team includes individuals with relevant expertise will help guarantee that the candidates are asked the right questions and evaluated through the lens of our district's most pressing priorities. Thank you. >> Thanks Jason >> Lori. Lori Marov 2 280 Mark Tree Road.
I I know that Barb and Jess spoke to a number of things and I absolutely agree with everything that they said. I also was surprised that the screening committee was chosen without community input and then surprised that the
committee included no one with specific expertise and commitment to equity. Given that the equity audit found that it's students who are from under represented populations, the students with disabilities and the students who
are LGBTQ plus who are struggling the most and also given the mental health report that said that these same students were most likely to be experiencing anxiety and depression. I I expected that one of the goals in hiring
a new superintendent would be to address these gaps in our system. To do this, we need to have input from the students and families who are most vulnerable into the process by which we choose a new superintendent. The current process
shows a poor understanding of what equity is. What happened is that meetings were created for community members, which allowed equal access instead of anyone thinking carefully about what it would take to get input
from those who are most vulnerable, who are least likely to show up at a meeting like this and to speak publicly. To get their input, we have to reach out in particular ways. Someone who really understood equity would have known this.
And there is no one on the screening committee with real expertise in this area. Therefore, no one to examine the screening process for procedures that might result in inequities. I know that there are people in Hollist
who are concerned about our school rankings and their impact on property values. We say that we are a data-driven system, but who involved in the superintendent search knows that the data show that schools that achieve
better inclusion have better academic performance than schools that have less inclusion. Someone who knows that and knows how to achieve it should be on the selection committee so that we can choose a superintendent who will
prioritize equity and inclusion as at least one strategy to improve our ranking. Thank you. >> Thank you, >> Robert. Thank you. Hi folks. >> Thanks for your work always.
Um, so I appreciate everything that's already been said and I want to add some kind of granular as well as big picture to what's been said here. Um, and and and so I share the following in relationship to this process, search
process. First of all, to push myself to understand truly what we're trying to accomplish at this inflection point for Hollist and certainly choosing a superintendent is a big inflection point. Um, and it's got to be something that's going to create greater change for greater access
and equity, thus greater health and well-being for more of us, not just some of us. That's a big big vision, but it has to drive us. So I'm putting that at the top of the the the the framing and there's no
there's no in between. We go backwards. We divide further unless we focus on it doing that. Um because the truth and the larger context is is this of what we're trying to do in Hollist at the at the at the micro. Um inequity in America has
been and continues to be completely normalized. Inequity is normalized. And it's getting worse. The gap in access and equity is only growing nationally in every nook and cranny of this country. Now, I'm going to give you
some figures because I believe this is the context we're working in. 47 million Americans experience food insecurity. That's a context. 37 million Americans are in poverty and and 3.77%
of those people live in Hollist. That's the context in which we're trying to do work. I'm sorry, not of the of the the million the Hollist population 3.17. Um so you none of this is true because of you know people can say well you know
there's so much disruption in in the federal government. No, it's been going on for years. It's not new. We live with inequity as part of our day-to-day period. I'm not throwing darts at anybody. I'm not pointing fingers at anybody. This is us. But
that's the larger context of what we're trying to change here at this inflection point. Um, so that's the big picture. We need to choose leadership for the change. We need leadership that can we can partner with and do a better job of advancing equity. Advancing equity, not
just this other thing that we do. It's got to be a focal point. Um, as well as defining the the education for our children that creates a next generation, get this, of equity focused citizens. The education we never got,
none of us. That's what we're trying to do. That's how big the change is, right? So, how does that So, down to the granular specifically, and I I I just got a couple of points here about you received a document uh advancing inclusion, the HBCS uh house of public school
superintendent search um that was sent your way that we we talked to some citizens, we talked to people who work in the district and got their feedback. One of the primary things they wanted to see out of this process was that they would look for evidence regarding each candidate's capacity to engage in equity
focused, inclusive, and culturally responsive practices. Specifically, what each candidate had actually already done to produce changes in policies, practice, and outcomes and prior work regarding equity and inclusion. Okay, >> we're getting close to time, so just
>> Yeah. So, so, so you have all this information. Okay. And folks pointed out that we didn't see any evidence of a change in how the committee was put together for for the search process, whatever the committee's called. Okay. Um this language and this information about what this leader needs to look
like and be focused on needs to be somebody that's distinctive. >> Thank you. Appreciate your listen. >> Thank you. Thank you very much. I guess I will just respond very briefly. Um, you know, we are
running a a whole process here. Um, we Sorry, before I do that, I know there's someone who came in late. Did you want to speak tonight, too? Okay. Was there anyone else in the room that wanted to speak before I say something?
>> And is there anyone on Zoom? This is the like this will be when we're h offering public comment. So, if there's anyone else that wants to say something, this is the time to do it. Once we start with the agenda, we're going to keep going. So, um, but HYA,
we've been working very closely with them. Um, we share all of those concerns. I'm glad that it felt like we were at least having some conversations about some of this stuff. I I I want to be working with all of you. Um I do
think we value very much some of those same things. Um HYA has been running a process with our whole community. They have talked to many many people over 30 hours of interviews, forums, um community groups,
um surveys, um you know, for people who aren't feeling comfortable. We had the survey in three languages. you know, we are reaching out. We will be hearing from Hwave shortly. Um they will be presenting the
leadership profile that is a whole collection of all of the feedback that we've received from the community. And I think it's um created a really good picture of of what we are going to be looking for in a new superintendent. And
um I just I thank everyone in the community who participated. I thank you for coming to our meeting tonight and sharing your your thoughts. I you know it's a continuous process. We're still working on it and you know I'm looking forward
to see where it goes. So thank you. Does anyone else have anything? >> Um okay. I think we do have HA here on Zoom. Um let me just make sure I haven't
missed anything. Okay. So, I think we'll continue. Um, hi Sue and Karen and Doug. >> Hi. >> We're going to turn this. So, we've got Sue. You >> ready for us? >> Yes, we are ready for you. So, um, >> okay. So, we're going to share our
screen. Okay. And this way you can Can you see us >> clearly? Y >> the presentation. >> Yes. >> Oh, great. That's good. Well, I'm Dr. Susan Dy. I'm a senior associate with
HYA and um we have the pleasure this evening of presenting the leadership profile report to um the committee and to the community in Hollist. We uh I want to preface it by saying thank you to everyone to the community
who was so welcoming to us over um the last several weeks that we were working in the district. we um were greeted uh very warmly and people were very candid in speaking with us, sharing their ideas and we really appreciate that and um I
think you'll see in the report tonight. Um we we're going to share with you a summary of what we've heard. Certainly um we encourage everyone to take a look at the report itself, take a look at the survey information and you'll get a lot more detail. So tonight's presentation
is really a summary of all the findings. I'm here with my two colleagues Karen Shaw and Dr. Doug Shuch. And we're going to share the presentation this evening. And Karen and Doug, did you want to say hello or say anything? >> Just want to thank everyone. Just like C
said, we had such a wonderful time actually being in Hollist and meeting everyone. Um and all of our Zoom meetings. It was it's great getting to know really know your community. Um, so we really took a lot of time and we appreciate everyone else's time. Um, a
lot of meetings and a lot of um, time. I know all of your time was uh, precious. So, thank you all. >> And for my part, I just like to echo the comments of of Sue and Karen. Uh, we were welcomed. U, some of the things
that we heard, I know were difficult for people to share, but we feel like they shared them authentically and from the heart. and uh it's helping us get to the point where we are tonight where we feel like we can share back with you something that can really shape this
process and should shape it moving forward. >> Okay. So, we'll get started. So, over the last several weeks, we've had the opportunity to come into the district whether in person or or via
Zoom and um conduct interviews, focus groups. We've had open forums and we invited a very broad range of individuals uh to meet with us in district. We met uh with your school committee. We met each person
individually. We met with your sitting superintendent, with your assistant superintendent, members of your administrative team, union leadership, staff from your district office, staff in your school buildings, your nurses,
um, support staff, your par profofessionals, and especially your teachers, your school resource officers. And I have to say we had the pleasure and honor of meeting with your high school and middle school students who are absolutely fantastic. That was I
think that was the highlight of all of our conversations. They were terrific and they had so much to share and they really really loved loved their school. We also met with the larger community and we had opportunity to meet with um
representatives from the town including your town manager, your police chief, your fire chief, emergency services and there's a list of individuals there who were mentioned. Hollistston youth and family services was present. We spent some time at the
center meeting with some seniors there and we also had a conversation with diverse Hollist. We also conducted two community forums that were open to anyone in the larger community. We held one in person on Wednesday, November 5th in the upper
town hall and the second one was a virtual community forum and that was on Thursday, November 6th in the evening. So we really tried to cast a wide net and invite everyone to share their thoughts and ideas about um what should
happen in terms of the superintendent search. So this table shows you the number of participants in all of these groups who actually were in attendance and met with us. So that we met with a total of 125 individuals in person or
via Zoom. And we asked each one of those individuals or groups the same three questions. We asked, "How do you describe the strengths of the district? What do you see as the greatest challenges facing the district in the next few years?" And then, "What
characteristics and areas of expertise would you like to see in the next superintendent?" And we had a wide range of responses. And I'm going to turn it over to Karen now. Karen's going to talk a little bit about what we heard. I think was actually do that part. Oh,
I'm sorry. It's actually I was looking at my screen and who's next? >> Well, well, thank you. And as Sue mentioned, you know, uh the full leadership profile report that we've completed has a lot more details than what we're going to cover tonight. were basically just giving you the
highlights, but uh you know, as we gathered input from the individuals and groups that that Sue just reported, um it was really obvious that a primary strength of Halston public schools are its people. Starting with, as Sue mentioned, the incredible
young learners that attend your schools each days, as well as the adults who are committed to the safety, well-being, and academic success of each student and who foster welcome and inclusive learning environments. We also heard about signature academic programs and
recognitions that are a source of great pride for the district and also about a very supportive community that highly values education. Now, that was the first question. But in addition to those strengths, we we also
learned that the district is currently facing and will continue to face future challenges related to communication and the need for better collaboration among many of the key stakeholders as well as in the areas of budgets, facility planning, curriculum, and staff
recruitment and retention. We also heard the clear need for a unifying vision and a common sense of purpose to address all of these challenges in the future. And that helps us segue to the third question which is what are
you looking for in a in a superintendent? And Sue will bring all this together with not just the people we spoke with but also the survey that Karen's about to to brief when I finish here. But uh from the groups themselves and the individuals, you know, we did
hear about specific expertise that people would like in the areas of budget, in curriculum and facility planning, especially with potential need for a new high school and other key areas of of leadership and management.
But the number one thing that came through is that people want a leader who is relationship oriented. Somebody who can connect with people, individuals and groups, somebody who listens,
somebody who can collaborate and and maybe bring groups together that currently for whatever reason are not necessarily rowing in the same direction. And and you know, with with all of that said, that's just the people that we
heard from directly in these in these group meetings or in these individual meetings, but through our survey, we were able to reach a much greater audience. So, now I'm going to turn things over to Karen who's going to brief that information. >> Great. Thanks, Doug. So, in terms of the
survey, um, 613 stakeholders completed the survey, um, which really is a great response. We've had larger school districts with fewer number of responses, so it might not seem a lot to you, but it was great. Um, it was available for about three weeks we had it up. We really tried to get as many
people as possible. Um, and and your district was great sending out reminders and um, we also had it um, available in Brazilian Portuguese. um really to make everyone feel comfortable um responding. Um with the largest stakeholder group
surveyed were the parents um and the parents um represented about 55.5% of all respondents. Educators made up about um the second most um populous group which was about 15.2% and the third largest group with the students which
are 13.7%. So it's always great to have the students as Sue said we love talking to students but they even participated in the survey as well and um going on this is um this is a researchbased survey um and you will see
um the survey addresses district performance and desired characteristics of the next superintendent. So it's based on HYA's research related to superintendent um leadership standards. So that's where you'll see on this the vision. It's vision and values, teaching and learning, community engagement and
management. All of the questions fall into one of those categories. Um as and as you can see um the highest the district strengths that came up the highest that the schools are safe. Um the district employs effective teachers, administrative support staff, the social
emotional needs of students are being addressed. Teachers personalized instructional strategies. Um and the district engages with diverse racial, cultural and socioeconomic groups. And you could see the percentages right there as well. And and then um the key
is what I had said. Going on to the top rated characteristics um the really highest one um is they want the new superintendent to foster a positive professional climate of mutual trust, respect among faculty, staff, and
administrators. Um, so that really got the highest percentage. Um, and and in the survey results, which you have in front of you, you can see all of the constituent groups actually put that as one of the top four choices. Um, and then you can see all the other
characteristics as well. I don't have to read them all out. Um, but this is what each um this these were the hot top rated characteristics. I would like to say, you know, it really did align mostly um the survey results really
aligned very closely with um the conversations we had, the focus group, the interviews. Um so we felt that there was um a connection in that area as well. So also just wanted to thank everyone for sharing their comments. Um the school committee has received the
comments and um it is really helpful and and very authentic and it's very appreciated. and also for anyone who shared with us potential candidates. Um, that's how we get some of our best leads. So, now that we're heading into the recruitment stage, thank you for all of those recommendations as well.
Okay. So, looking at the um the responses from our interviews, our meetings, our focus groups, and looking at those characteristics that um was shared with us through the uh survey,
we've compiled um a list of desired characteristics for the next superintendent. And we share these with the committee. and um the committee, we're going to ask that you you talk about it this evening. Let us know if we're on the right track and this way then we can get started with with
recruiting in earnest. So, um as Karen and Doug said, the uh you see here, these are listed in alphabetical order. The Holliston School Committee seeks a strong strategic leader who's authentic, compassionate,
and res and resilient individual dedicated to the long-term success of the Hollist school district and broader community. Is a collaborative relationship builder who unites the school committee, staff, families, and community. A committed educator who
supports equity, inclusion, and belonging for all students and staff. is data informed and a student centered decision maker focused on what's best for learners. An educational leader who empowers administrators, teachers, and
staff. An excellent communicator, an active listener who is transparent, empathetic, and engaging. We have a nice list. financially and operationally. An experienced leader in budgeting, labor, and other negotiations,
systems implementation, and school building projections. An instructional leader with deep knowledge of curriculum, instruction, and special education. A strong, strategic, and visionary leader who can guide the district forward with clear
goals and purpose that prioritizes students. a supportive mentor and team builder who recruits, employs, and retains effective personnel throughout the district and in schools. And a visible and approachable
presence in schools and the community, fostering trust and connection. And of course, this individual will need to be certified as a superintendent or capable of gaining certification in the state of Massachusetts. and that the individual would
demonstrate a sincere commitment to the long-term success and well-being of the district. So, um that's what we heard from everyone and um there are many individuals who are out there who have
uh many of these characteristics and we will be searching for them over the next several months. So, we'll be quiet in the background. You may not hear from us as often, but know that we are doing that hard work of recruiting.
And then uh in the months of January, early February, there'll be some interviews taking place with the screening team. And uh and then we'll be presenting finalists to the committee. Uh we're ideally we're thinking about in
the month of February, maybe end of January. So by the um the March early spring time frame hopefully there'll be an announcement know hoping all things go well. We know that people are involved and sometimes and weather and things might happen but uh but that's
kind of our um time frame at the moment. Our real goal is to find a very good match for the Hollist public schools and uh we're very confident that we're going to be doing that. We've already started as Karen mentioned we have some names that people suggested which we're very
grateful and appreciative of and uh we've also been reaching out to some individuals and other individuals have been reaching out to us. So know that your district is a really wonderful place. We learned a lot about it while we spending time there with you and we're excited about the next steps.
So we want to say thank you to all of you again. >> Thank you. Thank you very much. Um, does anyone have questions? >> Yeah. >> Question. >> Sorry. >> Okay. So, >> what
are you laughing on roll? >> I want to roll. I'm starting >> on a roll. >> Um, >> stop sharing. >> Can Can you hear me? I'm usually quiet, so I'm going to try to project it. >> Um, so so first of all, I just want to
thank you for for all the time and uh work that you've put into this. I think that the the 125 number really stood out to me as just a huge number of people that you have spoken to on a one-on-one or a small group sort of setting. Um, do you have an estimate of how many hours
you spent in all these conversations over over the course of the last couple weeks? >> Um, well, I think each each conversation each meeting we had was approximately an hour. So, if there were 125 individuals
And there were some small groups probably you want to say about a 100 hours. Doug, Karen, what do you think? >> That sounds >> That sounds about right. >> That's just a you know an incredible number of uh of hours, right? Four four
days. That's you know with with you know multiples of you sometimes one you know. So I I just think it's you know really important to sort of recognize how many people you've you've spoken with in person. I will say Karen, I know I talked to you about this in in person. I was a little disappointed with our with
our survey uh result survey participation number, but this is really incredible. I think this is very helpful as well um because you're really kind of getting that back and forth and you can kind of see the person and and and hear from them. So, I think that's great. I think that uh additionally while the
overall number of surveyor respondents was was a little disappointing to me I will say that having more than 10% of those uh people being um community members without children in the schools was actually uh higher than I was expecting. So that was really great to see that we were having people that
didn't necessarily have a a direct sort of um uh stake in the schools other than the fact that all of the members of the community have a stake in our schools um playing a part. Uh, it was was was really good to to have and and to get their comments and feedback, too, because they really kind of have a a a
higher higher um level view of what's going on because they're not so so much concerned about the day-to-day and what their specific child is experiencing. Um, so, you know, I think that uh it's it's really good as I look at the characteristics. Again, I think that these is this is a really good list. I do see that there's some things that
might be a little bit conflicting and or hard to hard to come by. You know, someone who has all of these things, but I think that this definitely represents a list of what we, you know, ideally would would like to see and hopefully we'll be able to find someone with as much of this as as possible. Um,
>> so that that's, you know, basically my my my comments on my record of this list. Obviously, there are a few other tweaks here of very specific things, but this is the kind of the high level stuff. So, um, so just you really really thank you and I, you know, I I get that there's a lot of, uh, interest in in
this and and desire, but I I think that also as we go forward, there's going to be more community uh, input as we go through forward with the process, right? I mean, this is not the, you know, the end. >> No, this is >> it's really just the beginning. >> Well, but I mean, as far as like I mean, having more input from from the
community as we as we get further in, especially as we get to the finalist stage. Good day. >> So on the Yeah. For sure. >> So among the uh characteristics, how are you because I know the screening committee um and we'll go through that as they see the candidates, but you'll
be interviewing candidates to pass along. How are you prioritizing the desired characteristics? >> Yes. Well, I think first and foremost, you know, we're looking at someone who's a real relationship builder and we're looking at their experiences where that
we see evidence of that in in their current role. >> Um, we'll be looking at credentials. Um, and you know, looking at that list, I think relationship building really really was uh moved to the top. So, that really is from my perspective. I think
that's my the number one. Can Doug? >> Yeah, I would say that same thing. I think relationship building um is is key based on all the conversations that we had. We do try as best we can to hit on as many of the characteristics as we can
for each person. Obviously, not everyone is going to hit all of them. Um but we do try, you know, the best we can to have a good balance. But some of the things that rose to the top was the relationship piece we think is is pretty critical. >> Understood. So when candidates are
passed down to the screening committee, is that profile against the characteristics going to be provided or is there going to be more details from the candidates that come or is it simply we thought this like we assess this person and we believe they should move
forward in the process? >> So as as we look for candidates, as we're doing our recruiting, we're we're using that list of characteristics really as our our guiding star. So, uh the individuals who we will um slate for
the com for the the team uh will have like Karen said as many of those as we can we can match. So, um they will and we're happy to share that list with the the team who's doing the interviewing.
That would be helpful. Really the leadership profile report um is will be available to them. And when we look at crafting questions for the candidates, our questions will most likely be aligned to that characteristic list. So
we know what Hollist is looking for. So the questions that are going to be asked to the candidates will be directly aligned to that. >> Understood. Thanks, Susan. >> What else? I I was very thankful to see so much um input by administrators, educators,
staff. I think that more than 120 um in terms of uh participating within the survey. I thought that was great news. And in terms of the the characteristics that that you outline here, um this was after it wasn't just the survey, it
wasn't just the interviews, or rather I should say it wasn't just the questions on the survey. You also reviewed the comments, right? There were extensive comments um that that people were able to um to input into that survey as well and and then you you reviewed those and
put together these characteristics. Correct. >> Yes. Yes. And I think one of the things and I I think somebody mentioned it before there was a there was so much alignment. There weren't weren't any surprises for us when we saw the results. You know, sometimes when we uh
go into a district, we'll meet with individuals and then something will pop up in the survey that seems to be an outlier. In this case, we didn't see that at all. It was so much consistency and alignment between our conversations and what was reported through the
survey. So, that's that's really a positive. So, everyone is looking for the same things, a lot of consistency. Could you talk more a little bit about the community forums? How well attended were those? And um did they express a lot of the same concerns and
characteristics that we see in these slides? >> Darren, Doug, do you want to take that one? >> Well, I I they weren't very well attended to be to be quite frank with you. Um I think we had a handful um in person at the town
hall uh the morning that we were there and uh just also a handful in Zoom we did the following evening and and you know um so again with just a handful I I think it would be hard to derive any great findings from from that sample
size. Um, I would say, um, I think the most important thing about those opportunities was that you provided them to your community and that we were there, um, just like the survey for people who may have not been included in
one of the kind of designated individual or or group settings. >> And what we did here at those meetings was consistent with with everybody else, right? Yeah, absolutely. Do
>> we need a vote on this? >> Yeah, I do. We do need to take a vote on accepting the leadership profile that's been presented. Um, it will be posted to the website, too, so people can really take a closer look at it. >> I think it
>> Sorry. Um, so I guess at this point I'd entertain a motion to um approve the leadership profile uh as presented by HYA. >> So moved. Uh, all in favor? >> Sorry. Second. Yeah. Someday I'll
remember all of the steps. All in favor? Okay. So that passes. So thank you so much. I don't Do we have any >> Thank you for having us again. >> Oh, thank you. >> Yeah. No, we're just looking for >> talk too soon. >> Yeah. Thank you. Thank you. >> Okay. >> Okay. Bye.
>> Bye. >> Okay. Um, so the next item on our agenda is the teaching and learning presentation by >> I invite the team to come on >> coordinators. Very excited we have our whole district
team with us here today. Um, starting on the end, we have our Christa Marino, STEM, um, at Placentino. I'm not going to say curriculum specialist interventions. Be here all night. Jenny man, who's Placentina's humanity. Uh, Ashley
Buchard, Miller's STEM. Kayn Kinsky, Miller's Humanities. Carla Krauss, Rams STEM. Casey Kahan, Rams Humanities. Joel Stembridge, high school, um, humanities. I'm getting myself messed up here. Um,
Leah Barton, the high school STEM, and finally, Ida Papis, Dr. Ida Papis, who's our unified arts. So, we have two presentations for you tonight. And I'm going to be driving it. So, if I don't advance, can you guys just kind of give
me the look and we'll go there. Okay. And I need to go full screen. Okay, I've already done the introductions. Why is this not okay? Here we go. Go
ahead. So, um, a lot of what you'll hear tonight, especially between the elementary buildings, will sort of parallel each other. Um, so thinking about our role as sort of split between both intervention and curriculum. Um, so on the intervention side, um, we are
organizing strategic groups. Um we are planning and delivering interventions. So actually spending student facing time which is one of my favorite parts of the role. Um lots and lots of data work. So reviewing, monitoring, analyzing, drawing conclusions uh preparing
materials. Uh and then on the curriculum side um you know as you heard about within the last year we've had the new adoption of Eureka mass squared. how you know Kristen's done such a great deal of work on preparing resources and materials for teachers and supporting
them in that um curriculum documents and reviews. So the math curriculum review just wrapped and we are in the middle of an ELA curriculum review which we'll uh share more about this evening. Uh planning and providing and delivering professional development um for our
various PD days throughout the year. Uh we also uh participate on our schoolwide organization team which is comprised of ourselves um our uh technology integration specialists and building admin. Um and really all of this sort of anchored around teacher support and
student support. So continuing along the lines discussing you know our support of teachers which is such an important part of our role. Um we're fortunate to be able to do some coaching. So that can look like, you know, per perhaps uh pushing into a classroom of a newer teacher who might
need some support or um identifying a specific area of need that a teacher might have um and and supporting them in that way. Um both Kristen and myself have been classroom teachers and so we really you know draw back from that experience on a regular basis. Um
running curriculum meetings on a monthly basis basis with every grade level. Um for example, much of our uh work in these meetings over the past few months has been around um our new report card and supporting teachers in preparing to
um implement that. Uh running data meetings. So after we administer our um different assessments, both benchmark and progress monitoring, reviewing those with teachers, looking at trends, thinking about strategic groupings, you know, students who may need support, so
on and so forth. Um implementing new curriculum. So, like I mentioned, you know, Kristen's done an amazing job of supporting the roll out of Eureka Math Squared um and and just the immense amount of work around that um curriculum reviews. A lot of this you'll you'll
hear, you know, repeating um assessment assistance. So, we assess our students across a variety of uh times throughout the year and uh different sort of domains. So providing teachers with assistance on administering it themselves, giving them some training, u
modeling, and then you know when report cards are due and they need help finishing, we are we are totally happy to roll our sleeves up and get in there with them and help them get those done. Um and then meeting with teachers really about anything, whether it's a more sort of formal meeting, uh you know,
conversation, you know, popping your head into their classroom or or our offices. um our our goal is to support teachers and and make them feel as um supportive supported and empowered as possible. So whether that's with you know instructional materials or
responding to a parent communication or talking to them about what a small group could look like in the classroom um it's a really big part of our role as well. Um so this pyramid is a obviously very familiar um image that you've seen before. So, thinking about how we
support students in tier 1, two, and three. I won't read through all of this because a lot of this will echo um what I've already said, but you know, we do um have the the pleasure of being able to work with students across all three tiers in all three settings. So, you
know, supporting general classroom, you know, learning and core curriculum. Um at a tier 2 level, obviously the students that we provide intervention to. Um child study, uh student support team, excuse me. We have a new name for this team this year. I'm still getting used to it. Uh student support team
meetings. So, you know, talking further with a team in our buildings about students who might need some additional support and brainstorming what that could look like. Um and then, you know, participating in IP meetings, coordinating with special educators. Um so, we we get to interact with all three
tiers. Uh with regard to our intervention structure, so we are fortunate to have interventionists in both literacy and math. Um like I mentioned both Chris Kristen and myself also provide intervention directly to students. Um we
have small groups running throughout the first part of our day. Um every classroom has an identified win block which stands for what I need. And so that means during that time period there's no new classroom instruction being provided. And this is a structure we've had in place for a few years that
we felt was really crucial to prevent students from missing uh instruction in the classroom when they were being pulled for other services. Um and so scheduling is a whole a whole another part of our job that should probably get its own slide to be honest, but um we
you know Chris and I are both really committed to uh being flexible and creative with our schedule. And so if we have a student um who has, you know, a non-academic IEP, perhaps only speech goals on an IEP or an English language learner, um we coordinate with their
classroom teacher to make sure that they're able to, you know, receive the services that they need in addition to any, you know, math or literacy support and just, you know, standing on our head if we have to. Just really making sure that we're providing what kids need. um
however that looks. Um with regard to data for intervention, so we have no shortage of data. Um in literacy, we focus primarily on our dibbles data which we give uh three times a year. We also progress monitor either bi-weekly or monthly. Um, we use
the primary screener for intervention, uh, which the phonics reader for intervention, excuse me, which, um, allows us to see sort of at which level of phonics, which skill our students are proficient and where they're breaking down. Um, in math, we have the universal
screener for number sense, which is a newer assessment that Kristen brought in last year, as well as module assessments from Eureka Math Squared. And then in both literacy and math, we have the I Ready diagnostic also given three times a year. And then of course teacher input
is um heavily valued as well. Yeah, this is the first year that we're using the number sense screener like fully. Last year was kind of more of a pilot and we did it for the whole school in January and in June, but this year we started right away. So it'll be on the same
timeline as the dibble sweeps. Just another point for our younger learners. Uh and then with regard to our numbers in terms of the kiddos that we are currently reaching. So um you'll see sort of smaller numbers in in
kindergarten. Um we you know believe really strongly in supporting all learners and our youngest learners especially. Um that being said, we know that for you know a kindergartner to be pulled out of the classroom is is significant. And so we're very intentional and strategic about students
that are receiving intervention at this especially at this point in the year in kindergarten. But of course, you know, there is the need and so we we meet that need. Um and then the numbers growing larger in grades 1 and two. So currently we have 64 students receiving literacy
intervention. That number could change tomorrow, but um at the time that I created this slide, that was our number. Um, and then with regard to current staffing, um, I'm fortunate to have four tutors um, that I work with who directly service students uh, during their time
in the building. >> Yes. And I'm currently down one tutor at Placantino. So, I'm supposed to have three math tutors. Um, but I only have two right now. We're still looking for a third one. So, if you know anyone who likes to work part-time in the morning and loves math, we can make it happen.
>> You have to work with kids. Mhm. >> You have to like kids. >> That's kind of part of it. Yeah, >> it's kind of part of it. >> Um, and then this is just a brief update on our ELA curriculum review and then I'll be done talking. Thank you for
bearing with me. But, um, so I know you've heard a bit about this work that we've started a year and a half ago at this point. Um, so we are we are in in the work right now. We are looking to complete this process by the end of the school year, which is really exciting. Um we were awarded a large grant from
Desessie um back in May. So as part of that we um are receiving some coaching from a consultant group called School Kit which is an amazing group of professionals uh who we've been working with since the summer. Um they came in October for a site visit. They spent a
full day at Placentino, full day at Miller and we got to spend the whole day going into classrooms which was incredible. Um we will have one of our consultants coaches back next week for a PD session with our um committee
members. Um and then we're really diving right in. So thinking about the rubrics that we're going to be using to evaluate the different materials that we'll be looking at. Um narrowing down, you know, the list of materials that we're considering. Um, and then doing, you
know, as doing a pilot that we feel will allow us to get the information we need about the different materials we're considering while still, you know, being reasonable and not too much of a lift on teachers. We felt it was really critical that um, you know, we didn't have one
group piloting one set of materials and one group piloting another. So, we're going to be doing two smaller pilots where um all people who are involved in the pilot will be piloting basically one unit of each set of materials. Um and then we will be back in front of you at
the end of the school year making a final recommendation hopefully. Um and then getting ready to really think carefully about what that implementation will look like. So, we're really excited. >> Thank you. >> All right. So I'm just to remind you
Caitlyn Kinsky and this is actually >> Yeah. So uh for at Miller we also very similarly to Placentino it'll be you'll hear pretty much the same spiel. Uh we work very closely together with them and our roles are extremely simil similar.
So so we for intervention we facilitate and administer assessments as well. We also use the I ready diagnostic. We use the dibbles also three times a year for both of those assessments. Uh and we
also track my path usage which is the what students go on the computer to use to help them with their targeted reading and math skills. Uh we also like Jenny had said develop intervention schedules which is funny because it is very taxing. So I actually
reached out to Mr. the cloud back there um earlier today to see if there was a better way with all these new data dashboards and P school and all the great things we have. There's got to be a better way because it is quite the jigsaw because all of our a lot of our friends are very um popular friends. So,
um just trying to weave in their schedules um as well as um instructional programs. So, helping our tutors with the with the materials that they need. >> Yep. And that just goes right into that plan, monitor, and deliver intervention. We make sure that the interventionists
that we have have everything that they need, that they're following along with what the students need, and that we just help them with their planning and organizing of things. And um we're also in charge of reviewing, tracking data, and there's a new tool that is open to
our teachers. We're getting trained on it next week. I already has a progress monitoring tool which I think is going to be a gamecher for our special educators as well as u math interventionists because our our bandwidth is slim um of what we have for progress monitoring. So I'm really
excited to use this new feature to really um dive into deeper data and track student growth. Um, for curriculum wise, we do a lot of collaborating with grade grade level teams um and working with our grade level levels to identify
needs that they need or um materials, resources, whatever we can help them better equip better equip them to help our students. >> As Jenny said, we're in the middle of a curriculum review for both ELA and for science as well. So, obviously that
that's a big what's the word I'm looking for? Heavy lift. >> Thank you. It's a heavy lift. Yes, it's it's definitely a heavy lift and we're having a lot of really important conversations about that. School kit has been extremely helpful as Jenny said and
I know that they're relooking at at the science as well. >> Um and with that curriculum is vertical alignment has come out of that. So with the standardsbased report card vertical alignment through the grade levels um writing crosscurricular especially in science looking at with the science
review vertical alignment science all the way to RAMS to Plastantino to the high school um so a lot of curriculum work we're doing >> and then in addition to that we also have to make sure that they have professional development to go with all of this the this new curriculum these
new materials EM squared and the vertical alignment that we're doing the report card. So, we have been planning a lot of professional development specifically around the standardsbased report card because that has also been a heavy lift for our teachers and we also
have been doing uh Eureka math squared >> a lot of that too because that's a new curriculum. And then teacher support. We're working with um administration, our digital technology specialist to give our teachers the best resources that we can
give them and you know stay with the times with AI and using AI appropriately and just working collaboratively together to help make the curriculum come alive for all of our learners. >> Yes, Ally Curly is fabulous with that.
So Miller supporting teachers. So basically we meet with teachers as much as we can and we work on planning and implementing professional development with our grade leaders and also with classroom teachers. We listen to their
voices. We like to get their input on what they feel that they need to make sure that they are receiving the education that they want. Uh we do a lot of co-eing with teachers. We teach alongside them. We model for them. We plan with them alongside them and we
also help them with differentiating. So some of our work is also meeting with the special educators and making sure that what we're doing and planning with the teachers is also supporting all of the members of our community. Uh we really enjoy meeting monthly with our
grade level leadership team. They're they're really fabulous and very knowledgeable and they come to the team with all of the concerns about that they have that their team has as representatives and then they also bring back any information that we share to them so that we can make sure that we're
having constant communication and then um Ashley has also been running optional curriculum dropin sessions for EM squared to make sure that they're able to I to make sure that they're able to access
that information and know how to use the different platforms that we have because both of these things are really fabulous online platforms and offer a lot. But that also means that we have a lot of learning that we have to do. And then finally, we we're monitoring and
analyzing classroom and school data consistently. I mean, we meet with teachers. We talk about student growth. If a student that we didn't have concerns about, all of a sudden the teacher says, "Well, I'm noticing this." We'll make sure that we're we're following up with them. We're giving
them supports in the classroom. And then if we don't see growth, we're making sure that they get support maybe outside of the classroom. So, there's constant communication with classroom teachers and making sure that they are receiving the support that they need, that the students are getting what they need. Um, and yes,
>> and we're also working with Brenda Marorrow and David Kim to loop them in on I Ready the I Ready usage of My Path to Loop in teachers to get that Bren I know Brenda Maro gets that out to staff weekly. So, we're constantly updating trying to stay ahead of the curve and
push our teachers further. Um, like Caitlyn said, we're implementing year two of Eureka Math Squared. Woohoo. Um, with that, we are utilizing the online assessment platform. So this unifies all of our assessments and it also directly correlates to our new standardsbased
report card and achievement levels. Um so just understanding the rigor, the expectation and really pushing our teachers further with implementation as well as tier one instruction and student engagement.
Um we're developing common assessments across all domains and subject areas. Um this came out of the new report card as well. a need for it for all of us to unify and align. Um, we're constantly reviewing and analyzing online assessment data. So, I have that
privilege. So, my tutor and I are working on that and I'm using that data to help drive instruction within our small group setting. Um, and then identifying, gathering, and creating and distributing curriculum resources. I know Caitlyn's been working really hard. We're in the ELA review. We need ELA
resources. So, she's been working her tail off trying to streamline for our teachers to get them what they need to help with the new report card until we can get the new resources in which we're very excited for. Very excited. All right. So, speaking to data for
literacy. Uh, so we use Dibbles 8th edition which is has been approved by the Massachusetts Massachusetts dyslexia standards and we use that to make sure that we're screening for dyslexia three times a year and we also use the PSI
which is a phonics screener. Jenny had talked about that as well. Also, as you can see, there's a lot of trends that we're trying to use similar things as Placentino so that the students aren't being exposed to new assessments. They're very familiar with them by the time they come to Miller. And then also
the I Ready Diagnostics and as Ashley mentioned, the I Ready progress monitoring is something new that we're receiving PD on this week. So, >> upcoming week. >> This Yes, this upcoming week. Oh, it's already Friday tomorrow. Uh, so these are the things that we're doing. In
addition to the PSI, I just want to say that if students were seeing, we have concerns about fondological awareness, we might use David Kilpatrick's equipped for reading success and just other screeners that we have that might not be listed here to make sure that we're
getting a full picture of every child and what literacy skills that they might need to work specifically on. And again, if if we're not seeing growth with that child with the targeted skills, then we're making sure that we bring that to the team and adjust accordingly. So, and
then finally, obviously, and most importantly, is the teacher input. I mean, the teachers are with them day in and day out, and they know their students so well, and we always look to teacher input. If even if a test maybe shows that a student might be on the
cusp and a teacher saying, "This is what I'm noticing in the classroom. here's my data to support. Then we'll make sure that we are taking that seriously and giving that child the support that they need to feel successful in the classroom. >> And then added to that we have MCCAST which is another data point that um our
students start with in third grade have MCCAST to go off of. And then as I said earlier the EM squared online assessments and then I ready for math as well with the new progress monitoring tool that we're very excited for. So for intervention structure, very
similar to Plantino, um small group instruction, we have two literacy specialists. Um my math interventionist left at the end of September, so I was in a little hole for a little bit, but we just hired a fabulous new math interventionist. It's his second week,
and so far I've gotten thumbs up for every kid that's left the room, so that's a great sign with a smile. Um, so we use our wind block. Again, no new learning is occurring during that time. They meet two to three times weekly depending on student needs. So the more need, the more times you're going to
meet or smaller group setting, one-on-one setting if needed. Um, our interventionists run those sessions. We work with them to plan um and help train our interventionists as well to make sure that they're delivering spot-on
instruction um as well as progress monitoring. You going to say anything? >> No, I think so. >> All right. So, talking numbers. So, basically our goal at Miller is we want our numbers to decrease as students move through Miller because that means that
we are doing our job. So, we definitely children should not have to stay permanently in this tier 2 intervention. And so, as you can see with our numbers, it does seem like our students are decreasing as time moves along. Uh literacy we have 31 students receiving
intervention in third grade and 21 in math. In fourth grade we have 24 students and 20 in math. And for literacy in fifth grade we have 18 students and 16 students in math. So our numbers are decreasing and we both have 73 students which we were
>> strange but >> yeah we're very aligned in that apparently. Uh, so I have two fabulous teachers that are very knowledgeable and uh then there's me, the the one humanity specialist and as Ashley just mentioned, she has a new tutor that she just hired
and he's fabulous as well. >> So, we're very lucky that we have great people that we get to work with and collaborate with that that provide intervention for our students >> and help make our program successful because they're open to new learning. >> Yep. Uh, and then I also want to note
that in addition to these numbers, Ashley and I do push into classrooms during tier one instruction and sometimes during win time to help support those students that I was talking about that maybe might be on the cusp and need a little extra support. Uh, or >> andor the students that we can't fit
into schedules because of other needs that they have. So >> if there's a large number in that classroom, we'll push in to help support the teacher and pull small groups during tier one instruction. >> Yeah. Yeah, >> thank you Miller.
>> Hi, I am Carla Krauss STEM and this is Casey Conan Humanities. Um, you're going to hear a lot of repetition because we do try to keep things fairly similar but there are enough differences. So um in our role as curriculum specialists on
the intervention side we have been for RAMs facilitating and administering our benchmark assessments. Our benchmark assessments at the middle school level arebased. We're making sure we've gotten every
student in the building and that we have baseline data for them. We also then have to look at that data and figure out who is um not performing at grade level so that we can then select out our intervention
groups. Um from there we develop our intervention schedules um and groups and instructional programs this year. There's a good amount of difference between math and ELA. math has a tutor this year which has been a big game
changer on my side. So I can explain more about that. Casey is a onew woman superstar who is still doing it all on her own. Um, so now when we get down to the next
point, that's where now I'm planning, monitoring, interviewing students and able to better pinpoint their needs while the tutor is more implementing the the onetoone
instruction or 2:1 instruction. Uh, Mrs. Conan is also doing like Casey, I called you, Mrs. is also doing very formal here is also doing the same thing. Again, she she's running all of it uh soup to nuts. So,
it's a big job. Um we are reviewing and tracking our data. We're monitoring progress. We are providing notes to teachers. We're providing notes to parents. So, we're keeping that parent communication open, making sure they
know they can communicate to us. Um, especially around questions of, you know, how is my child doing? How did they get here? What steps can we take? So, we're we're also doing family communication. And then to facilitate
communication across the district, we're also maintaining everything in open architect. So everyone who has a student from our point forward will get the whole history on um the work that we've been doing with those students. Uh curriculum on the curriculum side um we
are collaborating with our grade level subject areas to identify curricular needs and resources. And really we're looking at um what we can do for teachers that supports best practices in the classroom and supports changes that
that have come across through DESIE and and some of the language around performance-based assessments and transfer tasks and and lingo has changed and and how we're expecting that to be
delivered has changed. So, we're working with teachers to make sure everyone has a deep understanding of what that means. We are conducting curriculum reviews. Right now, we are in the science curriculum review just getting back
started again. And I'd be remiss not to mention that that science at the middle school has been without any highquality instructional materials for quite some time now. So, it's a really great opportunity for us as a district to to
provide some of those high-quality instructional materials and that will also enable us to better align K through 12 if we're all using instructional materials that are aligned to um NGSS, which is is the way that
DESIE has has very much gone and are also in alignment with each other so that students are getting um similar similar experiences, vertical alignment. We are very much um vertically aligned in standards. We teach to the standards. We're definitely
excellent. It's the pedigogy and making sure that what we're doing from one building to the next makes sense and is it flows for our students and families. Also, our sixth through 8. when you get into the middle school, we're very
focused on science practices. Um, on the science side, so we're looking at how those practices align from six to eight because they have to build in complexity. I believe in ELA and social studies, it's the same thing. So, we're making sure that yes, even
though the practices are the same throughout, we're supporting that scaffolding. What does it look like at a sixth grade level through to an eighth grade level? Um we run the department meetings where we
disseminate news resources again work on that 6 through 8 internal alignment and we also are working on our UBD stage 2 documents. Um, so a lot of that is conversation around
making sure that we are providing the best possible product and instruction at the end of designing these new units. Um, for teacher support, we also consult with teachers as needed, as requested,
find time to meet with grade levels or individuals depending on needs. We have new teachers who come in who need a different level of support than those that have um been here for a while. We help facilitate conversations at our at
our department level um to support the teachers and make sure we all have common understandings. Um we collaborate when people are looking for solutions to any number of different problems or concerns that come
up in the classroom. We try to partner with the teachers to implement solutions and of course um and I was going to say problem solving, but that's a little redundant. So that's what we've been working on. Um
Casey, >> you literally talked about my slide, too. >> I'm sorry. Once I start once I start. >> I was like, wow. Check, check. >> Yes. Um but just real quickly um so in supporting teachers not only are we
working on curriculum and instruction and are we working on intervention within our own mini classrooms that we have but then in supporting the teachers in the building. Um a lot of it really comes down to department goals materials
alignment as Carlo was talking about. um and really conversation more about pedagogy and instructional practices than content because the content's pretty laid out for you. Um I did want to just emphasize that we are focusing heavily on the UBD documents right now
in stage two to get the um assessments um documented. And what that's doing though is really creating a great opportunity for conversation about what our assessments look like. What are we asking of students? Are we challenging them enough? Are we asking them to
perform a task rather than just know information? And then how are we um evaluating that? What rubrics are we using? What criteria is essential? Um, and so in some ways, this one small piece of a document has opened up really
large but meaningful conversations across all of our departments. Um, and so it's it's just been a really kind of exciting um, and creative process. At the same time, um just since some of
Carla talked about some of this in terms of supporting teachers with intervention, um obviously the the data um responding to teachers requests for support, but one of the things we did was shift up a little bit of our process of how teachers um reach out to us for
intervention. Um, so we used to meet with teams um, and it really just became a talking about every kid that was of concern but maybe didn't fall within the intervention realm. And so we
streamlined the process to create a checklist of um, criteria, areas of concerns, putting them into categories under literacy, under math and executive functioning and then social emotional. And through that process, it helps
teachers identify which person is really the appropriate contact person. Is it a social emotional issue? And it's really something that we need to talk to guidance about rather than come to literacy and math. But oh, we really are seeing weaknesses in writing or in computation skills. And so now we know
who to reach out to and we have very specific concerns that we've already thought through and we can have really pointed conversations. So that's been um a shift that we've made with that intervention um recommendation process. Oh, I'm doing this one too.
Um so similarly to the elementary schools, we have some standardized benchmark testing assessments. So at the middle school, we shift from I ready to um and we use that in both literacy and math. And along with the results of
that, we look at MCCAST data as well as teacher input, term grades as well um to help us determine which students qualify for intervention. We also look at um incoming sixth graders and the lists from fifth grade in terms of who was
receiving intervention, who's recommended to continue intervention, and who has been exited from that. Um something new I'm doing this year in literacy is I've added the dibbles. um it goes through 8th grade and so there's two tests there that continue into
eighth grade. One is called the maze and it's kind of like a baseline comprehension and the other one is the oral reading fluency. And the reason why I picked um picked that up was I wanted to look at consistency from where kids were previously to the middle school and how they're progressing on an identical
test rather than all these new assessments. Um, I've only done it phasing it in with sixth grade this year and we'll do it three times a year to progress monitor them. Um, and then we'll consider looking at doing that as well with as they move into seventh
grade and eighth grade. Um, and I also, um, have started using I did this a little bit last year, the QRI 7, which is a more in-depth comprehension assessment. Um, and part of why I'm doing this one is um, does give me a lot
of information on what students um, are struggling with, but sitting with a student and really working with them on a comprehension assessment face to face is so enlightening. Um, and it really when I'm trying to dig into what is going on with a student, where their
weaknesses are, nothing replaces sitting one-on-one with a kid and really listening to them read, listening to them answer questions, talk through their thinking, it just opens up a whole um, new set of insights for me. Um, so I do that on an as needed basis because it
is a pretty lengthy test. Um, but that's what we're doing to evaluate students. We track term grades as well. Um, and then we just try to use all of that information to evaluate who needs intervention and in what areas and how
can we support them best. >> So, for our intervention structure, um, tier one, we we've changed our intervention structure a bit for a a variety of reasons. Last year was the first year we had it at RAM. So it was kind of the the beta test of everything
and figure out what worked and what didn't. So a couple of changes that have come about. Um tier one in is is kind of the universal level of support and things that should be provided in classroom.
We've moved executive functioning as lessons into our RAMs block so that all students are receiving that organizational and executive functioning support and that there's a place for that to live on teams. Um,
we are not the grade levels and teachers are planning the executive functioning lessons based on what they're seeing in their classes, in their grade level, with their cohorts so that it's more meaningful and it's not just going to be
a general lesson. Um the tier 2 is still happening outside of the classroom and that's where we're getting into things that are specific in math or literacy. For Casey, her
structure looks similar to last year in that she still has groups of four with with her as the interventionist. And what's made been a really big game changer for us this year is we're using
unified arts blocks for intervention as well as RAMs blocks. So what we've done this year is sent out letters to identified families. Let them know the the pros and cons. Let them know
that they are coming out of a unified arts, but these are the the weaknesses that were identified. and we work with the family to decide whether they they'd like to take us up on on the intervention instead of an arts blog. And we still have RAM's block available
as well. Um in literacy, the focus is comprehension, inference making, and writing. And those are huge. So those three areas are enormous. and those concepts spiral through poetry, through
non-fiction, through fiction. So really, there's just so many lenses that you can look at that through. Um, for tier 2 math intervention, we've had just it's been phenomenal this year and I have to
say thank you for bringing us the tutor that that we have this year. It's made such a difference. Um, now students are working onetoone or one to two with that tutor which makes all the difference in
the world. Every error, every every question about what it is they're thinking is addressed. It's much more personalized. So again, thank thank you for um listening and and bringing in
that tutor for us. We are using the UA and Rams blocks as well. Our focus has changed a little bit. I was more broad last year with EXL and the um ALN instruction. So, the all
learners network and some of the what we've learned are the high priority needs in math, what the high priority concepts are. We've now built up the the program a bit where we're pre-esting. We're starting at the earliest skills. So first we use identify who needs
intervention based on their overall score and after they enter intervention we're testing first the earliest skills like at the middle school level it's usually just something like multiplicative reasoning which is you know a third fourth fifth grade to see
where they fall on that. If they're okay with that, we're moving on to the next. And we're going through a progression to identify what the gaps are, put a plan into place to specifically and personally address those gaps because
it's one to one, one to two. We have that luxury to do that now, which is really fantastic. um and basically work them through up until they're at grade level and then they can exit once we've gone through
figured out what those gaps are and whether or not the student the benchmark should help us see whether or not they've met their grade level on those areas. I just want to add one other game changer I think this year is that Rams
block increased to 40 minutes and the UA blocks are around 40 minutes. Last year Rams block was our only block available and it was 20 minutes and so just having a solid 40minute block has been also um a world of difference.
>> So students are getting double the time >> if they're just automatically right out of the gate. >> Yeah. So um our numbers um although much smaller than the elementary school um is
a huge increase for us. Um we were at a total of 12 students um per subject at this time last year and we are up to 31 students in literacy and 45 students in math. Um so and it's
very tiny but we gave our percent increases there. Um, so I I just I think opening up the UA blocks really allowed us to access um a ton more kids and um it just it feels a lot better knowing
we're reaching um a lot more students that need it. So >> go ahead. >> And I will say in math um so far I've been able to pick up 100% of the students just adding that tutor. We went from a small percentage of the kids
being picked up to everyone who's needed it has been able to get it. Um we have 45 to start and the difference is that Casey's groups are 2 to four.
Ours the the largest size of our groups is two. So it's even more individualized in math. And adding that tutor has allowed us to have a 274% increase in the or 2
>> yes >> 74% increase in the number of students we're seeing and those students are being seen for double the time that they were being seen last year. >> Thank you. On to the high school. >> So for the high school we'll talk about
how we're different. So instead of reiterating what was said, you want to advance to the next slide. Um, >> oh, introduce myself. My name's Learning. >> Joel Stebridge. >> Um, at the high school, you become more specialized. So the teachers are
certified, right, in chemistry or physics, you know, the different maths. So it's thinking about how we can support instruction and students around our current schedule, which as we know is changing. Um, and we have that 45 minute DSB in that time that the
students get breakfast. And so like how how can we best support teachers and students? So one of the ways that we're doing that is through it's called coaching, but it's really a thought partner. So if you think of watching sports game tape what you do with if you ever coach it's similar to the that
process where a teacher will video part of their lesson look back at what the students are doing and we work with the teacher to say ask them some probing questions and figure out what a student- centered goal is. So they then are looking at the instruction of their
students. We then partner again and figure out okay how do you want to tweak that lesson? How do you want to help reach more students? Again, supporting in that tier one instruction because they are the content expert and we are focusing on the pedigogy as Casey was
saying that they do in RAMs. Um, and we co-plan and and possibly co-e, but we're really working on those strengthening those tier one instructional practices. So, that's how we meet the needs throughout the day. Um, we I'll talk about push-in supports
during DSP in a moment. We are working with leadership to strengthen the professional learning communities and professional development time period as you know again schedule shifting. So we're taking that block that we currently have and we're increasing the instructional minutes. So let's look at
our UBD stage one documents. When are we going to put these instructional pieces? So that has been part of our um way to support teachers. We are primarily pushing into nth and tth grade classrooms. again just MCCAST prep but a
lot of the coaching too it I was in a you know 11th grade um classroom the other day so it's not just limited to that but that's our primary focus uh data points I'm like why is mine not switching um data points that we're using is
MCCAST uh we also have just like the middle school course grades and guidance referral so this is really important guidance counselors meet with students one-on-one they have a an insight also of their executive functioning skills and can help refer to us. So this helps
to create a comprehensive view of a student profile and what our intervention looks like it's twofold. So for math what we're piloting this year again because it's a new new initiative to the high school.
So for DSB it's going to be twice a week for math intervention. We're utilizing a new program. It's called teach to one and what it does very nicely is it creates um a diagnostic. So we have selected students from so everyone takes
and then from that we have looked at the students that need additional supports based on their scores. We've looked at their grades. We checked in with the teachers and narrow that into our intervention group. We will then use teach to one which is a personalized learning plan. And it will give them
their own um basically their own >> road path. >> Their own road path. Thank you. And what it does is it links to our reveal curriculum. So say we're starting you know next month in December and they're
working on slope. What teach to one does is identify all the lagging skills that students need to be successful in slope in their classroom. So if they have mastered certain skills that moves that aside and will focus on just on those core areas that they can be successful.
So the students will we think we hope will be more likely to want to come to inter to the support because they'll be seeing the impact in their current classes. So instead of trying to like fill a hole randomly, what this does is helps to build a bridge to their current
class. So that is the pilot for math that we're going to work with. And addition to that, we do executive skills during the other days for DSB. So as you know, students develop executive functioning skills into their 20s. And
when they come to high school, even though they look like adults, they're not. And sometimes they need just a little bit of support. So we're that one-on-one uh area where they can come in. Guidance often refers students to us. Um, we've looked at grades and kind of pulled kids
that way. And sometimes they just need a few minutes of figuring out how to prioritize. We give them some choices of like a menu like, "Hey, do you like this organizer?" And they will um select what works for them. We have check-ins and they kind of come back. We work on study
skills. So, it's a really one-to-one area for whatever executive skill that they need. So, that's the intervention side. And then also the teacher side. So right now our numbers are pretty low as far as DSP time because we only have
that 45 minutes. So for executive skills in grade nine we have nine students that again we pop in and out. Sometimes students are there for using a quiet space. Sometimes they're there for us checking in on them. But that's currently for 9th graders. And we have about five upper classmen. And then for
math we are piloting 10 students for that DSB. But where that tier one big support comes in is so far we've participated with six teachers in coaching. And so that again that reflective practice and having that impact all of their students is where
we're hoping to see the growth and currently it's just us. Oops. >> Thank you very much. High school. Now moving on to unified arts. >> Hello Ida Papus. Um, so
my job's a little different and this is just some of the things that um that I do um with my job. I think of myself as an advocate for the teachers in UA. And so I attend all the meetings in all four schools uh to make sure that
um everybody's up to date, etc. I coordinate at events. If you go to an event, you see me usually and behind the scenes organizing, making sure the program is done and it's everything's spelled right. Um, I also deliver a lot
of professional development with UA. Um, all the initiatives for ruler in the elementary school, but also in the curriculum meetings, um, we're doing a lot of stage two, so we're training on how to create rubrics, etc., uh to match
the transfer tasks in their stage one documents. Um obviously uh like everybody else updating all the curriculum documents in the website. I would say UA is about 98% fully articulated on the website which you know that's been a lot because I
think we are behind most departments. So I'm very proud of the hard work of my teams. um we get um all kinds of crazy uh textbooks and stuff from overseas because of our French immersion. So it's a lot of just
trying to vet um new materials and then deliver them. Um onboarding new staff for whatever reason. UAC's a lot of uh new staff and so it's a lot of u making sure everybody knows what the curriculum is etc. Um we look for grants all the
time. We're trying very hard to sort of um uh get funding in different ways. Um and we have a lot of community partners um with the UA. So just some of them uh I've been working with uh the Hollison
Drug and Alcohol Awareness uh coalition. I have regular consultations with the French consulate. Uh we have a seal biiteracy group that is statewide that I'm part of. uh safe routes to school have offered a bunch of um uh curriculum
uh uh connections for us and obviously our booster group. So we have a lot of um people that we're working with um and then there's lots of uh desi trainings etc uh for my five areas. So that's five
disciplines across four schools. Um, so I wanted to just uh bring you up to speed on what the seal of biiteracy is. We talk about it a lot and I realize I never really formally sort of launched uh what its purpose is. So this is all
from DESIE. I don't need to read all of it. Um, but it is a recent sort of addition to our portfolio of things that we offer students through the state. Uh, it only started in 2018 and of course we had COVID in the middle of that. So, it was kind of a a a start and stop and
start again. Um, but it's based on um a student's um exam in a language and now it's any language, your home language or one that's uh we offer in the schools um but also your MCCAST ELA score. So, they
have to have a certain um score in both of them in order to be able to earn the seal. But there's also a seal with distinction. And this is a very difficult thing to get. I just want you to know that this is not this is not easy. This is not for everybody who
comes and takes the test. Just so that you know that. Um the purpose is really interesting. And I went to the um Desi there. They had a meeting uh a hearing about the seal of biiteracy and I was amazed at how many people were there. There's a lot of communities that um are
really uh very much engaged with the SEAL biiteracy and the reason is is because it's allowing some of our students who have a a language um who maybe are new to the country to be able to use that as leverage towards maybe um
their college application or even uh the job um a job seeking situation. Um we do need bilingual people. But what I like about it is it's not just that they're um proficient in their home language, but they have proven proficiency in
English as well. And so it it is really an honor to to be able to earn the seal. Um one of the other things is uh this is the state trying to support um schools in keeping their world language programs vital. um it's easy to think, oh, I
don't have to take that next language uh level like in uh their junior or senior year, but when you get so close to earning the seal, it is a great motivator to taking another year of a language um just to push yourself even a little bit further. Um and we're trying
to support um you know our global society to value it to really put our money where our mouth is as far as seeing that as um important for uh the people we're presenting to you know the future generations. Um
and next slide. So I wanted to share with you um this is just from last year. I to be honest um I got involved uh very much last year just because I I didn't know a lot of the ins and outs when you had asked me before and so I was a part
of the testing um sort of cycle in 2024 and I was pretty impressed with um the students that arrived there they they came for in a variety of languages um Arabic, Portuguese, Russian, Chinese, French and Spanish. We assumed it would
be French and Spanish obviously, but we're just starting to get our feet under us as far as advertising to schools or to the community that students can take this test in any language. Um, and we also opened the door to more students across the school.
Um, it used to be only offered to juniors and seniors. um because it's tied to the MCCAST uh 10th grade MCCAST that doesn't we don't really see the evidence of that until 11th grade. Um but this year we opened it up to um to
all the students and I was impressed that um we had several underassmen come and were adamant about taking this and what I love about is the parents get involved. They're like, "Wait, wait, you can go and take this test, you know, on our home language." And so they very
much get involved in making sure their child is is signed up. Um, so we had a total of 143 tests. That's pretty pretty remarkable. That's not um some of those are retests. So the um SEAL is in four different uh modes of communication and
a student can retest in one or two of those um modes. So um 143 tests is all the tests al together. Um so I had to do a little digging to get um some of the data as far as our
sort of longitudinal um data, historical data and um this is what it looks like. You can see co in the middle of it kind of took our knees out from under us. Not just because it was difficult to take a test or even really get organized to do it or even have the teachers pressing
you to to to do the test during those co years. Um but our skills also you know teaching a language uh in a classroom and teaching it online for you know however long it was um you know really h has been a challenge for us. Um and I
wanted to show you in this bottom corner I know it's really tiny. Um, I wanted to show you and this is just people um students that have passed uh the seal part. The underassman, we don't have their MCAST, but look at that. Ninth grader um earned the seal already in
Portuguese and uh a Russian student speaks Russian has the seal with distinction already in ninth grade. That's pretty remarkable. Um, and we already have five uh 10th graders that have earned the seal and we have 10 11th graders who have already earned the seal
and they aren't even seniors. So, and so one of the things that I do is uh working with the um teachers is hearing what they want and what they need for professional development. Um it's very difficult across the state for um disciplines to get discipline specific
uh professional development. Teachers are required to get a certain number of hours of professional development and in these kind of discreet uh disciplines. It's it's it's hard for a school to offer it and we are required to and so it's been my push since I've come to
really um to really allow them a place where they can build their skills and also a lot of these um areas have gotten new uh standards and so getting them all on board like wellness last year got new standards and they're pretty different
so we had to have some very special uh PD specific to wellness um for those teachers Not I just wanted to highlight some of the things that happened um in November on on uh November 4th. Um library they have we had two initiatives
that we talked through um elementary they really want to grow their library holdings their collections and make them more diverse. So we found something through the American Library Association. And then also in the secondary uh we are working with um ELA
at RAMS and trying to tie the library um resources and um some of those standards to the curriculum in ELA as a better support for students. So we found uh an ALA um uh uh webinar that actually
really connected with that um in a good way. um performing arts uh there's such a small group to have something here for you know a handful of people um is hard so we found Groten Hills performance if you have not been to Grten Hills you
really you should go just even to walk through it's like a masterpiece in architecture but their music uh programming is fabulous so when they had a um a PD um for the local u music
teachers performing arts teachers I was I was very interested. They raved about that day. They haven't had like really like like invigorating PD. I mean, we did we did some assessment stuff. They weren't as invigorated. I'm just saying.
But but they they came back saying, "Oh my gosh, that was the best." >> You want to go next year? >> Yeah. I think I'm going to try and skip town and go go with them if it if they have it again. Um wellness, I had a couple different people who I wanted to bring in. I was really excited about um
and they were like, "Well, we're we're presenting at this conference on that very day. None of us are available. Um why are your people not just going to the conference?" And we I I kept looking for somebody to bring in and it was just like they're everybody's there. So, um
it made sense to send our all of our wellness staff um PE and health teachers to the conference in Worcester. Um, and they have obviously a smorgus board of things that are specific to their area and also their age group.
Um, the two things I'm really proud of that happened, um, was two sessions that I designed myself and found the presenter. Um, this one was visual arts. Um, I worked with a professor at Mass Art. The visual art teacher said to me,
"Please, can you please allow us to make some art?" And I was like, "Yeah, why why don't we do that?" So, um, what I did was I worked with this, uh, this, uh, professor, Rachel Rizzo, and I told her what we're looking for in a session, and
she and I created the slides, every single thing about it, and um, presented it to our group. We offer these things um, to the entire state. I send it out to professional organizations. I send it out to web uh Facebook pages, word of
mouth, and we had uh seven districts come and participate with us. Every one of them came out and said, "Wow, I really needed that. That was amazing." So, and again, it's it's focused on transfer tasks in the classroom, which is what our whole district is really uh
sort of uh getting behind. Um the second one, um this one was pretty mammothsized. if you were here that day, uh there were there was like an army going through the building that no nobody knew one of these people. So, um
this is Dr. Katherine Ritz. She's from BEu. She is um the head of their department. Um she and I spoke I talked specifically about what our teachers ask for. They French immersion was like we care about verbal proficiency. That's
what we care about. And anytime I offer anything else, they go, "Yeah, but we don't care as much about that. We really care about verbal proficiency." And when we looked at the sealed biiteracy data, that was saying that we need to up our game in verbal proficiency. So, Dr.
Katherine Ritz and I said we need to we need to design this together. Um, and again, performance tasks based on that verbal proficiency speaking in the classroom. So, she and I created um sort of the session and these are the little
flyers that I sent out to everybody and their uncle about our um sessions that we're offering and we discussed about what we charge for them and um I we we talked about it and we thought, you know, it has to be reasonably priced or
they won't come. You know, we could price ourselves out of having a nice crowd. Well, we had a nice crowd. We had 95 people um uh from 19 districts and I'm talking across the state. So they rarely these other districts rarely get
discipline specific. So I feel like we've kind of cornered the market on this beautiful thing and so now people will check in with me and say what are you offering this year and can I can I throw in an idea? I'd like to see something on this. Um and then people are now starting to offer hey can I help
you out? Can I you know whatever? Can I spread this around or whatever. So, we're pretty pleased with that and the feedback was pretty good. >> And that's >> Thank you. That was unified art. Um, many of the uh staff over there have
talked about the science curriculum review. Um, so I'm not going to spend a lot of time on it, but we just did come together back together as a district. We finalized our vision. We are now breaking out by um individual buildings.
We will come back together in April or May in order to put together a proposal for you. We're also going to be starting our district MLL review beginning in December. That's um looking at really
um our data and open architects and really talking to the ML teachers and district administrators and really realizing we need to do more for them. So, we are going to be getting that um in December and all the MLL teachers
from the entire district will be involved in that and again we will be coming back to you in the spring with recommendations of what to use. Um some other things I just wanted to tell you. Um so the MLS do fall underneath my
departments and just to let you know this is how many students took the access test. Um and you can see that we have um you had 17 new students and then 75 that had taken it before. If you look
at the scores there um we have a lot of improvement to go. So that is one of the reasons for our MLL review. So we need to offer them a lot more supportive standardsbased materials that reach all the students.
Uh again, homeschooling does fall underneath my department 2. I just wanted to let you know there are 22 students. This is the breakdown by grades. Um once they get the plan approved by me, which is based on your policies, I forward the final plan to
the um appropriate administrator. And just to remind you, once a student turns 16, they are not legally obligated to turn in a plan. Some people love to do it every year. So, I did give you the true numbers there.
So, that's just an overview. And before you guys have any questions, I wanted to go because it ties into directly what they're talking about. I wanted to go into our other presentation which is on Nove uh our November PD day because you
might want to ask about that. And I apologize. What am I? >> Oh, right. Too many things. Okay. So, as you know, we um thank you for having that November 4th PD day. Um that really
enables IDA to shine and offer all of the unified arts um PD, but it also by having a full day, you're going to see what we can do districtwide to meet everybody's needs. But just to let you know, there were some district PD
trainings. Sorry, that was weird. Um there was school safety training that took uh place across the district. Um Jerry worked with a lot of the counselors and support staff on MTS school refusal playbook. Had some
outside speakers come in. They were at town hall. Very wellreceived. Our MLL teachers attended a virtual conference um which they all wanted to go to. It's a mass association of teachers and speakers of other languages. You can kind of see a theme. We do ask our staff
what they want and what they need. It's another example. Unified arts, Dr. Papas already covered. Um continuum learners, we were really looking at how we can support them more in the general ed and specialized settings. The nurses had um
many different trainings. Beu Shields mandated training review of some new regulations and finally some medical training. Now I'm going to go to Placentino and I'm going to go back to these guys and
let them talk. Thank you. And these are just the broad categories. So yes, so >> yeah, >> this day was um exciting because there were so many different options available for staff and we, you know, spent a lot of time planning it to try to make sure that all of the different people in our
building had something that was meaningful and relevant to them. Um so special educators worked on um you know writing measurable goals. Um Michelle Hastings did a great session on Seesaw for each grade level and sort of
different ways to use that uh both as a communication tool and a digital portfolio. Um I did a session with every grade level based on our work with the school kit consultants around um analyzing rigor and standards alignment. So we had some really interesting conversations there. our SLPs did some,
you know, topic specific work. Um, standardsbased report cards, as you've heard, that's been a huge focus. And so, a lot of, you know, work time and and supporting teachers on, uh, building those rubrics and, you know, reading and revising and
editing again and again and again. >> And then, um, the last three are are all math focused ones. Um, a big lift for us at Placentino this year is Montasauri 68. um they are teaching two grades at the same time. Um so we're doing a lot of kind of balancing teaching two grades
um and the Eureka Masquerade content. Um so they did a lot of work on meshing the two grades. Um I ran a sta um a station I guess in the morning um on we added a brand new standard to the RASP in K
through five. It's um one of the math practice standards is now on the new ROSPs. So we ran a session on that for all the general ed teachers so they had a better understanding of what that meant. And then in the afternoon I actually had all the moderate special educators with me and we talked about
how to use Eureka mass squared within their specialized instruction so that kids had some consistency while still getting their specialized instruction. >> Thank you on to Miller. And I know there's one thing but you guys need to expand on it. I kept it very general,
right? So expand. and I knew you were going to be here. So we did a lot of work on the new standardsbased report card and a lot of new learning around the standards and what the standards look like at the various levels of meeting, achieving, approaching,
exceeding, beginning um and how you know what the expectation is in the classroom and how to help our teachers meet the needs of all their learners so that we could show progression throughout the year so that they could meet the standard by the end
of the year. Um we worked on in grade level teams um collaboratively to make r um rubrics to support student learning in the classroom. You know what are we assessing? How are we assessing? What does it look like? What's the expectation? You know what's in grade
five? You know where's the bar set? And how can we get our students there? So really just um building an understanding around the new report card, around what standards we're assessing, around what those standards are actually asking our students to do. Um you could spend a
whole day in one standard and unpacking it. They're so dense. So just having that time to really focus in on and hone in on like what are we trying to have our students do? How will we get there? Within those conversations, I took the science team, um, the departmentalized
fifth grade team, and we noticed that we're evaluating students on writing and science and what does that look like? And I know Caitlyn's been doing writing with the other grade levels. So, having that time to have those vertical alignment conversations about writing, what's our expectation
of students in writing throughout all grade levels and how does that progress? What does that look like? Um, >> all the domains >> and all the domains. It um definitely was very impactful and we're we still have a lot of work left to do and we're going to continue that work in
curriculum meetings um and PLC's. I think it's really important to emphasize the fact that the reason why there's so much learning that needs to happen with a standardsbased report card is because we're moving from teachers who have been using percentages and talking about
achievement on a percentage level versus what can they do? how how are they approaching the standard and can they show that they have mastered the standard. So I think it's just changing the framework of our thinking and that's why as Ashley was saying we had to spend
so much time on this because we have teachers that have been just always giving a percentage and looking at that and then giving their report card au >> yeah for that moment in time instead of looking for the end of the year. >> Exactly. instead of saying at the end of
it's okay at the end of third grade we expect students to be able to do this. So I think it's really important to emphasize that when they enter third grade they should be at beginning right unless they're a student that maybe is at that progressing level but most students at their baseline are at
beginning and then as they progress through the year they're going up those rungs so from beginning to progressing approaching meeting and exceeding on the report card. So I think getting the our minds in getting ourselves in the right mindset and making sure that all of the
educators were on the same page with this was extremely important in our work especially with the report cards coming out so soon. We wanted to make sure that we were all aligned in our thinking and we also want to make sure that the the community understands the thinking around it as well. So when parents are
when guardians are calling in asking questions about why did my child receive this on the report card, we can genuinely speak to this is where they're expected to be at this point in time in regards to the standard at the end of the year and teachers will be able to
feel empowered to explain that to parents. So that's really why we focused on that. And one of the ways we helped deliver that content was um Caitlyn had this great visual of like you're learning how to ride a tricycle and your parents holding you, right? So you're on the tricycle kind of being pushed. That
would be our beginning. Next level up. Okay, I could do the tricycle with the training wheels, right? I'm good. Feeling pretty solid. Which one's that? >> The bicycle. >> Progressing. >> Yeah. >> Right. Okay. Progressing. Then you are trying to learn to ride a two-wheeler. You know, your parents holding you.
You're not falling. then you're meeting, you're riding that two-wheeler, you're feeling pretty good, then exceeding, you're popping wheelies and doing BMX tricks, you know, at the bike park. >> So, just kind of having that visual to help, you know, understand the different
levels of achievement um and trying to also hopefully we're going to well eventually we're going to educate parents as well as to what that looks like. So, just getting all our staff on board and the understanding and deepening our understanding of what exactly are we assessing? And to go on
top of that, the saders space report card committee, myself and the principles are working with director Mloud. He is building a landing page for our website to communicate more with parents about the upcoming standard space report card. So that will be
coming up. Going on to RAMs. >> I don't want to steal your thunder. >> We all stand back. Um, we've kind of talked about some of this already. Um, our special education department um worked on access and
alignment where they looked at UBD mapping um and and curriculum writing and design for tier three instruction. So, um, if we have mapped our content and working on our assessments in the
general ed classroom, how are we making sure that students are getting a um, an experience that's aligned with general education and that they are having access to um, as much of that general
education as possible with their still specialized instruction. Um and just making sure that we're all um working towards that common goal together. Um math. >> Oh, so I was just
>> Oh, you know, we we need to delineate here. Um so we so we had all learners network come in and we specifically had all learners network in math focus on our goal this
year. We really want to come and thread throughout the PD throughout the building. So we had all learners network talk to us about building capacity in transfer tasks and performance assessments. Um they are daunting to
kids. there are kids who open asked something open-ended really don't know how to tackle that. So giving our teachers capacity to um or pedigogy to help them ease students into
ownership of a task and build that comfort level in attacking something new and different that may be more open-ended from what they're used to. So they they really were a great help with that. And then later in the afternoon,
our consultant helped our teachers write actual transfer tasks or revise their assessments so they were more transfer task aligned um if they weren't already. um in ELA, social studies, science, and
our computer science um teacher, we worked on stage two UBD mapping in the morning. Uh really reviewing what a transfer task is um and kind of setting the stage for um a good chunk of work. We had done a lot of new learning during
the September PD day and the biggest feedback we got was like, okay, we just learned a lot. Now we really need to dive in to the work. So, our morning was really brief um in terms of reviewing that and then teachers worked in their grade level subject area cohorts and
spent a lot of time diving into what those assessments will look like um in their classes. Um we also wo in um Seth Golder is our librarian and he um created a rotating schedule to also meet
with subject area grade level subject area cohorts to talk about research and project-based assessments completely tied to the transfer tasks but um looking at how he can collaborate with them bring in the curriculum that he
does as a librarian support teachers um looking at research skills um and kind of looking at the resources that are done in the library with projects and performance-based tasks so that he could um support the work that
they're doing. And that was all in the morning. And then in the afternoon, our um grade level leaders led an executive functioning lesson development um session so that teachers could continue developing what they offer for that tier
one executive functioning in Rams Block. >> Thank you. Bring on to the high school. >> So, um yeah, there's going to be a new schedule next year. Did you hear that? So, uh, and as as challenging as it was to select a new schedule, um, that was
probably in in many ways the easiest part of this task because the the real huge shift is going from um, 80 minutes um, a period for half a year to now 60 minutes for an entire year. And it's not just as simple as saying, well, that one
unit is now a two-eek unit. um you have to really think through and we don't want we didn't want this opportunity to pass us by to re to to really think about how to approach this from a student engagement perspective and what we want our students to get out of this um shift. So that work really began over
the summer with individual teachers um doing some curriculum work and and starting to think through for many of our um subjects. It's um it's extra minutes and time and so what what other um topics or um activities do we want to
add in to the year for math um and algebra and geometry? it's actually condensing um because those classes are offered um each semester and so now it's going to be instead of a full year it's going to be condensing it down. So that's identifying what are the
essential um skills and tasks we want. And so earlier in the year um in September we spent some time um working with uh different our teams on professional learning communities and developing that that skill set for our teachers and working on and thinking
through um engagement strategies. And so uh in November uh we started we'll continue in January and March uh having um teachers work together in these different PLC's. So when we say PLC's we mean like the physics teachers together
or the English teachers together uh English teachers working based on uh each year. So nth grade teachers working together, 10th grade teachers and so on. um and thinking through what act what do we want our students to know and be able to do and then so what activities do we
want them to be able to do in class and then what are the teacher actions that we would want the teacher to be taking in order to um have all that happen and so that that's the work that started in November November um but it is a very heavy lift and it's going to take a lot of time to do and so um we'll be
continuing that in January and then in March >> thank you. Um, so we have a wealth of expertise and great information and work that this team is doing across the district. Um, impacting a lot of
students for the better and we just wanted to share some of the work that's happening. >> So, thank you team. >> Thank you on >> questions. >> Questions? >> I have a couple.
Well, the represented questions. I thought everyone was was >> I I have some question. >> Okay. No, go ahead. I I'll finish up. >> Okay. Well, thank you all. First of all, I I think I said this last year when you presented that when you talked about your roles. It sounds like you're describing to work with tech people. So,
I appreciate your commitment and I appreciate the way that you frame this in a way that your role is really um supporting teachers and students and and I really see that um in how you outlined your roles. Um, I think last year I asked most of the questions to the elementary folks and your presentation
everybody was very thorough. So I I don't have a lot of questions um for elementary and middle, but I did have a couple for high school if you don't mind. Um, I was curious about you mentioned teach one. Is that an online program for students? >> Yes. >> Okay. And so what does that look like
for students? I I'm is there a human component like a tutor that is also supporting them during that time for math? >> Yeah. So again they'll be for they'll take your diagnostic and it will give us their personalized road map and what it is is they also provide lessons games
activities to support that. So students can demonstrate mastery through working through the online module. So that is one option but they also have lessons and activities that we can pull and group together and that's the plan. We have reached out to National Honor Society. We're not sure of how they will
fit in, but they could also be potential tutors to have that one-on-one support. We would design the instruction. They would have that peer tutor to help them master that skill. Once they've mastered the skill, they take the that post diagnostic of that skill and if they pass it, then they move on to their road
map. If they don't, then we need again additional supports. >> Okay. >> And then we're also the humans. >> Yeah. >> Okay. Yeah. So we'll be like and we're talking about you know 10 students total probably five each day which means two or three for each of us and and we're
support it's really more direct more like that in onetoone tutoring than it is just hey go sit on this computer over there in the corner it's not going to be that >> yeah no that makes more sense now because when you talked about it first it sounded like something they could do outside of school but now I understand the purpose of putting it in DSB and and
kind of the role that you serve with that. Um and what about the literacy component? So um you talked a lot about kind of what math intervention looks like and the focus of that. Is a literacy intervention a similar model? Are you focused on reading, writing? What does it look like?
>> We don't have um a literacy intervention planned at this time. Um students at the high school level already have a second um English class called foundations and so they're getting in a way lit literacy through that section. And then by the
time students are in high school, if they do need that direct literacy support, we have a literacy specialist who's not us, uh, but comes through, um, so that support comes through a different direction. >> And my last question actually is for Ida. Um, so I'm really excited about the
seal of biiteracy information. Um, I have a middle school student who is like, I'm going to do this, but I'm really curious about um, like our multilingual learners. I know we have a small population of multilingual learners, but this is such a great opportunity for them. What percentage of our multilingual learner students um uh
earn the seal of biiteracy? >> Um I only have this there's the data longitudinal data has been a little it's been like trying to compare an apple and an orange. The stuff that I have from last year, there's a great many of
students um who um are multilingual learners. Usually their challenge is passing English, you know. So they almost all pass, you know, their their uh heritage language test, though sometimes it's um it's they're very good at the speaking part of it because
that's that's, you know, how they learned it and maybe not as strong in the writing part of it. Um but it's usually the ELA piece of it that they they they don't pass it. So they have to maybe take it again. And that's a piece that we we've talked about like all
right, how do we how do we reach out to them to tell them they can or they can't or what is our process? So, we're still working through that. It's a great question. >> And just following up on that with your multilingual learners, I'm really excited to see that some of them were even offered that opportunity as early
as 9th grade. So, it seems to me they have the opportunity then to continue to retake it through high school. So, so do you anticipate putting in place some sort of literacy support on the English side? that might be more of a question for you to um to to help them
support them since they do have that opportunity over a number of years. >> Yeah, I I actually that was that was the first thing that we talked about when we met about the data was like so I mean I can talk about the world language piece of it though a lot of it is heritage language. Um so um but I I'm not well
verssed in the MCCAST and high school so that's a great question. I do think that that's we've got a couple hurdles to jump. One of them is uh making sure that we communicate with home with families in their home language so that they know that this is an option. Um we
communicated very well but maybe not in maybe the the appropriate way that everything is translated because I do think it's those those parents. Um so that's one of the things um that we definitely need to do. Um we also um
need to sort of uh uh not just support the the ELA MCCAST but um we're we've just started launching making it a priority from kindergarten that as we talk about world language every year during openhouse etc. And in our syllabi
we're talking about seal by literacy as the goal because that we haven't done that until just recently after the uh world language curriculum review. We set that as like our that's our our target our north star. >> And I know when did the 2025 SE
biliteracy numbers comes come out because I I know the students are aware whether they passed or not but does the the school have that data? Well, they haven't taken this year's um SEO biliteracy test and also one of the things that um you know until I sat there while they were taking the test
that I realized was an issue was um and because uh the French immersion students were in France um >> yeah when the test was being given and so it was a scramble like oh we're going to give another day so that we make sure
we scoop them up but that was something I was like oh we have to make sure that we coordinate that really carefully, but because the exchange happens every other year and it's it's always a little different. Um, so we have to do better that way for sure.
>> But other than French, we have all the other languages. >> Yeah. Data. So, we'll have that at some point this year just to >> I'll have to get back to you. I mean, it's definitely grown. Like I said, there's 143 tests given. So, >> um, a lot of them were heritage.
>> Yeah. I I'm sorry. I couldn't hear you. what's going on. But yes, so I didn't and I really strategized and kind of made a plan on what we need to do as a district to kind of encourage more students to take it. So we have a plan
that we all already have to do. We're meeting again tomorrow. So we put things in place November, December that we're going to have to be doing to kind of get it out there more to families. Okay. >> Um, and just going back to the standard
pace report card and the implementation of it and and I know there was a lot of support for teachers and understanding it because they're implementing it, but it it's all very new to me and I'm trying to just and I had the benefit of of hearing you um speak about it, but
what happens to the parents that know nothing about this and all of a sudden they have this? Were was this communicated at back to school nights? Um just tell me a little bit about the education for families. Um because this is really new. >> It's really new. Yes. So at back
definitely back to school night it was shared that that's you know to be expected that a new report card is coming home. Um like Dr. Manard said there will also be not only a landing page as sort of like a resource hub but u building administration will also be you know writing a cover letter so to
speak to sort of um name some specific uh things to consider. Um, and that's something that the committee spent a lot of time talking about last year. And as we were, you know, sort of sourcing, uh, examples and inspiration from other
districts, um, we we found some nearby districts that had some really strong uh, clear um, resources for families. And so we're planning to that's sort of like our last step in this process, but we we agree that it's a really important part of it.
I had a question on the Ram side. So awesome to hear like the man has been wildly successful. What how is that driving the the immense increase in numbers meaning understood we're going after now there's access to
go. Do we feel is there something driving that need or has that always existed out there and now we're getting to them? Last year it was a big need and we could only start at students that were two or more grade levels below just
based on the number of slots that we had available. We only had Rams block. So we only had um and we had four kids at a time. So that was a maximum four times five that was a maximum of 20. But then
we found that the um that the 20 minute Rams log period once a week just was not enough. So then our numbers cut down more because we really needed two periods per week. So now we have every
block of the day is open. So every UA block is open. Six, seven, and eight have their UA blocks at different times. It's a plus ram's block. So, so far we've been able to place every student
um in in a section. And how we're working the sections that I teach are if there's a place where there's more than two students, then I take that block as and I take the surplus one or two students as my intervention group. Um
and same thing with literacy the schedule change >> driving the ability to take on more students. >> Yeah, for sure. >> I mean it's just incredible like because you see those numbers you're like wait what's going on? >> But when realizing these these these students were left behind because of the
schedule now that changing it that that's awesome. >> Okay. Um, so just just a few things and I I promise to anyway um Ramsb wasn't that Rams wasn't 31 minutes last year >> and by the time you have everybody
>> Yep. in there. It was >> everybody settled. >> Coming from Rams Block all over the building, realistically, you had 20 good minutes in there, you know? So, it's more of not that things
weren't happening the entire time, but it takes a while for kids, especially kids that are at the very end of the day coming out of a block where all of their friends have stayed behind. It was it's
a tough time for a transition. Now, these are scheduled into their schedule. It appears on their schedule. it appears as a regular class. Because of the changes, we're able to schedule it into we were able to put information
into powers school and it's made it much more of a this is a class. So, I feel like we're getting a lot more out of the time that we have. >> No, that's great. deal. It's just important because I think you know the 15 minutes went into the classroom and
then um through work that Karen Manning did and I think I'm sure you guys were involved in it as well, we were able to find some additional minutes to then extend RAM's blog. So I I just want to make sure that the >> Oh, and Ram's blog is longer this year too, >> right? Yeah. Yeah, absolutely. Um, so I just wanted to make sure that like there
were at RANs especially, we were able to find more than, you know, we had the 15 minutes added to the day, but then there was some additional sort of um, efficiencies found within the schedule to allow for the increase block. >> Yes. >> I just want to make sure that the community is clear. If we're watching this, we didn't just, you know, put the
15 minutes into Rams. That was >> the Rams block is about the same length as our arts classes. >> No, and that's great. Um, so, uh, that that was all a lot. Um it it clearly is as as Hillary said that you know speaks to the all the work that that you guys are are doing and so it's it's greatly
appreciated. Um couple of things a lot a lot of discussion about data can you guys just you guys do you have direct access to the data dashboard all of you? Okay great I just wanted to
>> yes to to make sure of that. Um, and then not to put everyone on the spot, um, it's just past fail the question. Um, but but no, no. And and I'm just looking for a rough a rough estimate, but could
could each of you sort of give me an idea of what percentage of your time you you you spend between curriculum work and and and um intervention work that you know, >> how was that pass fail? >> It's not it fell out. So >> that was everyone was laughing. It
didn't fall flat. >> It's 9:24 at night. Okay. And >> go. >> So to answer your question, I think it depends a lot on the time of year to be honest. Um so you know for example I'll speak for plastino and feel free to jump
in but um you know beginning of the year it's a lot more focused on sort of getting those intervention structures up and running assessments you know um data meetings that piece uh and then it sort of settles a little bit more um it it it
varies. It's no day is the same. Um, I think given, you know, Kristen and I each given her supporting the new, you know, roll out of, >> uh, Eureka Math Squared and and me being involved in the curriculum review, like that's a significant amount of our time. Um, but we also, I'd say it's about 50.
We do each spend about half of our day directly servicing students. >> I I'm spending that 7:50 to 1050 in front of kids. >> Yes. >> And then the rest of my day is >> a year plus, right? So, yeah. Through through the cycle, if you will. >> Yes. Yeah. Yeah. And sometimes the
intervention hours might be looking at the spreadsheets, looking at open architects and trying to figure out which kids are going in. But that's still focusing on the intervention piece. It just might not be kid centered during parts of the year. >> Right. But right now, both half of our schedules are half of our days are each
spent with kids, which we're really proud of. >> I wouldn't want any less. the office. >> So, with us, um I'm not sure if you're aware, we have something in our water at Miller and we have four pregnancies. Um so, four maternity leaves. Um
>> stay away from the water. >> Don't drink the water at Miller. Um, so Kate, uh, Caitlyn and I have been working really hard with the new staff coming in and helping train those teachers on Eureka Math Squared on what we're doing for all the different
platforms on how to input your data on it just the list goes on and on along with how to support your students who are in there who are also intervention students. So I don't know if I could give you a clearcut this and that again
depending on the time of year the data piece hopefully Mr. Mloud can help us u make that more efficient at the beginning of the year that takes a lot of time sifting through the data from I ready and MCCAST and going to teacher
meetings and PLC's and just who has OT speech follow up. So that's a big chunk of the beginning of the year. Then you're rolling out PD modeling lessons, doing coaching cycles. Um, and we're doing that right now actively with the second year of Eureka Math Squared to
make sure the implementation of math is correct to reach our low-level students so that we're getting more bang for our buck and that all needs are being met and differentiated differentiation is happening in the classroom. >> We are also spending a lot of time. just dumping spending a lot of time working
with teachers on when so when students are at intervention what interventions happening in the classroom how are you differentiating instruction what opportunities are for our highle students who sometimes get left out um how are we pushing them further while also giving us time to work with those
students who need support and organizing your time so we're creating resources materials for those teachers um to help support those students along with pushing into classrooms like we had stated before where students may not be able to meet intervention because of
other obligations and supporting them inside the classroom. >> So I would say that we're about 50/50 as well. I mean we do track depending on the time of year. I mean we do track on our schedules whenever we schedule meetings we track is this intervention
is this curriculum or is this both a lot of overlap. There's so much overlap with the work that we're doing with teachers and students and we're trying to empower now that we're, you know, in kindergarten, first and second grade, the children don't have a lot of independence to do, you know, their
independent work while a teacher works with a small group in the classroom and there's so many literacy and math foundational skills that are so vital that they have to receive versus when they come to third, fourth, and fifth. Yes, there are some students that still need those foundational skills. Most of
the students, however, that need intervention, you typically don't need a full pull out support. It's usually just a quick, you know, 8 to 10 week cycle with the classroom teacher working on a specific skill in the classroom. And then if
they're doing pullouts, we're helping support the interventionists in in making sure that whatever pullout services they are receiving are specifically targeted to what they need. So speaking of the interventionist and having, you know, my math tutor, my math tutor at the beginning of their leave
and a new income, I am training somebody all over again with Eureka Math Squared, providing the materials, working with them one-on-one. Yeah. >> So there is just a lot of support we're giving to everybody all the time and it's fabulous. >> Yeah. So the short answer to a question
your question is about 5050. Uh the longer answer is intervention work, yes, is face to face with students, but it can also be us working with teachers to say, "Hey, this student is struggling. What are we going to be providing to make sure that they
>> get the boost that they need and let's make a plan and let me provide the materials for you and show you how I would do this and now you can do it, right?" because we want to make sure that we're also empowering our educators to be able to meet the needs of their students.
>> Great. >> So, at Rams, I feel like it's a little more complicated because we had one model >> than that. >> Yes. Well, the the thing is we had one model last year. So, we had to take the model that
we had last year and then figure out, okay, now I'm getting a tutor. Now, I need a systemic approach that I can disseminate to a tutor. I need um I need to >> you have more time.
>> What's that? >> Give more time. >> Oh, yeah. more time with at planning for individual students and kind of just it's it's again I don't think Rams has found its stride yet as we're figuring out as we're changing models from one to
the next because last year clearly wasn't enough. Now we had to figure out what kind of parent communications etc would go out. Um how are we going to record our grades? Are we going to record grades? How are we communicating with our parents? It just brought a lot
more students, therefore a lot more time that we had to kind of think about our process and what it was that we were doing. I'd say right now it's been over 50%, probably closer to 70 for me. Um,
and I'll let Casey speak on on her time, but so it's it's been longer, but I feel like a lot of that is okay. I had to revise the whole process, train a person who just came in, figure out what that dynamic was going to be and how we were
going to support each other. So, it's really hard for me to say. I would think that it'll get more even as the year moves forward. >> Yeah, I'm more probably more heavily working on intervention.
Um, but it's it's like building a plane and flying it at the same time. I am creating all the curriculum. I'm um having to research the best practices, trying to make sure
I'm not doing content and stories that are done in the classrooms. Um I've had days where I've created a whole unit only to find out the grade decided to do that story. And you know, it's just it's
kind of um a constant work in progress. So it and it's timeconuming um there's no set resources helpful for small skill practice but is maybe not your best um tool for
working on vocabulary development with reading comprehension in rich nonI generated passages. Um, so, um, the tools that we have are great for giving me data about what kids can do on those
benchmark assessments, but it doesn't play into the content creation the same way it does for Carla right now. >> And math is very sequential. It's it's it's a different beast, whereas I think
is serving that need. at least like pulling from EXL is easier for for myself in this position than it it's not as valuable in ELA. And we've kind of looked at that together and what's worked for me doesn't apply in ELA.
>> So, we're just kind of working it out together >> in matching outfits. >> Magic. We wore matching outfits today. Yes, we did. >> Thank you. >> We really did. Um I would say for us or for me um the
amount of time that planning and and providing direct instruction for students somewhat matches the planning for curriculum, but that's actually like 25% 25% and there's this kind of stuff in the middle which is like every you know it's it's the sliding scale of when
you're working with a teacher to help them provide better tier one instruction so that all students are able to access the learning. That's is that curriculum or is that intervention? because that's really the best intervention happens in the classroom from their teacher. So,
um, we spend a lot of time kind of in the middle. >> That's what I was trying to articulate. You articulate it that beautifully. >> Well, I I'm I'm at the end. I get to hear all of you and I think through. Yeah. >> Yeah.
>> Yeah. No, that's we mirror each other. >> Okay. Great. Um, and Dr. happens. You you you were just curriculum still, right? >> Thank you. I did. >> So, I was really uh happy to hear because it wasn't in the main
presentation. I I saw it was in the um the other one about about sort of updates on on UBD and this is really I guess more for for Dr. Bernard. I mean, you know, we haven't really had an update on where we are with with curriculum mapping, where we are with the sort of the UBD part two. It seems like we've now finally gotten to part
three for for some for some areas. Um, do you have a and I know some of the schedule changes at the high school and and different um, uh, curriculum uh, rollouts have probably uh, created the need to update even some of the curriculum maps that were just done. But
do we do we kind of know where we are with that? Because I think we're in year three or four of this process. >> Yeah, all UBD1's were posted other than some help me out here. No, all the electives. >> Yeah. At least the UA,
>> right, were posted. But now what's happening is that as we're doing curriculum reviews and the high school schedules change, you have to go back and revisit stage one. Stage two is being worked on very heavily. Um, stage
one will be worked on heavily when ELA gets done. Stage one will be worked on heavily again for science when it gets done. You're never done. The one thing about curriculum mapping is you understand curriculum. It's never done. It's a living breathing document that
needs to change with um standard changes with what dusty mandates are with the needs we see in with our students. Um all of those things. >> I think also with additional time that was added, right? It means is districtwide we've also had to figure
out now we have more science and more um in the elementary we added science. So now that we have that time we have to do the scope and sequence for those instead adding more time at the high school now we're planning for a new schedule next year. So it is never done. Having been a
curriculum director myself, every year is a new year. You look at what you already have and then you fine-tune it better. And then adding the standardsbased report cards that again helps you adjust because then you look at your standards and what am I going to assess the first term, the second term, the third term or all year. So every
year even though you can the work continues to evolve, sometimes you're going back to the beginning to add and adjust from the from the state. >> And I'm really excited. you know, we are doing all these curriculum reviews, but it does put all of those back on the forefront that you need to change all of
those again. Um, and people that are in our, you know, roles and all of their roles, they know, you know, it is a living breathing document and the teachers realize that too. And so even when you're getting, let me give you an example, stage two done and they're
talking a lot about performance task, they might think of one and then they're going to be in their grade level teams and and be like, you know what, we thought of a better one. So they're always, you know, that's the nature of being a teacher, a good teacher is reflecting and always want to be more
effective for your students. And so there's never going to be a point where we are done. >> I will say, >> nor should you be. This is kind of what though I envisioned as a curriculum lens of when we redefine these roles and I rewrote those job descriptions. Not perfect, right? Because it's a lot of
work trying to do all of this. That being said, where we are now compared to we were when I started, I I was told by people, well, we did that in Atlas in 2015. And I said, so show me it. And people weren't going into Atlas. So it
that wasn't the way curriculum is. So great, it was done. But was it just compliance? We shouldn't be in a place of compliance. We should be what do the teachers need and what do the students need? >> All right. And that goes back to what Casey and Carlo were talking about the conversations they're having now. Right? Those are rigorous, thoughtful
conversations that you have educated teachers having discussions about what is going to be best for their students, right? and kind of having those convers and that's what we want that that
discourse that going back and forth thinking out talking it out at all levels. >> Right. Right. And I think it was always understood that these would these would be evolving documents. At some point we've got to get to the point where we have one, two, and three done for for everything. Right. And then then you're
kind of con constantly um >> updating it as you go. But it sounds like we're still kind of >> mainly there's a lot of stage two. Sorry to interrupt but a lot of two they're also talking about assessments which is part of three. So it's kind of a little
confusing. Um that you have what? No waiting. >> Two is the assessment. >> Oh that's right. What I'm sorry the lesson plan. >> Right right. I'm sorry. Yes. And three is never if Ida and I are teaching the
same thing, our lesson plans can look totally different as long as we're assessing the same standard and we might have some common assessments, but hers and mine not might not look the same at all. >> Right. But we want to get to a point where everyone has sort of all of it,
especially I mean the lesson plans are sort of also incredibly important. I mean I say we we we have a number of of of teachers who are out on on on leave. um if you had all the sort of the lesson plans, then you have a sub or or someone else coming in to do it and they at
least have that that base um >> set of lesson plans which they can then obviously adapt it to to their own styles, but at least you kind of have that. So, I mean, you know, we're we're we're we've got a ways to go, I guess, as I where where it seems uh to to be.
So, um >> maybe we get more of an update on that at some point uh in the future. Um, Casey, did you want to add something? >> Well, I have a question for Dan. Like, >> I guess I'm curious about like what what your goal or vision is is because
like like we can get those maps done just to have them done, but it won't allow room to have some of the conversation that we're having. But I guess I I just from a from being a school committee member and in a
leadership position in this district and part of this conversation like what's the process you're looking for? Is it let's get it mapped first and then have those convers go back and have the conversations but let's just get it
mapped or let's let's have a a conversation and and plug through it. So just for a quick example, all of a sudden now talking about argument writing in ELA in one grade opens up a whole can of
worms of how do we teach it in sixth grade and seventh grade and eighth grade and it builds all this opportunity for alignment conversation and scaffolding and a lot of the stuff that you guys were talking about. And so I I guess I just want to know what's like the
timeline of the goals. Is the timeline first just get it down on paper and then go back or do we want the fruitful conversations and get a piece done and and make sure we do it, you know, thoroughly. Like I guess
I'm just curious because the answer to that question will totally direct how I run my curriculum Tuesdays, how I structure a PD day. Oh, please please don't let anything I say >> well except you're the one asking for a timeline or you're asking for a due date
like so >> I'm I'm I I guess I it it was my understanding that we were we were looking at a certain timeline from from administration. >> And so what I'm trying to figure out is where we are now with that. Has that shifted? It
>> it's not so much even for for me for for you to decide. I I think that what you're describing is is sounds sounds like a good plan. It's more we've you know in invested a lot in this sort of you know unifying you know curriculum maps to sort of have a K
through 12 um you know what's what's the word I'm looking for >> continuous >> continuous you know um education so everything sort of moves and so >> consistent standards >> there you go consistent standards and um >> it's unclear to me now really really
what the sort of the ultimate goal it seems like it's it's shifted and I'm just not sure where it is right now. And then >> I think it's it's shifted in a sense that you know our teachers that are at a point of wanting to have those very
thoughtful conversations that's bringing a lot to what Casey's talking about. So you're having that alignment conversation now which is extremely important. Carla, do you want to add? I was just going to say that we like if if we just wanted to check the boxes, we
could probably produce that really quick. But what's happening as we go through this stage one, stage two, stage three UBD process is we're finding, okay, we filled out stage one with the knowledge that we had and the training that we had with what stage one
encapsulated. transfer task was a box on on that that we didn't delve deep into what a true transfer task looks like. We're in stage two now. And as we did, as Casey and I
did some deep learning ourselves to be able to explain to folks what an authentic transfer task should demonstrate from a student standpoint, we're realizing, okay, we all need to take a quick look at our stage one and
make sure that what we put in that box as a transfer task really is a transfer task. And if it isn't that we are working towards making it one and then what happens is because it's backwards
design you kind of need you have to look at your big picture stage one you're moving it down to assessing how will we know they've they've reached this big picture and and so as we develop the
next part of the unit we have to go back and make sure that what we initially started still works with the next step. So there is some backtracking that just by nature has to be done. >> I think you hit the nail on the head right there because I think that what we
did was we rushed through to get all the curriculum maps out there and didn't actually think about all the things that you just talked about right there. And so I do think that we for a year or two were spinning our wheels just getting out these these these maps and not actually doing the important work that
is now just finally starting or I mean it just finally but for the last year has really been starting which you guys have really been been championing. So I want to thank you for that. Um >> I think it's been happening just so I would do some kudos like Ida it's been happening in your areas for years now
like you've been having those rich conversations. Yeah, I mean I do think that there's a little bit of a training. Like a lot of people will come and they'll say, "Oh, we've done this. I've been trained in 2015 or whatever." Well, this is version 2.0 and it's better. And
um so uh there was a little bit of shoehorning into a new like a new vessel and it doesn't quite work that well. So now I can tell you by by by forcing it then teachers are frustrated because
they're seeing the flaws in it and they have to go back and they're like h you know like they get frustrated. Um so rushing it doesn't pay off. It just makes everybody irritated. U but um you know I I've been teaching uh understanding by design and so I've been
able to sort of hit the ground running on on the template and every you know I was part of creating the template etc. you know, a lot of people have are new to this sort of the whole process. So, I feel like it's us sort of getting on the same page, too. So, my my groups have
been at it for four years now. >> I think the bottom line is the teachers are engaging in this process >> and they are excited at by the new learning around transfer tasks. It plays into, I think, a lot of their beliefs about students
demonstrating their learning. um and they want to do it right and they want to do a really good job. And so I guess my question and and you asking your question gave me that segue in is because right now there is this feeling
that we need to just get it done and I think our teachers are are wishing that we could just do it well. >> I don't think that certainly come from for me. I think that we want to do it well. I think uh Sarah, you know, what I'd ask is at some point in the future
we put on the agenda an update from from administration on sort of what the the the plan is now. I mean, I think it's it's been morphing significantly. I'm just not entirely sure what it was. When I first got on to the committee, it was get these maps on, move from one to two to three, and we're going to do this in
three years, and it's going to be, you know, great. We're all going to be, you know, unified curriculum K through 12. And it it that's clearly not how it's playing out. I'm just not very >> sure where where what exactly it is that sort of the the the goal is. Um >> part of that the curricular
no math we only just finished last year science. >> So it that restarts all those timelines. >> But that's kind of that's also my point. >> Yeah. Um, okay. >> And I think to to answer your question,
I don't think we can give you more of an update other than what we're just talking about because it's going to vary by subject, by school, and where we are in curriculum reviews and where that staff is in their learning. I mean, I
fully support what Casey's saying that we're now getting staff really hooked into that and having those rich conversations. if we go to Ida's point and just try to rush through it, they're going to be like, you know, I'm not going to go back
and do this again. So, we need to do it right. And I don't think there's an answer we can give you because it needs to be differentiated just like we differentiate for our students, right? It depends on the subject. If we're currently in a review, it depends what
their understanding is and their comfort level is with transfer task. If we are having them grapple with that, you are upping the game in rigor that we are supplying for our students and it's
standardsbased and by doing all of that you will see results in standardsbased test. Yeah, Dan, if I could just add, I think we've it is differentiated by, you know, uh, age level and subject, but I do think we could provide a more
articulated like the chart Kristen's drawing right now. Um, >> sorry, the brain works >> like you know, so for example, like we know now that the ELA curriculum review is wrapping in June 26. So we will be starting stage one documents 26 27,
right? So we can and and you know two years ago we didn't know when the so like in that curriculum review cycle those have shifted out of necessity right so I think we could provide >> that piece of sort of what's happening in the content area who where who's in
stage one who's in stage two because we are all in different places but we we do have clear timelines so I think we could share that >> I'm also really curious about this process so I mean not I don't want to keep this here till midnight because it's like a long conversation but and I appreciate how much information
you provided us. Um, but I'm wondering if when we talk about, you know, at a later meeting the curriculum reviews that you're doing, if we could maybe leave some um, space for this conversation as well. >> Yes. >> So, so I still do think that there's there's room for more view. I'm I'm I'm hearing that. I'm not entirely sure that
everyone, even those that are working directly on it every day, fully sort of are at least have the same idea of what the the path is. And I and if that's the case, I'm not entirely sure that the teachers could possibly know sort of what what the path is. So some
more of a of a >> I think we all know we're just >> Sorry. >> Oh, no, that's okay. I think we've communicated that our goal is, hey, like by the end of this school year, we would like to have our stage two documents complete.
>> Um, so that is the goal line. That is the finish line. But of course there's all these little things that throw wrenches in the works. >> Okay. Um I think lastly for me um we
typed a few reviews ELA um science and it sounds like the recommendations are going to come to the school committee in May. But what I'm wondering is are there going to be um budgetary requests that are going to be tied to that? I don't know. Maybe it's covered by the grant.
Um but if we're not getting a recommendation until May and the plan is to roll out >> the curriculum in September, that's not going to work. >> Yes. So do you want >> Yeah. Go ahead. So you can take it. So, uh, yes, that's been a large
consideration. Just, you know, sort of reflecting on the process from the math curriculum review, um, that I think Joany's made very clear to our DESIE partners and our coaches that we're working with that, you know, yes, we're going to do this very thoughtful,
thorough process. Um, that being said, you know, within the next few weeks, she's going to be, you know, securing a a ballpark number in terms of what what would we be looking at that would help us uh support the implementation of new
materials regardless of what we choose. The grant that we got was for over $220,000, which is amazing. It's very specifically slotted for different uh like broken apart um for for different components. And so some of that will
offset the cost of and I'm only obviously speaking for elementary LA right now. Um some of that will offset the cost of materials, but it won't completely cover it. And so that's been a very clear priority in our work that we need to determine that piece of it early on.
>> I I don't know how it's going to work logistically. We haven't approved the curriculum, but we're yet we're making a capital request for it. That's not your um issue. But but also I guess as uh um Dr. Jordan, Dr. Bernard, Dr. Cusky, I mean as we look through these requests,
I this time, you know, math we kind of just approved a bit a big number for math curriculum. I'd really like to see it sort of um itemized um further um before we we don't have to necessarily present that to the to the town. But >> can I just clarify? Do you want to see math itemized or ELA?
>> Oh, ELA. >> Okay. >> And I think you said you're going to piloting two. Yes. be able to do an estimate for both depending on which >> yes >> and science for >> you know ready for science and look it's been a long time for a lot of these things so I'm not looking to I'm looking
to push it forward I'm just saying I I just want to understand better all >> got it we want to be able to support >> practical component to that >> and then last year lastly at the high school as you guys go through all of your work on on implementing the new schedule next year um my guess is yes
but you know are you working with you know Mr. List Dr. Jordan on any additional needs that we will have um money needs for to for for for that because we did do a small uh request last year. Um >> what what do you mean by needs?
>> Textbooks don't joke that you know we just need to know where we're drawing the line. So yeah, we'll probably >> don't draw a line. Tell us everything that you need and then we'll >> figure it out. Figure I mean no >> about prioritize. >> Prioritize. Yeah, we'll try to give you
a privateized list of >> I don't want to buy all these things and we need beers. >> Yeah, >> my daughter broke one the other day, so I >> I think I just test two. I was a little weird. Um, okay. I think I've gotten through my questions. Um, I was trying
to go as, you know, along as possible. Oh, no, no, I got one more. How is um algebra 1 geometry uh work outside of the classroom going? >> Um it's it's going. We're making revisions to the process. This was the
first year that we're doing it. So we have our two algebra teachers are teaching those um those sections of it's not just geometry but some math 8 st additional math 8 standards that go in there. We've um we've been able to
change up a timeline for the kids. Uh we're changing up the method of delivery so that we're giving them specific due dates and keeping them together in terms of what they're learning. So we're making adjustments as we go and it's
going it it's going well. It's a first time that we're doing this. So obviously as we go when we we see a problem, we're we're working on remediating it. >> Well, I I I apologize if someone put you on the spot, but I really do appreciate
everyone's uh hard work and and dedication to our students, our schools, and everything that you guys are doing. So, um it does not go unnoticed. I'm really appreciative of that. >> Thank you all. >> Thank you very much. >> Thank you. >> All right.
people up all the time. Get turned by the spare book. >> Are we done? >> Oh no. >> We should defer us. >> Yep. We're done. I'm ready to go. >> You're ready to go. >> Oh no. Way to budget. >> Budget. We're not missing. >> We might have to consider bumping.
There's a couple things that >> could we consider bumping? And I know the the SSD search >> that came in today. I mean, I had a chance to quickly look it over, but one thing I noticed is we wouldn't even be listing until January. So, is it possible to have that discussion next
time? Can we bump that? >> Yes. >> Okay. >> Yeah. I just I have to do budget. >> I'm fine with that. I put it in because I knew that we had talked about it recently. I wanted you to have some sense of >> and it gives people a chance to look at it, look back at some of our prior searches and then we'd be ready for that full discussion. I'm trying to look back
at our other searches, but also I was trying to think of when you might have the new superintendent selected that they would have the final decision cuz ultimately anytime we do these process, we all it's usually a team that superintendent is not involved in and the team selects the finalists
>> and then it would go up to school committee for public interviews as well as >> selection with. So I feel like if we could get it closer to >> No, that makes sense. >> So part of it. >> Yeah. If if when we do review it in we only months in December. >> Yeah, December 11th. >> That's weird. Um but anyway, um
>> vote on anything there or no, just review >> December 11th. We'll vote on something. >> No, for this >> you don't have to vote on that. Just >> But so for for a December 11th meeting or when can would it be possible to get the the job a draft of the job posting? >> Sure. Yeah, we already have the old one and we can look at it again.
>> Uh that would be that would be great. >> Okay. So these readings >> and are we do can we bump the readings for >> that? I want to defer to Dr. Kuska because there's some timelines in a couple. >> The issue is the competency determination. I did not I have not done
um a waiver on that one because it wasn't due till December. >> So I feel like >> should we do that the middle school we have a little more time because I on that. >> Okay. >> I can if you get tired of reading I'll jump. >> What should we do? Do you want to do budget first or let's we should
>> No, just get through get through the uh the >> No, let's do budget. >> I end the presentation. >> Yeah, it's in a presentation. Dr. Jordan was supposed to go next. >> Okay. >> Okay. So, if we go through >> I'm here till the end no matter what. >> I can go whenever.
>> I can try to make it a little cleaner. >> It'll be really quick because we can't read it. >> Can you see it? There you go. >> And you do have it in your uh in your folder um as well. Um >> but kind of dive into our budget. This is part one uh for those I think pretty
much most everybody was part of this last year, but the part one for the public is uh all of payroll. U this is the start of our budget cycle. This is the uh largest percentage um of our
budget uh broken into three parts. Um this kicks it off. we jump into after this we'll do uh part two um which will be uh kind of everything other than payroll and special education um and then we end with uh our special
education is our part three and then we have a good picture of the entirety of the budget. That said, um the the part one is the payroll uh being the largest it has the it's the largest lever largest impact um on the b budget. Um
this is at uh just to kind of give you a sense I'm highlighting the overall percentage for our payroll this year is a of 5.8%. Um at this point um this is a this is a very conservative model uh to start. Uh intentionally we start with a
a pretty conservative model and it works its way down. Last year we started at this point last year or 4.93% um and then uh by start of school year we were at a 3.72 uh% within our within our payroll. Um I
would be cautiously optimistic we would be moving in that direction with some some different hard work that we would do um there. Um what's not uh when you're kind of looking at this uh some things that are not in here that typically drive our budget as well is there aren't retirements uh put into
this um at all. Um we don't actually hear about lane changes until March. So, you build in an assumption um on lane changes uh and there's a conservative assumption for lane changes built in here uh based off of last year. Um and
then um from there, you know, I'm I'm happy to kind of answer any questions associated with this as far as like what uh what kind of describes what some of these offsets, vacancy adjustments, um different things would would kind of
describe. Uh I do want to note that um starred uh on there are the secretar's union contract uh and then the nurs's contract um are two that have not been finalized or negotiated yet. Um so those
would be kind of built in as well. >> So just for the record you say conservative it means this is not out of complete reason but this is the worst it could be. >> Yeah. I mean, we've had so let's like lane changes in itself. Um, we had a we
had a higher than normal lane change cost last year. Um, and more than what we projected last year and I had to adjust for that mid mid year or midway through our budget cycle. Um, the this year I'm accounting for that aggressive
year last year and then a little bit more. Um it it we don't have a trend. We have a single year of data, but we're preparing for the worst case scenario. That's so that we see it. >> And I think teacher access to online courses has significantly increased and
also increased the ability to access them on the weekends and be able to take more courses. So I feel like we've seen a trend of people getting more credits in a shorter time as well. >> Are the falls under other items? um other items which uh so this is like
um what's not here that's covered in payroll subs are part of payroll um our ESY costs over the summer um are in payroll um our OTP um like extra hours that we do summer maintenance future
professional development fits fits into our other items. >> So I think you know Dr. George has done a great job uh getting this together for us after having a late start on or late sort of end to closing the you know the
year- end report uh due to some late data from the town. Um so really appreciate that. But I think so for the community the important things and how do you sort of put this number into perspective? So the the increase here is $2.05 million 5.8%. Um
I I I think that uh to sort of level set that when we put out the projection for the uh override um and this was two this is now the two-year out number. So even you know uh we had projected a $1.5 million total budget increase. Okay. So
this is about $500,000 a little more than $500,000 above that. That number was about $77,000 above sort of where the 3.25% was going to be. and we we we made the pledge to get down to 3.25%. Um, however, baked into the 1.5 million
was about $400,000 of reductions from special education. And so as long as we're, you know, we're looking at this, and I I know that you guys haven't fully run those numbers yet, but it sounds like as long as the trends there are still kind of in in
line, we're kind of we're in the ballpark of where we sort of said we were going to be. >> We have line of sight. >> We have lines of however, however, that's just 3.25%. >> It is going to be incredibly important that the town is able to honor the 3.25%
25% commitment uh that and by the town I mean you know the finance committee and and select board and town manager you know are able to honor the 3.25% commitment that was made at the time of the override in which we built the sides of the override off of. Um
there is not going to be you know it is the the wiggle room you know is is really not there uh to come in below that. So there's line of sight we we are still committed to hitting the 3.25 25%. Um, this number does not scare me. I
mean, maybe a little bit, but uh but um >> it's under six. >> It's under six, but as we, you know, go forward that that that should go down. Um at the same time, uh as Dr. Kuska pointed out during uh budget stuff that we had yesterday,
we haven't tried to consider any any priority needs, you know, into that yet. Um, so we we'll see kind of last year we had some priority needs that were not just sort of priority needs but were sort of really um not statutory what what's the word um compliance compliance needs.
>> So um it may be that we're going to have to figure that out within the budget but you know this is this is not some we we need the 3.25. I do want to specify too when we say we expected the special
education to come down, it's because we're I mean we're actually doing some really wonderful work to bring kids back into the district. So it's not we legally are required to to fund special education. It is to reduce the funding but give back and make sure they come back in district.
>> It was age outs. It was increases in um circuit breaker funding. So as we caught up to that as we hit on the increased numbers we've also seen some benefits in transportation reimbursements. So uh the negative is as much driven the negatives as much driven by higher reimbursements
but also you know some age outs that therefore you know sort of rolled off >> a but also bringing students back into the district. >> That was not what we were we were putting them basing the model on. >> Yeah I would >> but seeing positive benefit from that. I mean we did last year
>> um there >> yeah I mean the model's based off of some students that are aging out um obviously we are you know driving those numbers what the model didn't account for like some of the you get move in you get some different kids in but we've been able to
balance that by bringing some kids back and that's kind of held to the model but I think the model is built off of some students that were aging out but we've been able to kind of do that work to kind of balance it to stay within in what our budget projections are. Uh bar the concern with age though, right? I'm sorry. The concern with age apps is you
might end up replaced like the well students may move in or come in >> and that's part of the reason is the last few years we've talked about the programs that the continuums that we've added. >> Yes. >> So initially that's a cost because you don't have enough kids but as we start to build them now we we maintain the kids. So we the goal is to have less
move out in the first place. >> So it's all it's a it's a balance. We had the we had the um Barbara and I had kind of initial kind of initial glance initial plan planning of our FY27 by looking at some of our FY26. Um
feeling really good as far as what we budget projected for FY26 including kind of our out of district costs and what that that is as far as like what where that was trending um and needed to be. Um, and I think that that hopefully, you know, we'll we'll have a
more firmer number bodess well for our FY27 projections for special education, >> but 3.25. >> Yeah, we absolutely need 3.2 >> 3.25. Um,
and I think, you know, I've been >> even more trying to keep those conversations going. We obviously have the early meeting in July. I think, you know, the town side is still looking at a million dollar uh current deficit uh to the projection. So, uh they're going to have
to figure out how to how to close it, but not on the backs of the schools. >> Okay. Anything else? >> So, do we want to um we'll move on to policy. Should we just do the competency determination tonight? And we'll hold
the tutoring and the middle school pathways for >> and I'm hoping you'll be able to wave the third reading and do the second and third together. >> Sure. >> All right. So read for the full thing for a second reading. Just pause when you want to break. Jump
in. In addition to meeting the course requirements described in IKF graduation requirements, credits and subject specific criteria, adherence of the Massachusetts Education Reform Law of 1993, GLC691D,
all students must meet the competency determination standard in math, ELA, science, and beginning with the class of 2027 history to earn a ma a diploma in Massachusetts. The new statute states, "The competency determination shall be based on the academic standards and
curriculum frameworks for 10th graders in the areas of mathematics, science, and technology, history and social science, foreign languages, and English, and shall represent a determination that a particular student has demonstrated mastery of a common core of skills, competencies, and and knowledge in these
areas by satisfactorily completing coursework that has been satis certified by the students district as showing mastery of the skills, competencies, and knowledge contained in the state academic standards and curriculum frameworks in the areas measured by the MCCAST high school tests described in
section one administered in 2023 and in any additional areas determined by the board. For stu okay, do you want to go ahead? students in the class of 2026. Um, a student who has earned their competency determination prior to
January 3rd, 2025 in the areas of mathematics, English, language arts, ELA, and science for a passing score on the MCAST subject test or retest will be considered to have met the competency determination requirement in the relevant subjects beginning with the class of 2026. A determination of
competency shall include satisfactory completion and full credit earned of relevant coursework aligned to the standards measured by the high school English language arts, mathematics, and science MCCAST assessments administered in 2023. This includes the following: English 9 and English 10, algebra 1 and
geometry, one of the following: physics, biology, or chemistry, one year of United States history, beginning with the class of 2027. demonstrating a mastery of skills in English language arts, mathematics, and science in accordance with the district's grading policy on the final
assessment, capstone, portfolio, or equivalent measure. Seniors in these courses are not exempt from the final assessment, capstone, portfolio, or equivalent measure, regardless of their overall course grade. All courses listed above are taught using standards in the current High
School of Massachusetts curriculum frameworks and are equivalent to the content and skills previously measured by the 2023 MCCAST exam. Competency determination in ELA satisfactory completion of coursework requirements including students may have earned their CD in ELA
by passing the ELA MCCAST prior to January 3rd, 2025. If the student did not pass the MCCAST prior to January 3rd, 2025, they are required to take the equivalent of two years of high school English language arts courses in grades 9 and 10.
For mastery of skills through assessment or capstone portfolio, students may have earned their CD in ELA by passing the ELA MCCAST prior to January 3rd, 2025. If the student did not pass the MCCAST prior to January 3rd, 2025, they are also required to pass their final
assessment, capstone, portfolio, or equivalent measure. If a student fails their final assessment in English 9 and/or English 10, students will participate in a portfolio review of prior assessment data to determine if they have met 60% of the frameworks included in the summitive assessment,
portfolio, or equivalent measure. >> Now, satisfactory completion of course work requirements. um includes students may have earned their CD by passing the math MCCAST prior to January 3rd, 2025. If the student did not take the MCCAST
prior to January 3rd, 2025, they're required to take the equivalent of two years of high school math courses, algebra and geometry in grades 9 and 10. Um, math mastery of skills through assessment or capstone portfolio includes students may have earned their
CD in math by passing the math MCCAST prior to January 3rd, 2025. If the student did not pass the MCCAST prior to January 3rd, 2025, they are also required to pass their final assessment in algebra 1 and/or geometry.
Students will participate in a portfolio review of prior assessment data to determine if they have met 60% of the frameworks included in the summit of assessment portfolio or equivalent measure. Science um satisfactory completion of coursework requirements. Students may
have earned their CD in biology, chemistry, or physics by passing the MCCAST prior to January 3rd, 2025. If the student did not take the MCCAST prior to January 3rd, 2025, they required to take and pass the equivalent of one year of any of the following disciplines: biology, physics,
chemistry, or technology engineering: science, mastery of skills through assessment or capstone portfolio. Students may have earned their CD in biology or chemistry or physics by passing the MCCAST prior to January 3rd, 2025. If the student did not take the
MCCAST prior to January 3rd, 2025, students must take and pass their final assessment or capstone portfolio or equivalent measure. If a student fails their final assessment in biology or chemistry or physics, students may participate in a portfolio review of
prior assessment data to determine if they have not if they have met 60% of the frameworks included in the summit of assessment portfolio or they may attempt to earn their CD in science in their next sequential class. history beginning with the class of
2027. Satisfactory completion of coursework requirements the equivalent of one year of US of United States history. Mastery of skills through assessment or capstone portfolio. In addition, students must take and pass
their final assessment or capstone portfolio. If a student fails their assessment in United States history, students may participate in a portfolio review of prior assessment data to determine if they have met 60% of the frameworks included in the summit of assessment portfolio or they may attempt
to earn the CD in US history by taking the next sequential class. students with disabilities. The Holl School District must both provide a free and appropriate public education to students with disabilities and must also determine that the student has met the
competency determination and local graduation requirements prior to graduating that student. Students with disabilities who have been placed in out of district placements must meet the requirements of the competency determination policy of the placing school district. Discussion of the
competency determination must be part of the IEP team's transition planning. >> English language learners. The Hollston School District shall on a case-byase basis determine appropriate courses necessary for English language learners to both achieve language proficiency and
meet the competency determination requirements. Late enrolling students. Students who enroll in a Massachusetts public high school after their ninth grade year may be granted a determination of competency by the Hollist school district in one or more of the following ways. Transcript review
by school counselor and building administrator. Additional course requirements as determined by the school counselor and building administrator. Meeting the standard for a substituted equivalent that the district certifies satisfies the same academic standards. Current or former students not earning
their competency determination may participate in the following appeals process. Students enrolling in the Hollston School District in the classes of 2003 through 2024 that did not earn a diploma due to not passing the MCCAST may appeal the decision and request a
transcript review to determine if they have met the competency determination requirement. Students enrolled in the Hollson School District in the class of 2025 and beyond may appeal the competency determination by participating in a transcript and portfolio review to determine if they
have met the competency determination requirement. Exceptions to these graduation requirements providing for individual student programs may be secured by submitting a written request to the principal for disposition. >> Okay. >> Are we doing a motion to approve and
move the third reading? >> Yes. Can I just make a request that you allow me to change that to who? It's underlined in red. It should be who did or students who did not under >> see what the red line is. >> No.
>> 2003 students enrolled in the Holland School District in the classes of 2003 through 2024. That did not. It should be who did not. >> Oh, okay. >> I just wanted to be sure I did it. >> And yes, if you could wave the third reading and vote to approve it, that would be great.
Um motion to approve IKF competency determination and to wait for third reading. >> Second. All >> in favor? Carries. Okay. Um and then we'll postpone those
other two policies. Um and we will postpone the student services search update discussion. But if there's anything else, >> I'd like to bring you potentially a principal search timeline for the next
meeting. >> Okay. Yes. Thank you. >> Um Joan, do you have anything else from I'm sorry. Um uh teaching and using uh teaching and learning newsletters coming out um tonight or tomorrow. And we all
schools are actively planning for January PD. >> Can I just add two quick things? I did put in the tech and the accept um quarterly report just for your information. You don't need to do anything with them, but they are in that. >> Thank you,
>> Dr. Jordan. >> Yeah. Um a lot has happened between now and the last uh school committee around the federal government. Um and um I just want I just want to commend the community on their efforts to kind of
get behind um our uh Hollist food pantry um or the Hollist pantry shelf. Um those who aren't aware uh both SNAP and potentially uh our free and reduced lunch or free lunch uh universal free lunch program uh were at risk um with
the with the federal shutdown. Um I was able to work with Lynn Bowler and we able to identify and work with the state that um while the funds for lunches at the school level were secure um there were still some concerns on the community level. Also, one, I just want
to say thank you to Karen Jwitt who uh put together for those who saw the communication the uh SNAP sacks. Um uh I just want to really appreciate that effort and I was happy that we could kind of communicate um that out uh to the community. The other thing is just
uh really appreciative for the work uh Lyn Bowler um has been able to kind of do some on work on the background when we thought about the risks that we would not have funding for free lunch. our free brunch lunch program potentially past November. Um and um you know with
uh Dr. Casc and I as far as in conversation with some school committee members our ability to access some of the revenue reserves that we have uh to kind of plan for that. While um we are uh safe for now, um I am grateful that
we've been able to kind of put some some leg work in uh if this were to purs pursue or something were to happen uh in the future. I feel like we have some of the the groundwork for um for something a plan uh if if for whatever reason
there wasn't funding for for some of our most at risk students for lunches or our breakfast programs. So I appreciate that. Thank you. >> Do I need the mic? >> As I watch the clock going, I'm like, cut, cut, cut, cut. So I'll get right to
what we're doing. So I first of all I just want to say uh thank you to Eileen Radcliffe, Allegra Danahe, Lena Robinson, Kim Mulligan, uh Emily Nup, Hillary Fnahan, Patricia Nolan, all who participate in the CPAC meeting this week. Again, every time I meet with
them, they are so gracious. I'm very grateful for such an active, positive group that gives so much back to the district. And keeping that in mind, I just want to remind all of you how wonderful you would look in the CPAC Neurodyiversity
shirts and hoodies. It's holiday season and you'd look magnificent. So, it's time to place your orders if you haven't done so already. You have these beautiful choices in Hollist colors. Don't miss out is what I recommend. >> When do they come in? Are they going to
come in before the next? >> Um I I ordered mine like 10 days ago and I think it's taking about three weeks for them to come in. >> It would be a great experience. I was hoping though and it won't happen, but I
was hoping to have it on the unified basketball game. That will be a fundraiser on Tuesday, November 18th at 6 p.m. right here at the high school. be great to see all of you in the stands with me when I stay and help cheer on
the crew. Um, I've met some of the kids who will be playing and if you do get your shirt in time, I will be glad to sit with you in your shirt. Mine will be coming afterward. But the best of it is they're going to have Basil's Pizza and TC Scoops. So, if you're hungry, you can
fill your belly as well as your soul. And I would highly recommend it as an opportunity. So, I wanted to bring that up. I also wanted to say thank you to CPAC because right now they are doing CPAC gives back. It's gone out to the parents. You might have seen it. It's
gone out to the teachers as well. And the fact is that it's not just for teachers. I love the fact that families can apply for the funds. I'm just going to read right off of this. But they can apply for the funds for items, activities, or resources that improve the quality of life or learning for
their child. educators must apply for items specifically related to special education, but the opportunity is there and not every district has this. So really, I I share on the CPAC for be being willing to jump right in. I also wanted to share this week on Tuesday
night that Dr. Jill Walsh came to the middle school. It was stupendous. She is a specialist in dealing with adolescence and technology. not something we talk about often anymore, but nonetheless, she was there to really reassure
families about how technology ties in and how do we keep our children from getting addictive and how do we not go to war with our children when it comes to technology? Because we know it's a very easy trap to fall into, especially because they've grown up with it from the time they're little. I don't know
about you, but how many of us when you're in the car, you were handing your child your phone and somehow they knew how to use it at the at six months. Well, I'm trying to still figure it out. But nonetheless, she is a professor at BEu. She's the founder of digital age and which is a consulting group that
talks about how to educate the students, families, and teachers and institutions about positive tech use. She came last year and she spoke to the superintendants and it was a huge and really great message. So, I wanted to bring that out. It wasn't the biggest attendance. There about 35 people that
did come. But those 35 people who came were really given an opportunity to hear about a great topic of how do we help our kids work with technology versus let it take over their life. And then last but not least, one of the things I wanted to talk about is the fact I really promised to get engaged into the
district as much as I could. I know I've really I've used up five months of my time already. I only have se seven left. I'm keeping boxes of Kleenex in my office as a result. But just in the last two weeks alone, I've been able to meet with 10 families in all kinds of meetings. I've been to four out of
district uh schools to visit students and families and faculty and we in between we've had a professional day which I would have talked about, but since the curriculum folks did such a magnificent job, I won't continue on that. But the information was terrific seeing our people really giving back to
their peers and colleagues and I was very excited about that. I'll continue to jump in and do those things. I'll continue to meet with our families because it's very important. And every day I just garner more insight as to how the department is structured and what
more we can do to have positive experiences. And I will stop because I know it's late. But don't forget your shirts. I will harp on you for those. I'm even going to send you the link tonight. You shouldn't forget. >> Thank you, DJ. >> Thank you so much.
>> Okay. Do we have an update from communications? >> Uh we have not met yet, but we um will meet before the next meeting will somehow fit in between now and next month. Um to really talk about to the
communication plan of the superintendent search. Um now that we have more clarity, we have the leadership profile. I think >> speak for myself right now committee um subcommittee. Now that we have the profile, how can we get that out there more so people can understand it? Like
it will be out there but we have to promote it more. Uh so it's really start there and then talk more in details. We learn we develop the process with with the screening committee making sure the community is informed. >> Uh we're meeting on Monday.
>> So yeah we we we we uh we met yesterday. Uh, we convened at 501. Frank joins us 6 minutes later at 50:07. >> Got it. Now I got called worse than dawn, which is somewhat true, but typically like right in time to our time.
>> Yeah. I mean, you're it's it's now Frank, you know, Frank plus time. It's uh, you know, anyway, no, we talked about a whole bunch of things, but mainly it was the part one. So, >> superintendent. >> Yeah. So, uh, October 28th, we met with
uh, Dr. Kusker. She provided her goals for this um school year and um we had a discussion about the usefulness of um an evaluation seeing as she's retiring in June um and we're searching for a
successor. So um we ultimately decided uh to wave the evaluation and uh since that meeting I had drafted an agreement and sent it to Dr. Kusca to formally wave it. Since then, she's signed it and I'm hoping to get the full committee
tonight to approve that agreement and authorize me to sign it on behalf of the committee as the subcommittee chair. >> That's great. So, I'll just entertain a motion to do second.
>> Okay. Um, we'll do a roll call vote. So, Joe, >> yes. >> Frank, >> yes. >> Hillary, >> yes. >> Dan, >> yes. Don. >> Yes. >> I'm a yes. And then Tracy's absent. So, >> and who brought the motion? >> Did you bring the motion? >> Yeah. Okay. And then Hillary seconded
just to make Lisa's like, >> right. Um, great. And then math advisory. >> We are meeting on Tuesday. >> Tuesday. Okay. Do we want to talk about the calendar? Can we postpone that, too?
>> It's still on the radar. >> Sounds great. Yeah. We're not ignoring it. >> Yeah. >> And then typically this is more this is not about the calendar for next year. This is more the holistic thing. >> But it is 10:30 and no good things happen after 10. So >> Right.
>> So the last the last thing I think we do want to do though is um just vote on who will >> help negotiate the um with this the secretary. >> Secretary. So, so I had offered but I I could certainly be >> dis offered but would anyone like to
join Dan >> or or two other people can do it and I don't want to do it at all. I'm >> do you know how when they will that will start? >> I mean once once I have the people I'll reach out and we'll probably try to schedule for January.
>> Do you think they would be meeting like during the school day or after? Uh, it's usually right after school that would be after school. >> And it's usually gone fairly quickly. I can't predict, you know, but and one member would be fine for the school committee if everybody was okay with that. If you came in, too, and then
David and I would probably just do it. >> I can probably do it. >> Yeah. >> Sure. >> Yeah. So, I'll make a motion to appoint Sarah and myself uh as a as HSC uh bargaining members uh for the secretary unit of the
HFT bargaining negotiating team or something like that. >> Okay. All in favor? >> Yes. >> I think at this point we can adjourn to executive session. >> Okay.
>> Vote. from which we will not return. Yeah, it's sorry it's late. I know I'm just >> for the purpose >> for the purpose. Yes. Discuss strategy with respect to collective bargaining or litigation if an open meeting may have a detrimental effect on the bargaining or litigation position of the party
superintendent. Okay. Good night, Hollist. No, no, no. Got to be roll call. >> Roll call vote. And we need a second and a >> uh so move by Don. >> Okay. Roll call vote. Joe,
>> yes. >> Frank, >> yes. >> Hillary, >> yes. >> Dan, >> yes. >> Don, >> yes. >> And I'm a yes. So now I can say good night. >> Thank you.