
continues to be what's going to happen um then for the 26 27th school year we would revert back to um the free and reduced program the traditional program um so I just want to like if it if they push it to 40 we're still okay they push
it to 60 we're okay for one more year because of the funds that we have in the account um and then we would have to to go back to a traditional free lunch which we hope does not happen um but I just kind of wanted to give a status of
that one as well um and then retirements you have in your packet um oh no you do not have it in your packet i am going to pass out so that you have it um this way uh you have um a list of retirements to
date um for this 2425 um uh school year announcements for um next school year i will say within this some of um the retirements uh they've already retired so we've had some mid-year retirements but there's
six teachers one teaching assistant one food service four secretaries and two non-union staff that are it department so that's what we have um at this time well congratulations to them
yeah so um just some other things that um I want to give updates on um the Mid-Atlantic uh equity consortium MAC as we've been referring to them uh their federal funding has been um cut as you know MAC has been helping us with our
equity um audit and our equity goals uh we've been very fortunate uh we uh were able to uh this was our third year we were able to go through our equity audit they were able to do um all the community um uh meetings and help us
determine from the results of that equity audit what our goals were which we've been reporting on all year uh and so we're in a good place that you know we can continue we feel confident i'm very sad for the districts that have been uh very early on in the engagement
or were just planning um to engage the same equity work um that that we have uh we've had a couple across Cape Islands and other places in in Massachusetts and obviously beyond Massachusetts but some of our our colleagues um you know are
not in the same place so um and I'm sad for Can I ask a question about it so um since since their funding for that has been cut um does that also mean that because all of their results were all posted on
their website so do we need to like download everything before it disappears we do but but our website is Yeah we have But doesn't it just link our website has has uh stable data stuff okay we have access
to the actual I just want to make sure we don't they don't like close the doors and turn the lights out and we don't have any okay thanks good point yeah it is it's a good question okay so congratulations to FEF um many of you
were at the um gala on Saturday night it was fabulous um it was it's a just a very special event and um so this year they always honor um you know someone and this year they honor the the founders of FBF so uh Judy Fenwick Tom
Kirkman JB u McDonald and Tom Stone uh as the original so that's who was on it so was a nice There were other people there i don't know if anyone wants to add anything just gonna mention it in my um updates yes oh go ahead and do it now jump in no no i was just gonna mentioned
the four founders oh sorry no no no and just to just to say that it was reminiscent of uh gallas before co it was um it seemed uh a little bit more regal than it had
been in the last few years i think that um FEF as well as other entities have done did a nice job in the awkward years uh following 2020 um but I I thought that it was from my perspective I
thought it was successful i did reach out to a board member and they said that the uh wine and uh raffle tickets brought in a couple thousand dollars which was great um and there was
uh nice people to see out at the Serest which is a change of venue so a nice sunset to watch um Margaret you were there what do you Yeah no it was a very fun event and u
it's always so nice to u you know appreciate it was really nice to appreciate people who founded the group um actually I know Tom Stone and I didn't realize that he was one of Tom and it's um it's just very nice to relax
and enjoy um being um knowing how special they are in terms of the added dimension they give to our children um all of our students the things that our students would not be able to do if it wasn't for them and it's just so
grateful that we could appreciate that like and and show up and be there for them nicely said and Chris and I were there i know right sure enough and Chris's wife was there
great night was a good night um some uh upcoming events just to remind you that the Lawrence School play is this weekend um Saturday uh 2 and 7 and Sunday at 2 um evening of jazz is coming up a very special event too um April 5th at the
Kuna Messen um Eastbath grades one and three and North Bath grades two and three concerts uh are on April 7th uh Spring Works this is um pretty exciting spring works um I got to find this to
share it's called uh Spring Works by Studio Art 2 students uh it's on display now through April 13th at Coffee Oo in Bowman um this was a collaborative uh project with U born um schools as well so I'll just pass these around this is
you know a picture of our students uh in front of their artwork and um just exciting so everyone make it to coffee and see their artwork and then the last thing I want to mention um that the uh remote meeting option is uh expires on
March uh 31st uh the house and senate have both passed extensions through June 27th uh it is now awaiting the governor uh governor's signature so we'll um we'll wait and see we'll wait and see that's right where that was
because you know because of the timing of this I wanted to make sure that people knew I don't know what's going to happen um and well related to that um just to make sure that we cover our basis because in order for us to continue to use it our town has to sign on so if they if we're going to miss a
vote or miss a meeting that we can't offer as a means of participation yeah I hope that's well it came about through u the co years and so it was it's been extended once
so um so we'll wait and see okay okay thank you yes um the trivia night was really what was fun about the trivia night was we had two tables of teachers competing with each other and
they were more fun than anything else um and actually I brought a a grandmother of one of the students who's like "What are you doing here grandma you're not supposed to make." So anyway it was fun to watch the teachers and we have to comment on soup for the soul number one
the students give us all those bowls and those bowls are just wonderful and the soups that those students make are fantastic it's really It's really good to be able to appreciate them thanks Margaret um okay next up is the added um
agenda item for navigating the future um before we have the conversation and take a vote I just want to point out that Mike made the request in the meeting last week and I explicitly said if anyone else would like this on the
agenda to please let me know no one reached out which is why it was not on the agenda today and now barring tableabling it for our next meeting we're about to have a conversation that violates open meeting and take a vote on something that the community truly cares
a lot about and we will be doing it without any prior notice for the community which violates open meeting because it was not posted because no one else reached out and said they wanted it on the agenda my preference would be to table it so that we can post it and have
it follow open meeting um but I recognize that with a majority who are in support of having it on the agenda for tonight that would probably fail um but I just felt like we need to at least acknowledge why it was not posted and
why the community has no opportunity for input well it's my amendment and I'd like to comment on that um I don't You want to talk about that the procedure of putting stuff on the agenda is inequitable this
isn't the first time I've asked this to be on the agenda i asked it before and then you amended my request to limit it in such a way that we could not vote and that was the meeting at the high school so I am fine with this going through today and
voting on this and open meeting law i mean it is what it is what what this could have been settled if you had put the people's voices on the agenda it's not the people's agenda it is our agenda and we've had the same process for the
entire year that one person does not get to dictate the contents of our meetings they have to be supported by enough if I if I could the agenda item is on navigating the future one and two it's my agenda and the people elect us it's very simple we have four
goals data driven decision making we have That's not one of our goals that's school district goal it is not the school committee's goal if I can continue we have a report from Nestec
nowhere in that report does it say to merge two elementary schools and leave the other two alone it says to redistrict that's number one number two is that one and two are inequitable to the students we talked about putting in
uh portable units whatever there's not a necessity to do this right now this does not affect the Morris Pond or the Lawrence this is just the equitability of the elementary schools using the NASDAQ data that's it um so can you
actually make your motion though so that Senator can second it and keep going my motion is to Excuse me before you make your motion okay um explain to again is this law breaking because it's breaking open meeting laws yes because it's not
posted but Robert's rules does allow it it does but Robert's rules and open meeting are completely separate things uh so I just for clarification because this is a question that I have robert's rules does say that one person can
request an agenda item it it it doesn't need a seconding and so our policy states that we should be following Robert's rules now we we do not but I'm just confused as far
as is it in our policy that we need a second to have an agenda item or how did that come to be that's how I did it the last two times I was chair that's how Natalie did it when she was chair that's how I said from the very start of the year how we
were going to do it because there are nine of us can you imagine if every one person can just put something on the agenda we would never get to our actual business we would be constantly spinning there has to be some guard rails for how what we debate is it
yes okay um if this is breaking open meeting laws but if usually when we talk about something we vote about it the next meeting and considering the fact that there are eight people here I don't think it's wise to have a vote because you have four you could
have four in court and so um hopefully next meeting we'll have nine people and we can have a vote can I make a motion to amend his motion his motion doesn't even have a second yet so it's not even a motion okay make your motion he made it there's no still
no second oh second okay we can amend his motion which is now in our agenda to say we want to add this to the agenda for what is it may to the next meeting table table but you
can also just say add to agenda as tableabling going to add to the yes that's what it does if I if I may if we're going to follow Robert's rules for that I can add an amend an agenda item on the right I can do that that's Robert rules yes and then nowhere
in Robert's rules does it state that you need a second for an agenda item correct so my my concern is if we're going to follow Robert's rules we need to follow it we can't just make up procedures that you know oh I new procedure I'm going to
do this that's not what we should be doing as far as the open meeting law this could have been dealt with if you had just put the agenda item on like I had requested every single meeting your role as the chair is not to say you can't talk about something i would like
this vote tonight whether if it goes against me that's fine but this has been way too long on this discussion we waited for the NASDAQ report we have that report nowhere in that report does it say merge tigment alone we need to
start fresh with the building committee as they move forward and not pigeon hole them into doing something that's against the NASDAQ report but you're exactly pigeon holing them by taking it off the table because they won't even then they're not considering it margelmouth is not equitable we're in a
back and forth now well we've not voted on that and I'm asking tonight to vote to remove the option of merging East Felmouth and Tick that's all I'm asking for it doesn't affect Morris Pond it doesn't affect the Lawrence renovations it doesn't affect the grade changing
because that's all in the NASDAQ report so we have a second and uh I call to call to vote no she has to say Katrina asked for an amendment and I did not accept that so now I'm asking to move to vote on my original question but I don't think Well someone would have to second
my amendment are you asking to amend it can I ask a quick question uh do we have time in our next meeting given that it's before a town meeting to have it would have to be probably the only we'd have to bump everything else for the meeting and I
still and we've never followed Robert's rules please I've been a parliamentarian for six years so that we're going to decide tonight that we follow Robert's rules is sort of interesting so as of now my motion has been seconded and I would
like to call to question deleting one and two of Navigate in the future but we haven't had a discussion on it so we're not going to vote on it until everybody has a chance to wait okay if we can just focus on the on the agenda item be great
discussion terry what happens if we vote on it and break open meeting law what happens someone can file a complaint somebody can file a complaint yes um question on uh comments on the on the
agenda on the I just want to continue to say I want all the information including having the discussion with building needs before um making any kind of decision on
anything whether it's removing one and two or um getting rid of it all together i just I continue to say I really want to have all of the information before I make any kind of decision furthermore the NZDA
report in my opinion on how I've translated the conversations with um that we've had at building needs uh the conversations around this table was that it was going to be a guide it wasn't going to be a bible it wasn't going to
be um that we're going to do this only if they say it we have said all along that we wanted to make it valid that it was going to be okay we have an opinion from a consulting firm but that doesn't necessarily mean that it's going to be
this way or the highway and if it doesn't fit in this box and it doesn't exist we've never said that um and I feel like it's also true with Robert's rules we use it as a guide we don't necessarily use it as you know we must
do this every single time it has to be this way i think if we did that then we wouldn't necessarily have to have a chair because we would always just go this way this way this way there would be no uh personal interpretation of things
so I appreciate your um your spirit Mike and I hear what you're saying but again I'm personally I'm just going to say I really want to have all of the information before I make any kind of decisions any other comments chair
um I personally don't think we should be voting any kind of changes or doing anything to our schools the same thing I said at the last meeting only fortunately I was told to quit talking about it but I do not feel we should be
doing anything in our district next year period we I we could lose funding for the um prek that we have now that was just amongst a lot of things I think if we were smart we should look like Lori
mentioned about being proactive about some food that we could move about food um fre um you know what I mean the food programs that we could I would say we should put all our energy to what we have here let's look at everything and
then a year later NASDAQ report if if I'm wrong tell me I think it said we could look at it for three years it would be a valid document is that wrong or is that right yeah the threeear okay so so we're taking one year to get our you know what together in this district
we have a lot of things so that's why I would say take everything off the table so I would vote that's not the motion though the motion just wanted I agree that's why I would vote for that motion
in regards to Susan's not here so I'm going to say in regards to she always says it um in regards to the NASDAQ report they recommended eight different varieties some of which involve merging two schools but they didn't specify schools so in that respect items one and
two single out by name so if we're really trying to take the NASDAQ report at face value wiping out one and two would be useful i personally feel that the Nest report was not complete and we should have included Lawrence Morse and the high school
that's a separate motion to have another feasibility or um enrollment study just looking at those three schools and then getting their recommendations for all the school buildings and what we could do i don't think it's complete but in in
relation to his motion I don't want to violate open meeting law i would personally make a motion to a guest table i'm not sure if that's the language I would use but to move it to next meeting so that we're not in violation of open meeting law but I am
in favor of taking one and two off because they are options from NZDC but NZDC did not specify the best schools so do we want to Okay so um I will second your motion to table but there's a motion and a
second on the table yes and a motion to table it to proceed oh now we're back to Well I clearly support table of you but Oh no but my question is you know no but I have a parliamentary question I'm trying to ask you um oh god my brain
just What was it um question oh is a motion to table debatable i'm sorry is a motion to table debatable i don't know you have to vote on it you have to vote on it but I don't know if it's debatable no
okay so then um Are you checking yep i don't think it tells you if they'reable on there is there any discussion about table is there any problem with saying instead of tableabling to say move to the next
agenda is there a problem with that i I'm completely um confused we are following Robert's rules and and I'm not I'm not I'm not lending support i'm not letting or whatever i'm just trying to make sense of the
protocols that we are trying to follow here and if we are our policy states that we should be following Robert's rules now whether we do it as as our dialogue we we don't we
don't but in terms of our requesting for things to be on an agenda for tableabling thing I mean are we following it or are we not i'm I I just need a a a guide so that I can proceed as a member of this committee because
honestly I'm quite confused right um uh so the the Robert's rules training I did they specifically said that you there is Robert's rules and then each committee is allowed to write their own policy rules which may not match or
align with Robert's rules and I I have not examined our own personal sub our own committee version of Robert's rules so I also amused so if my my feeling is if it says in our policy that we need two people to put
something on an agenda then that's what we follow if it does not say that and Robert's rules says it does not then we don't but I just would like some clarification so that I can be a clearheaded member of this committee
because right now I'm not okay so let's I don't think we can solve your question right now the question at hand is to vote on tableabling the com the motion that that Mike has made until our next meeting and we need to vote on that
is a vote there's no discussion on this i thought somebody was looking to see if there's discussion on a um tableling i apologize i don't we have never in my time in 11 years we have never
That doesn't answer my question though i need to know the answer to whether or not a motion to table is debatable without debate without debate thank you so the vote will uh Thank you Margaret i appreciate that what if my vote doesn't say table what if my motion does not say
table my motion to amend originally did not say table it said move to next that's not an amendment on the topic though it has to be specific your my motion to amend the motion on the table is to move this discussion and action to our next school committee meeting as
scheduled that is my amended mot to his motion okay i don't actually understand that motion but we can I'll second it because it it accomplishes the same thing as table now we have to debate it because it's an amendment okay so she took the tableing
away now now she's making an amendment which we have to debate we don't have to no we have to is there discussion on the amendment i would like to make a discussion on the amendment i don't think um having it at our next meeting
will give us enough time uh to have a a spirit like this needs more conversation and I feel like in my experience with those town meeting meetings town meeting school committee meetings it's not going to give us enough time that was my question
before you that's my opinion further discussion discuss yes we have plenty of time right now to discuss this i made the motion we don't have to push it to the next meeting or the meeting after that all I'm talking about is deleting the two parts that single out two
elementary schools that's it so we can come back to it we can look at in a year or two years whatever i am just trying to delete the purposeful statement of merge east and t it's not equitable and it's not in the
NASDAQ report but that's that's it any other discussion on the amendment i have said several times that I do have something that I hope I will present to the task force and so before we vote on anything else maybe it would be good to
hear that well this would do you want it to be next meeting though we've just heard that maybe it shouldn't be should I amend my amendment so that it specifies i feel like we see this at the high school there's we're going to be at a town meeting there's only like a meeting for an hour right
but my amendment specified next meeting so my bad well our next regular meeting oh our next regular meeting because it's a short meeting so say next regular meeting will be the one
okay so the the vote will come on approving the amendment which would move the discussion to our next regular meeting which would be not the April town meeting May 13 thank you for knowing the
date uh all in favor say I I so far away uh opposed no two to three unless I counted wrong i haven't voted either because three extensions uh well something vote i didn't realize it was May 13th that's a
ways away the question is we vote tonight or have the ability to possibly vote and discuss it on May 13th those are the two options um there were two in favor of the amendment three opposed to the amendment
and three abstensions is that correct no I will I again I want to vote against it because I still want all the information i am four i just had to take in a moment of May 13th so I just want to be crystal clear so that everyone knows why I'm voting the way I'm voting um I am voting
against the amendment the additional agenda item by uh eliminating one and two of navigating the future because I again want all of the information and that includes round table discussion with
building needs that's happened if I'm clear hold on i I'm not done please let her finish so we can finish this vote and move on just want to be crystal clear as to why I'm voting the way I'm voting so there's no mystery i am voting against um Mike's
agenda item to eliminate one and two of navigating the future because I would like to hear the roundt discussion from building needs i would like to speak with community members and I would like to hear more information so the vote is
for the is to move it to May 13th not Mike's original i'm sorry so and when was the vote is to amend to get rid of one and two okay i just to have the
discussion it's a motion to discuss on May 13 not necessarily to vote or eliminating one and two on correct only just moving the discussion to the discussion a
vote in favor she's clearly in favor of amending it right because if you don't you're voting in favor of having a vote tonight correct i do not if you don't amend then then you're voting to move it to May 13th yes
is that correct yes okay my my vote will be um in favor of Katrina's amendment okay all right so May 13th the motion carry the amendment carries so that moves it to um that moves the discussion to May 13th and then do we have to vote
on his motion as amended sorry go you got me so just bumping it to May 13 and then we vote on the motion as amended no you normally postponed it yeah it supersedes it so it moves it to 13 and
that motion carries a go it just got I said 13 and then we'll actually uh routine business it's the set of minutes that are printed on the pale paper at your seat because there were a couple of edits um a couple additions of
names and uh like there was one other one oh um and the corrections to the members present is there a motion to approve the minutes as at our seat the gray ones the gray ones uh yes i make that thank you
Katrina is there a second margaret uh any last edits all in favor say I i any opposed any abstensions that's uh committee member reports we heard um two for the soul already terry okay i I write mine so
that they're short and sweet i hope you notice that okay so first I'll talk about VIPS the VIPS um March student volunteer of the month is Jacqueline Collins and on March 12th um 20 of the
peer mentors from Falmouth High School attended a celebration during Clipper time treats were provided by um Andrea's kitchen these are mentors not in discipline which was discussed you know in the mentor connection report they
help each other with math or science or whatever or new kids who are um unfamiliar with the district they or the high school they may take them around um and Dave Sugar you've heard his name but very active in the VIPS has
assembled a great line of um a lineup of local experts to be speakers for the FHS two classes there personal finance and principles of business that was the VIPS collaborative
um on we had a meeting on March 12th and part of the thing the collaboratives do is they confer with districts about special needs individual districts might have and I think you heard me say last time they look at ways that could make
working together give everybody help so they've um are investigating hiring a t a teacher for the visually impaired which is not a big um person who's looked for but there are some instances
so that's on their radar um and also you know I'm so happy to talk about what what am I happy to talk about every mass maritime the ASLP program there are
220 spots this year they figure that 210 will be filled and applicants this week should be getting their acknowledgement if they got accepted or not balmouth always has the most you can have okay that was my report any other
committee report you doing policy go ahead you want to do policy i was going to do policy i was just going to mention um what you saw tonight on all things bullying i have some uh great suggestions from Margaret and Glenda uh
to add the language uh to the bullying policy so we'll bring that to the second read um that is about all with policy we also had a preliminary discussion
about dress for success and the next steps for the process and then uh I was also just going to mention um No it doesn't matter go ahead
um I just like to again invite uh Terry for the CPAC to do the rest of the presentation i mentioned it before but I just wanted to say it again as I saw the slides they look good any last points uh request for Oh Chris I'm sorry is
that I was kind of waiting for request for followup yeah I was moving on that one yep what's up um yeah just a couple so is the dress for success is that one being discussed at the uh policy level would we be able to kind of have like a
presentation or just on kind of like the history of Dress for Success and kind of what that is um just just to kind of for me just to have a kind of or for school committee members to have kind of an understanding general understanding of it kind of
background on that um that's one and then um I was wondering if we'd be able to put on a future agenda um probably before before the next cycle of goal settings
and evaluations um happen kind of just for the committee to have a discussion of setting school committee goals kind of the process for setting school committee goals um superintendent goals and superintendent evaluation kind of have that discussion before we kind of
start the next cycle um and I think and one other one was kind of uh a followup up to oh um well I'm thinking about it now sorry you didn't get to to finish your your presentation but I I'd love to
if we could get the slides for that I'm not sure um just as part of like just for documentation um and I had a question regarding and I think I had asked the IR team if it's possible to
separate the the K through four by school it sounded like that was a difficult thing to do But I feel like that would be really helpful especially in terms of kind of our DEIB um work to kind of see if the schools are all progressing at the same same
kind of level um and I think my final one is you know I know we've we've gotten a lot of kind of emails and discussion about kind of the business office and HR and I wasn't sure if we could have a presentation kind of on how what our current you know business
office and HR processes are like how things are functioning right now what the processes are for stuff like what are all the things you guys have to deal with um and kind of just more for my personal information and background information just the inner workings of
the school so sorry that was a long that was a long one no no worries thank you any other request for followup version of progress um I I think it'd be good for the school committee to do a self- evaluation at the end of the term u this
year yeah it's in our uh goal to part of our goal two but I'm think I don't have an individual evaluation so I think that's no in Yes I agree with you glenda added it to the goal two
requirement uh so goal two folks will take that okay good yeah just I think we need a special session for the school committee around Robert's rules yep we I had a date set for um MASC to come but
we can't all be there at night so we're looking for a new date um any last things um I make a motion that we move into executive session to conduct strategy for negotiations with union personnel FBA i'm sorry
bless you i'm sorry that was with union personnel FDA units A B C and D and non union personnel having discussions in the open meeting will have detrimental position thank you and it's a roll call yes katrina can you vote please
yeah sorry what do we have to move into i Yes yes yes welding yes welds yes that's unanimous [Music]