Welcome everybody to the Holio School Committee regular meeting of March 23. It is 607. Calling this meeting to order. Roll call please. Miss Fisiano. >> Mayor Garcia >> here. >> Dr. Vera Koon >> here. >> Mr. Sheen >> present. >> Mr. Fab
>> present. >> Mr. Ron Martinez >> here. >> Miss Tenzy Williams. >> Mr. Isaza >> here. Mr. >> Michaelelsson >> here. Mau >> here. >> And Miss Wilson. Please rise for the pledge of allegiance. >> To the flag of the United States of
America and to the republic for which it stands, one nation under God, indivisible, liberty, justice for all. On March 29, 2025, Governor Mora Hilly signed into law as amended by section
256 entitled an act relative to extending certain CO9 measures adopted during the state of emergency act of interest to all governmental public bodies in Massachusetts. The act extends until June 2027. The authority for meetings of
multiple member bodies to be held in an entirely remote or hybrid format. All public bodies may hold fully remote or hybrid meetings without the physical presence of a quorum of the public body as long as adequate alternative means of public access is also provided. Pursuant
to mass general law chapter 38 section 20. I'm hereby informing all attendees that a video and audio recording is being made of the meeting and the meeting is being livereamed and run live on the city's community TV channel.
Moving on, no student showcase for tonight. And public comment, I have the list for public comment here. Just as a reminder, everybody has two minutes to speak. It is not a conversation. We are abiding by
what the topics are of our meeting agenda. So, our first person is Elizabeth Montana. The Hoyok Pair Professional Association is here to present the committee with an almost complete set of proposals for our
contract negotiations. We wanted to give these to you tonight before our next negoti negotiation session in the hopes that you will bring your own proposals and responses on April 6th because you did not stop our start bargaining until March 10th. We are eager to quickly reach an agreement before our contract
expires at the end of this school year. We work throughout the weekend to finish these proposals and we hope you respect the time it took to survey every member before writing them. Some of our proposals represent policies that were in place before receiverhip that we would like to reinstate. Our speakers
will share why these proposals are what paras need. I would like to briefly highlight some but not all of the proposals in the folders with your names on them. Excuse me. Our compensation proposal was designed to reflect the many different paraprofessional
categories education experience and skill sets that we bring to our positions. We believe that a tier and step system is the most equitable way to do this. We are also proposing the return of longevity for the dedicated paras working in this district. Most
importantly, this proposal moves us moves us closer to having a true living wage in Hampton County. We are asking for an increase in sick time yearly as we work in close proximity to children who frequently come to school when not feeling well and
are contagious. We are proposing eight weeks of paid family leave to care for our families when we need to, including after the birth or adoption of a child. Our health and safety committee proposal mirrors the HDAs, as does our assault leave proposal. Our members need paid
time to recover when they are hurt on the job, just like teachers do. We urge you all to read and understand the packets in front of you. These articles, in addition to what we presented on March 10th, represent almost all of what we will be proposing. As soon as we
finish our last proposals, particularly compensation for paras acting as teachers, we will send them to you. We look forward to seeing you at the bargaining table on April 6th. May I leave these with you?
>> Thank you. Next, Shelley Reed. Good evening. My name is Shelley Reid. I live at 6 Terry Lane in Belchuretown. I'm here tonight to talk to you about what my job as a pareducator means to me. I am more than just a teacher's helper. I don't just make copies. I
don't just fix boooos or wipe noses. I don't just tie shoes. Well, I tie a lot of shoes. Okay. Um, our roles have changed over the years, but our salaries have not. I offer physical and emotional support, personal care, and curriculum support to two very high need students.
I care for these children deeply. I think about them on the weekends. I worry about them when they are sick or out for more than one day. I miss them terribly over vacation weeks. This is the profession I chose knowing that I could make more money as a classroom
teacher as I once was or as a parah in another district. But I find my current role as a PAR educator in the Hoyo public schools to be the most rewarding job that I've ever had in my educ my teaching career. It's a shame that I cannot be fully compensated for all that
I bring to HPS. Many many of us feel the same way. We love our roles in the classroom and what we do for the children of Holio more than cashing a big paycheck every other week. I am one of the lucky ones. I don't have to work a second job, but my husband does. He does this so I can do the job that I
love so much. and still take care of my family obligations. There are many of us who work two or three jobs and still have to come home to take care of family responsibilities. We should not have to supplement our income like this. This is our career, not an afterchool job. I'm
not fighting just for myself. I'm fighting for all the parent educators that deserve a decent, livable wage and wish to remain working with our most vulnerable children. We are asking that you do the do us the right thing. Show us you care about our passion and the children of this city. Please make us
want to stay here working in the Hoyok school system. Thank you for your time. >> Thank you. Next, Ron Leang Haley. Hello, my name is Ron Lang Haley. I live at 51 East Hooker Street in Springfield. I'm a par at Peek Middle and I briefly
want to discuss the topic of personal time and sick time. I am disabled and live with chronic pain and swelling. I've been doing my best to navigate through the symptoms of chronic illness and pursue medical answers and assistance while working. Under the current contract, I would have to pick I
have to pick and choose which days I need to take off because of the cru acrrual system in place. This means that I've had to come to work all decked out in braces and mobility aids in order to show up and perform my job. Unfortunately, as a result, this means
that I am pushing my body past his limits and needing to take more time off because I exacerate my symptoms. time up front and an updated acrruel would allow me to better maintain my health between medical appointments, chronic illness,
as well as regular sickness that I can catch from the children. I hope that an updated sick policy will allow me to better do my job and show up for the kids at Holio. Next, Alexander Leang Haley. Hello, my name is Alexander and I live
in Springfield. I'm a paraprofessional who works at Pek Middle School and I am a member of the bargaining team. Um, I would like to discuss the topic of coverage today. I have always been willing to support my fellow staff um by covering for teachers when they were
out. Um this year I am filling in for an empty special education inclusion role. This role was necessary so that my fellow staff would not be overwhelmed by a massive case load of students. Both of the sixth grade special education teachers that I work with at the start
of the school year had a case load of over 25. Um last year I subbed about half of my days. This year I have already subbed all of them. Um, daily our coverage sheet takes pair professionals assigned to onetoone students and has them teach. Daily our
coverage sheets has prepare pair professionals assigned as shared pairs and also has them teach. I've had the unique experience of feeling frustrated that I have to sub on a day and cannot um support my own students in the classroom and also have had the opposite
experience of now teaching and not having pair professionals available for students on my own case loads services. Um the bargaining team is hopeful you will listen to our proposals as we have our students best interests in mind and want to see their services fulfilled.
Thank you. Maris Rivera. Fore! Foreign! Foreign! Thank you. Thank you. Daniel Kinones. >> Hello, my name is Daniel Kenyonzes. I'm
a PAR at Downey Elementary. As as you know, PAR professionals in Holio Public Schools are essential to the success of our students. Yet, we continue to struggle under the weight of low wages and increasing demands as our contract negations continue. With our contract nearing expiration, we remain committed
to our goals despite uncertainty, showing up every day for our students who will rely on us the most. As you may know, pair professionals are often showed up the primary support for students with significant academic, behavioral, and emotional needs. We deescalate crisises, provide one-on-one
instruction, and help create safe, stable environments where students can learn. This work requires skill, patience, and dedication, but is also not reflected in our pay. With the current district wages, many parents find it difficult to afford basic necessities, especially with the cost of
living in Massachusetts continues to rise. While negoti negoti negotiations have included discussions of raises, the reality is that current wages still fall short of what is needed to recruit and retain many staff. Many of our colleagues are forced to leave for
higher paying districts or entirely different professions. This constant turnover disrupts the consistency our students depend on and place additional strains to thus whose remain. We love our students and believe in the mission of Holio public schools which is together we can.
That is why we we continue to show up even when it's difficult but dedication alone cannot pay rent, support a family, sustain a long-term career here in Holio. As negotiations move forward, we are simply asking for a fair compensation that reflects the critical role we play in our schools. Investing
in pair of professionals is not just about wages. It's about stability for our students, respect for educators, and our future of the district. Thank you, >> Destiny Espinosa. Hi, my name is Destiny Espinosa and I
live in Holio. Um, PAR PA para professionals play a critical role in developing the future teaching workforce. Many paras enter the education workforce because they are passionate about working with students, especially students who need extra support. Through daily hands-on
experience in classrooms, pair professionals gain practical knowledge that can't be taught in textbooks and behavior support, instructional strategy collaborations, and relationships building with students and families. When schools support PAR professionals through a fair and sustainable contract,
districts create a clear pathway to help paras grow and expand in their teaching roles. Paras already understand the school culture, the district expectations and special needs of the students and the population. And this is why they deserve an equal pay.
We have Cara the Hello, my name is Carara Theak. Um I live at 214 Locust Street in Holio and I'm a onetoone parah at Dean Techch. I'm here to talk about um the importance of paraprofessionals in the classroom. PAR professionals are the quiet backbone of our schools, our classrooms, and our
communities. Every single day, they show up not for recognization or praise, but because they care deeply about the students they serve. They are there in the moments that matter most, helping a child understand a lesson for the first time, calming a student in crisis, offering patience, dignity, and compassion when it's needed most. They
work one-on-one with students who require extra support, often those with special needs, learning differences, or emotional challenges. These are not easy responsibilities. They require skill, empathy, resilience, and an incredible amount of emotional strength. Yet, despite the crucial role pair professionals play, they are often
underpaid, undervalued, and overlooked. Let's be honest, schools simply couldn't function the same without them. Teachers rely on pair professionals to create an environment where every student has a chance to succeed. Families trust them with their children. students depend on them for consistency, encouragement, and
care. And still, many pair professionals are forced to work second, third, sometimes even fourth jobs just to make ends meet. This isn't just about fairness. It's about respect. It's about recognizing that the work they do has real lasting impact. When we invest in pair professionals, we are investing in better outcomes for students, stronger
classrooms, and healthier school systems. Overall, a fair wage is not a luxury. It's a necessity. It is a statement that we value dedication, that we honor compassion, and that we understand the importance of supporting those who support our most vulnerable learners. If we truly believe in the power of education, we must also believe
in the people who make it possible every day. It's time to give PAR professionals the recognition they deserve, not just in words, but in meaningful action. Because when we lift them up, we lift up our entire educational systems with them. Thank you. >> Thank you everybody.
I'm so sorry. Thank you. Moving on to communication and reports, student reports, Holio North. >> Hi everybody. My name is Kirsten St.
Lawrence and I'm a senior at Hoyok High School. Um I'm coming today just with a couple things. Not a couple, there's actually a few um of just what's going on at the high school. Um, our seniors are getting ready for their capstone presentations
um, last week. Um, the 12th graders were in the large and small gym um, presenting some trifolds to the 11th graders. Um, just explaining what their project's going to be, how it connects to their future and such. Um, last week
our 10th graders are getting ready for the MCAST. They had an MCAST rally. Um, they had an Oreo and harm mellow challenge to help them think about perseverance on the test. Um, they made posters with inspiring messages and test
taking tips for their peers. Um, some of the messages were focus, you got this, the mindset you carry shapes what you create and we strive to do and be our best. Our ninth graders are getting ready for some of um an in-class debate that will happen this week. Um, it is a
debate between a team from Hoyokai North and a team from Dean. This year, Hoyok High School has been selected to create one of the six chick e sculptures that will be featured at the Big E. Um, our advanced art students
have taken on this challenge. As part of our school's beautifification work, Roots is creating a new mural that will be in our student support room. The theme is growth and the message is to trust your growth. HHS band
roots cheer team and the musical were all represented in the St. Patrick's Day parade yesterday. Um as well as our wrestling team as they were the 2026 MIAA D3 champions.
Um Mama Mia at the Hoyok High School, they are having their musical this year. The dates are April 9th through 12th. It is going to be a great show. I recommend you all come. To finish off our winter sports season, five of our athletes were able to participate in Adidas Track
Nationals over the weekend. And finally, spring sports are in full swing with games starting next week. Thank you. >> Thank you so much. And would you mind stating your name again? >> Kirsten St. Lawrence.
>> Kirsten St. Thank you so much, Kirsten. Next up, superintendence report panorama presentation. Mr. Sodto. >> Yes. Thank you. And I'm going to ask
Jenny and Jackie to both come up. Um, included in your packet. So, this was something that was uh tabled from the last school committee meeting. Uh what you have is a summary that was actually sent out to um the community.
Uh I attached that memo. That's something that was not included in the packet. Uh the for for the last school committee meeting. You have the original uh panorama survey results uh a overview a summary uh that we created for the
last school committee meeting. And you have the school responses. So, uh, each principal went through and reflected on their data. You know, name some, uh, glows, name some grows, and name some next steps. Um, and then you have a new
presentation that wasn't included in the last meeting, which, uh, we felt captured a more highlevel summary of the results, and uh, Jenny Malave is going to walk us through that presentation. This was the right button. Okay. Hi
everybody. Jenny Mave. I'm the executive director of technology and data systems. Um so we did our annual panorama survey. As you guys I'm sure remember um we do this annually um to assess our culture
climate of the district. We survey all of our students grades 3 to 5 and then 6 to 12. There's a staff teacher survey as well as a family survey. And um we use
this um as a way to get a dipstick on our culture and also to measure progress towards our strategic goals that we set forth in the strategic plan that are aligned to these. Um my goal in um kind of giving you a
second presentation is to align this to our strategic plan and make this a little bit easier to understand how we are taking um these survey questions and finding action in our next steps.
Our big takeaway um from the panorama survey this year is that Holio is making meaningful progress in a lot of areas. Specifically, we're seeing progress in safety, family perceptions, adult workplace climate,
but the district still has a lot of challenges, especially around the daily student experience. And we see that particularly around students grades 6 through 12. Um and the central tension that we're seeing here is not that students are indifferent to school. Um
students are reporting that they care very much about school. Um but the daily experience of learning, their relationships, their belonging are not as strong as what we want them to be. And so that is something that we saw reflected at the district level as well
as through all of um the schools themselves. Um, and a large part of our strategic plan this year is around belonging. And so this really highlights that like this is the right place for us to be
concentrating and that more emphasis needs to be placed on this. Um, and so what I've done throughout these slides is just given you some very highle metrics of um, evidence where we're um, seeing progress and then places that we see the most urgent concern. So that's
where you're seeing these numbers. Um, as always, all of the panorama um findings, all of the individual questions that you can break out by um gender, uh race, grade, um those are all available from the public preview link
that was sent um in this packet as well as the last packet. So, you can go more deeply into all of this data. Minez can to the slide. Um you said that you're um highlighting the most urgent
concerns and you have it at 18% is not the 40% not is it correct on that one here? >> Yes. Okay. So when we are looking at these numbers they're all in terms of favorability. And so on the panorama
survey favorability is um the the top most positive answers on that um specific survey question. And so all of the survey questions in the survey kind of um get collapsed into different buckets. And so when we're highlighting
the most urgent concerns, um the topic of engagement, which is made of a few different questions, we're only showing 18% favorability. That's one point higher than last year, but still a lot lower than what we want to see. And then
in our belonging questions, we're at 40% favorable. And again, this is up a little bit from last year, the plus seven, but we want to see more um exponential growth in those areas. So, these boxes represent
um specific questions and buckets of questions. >> Yeah. And I I'll just add so um in the in the other presentation, we we had a disclaimer in there that talks about like what a favorable response was. So
uh the question you know one of the questions that's in this engagement uh question is how excited are you about going to your classes? And unless a student
answered very excited and extremely excited, it doesn't show up as a favorable response. But um you know 40% of our students responded they're they're somewhat excited um but we don't
like the data that we present in terms of responses favorable is only if they answered very excited and extremely excited. Miss Lubaltz, >> can you explain? So the Panama survey,
so what is it? What is a good survey sample that gives you actionable data? So are you getting actionable data from the amount of people that are taking the survey? This was on the other presentation. I'm
sorry. Um if you look at the slides on the other presentation, we go over the participation rates annually. Um we have over 70 I I can pull up the exact numbers. We have over 75% participation for students and for staff and that's
exactly where we want to see it. A significant sample is usually 70% or higher that you can make pretty grounded um conclusions based on that data. It's representative of the entire population. Um the one um that we highlighted as um
an urgent need is our family participation. This year we only had a little over 500 surveys returned from families. Um this is a decline from previous years which is a it's been decreasing over the last couple years and we're concerned that families are
not engaging in the same way as they had like precoid. And so we're trying to identify what those barriers are for getting students to um give their feedback. Um and so that was something that we highlighted as a as a place to lean in on.
>> Sure. >> Yeah. We had a 554 families responded this year in the fall and last year it was like 614. But during the pandemic we had a year where um 1,200 families responded. that
was like the biggest year and and since then, you know, we've been 700, 800, 600 and and 550 despite our efforts. So, um once the Panorama survey closed, we actually opened it up um for another 3
weeks to give more opportunities for families to fill it out. We worked with our family engagement team to get the word out. We asked principals to do everything that they can. So, this was like even after the window had closed to fill out the survey responses, we kept
it open for a few weeks to try to get more families. Um, it just didn't pan out to um to get more families like like we would like. >> Miss Lul, >> um so just when we're focusing on the 18% number, which was concerning to me,
it was concerning in the report obviously and you just mentioned that. Um, but I'm thinking it reflectively of our last meeting and the Q2 report and then I'm ask and I'm looking at or hearing about specific benchmarks or things that we're doing to increase um
the secondary engagement. But I I'm just wondering can can someone just point me to a specific benchmark or target that's specifically named that is clo looking to close that gap of 18%. because I I wasn't making that or I
couldn't find that on my own. >> Yeah, I think so. In the presentation, we try to align some of the strategic plan work with panorama responses and action steps. But around engagement in general, I could tell, you
know, you all have seen some iteration of the student summit, right? Um that Holio High School is doing um and one of the things that they did this year, so last year their student summit focused on belonging
to the school in general. And uh this was peer-led, student led. Uh this year's this year's student summit actually was about belonging in the classroom and what are those things that are you know even when you get to school
despite getting to school like what's causing you to skip classes or just feel like in the classroom itself you're not um you know you're not feeling like you belong or the that the the work that you're doing is engaging and fun. Um,
that's something that Holio High School is leaning into when they look at this data is really talking to kids and then, uh, you know, having teachers sit there and listen, uh, to to what the students have to say. Jackie, I don't know if you have others other information to add,
but that's one that comes to mind that like I know the high school is doing. >> When I look at Panorama, it's one data point. So I when I when I'm working with the schools and we're working on belonging and I'm going to use Hoyokai as an example
when Hoyokai presents to us how they're doing on their belonging plan they're looking at their own data from their school and they're looking at their reach um blocks and their engagement in those reach blocks and they're also looking at this panorama but it's not
the only data point they're going to action plan on. So at the end of Q2 when we have what we call our SIP reviews and they report out how their belonging plan is going and I don't believe this um panorama data was
available when they were planning that um they got it after um the plan is to what are we doing that's working what do we what do we need to increase on and what are the action steps that the school needs to do and what are the action steps the district
needs to do. I caution us when I look at some of the panorama data because oftentimes, Patty, it's one question. And so I I personally, as a school administrator,
have a hard time putting all my eggs into one or two questions, but it's definitely going to um make me dig deeper and find some more data. So when I hear you say I haven't clearly heard what the action plan is to close that
18%. The action plan isn't just to close that 18%. The action plan is also to increase students participation in class in increase engagement in collaborative discussion um things like that.
And I don't want to dismiss this data either but I just want to say it is one data point. Miss Lef So, if I'm not mistaken, Miss Blueold, what you're looking at is more so how these responses are connected to the
strategic plan, correct? Like what priority? >> Is that what you're asking? Well, because I we're to to Jackie's point there there are there are multiple data points that we're looking at that she's
looking at to evaluate progress and when you see an 18% and we as a board are sitting here and looking at that um you know how are how are we to assess and and I'll go a little bit further so and don't quote me on the statistic I'm gonna if it's wrong
but the 80 86% of the walkthrough tool is for good engagement, right? So, we have an 86% there and then we have an 18% there. What do you think is like where is the disconnect in these two surveys? That's what I that's what I I
don't understand. So, we have one report that's saying we're at 18%, another that's saying with the walkthrough tool that we're at 86%. So, where are are our secondary students engaged? Are they really engaged or are they not engaged? And if they're not engaged, what are we doing about it? That's that's what I'm
trying to understand. >> Yeah. And you know, when I see this, I immediately go to the question, what's the question? How excited are you about going to your class? 24% of our kids said not at all excited,
but 439 students said a little excited. 703 said somewhat excited and then um the 18% is very excited and extremely excited. If I had seen that
you know that 90% or you know 80% of our kids are not excited at all that's like a different conversation. But to Jackie's point, we use this data. We work with the principles and in addition to all the other data that they're looking at. And if I had to pick a
bucket where that falls in our strategic plan, it would be uh learning experiences for kids. We want, you know, uh strong culturally responsive learning experiences for kids. It's hard to do that when they're not really like super excited to go to class.
>> Mr. Williams, >> how do you propose um that we get them excited? Did you start a process now that maybe we can help I can help as a volunteer. >> Yeah. I think over over the last couple
of years what I've what I've seen at the high school that I hadn't seen in the past is is really engaging students in this discussion and sharing data with them and working with students to come up with plans like what are we doing wrong? How could we help support this? And that's something that I haven't seen
prior to last year. Uh when when we did that student summit over at the Sheridan in Springfield, it was pretty eye openening for a lot of teachers, a lot of administrators, myself included, that like we we were creating all these plans and responding to all this feedback um
without sitting down with the students and having like honest dialogue and conversation about how we could tackle issues like this. I saw Jackie wanted to say something as well. uh do we need to uh speak to the parents
as volunteers to help out because I used to do a lot of volunteer work in school. So, anything I could do, I'll be happy to. If I have to go talk to the parents or to their homes or maybe have a meeting in my uh section war two, you
know, let me know. >> Yeah, I appreciate that. I mean I one of the things I did with this is I had my own son like I sat down and asked him questions and you know my son who doesn't attend a Holio public schools
you know he when I asked him how excited he is to go to class like very rarely is going to say oh my god dad I'm so excited I can't wait to get to class he's he's usually like yeah sometimes I get a little excited for social studies but I don't really get too excited for
math or for ELA depending on what his favorite subjects are. So, we're just asking one question to all of our students and like I'm sure if we asked them like how excited are you to go to your favorite class, this would be different. But we just said class in
general. When I talked to my son about it, he's different. He's like, "Dad, really like going to gym and I really like Modern World. Those are my two favorite classes, but I don't like if I had to just and I just ask him a question, he's like a little bit excited." >> You could even ask the parents, too. Are
>> Yeah. How excited are your children? I mean, the parents could tell you. Yes or no? Maybe. So, need me, call me. >> Missine, >> thanks to Patty's question again. I want to
talk about the walkthrough tool because I just want to be super clear. When we're looking for engagement for student engagement, how we identify that is what is the percentage of students who are doing what we asked of them. So if it's a writing task, how many have pen to
paper and are doing the task? If it's a um discussion, how many are doing the discussion? And that's how they get the percentage. I share that because I feel like that is a more accurate representation of engagement where the engagement that is named in the Panorama
survey is how excited are you coming to class? So, as we're looking at the data, it's several data points. And then, so, of course, as I'm talking to you, I'm quickly looking up Huokai's belonging plan, and their benchmarks or their
goals for belonging are increase overall attendance um from 84% to 86, decrease percentage of chronic attendance, and and they're reporting out how they're doing. So they're they do have specific data goals to identify h if they are
moving in the right direction and the purpose of the SIP review is for team we're talking about Hoyokai but every school to say what we did in Q1 didn't work because we didn't meet our goals but when I look at Hoyokai North right now they have one they didn't meet they've met three and one's in progress
so we are tempchecking we are using the data and it is not one single data point that we're looking at to say um we've met them. >> Miss Lo Martinez, >> um I I go in deeper and I'm going to go
deeper to this because I'm my curiosity now is do we have this broke down um broken down by ethnicity uh like Hispanic, Latino? Is that broken down that way as well? >> Yeah. Um, when you're on the Panorama uh
platform under each individual survey question, um, you can break down the favorability by their um, uh, their gender, their special education status, their ELLL status, um,
by their race, and um, by the grade that they are in. Oh, and and as well their primary language spoken at home. Can I continue? It it is been one of my concerns not
only because of today's um data and I know we've strive in our schools to provide this information uh to parents. Um, and I find some of this data difficult to be broken down, but my goal
and hopefully will be that eventually we can sort of run a campaign to promote most of of the ways that people can really get engaged. I think that we have to be honest. Um, the engagement process even for someone who might may speak the
language sometimes could be taunting. our teachers and our our our administration is busy to take on these task um to get people to engage or understand systems as a whole. And
it's always been a dream of mine that we really really really take a campaign to to the next level in regards to how to engage our community, how to in a sense so those that are are are from, you know, other community languages. I mean,
um, you know, I was talking to a family member in Puerto Rico and I explained to them the challenges that we sometimes have even here where some of our, you know, graduates do not attend their prom and people use the fact that it could be
financially, right, in here people I hear hear saying that. And then when you look at the way that in Puerto Rico, our graduation rate, not the the the proms and the the what they look forward to graduating is what happens at that prom
night is basically the engagement of the parents. They bring bands that cost like $10,000. And this is one of the things that they look forward to. Um and parents are involved in at many levels. um there
there may be you know some that are struggling now more than ever because their education system depends out of our fundings of United States but I just want to share that there is a lot of ways we have 88% of our children they continue to say 80 but I think we almost do 100 thou 100% of our children still
be from the Hispanic community that we have to change the way we're doing engagement and I just wanted to you know share that aspect of how we can better help what's you know the board can do as as a woman of color representing nine of
my grandkids, three of who or one already is enrolled in preschool coming in this year. Um what can we do for those who do not have a voice for those who do not know how to get engaged you know and the engagement is for the purposes that these childrens get to
school. So the attendance that we can really understand the the social economic the barriers that are lacking and and not helping us as a system to teach them because if they don't come to school they're not learning. So, um, it
may be a venting point, but I think it was a great moment for me to share what how I've been feeling about this. And every time I see more data and more data, I ask my qu I asked myself the question, how many of these children who are 80% of the Latino community are
really getting engaged or not getting engaged? So, thank you. >> Thank you, Miss Lubel. >> Thank you. And I I do want to pick up on what and accentuate what Glattus um was saying because I feel that you know when
I when I look at that score when I get the executive report that comes through which I appreciated by the way very much. It was very clear and um it was very helpful. Um there is data in this report that no doubt shows that progress
is being made, work is being made. But when I hear some of some of the suggestions about the 18% like I'm just I'm I'm struggling with how do I evaluate this particular data set because I'm hearing a little
bit of mixed messages I feel about you know this number is good but this number we're not going to listen to because it's 18% and because it's one question I don't understand how like I I guess my question is are asking like what is the gap like why is there a gap
gap on this survey versus the other the other data points that we're having and and thinking about what we're what we're doing at it. Is it that this particular data set, this particular study is not as robust as it needs to be and so that
we need another factor? you know, like when somebody reads that and looks at that, if it if it truly is not representa representative of what our kids are experiencing, the engagement point, you know, then then why are we showing it? Like I don't like I just I'm
not really understanding that that piece if it's if it's really not good. >> Go ahead, Miss Malawi. >> I think you bring up a really excellent point, right? because we're kind of focusing very singularly right now on
that student engagement 18, right? And so one of the reasons that we use the panorama survey is not so that we can look at exactly one question and dissect what that number means. But when we look holistically across a lot of these categories, what we're seeing are trends
where um like um actually on this side um we are seeing not only is student engagement um at 18, but teacher student relationships are lower than we want them. belonging is lower than we want them and and that really makes us have a
pause to say like okay um we can see 78 kids are really valuing schools right they really value they understand why school is important to them they want to do well in school they're expressing this identity as a scholar and at the
same time they're also saying I don't feel as engaged as I want to I'm not as excited about class as I want to we'll say instead of engaged um I don't feel like I belong as much as I want to and I don't have as many adult student relationships as I want to. And
so when we think across multiple categories that are all trending in the same way, especially across schools, that tells us like hey like on our strategic plan we have called out belonging as one of our um key focus areas, right? And so this tells us that
like that is a place where we need to continue focusing our work on to make that better for students, right? Because what we would see is that if stu if students felt like they belonged, if students um had really meaningful
relationships with adults, then we would probably also see higher levels of engagement, higher levels of attendance, lower chronic absenteeism, right? So, um, my recommendation is to kind of like zoom out from like the single question
and and like use this to make connections of like how we can concentrate our our work a little bit more directly. Does that help answer the question? >> I mean, yeah, it it helps. It it just, you know, it's like it's just trying to determine the the lagging indicators,
you know, what where you need to focus and then and then evaluating do the next steps get you there to close that gap. I don't know that the next steps do that basically what I've read. So that's I'm I'm just struggling with with the
validity of the survey. I guess if you know I feel like there's maybe death by a million data points like where do you look you know >> Miss Dley Williams?
>> Um I'm doing my best to learn Spanish. Okay. Um there's 85% of the children in Hoyokas are Hispanic. Now uh Motto there's only 4% or 2% of black students in Hoyok.
>> Uh I don't have all the demographics in front of me. I can look that up. >> You have a question about >> Well, yeah. Um they speak English, I guess. I'm sure. But like I said, I'm learning Spanish so
I can help all the all the students. Okay. So, I'm doing pretty good. It It's tough because I think all the black people left Holio and went back to Springfield and went down south because >> 6% >> there was no judge. Oh, 6%. >> Yes. >> That's a small percentage, but that's
okay. I'm here for all the students. Miss Lef, >> I know everybody's gonna hate me with what I'm going to say, but I am not diminishing the work that you've done. Thank you for summarizing everything, but I'm going to go even
further. Did you send out the panorama uh so that we can actually log in and look at the questions? >> Yes, I did. >> I did not get that piece cuz I was looking back. I got it back in 23 and
24, but I'm looking to see because you're asking how we got to that 18% and it's based off of one question or two questions. Um, so being that this is causing so much havoc and these results
are kind of skewed, right, as to how the responses are. Why don't we just stop using Panorama so that we're not having this headache every single year? Because basically we are going to proceverate on that 18%
engagement off of two questions. Two questions. Okay, that is a waste of time for two questions when there's so many aspects to engagement. Right. Okay. They don't like going into
class. there's your engagement. I don't like it. Oh, okay. Maybe that was a bad day that day. It's also when was this given, right? It same with family engagement um for them to respond to the
surveys. Do they have the access to do it online? Did they have time to do it? You know, there's other things to life that we do as parents, right? That's not like, "Oh my god, let me get to that survey." Like me right now. Oh my god, I forgot to do an evaluation
and I'm late on it. Right? Because there's so much that's happening on a day-to-day basis. So, we're not getting the actual results, but we're harping still on page two of this thing on that engagement and the belonging.
And there was so much more there's so much more data that we can get from other things that we see when we have the events at Kelly's school. There's your engagement right there. Okay, we got the whole community coming out,
right? When there's events at Morgan, oh my gosh, Morgan family fun nights and it's always revolved around who's hosting it, right? Because I've also seen the engagement when it used to be at
really it's like black and white on that one. But when we go to what do you call this place? Um Meetaf when mechaf used to be the for the younger kids that we went no middle
school. We had two people show up for one of the the fun nights. Two people. Right. When I go to Morgan, we have 50 to 100. It's also who's hosting the events? What is what is it
that is really going to attract the person to go, right? But in my opinion, and this is my opinion, we need to get rid of Panorama at this point because it's causing more harm than good when we're discussing this because there's
other ways that we can evaluate engagement, belonging versus two questions for each of those sections. >> Yeah. Um I, you know, I know we're focusing on engagement right now. We did see some
positive data throughout the survey this year. You know, you could see there that safety went up 11 points, family school climate went up three, staff working environment went up 15 from the year before. I'm not like personally I'm
not like married to Panorama in any way, but I do think it's best practice to do a a temp check on your culture every year and to have you know uh you know despite it being one data point like Jackie said to to you know to have something to work off of to benchmark a
lot of their work that you're doing around culture. Um this has helped us in the past to really reflect on data and and when we enter into uh when it comes to school culture, right? Um and really and hear from all a lot of families,
hear from a lot of students, hear from a lot of teachers, hear from a lot of staff, you know, uh to really just get a temperature check on where we're at in any given year and then help inform the planning. Um we I did send you a couple
of weeks ago a link to it and and it was on the agenda as well. Um there's a link that allows you to open it and you can see the change from year to year. Um you could click on students, teachers, staff. Um
but yeah, I I mean if if if the desire is to move away from this um I I would I would ask like then what would we would replace it with so that annually we're we're able to trend you know with
similar questions every year how we're making progress on overall you know uh you know temperature check and culture and and a lot of the things that show up in this this isn't the only thing, you know, principles meet with families,
they meet with students, they have the they do a ton of outreach to get a sense of where things are at in their building, but Panorama is also one of those pieces. >> And I would say that even though Panorama is not my favorite favorite
survey either, we would need something to be able to capture that information. And then at the same time, I mean, coming from my background as a scientist, if you want to say that something is happening, you need five independent different experiments with different techniques to be able to say
that something is true. The same thing is what we're doing here in education where you're having multiple observations of the same phenomenon from different points of view, which is the reason why we have panorama and we have the walkthrough tools and we have the school improvement plans and we have all
these different things in place. so that then we can gather all the data together and then make informed decisions based on the data that we have. I understand that this may not be the easiest way to convey the data or to be able to link
everything to the action steps, but when we are getting our quarterly reviews alongside with everything else, that's how we can get the data and we can make decisions about what we do moving forward.
And I wanted to say Mr. Sheen, are you good? Okay, Miss Uald. >> Yes. And thank you for that because that that's exactly the spirit in which I'm I'm asking these questions about the the the differences in in the data that we
are being asked to absorb in whether it's in a Q2 report, whether it's in this report. um and and be able to understand what is the gap and then what are we what is the the the media the mitigation for whatever deficit we might fail or consequently of all the progress
that we are making and yes we are making progress how do we continue to move that in the pro in that positive direction right and looking at these data points what I feel is coming to us is is is not and I agree with with superintendent
stood that these signals are hugely important to understand uh culture. But in the same way that we might say there's two questions on the 18%, there might be two questions on the 58%. Right? So, you know, we have we can't just say, well, we don't like the 18%.
So, you know, like we have to evaluate it all in the same way. Um and and so I I guess my what I'm trying to understand is if that is one data point that we're looking at for engagement and the walkthrough tool is another just as an
example of Jackie what what you were mentioning and then the the and then each building principle has their own belonging and engagement plan. you know, how does this get aggregated together to us to make a competent assessment about
where our district's engagement really lies? Because it seems like can't just go with the 18%, can't just go with the 86%. Like where is it? Like is there a dashboard that exists that
levels up these findings? Miss Kushian, >> there is not a dashboard that exists, but their school improvement plans are their dashboard and they're varied and the data is very different across schools. Some schools have very high
engagement and attendance and others are continuing to work. Um, as you're asking that, maybe that is something at the district level we create for you all to see. um because we look at them
individually at each quarterly SIP review. The other thing that I just want to share that I've learned and I you know uh I'm new and so I'm happy to take suggestions and feedback but I have worked for district leaders
who have a knee-jerk reaction to one data point and that is not productive either. recreate your school improvement plan based on this panorama data or recreate your plan based on our um SEN visit our school quality review and and we have
learned that you need to triangulate the data to to Judy's point Dr. Rivera Cologne's point in order to make informed decisions so I wouldn't Mrs. wouldn't ask a school to recreate a plan
on that one 18% data point, but every quarter they have to report out using such data points where are they based on their annual goals that they set for themselves. What are the actions that they're doing? What are the actions that
they're going to change based on the data from the quarter? And what are the actions that they're going to continue to maintain because they're seeing progress? And I'd be happy to invite you to come to a SIP review when we have them in quarter three if you want to see how
schools do that and dipstick a school or two. >> Thank you. >> So we move on. Okay, we've made it to slide three. Um before I talk about our family results, I just want to let you know on um the previous
slide, safety for the elementary kids should be 63 instead of 33. There's a small typo there, but a big difference in how we're interpreting it. So I would be remiss to not mention that before we continue. Apologies for that. Um
over the years, our family survey has been um pretty consistent and I would say directionally positive. Um families report that trust between the school and parents is strong. Communication
and um academic confidence are the work that they are are really um concentrating on. And so generally um the feelings about family support, school climate, family efficacy um were very high. Um, we do uh survey I I this
what came up a couple times. So, I just wanted to mention we do um survey families on what their barriers to engagement are. So, is it child care? Is it transportation? Is it that you're at work? Um is it that you just simply didn't know there was something happening at the school? You don't feel
like communication is strong. Um so, we do make a point to ask our our families if there is a way that we can support increase their engagement there. Um some of the things um some of the implications that we got from this is
that um one of the areas of focus is that families reported a need for clear information about progress towards grade level standards um stronger communication and visible safety practices. we saw a dip in in um school
safety um for some families and we want to make sure that we are kind of investigating what that means for families. Um and we already talked about this but you know participation rate for families was low and that's um really emphasizing
um our need to to increase that in years moving forward. questions before I continue already there. Okay. Um on our teacher and staff survey, we
have two um similar but slightly different surveys. Um our teachers get additional questions specifically about students and classes and instructional needs. Um so it's a bit longer. Um what we have seen is that um teachers
and staff are reporting more positive relationship and belonging than students are. So staff reported feeling like their um work environment was positive um that they had uh really great relationships with other staff and um
and with students. Um what we saw come up between both surveys is a need for some um evaluation around our um professional development and then the evaluation cycle itself um came up um
for both teachers and non-instructional staff. Um so that's something that we want to continue looking at. Okay. school reflections. Um, in the agenda there should have been a link to all of our individual schools um, self-reflections. And so every year we
ask um, schools to uh, find their glows, grows, and next steps. Um, and so you can see that laid out um, for all of the schools. Um what we heard over and over again is that um they felt that they had strong
relationships with families and that families were welcomed and supported. Uh teachers and staff frequently describe strong trust, cultural competence and improving climate. Um and then several schools pointed to better feedback as in
coaching and feedback. um stronger culture and um there was some stronger participation than prior years. Um and then some schools named student value of school and student adult relationships as foundations to build on. Um and we
felt that that was important to highlight. um things that we heard over and over again for grows, they really wanted to focus on respect, belonging, and engagement because those results remain uneven um depending on the school. Um
many schools reported that families were looking for clear information about instruction progress and how to support at home. Uh representation and materials and culturally responsive experience remain concerns. Um that's a question that um continues to to show low
favorability for us that we continue to to um investigate. Um and then we saw evaluation and feedback cycles and staff voice come up uh repeatedly through many of these
school writeups as well. Okay. So, I have a little bit a little disclaimer here about interpreting the connection between benchmarks and panorama. Like um Miss Kosina said, um this should be really taken into the context of so many data points that
we're monitoring on a daily basis. um benchmarks are the implementation measure and then panorama is an experience measure. Right? How are we experiencing the implementation? Um and and our best interpretation is that when
panorama and implementation data point in the same direction, the district can have greater um confidence that um what's improving is actually is actually real and where um our attention is needed most. And so um let me move on to the next
slide. Um early literacy is one of our biggest priority areas um for our work. Panor this this um priority is the one least measured by panorama. Right? We're talking about early literacy, the ability for our
children to decode and learn um and and read. Um the benchmark focus for this year was about strong literacy practices, progress monitoring and data meetings. Um panorama is not as helpful um when evaluating this. But what um
what it does tell us is that um some of the experiential things that especially our smallest children are experiencing in the classroom, their positive relationships, their academic support um are getting stronger and that kind of
lays the foundation um for a safe stable learning environment. Um learning experiences. The survey reinforces the importance of this work. students still value school like we've talked about. Um, and teachers are strongly committed to ensuring that
every student succeeds. Um, again, we've talked about this a lot. Secondary engagement is low, though. Um, and only half of students reported having their teacher have high expectations of them or be excited to be teaching.
Priority area inclusion. Um family and staff data suggested a positive foundation and cultural competence and relationships uh where families were feeling welcomed and adult family cultural competence was strong. Um students respon uh responses report a
lack of student adult relationship of trusting student adult relationships. Um and that also ties into um our belonging. Again finally um whole child uh this benchmark
focused on MTSS implementation strengthen advisory um absenteeism. What Panorama supports is that safety has improved especially in grades um 6 to 12 but again thinking about belonging adult connection pure respect especially at
secondary level. Um and then finally, educator development. Um our adult data shows strong senses of belonging, leadership relationships, and work environment. And teachers and staff point to concerns about evaluation,
district level PD usefulness, and um general system coherence. Again, this is an incredibly high level overview of this survey. And so a lot of the nuance of these individual questions and within these schools, I would very much encourage you to explore those um
publicly available results um and break down those questions too so that you can dig more specifically into questions. >> Thank you so much, Miss Lub. Um, so is it possible for us to just just hear just from this pulse check, you know,
what might be behind the student responses of the report of lack of the lack of trust in uh trusting adult student adult relationships? Like is there is there a thought like any conversation about why that gap exists?
I would have to look deeper. Uh meaning I would look at each individual school data. Is one school in 6 to 12 having greater relationships than others? What are they doing that schools that have a lower number are not doing? I So this
data would make me look further >> um and and talk to those school leaders about that. And is that I mean is that a next is that a next step >> or for that? >> Yeah, we can look at that information
for sure. >> Okay. I like I think the biggest example of that from the high school specifically is what what we me what I mentioned earlier
about the student summit last year like that was an eyeopening experience for students to share with staff like how they were feeling and then um you know from that experience the school was able
to share that information staff and kind of work together to try to >> problem solve that. But as far as like districtwide student teacher relationships, we can dig into that information and see if there's um any specific next steps.
>> Mr. Sheen. >> So, I just um as we're all coughing and sneezing after marching for two hours yesterday in the rain, it's um first of all, looking through all of the um data that we could drill into. I want to say
last year that I was um fairly critical of some of the work being done at central office and the responses of central office and I do I did see that almost every category had an increase uh over last year which is good and I you
can tell that there were some real um improvements looked at and thought about about some of the changes that were happening um there. One thing that is still concerning to me though is that I think there are still some real comments
about people at central office feeling like they even get evaluated and that has gone down more than before. So I guess I just need to know is every person at central office evaluated? >> Yes, everybody's getting evaluated but
the experience is different depending on the who the supervisor is. So, Jackie and I have had a good conversation with uh Beth on, you know, what the the most critical feedback we got from that is that the evaluation process itself
doesn't really help me get better at my job. It's not um you know, some of the open responses are like, you know, I'm doing a a good job, but my raise doesn't reflect that. Um what we want to do is tighten up our process so that every
employee has a similar experience no matter who their supervisor is. And um Jackie has a really good good tool that her and Serita have been using with the principles. Um and that tool is designed really to to uh to capture like the
observations that are happening relative to the evaluation process. That for sure I can tell you is not happening. What happens is and you know I have regular check-ins. Everybody has regular check-ins with their staff, but they're not necessarily geared at they're geared
at the work like this is the work we're doing. How can I help? Blah blah blah blah blah. um they're not like here's how you're doing in the first quarter and like if I had to evaluate you um you would be trending towards you know a
needs improvement or you would be trending towards a proficient and in order to get from needs improvement to proficient like here's where I think you need to strengthen like there's not those depending on who your supervisor is there's not those regular check-ins
with the hopes of the evaluation process process actually being something that staff embrace and staff feel good about and that walk away feeling like this helped improve my practice as opposed to it happening at the end of the school year. Um, you know, at the end of the
year like this is your your rating for the year based on all of this evidence. We do have a process where staff like assess themselves. So like most of the staff that I've experienced, they write their own self-evaluation
and then the supervisor has an opportunity to either agree, disagree, have conversations where there's not agreement and then move on. But what what we want to create is just a more streamlined process where there's regular check-ins throughout the year and where the evaluation process is
actually feeling like this is helping improve my practice. >> Mr. Sheen. >> Okay. But so the thing is you actually improved on the quality of feedback and coaching that staff receive. So what
you're saying there may have correct you're saying you're not providing that enough but obviously there was a significant improvement from the year before where the issue is is that the evaluation system that you're using for people at central office the actual
evaluation system is saying that um it's it's a negative perception of the system. So obviously I mean people are responding to the feedback that's being given but the tool that you're using at central office that's or the
process that you use to evaluate they don't see any value in that. So like how much time do you spend with your direct reports on each one of their evaluations to go over coaching and to give feedback during the evaluation cycle?
Yeah, it it varies by by st by supervisor. So, >> no, no, I'm asking you. So, you have direct reports. How much time are you personally spending with your director doing observations of them and working with them throughout the year and doing unannounced on your direct reports and
then sitting down with them and doing coaching and followup from observations? Like, do all of your direct reports have observations? I don't know that there's a formal observation process that I I that I've embedded. I meet with every single one
of my direct reports on a weekly basis and you know I you know I have a mid-year checkpoint where I I have a conversation with them and let them know where I think they're doing well, where like where we we need to see some improvement and you know I use like real
time feedback when things come up um with my direct reports. Uh that's what I'm trying to that's what we >> So I guess what what rubric what are you doing and skills and rubric are you modeling with your direct reports to ensure that they're modeling that with their staff because obviously there's a
disconnect from you the people that report to you and the people that they're working with aren't feeling as though that the evaluation process is a valuable process for them. >> Yeah. I mean I can share the evaluation tool that we're using. That's the same one that I use with my direct reports
and that's the that's the one that they use with their direct reports in central office. What I what I'm noticing is inconsistencies and that's what me, Jackie, and Beth are working on like creating a better system to make sure that there's consistency ac across all
of them including myself. And how often are administrators being trained on some sort of inter raator reliability throughout the process? How often are you doing that with them? >> Can you repeat that? What what do you >> Yeah. So, how often are you performing
interrator reliability training with administrators and with your reports to ensure that every administrator doing evaluations in the district is fully calibrated to the same so that exemplary at central office is the same as exemplary at Dunu, at McMahon, at Hoyok
High. Like how often is that training occurring >> in central office? That is what we need to get better at. That is something that we need to do a better job on and we're going to come up with a process to make sure there's consistency. Jackie and
Serita, you have a tool that you know the can you share the tool that you have for >> but that's not what I'm asking. So like evaluators need to be calibrated. So what is seen in one evaluation and so that the the thought of proficiency that
is seen in one school or one location is what what proficiency looks like at Dunu is the same as proficiency at Hokkai and we owe it to our so how often are evaluators in all areas making are we ensuring that there's that
interrator reliability amongst them >> at the school level at every onetoone check-in. So when the Edsil whether it was myself or Serita is meeting with the principal specifically looking at observations or their midyear formative
assessment, we review it with them. We've shared a template that is the same across schools so that they're aligning the feedback to the rubric. They're aligning the feedback to the indicators in the rubric that align to our district
priorities. That's happening for school administrators. That's happening for um assistant principles. That's happening for teachers. I agree with Anthony. We are at that juncture now at central office. How are
we ensuring that for example using the Desi um school district cabinet rubric that we are interrator reliability we've calibrated on those
indicators at central office I would say with 100% that schools are calibrated across schools on the teacher rubric on the um uh non-instructional rubric on the counselor rubric and then on the
administrator rubric but I would say that we need to work on that at central office >> miss >> so is is this disparity something that you would attribute attribute the the 28% of teacher trust in district leadership is that the disparity in how
people are evaluated what else is going into that would you s think is going into that number. >> Yeah, that that particular question if you click on that um is about district professional development. So, let me
open that up. Um that was district leadership, right? >> Yeah. Yeah, here it is. Sorry. To find it. So, the one question that's in there is how much does professional learning provided
by central office i.e. full day PD release days slash support from school supervisors etc help improve your practice. So, one of the one of the things that we took
away from this is that when we when we do our, you know, uh, content PD where our academic team goes in and provides professional learning to to schools like and we do our exit surveys, we get like
90% responding favorably to that. But when you look at this question, it's hard to um it's hard to connect those two data points because the whoever is reading this question, I don't know if they're talking about the content PD
that the academics team is providing, if they're talking about the building principalled professional learning on Wednesdays that's being provided because it's it's hard. So, I feel like in the future, what we've talked about is we should break out that question so
that um let's be real clear like what do you think about the PD that you're getting by uh our academic team? What do you think about the the professional development that you're getting from your school principles on these days? And what do you think about other
professional development in the building? if we were to able a able to break it out, I feel like we would get, you know, we would be able to isolate that a little better and figure out what the issue is because the the content PD that we give and we when we give exit surveys on that PD, it shows that that,
you know, it's being valued by the the staff. I don't know if people look at this and say, "Oh, well, we have eight PD days extra. We don't really need eight days." Um, it's hard to tell. So, I think that this is a question we really got to dig into um and and maybe
break out more so we get better information on the back end. >> Just real quick, just follow, is it the same? Are you asking the same question? So, like after the PDS that you get the 90% rate, is it the exact same question that's being asked on the panorama? So, it's the same verbiage.
>> Rebecca Thompson creates that feedback. It's the same feedback form for every department and it models uh panorama Interesting. >> It's is a question that is too complicated to parse out. So it's it's just a bad question in my opinion.
>> Yeah. >> So making clear questions is going to be helpful in the future. >> Thank you Miss Malave for all your work. Thank you Miss Koseen. >> Thank you. On to new business.
Out of state field trips. May I have a motion that the school committee vote to accept the out ofstate field trip to the Culinary Institute of America, Hide Park, New York on May 4th, 2026. >> So moved. >> Moved by Mr. Michaelelsson, seconded by
Miss Lero Martinez. Any discussion? See none. Roll call vote please. Miss Feliciano Martinez. >> Yes. >> C. Mr. >> Yes. >> Yes. >> Garcia.
>> Yes. >> Dr. >> Yes. >> Yes. >> Yes. Moving on to budget transfer and reports. May I have a motion that the school committee accept gifts and grants received in the above report?
Moved by Miss Tensley Williams, seconded by Mr. Isasa. Discussion. Mr. Sheen. >> Yeah. I'd just like to know the donor on project lead the way. Yeah. on the grants and gifts report.
>> Who is the donor in Project Lead the Way? >> Um, uh, I don't know who the donor is, so I'm going to have to follow up on that. I'm going to make a motion to amend to um
remove project lead the way from the acceptance. >> Do we have a second? Seconded by Mislevold on the motion. Any discussion? I mean on the amendment.
Seeing none roll call vote please move >> Martinez >> yes >> yes >> Michael >> yes >> yes >> mayor Garcia >> yes >> Dr. alone. >> Yes. >> Yes.
>> As amended. >> Oh, go ahead. >> Sorry. >> As amended without the project lead the way. Roll call vote. Miss Pisiano. >> Miss um Mr. Bra Martinez. >> Yes. >> Men.
>> Mr. >> Yes. >> Mr. >> Yes. >> Garcia. >> Yes. >> Dr. Ralone. >> Yes. >> Mr. Sheen. Yes. >> Yes. Moving on. May I have a motion that the school committee vote to accept the
report warrants in the report above? You can read all of those on your own as listed on the agenda. I have a motion to accept >> motion by Miss Tensley Williams. Do we have a second? >> Second.
>> Seconded by Missold. Discussion seeing none. Roll call. Vote, please. >> Mr. Martinez, yes. Williams, >> yes. >> Yes. >> Garcia, >> yes. >> Dr. >> Yes.
>> Yes. >> Yes. >> May I have a motion that the school committee refer the budget transfers to cover legal legal services, pupil service, contracted services, workers, com employment, and utilities as listed above to the finance and operations
subcommittee. So moved. Moved >> by Mr. Sheen. Do we have a second? Mr. Isasa. Any discussion? >> None. Roll call vote, please. >> Martinez. >> Yes. >> Yes.
>> Yes. >> Yes. >> Dr. >> Yes. >> Yes. >> Yes. Moving on to orders. order filed by school committee member Wilson that the school committee hold a retreat within
the next three months that it's a great order to be filed. We are working on the process of putting this retreat together. You will be receiving a poll so that you can tell me your availability so that way we can
schedule our retreat. We will also in that poll in the email ask for possible topics that you would want to include in the agenda for the retreat. Thank you so much. Next, we have order filed by school committee member Shien
requesting that the district invite the food services management team to review our current food service operations and procurement processes and to assess whether any findings from Springfield's recent internal audit may have implications for Holio.
to finance and operations. >> Motion by Miss Lef. Do we have a second? >> Second. >> Second then by Miss Leon Martinez. Discussion. >> See none. Roll call vote please. Miss Vic. >> Miss Lebron Martinez. >> Yes.
>> C. >> Mr. Garcia. >> Yes. >> Yes. >> Yes. >> Yes. Next order filed by school committee member Shien requesting that the school committee receive copies of all
non-personal contracts currently in force with a term greater than three years. May I have a motion that the school committee vote to refer this order to the finance and operations subcommittee? >> By Missib, seconded by Mr. Isasa. Any
discussion? Seeing none, roll call vote, please. Mr. Martinez, yes. See >> Garcia? >> Yes. >> Dr. >> Yes. >> Yes.
>> So moved. Approval of meeting minutes. Motion that the school committee vote to accept and approve. >> Seconded by Mr. Isasa. Motion made by Mr. Sheen. Any discussion? >> Roll call vote, please. >> Martinez. Yes. Miss C.A.
>> Yes. >> Yes. Garcia. >> Yes. >> Dr. >> Yes. >> Yes. >> Yes. >> Approval of new student activity clubs. >> So move. >> Motion move.
>> The poetry club and sports management club to be approved for the creation of both at Holio High School. And I'm assuming it's north campus still going based on that. >> Yes. >> Do we have a second? Second that.
>> Second by M Stley Williams. Discussion. Mr. Sheen. >> So I just actually can I hear the motion? >> Oh, hold on one moment. Let me read it word for word. That the school committee
vote to approve the creation of the poetry club and sports management club at Holio High School as attached above. Second that,
>> Mr. Sheen. >> So, I guess just for clarification, are we approving the club or are we approving the concept of opening an account for the club? >> Yeah, it's so if the club wants to do
any fundraising, we need to be able to set it up in our system as a student activity. So yes, there there are clubs that might not necessarily need to do fundraising, but the school has asked for us to set it up as a student
activity so that in the event they want to do some fundraising, they don't have to come back here and uh get approval. >> Okay. But I guess I go back to my question. Are we approving the club or we approving the ability to open an account for the club? >> Both.
Yeah, I guess the right terminology would be the poetry student activity club or something like that. >> It would be funding, right? So, we're going to approve the creation of the club and um the finance aspect or
the >> well this anytime we need to do or part of our procedures for student activities is any new student activity accounts must be approved by the school committee. Um >> so finance accounts so shouldn't we
refer then to finance subcommittee? >> I mean >> Mr. So, I just want to be clear. Are we in the business of approving clubs? Are we in the business of creating accounts >> because there's a huge difference
>> in both of those? >> Uh, and what I believe that we have purview over and don't. >> Yes. >> So, what is being looked for with that like >> they want to create a student activity for the poetry club? >> That'll count. >> Okay. So, you're saying it's the we are
now approving clubs. Is that what you're asking? I'm asking for permission or Holio High School is asking for permission to set up a new student activity
for the po poetry club and a new one for the um sports management club. >> If this were just a club that didn't involve any fundraising
then Oh, >> then then I I my my guess or my stance would be that, you know, it it wouldn't have to come to school committee. I'd have to review the policies around
clubs. Um, but I do I do know that our current practice for student activities is we shared a full list of student activities at the beginning of the school year. It was the first time that you know we had practiced this with the school committee. We had closed some and
then moving forward our intention is that anytime a new student activity um is is formed that we would come here to the school committee to get approval. >> Yeah, I was trying to find that that policy but you guys all started talking
on my computer >> Mr. Shen >> but that list you shared with us was not an exhaustive list of every club. >> Not clubs. Yeah, it was just student activities. That's correct.
Some clubs exist that don't require any fundraising or money, right? Like if there's a a chess club or a checkers club, um chances are like th those supplies are already there and provided and they don't need to do any fundraising. But
um you know some clubs that whenever they they they want to do some fundraising on their own that's when we consider it a student activity and we would come to the school committee and ask them for approval. So what would happen if this were
approved is I would uh sign this form, let them know that the school committee approved it and then we would create uh a new uh student activity in Munice so that whenever they do any fundraisers or
anything like that, they would deposit it. we would put it into Munice and then they could just go through the normal warrant process like uh through requisitions and all that. Now there's a chance that they could, you know, they don't do any fundraisers and and you
know, no funding goes through there, but they they had requested this to be a student activity >> with an associated account so that they are able to fund raise, >> right? >> Yeah. I mean, all of our student activities are in the same account, >> right? >> They're differentiated. they're
recognized to be able to >> recognize. Um there w you know maybe seven years ago there was actually like checkbooks >> and there was like high risk involved in that. We did a ton of work to get that
get rid of all those checkbooks. Um and we came up with a new uh procedures manual for student activities. And now the only way to spend money out of these would be through the requisition process which there's a workflow checks and
balances. It it kind of minimizes the the risk involved with handling cash. >> So I'm looking through our policies because I was trying to figure out whether we would actually have to vote
on this one. If it's just the creation. >> Uhhuh. >> So then we're voting then. Okay. So it's not Okay. So then I have to withdraw my motion because you just the motion was just for
creation of the club. Had nothing to do with the account. >> Yeah, it does say approval of new student activity clubs. So I think the activity club. >> Yeah. >> Oh, okay. You're going to >> So maybe we
>> word activity. Okay. >> Maybe we change, you know, >> change it to uh approve the creation of the poetry club and sports management club student activity accounts.
>> Right. Okay. that would I think that would kind of be more aligned >> so that there's no misinterpretation that the school committee approves just normal like the chess club or whatever. >> Okay.
So, do I have to amend the motion? >> I withdraw my >> You can withdraw it and then >> somebody else can go ahead and take it. >> Go for it, Mr. Cessa. You know the wording. Mr. Assassa >> that we approve the uh poetry club as a
student activity >> and that implies the account. >> Second it. >> Both poetry and sport management. I'm sorry. >> All right. Do we have a second? Second. Seconded by Ma Williams. Discussion
>> seeing none. Roll call vote please. >> Mr. Ron Martinez. >> Yes. >> Mr. Mr. Tensey Williams. >> C. >> Mr. Zaza. >> Yes. >> Mr. M. >> Yep. >> Garcia. >> Yes. >> Dr. >> Yes. >> Mr. Sheen.
>> Yes. >> Yes. >> Moving on to updates of committees. Policy and governance subcommittee is meeting on Wednesday, I believe. Next, we have finance and operations subcommittee. Oh,
go ahead, Miss Leave. All right, so we're on policy and governance subcommittee. I know Miss Wilson's not here, which this this is kind of bad, but anyways, sorry. I um so I was just made aware that there's
going to be a meeting on Wednesday. Um and unfortunately that's very short timing for me to be made aware um that there is a meeting and it's kind of disheartening because I haven't been active in the policy subcommittee since
I was appointed to be a part of it because the first meeting that was held I was at a conference then everyone thereafter was cancelled because we didn't get it onto the agenda or it wasn't posted on time whatever what have do. And now that we do have one, I'm
being notified 2 days in advance and then I'm going to miss the April 8th one because I'll be away at a conference. So, personally, I don't feel that I'm going to be an effective member on the policy um subcommittee, policy and governance subcommittee. So, I am
requesting to be removed. But we got to find a better way um of you know like communication ensuring that we are um scheduling these ahead of time cuz in my for me personally I do work mornings and
evenings and I try to adjust my patient visits so that I can make them make it to meetings. Um but not with two days notice. I can't find a nurse to cover me. Um, and like I said, I want to be a team playerto,
right? Um, but in this case, I can't. But, um, just overall any subcommittee, let's be cognizant and kind of work together and make sure and if we're going to try to schedule dates, just responding back
um to the emails on time so we can all be on the same page. Thank you, Miss Lef. Next, we have finance and operations subcommittee. >> And we have a recommendation, Mr. Sheen.
>> Tell us about >> Did someone make the motion? that the school committee vote to approve allowing the interim superintendent to move forward with a statement of interest with the MSBA for a core project to replace the Lawrence school. >> So move.
>> Was I supposed to read that vote language below? Oh, I'm sorry. Resolved. Having convened in an open meeting on March Wait a minute. Today's March 23rd. >> Yep. >> Oh, okay. Having convened in an open
meeting on March 23rd, 2026, prior to the SOI um submission closing date, the school committee of Holio in accordance with his charter, bylaws, and ordinances has voted to authorize the superintendent to submit to the Massachusetts School Board
Authority the statement of interest form dated April 17, 2026 for the HB Lawrence School located at 156 Cabbage Street in Holio. which describes and explains the following deficiencies and the priority categories for which an application may
be submitted to the Massachusetts school board school building authority in the future. Replacement of or addition to obsolete buildings in order to provide for a full range uh programs consistent with state and approved local requirements.
in parenthesis. Built in 1930, one of the district's oldest buildings doesn't meet the school's education needs due to undersized classrooms and gymnasium, no media center, and insufficient space for students with disabilities and students who are English learners. Outdated building systems, including failing
plumbing, failing heat, no air conditioning, limited ventilation, and absence of accessible public bathrooms, interior doorways, exterior entrances, and exits. and hereby further specifically acknowledges that by submitting this statement of interest form. The Massachusetts School Building
Authority in no way award guarantees the acceptance or the approval of an application, the awarding of a grant or any other funding commitment from the Massachusetts School Building Authority or commits to the city of Holio to filing an application for funding with
the Massachusetts School Building Authority. That was so long. Can we take a vote now? Miss seconded by Mr. Isasa. Discussion. >> Mr. Sheen. >> I'll just report this was recommended from the finance and operations
committee. It still needs to be dealt with by the council. You need both groups to approve it before the superintendent can submit. and that this commits us to nothing other than being able to say we might be interested. >> Seeing no further discussion, roll call
vote, please. >> Mr. Le Martinez, >> yes. >> Williams, C. >> Mr. Zaza, >> yes. >> Mr. Michaelelsson, >> yes. >> Yes. Mayor Garcia, >> yes. >> Dr. Cologne, >> yes. >> Mr. Sheen, >> yes. Yeah.
>> Next we have the joint city council school committee, Miss Lero Martinez. >> Yes. Um please bear with me because I have my notes at my um last agenda and at home and my husband thought I didn't
need them and he threw them out. So, but with that said, um we had a very robust meeting uh in our orders that were presented some um by uh the first one which it's funny I don't have it here is the same subject that your finance
committee discussed and it is going to uh um in attendance. I'm sorry. Let me just say that councelor uh Mr. Grainy was uh on this meeting as well as um Jenny Rivera, councelor Ria
who then um we discussed this uh the SOS um request for the Lawrence School possible development and they were going to take it back right to the council to discuss it in order to um get approval
and submit forward. Um but that's where it stands on that on that um particular order which was one of the first ones. Then we had um an order by
uh councelor uh Rivera is is righta in regards to a the order that um hold had to do with the the
it was committee I'm Sorry. That um order that the school department be requested to provide an overview of the district's current early literacy instructional model, including reasons for transitioning from phonics based
instruction to use of the site um words and how students reading outcomes um being assessed. We had staff from the administration that came and explained it and uh went through it back and forth. It was a very robust I think
that's is one of the biggest conversation we ever had with data being explained over and over in a different way to understand it. Um which Mr. Rivera kind of wanted to get clarification even further because he wanted to say that how do we compare PE
is it a peer compared by na nationwide is it compared locally or within our district and all of that was explained it's still at the end even though I felt that it was covered uh it was still tabled it was never felt it was comp
comply with but it appears here that it's showing that it's comply with so I will just say that it's compliant. But according to my memory was that he wasn't completely f fully I don't know answered I felt but it does it does say that it was complied with.
>> Yeah. He acknowledged that the order was complied with and >> Okay. >> And he said he he might have some other questions related to other things but that >> for all intent and purposes the order was complied with.
So, that was one of them. Um, and then had the and I'm going to ask um Patty Labolt to support me on this process. We had um a a
somebody has a hand. So, we had the um Another order which was from Dr. Rivera Cologne requesting that the city council designate the school committee the authority to vote and accept donations gift to the school department even if they are property of
ours. And um that was recommended to uh be discussed by the our our city solicitor and our our lawyer to um come with a response. Yeah,
that was uh that was tabled so that uh for the next time for when we remove it from the table, we bring our attorney and the city solicitor to see what the path forward is. you know, um, you know,
we we often get donations of personal property and, uh, our city solicitor is also a school committee member and has been doing it for many, many years and has never, uh, seen where that, you know, where that's a requirement. So, if
we get, you know, coats donated to the school like um for for winter coats or winter gloves or a piano or anything like that, it's always come to the school committee for a vote. It's never necessarily gone to the city council. So
there's gray areas in interpreting the the mass general law and uh the request was this order was tabled so that um we could hopefully bring both attorneys together and figure out what the path forward is.
>> Then um so I know go ahead Mr. Sheen. So, was there any discussion of just having the solicitor call our attorney rather than I mean is that what's happening or is there another meeting?
We I left that meeting saying thinking that um the next time when we remove this for the t from the table, let's invite both the city solicitor and the attorney. But um I think that's a great idea if we could just get them to talk
and not >> I mean a phone call I mean our attorney there's billable hours. I know the solister there's not. But I mean a two-minute phone call like might be more effective and then report back to the committee unless was there a motion that we and the council have to was there a
recommendation of a motion to bring them in? stable. >> So, I would need more guidance on that part like if I do would I be the person to call or the lawyers to convene a conversation or who does that? I I don't
>> miss >> I was just going to say we did talk about them call talking to each other you know with with a call >> but >> the question is who does >> yeah convening >> yeah I didn't know that okay thank you >> thank you Mr.
Then >> and then there's one more item. >> Yeah. The order was un um filed by um uh Miss Lubal in the interest of the student safety that the school committee in coordination with the city council consider adopting a Massachusetts
general law chapter 4071 uh about a school violation detection monitoring system. And we had Mr. the Gorman who came in and explained the the the way that it's worked and Chopi I guess has been one of
the first ones who's done it so far in this district and um of course um I'm on the conversation questions came up what is it going to cost the city it's not going to cost nothing that's what was understanding
that it is um a discussion and conversation from our superintendent the the mayor and others that may play a role on this, including our police uh chief. Um because the way that it works
is that once they set up these monitors, they will, you know, citation will come out of it to those who may not obey and that's how they um get reimbured. But that's a discussion from the city, the mayor deciding how they want to go about
it. But um he's excited and ready to roll it out. All the vote has u the this particular order had to be also uh recommended to go to the city as well because they have to both vote on it
because it's a law that has to be adopted by the city. My understanding again that Miss >> Yep. That's absolutely um correct, Miss Lebron. And I just want to just make the
the law was um sent to the ordinance committee from the last city council meeting on the 17th. Um and u I did get a call from um councelor me McGrath who um just had asked that um our
counterpart um councelor Jenny Rivera um file a specific order for for ordinance to take it up. So, ordinance will be taking it um I don't know that they'll be able to take it up this week, but that they will be moving the process forward and then if the law if the city council does vote to adopt the
Massachusetts state law, then that will enable the city to investigate the viability of the stop on stop arm camera on our buses. Um so, we just have to clear that hurdle first. >> I looked up the city's website and it was on the March 17th um agenda.
>> Yeah, it was. that there was some technicality with them sending it to ordinance. And so now in order for um councelor McGrath to take up um uh Miss Rivera will need to to uh and I did reach out to her so she's aware of that.
>> Okay. Go ahead, >> Mr. Sto. >> Yeah. And I'll just add that, you know, anything that we can do to make our roads safer and our students safer is is always welcome. Um, this program is not necessarily one that I'm super familiar
with. We did have an actual vendor that would that came in and talked about it. Um I know that there was mention about that there's no procurement involved but there is some sort of money being exchanged because from what I believe um
you know any violators that you know once the arm is open any violators would automatically get ticketed and the way that company makes money is that they get a percentage of that ticket. So it would be a it would be a collaboration
between myself, the police chief and the city to decide like how those funds are going to be used and what the percentage this vendor would take. I think based on that context I you know I would have to you know I would have to do some digging
on the the proper procurement laws and stuff like that. Um, so I don't want to create the impression that like the person that was here that day is automatically going to be the person that we go with. Maybe they are the sole provider in Massachusetts, but I do feel
like we have to do our due diligence because there is money involved. No, it's not coming out of our budget, but there's money being exchanged and some, you know, uh, citation sharing with whatever vendor. So once we get the school committee, I think the vote
tonight is to to recommend that the city council adopt that. Um I know they're moving forward already and having those conversations, but we thought it was a good idea for the full committee to vote to recommend that to the city council. And then in terms of once that happens,
you know, I'll have to work to figure out what the process is going to be for selecting a vendor and working with the mayor and the chief of police to figure out what that agreement is going to look like and how we go about soliciting the right vendor for it.
>> Mr. Shim, >> and would our bus company even allow it? >> Oh, they would be they would be happy to >> Oh, okay. Miss Louisville. >> Yeah, we spoke with um Mr. uh is Ken
Becker um at at Durham who has familiarity with the program and and the ability to to do it um other other work. So, yep. So, >> Miss Lever Martinez,
>> so is is do we vote is that a vote? Is that a recommendation to be voted on tonight? Um, Mr. Sto or >> I mean that was the and sorry, let me talk in the mic. Um, that was the recommendation from the subcommittee
that this come to the full committee for a recommendation to the city council that they adopt that law locally. So, do we have a motion? >> So, moved. >> Motion made by Mr. Miss Lug, seconded by Mr. Isasa. Discussion.
Say none. Roll call vote please. >> Miss LeBron Martinez. >> Yes. >> Missy Williams. >> T.A. >> Yes. >> Michaelelsson. >> Yes. Yes. >> Garcia. >> Yes. >> Dr. >> Yes.
>> Mr. Sheen. >> Yes. >> Motion passes. Thank you so much. Miss Leon Martinez. Leadership accountability and measurement subcommittee. Miss F. I'm sorry. I got it too late. Okay. So,
we just had our meeting today. and we talked about the superintendent evaluation. So for this um upcoming one with interim superintendent uh Sodto, we're going to go ahead and with the the recommendation
is to go with the one that was done last year which was the modified um evaluation uh through Jessie um where we use the goals personal student and district goals and then
obviously we will look into a more indepth uh evaluation for the new superintendent as we move forward. And uh we're going to be scheduling
our next meeting um to take on the AI and uh M services for English language learners and special education. Do you need a do you need to take a vote that we're going to go to the modified
evaluation or do you have to wait until my meeting minutes pop up on the next meeting? How do you want to do that? >> Yeah. >> So, we'll put it in for the next agenda. Okay. Thank you. >> Thank you so much. Nothing in ongoing
business. Announcements are stated on the agenda. Moving on to not open to the public because of an open meeting may have a detrimental effect on the bargaining position of the public body for the purpose of collective bargaining of all units going into executive session not
to return to open session >> oh >> and superintendent contract and communication from >> I have an announcement >> seconded by Mr. Shin announcement, Miss Tess Williams. >> Yes. Um
last week, um I was honored to go to Kelly's school and read uh to the students. So, I'm getting a list of all the principles that need me to go into the schools and read. So, I'm open for that. Okay. Just wanted to let you know
that I did and it was nice. In fact, the kids were so sweet that frankly I was the one that was blessed probably instead of them, but I had a good time. So, I'm looking forward to my next time to go into the schools and read. >> Thank you, Miss Ensley Williams. And I want to say thank you because there were
multiple members of the school committee who got to read at the different schools. >> Mr. Sodto, >> I just wanted to plead with the community. April 9th through 11th, uh, we have our annual musical. It's Mama
Mia. We uh you know um we we admittedly over since the pandemic haven't had you know the the amount of participation that we'd like to see. Uh I had a meeting with uh Mark Todd and and he
expressed like anything that we can do to promote MMA Mia and start to get more people to show up. Um so I wanted to take this opportunity real quick. April 9th through 11th, uh we will be uh having our normal high school musical.
Please support, please attend if if you have the time to do so. Thank you. >> All right, back on the motion. Roll call vote. Miss >> LeBron Martinez, >> yes. Missy Williams, >> C.A.
>> Yes. >> Yes. >> Yes. >> Garcia, >> yes. Mr. Verone. >> Yes. >> Mr. Sheen. >> Yes. >> Yes.