Okay. Uh good evening, Hollist, and welcome to the October 9th uh meeting of the Hollist School Committee. Um it's 7:04. We are ready to begin. Um I think we'll start with the consent agenda.
>> Make a motion to approve the consent agenda. >> Second. All in favor? That passes. Um we'll move right on to report from student representatives. We've got Sorry, I blank Amelia and Luke. Um so
tonight is senior night for football um versus Hopington um and it's the 75th meeting tonight um with our student section carrying on the traditional theme of blackout to celebrate the seniors. And then for the second senior night this week, um cross country just
took place yesterday afternoon with the girls team finishing off an impressive season with a win and Max Harrington on the boys side taking home the c the boys course record back from Hopington. So hopefully the football team can emulate that success tonight. >> And finishing up for sports, the boys
soccer team is ranked within the top 20 for all of Massachusetts currently. The new senior privilege that began this week um allowing students to leave in the event their teacher is absent seems to be working out very well and has been received very well by the students so far. Um next upcoming week on October
15th, the sophomores and juniors will be taking their pizza in the morning. Um, and seniors will have will be given a day to explore post-secary options, whether that be touring colleges or completing college applications. And freshmen will be attending an assembly
um for presentation by Hollston alum Jesse Green, the machine um promoting unique career paths and then working with school counselors on the post-secary planning process, which will help students begin thinking about their goals and future pathways. Um today at the high school around
midday there was a presentation on the Sandy Hook promise and this gave students a time to reflect on the inclusiveness and safety of the community we were building at school and this was followed by an activate an evacuation drill and it all went smoothly. >> The homecoming dance is next Friday. The
theme is wild west and so students are getting their cowboy hats and boots and ready to have a fun time this weekend. And just for some upcoming events, National Honor Society trick-or-treating for canned goods is happening soon and students will be putting info flyers on doors throughout Hollist um for this
next week. >> And then um another upcoming thing is dumpster day fundraiser for the class of 2026. Um it's taking place on October 25th and you can sign up through their Instagram um to have your trash and junk removed. Um it's going to be helpful for
the upcoming holiday season. So that will happen on Saturday. So, make sure to sign up to support the class. >> That's all from us. Thank you. >> Thank you. [Music] >> Um, school committee individual comments.
>> Nothing. Uh so I would just like to recognize that uh on Tuesday we marked the uh the second anniversary of the October 7th um terrorist attacks in in Israel and um while that is very far away from from our community. Um
we continue to you know see in incidents of of hate and um anti-semitism in the United States and and in our community. I think luckily we haven't had anything specific to Hollison recently. At least not that I've heard of, but um you know these are still issues that that we're
battling with here and we need to keep that in mind and and continue to look for ways to to show leadership and um you know work on these things uh as we um progress. So I just uh wanted to recognize that and um that is my make that as my comment. So
thank you. >> Thank you. >> No, no additional comment. >> Okay. and none for me. Um, so do we have um we have a couple people for public comment, >> I think. [Music]
>> Did you Yeah. >> Anybody in here that hasn't signed up yet? >> Yep. Yep. You can just come right. >> Yes. Yep. >> Sorry. and just uh state your name and address and um
>> Sure. I'm Lindsay Eurosvich. I live at 29 Pawn View Road here in Hollston. >> And then I just say the thing I want to say. Yeah. >> Um at a I think at a recent meeting it was talked about whether or not the school committee should school board
official committee you guys um should review the school calendar. And so, as a parent in town, I just put out a really, really simple petition just to see if families were interested in it being up for a conversation. Do you guys already
all know all this? No. Okay, great. Um, so it it has 229 signatures. It's been up for 48 hours. So, I just basically I think that was it. That was like it was just a litmus test to see if this is something that people are interested in
talking about. And it seems like at least 229 29 members of the community with kids in the school system are interested. So I think >> was there any particular part of the calendar schedule that that was of interest? I mean we've had lots of
conversations about the calendar in the past. I'm just curious you were if the the the petition was about anything specific. Yeah, it just said that um we're the idea is it's so hard because people are pretty I'm like a little nervous because people were a little
rotten in a couple for the couple days and and it's it shouldn't really be a rotten thing. I think the idea is we want something that's really really fair for all the kids and for some kids that's continuity that they get to go to school regularly 5 days a week. Um, and
for other families it's about getting their holidays off of which all of which is important. So all it just said is like is there a better solution than the what we're doing right now and so some other districts in Massachusetts just do federal holidays because then there's no
onesie twoosies. It's not mine isn't in mine is right. It could just be federal holidays. Some people brought up stuff about the professional development days which is another thing that disrupts continuity. I was really trying to get people to not try to solve or position
something. Um, but instead just that it is a it's an important topic, especially at the beginning of the school year. I noticed it. I I've had kids we have kids right now in the Miller school and the Ram school, but we've had kids through all four of the schools. And um my
youngest said to me like when he had to go to school for five days this week, he's like, "What?" like I was like, "Yeah." He's like, "It's a full week." He's like, "Well, is next week?" And I was like, "No." And so it is it um for my older kid in Rams who
struggles and needs the continuity, that's where it really especially at the beginning of the year when they don't have it, it's it is just tough because they get used to the a 4 day week. And so that that's and I just wanted to see if other families felt the same way, but it really wasn't to try to push an exact
solution. I just think it's it's worth investigating and you guys are the people I think to investigate. So I don't think I need to give you a solution, right? I just have to show you that we're interested in talking lots of solutions.
>> But that doesn't mean >> No, no, you don't need to give us. >> Okay. >> Yeah. >> So now am I free to go? >> You're free to go. >> Thank you. And then and then how do you find out if you guys care after everybody leaves? You say, "Do we care
about the thing?" And then you'll decide or do you need anything? >> So we need to end up putting it on an agenda to have a discussion about it. So you can make the comment. We can listen to you and >> you guys can decide if it gets on a future agenda. >> Correct. >> Correct. >> Yep. >> Okay. Thank you.
>> Actually Sarah decides if it's I subcommittee. Well, I so I think I do I do think it's worth considering putting on a future agenda, but there are a lot of >> factors and you know, one of the >> What? >> We're next.
>> Well, who's next? >> Discussing. >> We're not discussing it. Okay. >> I'm talking today. >> I am. Did you want to make a >> can I do compared something and I wasn't sure if I wanted to speak or not tonight but
after your comment I just wanted to support um the idea of reooking at the calendar um for the 202627 school year. I think the current calendar may unintentionally create challenges for neurode divergent students who need
routine as well as for families with limited resources. It's important to recognize that DEI extends beyond race and religion to include individuals with disabilities, neurodeivergent women, and those from lowincome backgrounds. And I think the current school calendar may not fully reflect this broader
perspective. Um, which is why I'm in support of the school committee uh reconsidering the calendar. Not just the religious holidays, but the current structure of the professional development days within the calendar presents a challenge. Um, I don't believe the petition in question is
targeting any specific group, but rather it seeks to initiate a dialogue with the school committee to look at our calendar with a broader perspective. Ultimately, it's an opportunity to expand and deepen the DEI conversation within our schools and work towards solutions that better support the whole whole community.
>> That was so much better than mine. You should have gone first. I don't know. >> Thank you. >> Thank you. >> Um, >> um, is there anyone on Zoom? No. Okay.
public comment. >> Is there anyone else that wanted to make a public comment? [Music] >> Okay, great. Thank you. Um so at this point um do you mind if we
have um David List go first for the um district presentation or do you >> I mean you can have Karen go first because I'm going to stay for the >> well the only issue >> I how however I I want you to be able to
get back to the um >> high school the issue is David has to be part of both presentations and the dad an assessment kind of leads into the presentation. Otherwise, we wanted to >> I heard David say you wanted to stay until the very end. So,
[Music] >> okay. So, this >> you want to put it up. Yes. >> I keep it. >> I just want to get >> No, I don't have like
>> Oh, no. >> Do you want I have hand sanitizer. >> Tissues. Okay. I have some. I have some. >> Go ahead. Why don't you start? >> I just got a broken pen all over. >> Oh, no. >> Oh, I don't know if that's strong.
>> All right. Good evening everyone. Uh happy to be back again presenting our um I think it's our third year of this presentation. So, um we try to fine-tune it and tweak it. And tonight you're going to see we're going to lead into especially uh Mr. List's presentation
with some of the data. So, and then of course we have some newcomers on the school committee. So happy to answer any questions at the end as well. >> Yes. And I'll jump in um to the agenda on the next slide. >> Okay. >> So we again compared some of the same
data that we've done in the past. We looked at our eight comparison districts that we've used for past and you'll see the list when we move forward. We have looked at US news and we'll report each year and just a reminder that that data is from 2223 where the other data is
current so it's you know already two years previous um data so it's not current in um compared to the other data niche is current Boston magazine is current is based on the spring testing and then we'll talk about some recommendations
based on the data as well so these are the eight districts and we did it um this is what we've been doing the past few years. We can certainly look at there are dart districts that the um desi picks as well but these ones are in our vicinity. So these are the ones we've used the last few years.
>> All right. So we'll start with US News the one that seems to get the most publicity. Again just a reminder this is 2-year-old data. Uh college readiness is the big one 30% basically AP exams. uh it's very heavy on AP exams and very heavy on qualifying
scores which are three, four and five and Mr. Liss is going to be highlighting that current data. So we believe there's hope that this ranking will improve and then you have the state assessment proficiency which is MCCAST's
uh performance is again uh based on um demographics underserved students and college curriculum and then graduation rate. But again, the bulk of this is AP exams, and you're going to see that on our scorecard in a minute.
All right, so here's where we are this year. Again, based on 22 23 data, uh ranked 78. You can see the comparison districts. Um we did slide in this in this ranking.
We were 62 last year. Again, that's when I say last year, that's three-year-old data. Um, and two other districts also slid as well. And then here's our scorecard. This highlights very clearly at the top.
Those are the two biggies. Um, the 66% that take at least one AP exam and then passing is weighted very heavily. And then the proficiencies on the MCCAST are the other percentages. graduation
rate at the bottom. [Music] >> MCAST. >> MCCAST. Yeah. 9th and 10th grade only. But yes, MCCAST. [Music] All right. We're going to swing into
niche. This is what we believe is more current based on 2425 data. And there's a lot of parts to this ranking. As you can see, we're going to dive into the top one, which is academics, which is 50% of the ranking.
So, the next slide will break that 50% down right here. So, again, state assessment proficiency is 33% of that 50%. And you can see graduation rate, AP is in there, but it's, you know, a tiny
fraction compared to US News. So again, these rankings are a little bit we're going to show you what we think is a powerful slide um of another school district in a few minutes just to show you the rankings are really interesting when you compare them side by side. Uh
but anyway, I highlighted these in red because wanted to demonstrate that these methodologies also change every year. So this one didn't change a ton, but you can see how last year they called it a top colleges score. it was 17.3%.
So this year they've broken that down into two other ones. Top popular college score and top enrolled colleges score. And if you look at the top popular colleges, it's based on student interest. They
don't even have to go there. Uh and that's self-reported by the students. So again, digging down deep on these rankings, there's a lot of subjectivity um on the the rankings. All right. So here's where we fell as a district. And this gets a little
confusing because you're going to see district rankings versus high school rankings. This one is a district ranking. And you can see what we believe is a clear um positive trend line with the niche ranking starting way back in 2017 to now. Uh it's definitely a
positive trend. And >> just to point out, we we flipped our um graphs just because the lower the number the better. So by putting it up the other way, people might falsely look at it as the higher number. >> Right. And just for some background, that's 46 of about 300 Massachusetts
districts. [Music] And then swinging to the high school, this is niche for the high school. Uh we're at 52nd and then we we had we had the surrounding districts and where we
fell and you could see we're clearly in the middle uh based on our proximity. Moving on to Boston magazine which is a weekly as well. This is also um current data for us. It's compiled with information of Desi, MCCAST, and SAT
scores. Now, there is some question in the future with the change to MCCAST whether they will continue to use that. Again, these methodologies change quite frequently, so they're not always the same comparisons from year to year. So, it does look at the percentage of students that are in an arts course, percentage that are completing at least
digital literacy or computer science, and then the 11th and 12th grade students that completed at least one advanced course. So you'll see our trend here on Boston Magazine from 2017 to now. We've been fairly consistent. Um we're currently at
41, slightly improved from last year. Our dip of 55 was in 2122 during COVID and that we haven't really um dug into or specifically figured out because the methodology changes a little bit why that particular year, but overall it's a fairly consistent um trend here with
Boston Magazine. [Music] So these are again the comp districts that we showed you earlier. If you look at the dotted line with the hes on it, that is our information. So from 33 to
41 and how we compare to those in neighboring districts. And if you look that we actually did rank higher on this one than Ashlin, Medway, Milis, Franklin, and Milford in the past two years. So that's positive. Um I would like to show you someone get it. I would
like to show you just quickly because I again talking about how the data Oh, you have to do it. Yes. Could you [Music] So we thought this was interesting. We looked at currently Boston Latin and Boston is ranked um 48 on Boston
magazine. So they're actually lower on that ranking. We're at 41. And if you can see, you know, enrollment is um not too much less than us. class size and so forth. They definitely have um high MCCAST, ELA, and math scores, but they're still 48 in ranking based on the
different categories that the rankings do. And then if you go to the next one, here's their scorecard for US News and World Report. So, the same school that is seven lower than us is number one in US News and World Report. And again,
look at that AP score. 99% took at least one AP exam. 99% of students and then passing at least one AP 94%. Now, if we go back again, what we want to go back to another slide to show ours
the AP scores and the AP exam significantly impact our the one on US News. I didn't know if that >> significantly impacts rankings. So, you know, this is something u Mr. list will speak to as well. But with the changes in the schedule, it's going to allow us
the opportunity to increase and expect students to take AP exams, those numbers will go up significantly in the future. But but that will still be two more years after that before you'll see them impact the rankings. So just don't be surprised if the rankings don't improve
right away or at least this one. So just again just remarking here with us news we were 78 um in from 2223 niche 52 and Boston magazine 41 and that was in the current um from current data from last year.
[Music] >> All right so we're going to take like an overall district-wide view of MCCAST and then I think uh Miss Man and Mr. List are going to dive deep in their schools. So we're just going to give you like an overall picture to inform those rankings you just saw.
So, we're going to do ELA, math, ELA, then math, and then science. All right. So, this is one of the measures that's on our data dashboard, and we weigh very heavily. And that's the percent of students meeting or exceeding
in ELA. And the district data, just a reminder, includes grades 3 through 10. So, it's all three buildings that are taking MCCAST. And so you can see where we fall on the left, the state is 43%. That's that dotted line you're seeing down the
middle there. And then on the right hand side, you can see where we are at the top, the 60%. We creeped up a little bit in ELA from last year. And then you can see us versus our comp districts. Uh for those that are new to this and Susan had
to explain this to me this morning uh this afternoon that the do sherburn is a little bit confusing because they're combined for their secondary schools but they're separated for their elementary schools and that's why you're going to see do sherburn and then do sherburn together.
>> Are the other districts also all schools for the 33 test and the high school test? >> Correct. >> Yeah. So this is just the district overview and then you'll see the principles get into some of their specific data by school. >> So that's ELA uh percent meter exceed.
This is the one we showed in our last presentation in the spring where all really um was very high and we're still we feel like very far up there. Um so this is the average SGP student growth percentile
and you can see um the left is the bar graph and then there is no um I'm sorry there is a state um average which is 50% and we're at 55 and so again if you look at the other comp districts that's that's up there.
And moving on to math, again, meeting and exceeding, we're currently at 61%. Again, the same graphs, you see the dotted line. We're 20% above the state, and we're still looking at a very positive 5-year trend. Uh starting at 55% and um still strong in the 60s um at
this time in math. Similarly, for student growth, we did dip a little bit um this year down to 56, but you know, we started from 21 and 48. So again, a fairly strong student vote percentile, which is really important because the populations are different, but it measures the growth of
the cohorts as they go as well. >> And then finally, science. Um, science does not have a student growth percentile. So it's just this one slide percent meets or exceeds. And you can see where we are. um the
same as last year. Basically, there's a slight if you look 2021, there's a trend upward for sure, but again, the same as last year. And you can see how we compare to the state as well as other districts. So, where do we go from here? You know,
we shared some action steps that we've been working on the last couple years, but you'll hear me talk more about this in the goals presentation. MTSS with the focus on tier one. We've done a ton of work in tier two and tier three, but we really as a district, as a leadership team, we really feel we need to focus
more energy on tier one and what can we do for all students. Um, so our district, school, and individual goals are going to reflect the MTSS work that we're doing now and will be ongoing. We do really want to see more tutor positions, particularly at the middle school. We added one math tutor this year, but we'd like to be able to add
more. We know that's there are budgetary constraints, but with the new um changes that are coming with math, we really would like to be able to add particularly the math I think first. And then ESL staff has been a concern. We did increase our ESL staff, but we could we still struggle with that. You know,
depending on where enrollment goes with that, that could change as well, but right now we would recommend that. We're doing a lot of PD this year. Executive skills training is one that's been started and we'll be doing a full day of that in January, but also be doing some work with that. Uh the PA professionals
had executive skills training already in the November and the September PD. We really need to be collecting longitudinal program data related to SAT APs. We haven't had a system to do that. We really want to look into whether the dashboard could be used that way. So
that's something I think Dan and the team's going to work on next and see if we can have that added somewhere because also seeing what are the outcomes for students for college, where are they going? We know niche data is looking at that, but we really as a district haven't calculated or kept track of that long-term data and how students succeed
after um because it's not even just college and we go did they graduate in four years. Did they have a successful career after that? And there's a lot of data that could be gathered, but it's timeconuming and we haven't had a real opportunity to dig into that. also using a lot of our Google resources
and training to support MTSS, the data dashboard that we talked about um and share some of the data today. We're we're going to start rolling that out and hopefully get it to teachers as well so that they can look at the data. We don't want to overwhelm them because that Dan and I went in the other day when we doing this presentation and
they've changed some of it. So, it's just, you know, it's a learning curve again. So, we're going to slowly start rolling it out. Maybe it'll go to some of our um we talk about maybe department leaders, team leaders first and eventually and not even necessarily have an expectation that they have to do anything with it. But here it is for you to look at if you want to look at your
own students and your own data. The AP exams is going to be huge and I know um David's going to speak to that in depth um because as I told you we haven't really had the opportunity. The schedule has limited us especially the ones that are halfyear courses in the fall and then the the January comes they change
to a new course the test is until spring. So there really hasn't been we can't force students to take it when the timeline has really um harmed them. But with a fullear schedule now we can actually look at that as something that they could offer in lie of a a final exam and they would take the AP. So be
able to speak to that further again that will ultimately increase our rankings overall. And I already mentioned the schedule and David I know you're going to talk do you want to talk a little bit about the PLTW and the dual enrollment offerings that you're looking into? I know you're going to talk a little bit later too, but you want to mention
>> when it comes to any of the rankings, um, you know, there's there's a values piece there to look at and what we care about. And, you know, one of the pieces are that, you know, we want students to be able to um explore their passions and give them
opportunities um that are not just um not just here at the school, but recognized statewide and nationwide. Um and so by expanding dual enrollment opportunities um we're able to I mean there's a there is a benefit to the rankings themselves but also it gives
students more opportunities uh to explore their interests. So whether it be project lead the way which is a national nationally recognized STEM program um we have dual enrollment through um Dartmouth. We're piloting um something with a few students through
Arizona State. Um and so giving these opportunities for students and ultimately when you look at advanced course work um the state um when looking at the state report card um that has a big impact there for the high school students um and by using programs like
UMass Dartmouth and Arizona State what it does is offers some equity in those college college credit opportunities. Um, so it's not just about students who take AP. Um, but so the state in their uh on their report card weights uh dual
enrollment type courses just as highly as as some of the AP. So basically you could look at that score and say how are we serving um our students who may not um want to take AP classes um but do have interests and want to gain college credits. Um so this will give them
access to that as well. >> Yeah. And we've also talked in the past about how, you know, the schedule has limitations with DSB being the kind of the catch-all for everything and doing interventions for students and students would choose not to do intervention block if they would rather go to a leadership activity. So again, this new
schedule's really going to open opportunities to really dig into interventions at the high school. We've really been pretty successful K to8 implementing our tier 2 and tier three. We've struggled more at the high school with our limitations. So that's going to be an opportunity um next year. MCCAST will be interesting to see where that
goes because um the state has already pointed out and we've seen a dip in MCCAST scores as a result of it not being a requirement. You'll hear us talk about the competency determination that the state wants us to now um do a policy on. So u we'll be having policy on that next year, but remains to be seen what
will happen with MCCAST over the upcoming years. But either way, we still need to teach the standards and we still need to be assessing our students and we need to help ensure that they are getting the standards um that they deserve to get. And then um piece do you want to talk about the PSAT as well because
>> yeah I mean so talk a little about this presentation as well. Um there's got to be a recognition that student the schools now are starting to look at um SAT scores again and ACT scores again. Um, you know, I don't know if you've seen it in the news, but the current ad
federal administration um is making it it's a condition of receiving federal dollars um for some schools to start ensuring that they use the SAT and ACT as admission standards. Um with the falloff of that over the past 5 years,
students have not not as many students are taking it. Um not as many students are thinking about it. So this year we implemented um something where it's it's all students all students taking the PSATs just so they at least see it. Um and that way um you know we could start
bringing that back. Not whether we agree with it or not I you know that but if schools are going to start asking for it I want to make sure that that our 10th and our 11th graders all at least have an opportunity to take the exam um to then see it. Um, and it's something we have to look at as a school is I know it used to exist here. Um, it hasn't in a
while um, but how we support SAT uh, test taking um, for students uh, because not everybody has access to SAT tutors and SAT classes. So, I know that wasn't existed here prior to I think co um, but something we do need to look at again because that is something again whether
we like it or not it's it's coming back. >> Yes. So, thank you. Um we we went very fast because we know there's a lot on the agenda, but certainly um feel free to ask questions at this time. >> Um as far as the PSATs go, it's a different test than the SAT, right? In fact, I kind of feel like it's a little
bit um >> predatory because we go years without having a national merit finalist or a national semi finalist and yet we're asking families to pay for this test and take it and it isn't in fact the SATs. So, I like the idea that you might
consider bringing back the SATs, I think, from a from an equitable lens instead of having to get your kid to do Sherburn or NICK or Milford, other schools that surround us that offer it. But, um, but more than that, um, you know, we out each child with a
Chromebook. There are free programs um that tie to College Board, but oftentimes kids don't know about those. So, um I feel I personally feel that more important than having kids take the PSATs, it it's helping them with the
skills to prepare themselves for the SATs and then making sure um the timeline of it, right? And and maybe bringing it here. So, I'm happy to hear that you're considering that again. >> So, that that's the whole piece of it, right? So, it's about there's a lot of it strategy based and test taking and
how to answer questions, how to read questions, right? um and how to understand what they're asking for in questions. That's a lot of what taking any of these standardized tests are. um we have started to look at that as a school in general um in terms of both for um and starting with you know 9th
10th grade for MCCAST um and then as well moving up to you know 11th 12th grade for SATs and when I say PSDs I know yeah they're different tests and um I think it's just the idea the concept for right now and then if we can get the SATs back that would be something that's really helpful to our families because I
do know that it's a uh I know there were families who like I think went to like the Cape last year to try to take the to trying to take the exam. So, uh [Music] um so and it's becoming more and more difficult to find location. So, it's
something that we want to be able to offer our students. >> Yeah. Um in terms of what do you mean by collect and an analyze longitudinal program data like regarding SATs and ACTs because I feel like we have a lot of that. I mean, I think our teachers do end up getting that data on on threes
and fours and fives. We see that with Desi. But beyond that, our school publishes because they have to provide it to colleges the school profile which tells us what our um average uh math and our average um English, SATR, ACT, like
we we have that data to look back um you know over the last 10 or 15 years. So what what did you mean by that other than what we already have? >> So it's a breakdown of who's taking those tests. >> Okay. and how their achievement is on those tests. So, we have we have the
data as a whole. >> Um what we don't have and again because it's selective to to students, you know, it's uh student populations and how are they fairing on these tests. Um what I'll talk about in my presentation is
if you and it's it's out there in the open. It's all data that's available. If you look at our achievement level across the board um for students without disabilities, it it rivals what you see for the Boston Latin scores. And if you look at our
achievement and our scores when it comes to students with disabilities, that's it's not great. Um and that's across the board. We look at SATs, but we have we haven't really had a chance to break down all of those pieces for AP SAT um across the board. So that's where it is.
So yeah, we have access to the general scores. Um, but there hasn't been the data looked at in students and access to to make sure student have access to those courses and to taking those tests >> and how it lines up to how they fare in college and beyond and like you know triangulating all of those things.
[Music] >> I have a question. Um, so I noticed a lot of these actions are focused on tier one and I wondered as you looked at your data, um, if there were any student groups that kind of rose to the surface like our multilingual learners, students with disabilities, any groups that you
feel need to be prioritized who might have widening or persistent gaps. >> Yes, we see our multilingual learners and our students with disabilities at all levels is is an area of concern. And I think that's really why we want to focus on tier one. What can we be doing for all students? hopefully in the long
term to help teachers before they get on IEPs, maybe decreasing the number of IEPs and 504 needs if we're giving them the right things in tier one. So, yes, we're still working extensively on tier 2 and tier three, but we have a lot of systems in place for that. And when Joanie comes back with the um curriculum
specialist and interventionist, they'll they'll share a lot of the data on that as well. >> I also wanted to add we're going to be starting in November a multil- language learner curriculum review. >> Yes. >> So, that we'll be looking at your tier one instruction for them. Are they currently receiving a different curriculum?
>> They are receiving supplemental and it varies based on age. >> We are piloting imagine learning right now for them. >> Can I just ask you so for the people that are listening to this we often say tier one and tier two and when you don't
define it for them they get a little lost. So could you just define them? >> Tier one is the instruction that happens in the classroom with the regular general education teacher. They could also have a co-teer in there, but it's happening in the general ed. Tier 2 is when students need something more. They
might not be on an IEP. They might just need some, it could be a short-term or long-term um intervention or and then it's progress monitoring usually any six to eight weeks. So, sometimes it's just a skill gap and they can move out of the intervention very quickly in tier 2. Tier three is even more extensive than
that. It would be our students on IEPs that really need um very extensive service in with with the co-teer or with a pullout model, you know, all all types of needs if that helps. >> And in terms of the recommend the recommended action step of implement with the implementation of the new
schedule allowing students to take AP exams in place of finals, is that something you've been discussing with AP teachers? And the reason I say that is at least now the way we're set up, um I feel like teachers often use studying for the final as preparation for those
AP exams. Um right, I mean they'll they'll sometimes have the final a week before the AP exams so they know their kids are really strong in that material and as a as a um prod to get them to study. Is this a conversation we've had with teachers about that action step? So
for that I would say that's very selective as to those teachers that do that action. Most of them are giving an exam you know that the because some of them end in January, some of them end um you know in March. Um so the the conversations conversation
with teachers is is is honestly been that you know giving them the opportunity to design how they want but that the exam is going to be required as a part of the you know what I mean the reality is why offer APs if we're not taking the AP exam we might as well just offer our own courses then like they're
there they you take the exam as as it's connected to it. Um so that's what happened. What happens in in most districts along the way is that they prepare for the exams, they take the exams, and then um I don't know if you like our it's kind of like our our our AP chem class here. It's like a chem
apps. So, they take a chemistry class where they then still dive deeper into it, do project- based work um for the the rest of the year. Um so, um it's been it's been shared with the staff that that's going to happen and how it's implemented within each AP class. uh we still have to talk about but it's been
shared that the AP will be something that's going to be um you know if students are taking the AP exam that they going to that they're required to take the AP test with it >> and there will be a way to help kids who can't pay >> yes $500 $500
>> so yeah I mean the AP has has waver yes there are ways to support that >> um so I know we've heard a lot of these actions in the conversation last year and I I think that's a positive. We want continuity year to year. But I wondered if you could talk a little bit about um
you know now that we have you've unpacked the MCCAST data, you also have your beginning of the year diagnostic data from students um when you're looking at like tier one instruction deepening that that looking at um how teachers are using data or some of these
other action steps. How is the data that you've been looking at informing that? like where are we going deeper or doing something a little where are we adjusting what we were doing from last year to meet the needs that we're seeing this year? >> Yeah, I would say and you can speak to this as well. Um, I feel like for the
most part the data that we've been really digging into has been to inform our students with interventions in tier 2 and tier three. And that's why, you know, we we did see a shift. I I've talked about this in the past in 2017 kind of shifted away from really digging into MCCAST data at all um for some time
and then we did see the trends downwards in our rankings as a result of that. So, we really need to get back into having people explicitly look at their own data. But I feel like for this year because we had a weak start with the dashboard coming out. So we had to slow down a little bit. But I I think that tier two and tier three is when we're
really using um the explicit data in MCCAST and all of the different sources that >> the principles are also looking at their SST or SSA meetings as a precursor to what do we need to do? Do we need to do tier 2 interventions in the classroom?
You know, and what the plan is there. So that's being used and it very rigorous data conversations are happening at leadership meetings at the schools >> and they are actually at at staff meetings as well. Um and Karen and um David can speak to that as well but they're at staff meetings they're bringing in some of this data and using
instead of a traditional staff meetings sometimes they're actually doing a data dive for all teachers at that time too. So we're really ramping up how people look at data. We're actually talking um right now about the leadership team becoming data wise informed and then using that as a train the trainer model because it would really be an investment
in the capacity of our team. So you'll hear us bring more of that back and I really think that's the difference that the shift that we have to make really being intentional about how we are using the data moving forward. >> They're also having conversations about I Ready and I excel and what specific plans should be made for students within
the general ed classrooms. So having those conversations based on that data >> in the SAP process, looking at our students before they get on an IEP before, you know, really what can we do first in the general classroom and being really specific about that. So I feel like um and I think Karen can speak to
that as well, how they're actually using the data within those meetings um for tier one and trying to keep the child from having to go into a more restrictive environment. So John mentioned uh one of the the 25 26
action steps is collect analyze longitudinal program data and student college and career outcomes. Um however that was one of the actually the original ones two years ago um in in 2023 which was collect analyze longitudinal programmatic data and
student college career outcomes SAP APS etc. And and I believe though like my memory sometimes fails me that uh one of the things I had asked for was to see some sort of what we're looking at here is is great to to see that information but it's like a first derivative right we're just kind of looking at the
information on on a highlevel basis across all the students. What we're not doing yet, what I really was hoping we would be doing by this point after having collected a few years worth of data is starting to tie these things together at the student level and then
creating reports that can then be shared with the school committee. Hopefully maybe maybe you're using this more in in already is it's it sounds like there may be some of it being done, but I would really like to see reports that you can give to the school committee to demonstrate how are
we tying this together? How are we using it to inform what is happening in the classroom? What are we like, for instance, if you have a student who gets an A in an AP class and then a two on the exam, are we looking at what may be
driving that? And I'm not, and just to be clear to everyone watching at home, I am not looking at this in any way to try to target specific teachers or any kind of, you know, anything like that. I really am more looking at it to inform how we can improve and how we can use this data because the data dashboard and
all this stuff. I mean, you can go on to the the the DESI website and pull a lot of this information off and just put together the these charts and then then that's free and doesn't really, you know, it's great. It's it's information. But what really where it really gets to be valuable is when you start to look at the student level, tie them together,
then create reports about how that is happening at at an individual basis and then at a collective basis and really and and and I was I thought I was really hoping that by this point we would we would be um we would we would be there, you know. Um other things, how how have
students performed uh on standardized tests before and after they went on an IP or a 504? Um are these are these pro are these are they working for the for these not just these students but a but a holistic basis. Um is there a way that the school committee can get access to
to some version of the the portal that is you know not at all individual based but for for high level um uh data. I'm sure that's probably a technological nightmare and probably not how it's built to be done. So the answer might be no and that's fine to be clear. I do not
want student level information. Um but um I would love to be able to get in there and play out the high level information though. Um let's see. Um again, as we're talking about SAT, PSATs, how are those scores versus, you know, MCAT scores versus, you know, the
grades you're seeing in the classroom, AP outcomes, other other types of >> type types of data that we have? I mean, we have pretty high graduation rate, but are there are there indicators of things early on that may, you know, lead to, you know, questions about whether that
that child graduates or not? Um, and some of it may not even be that you're actually sharing with us what the information the data that you see is, but it would be great to say, hey, this is what we're looking at. This is what we've done, so that at least we can sort of be, you know, understanding how
you're using all of this. Um, but I still also want some of the data. Um, >> I think you'll hear them talk about some of that in their presentations as well tonight. So, >> I need a chance to look at that presentation. So, um, but it's so so maybe I'm jumping the the shark here. But, um, >> you're going to be so happy.
>> Am I going to be so happy? All right. Wonderful. I just went on a fivem minute rant for nothing. Um, but that's those are the best rants. Um, >> I just had one question. It says here, increase teacher access to data ed tier one. What are the challenges to getting teachers access quickly?
>> It's it's really not about getting them access. We can do that. >> It's about also not wanting to overwhelm them with one other thing, you know, and not putting pressure on them because it's it's there's a lot on their plates. So, we've been trying to be strategic about when uh so last year was really
about let's really get more comfortable with and familiar with it. So, the leadership team and then curriculum specialist and interventionist and anyone else last year >> uh tutors. >> Tutors. So they and they're putting all their interventions in there and then this year now that it of course they made a lot of changes this year good
changes so we had to get more familiar and we're doing some additional training with that but then we're planning on rolling out next kind of gradually release with department leaders team leaders and grade leaders and let them get comfortable with it and then potentially we haven't picked an actual date but saying to everybody here it is
and you know without putting expectations on how they'll use it but just there'll be some people that'll be early adopters and jump right in and sometimes that's the best way people start getting oh did you see what happened with this group or that you know and they get excited about it but often that builds the momentum we just didn't want people to feel pressured to
dig into something one more thing with the new math program and everything else so we try to be strategic about it >> if I could I'm sorry go ahead >> no go ahead >> I was just going to say the administrators are we we had a meeting yesterday it just feels like they're finally comfortable with the dashboard and what it can do and you're going to
hear about that in the presentation so it was and we're developing protocols at the district level so I think we are just becoming more comfortable and so to to roll it out to teachers prematurely would have been uh tricky. >> Sorry. >> No, no, I was going to go on to
something else. So, thank you. >> Um I was wondering so I know they have other dashboards. They have their dibbles. They have their um Ire and which have their own data kind of organizational dashboard. Um, do teachers have opportunities right now to
dive into that data and and then do some instructional planning based on that data? >> Yeah, that they have I Ready and Il, they can already look right at that. Um, teachers in the lower levels, they get their dibbles data and all that. They can look at all those groups. So, they do have access to a lot of the data.
It's just not all, you know, >> it's it's not put together in the same way as the dashboard. Yeah. >> Is there a tier one curriculum that you're using? you said just said that there was an expectation that teachers would be using these in the classroom. Um but is that the intent moving forward that there will be a point where all
first graders will get the same level of tier one support, you know, once a month or whatever it might be. >> Yeah, I think um a lot of that comes down with the curriculum review process and then you know we have purchased curriculum materials districtwide for math which Jon can speak to more. So yes, there is an expectation already
with that that they're supposed to be giving um consistent expectations to all students in tier one. Um, and I think that's where we did see the gap with our multilingual learners, for example, that we didn't have a consistent expectation. So, that is something that we want to move towards. And I'd say that's true for all of our subjects.
>> The problem is that just the time, the cost and implementation, the bandwidth of the teachers to implement something new, you can't do it all at once, even though it would be lovely to >> Yeah. And I Yeah. And I will say just and Karen and I were visiting classrooms the other day. So, you know, we don't
want our teachers to feel like everything has to be identical, right? We want to have fair and equitable opportunities for students, but everybody should have their own way of teaching and their own flare to it. However, at the same time, we do see a lot of our teachers now co-planning on, you know, in general ed and we did see some of the same lesson in different
classrooms. Again, it was implemented differently, but kids were getting exposed to the same content. So we're seeing that more and more because it's also it's helpful to the teachers to be able to plan together. It saves them and then someone could be stronger in one area and you know so I think that's really what we want to encourage. We're not looking for people to be robots and
be identical. Put your own flare on things. Put your own identity on things but there are some common things we want to be doing so that kids do get the same exposure things. [Music] >> I had an additional question on the US news. Um, and I and I understand that
it's two years ago as opposed to a a look back one year. As far as I can tell, it looks like about 50% of it is based on our MCCAST data, right? It's uh uh proficiency 20%, assessment, student state assessment performance 20%. Um,
under serve student performance 10%, but it's that's based again on state assessment. So 50% state assessment. Um, and then the other uh I'm sorry, I think it's the other 40% again tied back to the AP exams and 10%
who are graduation. I'm just concerned of the eight schools, six of them went up and we were one of the two that went down. Do we know what drove that of those percentages whether it was our MCAST or whether this was APS? like what >> if you look at that I mean if you look
at it there for um for the schools when you compare it to other schools um that year it's our MCAT scores >> okay >> I mean like the if you look like pre
like you'll hear about in my presentation but we're like in ELA like we're we just hit precoid um numbers for meeting and exceeding >> um for like for ELA and math, we're almost there as well for this past year.
So that number and then it's any given year in this school based on AP is just a crapshoot. Like there is no there's very there the consistency isn't there in terms of those percentages of students taking the
exam or not. It's hard for us to look at our data and have any consistency in that data because it's really based on how students feel when the test falls. Like next year, our test numbers aren't great because one of our largest exams, which is psych, like the amount of kids
take psychology, fell on the day of prom. Then there was an issue with the exam itself. So, they had to move it to another day. So instead of it being like 50% of kids taking it, I think like 20% of kids took the AP psych exam. So I can already tell you that the the data two
years from now for US News, should they be using the same, we're going to have a large contingent of kids who didn't take that AP exam, and that's that's like an AP exam that like a lot of kids take. So when things like that come up, so it's hard for us to look at that data and compare it to other schools. But when
you just look at it year-over-year, the proficiency there in each of those is is what drives us down a lot. >> So it would have been MCCAST as compared to >> Yeah, that that cohort of Hopkins DS. >> Absolutely. Yep. Okay. And I think there, you know,
>> there are definitely some schools that do teach to the test, right? We've always um since I've been here and before, you know, the talk was always about really priding ourselves and not trying to teach to a test, right? That's not what I don't think that's what we're looking for. At the same token, I do think there are some skills that
students can learn and strategies around test taking in general that you're not teaching towards MCCAST. They they they're learning the standards and then how do you apply those standards and we can embed that in in their testing and that's part of the tier one support we want to give teachers as well for their regular tests.
[Music] I did take a sneak peek ahead and so I would eat some curl later, but that's fine. Um, >> it's like I knew what you wanted to hear. Huh. >> I mean, before [Music]
I I like to It's good to be humble once in a while. [Music] >> It's rare. [Music] >> Any other questions on
the data? Should we move on to the district and school goals? I think so. >> Do you have it up already? Do you want >> Do you mind the one in the um You have the Google one, right? Yes.
No, that's the PDF version. I have some links, so I need the other one. Hang. I'll get I'll grab it. You know where you had it earlier. [Music] >> Uh right below that I see 25 26.
>> Oh, you just had it. >> I just had it. >> Yeah. [Music] >> You want to close out for a minute and then find it? Hang on. Why don't you close in and I'll I'll grab it if I can. >> I got it. >> I got it.
[Music] That's about it. Hang on. >> Google slides. >> Actually, I have it from right. >> Yeah. >> Okay.
[Music] >> Thank you. All right. So again, we tried um knowing we had the data and presentation as well, we provided our secondary principles here today. Thank you Karen and David for being here tonight. We we
did do again a short presentation. We're trying to be mindful of that. But so I think it'd be helpful if you could wait questions at the end because something might be answered and if you could write them down that hopefully we can expedite things for you as well. So, I just always put in our mission,
vision, and strategic objectives because all the work that we've been doing since 2022 has been tied to our four arches. And you'll hear that common thread throughout our presentation tonight as well. At the blue link here, um you'll see the
detail that we with our four arches and our four strategic objectives, the action steps for this year in all of those. We're not going to talk about all of that tonight. We just picked out some highlights. Um, but that's there for you to look at as well tied to this presentation in your folder.
[Music] All right. So, Arch one, as you know, is communication practices and our strategic objective there is to ensure consistent effective communication between and among administration, schools, staff, parents, and the community to address student achievement
opportunities and areas for improvement. So some of the key highlights in this area that we're going to focus on, you'll see the common theme about MTSS and a big focus for us as a district throughout our through lines tonight's presentation. So if you could go to the next one. So some of the work that we're
doing, we are continuing our work on stage 2 UBD because that's where we really dig into some of this work and Joanie and her team will present on that um I believe in November. We are continuing our work on developing common language vertically and making sure that schools are having some
consistency with that so that as students transition on they're not hearing different wording and different expectations. So working on teaching and learning vertically. We're also looking to ensure that our desi notification systems and getting information to new families is robust.
Um we did have a central resource center that we put together and we continue to make sure we have access for students um students that are multilingual learners, students with different needs. So that's something that we continue to enhance. We are definitely making sure that our multilingual learners and our title one
families are getting access to things on the web page and some resources that are specific for them as well. Um I think that we've done a lot of work on the website and Dian can speak to that further, but really just making sure that our materials are accessible. We don't we try as much as possible not to do PDFs because they can't um change the
language and that's been really helpful with all the work that we've done to enhance our website. Cyber security has been a huge increased need and we continue to ramp up. We're going to be doing some more cyber security training. This week alone we had um significant incident which I
won't share um specifically but again when people aren't aware of some of the cyber security and the scam the spam that gets in and unfortunately that can really um enhance but impact our infrastructure quite a bit. So Dan is vigilant with that but even with that
our staff still need some updated training and we've had a lot of new staff as well. Art two, social emotional well-being. Working to provide a safe and supportive learning and social environment where each member of the educational community can flourish in a respectful, inclusive,
and productive environment. Again, you'll see um that we're looking for our MTSS teams to embed district protocols. One of the things that we've done is we we do have MTSS teams at each building looking at data and so forth. But what we haven't done is come up with a systematic way as a district and
trying to have some specific um continuity with that. So this year we're really ramping up our leadership team is creating a district-wide team and see how we can uh transition that horizontally and vertically and and have some consistency with how we're using data. We have done a ton of work with our
family education workshops, attendance, anxiety, wellness. We really collaborate with um HYFS and HDAC and we've shared before and and I know um Jarielle shared a lot about care solace at Cartwell in the past as well. We're doing a ton of work and Jerry
talked about as well with our SSP educators, our um student support personnel and how we can help support them with social emotional learning and a ton of coaching and structures that we're working with our leaders. We have students um working with Jeriel right now to help with MTS's planning and
needs for students as well under teaching and learning and having robust professional learning communities and encourage a positive supportive and collaborative learning environment of instructional creativity that includes rigorous and aligned content. So again, we talked already about the
data dashboard, but really looking at that as a robust tool, using it even more deeply this year, continuing to enhance the offerings to teachers and developing action steps around um improvement based on the data as you were um asking about earlier.
And the work that Joany's doing with her curriculum team is really looking at all the curriculum groups. You mentioned earlier about the multilingual learners and making sure they have access to robust materials. that's something that had been lacking um and inconsistent. So, we're we're really identifying those in all areas.
I mentioned the databased um team that we're forming with our leadership team and you'll hear more about that later in the year, but we're starting to put together that work now. And then the PD team has really done a ton of work about trying to embed MTSS into all the offerings that we're doing this year. So, you're going to hear more about that
in our November PD as well. And I feel like the each school has really done a ton of work. uh principles, curriculum specialist interventionists, other team members to really focus on robust opportunities to enhance our tier one instruction. [Music]
And then finally, talent and resources. Um I won't read all of that. Um but you know that that's been an area working to attract and retain staff has continued to be something we strive to improve on. Um location here has been a challenge for getting people. Um, even more recently, we, you know, we've had
openings later in the year. We don't get the applicants we'd like to see. Uh, many years ago, people, you'd see hundreds of applicants for elementary positions, and we're not seeing that in this day and age. Um, but we have, um, retained more staff, and I again, we'll do that year after year. We do show you
the retention numbers, but I feel like this summer, um, we did not have the amount of hiring that we have in the past. So, that looks like a good sign for the future as well. So, we do want to work on continuing to increase and enhance our hiring, mentoring, and retention practices and
particularly with our staff of color and supporting all um of our our different cohorts of staff. I also think looking at our capital plan more robustly and making sure that the district curriculum review process is able to be funded through capital is an ongoing need of ours.
We continue to work with the town manager very closely to see that we have a multi-year plan for capital and then the evaluation process is another area where we continue to try to build our capacity as a leadership team so that we can support teachers and again look for things to help in tier one in the
classroom with all staff moving on. So this is a leadership goal that we're working on as a team and each leader in the district is going to do some form of this. It might vary by um what their need in their particular building is, but I'll just read to you what we're
focusing on. So for the 2526 school year, the district leadership team at Holliston Public Schools will focus efforts on strengthening our multi-tered system of supports by establishing and documenting a clear, sustainable, and data-driven process for collaborative
problem solving. This includes training all leadership team members on data tracking and analysis protocol, establishing a regular schedule for team meetings, and developing a comprehensive district schoolwide MTSS framework. So tier one instruction will be the primary
focus this year as I shared earlier. Um, and really each school does have an MTSS framework, but we also wanted to develop some consistency preK to 12. [Music]
So the countability data, this is um straight from DESIE this year. Um when Rob Curtain shared our data just a couple weeks ago, I think Joanie and I were on a meeting been with you and you know as a state with the changes in MCCAST, they've seen
some decline overall with the data, but I wanted to point out where we are um as a district. So 66% progress for our accountability ratings, which means substantial progress to our targets. High school was also 60 cents in substantial progress. Adams at 77, so 75
and above is meeting or exceeding targets. So that's really strong there. And then Miller at 70% was also substantial progress toward targets. So that's, you know, just um they look at a multi multiple different data sources. If you want to learn more about it, there's a whole chart. It shows how they weight different things for the
accountability data. Moving on to the high school and he also has a link there to his um multiple action steps. >> Yeah. So the link in the front the this
page here is for uh the entire document of of goals for the year. Um I'm not going to go through reading all of these, but just to give you an idea of where our focus is within each of these um is really looking at um consistency, collaboration, and clarity, um
consistency in our communication practices, our practices within the schools and supporting students and and our teaching and learning. Whether that be tier one, whether that be curriculum as a whole, um collaboration in terms of uh building teachers capacity with tier one supports, building up collaboration
between counselors, um administration, teachers, students, and families, and supporting students. Um and then again in in clarity in in what it means to be successful here um at at Hollison High School and through
our our vision of a graduate. So, um that's really sort of like the themes that bring us through um all of our goals this year. And when we look at it as on a whole, we see that, you know, attendance is up. Um our um achievement
gaps are narrowing um and that we are working hard to engage more and more students in advanced course work um across the board. Um but what you'll see uh throughout this presentation is that um is that we're trending up uh which is
really great to see um from sort of the uh pandemic until now. [Music] Um so um came out really small there on that writing. I apologize. Um but again
when we start to look at our data and cross referencing different data points and digging deep what I wanted to do um with each of these is show sort of the the overall but each of those little dots are individual students. Um and each of those little individual dots give us more and more information about
those students and where they fall within um uh different aspects of their time here um at Holl High School. Um we focused a lot on attendance last year. Um and that is working. Um we we went
from about 16 sorry 16% of chronic absenteeism. So we're are we're only at about 8% this year. Um I know that chart again is small but we are um focusing so much on it that we see fewer and fewer students who are absent and we are
seeing more students we're identifying more students who are at risk and starting to intervene earlier. Um, I can, you know, say that we we're meeting once a week as an admin team to talk about, um, attendance and really focusing in on um, not just students who
are chronically absent, but those who sort of fall between the cracks, like who aren't chronically absent, but are absent a little more than we would like to be. Um, because to be honest, at this point in the school year, when you see chronic absenteeism, we know who those students are. We know why they're absent. Um, but there those middle
ground students who maybe miss like five days six days that we're trying to understand what's going on. Um, and so starting to build in interventions there for those students and trying to partner with families. So that's a lot of the work there. I apologize.
Um, so what we also see and again this will be no surprise to anybody and I used MCCAST as an example there. uh when you look at attendance and you tie that to MCCATs, you can see that there is a direct correlation there um with students and so early identification um
and as you go through and look at this across the board, you see attendance and GPA, you see attendance and AP scores, you see across the board. So we know that students who are here are more successful and so that's where it starts. That's sort of the baseline for us is we need to do a lot of work on
attendance um and order to then build everything up from there because we can't help students if they're not here. So that's step one for us. Um we do see more and more students arriving on time. Um our our tardies are down. Um, and I
will say that it's been a delay this year because parents are being very responsive to us even for like they're some are annoyed that they're getting DSB emails when their kids aren't showing up for DSB. So, um, but but no, that's been that's been um really helpful in terms of supporting our
students and allowing us to build supports in. [Music] Again, here what you're going to look at. Again, this is just a taste of what sort of what we're able to do and then sort of sharing what we do with the information. Um, so what we see again is
that what I just tried to show is that we are seeing growth. Again, we look at AP scores. Um, but we also look at SAT and GPA. Um, and again, you can break that down by students um, high need students and you start to see that those
who we have about 17% of students who have an IEP, another 14% on 504s. um so about a third of our population. Um and so understanding how those students are achieving and again when you look at each of the little dots it allows us to do that. Um but what we
want to actually see is um how we can support them within their classes to find to to build their achievement in these areas. So that that's our work. Now when we talked about when Susan talks about those tier one supports again and like Don you talked about how
do you answer those questions? How do you take this out? How do you build that into the actual classroom that's happening? Um because that isn't really something that's been done here um in in many years. Really bringing those pieces into the classroom. Um because uh it was
talked about before. If we don't bring all of those supports into the classroom and train our teachers on it, you know, it's it's it's we can't have tier two and tier three supports for every student in the building. It's impossible. Um so we really have to give our teachers the skills. A lot of our PD is focused on how do you build that
capacity in teachers in the classroom and build that in our curriculum itself this year. Um when you look at um and I know in terms of like the PSAT and SAT um but what you do is you see that students and you can't see it here but the students
who have taken the PSAT twice 10th and 11th grade their SAT scores are higher than those who took it once and then those who didn't take it at all. Now I don't know how many of them had SAT tutors. I don't know the classes but just the ane I mean just sort of the data that's in front of us um shows that
there is that there's something again is it correlation is it cause I I don't I can't don't have a deep answer to that but something that we need to dive deeper into um but again building that into our classroom capacity is where really our focus is um this year across the board.
um the AP growth you see there. Um I thought that was just like as I was digging into some data that was like a random chart I came across, but you could see um there's a tremendous growth in the amount of students that are actually scoring four or fives on the exams, but it's not like we have a lot less kids taking the exams overall. We
still have the same amount of kids taking the exams. So that's happening as well. So we do see success within the AP exams. Um, and now our goal is to have more kids take the AP classes and the advanced classes and even some of those dual enrollment classes. So, working with our counselors to to do that. Um,
and our counselors are working to again bring clarity to parents about this whole process of SATs, PSATs, APs, college visits, and all of that. So, was in a meeting this morning. We were talking about it. So, yeah. Um this is as you look at this um
so just to give you an idea over time of where we are and what's happening at the high school um our achievement gap is shrinking. Um we've um if you look at the chart here um we're starting to get back to sort of that first group uh
right around our our preandemic numbers. Um and that's really exciting as you can see across the board also like there's an outlier year in our MCCast but overall what we're looking at is how do we grow that sort of um meeting to become more of those who are exceeding and those who are partially meeting to
those who are now meeting expectation. So we are building that out. Um this past year it was nearly 80% um in both areas. Um with that this year um we're instituting a program where our NHS students um can earn hours um and
also tutor fellow students during DSP. Um so building that out working with peers our interventionists are working with small groups of students um in specific content areas based on based on grades and this is some of Dan what you were talking about sort of all that
cross referencing of work. So now with this the way the data dashboard is built, we're actually able to look at MCCASTL grades all together to then pull out students based on those needs specifically. Um and so that's been really exciting this year. Um and we do
know that the more the students are getting those interventions through and through our interventionist, the better their achievement is when you look at a standardized thing like MCCAST. Um for the high school, we don't have things like dibbles. we don't have all we you know so it it it becomes very difficult
to to look at this over time and so we do rely in some ways on things like faculties on MCCAST but if you look at it over time there is a reality I was sitting with a math teacher today looking at um his class and some of their scores we were talking about what
students picked up like did this student did you cover this yes so why didn't students pick this up looking at like one of his C at his CP2 classes so this data is really helping us look across the board at students both individually but also in groups and understanding
their supports as we look into and I'll talk about in my last slide which is the not yet the uh when um the schedule um looking at how we build those supports in for the 2627s because a lot of the work we're doing now is in preparation
for for that changeover uh for 2627. [Music] And this will show you again when we look at our data there are different points. If you look at our MCCAST it it it tells one story. If you look at our grades it tells another. But this stood out to me and I thought it was important
to share. Um when you look at our students without a disability you have 89% of their grades are A's and B's. Uh 96 almost 96% of them passed all their courses. um when you look at a student with a disability um you see that it's 67% of
their grades are AS's and B's and and 80 83 and a half% are passing all of our courses. So when we look at across the board our MCCAST, our APs, all of that, we have a lot of work to do in that area um for those students there. Um and that's really honestly what we should be
looking at as a school um across the board and how we support those students who most need us um and how we can support them through and again as we said those tier one supports. So what our teachers are working on this year um is building in those tier one supports
into their curricular work for 2627 so that there can be some consistency um in the experience and in those supports that students are receiving. Um and so that's going to be a lot of our work over the next two years. Um but again that this is where um as we work
as a staff looking at that piece. Now, what is great is when you see that even though the grades are there, you look at our advanced coursework, we have 85% of seniors who are taking an AP or honors course this year, which is really cool to see. Um, and that's up over previous years. So, getting an opportunity for
our students to take challenging courses. Um, finding ways for them to um engage in passion, things they are passionate about. Uh we have 180 out of 207 seniors either taking part in
internships or um senior projects. Um again we're working on tons of dual enrollment opportunities for them pathways PLTW um you know from our global citizens to our business pathway. We were just approved to do planning for an
information systems pathway. Uh we received I think this year we'll we'll we're getting grants totaling I think somewhere around $120,000 to start um building out those programs for students to give them access. Um and
so um that's but this really um this piece right here really stood out about where we have um some huge need is within our within our classroom supporting these students um across the board and that's where a lot of our PD lies this year.
Um the last slide there is sort of what allows us to drive a lot of this work. We had um our NAS uh we have our NIAS to send you our final visit for the 10-year visit will be in March um when they look at our work towards their
recommendations. Um, a lot of what Dan you talked about before, all of that is what informed like looking at this sort of across different students and through how does a student do after they put on an IEP and they have a 504 in their classes and how does that connect to MCCAST and LL and PSAs and APs. All of
that work is ongoing now um because we have to build out within a new schedule where they're going to find supports um and then we also again need to prepare our teachers. So what we're doing as a staff is we're aligning curriculum and assessments to the schedule, our scope
and sequence. Um we're advising those we're we're looking at different opportunities for students to be able to excel in areas um that they are excited about. Um whether it be things like math or you know and figuring out making sure that they can get to the level they want
to get to um or whether it's uh business or engineering or or civics or any of those pieces. Um again looking back looking at as a whole again it's in the classroom with the most important people in the building to support the students who are the teachers. So how do we give
them the skills that they need for those tier one instructors and building that out um and so by doing that with that collaboration of teachers over the next year and a half I guess or two years um towards working in the new schedule. Um and that those pieces were really if you look at the NEAS report that was really
the the crux of it. It was looking at our schedule, looking at the equity report and equity for students, access um to all of our um advanced coursework because the way our schedule's built now, it it depending on what classes you took the previous year and and what you
might want to take that limits your ability to choose separate classes. Um and so all that and then expanding the access to college and career pathways um for students to give them opportunities um to sort of explore their passion. So that's sort of the the crux of our work this year. Happy to answer all your
questions. >> You want questions now or the end of the full >> I think it makes sense to address. >> Yeah. >> Question is okay and then I mean does Mr. Lis get to leave after this too. I'm not sure what >> No.
>> Yeah. Um I I guess one thing I had a question about and I know this is one thing that distinguishes Hollston and Hopington as at Hopington. I know they're they have a number like when we look at their how many kids are taking AP um tests and also scoring on it. They
do allow their freshmen to take AP courses. Is that something especially with in light of the schedule change for next year that we could explore um at least for some limited amount of AP classes that would increase the numbers and and the attraction to stay here at
the high school too. >> So when you look at the AP courses for freshmen, I can tell you across the board. So, for example, like our science department has shifted our science curriculum to allow for students now to take all three AP classes to sophomore,
junior, and senior year by um actually it's emulating what Hopped does is offering um the a bio one semester, chem the next semester for kids so that students can then go on to take on you could technically take AP fit if they become AP bio for the next three year.
So, you're not shoving them all into one year. So, that sort of allows them to spread it out there. >> Um, most schools that have that are offering some of the AP courses around like AP human geography, um, AP physics for physics first schools. We're not doing physics first
because AP physics one is an algebra based physics. So, that's an area to do it. We haven't explored that yet. Um, but there are opportunities for us to do that. um we just haven't looked at it yet because I think for us it's looking at how do we make sure that students can access what the courses that we have
with the new schedule. Um and then being able to look at what they would take within there because again our teachers are looking at their scope and sequence of their individual classes and then trajectory of students through the whole with with what we have now and what we
as Holliston want. Um but there yeah I mean it it the schedule that we're building allows really it's looking at 10th 11th and 12th grade for APs but allows students to spread it out over the time. So it's less of the we're going to take five APs our senior year
you can take like two or three a year and meet those same numbers because a lot of schools that you see freshman and sophomores don't take any APs and then you have kids taking like four and five four APs their junior year five APs. So hopefully our students are able to spread that work out um take their APs
and then explore other pathways for themselves and do internships and and do courses that they want to try versus having to sort of shove all of their APs into one year or two years. But it is something that we we would need to look at um sort of as we make the shift.
>> First of all, I do want to just note your charts were really hard to see. >> Yes. I didn't realize Yeah. I was going to ask can we actually get the the charging full version >> but I just want to underline what you said that you're the high school is trending upward when we look at your
data you are closing gaps because when I look on your on the um publicly available desi data it is really clear that gaps are significantly narrower this year particularly in math and science and some really great things going on um math growth for all student
groups not just when we look at um uh all students but looking at lowest performing students, students with disabilities, lots of different groups. Um so I wanted to underline that but I I also wanted to kind of follow up to Dan's question earlier. Um so when I
when you talk through the data dashboard and how you're using it, I hear you have the components of an early warning indicator system. You're looking at attendance, behavior, assessment, and grades and you're monitoring how students are doing across that. So you have all the components for looking at who are the kids that tier one general
instruction is not working well. So just to kind of follow to Dan's question like what happens then? So that's what we have to build on. That's what we're having difficulty doing in this schedule. Um where we struggle is where to fit in any tier 2 supports which is
why we're so heavily focused on tier one. Um, and so the, you know, right now, honestly, the only tier 2 supports we have are sort of the curriculum interventionists during DSB. We have some NHS students who do like afterchool support. Um, but we don't have things
that would be lovely to have, which we can start to do in a schedule that's sort of a a generalized schedule where you can look at things like writing centers. Um, you can look at things like that. Whereas right now, where does that fit in? um be uh especially within our
we have a 4-day rotation. It's like when you have a 7-day rotation, you now have like it sounds weird, we now have seven DSPs versus the four. Um and so it's really something that we've been missing. Uh we don't have those I know like my son just started his first year at Edm High School and he already uses
like the writing center um for his support during his what they call it there's his Xlock um so during his Xlock. So there's those those pieces there that we'll be able to start offering um to students because we don't I mean honestly we don't have it. Um we now have the early like sort of these early warning indicators and sort of
building that out but now we we haven't been able to build out what we do with that. Um and so that's why we're spending so much time looking at what's happening in the classroom right now. >> That's the that's the honest transparent. We just don't have it right now. >> Okay. >> If I could just build on to that um very
dangerous question. go for it. >> Um, so we're going to identify students who need tier one support, but then we need to have the resources to pro even once we pro and know what we need to do to to help them, we then need
the the resources. Are we looking at building out a plan and and obviously as we look at priority needs and all that, but probably a multi-year plan of a what is what is the ideal model look like and
then what is the incremental steps that we can try to take to fit budgetarily in to to to get there. So the first part of the question like that tier one support. So the by building the capacity of teachers with tier one supports
you again like Susan said before you then hopefully eliminate some of the need for some of those tier 2 supports because they're getting it inside the classroom. So that's one piece of it there. Um, and that hopefully when the tier one supports are built into what's
actually happening entirely throughout the classroom, those students then don't become don't aren't identified for anything because they're successful to begin with. That's hope number one. Okay. >> With the tier one, >> then in terms of the tier two, that's
that's the planning that I was just talking about before that we need to do. So when there's a need after that, >> I'm sorry. Okay. the acronym. So tier two I guess is like the writings underne is that I consider tier one or tier two. >> That's that would be tier two. >> That would be tier. Okay. So okay tier two then >> right. So that's the piece that we need to build out and I think Susan just
talked about it where we have those whether it be like the tutoring supports or whether it be writing centers or whether it be like I mean it sounds like elementary but like homework club like those type of things whether we those are the pieces that we need to plan and build out that transparently we don't
have right now. So we're right now built over years bu we're now working on building the capacity of tier one and then as then it's then we have to build out those tier two and then tier three really looking at that's more of like the special ed identification piece but um we know we need to build it out
because the other piece is is realistically when you talk about having 31% of our students IEP 504 a lot of what those accommodations exist are all are tier one supports like those are pieces that are tier one supports that we should have for most of our for all
of our students >> and that's why we haven't um asked for tutors at the high school because of the limitations with the schedule. We would they do that work and you'll hear um Karen talk about that's why we are asking um more for tutors at the middle school because we built opportunities
within her schedule and then the elementary schedules as well with our um tutors working under the interventionist. It's been it's been a really robust model and we want to try to replicate some of that. And I would I would say the other piece is to not get lost in all of this is like that when we talk about tier one and tier two and all
of the supports, it's not just for struggling like it's it's not just for struggling students, right? It's a kid who is wanting to take more advanced coursework because they're really interested in something and how do we make sure that they have the supports to be able to do that work. Um because
that's really the the the the what should be the cool part about high school is that if you really want to try to take a more advanced science class that you have the opportunity to do that and that we have the supports for students to be able to do that. Um and so you know when we talk about math and we talk about science and and ELA and
writing like we we need to build those supports for all students um so that they can be excited about challenging themselves and feel good about the fact that they're taking they're really interested in this they're taking this and they're going to be successful in it. So that's really where the work we have to do moving forward um into that
tier one then tier two after that. So >> so we need to build a plan and then figure out how we're going to implement it which includes how we're going to fund it. >> Yeah. >> Yeah. Okay. So um a few more if if I might. Um, one of the things I know we discussed when we had went through the
the uh this the scheduling um process, the recent the change in the schedule process was that you're moving from 8 to seven classes. Um, while it does sort of remove some choice, it increases the minutes per class significantly by my
estimate about 13%. >> Mhm. Have we started thinking about what we're going to do with that additional time and maybe it can be used partially as for some of the the stuff that we're just talking about now. >> So that's what we're do. Yeah. >> Is that is that okay? >> So that's what we're doing. That's what
our year is about this year and then like next year is about. So the first thing we have to do is look at sort of the scope and sequence when you have that extra time and to be honest more days which is so like for example like right now it's it's 90 days with at 81 minutes. >> Mh. Um,
we're going to have 130 days. 135 >> sevens of 180. Yeah, >> right. Well, yeah, but 5 cents 180 and you're only losing 17 minutes of class. So, you're set down to 64 minutes. There's still a really good amount of
time in those classes. So, our teachers have to build out what you know from 90 days and 81 minutes to that 64. there's a technical aspect to that sort of scope and sequence um and looking at how that plays out throughout the year. So that's
like what we're working on now and then that's again what we were talking about and that's what sort of Joan's been talking about in in it it's it's um in the what's looking for the stage like that stage two right those type of those pieces that's where you're then building
out um all of those components that you're talking about. So like but that first we have to build out that scope and sequence and let the teachers uh work together and determine what does that look like over the 130 class periods at 64 minutes each.
>> Right. >> Okay. Um if we go to slide 11, one of the things I think that is is really great you mentioned it was looking at the achievement gap and how it's been been closing um quite significantly.
What's been driving that? >> Our teachers. >> But but like >> we we have great teachers, but but like did was there a change in in some something or I mean
>> it's pretty drastic. >> It's access. It's access to information, right? And so like when we start to talk about what's going on in our classroom, they talk about where students need supports, they do teachers respond to that because they want their students to be successful. Um and so we've we've had
lots of conversations about where where students need growth. Again, the achievement gap's shrinking, but as you can see, the achievement gap shrinking like MGAT, but we also see the within grades in the classroom, we still need to fix that gap as well. So, we've done a
lot of work sort of like that's the standardsbased side of things and then the grades not quite is that that's where there's a deep dive. Is that a homework achievement gap? Is that an assessment achievement gap? Um that's that's the area where we need to go. But what's driving it is our teachers and their recognition of the needs of
students because our students change and they've changed over time. I mean they've changed very quickly in the past 10 years and changed a lot. Um the de demographics of the students have changed. Um, and our teachers have responded to that. >> I'm also going to add you guys have been
having rich conversations around stage one and stage two and that makes a difference because then you have consistency into what the teachers are teaching and what experiences the students have. >> I have a question sort of about 11 and 12 there also with the both of those
slides talking about the achievement gap talk only about special ed students. Are we also looking at our students of color, socioeconomic, you know, disadvantages, MLL, um, to see where they fall in this? Because I'm just curious if these numbers are really reflect, especially on side 12 where we say that, you know, we have a percentage
of students who are not taking any class, any advanced courses. What does that population look like? And what supports do we have in place to make sure that especially like I don't I think math number of students of friends that I have in the community who do math tutors or Russian math school like we shouldn't have to um.
>> Right. Absolutely. And that's, you know, an equity piece as well. >> So, when we look at the advanced coursework specifically, um, our students with disabilities are still lagging behind in when they take the advanced coursework. Um we don't have um
I mean sadly um our L population or our ML population um drastically shrank over the past year um to very very very few
students. Um so statistically that doesn't well it it's it doesn't do do anything here statistically. I mean those students need supports but it's it's not very many students. Um when we look at our it really is for us in terms
of and then those who identify as students of color, we don't see necessarily a massive gap there. Low income we do. Um the high needs population sort of that's where we see it. And so it's a it's sadly to say it's exactly where you'd
expect to see for the populations that we have large enough numbers that are statistically relevant um to to measure here. Um it's that and that so that's the work we have to do with it's really students with disabilities is where the
biggest gap is across the board. If >> I could ask one more you >> Yep. >> Um on page 10 the SAT and and and GPA. Uh this is the kind of stuff that I that I that I love to see.
>> Um I like numbers people. It's it's I know it's going to be shocking. And I I'll send this to you in bigger format so you can see what it actually says. >> I'd love the numbers too. But anyway, um >> yeah, I can get you this. >> Um some of the thing, you know, what I look at when I look at a chart like this is the outliers, right? >> Yep. >> Um and so when you know, how are we
using sort of some of this to so for instance, one that really sort of strikes me is because you know, obviously there's some students who are good students, can get good grades, test taking is just not their thing, right? And that's part of the big knock on standardized testing is just it it's it's almost a skill to just take the
test and it doesn't necessarily really measure intelligence. But you have a student who scored 1,200 on on the SATs which is you know which is a solid score but is a has a 2.5 GPA >> less than >> less less than well slightly under 1200
and but and less than a 2.5 GPA. H how I mean I do we look at that and go and try to figure out what's going on with with with that stu student. You might know who it is. I'm not but but just because it's clearly someone who you know has has uh if you look at the
the is this the median or mean line. >> That's the um mean line. >> Okay. So if you look at the mean line you know someone scoring 1200 on the SATs should be at like a 36. >> Mhm. >> And they're under 25. hover over that
dot. That dot's David list except my GPA was 1.4. Okay. >> Um and I scored 1300 on the SATs. >> Okay. >> Um so the um th those are the students. So that's the that's the engagement piece, right? So we need to understand why is that
student a not being challenged >> um because are they bored? Is it a is it is a social emotional piece? So those are the students that we're able to look at um and really um understand what's going on. Um, again, when we start to look at our our school counselors and
what they do and throughout this year, they've been sort of again streamlining their work to help identify students um who sort of follows these outliers that I was talking about before. It's like those same students who like when you're chronically absent, like we know who you
are um and we know what's going on, but that sort of middle ground student who's absent sometimes is kind of just floating along. that's where we need to identify um a lot of it. I will also say that we do have lots of students um a lot of our students who are chronically
absent with some social emotional disabilities that has nothing to do with their capabilities on a standardized test. Um and so you will see um outliers like that where they're hospital they have a hospitalization they have something like that. Like we have a student who missed many many days of
school and I think off the top of my head who has straight A's when they turn anything in. >> Mhm. like so their GPA is really high but they're not at school all that often. Um and so because they they're capable they just have something that they're working through.
>> So so we are using reports like this so to identify students who at least to check in and see what what the situation >> so that's what we're doing now. That's why I added these sort of different so what I tried to do is to sort of add different components together so you could see how we're sort of looking at kids. We're losing different measures
that we haven't previously because what it used to be is you'd look at their grades, how are they doing? Then you would look at the AP later, how if they took an AP, you'd look at their attendance, you look at that. So what I was trying to show here is what you were talking about before is like when you start to cross reference some of these
things that like an SAT and GPA, which like does it actually matter ultimately? Not necessarily. But you then can see outliers and you can start to see >> what's happening there and why and start to ask those questions. >> Well, it depends on what the students
sort of goals in life are too like what their their next steps are. And I mean the other one that sort of popped out is the the student who's got a 36 37 GPA but scored an 800 on the on the SAT. Are are there well while standardized testing
certainly is certainly not a necessarily a predictor of success in in life. It is a a skill that depending on what you do, you may need for five or six more years at least. Are there things that we can offer to help that student raise raise
their grade so maybe that they can get into the college that they want or or at least the the next phase in life? >> So that's what I was talking about with like Dawn before about offering things like so before my time and before COVID SAT SAT prep that was something that was available at Hollston High School um for
students. So it could be an equity piece. Um as you said, it could be a kid who's just not interested and their parents made them take it. It could be as simple as that. Um but th again those are the pieces where we have to look at how we support all students. And so if it is a test taking thing, then how do
we support that student? If it's if it's that they don't actually care about the SAP and they need so let's say we go talk to that kid, is it something else that they actually don't they're not interested in in the college process? they want to go military or they want to go into the workforce. How do we support that? And we have pro like that's where
we're building out our programs like we have more engineering classes and we have more and we have our our construction tech classes. So we have those pieces. So this allows us to as we start to look at this data, this is what allows actually support those students
um who may not have been noticed before because honestly like they had a 36 GPA. Why would I worry, >> right? I have no reason to worry. They're doing great. But now I have a reason to look at that kid. >> Yeah. >> Because of what we're able to do with with the the numbers.
>> Yeah. Absolutely. [Music] >> I think most like kind of related to Dan's question. If you look at the average score by subject for SATs >> Mhm. >> 2025 huge jump.
Like we were averaging okay between five point difference on average the last three years and then literally jumps in in math almost over 25 20 points on average. Do we know what driving that? >> Well I think so to be honest I think
there are again there are more schools who are now again requiring the >> SATs. >> Um and so you then have more students who are taking classes and and looking at it more seriously. I think I would say that from 2020 to really 24
23 24 when schools were saying we don't care student you could take it and be like if you did well great you then had to send in but if it didn't do well whatever >> you know it was kind of like one of those that made you look better but you didn't want to send in if it hurt. I think now students are seeing the
writing on the wall that it's coming back. there are more schools they're applying to that may want it and because honestly because we are in this in an area where people can afford some SAT prep classes and all of that and there might be those who are applying that
that can't they then feel like it makes them look like a better candidate >> and doing better on that day. So, I do think and it's the same thing with like with like MCAST now, like we don't know what the long-term numbers of MCATs look like because now it's not a graduation requirement. So, we have no idea what
that's actually going to do um to that data. But I would say that that has to do with again our teachers really setting high expectations for our kids and pushing them forward and and trying to support this work and then also our our students and their families trying
to get that leg up for college admissions process. >> Okay. Yeah, that's a hockey stick right there. >> Yep. Mhm. And that's a lot on an SAT to be honest. Like that's a that's a big jump on an SAT. and more. Do we know how many kids is the um number of students
did that change this year or is it >> uh so it's about so right now um those that went to the Cape even about 75% so we have about about 70 3/4 of our students okay >> at least taking it doesn't mean they submitted >> like but taking
>> and are these only submitted or taken >> taken >> okay >> cuz we get we get the score we get the scores but it's up to the student whether they they submit those scores. >> Y >> wish that I played a role on US News. [Music]
>> Ready to move on? >> Thank you. >> All right. Um we'll dig into the to the Rams district or Ram school goals. Um sorry, >> no game. Um the the first link like
similarly to um the district and high school is the document where our goals are more spelled out. It's 13 pages. Um so if you need a little light reading that's available. Next slide. Um this is where I really want to highlight what
we're doing and then I'm going to go into a little bit of why we're doing it. Um, so if we're talking about our four arches again, um, and we're talking about arch one where we're communicating with families, we have to leverage this
with our kids. Um, there's a couple places where we need to continue to strengthen. And one is to not only have resources for families, but be able to communicate that in a way that everybody can access it all the time. So, we are working on creating a resource hub for
families that they can um that they can find more easily. And then we are also going to continue to have um positive outreach increase in like our social media. That's where we get some negative press. So, we're going to try to um to,
you know, put the positive in there, too. Um social emotional well-being of our kids. That's a a humongous aspect of a middle school experience. Um, and they're like really fast cars with lots
of things inside and not great brakes. And so we have to really provide a strong structure in their social emotional well-being. There are a lot of parts of their brain that are igniting for the first time. Um, and it all falls under
that arch, too. you're going to hear a lot of um our MTSS tier one supports in that arch because of who they are at this age. Um and then teaching and learning, we are still working on our interventions. We have our excl data. We
have our MCCAST data. Um and we're still continuing to build capacity through our PD. As um everybody else was mentioning, we have clear, very clear goals with our PD. Um and that's to increase our tier one um MTSS supports and then talent and
resources. We're continuing to enhance our onboarding for teachers um and paraprofessionals. We've had structured specific training but now we have added some shadowing and some role specific guidance um in addition to the mentoring. And then we are also have our
um social emotional wellness group that promotes um you know positivity with our staff and kind of like makes everybody feel comfortable doing what they're doing with the little machines every day. Um so as we kind of um talk about
all the pieces and parts, I really want to focus on connecting. So, I want to make sure that I'm super clear connecting the attendance with the social emotional learning with the curriculum and then kind of what our
data looks like as a result of that. Um, and where we're seeing fantastic gains and where we still have work to do. Um, so if we go to the next slide, we're looking at our attendance. And I think everyone knows um here at this table
that we've been making some changes uh for chronic absenteeism over the last few years, communicating with every single family once a month. Um really creating some targeted plans for kids with chronic absenteeism.
uh the running attendance uh top graphic there you can see we are making improvements over the last three years we went from 10% to 6% um and then hopefully this year we're going to be even better what are we doing at Rams is
working um we have people creating plans for kids to step into the building on the first day um we have people creating plans to get kids out of cars and off buses we have kids checking in more regularly We have um communication with
families. We have people going out to families and working with them. Um how do we know it's working? I took, if you look at the bottom two graphics, the one on the left, um those are actual kids, but I took their names out and those
were sort of our um kind of some, you know, kids that had some chronic attendance issues um in the last year. We put plans into place for them and you can see the massive change in um how
they're attending school. And attending school means that you're getting the supports that we're able to offer there. You're in the classroom, you're working with counselors, you're working with teachers, you're interacting with your peers. So um you know if you just look
at the the very top student they had a uh 70 around a 70% attendance rate um last year and this year so far it's 97.7 and then some other kids that were around 75 or 80 are now at 100%. Um so
cool but now what right? So then this is all in open architects. So then we kind of said, well, who's on our watch list? If those kids aren't on our watch list anymore, and again, that graphic on the right on the bottom, those are some kids that never had attendance issues before,
here they do. So now we have the ability to find these kids a little bit sooner and use these plans that are working for other kids and this menu of opportunities we have to get kids into the building. Um, middle school's
sensitive and kids often in middle school, they'll tell you in their attendance whether or not they're struggling. I'm not going to go to school because I don't feel good. I'm not going to go to school because I'm uncomfortable. And so, it's super important for us to keep looking at this
piece of data. And that's why I wanted to show that to everybody. Um, also highlights what we can do with the data dashboard. Another huge piece that we've been working on at Rams is our culture and climate and really um in October of 2023
reinvented our PBIS systems which is a massive tier one support um under the arch to social emotional learning. And what we saw when we um added a really great um platform which used to be kickboard and now is called behavior
support um our trends and incidents went down from 160 in 2324 to 129 um last year. And we're able to not only see that the final numbers in Open
Architects and Kitboard, but we're able to track specific behaviors during certain times of year by certain groups at certain grades, even the time of day. So, we can really break down the behaviors. That's that's huge um in
middle school. And you know this our Metro West surveys, our so teams and we're even looking at some more frequent screeners to add to this. But as you can see from the running incidents over the last three years um we are trending
lower and as you can see by the other graphic on the right uh we are expecting a spike in a in October. Um but we know that and we can sort of preload some of the things that we that we need to do.
Um how you know candy Halloween um safety training like all those things get um get the machines running. Um what I can tell you about the building from being in the building is that serious
incidents are down. Um bullying findings are rare. Kids can request a bullying investigation. Parents request bullying investigations. We run them all the time, but the findings are rare. So, we're doing a lot of education around what
bullying is and what's circular and what's unkind. Um, students are reporting more concerns. They are doing something and then they're reporting what they did and and asking for support. Um, we have challenge day. We
have other outlets for kids. Um, but it's a calmer building. There's more greetings. There's more manners. There's more kindness. So, the vibe is just um it's it's great. Another thing we're focusing on this year in that culture and climate, and again, this is a huge
piece for middle school kids is an opportunity to be involved in some sort of leadership. In 2023 24, we had about 6% of the kids involved in leadership opportunities. Last year we increased that to 28%. Um, so we're
going beyond the peer leader format. We still have that. We doubled it last year from like 48 to 80 something and then this year we're up to about 95 kids wanting to be in the peer leader program. Um, we have other things like
student government, project 351, playbook initiative. Um, and then just ways that we're creating for kids to be involved. And so this year we're going to aim for 80% of our total population to be involved in leadership opportunities. So um those are some of
the ways that we're addressing culture and climate. We're also weaving that into our professional development. We're using the Wula curriculum and we've created a um a a bank of um lessons that teachers are using in a dedicated time
during Rams block once a week to teach these lessons. Those are tier one MTSS ruler lessons um that are grounded in high quality evidence-based um curriculum and instruction. So all that's sort of our culture and climate
um for teaching and learning. I did do a little MCCAST um data dive and unpacking because they the scores just came out. They're important to take a look at. Um, and so there there's three different slides because if I put it all into one,
it was super small. Um, so if we kind of like click through, you'll see math and then you'll see ELA and then you'll see science. So if we're looking at kind of all three of those and you can um, you know, move through them at your own pace. I'm going to go over some trends
that we saw and some things that we are doing as a result. Um, and what I did with those trends was if you click on the link above that says sort of the MCCAST data and unpacking, you'll be able to see what I'm talking about. Um, so you can either look at the words, you can look at the data, you can look at
both, you can look at none and just listen, but it's all there in the slides for you to kind of access. Um, so what we're seeing over time in ELA, that's uh, sorry, in math, we're seeing that we've improved significantly since 2021,
which is great. Uh we're seeing um just in this slide that different cohorts are performing um differently over time. So the sixth grade cohort doesn't always perform the same. I think it's important to look at that as we're looking at
trends because this is last year's data. And so um you know we're looking at a difference in sixth grade performance from 81% in 23 24 to 69% um in 2425. We're looking at a much
greater population of students on IEPs um and uh needing specialized instruction. Am I doing something wrong? >> No. I I didn't know if on the left if that was just sixth grade. >> Nope. That's everybody.
>> Yeah, that's everybody. But the cohorts kind of give you an idea of why we might see a dip or why we might see an an increase. We're pretty steady. Um but I know I heard people saying, "Why did the MCAT scores in math go down?" Um that's
not necessarily true. So while that, you know, may be true for this particular year, it may not be true for that particular group. So, we would have to go back and look at their Miller scores in a different grade. Um, we also have
to remember that, you know, as we as we kind of see the MCCAST scores over time and we see us holding steady, what's causing us to hold steady? That's what we're looking at. And so, what we have been able to identify through discussion and data and observation is that we have
to improve our tier one instruction. um not just in math but kind of overall because we are holding steady. Um if we click to ELA, the ELA results are also holding steady. Nearly half of the students meeting or exceeding expectations over the last
three years. Um so growth has leveled off and the the trend does show resilience compared to the state. It does signal a strong foundation. Um, and we can build on that foundation with targeted literacy strategies and stronger MTSS supports. And again, you
can see the testing by grade over time. Um, and sometimes you'll see bigger fluctuations and sometimes you'll see smaller ones. There's um a smaller gap in that sixth grade, for example, in the ELA than there is in the math. Um, and
then we can take a look at science. And in science, the outcomes climbed sharply post pandemic um with over 70% of students meeting or exceeding um by 2024. And the challenge now is how to maintain that momentum. And so as we're
looking at well, what do we do to our curriculum? The teachers are actually writing um improved ways to reach kids at that tier one level. And this is for all kids. So when we're talking about receiving specialized instruction,
that's often in addition to the general education instruction for many of our kids. So when we say improving tier one instruction, it actually is for most of the kids in our building. Um, and in our building, just so we can have a frame of reference on enrollment, we have about a
third of the kids that are on IEPs are multilingual language learners or on um 504s. So that's onethird of the students. That's that's a lot of kids to kind of take into consideration these test scores. Um just taking a look at them with you because it's the beginning
of the year. It's definitely not the only thing we focus on in open architects, but it is something we take a look at around this time of year and I think probably all of you did as well. Um but I want to jump ahead just a little bit and we can go back to this um
later if you have questions. This is where we can really identify groups. Um, next slide and really kind of take a look at what open architects and looking at this data more quickly allows us to do for kids and also what it shows. Um,
so this is just some ELA data. Um, there I couldn't put it all on there. There's too much. You can go down worm the wormhole of data for hours and hours and hours and go, "Oh, I wonder how attendance connects to MCCAST and I wonder how you can do that for hours."
So, I just wanted to kind of show you some of the things that we look at to inform what we're doing for our tier one instruction. Um, we can find out like the distribution uh across performance levels, right, in MCCAST. We can find out individual
student growth. We can find out subgroup comparisons. We can find out trends over time of percentages meeting and exceeding. We can use it for our universal support. So like we are rewriting curriculum. Um we are
rewriting assessments. We are having kids show things in different ways. The entire general education and special education staff is doing that. They're doing that for curriculum. They're doing that for social emotional lessons. And we're doing that planning for executive
skills. If we can offer that to all the kids at Robert Adams Middle School, you're going to see even more improvements. We're going to see even more improvements. we're going to see an even happier culture of kids walking around dayto-day. Um, so the universal
supports um to adjust instruction in classroom strategies, I don't like that means we're we're changing how we're doing things. It doesn't mean we have to add a teacher. It doesn't mean we have to buy a ton of
stuff. we are trying to shift something based on the shifts in how like students are changing all together all at once during professional development. So when we say we're kind of like trying to improve that, it doesn't always mean um
money or people or funding. Um and our staff is doing a great job with it. They're doing great. um targeted interventions we can see um identifying subgroups and individuals for added supports. We can do uh focus on reteing
on pacing and on curriculum priorities professional collaboration. So we're reviewing at faculty meetings at our so meetings at our PD sessions at our curriculum Tuesdays. Um, we've even changed like the org chart for how we're
referring students for um, IEPs or interventions. So, there's been sort of a a an ajustment kind of overall for us. Um, and I wanted to point something out. Um, so if you
look at the graphic on the left, I want you to look at the gray line that's in the middle that um, those kids are like almost meeting expectations. So many of those kids are one, two,
three, four points away from meeting expectations. And so many of those kids are our high needs kids. By offering these tier one supports in social emotional learning, in academics, in
executive skills, I think we can bring those kids to meeting state expectations. Um, I also I want you to take a look at the middle. This is where I went down a wormhole for a really long time and where we're starting to go in our curriculum um
intervention meetings. these kids right who are receiving tier 2 and tier three um interventions. So that means from our curriculum interventionist and also special education [Music]
um the growth for these kids is astronomical and you can kind of see it from the numbers. Those are real kids. I just took their names off so that you know for privacy but you can see like
their growth percentile 96% 67% 71%. So I said who's in these large groups of kids that grew and I'm scanning the names and I know the kids and I'm saying they're on I they're getting interventions but wow I wonder what the
numbers are like. So in um ELA for example, we had 51 kids either receiving specialized instruction or getting interventions last year. And out of those 51 kids, 96% of those kids were
receiving tier 2 and tier three interventions. What we're doing is working in tier 2 and tier three interventions. and in um math there were 61 kids that had um you know special education interventions um and out of
those kids 93% of them were in that high growth rate. So again what we're doing for tier 2 and tier three it is really really working. um it's not getting kids to test with the state where we want
them over time, but we are hoping that when we add those tier one supports that we're going to get there. Um it's super exciting. There's a ton of stuff to look at, but I really want I I hope I was at least clear enough in
talking about our little middle school awesome machines that if we don't connect our attendance and our social emotional learning and our communication with families and our academics and our test scores, we don't connect all that, then we're going to be missing some
things. We're making huge progress. Um, and I hope that we make more for next year. Any questions? You said you could kind of track back talking about behaviors to even the time of day. >> Are there certain times that you're
seeing >> like lunch and >> Yeah. Yeah. >> It all um it all um gets more exciting after lunch. Um and and we could have told you that too, but
>> he probably didn't need the the data to I know that, >> but it's helpful to see >> and to see like what's happening on those days where it might be a little bit higher. Like if it's raining and we don't go to take them outside, >> we have more incidents, you know? So, just finding different ways to engage kids during lunch, right, and during
their free time and get them to move a little bit more in those MTSS tier one strategies. That's really going to be helpful after lunch. Who knew? So, since we're talking about rankings
today, too, um, no one's mentioned it, but I just want to highlight that RAMS is in the 90th percentile. Um, which is incredibly, uh, impressive to be outperforming 90% of elementary and middle schools across the state. Um, and
this is the third year that the middle school has been in the top 10% of elementary and middle schools across the state. So, I think that's worth noting. Um, you got me looking at the cohort data because you you highlighted the cohort data. So, I wonder if we could go back to slide 18.
>> Mhm. >> And this it looks like it's um math MCCAST data and I when you said cohorts, you pointed me toward an interesting trend where if you look diagonally and you follow the kids from sixth grade to seventh grade,
the next year to 8th grade, >> you notice that they dip in seventh. Mhm. >> And then go up again in eighth. Not always to where they started or but sometimes to where they started or it depends, but there's always that dip in seventh grade. So I wondered
>> if your team has talked about that pattern and how we are supporting students in different grades or thinking about instruction differently for different grades. >> Yeah. Yeah. I mean that's just a notice right now. And you can in open
architects, you can actually pull out one cohort and you can follow them from for for all of time like that. We have the testing. So, it's pretty cool. Um the tests are different. Y >> that's one thing. Um the eighth grade
test is just, you know, the eighth grade math test is I don't it's always harder. It's just always the hardest test the kids are taking. Sixth graders tend to be more um concrete thinkers and their test is a
little more, you know, concrete and as as they get older, they end up in that more like critical thinking part of math and it's less concrete, but not all the kids are ready for that. They will be, they just may not be there, but that's
what the test measures. So, I think there's a lot of things to take a look at. Um, and it it isn't that the sixth grade teachers are necessarily teaching sixth grade math better than seventh grade teachers are teaching seventh grade
math. It's it's just well what what can we do to to kind of change it? So, we are we do have ALN coming in. They are helping us look at our assessments and the ways that kids are um able to express like how they're learning things and they're helping us look at differentiation. So, I'm hoping that
kind of gives us a little bit of insight into that seventh and eighth grade um dip. >> Yeah, it's not unique to Hollist. >> No, it's not. >> It looks different across different schools, but yes, you all can do different things in different grades,
but it's how how do we respond to that? >> Yeah. >> Um my other question was slide 15. One thing I was just going to throw in on on this one, like we had we had um kids move in too. For example, like I wanted
to know how many families moved in after our last um the events we have for kids to transition from fifth to sixth grade, like how many kids moved into the the to the district. So that was since August 21st. We've had 22 new kids at Rams. So
sometimes the population can change um and that can change our our our scores as well. So yes, you heard me right. I double checked it today. 22 new kids since August 21st at Rams. >> And how many have we lost? Just trying to net I guess.
>> Oh, that's a large large number. >> No, >> 22 is a large number. >> Yes. >> Yeah. A few years ago it was like 30. Last year it wasn't as high, but we do get a lot of kids. It changes the the flavor of what you're doing. Not a lot,
but enough to pay attention to. >> Yeah. >> I'm sorry. >> No, no, that's that's good to know. Um, on this slide, we're looking for art three align you're working on aligning curriculum with the frameworks. Are
there areas where you identified where our curriculum is not aligned with the frameworks? >> No. I that's a that's a weird sentence because I wrote and the equity audit findings. So, it's supposed to be no, they're aligned with the with the state framework. Um, but they also need to be
aligned with the equity audit findings and then we need to update our assessments to to reflect that. So, like if they're only um if you're giving math tests and they're all written math tests and there's no project based learning or universal design, you're not really
addressing things we found out and we know right from the equity audit, right, that not all kids learn the same. um not all kids have the same background in experience. So I think it's mass frameworks and the equity audit findings. Does that make sense?
>> I think so. So I just want to make sure I'm connecting it with the rest of it. So if we're focusing on standardsbased instruction um updating assessments to align with um capturing different ways that kids can demonstrate their mastery, how does that align with the PD on
executive functioning strategies and technology? Can you repeat the question? >> Yeah. So, I'm just trying to connect the first one, which is like what we're going to focus on with instruction to the last one, which is what how we're
going to support teachers of PD. >> So, our PD is like really focused on three big things. It's the it's the social emotional lessons, it's the executive skills lessons, and then it's our curriculum. So that um you know that
stage 2 UBD document. >> Okay. >> So those are like our three big picture things. And so executive skills can be taught in the classroom and I consider them teaching and learning. Social emotional skills
can be taught in the classroom and I consider them teaching and learning. and we use our teaching and learning time and we're creating those lessons as well as our backward design unit stage two focusing on assessments during our PD.
>> Okay. >> Is that >> Yeah. >> I think it's also like this is the this is hard for me to summarize what we're doing in um arch 3, but I think it's more spelled out in that 13page document. So like I wonder if maybe
If you scan that, if it's still not clear, I can I can work on my wording or you can ask me some more questions. >> Okay. Thank you. >> You're welcome. >> Anything else? >> Thank you. >> Thank you very much. >> Thank you.
[Music] >> Thanks for having us. >> Thank you so much. Um, so I think since we do have Frank Jabbasio here. I think we'll kind of move our agenda around a little bit and
talk about the um the high school MSBA SOI update. [Music] Just getting going, right? I know I know the select board by 9:30 is petering out, but you know, >> yeah, >> you're at the school committee, you're
just, you know, halfway through. So, I asked I thanks for joining us, Frank, and I appreciate you late hour. Um, so I did ask Frank to join us because um we did talk a little bit at budget sub today and we're going to talk again tonight about um adding an
addendum basically to our SOI. And this was after a meeting that Frank and David and I um as well as David List and James Ke and Matt Robaw actually too um did with MSBA um a couple weeks ago and some
of the things that have changed since we submitted our application allowed us to now beef up that application. So, we brought you this as a potential vote for tonight. But the biggest thing is adding the potential of priority area for again and that's based on new information
since the SOI related to the U 40B projects which Frank can certainly speak to a lot better than I can. But you'll see that um I did put his chart into the um document there as well with some of the information related to that. So, he's here to answer any questions for you about that. it be helpful for me to
run through the the different uh 40b projects that are sort of active at the moment and we can go from there. >> I think so. >> Yes. Thank you. >> Okay. So, I'll run uh I guess I'll do it backwards since Land Street is the biggest one and then we'll go from the ones that are I guess a little bit more
uh closer to the finish line. So, uh the Land Street project that's proposed is sort of in the earliest stage possible. uh when a developer wants to move forward with a 40B project, they have to submit an application to Mass Housing and then Mass Housing will then determine whether or not the project can
move forward through the the 40B process. Um and uh Mass Housing has yet to even issue that determination. Um at this point in the process, they're still reviewing the developer application. During that period, the town also has
the opportunity to submit comments to Mass Housing while they're doing their review. and uh the town submitted their comments on Monday or Tuesday of this week. I want to thank Dr. Jordan and Dr. Kuska for their their partnership on that. Um so Mass Housing will review
that. They'll review the application that the developer submitted. Um but as far as the numbers are concerned, it is a 250 unit uh development proposed. The bedroom count, and I can send all this out later if you'd like. Uh but the
bedroom counts on those are 108 onebedrooms, 112bedrooms, and 33bs. And those could be subject to change. You know, again, it's early in the process. Um but that that is what the
application um calls for now. Uh so just to just to review, that one is not actively under review of the the ZBA. That's later in the process. My guess is that would start sometime in maybe early 2026. Um, so I guess just to again move a
little bit backwards to the ones that are a little bit more fully baked, uh, the Conquered Street proposal is a 54 unit proposal. That one is actively being heard by the ZBA. Um, it is 24 onebedrooms,
24bedrooms, and six threebedrooms. Again, so that's 54 units. That's just off Conquered Street. And again, the ZBA is actively hearing that one. The third one is uh Jeffrey Park, which is off of um Turner Road, sort of the back end of Turner
Road. I think it's also been referred to as Indian Ridge South. Um so that uh this one's changed up a little bit. So this was originally slated for 20 single family home uh units and then there's going to be two duplexes. So it would have been 24 units
in total. Uh so that was originally approved in 2021. The developer went back before the ZBA to see if they could add additional units. Uh so the ZBA just wrapped up its hearings on those. And just sort of based on the way that that's going, I'd
like I would suspect that uh those are not that is now going to be 40 units. So it's going to be 20 um 20 duplexes. Uh and those will all be three-bedroom units. So that's 40 threebedroom units in total. Uh so between all three of
those you're look uh it would be a total of 344 units. Again that's as all the applications stand currently. It is very early days for the biggest one obviously on Lowland Street. Um I guess just to um give a little bit of a sense of where
the the timeline is on on all of these. Um Jeffrey Park is just about wrapped up from the ZPA ZBA's perspective. Conquered Street again is uh in process. I'd expect if those move forward, maybe you're looking at construction sometime
in 2026. The developer for the Len Street project has indicated that an ideal or sort of what they're holding right now on their their calendar. Uh an ideal outcome for them is uh construction to begin spring summer 2027. Um so we're looking at a ways off
before people are actually living in any of these. Um, but obviously, you know, these are 50, 60, 70 year buildings, so want to obviously be aware of what's coming down the pipe. Um, so I'm happy to answer any general questions. Um, I'd
also while I I have everyone's focus on 40bs, I'd just point out that on the town's website, we have a new um sort of icon on the homepage for the land street uh application materials. We also have um you can also look at the rest of the
applications for the other projects. We also have a little video uh of a presentation that we asked town council to come and give us on how the the 4B process works, what the town's processes or you know what what's what's the town involved with, what's the town really not involved with, how the process
really streams through or is is run through the ZBA. Um, and so hopefully that'll be helpful for folks who might be unfamiliar with how the process works cuz it's, you know, sort of daunting and, you know, we we we are about the uh SHI number that we're at is 4%. So that
means 4% of our housing stock is deemed as affordable. When you hit the 10% number, that's sort of when you go into what's called safe harbor and 40bs aren't as uh uh I guess permissible. Um there's other ways that they can sort of get in there,
but that's that's usually the the standard that that we're held to. Um so we're well below that that 10% threshold that 4%. Uh so even if these were to not move forward, you know, there's still room for for another developer to come in and um propose something new. So
happy to answer any general questions um and follow up on on others as needed. >> Thank you. Yes. So to clarify um this was a recommendation from the group from MSBA that we met with. wasn't four individuals on that meeting today. Um, and they strongly recommended adding this because that could, you know,
positively impact our application. But also, we did discuss some other items that could help um support why the need is significant related to our uh septic system that James Keith was able to talk about. It's we have a waiver right now
on the septic system. I mean, some additions that we had from since we submitted the application last spring um to where we are right now that we brought up with the MSBA. One is we did have kind of failed septic uh system that we brought that we have a waiver for that we brought their attention to.
Um just some additional condition and concerns we have with our boiler and HVAC. Um specifically around James was able to offer some efficiency numbers connected with our proximity proximity. If you know where the high school is, the boiler is on actually by the fieldhouse, a far extremity of the
building. So, it's inefficient to move heat uh from that end of the building all the way to the far extremities of the building. Most more modern buildings, the heating source is centralized. Um it's more efficient that way. Addition, we have single pane uh
windows um that have been here since the the build uh you know 60 years ago uh that we had. Um, and uh, not only are they kind of easy to push open, there's a safety risk associated with it, but they're incredibly inefficient uh, as
far as heating and cooling uh, that we have. Um, as well as um, our buildings do not maintain um, heating or cooling at any point in time because we are predominantly a well, we have a second floor, we're predominantly a first floor
building with courtyards in the middle and spread out. Um so we have a lot of touch points with the outside uh which causes our buildings to lose heat and cooling uh pretty inefficient pretty uh significantly. Um we are seeing some
kind of additional leaking while we are on this movement of our primary location being the middle school roof uh and Placentino Noah roof being the secondary one. Um, our high school roof is still in pretty r is in rough condition and needs to be on kind of that replacement
uh plan as well. Um, and then we were able to kind of talk about parking. We were able to talk a little bit about some of the town issues with Mark Tree uh that we have um and just some of the traffic that we have on Holl Street and kind of bring that into light to them.
So, um it was it was encouraging. They were asking a lot of questions. Um they they mentioned that we are in the group of about 17 schools that they're seriously considering. Last year they funded 22. Um so just that doesn't necessarily mean anything. They could
fund two schools this year, but uh just keep that in mind. >> Would you say overall that the call you had was uh the most positive that we've had so far in in the sort of the six years we've been doing this? Yeah, we we did feel pretty encouraged two years ago
with the senior study and then having them come back a second time and really to encourage us and give us ideas such as, you know, talking about the different projects and really giving us feedback. We felt we did feel pretty optimistic. I don't want to get ahead of ourselves, but it definitely was encouraging to uh in the phone call and
they were very positive and support. >> It does seem like the step past the senior study and that like it's they have all that knowledge and now they they're asking questions beyond the knowledge that they already have. digging a little deeper and they said that's why they didn't come back to do another senior study because they already were here two years ago and this
was the next step for them. >> Right. you know, I don't think we want to be overly positive, but at the same time, I think it's important um that, you know, we're get we're as close as we've ever been, if if not, >> you know, maybe even there um >> gets a little bit closer >> or maybe this is the year
um because obviously once we are accepted uh into the or invited into the MSBA process, there's a you know a real sort of schedule that needs to be followed and and um studies that need to be done and and things like that. Frank, I just have a quick question for you. >> Sure.
>> The 4% um that's really low, right? And that and that sort of is that part of the reason why Hollison is is attractive to 40B developers because >> I would assume so. Part of me wishes I was a real estate developer and I could answer that question a little bit better for you, but uh yeah, I'd have to
imagine just given our location to uh to 495, the Pike, and I mean Holl's obviously just a you know, a nice town, >> fabulous school system. Yeah. Yeah, exactly. Um there's a lot there's a lot to gain from living here. Um and obviously >> anywhere this part of the state housing
is expensive. So that's uh if you can find these are all rental units by the way. The uh yes at least the Len Street and the Cocker Street ones are all uh rental units. I'm not sure about Jeffrey Park. Um so that there's obviously a little bit less of a barrier to having to buy a home. So yeah, I'd have to imagine
that's a that's a big piece of it. >> Right. And so and at 4% though that makes it really difficult. Uh should the town have concerns though to to sort of successfully um successfully uh push back and and and you know
kill a project, right? >> Uh yes, we'd be in a hard position to to kill a project. Yeah. >> So it is more likely than not that these projects if the developer, you know, goes forward and everything works out with the sites and they still feel it's a it's an attractive investment that
they will they will proceed. Yeah, I mean all things being equal, I would I would think so. I mean, the Lone Street site definitely has its challenges. Um, just given the given its location, the the the amount of and the developer was
was quite candid with us when we were doing the street walk or excuse me, the sidewalk. Um, you know, the amount of money that they're going to need to treat all that wastewater on site. You know, that's going to be, I imagine, a substantial cost. Um, so I I'm but yeah, all things being
equal, yeah, there's there's not a lot that we can do at this point to twist arms. And um has the select board the town considered as part of this partnering with the um the developer on on especially the wastewater treatment plant uh to potentially
ensure that it's of size that actually we could it could be offered to other um businesses in in in low industry to to sort of help development of that of that business of that industrial park. >> To date that has not been discussed. No.
I'm going to throw it out there. >> Consider it proper. >> I I heard Mr. Sparrow talk about, you know, having some curb appeal and and sidewalk, you know, that sort of the work fully sort of developing it because that that part of land is needs some TLC, right? Like that's it's pretty
ugly. Um if the if all these projects were approved, what would our our um affordable housing stock uh go to as a percent? >> Be just over 10% would be at like 10 and a half%. >> Okay. And so the denominator changes. So the it's as a percentage of your total
housing stock. So as if our housing stock were to grow otherwise, you know, there's a good chance that we would fall below that. Assuming all these three went through, we'd fall below that 10% at some point. So we would just sort of be teetering there. But for the time being, these would give us uh get us over 10%.
>> So So this is I mean in all likelihood, this would be more or less sort of capacity for for these projects. >> Yeah. Unless, again, unless our housing stock changes in a dramatic way. Yeah. >> If you talk to the board of assessors, they'll tell you that there aren't many buildable lots left to to change that.
So, and they've been saying that for a few years. So, um, >> great. >> I have one question understanding the land's in it beginning stages, but and the developer pulls out this obvious that will not be decided before this
SOI. So is this lock once we get in just say these properties or proposed properties help us get invited and them not getting approved down the road does that impact anything that beyond the acceptance? >> No. Once we're once we're in the process
because we're not promising them that it's going to happen. We're just saying that >> it's proposed >> and and that there's a willingness from the community and the school committee to consider changing the grades as a result of that because it would necessitate it. So once yeah once we're in the blueprint I >> mean it's based off the information you
have at the moment you submit the application. I mean even if you go back one year prior um we were projecting increased enrollment based off of our kindergarten numbers and then we moved that out. Now we're a year uh year from there and we've got 40b numbers that
might kind of increase that uh enrollment as well. So I I just think once we kind of get into that process is something to be considered that that's something that you know if things change doesn't necessarily impact us. So
>> no I mean when we look at the letter I I I provided some suggested edits and um things in a in a version I think Sarah put into the into the drive >> in the drive. Um, >> did you get the updated one from >> Thank you for Yes.
>> And then Dan. >> Okay. Lisa did a different version then. Did she I don't know if she sent you. So just if if you share it with her, she'll um she'll update it. >> Okay. >> We don't have any more questions for >> I don't think we have any more. Do we have any more questions for Frank?
>> No. >> Thank you so much for coming. >> Thanks. Um the the only as we look at the letter um I uh spoke with um Reparina D. Rosa today and um a representative from from President Spila's office uh just to
request um additional letters of support. I mean they have been very supportive and helpful to us in the past for providing letters of support for our application. Um but I thought that you know given how close we are right now um any little thing could could help. Um, I
don't think that necessarily that those letters put you over the top, but certainly they demonstrate continued continued support. Um, and then just the one sort of real um, material thing that I added was just the
override that we passed last year. I think, you know, one of the things that the MSBA does look for is community support for for the schools and ways of demonstrating that. And I think that that that override passing by with 67% in favor is is a huge um feather in in our cap. Obviously, this is a totally
different um ball of wax and ass that we'll eventually have, but um >> so 68 67.4. Um and then the other thing just talking
about the the likelihood of of of um the the 40bs going forward or if not those 40s other 40bs I mean you know it's it's sort of clearly with three 40bs popping up within a fairly short period of time. There's something about Hollison that's
attractive in whether it's one you know >> Yeah. Well, exactly. And and so if if these don't work out for some reason, there are other locations where they they could put them and and I think that, you know, we we will see um
the these projects. Um, [Music] >> so you would just have to vote to add priority area number four to the SOI application and they will accept this as part of the application process. >> Okay.
>> Do you want to just go through the edits? Do you want to sort of give Sarah the sort of the the power to sort of just finalize the letter? Um because my changes were more sort of kind of around the the the fluff, if you will, around it, not the
the core um portion of it, which is adding back that that priority area. >> I've read through the letter. I'm okay with giving Sarah >> the authority to make final edits and then come in and sign it and get this out.
>> We also do have to vote. >> Yes. Um they asked when we would be voting on this and they were hoping that we'd get this to them possible tomorrow. >> Tomorrow. Sure. >> Okay. >> Um and sorry, I got to work with you on
>> Yeah. I like to, but um this is this is this is really uh great and I think that hopefully um well exciting. Obviously, we don't want to over be overly excited, but um
it's a little scary, too. Sometimes, you know, you're running after and trying to catch something for something >> and then you do >> and then you're like, "What do I do with it then?" >> The cat catches the bird. I mean, >> two motions.
>> Y So, do you need a >> We don't need There's no We don't need to go back through and read the official language. >> The last time we didn't I think it's just a vote to add priority four. So, I'll make a motion to add priority 4 to
our our S so SOI um submission and to approve sending this letter uh with with Sarah making sort of final edits um and signing off on that tomorrow. >> Second um
>> that the bottom of I do a roll call. Let's just do a roll call because >> roll call. Joe, >> Frank, >> yes. >> Hillary, >> yes. >> Tracy, >> yes. Dan, >> yes. >> Don, >> yes. Sarah, yes. >> Okay.
Okay. So, let's go. Let's see where are we on the agenda. Um should we move back to um center office central office? [Music] Um, I don't really have anything more to
add and we talked already. The students had so much to say already that I would have echoed. So, I'll leave it at that. >> Uh, look for a teaching and learning newsletter coming out at the end of the month. We're working on current currently working on it right now. Also,
look for a fall title one event at Placentino coming up in November. Uh, all schools are currently working on a November 4th PD day. lots of planning um involved in that. Our ELA curriculum um
review leadership team is working with DESIE coaches right now. Phenomenal people that know a lot. So really looking forward to working with them throughout the year. And last I will be attending a project lead the way conference for the um district in
Framingham and they scheduled it on Dewali. So I wonder how the attendance will be for that conference. I don't know. So that's it. >> Um the kind of an update on transportation. Um we are still looking
for drivers. Um our capacity is 17 buses at the elementary school complex and 15 bud buses at um Miller at the secondary schools are what we're budgeted for. Uh we are we are down um a driver. Uh so
we're we're actually running at about 15.5 uh buses. The 0.5 is is the um after school program uh the transportation there. Um we Susan Abide and I have discussed like as
far as communicating something out in a newsletter, but I'm just kind of sharing it here as far as uh seeking 7D drivers. These are more of the smaller buses and vans that we have that transport in district uh mostly for for special education um that we have in in
district. It's less of a big scary full size uh CDL license bus. It's an easier process to go. Um so, you know, any any retirees or individuals just kind of looking for a low-key um job. Uh these
are these are buses that typically have a small number of students. um smaller bus to drive or van uh and have a monitor associated with it. So I think that that you know we're always out there appealing for those types of drivers. I appeal for the 7D drivers because homes transportation uh we are
we do have contract for drivers that were CDL licensed drivers that are driving their 7D buses um that we could if we could find some 7D drivers in districts uh we could move into the CDL drivers to kind of fill with uh with that. But that's that continues to be a
struggle in a lot of districts. I think Medway is down uh three drivers um at the moment on their CDL driver that buses uh and are running running into some similar issues to us. Um you know, we uh continue to just kind of like make little tweaks or adjustments to our
routes. Uh bus 6 we um communicated out to families uh last week or earlier this week. Um Friday we communicated, but Monday it went into effect. um some adjustments based off of where uh we felt uh the route could be a little bit
safer um as far as some of the stops uh that you know part of the value of having Tim Holmes which is the owner of the drive the bus company driving bus 6 is he's able to make some adjustments to the route based on what we we knew. So we've made some of that those adjustments. Um
uh our buses should be arriving um and for all that I know are arriving on time. We had one bus that we learned that had a subbus driver on it for the last week that has been showing up to to the middle school um during the home room arrival and we've kind of made some
tweaks there. But again, families at any point in time can communicate out to me um any needs or questions they have about transportation. Can I add one thing to the transportation which I should have mentioned already? Um today I attended the MASS executive board meeting in um
collaborative and the inspector general attended that meeting and I just thought it'd be interesting to know that the legislature has asked the inspector general to do an investigation on special education costs and transportation because they've seen these significant increases that we're
all um dealing with. um they may consider also doing one on on out of district tuition and things like that because we've talked before about how the 14% increase two years ago but some districts it's actually was 32% you know because they could waver on that so I
just wanted you to be know it was encouraging to hear that they're investigating that to see if there's anything that could be done because the uh the costs as you know have been significant to budgets so he will be starting that investigation shortly um I think in February or
So that was encouraging I thought. >> Y >> you have anything to add? >> Yes. Um so at the end here so one of the things I have in your packet uh we put in a form that backed up three years giving you the numbers for 504 plans as
well as as well as our out of district numbers. You'll note that um the October 2025 count does indicate that the number has gone down for out of district. Um, we can attribute some of that to students have aged out or they might have moved or have come back into the
district to participate with the community here in town and all of the things these numbers from here as well as last week. I've shared with the SSAs across the four schools and we're going to take a little deeper dive into what
is happening with the numbers year over year over year for the last five years in terms of when they're shifting up and trying to see if we can find any dots to connect. And then of course what I thought was very exciting is listening to what is happening at the middle school and the high school and see if there's any connection between what
those numbers are doing and what's happening there. One other thing I will share that's not in your packet, so it was sort of hot off the press. In the last week, we've received and we haven't received all of them because our students don't attend every one of these
schools, but the state has um we've asked the state to take a look at a number of our outofdist schools. We participate in four of I think the recent nine or 10 who have put in for reconstruction and raising their rates. And they're not just raising their rates
a little bit this time. They're raising their rates a lot. And the problem is, of course, they raised them two years ago and then they raised them two years prior. So I think it behooves us now, even though I'm obviously here through June, but looking longterm,
are there some of these students that we can help stay with us in our classes? I can't say there is, but I think we need to look at who's raising the rates, what type of population they're serving, and are there other ways to approach it. I do know that the directors have asked
for um us to go a group to go to the MASS group to talk to the superintendent as well as then turn around and investigate with the state why there's a sudden rush to raise prices again. Could you put together if it's not too much
trouble a memo for us on this and what the actual sort of increases are because I I know I've had conversations with uh with uh Representative Arena D. Rosa and he had actually I don't know if he filed legislation or he was trying to do something where after the 14% increase
he was trying to cap it at like 2% a year for for 5 years. So, so getting the evidence of what is actually happening and being able to provide that to him, I think would would be um very helpful. >> I have some numbers from MASS today that I can share as well, but we did get some
um the new rates for October. So, you know, some sometimes one district might get a different price than another district at the same school. So, >> it depends on need obviously of our students, but I >> increase could be higher. >> Absolutely. So, it's it's not that we
say, "Well, we won't allow a student to leave the district because the tuition's too high." We'll never ever ever do that. But what we do want to do is be reflective of what we're able to provide for our students in our own district first before we look to see where they need to leave
>> so we can put something together. And I think the the thing we talked about today is that these students it's it's really about they were saying that their staffing issues was a reason for this 14% you know allowance that year but we were all dealing with staffing issues. So why is that the only group of people
that can do a 32% increase um and we're all we were all stuck with making cuts you know so >> no absolutely and that is what he he sort of was was um focusing on and how unfair that is to the to the districts. Well, there yes there's that. It does
put a lot of pressure on districts. The other piece to just think in my it keep in mind is for a lot of these schools, not all of them, but for a lot of the schools, they have 5013C status, so they're able to do fundraising at the same time. They're al actually charging us tuition. So, I can't explain why
they're asking for the numbers they're asking for. We have an opportunity to go to sessions and hear what they're saying with Desi. A lot of times though, we don't get a lot of notice for them. And of course, our calendars, it's sometimes we can't empty our calendar and leave the district. So, that's been a a
constant situation over the years when we've had reconstruction since I've been doing this. >> But, I'll be really keeping my ear to the ground this year. >> We'll try to empower our elected officials, you know, the state to help us be safe. They live there, right? >> So, I'll work on that.
>> One last question. Um the drop in in out of district uh placements was part of uh sort of an expectation that we had when we were doing the budgeting for the for the over. I know you weren't you weren't here so this is not a fair question to ask you but um maybe Dr. Kusk or Dr.
Jordan or Dr. Manard knows um I can't remember exactly but is this about the number that we were expect I thought it was four or six or some net for for this year. um what we're netted for this for this >> we were projecting you know back in in in 2024.
>> Yeah, I guess I would have to do it compared to where we are cuz we we were projected last year to have return six um or age out and this the total being six and we ended up being more like four um last year
>> but last year was this year. >> Sorry the >> for this this we were projecting it last year for this year. We are I think we're at about We're at about four versus the six that we were we were anticipating.
>> Oh, this is down six. >> We're from 45 to 39. >> You can get back. We don't need to, you know, >> I'm just trying to figure out >> I have to look at the presentation from last year. >> But again, I think the important thing to is that, you know, because there were a lot of questions about those numbers
that we were putting together. And I think that you know that for the most part one way or the other it has sort of played out. Obviously, there underlying increases, shifts, and who those kids are and what the tuition costs are and everything, but um >> well, we do all this really great work
and we help our students come back to be a part of our community and then the rates for the ones who remain out skyrocket and it's it's almost like there it evens out as if we didn't work hard and help our students to be
successful. At the same time, you know, I like to take a look down the road in terms of how many students might be aging out because that's that is obviously by attrition numbers will drop. But when those, you know, leave, there are others that are coming in. >> But I think that's an important argument
like if we are projected at we are what we what was intended based off in 2024. Um yet we're having these situations that are outside of our control where where tuition they're increasing tuition at at exponential rates like so 14 another 14%
or another um 7% here or there. Um that's something we just need to account for. >> Well, it's just important to be able to explain to the community too as things go forward that we can look at the students and and do our best at projecting and even be right on the numbers. >> Well, we did our part. out of our but
you can't if someone's going to raise rates to 32% you can't possibly you know account for that >> it's a lot I was just trying to quickly jump to one of our letters not talk oops that's not going to be one of our letters um I was just trying to find a
quick one just to give you an idea but I can't put my hands on it fast enough I don't want to take your time tonight but um we are concerned about the range of increases Any [Music] other questions? Okay. Um, reports from
subcommittees communications. >> Yes. So, realizing the agenda doesn't have we put together a letter announcing hya. There is no potential vote on there. So, I think we're stuck or how do we want to handle that? >> Um, we're good. I think it can approve
the >> it's a >> it's a communication that will be communicated to the community and thus public. >> Yeah. >> Right. >> Okay. >> All right. We can pull it up in our packet then. It is in there. >> And I really I think it's great. I think you just did a great job. My only
question is >> it was this group right here. >> This is great. You do a great job. It's wonderful. >> Five stars. >> Keep going. >> Okay. Um, as far as the timeline goes, there's March coming in here and then
late winter. I just >> I think it's it's February and then February. >> Yeah. >> You want me? All right. So, selection process February and selection or appointment February. >> Okay. >> But but I think the the letter is
>> Yeah. >> Good. Yeah. Then we just need to figure um we talked to this committee. Well, we're meeting again next week like next Thursday. Um we have it scheduled is walking through this communication
plan as we go through this process like we got surveys to send out community forms. I know each invites too. >> No, it's all going to come through us. >> Okay. So, we're gonna put together a plan for that and we'll come to the next meeting and share that on the 23rd just so we can review it and make sure we're
comfortable with it and then hit the ground running. >> We may need to communicate something earlier. I don't because well, first of all, we're going to have to send out the the link to the survey because that's going to >> we're going to open that on the 16th or 17th, right? So, um
I think we should I don't know if all that needs to go through like communications meetings you guys have to post. I think I'm comfortable with Sarah sort of because they're going to provide most of the sort of the templates. I think we're sending it out. So, >> they're sending that survey that the
same survey we got yesterday. We're reviewing it late or is it >> Yeah, that link that we agreed that I think we're going to open that on the 16th or 17th >> to move fast. I I'm okay with just Sarah. >> I'm going to be talking to them tomorrow. So, >> okay. >> So, I I'll just make a motion to sort of
empower Sarah to be um a dictator of the school committee for the next dictator. survey to to empower Sarah to to to send out the at least the survey communication um in order here's a survey. Please
>> please waste your >> Yeah. >> Yeah. >> Um but then obviously there'll be other communications about the uh but they're going to do they will do I think a lot of it when they're >> reaching out to individuals and small groups but >> you talk about that as well. also going to only repeated that that on Thursday
night. >> But then there I mean just so I mean there going to be focus groups there going to be two community forums one at least one in person and and one virtual >> morning one at night >> one morning one at night I'm trying to
>> I I think we have to prepare it might be helpful following this announcing they're coming or they're here. Yeah, >> preparing community for what is coming and for ways to participate and then having the communication when that time comes because if they get dropped at a community forum, people might not see
it. So see that these are all the things to participate in. Be on the lookout for invites to those including the survey. >> That's right. >> So we can do that next comm's meeting. >> Put that together. >> Um yeah.
>> So we'll get that you get that out tomorrow. will be meeting with Dan tonight. >> Okay. And then we're going to get a website section of our website going and post all the >> documents follow as well.
>> Just earlier today too. [Music] >> Uh policy we're meeting on Tuesday next week and so we'll likely have an update at the next school committee meeting. budget.
>> So, we had a meeting uh earlier um today. We went over a whole bunch of things including discussing the the um status of the MSBA application. Um right now, we're we're maintaining
our our capital request. One of our capital requests for the um uh parking lot and and sidewalks at um at Plastia Miller is going to be funded, at least the finance committee is going to recommend funding it. $175,000 from
capital and $100,000 from um already appropriated funds for sidewalks uh that are already in in the town. And they uh the the finance committee has worked with um uh the town on on that. So I don't think we necessarily need to
revote the request, but that it's not if you see 175 on the sort of the motion at town meeting, it's because other companies coming from already appropriated money. The um slight board did end up including the 1.35 million uh
for the roof uh on on the warrant. Uh the finance committee is going to be making a recommendation at town meeting. Um and that will be uh somewhat dependent on a final certification of free cash. Um, and then we'll have to see if we, you know, at that point if
we're if we were invited or if we received a grant from the MSBA that could change the timing a little bit, but at the same time, you know, one of the important things for all these projects is certainty of funding. And so, we'll have to see. I I think it's important that we um
try to go forward and and get that at at town meeting if the the funds are available and doesn't put the town in too um low a capital. Um >> we're expecting round number Monday. >> So so the meeting
is on the 29th of October for the MSBA >> in in the past they have posted the materials which give list the the sort of proposed projects a week or two in advance. So I'd say it's 50/50 that we
that we know um >> drop a town meeting. We could drop it tell me probably that morning but if at all or that afternoon but yes I could could drop it tell me. Um I did prepare a um a letter
um to send out to the committee about our our request. Did you upload that one to the file? Set the share drive to [Music]
>> Basically for anyone watching there there are a couple we have a number of requests. It is a pretty significant capital request especially once you add the the um the roof on there. There is some um there has been some push back uh to to funding the roof. This is an
incredibly important project even if we don't receive the MSBA grant um because there is water coming into our our elementary school. Um and uh just as you know you wouldn't want to go work in in you know an office building where it was raining you know we don't want our our
our kids uh and our our staff uh you know working in those conditions either. Um, and there's also we the CP I don't I don't know if remember last mean the CPC the CPC approved the the flag project. Uh, but there was some disscent. So, um
while that is not our project um there there might we obviously support it and there there might be some um debate about that. So, I prepared a brief for me letter. Um >> yeah, I was wondering if it could be a
tiny bit shorter, too, but >> it's only five pages. Oh my gosh. Damn. >> No, it's two with graph with a graphic. [Music] >> Do we want to tonight or do we want to like leave it?
>> We We have to do it. We're not meeting before the >> I know, but we could also let Sarah have final edits. We could maybe >> try. >> That's fine. I can So I can have final edits and I can work with Sarah to to to finalize it. And then the other thing is I I think that we should send out a just
a reminder. This is a reminder to to attend town meeting and request it to attend town meeting that maybe we send out on Monday, this Monday coming Monday, so it doesn't um sort of cross path with our other communications, but that we then send out one final reminder either the Friday or Monday of town
meeting, which is just a reminder to to show up. That's my thinking. Um >> but you know what? Let's have it hit people's I think service and let people >> It's a very good letter. Um
if it's a letter from all of us, they need to have a chance to look at it. >> No, just saying I did a very good job with it. Oh, >> okay. >> I mean, Dan didn't put his name on his chairman of the sub. I'm first first second chairman of the you
know subcommittee on the budget of the halls and school committee [Music] here. Let's let's move on to the um next thing and I'll get it there. Um, [Music]
Superintendent Eval >> will hold for now. And the math advisory, >> um, we met last week. Uh, we're meeting again next week and, um, we are still on track to have a recommendation by the
end of the calendar year. >> Okay. And maybe [Music] um superintendent search update would be old business. >> You kind of did that. >> We just kind of Yeah, you pretty much. >> Is there anything else we need to
mention about that? >> Okay. >> Um just got to discuss my grade letter. >> Yeah, I know. Trying to get it there. >> It's 10:03. We're going to be super long. This is
why I wait for these letters to to collect this hour because it's more likely. Yeah, whatever. It's in there. >> Okay. >> It's taking forever to even open, Dan. >> Oh, >> it's it's the Wi-Fi. >> The paragraphs. >> It's long.
>> I can't It's not even in my inbox. Did you not send it to me? Oh, I have it. I wrote it. >> I think you wrote it. >> Oh, you put in the drive. >> It's in the drive. Yeah. Thank you, sir. Um, [Music] >> I still not see it.
>> Let me refresh again. >> Are we sending this at a different time so that um families won't get confused with the multiple? >> I was suggesting Monday. So send one out Friday and the other one Monday
shouldn't be voting against >> I created a chart. >> It's lovely. >> It's a lot of numbers and words. It's not all spaced. There's a lot of numbers right next to words. The 1.3 and the 2.7 are right next to each other.
[Music] >> So which one is it? I will I will tweak formatting on the chart. I actually have to update it because I need to I want to go back to 275 for the >> I I think that under capital requests
the sentence that starts after some debate. I feel like we could cut that and just go to we believe this is a critical request. >> Yeah. Well, the reason I included that is it was a 2 to1 uh you know vote to even include it on the warrant even after the the finance committee had uh
you know voted to recommend it at town meeting. Um so there there is was a thing vote on the select board. >> It it's on the warrant though it'll that piece will be on the warrant and the finance committee did recommend it. >> Okay.
[Music] Can I take it out? >> We did authorize you could have >> Well, we haven't actually voted it yet. And if we all read through it, maybe we don't have to put it all in Sarah. >> Yeah, that would be great.
>> Well, I guess the only thing is >> is to so to ensure that people understand that this is like mo most times capital is is not even debated at that meeting. >> Yes. >> So, right. So I I'm just I think it's important that we ensure that people understand that it will be and if they
they >> and and we do with the last sentence we expect this request to be debated and ask that you come. I'm fine. Okay. >> Before that sentence instead of saying you children can say your children. >> Yes. >> I may have been having a moment.
>> Your children [Music] um >> wait but looking at like I don't I get so many emails. I'm going to look at this and like there's too much information. >> Can we also but no one's going to read it. It's great information that I'm
going to read. >> So, how about here's my proposal. >> So, release is a huge paradigm. >> Yeah. >> Well, the bolded area that's why I put it down below. >> Do we have another meeting before town meeting? >> No, I mean we have the meeting before town meeting. >> We have a meeting right before town. Oh,
but this has >> this needs to go out. >> No. And this could go out. I'm just asking. So we don't have a meeting on the Thursday before town meeting. >> Okay. >> After any we're I I >> I was say a shorter more concise reminder right before.
>> No no I want to but that would just be a very simple show up to support time meaning there you know there are these critical asks that are on there that we we want. >> What are we approving that >> right now? >> The short concise one. >> The short concise one is is is this but without the words. >> Okay. But who's are we asking someone to
put that together before town meeting? >> I will I will put it in Sarah >> or we could just ask Sarah to put together a two liner to remember to come up and and maybe a link to this >> interesting out
the school. I would have read your email if it came through. But >> Tracy's right. There's plenty of people that are going to say this is too >> the warrant number like I know with capital what >> so when I wrote so we can when I when I wrote this they the warrant hadn't actually been been published so we can yeah that that's a good um
>> and I don't know if solar lease request we should start with the one big beautiful >> yeah I I actually changed that on my own version >> like you're starting off in a negative tone then let's start off with we want to be sustainable >> well I say the one big gutage controller
subs. >> I was going to start it with um well I did have the one big beautiful act but I I had a slightly different >> you deleted it all. >> I didn't I just copied and >> immaterially aka not add any more
information just >> delete the >> yes second. >> Okay. Okay motion >> hold on though the your chart um roof. Yes. >> Is there some sort of separation between
these two numbers? >> That was what lang was confusing. I said I would fix that. Yeah. >> Okay. Okay. I wanted to make sure I >> numbers next to each other. >> That was so actually I took a a chart that Dr. Jordan put together cuz really this is his fault. >> All right. >> It's not his fault. >> I'm kidding.
>> Um >> I think I think Sarah, whatever you do, show where we stand on it and why they should support it. Not paragraphs. More paragraphs. >> Okay.
When does this when do you think Monday? >> Monday. >> Monday. >> And we're going to send one Thursday. >> Monday's Tuesday. >> How about Tuesday? >> Tuesday. >> Is Tuesday. Okay. >> Yeah. >> Yes. >> Tuesday and Friday. >> What? >> Monday's always watching your email.
>> Could we What else was it? Tuesday and maybe Monday morning to go to town >> which is also when our isn't Tuesday also when we're sending out the survey >> yes the notice to watchful for the
survey tomorrow >> yeah no Wednesday we're sending out the notice for Thursday opening >> so they're going to get an email every day from us >> okay just >> the community will be happy we are communicating with them on a daily basis
We we knew important read this one and then the next one. No, no, we we're not kidding on this one. Really read this one. >> I think Tuesday or Wednesday for this one would probably be best. >> Okay. So that's why it's good. Did you come up with a plan or you don't? >> No. Because Sarah needs to work on it and then she has to send it to Dan and then they have a day off on Monday and
it's not going to go out tomorrow. So and then he'd have to schedule send it for to be >> Does it make sense to send this Tuesday? I'm just wondering if people are going to go to town meeting. They're going to go to town meeting. Send this actually closer. >> No. No. people people >> they might have questions >> people and they may need to plan um just for anyone watching at home there there
will be be uh babysitting available um and um probably where I'll be but uh >> good actually yes >> um but okay it was in and out Tuesday morning and um but but
>> if anyone is watching this at at 10:12 um this is very important um in all serious business. Um, you know, these are all of our requests are incredibly important, but the the roof and plastia miller and just getting that going whether we uh receive the grant or not
um is incredibly important. There there is some legitimate debate about timing and and all that, but I think that shity of of funding is is really a critical component to all these things. And um given how tight uh the budget looks and how tight sort of how our our capital
position is um we just want to make sure that we we have this so that we can you know we're prioritizing you know the safety and and wellbeing of our of our students and staff and I think that that's >> winter's coming freezes over causes more issues. So we got to get fixed as soon as possible.
>> Correct. >> Okay. Go ahead. >> Okay. So, I'll make a motion to approve this letter with Sarah's edits and how she decides to to to send it out Tuesday morning. >> So, we're approving Sarah's letter.
>> We're approving this as the as the school >> as the start to the cutting of >> your masterpiece. >> My masterpiece. >> Okay. [Music] >> All in favor? >> Great.
Um, at this point I believe we've gone through everything. Have I forgotten anything? No. >> I'll entertain a motion to adjourn >> to executive session. >> To executive session, uh, from which we will not return.
>> Uh, I do roll call vote. >> Uh, Joe, >> yes. >> Frank, >> yes. >> Hillary, >> yes. >> Tracy, yes. Dan, >> yes. >> Don, yes. Emma, yes. Good night, Hollist.