Thank you, Miss Feliciano. Welcome everybody to the regular meeting of the Holio School Committee. Calling this meeting to order at 6:38. Roll call. Miss Feliciano. >> Mayor Garc um or Mayor Garcia,
Dr. Ra Cologne >> present. >> Um Mr. Sheen, >> present. >> Mr. Lefave >> present. >> Mr. Lebron Martinez >> here. >> Miss Rosalie T. Miss Tensey Williams.
Um, Mr. Isaza >> present. >> Mr. Michaelelsson >> present. >> Uh, Miss Leau >> present. >> And uh, Miss Wilson present. Right. All
>> rise for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One, >> one nation under God. >> Under God, indivisible, >> indivisible, with liberty,
>> liberty and justice and justice for all. >> To everybody. On March 29, 2025, Governor Mora Hilly signed into law bodies which amended which contained the final form of the bill 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. Miss Lefave.
>> Thank you, Madam Chair. I'd like to make a motion to go out of order and take up agenda item on the superintendent search update. >> Seconded made by Miss, seconded by Mr. Isasa.
Roll call vote, please. Miss Feliciano. Um, Mr. Sheen, >> yes. >> Miss Lefave, >> yes. >> Miss LeBron Martinez, >> yes. >> Uh, Mr. Isaza, >> yes.
>> Uh, Mr. Michaelelsson, >> yes. >> Miss Leode, >> yes. >> Miss Wilson, >> yes. And Dr. Ricone, >> yes. Miss Wilson, >> you're mute.
>> Do we need to have public comment first? Point of order. >> We just had a motion to go out of order. >> Okay. >> So, that would move that motion for that. >> I would move that even that. Okay. Thank you. I was just double checking. Thank you.
>> Thank you. Right. Second, >> Madame Chair. >> Yes. Go ahead, Miss >> I'm So I have um Miss Tensley Williams on the phone here. She continues to have difficulty. So, should I keep her on my
on my phone? Hold on one I'm Miss Tenley Williams, just give me one moment, please. >> Should I keep her on my phone? Would you be able to hear her? Well, did you hear her now? >> I could hear that she was talking, but I
couldn't understand what she was saying. >> Okay. Well, at least I guess so that she can at least hear the meeting. I don't I don't know how we can proceed with this. >> She keeps having issues. She says when she calls in it says that the meeting hasn't started.
>> Never. That's unfortunate. We'll try to see what we can do for her, I guess. >> Can she hear us? >> She can hear you from my phone because I
got my phone right next to my laptop. >> Okay. >> I can hear you. >> Okay. Okay. So, moving to the superintendent search update. Our first item is the announcement of the superintendent finalist candidates by the screening
committee chair. I would like to welcome Mr. Glenn Coocher and Miss Kate Craraven. >> Hello. Good evening. Is it okay if I just quickly proceed with our recommendation? Is that how
you'd like this to go? >> Absolutely. And thank you so much for your service. >> Thank you, Dr. Rivera Cologne and members of the school committee. The Hoyok uh public school superintendent search committee convened on January
8th, 2026 uh with support from Mr. Coocher and the Mass Association of School Committees. We reviewed nine completed applications and five candidates uh were selected to be in the first round of interviews.
Those interviews were conducted in executive session on the 15th, 20th and 21st of January. Uh and each candidate was asked a round of core questions with one additional question tailored based on their experience.
After of course careful deliberation after the interviews, the search committee reached consensus on three candidates uh to recommend for public interviews with your body. Presented in alphabetical order, they are Annie Azerloa. She's the interim
superintendent in the Stratford Stark and North Northumberland New Hampshire district. Jacqueline Glashin, she's the assistant superintendent of Hoyok public schools and Carmen Melendez Cano, she's the executive direct director of
inclusion education in Boston public schools. Uh, and I think in the packet you have a written report that includes the application materials, meeting minutes, and of course the interview questions. Uh, and if I can just take a moment to thank the members of the
search committee for the significant time and effort that they dedicated to this process and for their thorough review um, of each of the candidates and their applications. And we respectfully submit these recommendations to the school committee under your leadership,
Dr. Cologne. >> Thank you so much. I'll make a motion to receive the report of the screening committee and send our uh thanks to that committee. >> Second. >> Seconded by Miss Wilson because that's
the first person I heard. >> But I see your effort miss. All right. So motion made by Mr. Sheen, seconded by Miss Wilson. Roll call vote, please. Miss Feliciano. >> Mr. Sheen. >> Yes. Miss Lefave,
>> yes. >> Miss Lebron Martinez, >> yes. Miss Tenzy Williams, >> yes. >> Um, Mr. Isaza, >> yes. >> Mr. Michaelelsson, >> yes. >> Miss Leode, >> yes.
>> And Miss Wilson, >> yes. >> And Dr. Ricolone, >> yes. Thank you so much uh to the whole screening committee again for all your time and effort and
everything that you've done so far. >> So I appreciate it. >> Thank you. It was a pleasure and good luck to you guys in the next round. >> Thank you so much. >> Thank you. >> Thank you.
>> Right. Are there any questions, concerns that we need to ask Mr. Coocher? Miss Lefave. Yes. Um, I'd really like to hear back from the search committee on the
process. Um, how did it go? Like, you know, they did put in a lot of effort into this. Um I just want to make sure that you know the way the process was the facilitation that you know they felt it was a fair
and just process. Um I do like would like to thank um the executive director of MASC Mr. Glenn Cooer um for facilitating and taking on this important job um that the Holio School
Committee um is undergoing. So, um, yeah, that's just my take. I know that we just heard from one person from the from the search committee, but it would be interesting to hear back, um, if they could write up a summary and end it to us to kind of
hear back from each member because I'm sure each one had a different experience. Thank you, >> Mr. I saw a complaint on Facebook that amounted essentially to saying that the presence of one member of the school
committee um constituted some kind of bias in the process. So I just want to say that you Mr. Zasa. So
I would like to clarify with Miss Laf because she was the maker of the motion. We're doing the superintendent search update. Yes. >> Right. I'm sorry because I I'm trying to focus on two things. The meeting and having Miss Tensley Williams here on the
call. >> We appreciate you miss. Thank you. So, sometimes I am losing track of where we're at. Please forgive me. Um I guess I can't multitask in this in this section, but what I what um obviously
we're in the search update, right? >> Okay. >> I just wanted to make sure that that's what your motion said. >> Yeah, it has to do with that. The the members of the screening committee. >> Yeah. >> Um that was that was a thing, >> right?
>> And I second that. I agree with you. >> Okay. Thank you, Miss Tensley Williams. >> Thank you so much. All right. So, we're still under superintendent search update. Next, we have the order filed by Mr. Shien that the school committee when voting to appoint a superintendent shall
do so by written ballot. Each ballot shall contain the name of the member casting the ballot and the name of the candidate for superintendent for whom the vote is cast or may indicate no vote. Upon completion of the balloting, the chair shall read the ballots aloud in no particular order. A candidate
shall be declared appointed only upon receiving not fewer than six votes. >> Mr. Sheen, anything you want to >> I'll move the motion. >> Go ahead. >> Do we have a second?
>> Seconded by Mr. Michaelelsson. >> Discussion. Mr. I just wanted to do this so we had a process and we didn't get to something in two weeks. And it's also there's been the um we've all talked about always having to be the first person to vote, all that type of stuff. So, this allows that. It complies with the open meeting
laws since we have to put our name on the ballot so that'll be read and it has the candidates's name. Um and it just is a level playing field for all members. So, no one just it's another option. >> Mr. She and Miss Wilson.
>> Thank you. Um I I appreciate the process. Um my only question is and was is this the the first vote we want to start doing our motions through ballot. Um but then Mr. Sheen just clarified
that the public will know which individual we vote for. So it is not by any means an anonymous process. and that we will be, you know, standing forward. So, I don't see any concerns because he resolved mine. So, thank you, Mr. Sheen.
>> Thank you, Miss Wilson. Any further discussion? >> Seeing none, Miss Feliciano, roll call vote, please. >> Mr. Shaheen, >> yes. >> Mr. Le Fav, >> yes. >> Mr. Lebron Martinez,
>> yes. Miss Tenzy Williams, >> yes. >> Mr. Isaza, >> yes. >> Mr. Michaelelsson, >> yes. >> Miss Leau, >> yes. >> Miss Wilson, >> yes. >> Dr. Vera Cologne, >> yes. >> Passes.
>> Next, we have order filed by Mr. Sheen that the school committee hereby authorizes the chair to establish, coordinate, and organize the interview schedule, the district and district's site visit schedule for the candidates for superintendent of schools. So move
>> moved by Mr. Isasa. Do we have a second? >> Second >> seconded by Mr. Sheen. Discussion missed. >> Yeah, I don't I don't mind that. I just want to make sure that um it's in
collaboration with the person that you're choosing to go where. Um because again, some of us, this is very short timing. for one. I'm gonna be >> quite honest. Um >> because at the same time,
>> some of us have to give our job plenty of notice, two weeks notice, and saying, "Hey, I can't be there." Um and some of us have already wasted that time and took up all that time cuz I'm
leaving in two days. So, um >> Oh, >> yeah. I just hope that we can um if you reach out to each one of us um just kind of see what our work schedule and what our our jobs are willing to do for us. >> Yes. And just clarifying that is
coordinating and organizing and not taking it over. Miss Wilson, go ahead. The only thing was the same thing is that you um you know collaborate um with the you know with all of us based upon our positions and other life activities.
Thank you. >> Thank you Mr. Sheen. >> No I'm good. Never mind. >> Any further discussion? Seeing none. Roll call vote please. Um, Mr. Sheen, >> yes.
>> Mr. Fave, >> yes. >> Mr. Bra Martinez, >> yes. >> Miss Tenzy Williams, >> yes. >> Mr. Isaza, >> yes. >> Mr. Michaelelsson, >> yes. >> Miss Leau, >> yes. >> Miss Wilson, >> yes.
>> Dr. Vera Cologne, >> yes. >> Motion passes. C can I I'm just gonna >> Miss Wilson >> I just feel Did Miss Lefay make a motion that was seconded by Miss Tensley Williams earlier because she said I
supported this. I'm just questioning was it just a comment or was it a motion? >> I believe it was Mr. Oaza who had seconded it first. Did you? It was in regards to getting the feedback, but then you mentioned something that apparent I I couldn't hear everything
that committee member Sasa said because I was focusing on this other thing, but he mentioned something about Facebook, >> right? Because you you started with a motion asking to get some feedback from the group >> and then my understanding was then Mr.
Saza gave some feedback and then Miss Tensley Williams seconded your motion and so it seems like we should be having discussion over that motion. >> Oh, >> thank you. >> At that time I don't think that it was a motion. The one that Miss Tensley
Williams seconded was a motion that we had already had off the table. It was when I asked um Miss Lefay about her motion if it was superintendent update and then when she brought it up then Miss Tensley Williams said I second that
but that was a motion that had already been on the table and discussed. >> Yeah. >> Go ahead, Miss Wilson. I would like to make a motion to get feedback um from the group um the search committee group as to um what did they
find meaningful? Did they find any challenges just for us in the future? Knock on wood. Um you know that we have that information I think would be meaningful. Thank you. >> Second. >> Seconded by Miss Lefabe. Any discussion?
I just ju I just thought that that was also requested by um Miss Leafur regarding a a report on on their on their process. This is >> it was requested but it wasn't an formal motion. >> Okay. Okay. Thank you. Yeah.
>> Any further discussion? Seeing none, roll call vote, please. Miss Feliciano. >> Mr. Sheen. >> Yes. >> Mave. >> Yes. Mr. Brown Martinez, >> yes. Miss Tensey Williams, >> yes.
>> Uh, Mr. Isaza, >> yes. >> Mr. Michaelelsson, >> yes. >> Uh, Miss Leau, >> yes. >> Miss Wilson, >> yes. >> And Dr. Regalone, >> yes. >> Motion passes. And since we have Glenn
here, Glenn, would you be able to help us get that feedback to us from the steering committee committee? >> Can you hear us? Glenn, Mr. I don't know if Miss Craraven can give
us some feedback as well. >> I don't believe he's in here. He's under attendee, isn't he? Like outside. >> Wait. Oh, no. He is here. Sorry. I mean, if anything, we can still make
sure that we receive that report regardless, >> but thank you. Anyway, all right. So, speaking on next steps, kind of like going through the process and thinking about what we were talking
about, you know, coordinating everybody, making sure that we have people visiting districts and so on, so on and so forth. Um obviously I will reach out to you to see your schedule. Um to identify two to three committee members to visit and
meet with individuals in each candidate current district. And then this would happen over the next two weeks and then there's some stakeholders that you would h that you should meet during that time. So this
may include direct supervisors, school committee members, principals and other administrators, individuals who report to the candidate, uh parents, students, and co-workers. Again, this is just
what being able to get a well-rounded um well-rounded feedback on the candidate during these visits. Um once I talk to everybody and see who's available, I will appoint a team lead for each group who will be responsible for leading the process in that
district. This will include delivering the site visit report on the night we deliberate. So that way everybody can have all the information about all the candidates. We will work with MASC to organize these visits in a productive manner.
four candidates visiting Holio. This visits will likely most likely occur February 10, 11, and 12 and will be full days for the candidates. The purpose of the visits is for candidates to learn about the Holio public schools in preparation for the public interview
in the evening. Each site will include a public forum for members of the community to meet with each candidate. The chair will work with MASC to coordinate these visits as candidates often request meetings with specific individuals in the in the district, superintendent, principles, students,
etc. I will work on scheduling the site visits and the interviews later in the day. We will plan to meet, deliver it, and vote after the final interview on February 12th. There have been some challenges with um
broadcasting for the interviews especially because you know we only have very few places in the city where we can broadcast our meetings and all that. Um currently the only locations that we can
do so is in um the Field Room at City Hall and Holio Media. All locations have space constraints. Um so we have a few options that we can see. Option one, conduct the interviews in the Field room
with limited in room seating and overflow sitting in the cafeteria like we've done for some of our meetings in the past. um sitting in the cafeteria via live stream. The interviews would be broadcast live on cable and zoom.
Option two, conduct the interviews in the dean cafeteria you using Zoom only. Recordings of the interviews would be made available on public access afterward. For the day we vote, I would recommend returning to the Field room for deliberation and voting so it can be
broadcasted live on TV. So those are our options again because these are public interviews and we want to be able to accommodate the public in order to be able to have this public interviews.
Miss Wilson. >> So I'd like to make a motion that we um have the interviews in the dean cafeteria >> cuz it it would house >> Yeah. Option two. because it would house um at the most of our uh constituents,
you know, and it's not going to be, you know, one a small group in one area and another group. I think it all being together is appropriate. >> Right. So that's Miss Wilson in the motion. Do we have a second? >> I second. >> Seconded by Miss Martinez. Discussion.
Miss Martinez and then I have Miss Lubal and Mr. >> No, I I was I'm sorry. My hand was up because I was going to suggest what Miss Wilson did >> regarding the cafeteria. Thank you, Ian. Then second that. Thank you. >> Sounds good. Thank you so much.
>> Go ahead, Miss Lul. >> Um, I was just trying to second her. Uh, Miss Wilson. >> All right. Easy peasy. Mr. Isaza, >> I thought we said that that was only on Zoom.
>> The dean cafeteria is using Zoom only. >> And isn't that the one we're looking at? So that that's the option that's right now on the motion. Yes. >> What is there are we able to ask
questions? I'm sorry. >> Yes, we're on discussion, but Mr. Shen raises it. Go ahead. >> I think just for clarity and m just correct me if I'm wrong. When you said on Zoom, what you mean is we'll be in person. There'll be an audience in
person. We will broadcast it on Zoom through Zoom. >> Yes. >> The broadcast is Zoom only. Yes. >> So people can click a Zoom link just like now to watch it rather than being >> But it won't be on TV. >> Correct. Okay. Just to >> declare we will all be in person.
Everyone will be in person with a link option. Okay. >> Correct. Miss Martinez. >> So the link option is for anyone who cannot make it down to Ding or is it >> correct for people still able to come? Yes, in person.
>> So, we will all be in person. Everybody will be there in the dean cafeteria, but there's not going to be a TV broadcast. It would be only Zoom. >> Live. >> Thank you. Not your advice. Thank you, >> Miss Le. >> We can't hear you.
>> I'm sorry. I just realized that. >> Sorry. >> Oh, will it be broadcasted after? >> So, it would be live via Zoom and then recorded. recorded and then played later on. >> Correct. >> Now, is there any other place in the
community that we could use um that we could do >> TV broadcast? So, it was city hall. >> No, >> Room and Holio Media. That's it >> besides those >> like not even the college or anything.
I mean, as far as I know, we've really looked into all the options and that's all we came with. >> Thank you. >> Believe me, we tried cuz I wanted to have a big space for everybody to be
there, but there's technology constraints that we can't overcome. >> The high Can I ask I'm sorry, I got to raise my hands. >> Miss Lauren Martinez, go ahead. So the high school they uh auditorium you cannot use it for that it cannot be done
stream >> not for the not for the TV broadcast we can't >> that was one of the things that we explored and >> I >> it wasn't an option >> I just want to make sure that we do keep
it as as local as possible accessibility for those who are not having you know transportation >> and that we keep it as as more within the heart of the town. Thank you, >> Miss Leave.
>> Yeah. So, I understand that we can't live broadcast even from the auditorium, but doesn't that hold more more people? And if we're already doing live Zoom, isn't Zoom an option? I mean Desessie had came to give their
where even um Joshen had presented and that was on Zoom. Wouldn't that be able to be done? I don't know which one is bigger. >> Mr. Trishan, >> I think what's maybe more the important
thing for the committee too is just whether we I think the big decision is whether we're okay not being live or not. And I think the chair can examine if there's another space that may be more suitable. But I think like keeping it at Dean at least it's our meeting place. People know the school committee meets at Dean.
Um there's ample parking. It's on the bus. All those things. I mean Hoyokai is I believe on the bus route too. Uh, but I just think that I mean it's if we have to change the location, I'm assuming people would be amendable for that if the chair finds something else.
But it's more like are we okay with being on Zoom and not being live on TV at the moment they're happening. That seems to be the big like decision on here from what I heard from the options. and we can still explore if there's a
bigger space and we can do the Zoom live stream. Miss Wilson, >> so I'm wondering so I know Zoom has the option where you can call in um you know so individuals could listen in
um if we do set that up. So we haven't spoken out loud about that is an option for those individuals who want who wants to be in the the presence of the conversation at the moment. They could call in. So it's not so for equity most
people have cell phones now is what I'm thinking. >> Yes. And that's always been an option for all the meetings. So definitely right. Any further discussion? Let's move the motion.
>> All right. Seeing none, Miss Feliciano. >> Mr. Please. >> Yes. >> Mr. Le Faith. >> Yes. >> Mr. Bra Martinez. >> Yes. >> Missy Williams. >> Yes. >> Mr. Isaza. >> Yes.
>> Mr. Michaelelsson. >> Yes. >> Miss Leau. >> Miss Wilson. >> Yes. >> And Dr. Cologne. >> Yes. Motion passes unanimously.
Then next we have the questions for our superintendent finalist questions. And I Mr. Michaelelsson, go ahead. >> So I don't know if we need everybody if
Mr. Coocher needs to be here for for the discussion about the questions or if you wanted to be here for about the questions, but we got like a 100 teachers that are waiting to talk. So, I didn't know if we wanted to table this, let them do the public comment and come back to it. >> If we table it, then we need a motion to
remove from the table again. But you would need to make a motion and have a second for that to happen. Do we need Mr. Cooer to be here for the discussion about the questions >> or anybody? >> I make a motion to move to public
comment. >> Second that >> discussion seeing none. >> Wait, I had my hand raised. >> Oh, go ahead, Miss Leave. Sorry. I'm
sorry, but where exactly are we? >> We are in superintendent search update. >> Okay, hold hold on because I'm going right back to that. So, we have the announcement >> the two orders. >> Oh, you're doing the Okay, I
question development. That's the item that we're in. >> Thank you. Sorry about that. >> That's okay. Any further discussion? >> Can I >> Miss Le Martinez? >> I'm sorry. I I just for for for for the
courtesy of Mr. Kosher and Miss Craraven that we can finish our piece of the superintendent search if they're not needed. So, because this is going to take us a long time by the public um for the public hearing or do we have a limit? Correct. Do we have a limit of
how many people can speak or >> We have a limit on how long they can speak. >> They can speak. Okay. >> So, I was just thinking that aloud on my end, but I I I'm just bringing it up as a concern. Thank you. >> Thank you, Mr. Isasa.
>> Is I need to hear the motion. The motion is to to allow the public comment now. >> Yeah. >> Okay. >> We're in the final item of the search update, >> right? No, there was never a motion to table.
There was a question clarifying question by Mr. Michaelelsson, but the the maker of the motion was Miss Lubal to move to public comment. >> Right. >> M. So, wouldn't we first need a motion to table
this section of the superintendent search because we had already approved to go out of order into that section. So, wouldn't we require a motion to table this final part of the
>> superintendent search update and then it's kind of going I well, no, we're going back to order. Even though I don't think public comment came first, we would go Hold on, let me look. Maybe I'm wrong. Yeah, it would be because there is no
showcase. It's just it's just it's going to be very strange because we're halfway through the item. >> Well, no, the last portion of the item is just the questions because you already went through everything else. Correct. >> If I'm looking at it correctly, it's
just the questions. >> Yeah. So unless people are planning to make this a very long ending part of the search is the question section then I guess I can understand as to why they want to move
out of this section because this is going to be a very long discussion >> right >> but you would still need to table what we had originally agreed to go out of order on before we just say to go it's kind of going out of order again
because we're we're getting out of one. >> Miss Louisville, >> the motion to take up the questions, I believe. I mean, not the not the questions, the motion to was to hear the announcement of the candidates. That was what the motion was made to go out of
order. I don't know. My question to you, Madame Chair, is that is what I heard in the in the specific motion. It was to hear the announcement of the candidates. I don't know that those go that we go in succession and continue to go down that line. I'm I'm asking the question
because um I'm I'm not aware but and to clarify >> I had the same clarifying question and I asked the maker of the motion and she clarified for me that it was the search update which then made it the whole section. >> I see. Thank you,
>> Miss Lef. Thank you. Yeah, I was I was going to say when I made the motion and if we could please have um um Miss Feliciano to read back what my motion was, but it was to go out of order
and take up item superintendent search update. Now, whatever fell under that section >> um is what we were going to discuss. So that's why I'm saying if if the plan is to get out of it, then we would need a
motion to table um and then take it back off after. I mean, that's all I can think of. >> Mr. Mike, >> I just want to make sure if if we that's why I was asking if we needed Mr. Coocher, right? If we need Mr. Coocher
and the rest of the screening committee here to discuss the questions, right? Then then let's let's by all means just move through the agenda. But if we don't, right, we got another hundred people waiting to speak and we could move things along for them.
>> Thank you, Mr. Michaelelsson. Miss Wilson. >> So, I just want to clarify according to our current policy, um there is a 15minute cap in total for public comment. There is two minutes per speaker. Um but in total we do um our
policy does speak to having if I can get back to that having a uh 15 it says at the start of each regular scheduled they'll be signed for public comment the public comment segment shall not exceed 15 minutes
and speakers are allowed up to two minutes to present and the chair may permit an extension of the time limit and ex extenduating circumstances But I just wanted to clarify that since we're talking about public comment. >> Thank you so much.
>> I'm trying to see the list real quick. Okay, we have 15 people signed up for public. >> So, one minute a piece. All right. >> So, >> motion still stands.
>> Is a fake >> motion to go into to move into public comment. >> Okay. So, first we need a motion to table the remaining of the superintendent
search update. >> Second that. >> I guess Miss Tensley Williams, >> did you make the motion >> that I am making that motion? So, by all means, I just made the motion. She second it. Let's do that and then um
somebody else can put in the next motion. >> All right. Discussion on the motion to table the questions for superintendent search. Seeing none, Miss Feliciano, roll call vote, please.
>> Making it busy for me today, guys. Zoom meetings. Am I right? >> Oh man. Thank goodness for multi screens. Okay. Uh Mr. Sheen, >> yes. >> Uh Miss Lefave, >> yes. >> Uh Miss Lebron Martinez, >> yes.
Williams. >> Yes. >> Mr. Isaza, >> yes. >> Um, Mr. Michaelelsson, >> yes. >> Mubo, >> yes. >> Miss Wilson, >> yes. >> Dr. Veron, >> yes. >> So, do we need the next motion or does
it automatically go to the rest of the agenda? I see Mr. Sheen shaking his head. Does that mean we're going to public comment? >> It goes right back to the top of the agenda. >> Okay, sounds good. That's what I thought.
All right, Miss Feliciano, this is going to be your job now to be able to bring this people together. >> Okay. Um, hold on. It is Give me a second.
I have the list written out. So, I have it. The first one would be Christian Card Cardau. And I will bring him in if he's still Christian, you please state your name
and address and you'll have two minutes to speak. >> Hi. Uh um my name is Christian Cardi um from 203 West Franklin Street. Um and thank you. Um so tonight real quick I want to raise uh some concerns about this superintendent screening committee
uh selection process. Um first initially candidate were expected to be interviewed and then uh the process was changed to a nomination based process without clear communication. Um, and I think that interviews allow for an evaluation grounded in experience, qualification, and capacity, while
nominations can rely far from subjective judgment, which increase uh the risk of bias. Um, I also want to uh to like bring that at some point, Miss Wilson stated that uh the subcommittee was looking a little bit too wide. Um, however, her concern appeared uh
inconsistent with the outcome um as her nomination was a Caucasian person over and over until it was selected. So, I I don't know. Um I'm also concerned about uh the selection of Miss Lubal to the screening committee despite not following this data application process
and I asked whether any other community member will volunteer um after the deadline will also have been provided with the same flexibility with the same flexibility. So also allowing her to join the after deadline and to participate on the later process after
prior discussion about candidate raises re serious questions about fairness and bias and even if intentional prior part prior participation in discussions create an uneven playing field. It gave her access to perspective um deliberation that other schools
committee community members didn't have and it becomes difficult to separate early viewpoint from later discussions meeting or making. Um last I rise this concern not to question the school committee authority but to question a process that should be transparent
unbiased and fair especially for a decision of this magnitude unless a candidate for superintendent has been already selected and this is just to show the due process while pushing some agenda. Thank you.
you so much. Next, who do we have next? Miss Feliciano. >> I'm going the next person is Marcus Holtz. Just promoted him. Please state your name and address.
>> Uh, hello. Let's see. Am I on there? Okay. Hello. I'm Marcus Holt. My address is 48 Feeting Hills in Westfield. Um, I've been a teacher in Holio public schools for 20 years and I'm here tonight to talk to you about uh, union negotiations. I'd like to go over a
quick time analysis with you. Uh, I shared all this time analysis through your email this afternoon. I could share it now if you'd like as part of the Boom. Sorry, I know this is taking a moment of my time. I just want to make sure that
you have a visual to go with my audio. Boom. Share. Uh, this time analysis breaks down the daily tasks and the hours provided to teachers in a week and a day. And when added up these tasks that were asked to do, we see that the
seven hours allotted, the five hours of instruction time, there's an additional 5.2 hours per day asked of teachers. Now, we all know that that's probably not going to happen. But we do live in this understanding that the job isn't
possible to do in contract hours and always has been. When we argue about one day or one week, one hour a week seems to be going a little off point in that we're going to put in hundreds of unpaid hours every year. So, when we're doing this negotiation, we're talking about
generosity of teachers that's become an expectation from management. that expectation might not be met if it's abused. This expectation of many, many hours for grading and planning that aren't in contract hours.
Now, when the relationship between labor and management stays good, people say yes, that's the job. That's how you do it. It takes extra time. When that relationship sour, becomes a little bit toxic, the teacher starts to feel less and less generous. This is not a threat.
This is just my observation from working with these teachers for 20 years. And so our bargaining team has let us know the district negotiation team seems to be struggling to see our worth and I hope this time analysis which I shared with you earlier provides some insight into our perspective on this. I thank you for
your time. >> Thank you so much. Next person, Miss Fisiano. >> I have a point of order. >> Miss Wilson, go ahead. >> I don't think that participants should be allowed to share their screens because we have not vetted what they are
going to share and it concerns me what could be shown. Thank you, Miss Wilson. Duly noted. Miss, >> we please ask Mr. Holt to send um that
what he had shared, both the the data and um the other form to Miss Feliciano Sim so that it gets to us so we can review it. >> Yes, it was sent to us as well. I definitely received it.
>> Yeah. But we will definitely make sure to share it with Miss Feliciano so that it can that we can all receive it. >> Next person is Christine Lurri. I'm hoping I say your last name right. I'm
awful with names. Um I'm trying to promote her. There you go. And I will remove the name and address, please. You'll have two minutes. My name is Christine Laroo. I live at 48 Janice Road in Westfield, and I have
been a teacher at Dean Technical High School for 12 years. Um I'm just I just wanted to share a few things about um the union contract or teacher contract just in regards to pre-receivership and
postreceiverhip in that not much seems to have been um there's been negotiations put on the table but not much has seemed to have been um pushed through or concerned about it feels um it's just been as a
teacher I can to say that the um teaching is a very um personal and emotional type career and receiverhip has been pretty emotionally and professionally exhausting. The work days became longer, the school year extended, professional development increased with
frequency. It was often repetitive with little differentiation or consideration for the veteran educators such as myself. um decisions were and continue to be made with little or more um no meaningful teacher input. And as an educator who deeply values relationships
with students, families, caregivers, and the broader community, it has been disheartening to see compliance and data consistently prioritized over connection, creativity, and the human elements that drive effective teaching. But despite long hours, continual adaption, and supporting students
through their own challenges, acknowledgement and effort of expertise has been somewhat minimal. Um, I just want to say that um, we're just
really um, passionate about what we do and I would just like more teacher voice and some of the um, proceedings inspires consideration for our time and our effort, our um, monetary time that we that should be compensated
for. And u, thank you for hearing me. Thank you so much. Next we have Mark Priyani. State your name and address. Two minutes. >> Hi, my name is Mark Cypriyani. I am currently a diesel instructor at Dean
Tech. I have been teaching at Dean since 2014. I would like to share my journey as a teacher. with the Hoy School. >> Address. You need to state your name and address. >> My name is Mark Cypriani. Uh Garfield Circle, Southampton, Mass.
Okay. I just wanted to share my path my my path as a uh uh vocational instructor and I'll try to shorten this because of my time constraints. Um, let me just say I grew up in a time that doesn't a time
and a place that doesn't exist anymore. It was a time when skills were learned by watching and doing and by being held accountable when skills were met when skills mattered. when fixing something instead of throwing it away was the expected
when uh respect for teachers and trades people for hard work was understood and not negotiated. Um I started uh I had I I'm sorry I'm a little nervous.
Uh when I was in high school I barely graduated high school. I did not walk across the stage with my classmates and I had to attend summer school to make up credits. Once I entered full-time employee, I had to navigate the work environment, learning communication, teamwork,
responsibility, and how to accept criticism and hazing. All skills that shake my shape my professional career. Now that I'm near my retirement as a teacher or with my teaching career, I reflect on the environment on which I thrived and which I struggled. Um
success was arrived was always dependent not on your skill or effort but whether the leadership respected the people valued and valued their work and provided the support needed to grow in the private sector. I felt if I felt
undervalued >> I'm sorry to interrupt you. Two minutes are up. >> Thank you. >> Thank you so much. Next we have Nick Cream. Name and address please. Oh yes, Nick Cream, 7 Warner Street,
South Hadley. I am an ethnic studies teacher at Deant Tech and president of the Holio Teachers Association. Um before I start my remarks, I would just like to encourage this body to not uh limit democracy in a public forum in a time when democracy is being attacked
all over this country. So you guys have that policy for 15 minutes. I strongly encourage you to reconsider that policy and let people speak at this uh at this at these committee meetings. It's very important to have the voices of people who work and live in Holio here. Um, so
I have um been in bargaining since February of 2025 um with our bargaining team and um I haven't gotten an answer to this question yet, which is why should Holio teachers be forced to accept a salary schedule that no other
district in the state, possibly the country, um is willing to accept um and by extension the young people and the students in this city. So I have not yet um to uh receive a answer on that one. Um and I tried to ask our desi representative at the table last time
and he didn't he also didn't know how many um uh teacher unions do not get daily prep times in the state. So I would ask again why should Holio teachers take a contract where they don't get daily prep time where that is the uh that is the norm for many other
districts um in our commonwealth. Um lastly I would just like to talk about um the length of the school year. Uh we have currently eight PD days. Obviously, you guys took one day away. So, but they can't be that important, right? I would encourage you to ask any teacher in Holio public schools if they have gotten
uh anything useful out of the eight PD days that they have had this year or last year and see if people actually think they need six professional development days plus all the half days that we have in our proposal. Um, so I would encourage you to ask any teacher that you know in Holio if they're
getting a lot of use out of those PD days and if all of those days are really necessary to keep uh good experienced teachers in Holio because I think the answer will be no. Um, so thank you so much in advance for doing the right thing and giving us 185day school year
uh steps and lanes and uh a daily prep period for all of our teachers. Thank you very much. Next up, we have Miss Mary Brazzo. Name and address, please. >> Hello, Mary Brazzo, 74 Pearl Street,
Holio. Um, I have an example for you of what happened when my prep was taken once a week for a professional development. Um, I teach English 10th grade, so MCCAST year. So when relay
came um the thought was that relay was really good pedigogy. I agreed and I agreed with my principal I would give her a prep so she could coach me with relay. Unfortunately we ran into se two
different problems. One the district um really wanted to micromanage how relay was output. So, an entire prep period was used for coaching that led to half of a lesson plan. And if you see what
Marcus Holt shared with you of what we have to get done in a day, getting half of a lesson plan for one of my two preps that I teach isn't sufficient. The other piece was that they actually wanted us
every week to do this. I had not been prepared for that. Um, but I trust my principal. I liked her. What happened was I would have to, as they didn't increase how much we could get done in each of these meetings, I would have to
make cuts elsewhere just to get through the week. I was observed doing one of my lessons, a lesson I've done before, but had to race in planning because I kept losing preps.
Relay says, "My evaluator, my principal should model for me one way to fix that lesson or make it better. My principal, who's known me since 2013, modeled for me something she has seen me do and has seen me teach student
teachers to do. Of course, I know to do it, but I haven't had the prep time to do all of the things I could potentially do with the lesson." I was to be honest furious but because I wasn't seen by
someone who knows me and this is because she was spending so much time prepping and extra professional development for every single interrupt you but your two minutes are up. >> Thank you for listening. >> Sorry. Next up we have Miss Bellico.
Name and address please. Two minutes. >> My name is Brandy Bellico. I live at live at 10 Smith Street in South Hadley. I'd like to start by echoing what my president said that we should really use this forum as an opportunity to honor democracy when it is under attack in our
country. Um, in the two weeks since the last school committee meeting, I have spent five hours writing IEPs, four hours in IEP meetings, one hour meeting with my fourth grade content teachers, four hours meeting with other service providers, 1 hour meeting with my ELA
coach, one and a half hours meeting with my principal, four hours writing progress notes, which are not yet done, 30 minutes communicating directly with parents, 30 minutes making copies and preparing everyday materials. If you're listening carefully and you
know the responsibilities of a teacher, you'll notice that there's a huge task that I did not include. Um, I did spend zero hours in the past two weeks lesson planning, but only because I have spent 2 weeks straight
assessing 9, 10, and 11 year olds. That's 21 and a half hours in the past two weeks, which is over 10 hours a week doing many, but not all of the tasks that teachers are required to do to prep for teaching students. And that's why
we're asking for protected prep time 5 days a week. Because really, imagine if I was 38 minutes late to my own classroom without warning because I didn't take my time to ensure that I was prepared. Do we have
>> Sorry, there's a point of order. We are at um we're over 15 minutes taking into account the transition. So, I would like to make a motion to extend public comment. >> Second. >> Seconded by Mr. Isasa. Discussion.
Roll call, please. Mr. Feliciano. Mr. >> Miss Lefave, >> yes. >> Um, Miss Lebron Martinez, >> yes. >> Williams, >> yes. >> Mr. Zaza, >> yes.
>> Mr. Michaelelsson, >> yes. >> Miss, >> yes. >> Miss Wilson, >> yes. >> Dr. Veric Cologne, >> yes. >> Um, and just real quick, um, the next speaker is supposed to be Eric, but I'm having a really hard time. I'm not sure.
Pson. So, we're going to go with the next one. If he can just put his hands on. Okay, I got it. Thank you. It was a different name. >> Perfect. Thank you, Chris, please. Hello. Can you all hear me?
>> Oh, what happened? >> Yes. >> Hi, my name is >> Yes. Hello. My name is Eric Montagna. I live at 8 Scott in Hoyok. I am a 25-year-old math teacher for the Hoyok public schools. I'm currently in my third year as an educator and my second
for the HPS. Every day I come to work ready to provide a high-quality education to the students in Holio. I create a welcoming environment that uh students want to be a part of. I adapt lessons to the specific needs of my students. I gather and analyze data. I work hard to serve the community that I personally grew up in.
After school every day, I pack up all of my belongings and immediately head over to the second full-time job that I hold. Being a master's holding licensed educator comes with a lot of personal debt, and I personally understand that. Um, personally I spend about 700 a month on transportation, 1,400 a month on debt
accured to student and at least 300 a month on other necessary expenses such as groceries, doctor's appointments, and medications. And that leaves me with um not very much money for uh saving. I'd like to take you to take a couple seconds now, invite you to take a couple
seconds now to take a moment and think about the greatest expense that you have that I have yet to mention. Right now, I am blessed to live with a family who understands the current economical climate enough to understand that their adult son needs to remain at home, not to save, but to survive. I am
not naive enough to think that all of my financial problems could be solved with an overhaul of our salary system. But it's tough not to be frustrated with our system as is. I am a young single educator who has aspirations to have my own place to live, start my own family,
some of my 20s outside of work. I and many other young qualified educators here in Holio are facing the same dilemma. Either sacrifice our youth to serve the community that we love or find another district or career that won't force that decision upon us. We're asking for a steps in latter salary scale so that well-qualified educators
do not take their qualifications elsewhere for the sake of a more manageable personal life. Thank you. Next up we have it's merited broa name and address. >> Sorry I was having trouble unmuting. My name is Meredith Roso. I live at 119
Slater Avenue in Springfield Mass. Um, I would like to kind of second on the teacher compensation that we are currently undergoing with our union contract negotiations. I am in my seventh year at Donny Hugh School and in Hoyo public schools. I come to school
every day ready to give my students the best of me regardless of how I feel or what's going on personally outside of school because it is all about providing high quality education for our students in Hoyok. As I stated before, I'm a second
grade teacher, which means I have my students 100% of their academic day. They do not switch from me to another teacher. So, I have to plan and do all these things for every single class that they have. I have to do academic monitoring to provide that. They use
that data to provide scaffolds which will support my students at all times every day. Four years ago, when I was sitting at home one day and when I started in Holio, I was going through some major life changes. I realized I didn't have enough money to pay my bills, especially my gas bill. I was
currently living in a drafty old first floor apartment and I needed to pay my gas bill in order to keep my kids warm. That was the day I decided that I needed a second job. I'm 48 years old and I work two jobs. My second job, although
it is part-time, is about an extra 20 hours a week, but I work seven days a week and still come to school every day to prepare for my children. Also, within that time, I found that my we found that my oldest daughter, who was ill and hospitalized, could no longer work and
can no longer help financially support anybody in our household. Today I currently still work that job as well as every extra paid assignment that HPS offers such as vacationmies after school and summer academy along with that and I
still work seven days a week just to stay afloat. So with our union contracts we're looking for fair compensation that honors experience and education by using steps and lanes. The students of Hoyok deserve well educated experienced teachers just like our neighboring
district. Sorry to bother you, but your two minutes are up. >> Thank you for your time. >> Thank you. Next, we have Sam Figeroa. Name address, please. >> My name is Samantha Figurora. I am I
live at three park view Terrace in Hoyok. I am going to discuss union matters on behalf of all par professionals in the district. I am a par professional in Hoyoko public schools. I also have kids in the
district. As our contracts expire in June, we believe we deserve a fair contract. We're get we're dedicated professionals who are always in the classroom helping students and support teachers with extra duties. This year, I had a student tell me he'd made more progress before, but more with me.
That's just an example of what we do. And my own kids have made incredible progress thanks to our amazing pair of professionals in the classroom. It's personal. I know firsthand the impact we have on our students lives and safety. All of my colleagues have similar stories and like me, they're dedicated
to making a difference. We're asking for better pay, more sick time, and personal days to care for our families. We want stability in our assignments and safety measures to insert to ensure a secure learning environment. We also need protection if we're hurt on the job. And let's be real, when we're short staffed
and pulled from our assignments to cover other needs, it's hard for us to do our jobs effectively. This is not fair to us or the students. It derails their progress and makes it tough for everyone. With a fair contract, we'll reduce turnover and provide better
support for our teachers and students. Let's bargain for a fair contract that shows we matter. Thank you. Next Raymond name and address. We can see you but we cannot hear you. It look like you're muted.
>> Madam chair, I don't think she heard that you're addressing her. Raymond, it's your turn for public comment. Sharissa Raymond, can you hear us? >> No, I do. I And I and I hear the fourth person.
So, Jupalia must be Yo, I heard you, but I hear whoever it was. >> All right, it's your turn. You have two minutes. Name and address. Thank you. I'm not governor saying my ass out but I
already been emailed to miss for your record. My name is Raymond and I live in SEC. I'm a professional for public schools and I am here to expect that professionals of SPS are expecting you
to begin poking in with us. Professionals are a crucial part of our schools. We play a first role as supporting students and we deserve a contract that ensures we are very capated for our work and our weights in
healthy and safe work and learning environment. It is essential that pars we are valued at prep school that we may reduce and maintain classes for our students. come
to the book in with your Bessos. >> Thank you so much. >> Thank you. >> Hi, Madame Chair. Um, Sonia Garcia and Marisol Mora, I tried searching for you guys.
Um, it's not there. Veronica Santana, I went straight to you. I've been trying to promote you as a panelist so that you could speak. Can you please accept that? >> We have the next person. >> Yeah. Then I'll go on to the next There
she goes. and >> name and address, please. >> Hi, I'm Veronica Santana. I live at Five Old Jarvis Avenue in Holio. Um, I'm a parent of a freshman at Dean High School, a PAR professional
currently acting as a teacher at Sullivan Middle School for the past four years, and a member of the executive board for the Holio Parressional Association. I'm here tonight on behalf of the pair of professionals union and in support of our teachers who have been waiting for a year for a fair contract. PAR professionals are ready and willing
to meet this committee at the bargaining table. Yet, we have received no response to our formal intent to bargain which was submitted a month ago. Pair professionals are essential to the daily functioning and success of our schools. We support students and teachers by addressing instructional, emotional,
behavioral, and at times physical needs often simultaneously and often without adequate staffing or support. Our work is not optional or supplemental. It is critical to student success. Requesting fair compensation is not an imposition. It's a necessity. Care professionals and teachers deserve wages that allow us to
live in our communities and remain in the jobs our students rely on. Similarly, asking for health and safety protections, including appropriate coverage and classroom ratios, is about ensuring safety and an effective learning environment for everyone. Every educator, teachers, and parents alike deserve to be treated with
professionalism, respect, and dignity. We are entrusted daily with the care and education of children and the responsibility must be reflected in fair working conditions. A fair contract that reflects standards already established in neighbor neighboring districts would demonstrate this committee's commitment to educator students and families. We
urge you to come to the table and work toward a resolution that honors these shared values. I thank you for your time. >> Thank you so much. Next we have Tammy Fitz.
Name and address, please. Is your name for speak? It's your turn for speaking. You have two minutes. I see that you're unmuted, but we cannot hear you. Are you able to hear me now? >> Yes.
>> Okay. I'm so sorry, but I can't get my camera to work, so I apologize. >> That's okay. >> Um, so I've been in the district for almost 20 years now as a teacher. >> Sorry. >> I'm sorry. Tammy Fitzel, 106 Chapen Street, Holy Oak, Mass. So
again, I've been in the district first as a teacher and and now for many years I am currently an RBT. Um I just wanted to formally call on the committee to begin bargaining with us. But before anything else is said, I
really want to name the reality that this district is an embarrassment in how it pays, how it trains and supports the pair of professionals and registered behavior technicians who are essential to our special education programs. We
stand in solidarity with our teachers whose fight for their students and their profession was earned. Because of that work, we are not starting from scratch, but we are starting from strength. And now we are ready to build. We are done with short-term fixes. Our special
education programs require real infrastructure. Safety, access, and success depend on the consistent skilled work of PAR professionals and RBTs. These conditions drive turnover, destabilize classrooms, and undermine
the services we claim to prioritize. That's why the situ this situation remains an embarrassment. It is not sustainable and it is not worthy of our students. Make no mistake, we do not stay in Holio because we have to. We
stay because of the students and the families who deserve stability, dignity, and programs that work. That commitment should never be mistaken for tolerance or neglect. Our goal is clear. a district known for strong, wellsupported programs and a
professional culture where pair professionals and RBTs are respected, trained, and fairly compensated. We are organized. We are united with our teachers and we are ready for meaningful bargaining that reflects the urgency of our students needs. The time to begin is
now. Continued delay causes harm. The question is not if you will bargain. The question is when will you bargain? Thank you for your time you miss Fisiano. That is the end of public comment according to my list. Is
that true? >> That's correct. >> Thank you so much. Just as a reminder and then make sure that we bring back everybody who doesn't need to be promoted at this time. >> Um just as a reminder, there's no
conversation public comment. Everybody comes up, they say their piece, and we talk about the items on the agenda. So, no conversation. Communication and reports. We have student reports. Do we have anybody, Miss Feliciano, today?
>> Yeah. >> All right. Superintendence report. Mr. Stoodto on school year calendar. >> Yes. um as we do every year around this time uh we wanted to get the calendar for next year going. So I think the
especially this year the most important thing is uh we want to communicate when the first day of school and last day of school is. We do understand that um you know we're currently under uh negotiations with the hta and that
the the calendar could change but um I think it's really important that we uh get a calendar out there so that families at least know what to expect. Um we did solicit feedback as as we have
in the past uh from principles. We solicited feedback from our teacher advisory group and our district parent advisory group. Uh this current calendar uh continues to hold the 180 days which
is required in Massachusetts and uh an additional 8 days um as as with the current contract. November 3rd is going to be a uh professional development day because there's elections going on on that day.
Um, and one of the things that we incorporated into this calendar this year that um that you know caused us to pivot a little bit this year, we wanted to make sure that during the break there was a full Monday through Friday off during the winter break and this
calendar achieves that and it still gets us, you know, uh, out at a reasonable time in June. questions for Mr. Soda. See that? We continue. New business, we have
>> I have Oh, I'm sorry. Go ahead, Mr. >> I I have a question. So looking at the calendar, I mean, I understand the PD day on November 3rd because it's election day, but the
primary election on the 1st is not a local election. I mean, it it's the primary election for the um state ballot. So, I'm just wondering the reasons for doing a PD day on the 3rd and not making the same accommodation
on the 1st of September. >> So, are you are you saying there's not going to be any elections going on in our schools on that day? >> No, no, I'm saying there is. And I guess what my confusion is is why we are giving the third as a PD day but not
doing the same accommodation on November 1st or September 1st, I'm sorry, September 1st. Um, I that that was that that was something that I I must have overlooked. So, thank you for that feedback. And I'll go I can
go back to the team and find out, you know, if there's some changes that we could make. I didn't realize there was another election day on September 1st. >> Well, you have it on the calendar. It says election day local, but it's not >> Oh. Oh, okay. I see it. I see it.
Yeah. Um, so are you suggesting is the feedback that I'm getting now is that we should consider having reworking this calendar so that we have uh a PD day on September 1st. Well, I mean, personally, my philosophy
has always been that I think that students should see democracy occurring, but I know why schools have closed schools when uh for elections. So, I think there needs to be if we are not having students in buildings, there needs to be a consistent application when it comes to elections and and I understand that we have random special
elections that may come up that we can't plan for, but since this is a state primary election and it comes out on the state calendar, we can plan for it. And I think that um we sometimes need to make those planning for it. >> Mhm.
>> Okay. >> Can I add Miss L first and then Miss Leave you're on mute. Thank you. Appreciate that. Um my question is more um from coming from
a new lens, right? A new committee member. And I just was looking at the the the dates and and and their categories. And I'm just curious, is it is it customary like for the day before Christmas Eve to not have um a half of a
half day or I I'm just I'm I'm asking because I don't I don't know. >> There has been years where there was a half day and um there's been years where we didn't. Um this year in particular, we gave a
a full day um on Christmas Eve. So, can you can you guys hear me? I'm sorry. I my the sound just went a little weird. Um so, we do have like a full day off
the day before Christmas on the 24th. So um we don't have a half day on the 23rd but um there has been years where we've where we have had that we are you know we our time on learning analysis is really close. So uh to to the minimum
required uh particularly in some of our grade bands. So um you know uh that that's part of the reason why we we chose not to have a half day on the 23rd. >> Thank you. because we could have like, you know, sometimes we don't do full
closures. We do, you know, uh either early releases or late starts. Um so we just have to be aware when we're when we're right around the time on learning required. We just have to be aware that we have to build some of that some of that contingency in uh when we're
developing the calendar. >> Miss Lee. >> Yes. Thank you. So, I see that the recommendation is for us to um put in a motion vote to approve the calendar, but in my opinion, given the fact that it's
still in working progress being that we were still going under negotiations and then changes, um Mr. Sheen had asked in regards to the September 1st. So, I don't to me I think this is just uh to receive the first
draft. um and then bring it back at at a later time um with the hopes that it'll be like the final draft with all the updates versus approving something now, sending it out, confusing families, then
all of a sudden it's a different thing. Um that is just I don't want to put in a motion yet as I know that there are other people that have raised their hands for comment. Miss Wilson,
>> thank you. Um, you know, I I was just going to say that I don't feel comfortable voting on this and I do know that um no matter what, at some point we may have to amend um the approved calendar based upon um contact contract negotiations.
So, you know, with that being said, it's it's not going to be a perfect calendar until the contract negotiations have been signed, sealed, and delivered, I guess, um, in some ways, so that, um, I think the most is people want to know
the start date, so they can plan their vacations. Um, and if we can come up with a great start date and then we know when the uh, winter break is going to be, when the February and April break, families can then make plans if that is
their intent, which I think most people look to. Thank you. >> I know you had your hand up. Are you good or >> No, I took it down. >> Okay. >> Right. So, we don't have a motion.
>> Okay. >> All right. >> Thank you. >> I'll make a motion to to accept this as a first reading. >> Second. >> Seconded by Miss Wilson. Roll call vote, please. Miss Fell, as we had already discussed it, unless there's something else.
>> Yeah. Mr. Shane, >> yes. >> Um, Miss Lefave, >> yes. >> Mr. Brown Martinez, >> yes. >> Williams, >> yes. Mr. Isaza, >> yes. >> Yes.
>> Mr. Bo, >> yes. >> Miss Olsson, >> yes. >> Dr. Ralone, >> yes. Okay. Thank you. Moving on to new business that the school committee receive the city of Holio procurement cash
reconciliation report. Do I have a motion? >> Move. Moved by Miss Lef. Do we have a second? >> Second. >> Seconded by Mr. Michaelelsson. Discussion. >> Mr. Michaelelsson.
>> So my interpretation from reading this was um this has no impact to the district and that since we we do have a CFO that basically any anything that we would need to provide would be handled by the CFO. That's how I read that and I
just wanted to put that out there. Does anybody else have anything to say about is there anything to the contrary about that? >> Miss Lol, >> that was my my question too as I I was reading it is what is the impact or
bearing if there is any bearing on um the school budget and and funding as it as it stands. I see you unmuted. >> Oh, I was speaker or was that >> I was just going to say that I had received this I think in our interim time they had my name um on there and
not yours and I just thought because I had received it in official capacity that's why it was on the committee agenda to be received. >> Yeah. Right. >> Mr. Sto, do you have the answer to any of these questions? Yeah, I don't know that there's a significant cost impact
here. Um, you know, we we do the best that we can. So, uh, the way the city's budget works is they pull all the money that we receive they receive and if there's re revenue pertaining to the city, uh, we usually get alerts and then
we reconcile to their books on a monthly basis. But we have nothing to do with, you know, how they reconcile their bank accounts or any of that. We try to keep our books aligned to the best of our ability. I have a staff member um that
has access to the city's munice and uh we've built in some reconciliations our on our end so that at least from an accounting side, our books uh match what the city has on their books. But as far as you know their cash reconciliations
and all that, that's not something that the school department has ever handled in Holio. They, you know, the the treasurer and the city's finance team handles that on their end. >> Thank you so much, Mr. Sto.
>> Miss Lot. >> So, can can you just help me understand then? So, we're receiving this report. It has a lot of uh challenging uh information in it. Um
so what if we're as a body accepting this report? What you know what what is the I'm just trying to understand the ask here if it has no bearing on our finances. Miss Cologne, Dr. Rivera Cologne. >> Miss Wilson, go ahead. >> Thank you. I think this is probably
anformational um inclusion seeing that the city is having some challenges um with finalizing um you know annual income um and balancing their uh things due. I
think it's just informational for us um because there has been significant concerns expressed um by the city council um as to why we are this behind. Um and the fear is and I'm going to speak for myself personally, not for
anyone else right now, the fear is that the city could be taken over by the state um based upon their um financial management over the past few years. Um, that would be my personal um,
thought on that. I don't know if anyone else wants to chime in. >> Yeah. No, and you're correct. It's one of those things that is not necessarily it can indirectly um, affect us, right? But as of it's just a report for us to know where
things stand right now. Uh, Miss Lef was the motion. I couldn't hear you. What' you say? >> Move the motion. All right. Moved by Miss Lefave. Do we have a second? >> Second.
>> Seconded by Miss Wilson. >> Miss Feliciano on the roll call. >> U Mr. Sheen. >> Yes. >> Um Miss Lefave. >> Yes. >> Uh Mr. Leon Martinez. Yes,
>> Miss Tensey Williams. >> Yes, >> Mr. Zaza. >> Yes, >> Mr. Michaelelsson. >> Yes, >> yes, >> Miss Wilson. >> Yes, >> Mr. Re. >> Yes. So moved. Next up, we have appointment
of Stoneman, Chandler, and Miller pending successful contract negotiations as legal counsel for the Holio School Committee effective February 1st. Motion to appoint. >> Second. >> Motion by Miss Leave, seconded by Mr.
Sheen. Discussion, >> Miss Lubal. Oh, Mr. and then Mr. Sheen. >> Um, I'm just So, we're appointing a a law firm. What's What's the process to evaluate the law firm? Um, I I don't I'm
not familiar with that. So, before I vote on it, I'd like to understand how this came about. Thank you, Mr. Sheen. >> So, our current council, attorney Terry, who we've uh met with um and the district works with is switching firms
and this is his new firm. We've received notification um just the other day uh with that as contract negotiations are going on. And so our choice is to either to follow him or to um stay with the current firm and start with a new attorney or um search
for other attorneys, but it was continuing his work um with the district. So there's no change in the actual attorney. It's the change where the bills come from. So >> thank you for that clarification. I
appreciate it. Miss Wilson, >> what is the cost differential if there is any? >> So that's part of the things. Okay, go ahead, Mr. She. >> So we are going to go into active
negotiations with them for the cost and I believe it's going to be the same or lower. >> So I can tell you I asked for lower. >> Yes. Miss Lefave
>> and I understand that you know financially um what you know if there are changes or anything but right now what I'm looking at is continuity of services versus restarting a process where we've already gone into
negotiations with other bargaining units utilizing this attorney who has a calm demeanor really knows um his stuff and actually has a a good rapport uh with the other unit um their representatives.
Um so I am in full favor of moving to a point so that way we can continue on with the same attorney and not have to start all over again. >> Any further discussion? Robo, please. >> Mr. Sheen, >> yes.
>> Mr. Faith, >> yes. >> Mr. Ron Martinez, >> yes. >> Missy Williams, >> yes. >> Mr. Isaza, >> yes. >> Mr. Michaelelsson, >> yes. >> Mr. Bo, >> yes.
>> Miss Wilson, yes. Dr. Verone, >> yes. So next up we have out of state field trips that the school committee vote to accept the out ofstate field trip to New York for students from the Holio High School
theater on April 15, 2026. >> So move >> second by Mr. Isasa, seconded by Miss Wilson. Discussion >> Mr. Michaelelsson. Is there any So, one of the things that stood out to me was there were 41 students before chaperrons
in New York City, which I'm sure it's fine because they're they're they're drum kids. They're all there for the right thing, right? They're all going there for the same thing. But I'm just curious, is there any sort of mandated ratio on that a field trip of that magnitude? I didn't see any in the policy manual. I
didn't know if there was anything else that existed. >> Mr. Innesota >> I'm not sure of a mandate but we typically take into consideration the age of the students as well when you
know we try to make sure that you know there's enough chaperones to keep kids safe. Um but um you know this isn't a trip like we we've done this trip before and I feel pretty confident that with the amount of chaperones um and the fact
that these students are in high school that there's there's no safety concerns or issues with the amount of chaperones here. >> You miss this is very exciting. It was um um I really appreciated reading about this
field trip and all that the students will be exposed to and so I was wondering if there's someone from um the media team or if there's any type of uh communication while there or afterward um that the students would be able to bring that to um to the public in in
some way. Um it just seems like a very meaningful exercise um across all forms of the arts in terms of experience. And so I wonder if there's any connection or any plan for that communication pro uh strategy. >> Um
we can certainly request that they get as much content as possible so that our communications team can um you know highlight the trip and and what they did. Um we can interview students. we
can ask them to come in to a and do a student showcase and present. Um I'm you know I it it's not something that I had planned but it sounds like something you're very much interested in and um I'd be happy to uh facil facilitate
either one of those either you know having them take pictures and things like that and and interviewing them or having them come to the school committee and do a student showcase and and talk to engage with you all um in this public forum.
>> Yeah. I mean, I would even venture to go so far as to think about a press release or or something of that nature just in terms of I mean, the the experience that as laid out by Ms. Brunell is um is something um very meaningful and fabulous and I don't know that other
school districts have have that or it's just certainly seems like an asset to me. >> You miss Wilson. So I just wanted to share um that I remember um just a couple years ago going there um on a trip and it was with
the chorus and the band and I believe uh principal Karachelo was there along with me as we enjoyed Avita. So I love that this continues um to you know happen. It was a great experience for me, one that I treasure and I know these students
will treasure as well. Thank you so much. Seeing no further discussion, roll call vote, please. >> Mr. Sheen, >> yes. >> Mr. Fave, >> yes. >> Mr. Bar Martinez, >> yes.
>> Tenzi Williams, >> Miss Tenzy Williams, >> you didn't hear her. Sorry. >> Yes. All right. Uh, >> Tenzy Williams, can you say can you see your vote? Yes. >> Uh, Mr. Isa, >> yes.
>> Mr. Michaelelsson, >> yes. >> Uh, Mr. Will, >> yes. >> Miss Wilson, >> yes. >> Dr. Real, >> yes. Motion carries. Out of state travel. That's the school committee vote to approve and authorize out of state
travel for Christ. Second >> discussion >> Miss Lubal. >> Yes. Thank you. Um so I my question is is um it's kind of two parts. So one is is this the first time that we are going
to this conference? >> I believe it is the first time we are going to this particular conference at least for Christy Elman. Yeah. >> Um this so this is a very um exciting opportunity. Do we know of um particularly when I think about a
recruiting strategy and um retaining for our special educators? Um I do see that you're on the floor of the expo based on um what I looked at um in terms of um uh how the conference is laid out. And I'm
wondering are there other mentoring or uh uh speed recruiting type of situations that this conference also offers? Uh I am not I am not aware of that right now. Um if you're looking for more information about this particular
conference, I'd be happy to connect for sure. >> Okay. And then lastly, I noticed that there were some people also on and the expo floor um other colleges and universities particularly Landmark. So in addition to um recruiting uh staff, are we also looking at partnerships
where for uh colleges particularly a college like Landmark who has um significant um uh experience with um special education and uh students with disabilities? Yeah, I mean we're we're looking the
we're looking at this particularly for as a recruitment stamp um from a recruitment perspective. Itinerate service providers has has been one of those positions that you know you've seen some budget transfers as school committee members where they you know
they've been posted and and pretty difficult to fill. Um but you know uh we you know we want to make sure that we go out there trying to recruit but if there are opportunities out there to you know that that uh Miss Elman engages in that
she you know she thinks that there's a great opportunity to provide a a partnership with um HPS that you know she's going to jump on that for sure and bring it back and you know we'll have a discussion about it. um she's really good about coming back to the team and
and talking about what her experience was and um whether or not she met some really good candidates or whether or not she met a a college or a part a potential partner and and elevating that to Miss Gage and myself and um making
sure we have have uh an opportunity to do that. I do know that um we we do plan on sending another individual with her, Michelle Cooper Cox. they had uh traveled to a similar conference and and did result in in being able to make some
really good connections with staff uh with some uh f potential staff. You know, we we we got some it was a the last trip was a really good one. >> Um it wasn't to this particular conference, but the the idea was the same.
>> That's good to hear. I know these things can can be very exhausting. Uh you're always on when you're on the floor like that. So, um, thank you for for that clarification. Look forward to hearing more about the report. >> Thank you so much. Any further
discussion? >> Seeing none. Roll call, please. >> Um, Mr. Sheen, >> yes. >> Miss Faith, >> yes. >> Miss LeBron Martinez, >> yes. >> Miss Tenzy Williams,
>> yes. >> Mr. Zaza. >> Yes. >> Mr. Michaelelsson. >> Yes. >> Um, Mr. Go. >> Yes. >> Miss Wilson. >> Yes. >> Mr. Veron. >> Yes.
>> Motion passes unanimously. Next up, we have budget reports. >> Motion. >> Committee. Vote to accept. >> No moved. >> By missib. Seconded by Missold. Discussion. Mr. Michaelelsson.
>> So, I I'm not super aware of the the procedure for reviewing a warrant, but in one of the pages, right, there's a couple of balances that have a negative remaining budget. I'm just curious what that means.
>> Yeah, we we just closed So, there's two things that it could be. We just closed our our year and between the time where you have two fiscal years open um our reports can look a little funky. Um but
once the year is closed, you get a really true picture of what of what the remaining balance is. That is one reason you would see a negative balance. The second reason you would see a negative balance is if that account uh I don't I
don't want to get too technical, but um we may have uh we call them rollup codes. So, you might have one account like I'm going to I'm going to use real simple terms like when we budget for travel as an example. Um, we could
budget all of it into this instate travel account, but the out ofstate travel account is also linked to that budget. Um, and the out ofstate travel has a zero budget, but it it draws from from that instate travel account. Um, so
those are those are the two reasons that you would see a negative account. And then um, so you know that I I believe that's it. I don't know exactly which account you're referring to, but I appreciate the question and I and I'll go back and find out what that's about. Munis doesn't allow you to do any orders
and send an account into negative unless you know it's part of a a group of accounts that share the same budget. >> Okay. Thank you. Move the question. Move the motion. >> Um, Mr. Sheen, >> yes.
>> Miss Lefave, >> yes. >> Mr. Ram Martinez, >> yes. >> Miss Tensey Williams, >> yes. >> Mr. Isaza, >> yes. >> Mr. Michaelelsson, >> yes. >> Uh, Miss Leo, >> yes. >> Miss Wilson,
>> yes. >> Mr. the verum. >> Yes. Next, moving on to orders. Order by member Michaelelsson to be referred to the finance and operations committee. >> Second.
>> By Mr. Sheen, seconded by Miss Wilson. Discussion. Seeing none, roll call vote, please. Mr. Sheen, >> yes. >> Mr. B, >> yes. >> Martinez, >> yes. Miss Sy Williams. >> Yes.
>> Seraza. >> Yes. >> Miss Lubo. >> Yes. >> Miss Wilson. >> Yes. >> Cologne. >> Yes. >> Passes. Next order filed by Miss Lubal to be referred to the joint city council
>> committee. Mr. Second by Miss Tensley Williams. I'm gonna give it to you. Discussion. Yes. Same roll. >> Mr. Sheen, >> yes. >> Mr. Fave, >> yes.
>> Mr. Ram Martinez, >> yes. >> Miss um Tenzy Williams, >> yes. >> Mr. >> Yes. >> Michaelelson, >> yes. >> Miss Leville, >> yes. >> Wilson, >> yes. Mr. Veron,
>> yes. Next order filed by your chair to be referred to and join city council school committee. >> Give it to Miss Wilson >> by Miss Wilson. >> Go for it
by Miss Discussion. >> Point of order. I think we should read the whole thing just so that like if you were to be tuning in, you'd know what we were voting on. Oh, >> sounds good. Um,
order five by school committee chair Ria Colonda. The school committee requests that the city council designate the school committee the authority to vote and accept all donations slashgifts to the school department even if they are off property. >> Mr. Sheen,
>> yes. >> Mr. Fave, >> yes. >> Um, oh my gosh, I just lost it. Sure. U Mr. Lebron Martinez. >> Yes. >> Uh Miss Tensey Williams. >> Yes. >> Mr. Isaza. >> Yes. >> Mr. Michaelelsson.
>> Yes. >> Miss Leau. >> Yes. >> Miss Wilson. >> Yes. >> Dr. Ver Cologne. >> Yes. Sorry, my button was stuck. I'm like, no. >> Motion passes. Next up, Mr. Michaelelsson. I'm gonna read the
beginning of this motion, but I'm not reading all the details on this motion just because there's a bunch and that will be discussed in subcommittee. Order five by school committee member Loud that in the interests of transparency, public understanding, and engagement, all presentations, slide
decks, and other major presentation materials included in school committee agenda packets are pre- read sh as a pre-eread shall as a matter of standard practice. include a brief executive summary. >> Make a motion to reverse the policy and governance subcommittee.
>> Second that >> motion made by Mr. Sheen, seconded by Mr. Isasa. >> Mhm. >> Yes. >> All right. >> Other voices there. >> Any discussion? >> All right.
>> Yes. >> Mr. Fave. >> Yes. >> Mr. Brown Martinez. >> Yes. >> Miss Tenzy Williams. Yes, >> Mr. Isaza. >> Yes, >> Michaelelsson. >> Yes, >> Mr. Low. >> Yes, >> Miss Wilson. >> Yes,
>> Dr. Ver Cologne. >> Yes. >> Next, we have order filed by Miss Wilson to be referred to the policy and governance subcommittee. And this is my favorite. It's about acronyms, spelling out all acronyms.
>> So, moved. >> Moved by Mr. Seconded by Miss Wilson. Discussion. See none. Roll call vote please. >> Mr. Sheen. >> Yes. >> Mr. Faith. >> Yes. >> Mr. B Martinez.
>> Yes. >> Sensei Williams. >> Yes. >> Mr. Isaza. >> Yes. >> Mr. Manson. >> Yes. >> Yes. >> Miss Wilson. >> Yes. >> Dr. Ver Cologne. >> Yes.
Next up, we have order filed by Miss Wilson that the district provide the school committee information on the process or procedure around miss service time by special education students and English learners. >> Make a motion to refer to leadership accountability and measurement.
>> Go ahead, Miss New. You can have it. It was your order. >> Seconded by Miss Discussion. >> All right. Roll call vote, please. >> Um, Mr. Sheen, >> yes. >> Mr. Pave, >> yes. >> Mr. Martinez,
>> yes. >> Miss Tency Williams, >> yes. >> Mr. >> Yes. >> Mason, >> yes. >> Miss, >> yes. >> Miss Wilson, >> yes. >> Yes.
Now moving on to approval of meeting minutes. that the school committee vote to accept and approve the meeting minutes of the organizational school meeting of January 6, 2026. >> So moved. >> Yes. >> By Mr. Michael,
>> seconded by Miss Chancellor Williams. Discussion. >> Miss. >> I'm sorry, Madam Chair. I've got to go hunt down my charger before my computer dies and then you can't hear Miss Tensley Williams. So, um, I know you're
going into a vote. Um, I'm going to step away and leave her on, but my vote would have been a yes. >> Okay, >> I'll be back. >> Mr. Sheen, >> yes. >> Mr. Le Faith for the record said yes. Miss LeBron Martinez.
>> Yes. >> Uh, Miss Tenzy Williams. >> Yes. And I thank Mr. Faith. >> Mr. >> Yes. >> Mr. Michaelelson. >> Yes. >> Mr. Bo? Yes. >> Um, Miss uh Wilson.
>> Yes. >> And Dr. Rolone. >> Abstain. >> I wasn't there. Moving on. Updates of subcommittees, policy and governance subcommittee. Miss Wilson, >> we have a meeting tomorrow at 5:30. It's
going to be just a general meeting. Um, just getting uh the new members up to speed and reviewing our process. um and probably making some changes to that um since there's been a change in our um makeup um as well from the standpoint of moving from a receiver to
an interim superintendent. So again, it's tomorrow at 5:30 down at SuffK Street. >> Thank you so much. Financer operations. We have a recommendation that the school committee vote to approve the fiscal year 27 school committee budget priorities as
listed in the attachment. >> Do we have a motion? Moved by Mr. Sheen. Do we have a second? >> Second. >> Seconded by Miss Wilson. Discussion. Mr. Sheen. >> Just give some background since I mean this is the committee of uh now taken over. These were laid out in the fall uh
by committee members had the input to put these in for the guidance moving forward. And this is some of the last business that came out of the um finance committee in the um fall in probably December.
I don't know if I can answer many questions but I will certainly try. Miss Lo, >> so I was looking at these and against the strategic priorities and one of the things that was sticking in my mind from our last meeting when we had Jen Albury here and she talked about literacy um
and uh the gains that we've made also in the K through 2, K through 3, but she also pointed out that from grades 4 through 12 that we don't have consistency with literacy practices. And I'm just wondering where in our strategic priorities are we addressing
those gaps or are we addressing those gaps? Um I just have a concern about kids leaving our school system who cannot read or who are not covered by this early literacy. And so I'm just just trying to understand where we're where we're focusing or if that is part of the other one of the other strategic
priorities. >> Yeah. if if we were to develop, you know, a benchmark to get at that, that would that would cut across two different um priorities. So, we have learning experiences there and then we have inclusion. And the way we the way
we the way we use these guidelines is to make sure that, you know, as we're developing the budget, we're keeping these guidelines and these priorities. the majority of the priorities that are listed here are are essentially covered in the in the uh in the strategic plan
and under those you know uh those those five priorities that we have there um I you know when you when you develop a strategic plan you don't usually get super detailed but um I can tell you that from experience over the last four
years you know as we begin our annual planning for the upcoming year we, you know, we revisit these priorities. We revisit uh these um these these priority areas and the strategic plan and uh you
know we often invite some of our directors, we invite some of our principles to help in developing those plans. You heard from Miss Aubrey herself what you know what her her approach is going to be um um you know uh or her priorities are going to be in
terms of where we have some gaps. So when we sit down and we start planning for next year, those that's something that the ELLL department's going to be working on. Um I don't think it'll be, you know, I don't think that that's something that will be missed. But if you're, you know, I think one of the
things that we wanted to get today, cuz we discussed this in detail in in the finance and operations subcommittee, and I recognize that not all the committee members are um are on that committee. Um the recommendation that that that
committee made was to bring this forward to the committee so that if there was more input that you all wanted to provide um we can make some changes you know um and then and then get a full vote. So if you're suggesting that we
you know we we can add something to these priorities if that's the will of the whole body. Um, >> so I I think you know what I I guess what I'm pointing out is that I mean I'm all for the K through2 uh literacy, you
know, c certainly um as as an early intervention and um assessment. My concern is the lack of uh literacy programming for those kids who maybe didn't benefit from that. And so we have like a swath of them 4 through 12 um who
are maybe getting lost in the shuffle and not not reading at grade level and just kind of where how how we are allocating um budget and and funds for for those programs and what I hear you saying is that are you saying that yes you are going to allocate funds for that or that you have
to reook at that like I'm not I'm I'm just I just want to understand like >> I'm taking this in as feedback and I you know when we sit down with the academic IC team, you know, based on this feedback, I'm going to have this conversation with Rebecca and Jen when they develop their budget.
>> Um, I think often times when something like this comes up, it's not necessarily a matter of allocating more resources. It's it's about um figuring out what what additional supports are required either through the, you know, through
the central office district leadership or through, you know, investing more resources. So, um, I will, you know, take this feedback and I will bring it back to our, um, you know, our I'll bring it back to Rebecca Thompson and Jen Albury and then as we develop the
budget, those are some questions that I'm going to be asking. But I think that, you know, based on what what you're what you're suggesting, it wouldn't it it wouldn't be hard for us to just add an additional priority to this if that's
what the whole committee wants. But it is specific to budget priorities, right? So, um it would it would essentially be naming that the school committee feels strongly that we, you know, we need to um ensure there are resources in the budget to get at.
>> Yeah. I mean, I think that we would want our students to graduate Hoyo public schools able to read, right? um >> and that that would be part of the strategic priority and not just focused on the K through 12
>> I mean K through 12. >> Yes, that that is a very strong goal of ours. So I would like to make a motion then that we if if if this is pertinent that we add um you know looking at um reading
uh and resources for those students um who are not currently covered and adding it as a strategic goal. >> I second that. >> So made by Miss Wilson seconded by Mr. Isasa discussion >> budget priority >> Mr.
I think he's >> so I guess I'm looking as chair of this committee and for the committee to do its work. I would like the specific language of where it's being amended in here and what's not just something I mean these have gone back and forth. I just need this for the committee of what specifically that this school committee wants to add to these priorities and I
I'm unclear by that motion of what is being added into this document. So, I would like to add another bullet under early literacy and just call it literacy with the indentation bullet ensuring all students in grades 4 through 12 read at
grade level. level. So, >> is that >> So, I'm going to amend I'm going to amend my first to be um added a literacy bullet under
early literacy and ensuring all students in grades 4 through 12 are at reading at at grade level. Do we have a second on the amendment? >> I'll second that.
>> Seconded by Mr. Michaelelsson. Roll call vote on the amendment. >> Miss Felicia. >> Sorry. Sorry, I was on call. I'm trying to read it. Uh, Mr. Sheen, >> yes. >> Fave, >> yes. >> Martinez,
>> yes. >> Williams, >> yes. >> Mr. Rizaza, >> yes. >> Mr. Michaelelsson. >> Yes. >> Missible. >> Yes. >> Wilson. >> Yes. >> Dr. Verone. >> Yes. >> And now on the motion as amended.
Any discussion? >> All right. Roll call vote. Miss Fiano. >> Mr. Sheen. >> Yes. >> Mr. Fab. >> Yes. >> Mr. Brown Martinez. >> Mr. B Martinez, you're muted. >> Yes. Yes. Uh, >> Miss Tzy Williams.
Yes, >> Mr. Rizaza. >> Yes, Mr. >> Michaelelsson. >> Yes, >> Miss >> Yes, >> Miss Wilson. >> Yes, Dr. Verolone. >> Yes. >> Next, we have that the school committee vote to approve the principal
compensation model linked in the document. Do we have a motion? >> So moved. Moved >> by Mr. Michaelelsson. Do we have a second? >> Second. >> Second. >> Second. Seconded by Miss T Williams.
>> I think you took >> discussion. >> Mr. Sto. Go ahead. >> Yeah. So, this originally came to the full committee and was referred to the finance and operations committee and at the last committee meeting at the last finance and operations committee meeting
we talked about it. So, um there are a couple of policies that talk about setting levels of compensation um and it calls out specifically principles. This was a a change that we
were looking to make to the you know how principles increases were determined in the past. It was normally just based on their evaluation rating and you know we've had some lengthy discussion with
uh you know with our team and also with the principles and felt felt pretty strongly that um that you know we we needed to incorporate some uh accountability data into this. So uh this would you know essentially give a
1.5% cola um and then there would be a rating based on the evaluation and then there would be an opportunity to uh get you know a fractional percentage points based on the desi accountability meeting
the desi accountability targets um at no point where will any increases uh go above 4% but I you it would be a good problem to have if you know if we were meeting all of our accountability targets and you know
there were some schools that you know that were getting really really strong results for our students. Um so we had lengthy discussion on this. I I do want to note that you don't see opportunity academy on here. They would fall in tier
three with Sullivan Peek and Dean. um the that that's where opportunitymies would fall. But that was it was a great discussion that we had in the finance and operations subcommittee meeting and they they move to recommend that the full committee approve this.
>> Mr. Sheen, >> I'd like to make a motion to amend the chart on page one uh and include in tier 3 opportunities academy. Second
>> seconded by Miss Wilson. >> Any discussion on the amendment? >> Roll call vote on the amendment. >> Mr. Sheen. >> Yes. >> Mave. >> Yes. >> Mr. uh Miss Lebron Martinez. >> Yes.
>> Kind Williams. >> Yes. >> Mr. Zaza. >> Yes. >> Mr. Michaelelsson. >> Yes. >> Mr. Will. >> Yes. Miss Wilson, >> yes. Mr. >> Yes. As amended, roll call vote, please.
>> Um, Mr. Sheen, >> yes. >> Mr. Fave, >> yes. >> Mr. Lavar Martinez, >> yes. >> Miss Tenzy Williams, >> yes. >> Mr. Isaza, >> yes.
>> Mr. Michaelelsson, >> yes. >> MO? >> Yes. Miss Wilson? >> Yes. Dr. Rickon. >> Yes. Thank you. Next up, joint city council school committee. Miss Leo Martinez, any updates?
>> No meeting as of yet. I need to look in the jacket and see what's available so I can set up a meeting. >> Sounds good. Thank you. >> Leadership, accountability, and measurements subcommittee. Mave. >> Well, I'm excited to report that we've
got more stuff to add. No meeting yet. >> Thrilled. I see. >> There's no meeting yet. I want to see right now we're going through a process of of a superintendent. So, I want to be um mindful of that. Um and deal with
that first and then we'll go ahead into the 20 maybe five things that you that going to lamb. >> Thank you. Thank you so much, Miss Le.
Ongoing business that the school committee vote to approve the transfer from pupil services of 167,000 to contracted services to fund to vacant board certified behavior analyst positions.
>> So moved by Missib second >> seconded by Miss Lubal. discussion. Miss Wilson. >> So, I'm just wondering if this if the jobs were just posted on January 21st,
why are we hiring people? Because I looked at the posting and it was just posted on January 21st. >> It was probably just reopened. We've had positions vacant for for a while and sometimes we only like sometimes the
postings expire but um you know the the these are these have been some hard to fill positions. Uh we had discussions within the finance and operations subcommittee. So we've we had a total of
uh five vacancies and um you know we were able to hire for for two of them. Um but you know we we want to make sure that we get some consultants or get hire these uh contracted services so that um
you know students can get the the services. >> So in the future I would really find it um very meaningful and beneficial if I actually knew the dates these were jobs were actually posted and how long they were posted for.
Um because otherwise if anyone like me just looks up it looks like they were posted on January 21st and it's that's >> Yeah. I mean we're still we're going to keep them posted like >> No, I understand. >> We want to fill those positions. So we're going to keep them >> we going to we're going to keep them
posted until we're able to um we're able to to fill them and then not need hopefully not need to contract out for these services. >> No, I understand that. But it just it would it would be really a good viewpoint if um you know we listed how
long these positions have been um were looking for them. Otherwise, it looks like really and truly they've been posted for 5 days. If I was a member of the community, it looks to me like they were posted for 5 days.
Yeah, I I understand, Miss Wilson, and and I'll make sure that if ever we have some transfers like that in the future that we we specify that. I think that what you're looking at is just something in our system, you know, uh the posting might have expired and then we re
reposted it and then it it put a new date, but these positions have been posted for a long time. >> Thank you, >> Miss. >> Yes. Just to build on Miss what Miss Wilson was talking about, I um I just I'm curious in terms of what what what
is the activity look like when you're actively looking, you know, are you are you hosting? Like is this something that Miss Elman would be talking to people at the at the expo about? Um you know, what what does that what does that look like when u we say we post and then we pull
down? Like I'm I'm I'm just trying to look at the activity there. Yeah, I mean school spring does so we have a system in talent ed school spring that you know it sends all of our all of our positions out to uh a bunch of different networks
and you know it's not just we don't just rely on that system. I see Maryanne join the call as well. Um we don't we don't solely rely on the school spring and and talent ed system to fill positions. A lot of recruiting is done also, you know, uh by the principles themselves,
you know, um of sometimes principles will, you know, the know of somebody that's actually working in another district when they have a position. Um you know, we've we've had instances where members of our cabinet run into people and that are that are looking.
So, we we kind of do have an all hands approach on on recruiting for some of our vacant positions. Um but it includes you know automated automatic networks that that um talent ed shoots out through school spring and then you know
all of our principles all of our department heads. Maryanne, you have anything to add to that? >> I think you covered most of it. Hello everybody. Um we we've actually had um some real good luck at being able to make connections with through our
vendors. Um we've actually brought on board as our own staff um some staff that we were introduced to through our vendor partnerships. Um so we've been able to actually hire some of those staff that um we know would be a really good fit in Holy Oak uh to come on board
and work full-time for us instead of through a vendor. Um but we we tap into, you know, all possible resources um that we can to try to attract staff to to work for us so that we do not have to rely on vendor contracts.
>> Yeah. And our own social media accounts as well. week, >> right? >> You know, I've seen seen principles even um share a list um on their personal Facebook or Twitter or um or Instagram accounts where they they have these open
positions and they post a list and you sometimes that has led to to getting some some people in here. >> Um just a a quick followup there. I know you said that that you there's a or there's a part in in the order that said that if with notice you could um reverse
if if someone if a qualified candidate came with notice. Is there a time frame around this with notice or is that with whoever we're contracting with? Is there aulation? >> In most of our current contracts with our vendors, it's 30 days notice. So, we
agree to give the vendor 30 days notice, which typically is enough because by the time we um you know, we we recommend a candidate for hire by the time they are hired, they give they potentially give their notice and their position and complete onboarding would be about that
time, but um it's 30 days in most of our contracts. >> Thank you. >> You're welcome. Right. Thank you so much. >> Any further discussion? >> Seeing none, roll call vote, please. Miss Feliciano.
>> Mr. Sheen. >> Yes. >> Miss Lefave. >> Yes. >> Mr. Bra Martinez. >> Yes. >> Miss Tensey Williams. >> Yes. >> Mr. Isaza? >> Yes. >> Mr. Michaelelson? >> Yes. Um, Missible.
>> Yes, >> Mrs. Wilson. Miss Wilson. >> She's muted. >> Yes. Yes. Yes. >> Dr. Ralone. >> Yes. Motion passes unanimously.
Next up, we have the ratification of the addendum for the interim superintendent contract, but unfortunately the attachment didn't make it to the agenda. So, may I have a motion to table? >> So, move. >> Second.
>> Mr. F. Seconded by Mold. Discussion. >> See none. Roll call vote, please. Miano. Mr. Sheen. >> Yes. >> Mr. Fave. >> Yes. >> Mr. Bram Martinez. >> Yes. >> Miss Tenzy Williams. >> Yes. >> Mr. Isaza.
>> Yes. >> Mr. Michaelelsson. >> Yep. >> Miss. >> Yes. Miss. >> Wilson. You're muted. >> Yes. >> And Dr. Regula. >> Yes.
>> All right. >> So, may I have a motion to lay on the table the potential questions for the finalists? >> Move. >> And do this from superintendent. Second. >> Moved by Miss Lef, seconded by Mr. Wosen.
All right. So, real quick, now we're out of steam. Um, I looked at everybody's questions, which there were in a grand total of 42 questions. >> Point of order. >> Point of order. >> Go ahead. >> So, if you're going to have the motion
to lay on the table, then you need to vote on that to bring it back. >> I'm so sorry. Yes. Yes. I'm sorry. I'm fried. >> You're fried. Yep. Roll call vote. Miss Felisiano. >> Mr. Sheen.
>> Yes. >> Mr. Lefave. >> Yes. >> Miss Lebron Martinez. >> Yes. >> Missy Williams. >> Yes. >> Mr. Riza? >> Yes. >> Mr. Mson? >> Yes. >> M?
>> Yes. Oh, sorry. >> Miss Wilson. >> Yes. >> Um, Dr. Real. Yes, sorry about that. All right, so after looking at everybody's questions,
I grouped them by themes as you can see in the document that was sent to everybody so that then we could focus on what were everybody's concerns, what were the topics and what uh the questions would be. So that's how we
ended up with um opening statement, eight questions, and then a closing statement. These are to guide our discussion. So that way, because we were not going to be able to go over 42 questions, but these were the gist of what everybody's
concerns were. And I'm not sure how the motion should be for us to discuss though. >> Miss Lef, go ahead.
>> Thank you. Thank you for taking time to go through all the questions and actually putting them in bucket lists >> and making taking and summarizing
everything into one question that captured what everybody you know the bits and pieces that people um wanted to ask. Um I think this is going to streamline the process um for
the interviews. Um I'm not sure how long before the interview any of the candidates are going to have access to this because it's really a thinking question. you gave not only strengths of the of the
of our community but then are asking how can they improve it or or what are some challenges but still highlighting strengths. Um the other thing that I wanted to say you see I lose my own track of mine because my stomach's
growling right now. Um but yeah okay so that was the thing. So, how long they're going to get it because what's good about this as well is that we're going to hear from each one each individual basically on the same question. We're we're not asking them
different ones where one might highlight in one area but the other one never had that opportunity and they may have as well highlighted in that specific area. So, I think it's really important that the work that you did, it was amazing. I like it. I think
we should move forward with it. And that's my personal opinion. >> Thank you so much, Princ Mr. Sheen. >> Yeah. Um, thank you for >> Thank you for doing this. Uh, I appreciate it. Um, so just for the
essence of moving forward and I know that there's lots of questions on these and stuff. I'm going to make a motion to approve the draft questions um that we were submitted by the chair um at least to have discussion and any amendment.
Motion made by Mr. Sheen, seconded by Miss Lefave. Discussion, Miss Wilson. >> So this is the the e the letter the document is draft for finalist interview questions which you were kind enough to
break into eight categories. So my thought is that we're going to have one question from each category. Is is that the thought process that we're on or we're not even there yet? I don't even >> Yeah. So, there are um so there's like
the buckets with everybody's questions for those categories, but then at the end of the document, there's a question that summarizes all the other questions. >> So, you'll be able to see those at the end for each of the categories.
Mr. Assassin. >> Well, I agree with u the remarks about the great work that has been done on this. I think the uh the the finishing of the categories and the alignments. It's that was a very good thing to do.
Um I have one question. Um are we going to allow any follow-up questions? That's something that we have to decide as a committee. >> Yeah. And then I have a few proposals for change in the languages in the language of the of several of the
questions. Should I go into that now? >> Sure. >> Okay. If you look at the first uh question um second line
uh I would in you after receiverhip >> I would have a comma eliminate the and and then continue recommitted to local control and student success. I think it's important to to outline that.
Someone everybody got that and then I would add a question. >> Point of order. Are we like is that a motion? Is that a like I'm just >> Well, that's what I'm trying to figure out because we would need to
>> I'm proposing changes to the language of the questions. >> Point of order. I'm sorry, but >> I got one on the floor though. >> Go ahead. Go. >> I a point of order to the chair. Um, >> go ahead. >> Or what process are we using for this to
make changes? >> We haven't decided on a process yet, >> but I mean there's a proposal for a change. Should that be an amendment to this document? My motion was to approve this document as is. >> All right. So then the motion would need
to be for amending Whichever question, Mr. Isasa. >> Well, as I said, I have proposed changes to several of the questions. So, should I take one at a time and then and then make a motion on that or should I make
all my comments and then move to approve them or not? I mean, it's just a matter of process. >> Yes. So, let's go through this was on question one. Yes. >> Yes. So amendments to question one.
>> Okay. So should I repeat what I said on the second line after local control? I mean I would I would actually eliminate the and replace that by a by a comma and I will
continue recommitted to local control and student success. So that would be one of the changes on question one. I would like to add a question on question one and that question will be at the end.
How will you make the holio school holio schools a model for the commonwealth? Just to you know just to emphasize that we're looking for someone who will bring excellence to our system here. So that would be my motion. That
is the motion >> for on the changes for question one. >> Do we have a second? >> I'll second that. I'll second it. >> Seconded by Miss Lero Martinez. Discussion on the motion on the
amendment for question one. Seeing none on the amendment. Roll call vote please. >> Mr. Sheen. >> Yes. >> Uh Miss Leave.
>> Mr. Leave is having a headache. >> I'm going to pass. What do you mean? >> I can't right now. I'm I'm sorry. >> Are you saying no or obstain? >> When you're done with this with this
one, then by all means, I'll do a point of order. >> Abstaining. >> Yeah, do that. >> Okay. U Miss Lebron Martinez. >> Yes. >> Miss Sensei Williams.
>> I'm not sure. Uh yes, >> Mr. Isaza. Yes, >> Mr. Michaelelsson. >> Yes, >> Mau. >> Yes, >> Miss Wilson. >> Yes, >> and Dr. Realone. >> Yes.
>> All right, Miss Lefave on your point of order. Go ahead. So I really need to understand are we going to ask these people in for each question a whole novel that could take them one hour just to respond to one
question and then start confusing them like I think it needs to be streamlined to like this was specific to so we came from state receiverhip into local control right why are you coming now to Holio right why Holio right and what are
What are you going to do? What are your two to three most important priorities that you want to pursue within the first one to two two to three whatever one to three years to improve outcomes for our students. Right now we're making it even
grander to the whole commonwealth. And we're we're starting to change a lot of this when this was really straightforward, focused, provide that person the amount of time that they need to give us a response. Now, I have a
feeling we're gonna be here like city council till tomorrow figuring out how we're gonna um you know, I don't know. Add, drop, delete, amend, maybe do some
I don't know. I can't right now. I'm going to leave you with Miss Tensley Williams. I need a bathroom break. Please excuse me. Um >> can I have a point of order? >> Oh, there's Miss Tensley Williams. I got to get to you for this.
>> Madame Vice Terra, I'm sorry. I need to leave uh right now. >> So, I'm going to sign out. Okay. And I'll call Miss Fitziano tomorrow. >> Thank you, Miss Dancler Williams.
>> Bye. >> All right, Mr. Isasa, is that the old hand or is that a new hand? Uh, that's the old hand, but I'm having change changes to propose. >> Yes, but yes, but we're still on moving on to everybody else. Okay,
>> we're so we moving to number three. >> Hold on. Let me go to Miss Lubold and then >> you'll get a turn after Miss Wilson. >> Yeah, sorry about that. I just want to I just want to follow up on on the edits
and and one obviously commend you Dr. Rivera Cologne for the work that you did to consolidate this but I would also just like to mention um for Mr. Assasa and all the other people on this call who have um painstakingly cared about um
the process. Um, and I just want to reiterate that this is one of the most important positions that we are hiring for our community. And it is not a three question and done situation. Um, this is something that is going to take due
diligence. We have been a community who has not made measurable progress in some three decades. And so the person that we put into this position needs to be ready. And they need to be ready not just from one lens, but from multiple access points.
And I I I share that because as someone who's new to the committee, I take this extremely seriously and I think that the length of a question or the pointedness of a question um we need to be extremely
vigilant in in in our duties here and and and how we how we address this process. Miss >> Wilson, >> thank you. So, I'm I'm going to say it's going to be very hard to find consensus among
this large group for questions. I'm just going to be very honest and forthright. For someone with almost 20 years experience in human resources, this seems this is going to be almost impossible. Um, we're going to be nitpicking
language and verbiage and it's 9008 correct right now. I do understand and I absolutely um you know Mrs. Lubold you are correct. This is the this is the single most thing um
you know appointment that we have we have not been able to do this in a number of years and we want to do it well and I think that the length of the question is is not um an issue. I think that all candidates should be given um the questions before the interview. It
shouldn't be a surprise um because this is a public meeting and they're all going to be able to see it anyway. So, why wouldn't we just give them a copy of the questions so they have time to think it through? Because we're all we are going to have follow-up questions based
upon their answers. It's just a fact. You know, I I you're not just going to say, "Okay, thank you." There might be something that hit on someone that they want to follow up on, but in their answer, not asking a separate question, but
following up on their response. And I'm going to stop now. Thank you, >> Miss Wilson. Mr. Sheen, >> I was just going to say, I mean, the these are public. I mean, and they will get them. We have we have two candidates on right now that are candidates for
superintendent that I can tell from names on the screen. Um, so they're obviously they can see these questions and we should give them I mean with it, but like we've had these we've we've gotten them. I know it's late, but we got to get through it, right? >> And if if there's amendments, let's
amend and let's let's do this um and and do what we were here to do. >> You're on mute again. Sorry, my friend. Oh god, very sorry. Thank you. Um, no, I I took it down. Deon answered my question, >> Mr. Michaelelsson.
>> So, to Mr. Sheen's point, I think what we should probably do is if you're going to make an amendment to a question, you should read the whole question, read your amendment to it. That way, it's all public. Everybody has access to exactly what we're talking about, right? And what we're trying to do, make it content based, and then we can move forward with
the questions as they are. Thank you for the suggestion, Mr. Michaelelsson, Miss Lubalt. >> Um, oh, sorry. So, just so just to the point on that. So, there's there's macro edits and then there's micro edits like so, comma, that type of stuff, right? Do
we want to talk about the substance of the question? because perhaps someone has a has an issue with a question how it might be worded currently um and maybe doesn't have a a solution for what that what that edit might be but is
looking for feedback from the group is that do we want to take that broader level first and then uh and then the small grammar perspectives. So I think that in the interest of time if a change is a comma,
a space, an and or anything like that, those can be sent over to Miss Feliciano because that's not going to change the content of the question. And that's my suggestion. >> If you don't think so, we don't have to, but I think that that would make this
easier. And then um everybody proposes their amendments to the questions as it stands based on reading the question with the amendments if that makes sense. >> Right.
So any amendments on question number two? >> No, not on my side. >> Yes. >> Go ahead, Miss Obt. So my my my concern with question number two is I I feel
that it is right now as in its current state limited. Um to me the question doesn't accurately describe our entire student body. Um and it shows us centering on just one access of
inclusion and equity. Um anti-racism is extremely important. Um, but it's leaving the compi the picture incomplete when I think about our student body. When I think of our student body having one in three students on IEP who identify with a disability and nowhere does that mention it. We have other
marginalized communities in our in um our air in in Holio. And in addition to that, um, you know, we by just setting up with just one group, we're we're leaving out the other marginalized
>> communities in that sentence. And so my my ask, I guess, is that we would expand it to be reflective of of that student body. um and also the intersectionality of those student bodies because we know that we have and we talked with Jen Alvie a few um at her last meeting about
the intersectionality that occurs for some of our Latino students who are also um identifying as disabled. So I I I think to me having some way of expanding this question um and and also I would
just make the point that just because we center on anti-racism which is so important we're leaving out that population if we're also not spoking on anti-abbleism. So, I I just I I I share that with you because um I just think that we when we miss
the larger picture of what inclusion means and what equity means that we're still leaving people behind even when we're talking about a majority. >> You don't have an amendment for the question. >> Chair,
I'm sorry. Go ahead. Can I request that we >> Hold on. cuz we we want to be able that we're making sure that we capture what we need to move forward. >> Yeah. I mean, could could we broaden could we broaden it? Could we talk about
it like, you know, we talk about equity, anti-racist, racism, and high expectations as a category, but why aren't we also talking about anti-abbleism as well in there? >> So, do you want do you want to think about an amendment while we talk more and then we'll come back to you?
>> Yeah. Yeah, I just didn't know if we were wholesale editing right on right on the spot or if that if that was what you wanted me to. >> We need amendments so that then we can discuss them, people have an opportunity to chime in and then we can make changes on the document. >> Okay.
>> Thank you, Miss Lo Martinez. Go ahead. I just wanted for the record to see if as we're speaking on what question can we reading I know but can we read them because we're just saying number two but we're not reading them just to be on the record that it was discussed what question was discussed
>> is that you know what I mean so reading it and then saying what edit being edit so we know >> and not me know but the people that speak this later. >> Yeah. Yeah. Yeah. >> Question number two. Polio serves a predominantly Latino student population with significant social and economic
challenges and our community holds both equity and high expectations as core values. How has your experience working with students and families facing systemic barriers shaped your leadership? And how do you ensure that inclusive practices and accommodations raise achievement rather than lower
expectations for students? >> Thank you. Thank you, >> Mr. Faith. >> So, a couple questions. Number one, the candidates are going to be receiving these questions when
and if you already answered it and I was away to the bathroom. My apologies. >> Totally. That's exactly what happened. They're public and they will everybody will get the questions right away >> when >> well let's see if we can get through
them and actually have a slew of questions to actually be able to give it to them. But and there it was also mentioned that two of the candidates are in the call as well. >> So they'll be hearing them right now. >> Number one number two is our next school
committee me meeting is what? February 9th. being that there's going to be so people have you know recommendations to change a lot of them um why not then they can go back look at this
make their recommendations already and I think the focus of our next meeting should just be on this so that way we can get it done and over with but to be here to go through each question and to think of how we're going to rephrase it and whatever
that is. That is a long time. Then maybe we should have done this at the very beginning versus waiting till the end of the evening to now try to sit down concentrate on each question and how we're going to change it. Even though we
had said to send the questions and and I'm not trying to be rude. I'm just, you know, kind of coming straight forward as to how I recall things that any questions that people had to send it over to Miss Feliciano
and to the chair and then you took the time to develop this to really give a clear picture of Holio and now we're trying to dismantle it bit by bit um and restart. It's going to be kind of from fresh
you know, because I'm sure there's going to be something more than likely in each question that people are going to want to rephrase or redo or add this or take away that. You know, I understand um
Miss Lubold's um comment in regards to equity, anti-racism, and high expectations, but we also have to be mindful that when we looked at what took us into receiverhip, who were the students that were the most that were um that the issues were against, it was the
Latino students, especially when we were looking at the black and brown students who were being um suspended at higher rates or, you you know, as well weren't achieving. And yes, I I am not one to talk against kids with students with
disabilities because I had five of them. Okay? So, I had five IEP meetings that I had to go to. And so, if we're looking at including them, then you're going to have to merge then two and three because then on top of that, we have one that's specific to students with disabilities
and English language learners. So, then merge them. But that's that's just me. I mean, we're going to be here for a very long time trying to recreate sentences so that then everybody can see it cuz I'm not
going to remember what anybody said. So, who exactly is updating this in real time for me to see and to see if it actually makes sense or are we making again a whole chapter for somebody to try to remember to come back to respond?
That's it for me. I'm I'm just >> Thank you, Mr. F. And I mean, I can make a suggestion that if you if we think that there's enough
time. I don't know. I try to do this as expedient as possible, but if there are concerns, we could take them offline and then bring them back for the next meeting. My concern is that
if everybody's going to want to change something, at the end of the day, it's going to be only one version. I can't have 42 versions of the questions. So, that's just something to throw out there. And I have
um Miss Wilson, Mr. Sheen, and then Miss Wilson, you're muted. >> Thank you. I would say first of all, can you give me access so I can be the live editor? I'd be happy to do that. Um so as we are viewing it, um that we as a school
committee can see it. um and then we will just read it aloud like has been brought up. So I just wanted to share that. I'd be happy to do that and I am a firm believer that um the less we talk about what we have to do
and just getting down to it, we could get this done in 40 minutes and be done here at 10:00 at night. I think we should do it that way. We are we're done. >> Thank you, Miss Wilson. You should have access now. >> Thank you, Mr. Rasheen. I'm going to say I agree with Mrs.
Wilson, but I will also say by waiting until that meeting in February, we create disadvantages because we finish them up at night and we'd give them to a candidate interviewing the next day like hours after. I mean, it we just have to do this and I'm going to stop talking
because that's wasting time. >> Just get it over with. >> Excellent. So, from now on, I'm only going to take amendments. I'm not going to be able to take comments because otherwise we're not going to finish it. We have to focus on the work ahead. Miss
Lub, >> I just want to just clear something up. It wasn't I wasn't taking out the Latino piece of that sentence. It was a yes and that our community of students who we
are elected to protect and see for the best student outcomes is broader than just race. It is broader than just language. We have a community that is intersectional.
And so when we and and words matter and when we signal that we're leaving somebody else out regardless of who that is that matters to both the candidate because if the candidate can flex to one access that's great for them but if they don't see the other rest of the
population then how are we knowing that we're putting the best person in the job right >> miss do you have an amendment for the question >> I do I I want to include broaden that language beyond it's a Yes. And beyond Latino and right it's it's and and I
think that we need to be it needs to be reflective. So I I will I I do have language. >> So can you state your amendment? So, can we do we how I I just I feel like I feel like not being able to discuss it with you all doesn't doesn't
like we're not hearing that. Like >> if you do an amendment, we have a first, a second, and then we have discussion. That's the process. Otherwise, we are just wasting time. >> Okay. Okay. So, what if we were to say Hoyok serves a predominantly diverse
community including Latino, disabled students, ELLL was Miss Wilson is fe fiercely typing. And then um secondly I think the
juxaposition in that particular s um sentence when you talk about um how do you ensure inclusive practices and accommodations raise achievement rather than lower expectations for students there's an implication there
that accommodations lower expectations. I know that that's not the intent but that's the way it reads and that again is a bias. So, um I think I just think we need to I just think we need to rethink how how we're
saying that. >> Can I get clarification on what the motion is? >> That was the amendment. Amendment. >> The amendment. I'm sorry. >> What the amendment is? I just >> it's being typed up. >> Uhhuh.
>> Until it's fully done, there is no amendment right now. They're doing the adjustments if that's what I'm understanding. >> English language learning It's no longer it's eel. It's no longer learner. It's just the the correct acrimony now is eel.
>> So in the latter part of of of the the sentence, how has your experience working students and families facing systemic barriers shaped your leadership? I would I would cap that. there and leave out the rest of the of
the sentences sentence because I think from that question and to Mildred's earlier point about being brief that it allows the candidate to explain what they have done how they've included without being prompted
>> then can we change the top part where it says with significant not all students um not all I Latinos, not all with special education have economic challenges. So why not just put down ant students with
significant if they fall in two buckets, three buckets, four buckets, they do, but you're also um looking at the whole entire socioeconomic aspect of the community.
I don't understand what you want me to edit. >> Instead of with significant, you can put down as well as students with significant social and
economic challenges as well as >> Sorry, I was trying to help you. I'll stop. I'll stop. I think too many of you are trying to edit. I saw Irene. I see you Yadil. I see >> I'm not touching anything. I'll do the
roll call at this point. >> Okay. So, the wording we have right now based upon. So, this would be the amendment. >> Hoyok serves a predominantly diverse community including Latino, special
education, and English language. Let's put learners and students with significant social and economic challenges and our community holds both equity and high expectations as core values. How has your experience
working with students and family families facing systemic barriers shaped your leadership? Can we say give an example? >> Yeah. >> And that's pretty much straightforward and to the point. Mhm.
>> And can you put a period after challenges? >> If you give me a minute, I'd love to. >> Give me a minute. We're we're we're going to work on this little tiny things after, but we're just getting the meat and potatoes.
>> So, that is the amendment that I read. >> Make a motion. >> Amendment was proposed by Miss Lolt. Do we have a second? >> Second. Second >> seconded by Meron Martinez. Discussion on the amendment.
>> I I just Oh, sorry. I didn't have my Go ahead. >> Sorry. >> Um I just had a question though about the headers that you have. >> The headers mean nothing. They were just buckets for the questions. >> So we're not giving the headers to to the Okay. I just Okay. Thank you.
>> Those were artificial for me to be able to bin. Got it. Got it. >> Yeah. Sorry. >> Right. So, seeing no further discussion, roll call vote. Miss Feliciano. >> Mr. Sheen. >> Yes.
>> Mr. Fave. >> Yeah. >> Mr. Ron Martinez. >> Yes. >> Mr. Isaza. >> Yes. >> Um, Mr. Michaelelsson. >> Yes. >> Mr. Yes, >> Miss Wilson. >> Yes.
>> M Colon. >> Yes. >> All right. So, we have voted in that Hoyok serves a predominantly diverse community, including Latino, special education, and English language learners and students with significant social and economic challenges, and our community
holds both equity and high expectations as core values. How has your experience working with students and families facing systemic barriers shaped your leadership? Please provide an example. Done.
>> Excellent. Moving on to question three. >> This sounds >> I'm just going to read the question aloud so we have it. Okay. English learners and students with disabilities
make up a significant portion of our district. Tell us about a time when you were responsible for improving literacy and numeric outcomes for multi-ingual learners and/or students with IEPs across multiple grades. What evidence-based approaches did you
implement and how did you hold central office and school leaders accountable for measurable progress? >> Okay, I read the question. >> All right, Mr. Isasa, do you have an amendment? >> This it sounds like minor, but from the
point of view of the community, I think it's important. I don't think people would clearly understand what numerousy outcomes are. I I would propose that we change that to say improving literacy and competence in ma in math in
mathematics. And I would propose that we spell out IEPs because I don't think there are many people in the community who, you know, understand what it means. >> Yeah. >> Who's highlighted this? >> Oh, sorry.
>> Get out of my highlight. >> Sorry. I needed the original question before you guys change them. >> Thank you. All right. So, that was the amendment. Do we have a second? >> Second. >> Seconded by discussion on the amendment.
Mr. Sheen. >> Yeah. My only concern is that let me numeracy is not competent not necessarily competency in mathematics. >> It's not. So, I mean that's the I mean
it's more your um it's like being able to read and interpret charts, graphs and like there's a so whole lot more. starts around decision-m solving problem like it's not just math and I think that like
when you are talking about numeracy in schools and talking about a per like we're asking someone the question that should be living this I mean >> how you your ability to be competent in mathematics outcomes is not numeracy
I don't think I mean Mrs. Wilson's the educator here, but I think there's a a difference between um numeracy and competency in math. I don't Yeah, >> but I just I think it's a lot different. >> Fine. I mean, from my point of view, if
you think that's the public will understand that, that's fine with me. I mean, I assume that every person we interview would clearly understand what that means. I don't know that the public would understand that.
>> So, so, okay, Miss Wilson. >> So, the purpose of these questions is for us to make a decision. And I'm I'm going to say the words aloud that some
things not everyone is going to understand. Our job is to make sure we are asking in-depth questions that will get us the answers we need to find a re the new superintendent of our schools
who is going to lead us forward. And I believe so that's my point of view that we have to just make sure that we understand the question and we think that the candidates will as well and I think by their answers our public
will understand what when we talk about numerousy >> totally true >> miss >> yes I I agree and I would just build on what Mr. Sasa said in in terms of accessibility, right, in plain plain language and perhaps there's something
in PNS that you could put afterwards that pe some some sort of access point where where people can can glean because when we start to talk about pedagogy and and all that stuff which is all important um but you know over the constituents head in in some cases because they may not be familiar with
those jargon terms. Um so I do think we have to spend a little bit of time just kind of finessing that and maybe it is solved by you know a pens you know at the end of the sentence um or another synonym that might make more sense.
>> Hold on. So numerousy is defined if I can get back in >> the ability to understand and work with numbers. >> So we can put that one in there. Oh, I think I'm in my old version. >> But are we a Are we amending the
amendment? >> I don't know. So, that's what I'm We didn't even vote on the amendment yet. >> No, we didn't. >> Right. >> So, we have to vote on the amendment before >> How about Mr. Isasa? You can withdraw your motion and then make a new one with the changes. So, that way we don't have
to roll call vote. >> I I withdraw the motion. >> Right. Short rubber's rule shortcuts. So, all right. So, then I'm taking this back out. Oh,
>> hold on. Wrong cut and paste. >> It's the ability to understand and work with numbers. >> That's mathematics. >> But it's Where did I go on that document? I'm losing it.
>> To what was it? to understand and work with numbers. So then we're just all we're doing is just adding. So then the only thing we'd be doing from the original my amend would would be then to explain numerousy. So the line would read, "Tell
us about a time when you were responsible for improving literacy and numeracy, the ability to understand and work with numbers outcomes for multilingual learners." So I just added the explanation of what numeracy is in >> parenthesis.
The explanation of what literacy is though, too. >> I'd love to. Thank you. >> I mean, just But here's I think the point was that these can be like points for the public to go to and find out. These don't need to be things. We don't need to be submitting to the candidates what I I don't want to be telling them
what literacy and numeracy is. If they don't know, they shouldn't be here. >> Like that's why I said before that I'm was speaking from kind of a public perspective. >> Are we posting them publicly? I mean, we're giving to the candidates, but will
the questions be posted? And if they are, then I do think that plain language is beneficial to the community, >> right? That's right. >> So, here's my statement. If we do post this, I
I think we should just do an asterisk after each and just do at the bottom do a definition of anything that we have challenges with that we think our community would have difficulties with. >> And how would that help the community?
because the asterk would be at the bottom of the page would be the would be the what numeric is this literacy is this it's just like anywhere else where you want to look at a different definition there's an asterisk >> someone is out there someone is out
there in you know on zoom >> how is that going to help them >> so may I speak I'm sorry Dr. Rivera Cologne, >> Mr. Sheen has been patiently waiting. >> Thank you. I just want to be quiet. Thank you. >> Can I make a suggestion that we go through the questions? Obviously,
there's going to be items in here that may need to be um have >> maybe a separate uh footnote or something with what some of these things mean. There's a the public document the public may need to look at and there's an interview guide. There's an interview guide for the candidates. Maybe as the
chair, you appoint a working group that can meet and can pull apart the necessary items for the public and then we can have that readily available in advance of our next meeting and then that could wait until the next meeting for them to bring forward that that item and then it's done. I mean, I think
instead of us words smithing explanations afterwards, there are people that you could assign that to to deal with that. Just my suggestion. So, we're not also doing explanations of the questions. >> Sounds good. >> So, was that a motion?
>> I would not make a motion telling the chair to do something since it's in your purview to do things like that. >> Great. So, we don't need a roll call vote for that. Anybody who wants to volunteer to make it accessible to the
public, just email me and CC Miss Feliciano. All right. So, no other amendments for question three, which was not amended, is still the same.
We just want to add it to the explanations for the public. So number four >> improving hold. >> Oh sorry thank you. I no I just was I just was curious and I'm sorry I don't want to belabor this because I know
everyone is spent but I just the PNS are we not we're not going to do that like is so if you were to say mathematical or um or part of that phrase or shorten that phrase in a parenthesis for people to understand what the word is like we're not going to do that
>> we're putting it at the bottom >> so they have we're gonna have a small group of all of you >> okay >> a few people who are going look at this and then make it accessible to the public. So do the footnotes for everything. >> Okay. Thank you.
>> All right. So moving on to question four. Would you do the honors, Miss Wilson? >> Thank you. Improving teaching and learning requires both strong curriculum systems and professional trust. How do you balance centralized curriculum coherence with teacher autonomy? And
what feedback loops would you put in place to ensure instructional quality is improving across classrooms and schools. Amen. Going once, going twice. >> I know, right? And we're moving on.
>> Question five. >> Question five. >> Chronic absenteeism and concerns about discipline continue to affect student act success, sorry, student success in Holio. Give an example of how you addressed chronic absenteeism and school
climate challenges in your in a prior role. How did you balance restorative practices with accountability? And what impact did your approach have on student engagement and attendance? >> Amendments to question five.
>> I don't see any burning. I just can I just say I I like when the questions are open that allows people to share their the ways that they they practice what they do somewhere else and just having a a question just answers us. You know
what I mean? I'm trying I'm hoping that we can get people to give examples and that one kind of gives you that open opportunity. So I'm just want to say that it's I like that question. So that sounds like we move on to the next question.
>> Number six. Hoyok has experienced significant teacher sorry teacher and staff turnover for many years. How would you diagnose the root causes of retention challenges? And what specific steps would you take to stabilize the workforce, rebuild
morale, and work productively with unions while still advancing necessary reforms? Any amendments? All right. >> Question seven, Miss Wilson. >> Thank you. >> Did you have a >> No, I didn't. >> Okay. >> I was going to do question seven. Many
families and residents both with and without children in the schools have felt disconnected from dis district decisionmaking. Describe an example of how you rebuilt trust or engagement in a community where confidence in the school system was low. What actions did you
take and how did you know engagement became meaningful rather than symbolic I >> Mr. S go ahead >> on this one. I I like to actually at the
bottom eliminate rather than symbolic. I mean just I don't think that adds any thing to the question. And on line on the second line having to do with uh I'm sorry on the
first line um families and children feel in the schools have felt dis disconnected I would say have felt disaffected and disconnected because there is a sense of disaection in the
community as well and I think that's an important point. So what I'm proposing is that we say many families and residents both with and without uh children in the schools
have felt disaffected and disconnected and then eliminate at the bottom rather than symbolic. >> Second seconded by Mr. Sheen
discussion roll call vote please Mr. Sheen >> yes >> Mr. Fave >> you're on mute >> yes >> Mr. Ron Martinez >> yes >> Mr. Isaza >> yes
>> Mr. Michaelelsson >> yes >> Mr. Yes, >> Miss Wilson. Yes. >> And Dr. Regalone. >> Yes. >> On to question eight. >> Question eight. Hoya public schools operates in a fiscally constrained
environment with the potential end of student opportunity act funding increases and sorry I didn't with the potential end of student opportunity act funding increases and rising operational
costs. How would you align the budget with instructional priorities? Maintain transparency with the school committee and the public and ensure clear respectful roles between governance and administration
>> miss. Um, so I'm not sure what the intent was when the as the question was written to prescribe a a grammar change there. Um, because I think I'm not sure I'm understanding the meaning of um in the
in the middle where it says um with the potential end of the student opportunity act, >> the increases in funding due to the student opportunity act. >> So say say again, I'm sorry. I'm just like trying to >> with the potential end of the increases
due to student opportunity act like that's ending, >> right? Okay. And and rising operational costs. Okay. Okay. So, I just think that needs to be tweaked to be clear. I think it might have just be inverted there. Um
and I I think it's a >> that's a classic English learner issue. >> Yeah. Um, I don't know if this is an appropriate time because it's not an amendment to this. So, but it's a it's it's an
amendment to the category. So, I'm not like I'm not making an amendment. I'm just I have a question about the category in general. >> Stage your question. Oh, okay. I just I didn't want to just So, I think this is a I I one I think this is an awesome
question. Um, but I am I am concerned that there aren't a couple of others in this category. Meaning, as we are assessing someone running the school system, some someone
understanding our culture and um and the student population in front of us, right? How are we assessing how this leader leads? Meaning, you know, there's specific questions to how they how they think through a problem, a crisis or or
some something of that nature. Um that that we can that can help us understand the leader before us a little bit more um intensely just in in general. um you know, when I think about inclusion and belonging, when I think about some of the the challenges that go on in our
district, but also the stakeholders that this job um requires someone to be able to flex to. So that's like state leader leadership. It's it's it's it's a it's many communities beyond just the students itself for this job. And so I I
I feel like there might be some other questions that we should ask in this category. I'm not saying a lot. I'm just saying some others that get at leadership practices. I mean I I have a suggestion but I don't don't want to overstep. Um >> that's the one that we need. Do you have
an amendment to the question? >> I don't have No, because I like the question. I'm asking if there's >> we'll move to this one and then you can do your proposal after this one. >> Okay. missiles.
>> So, I I don't feel as I don't feel as though we need to include the potential end of the student opportunity funding and rising operational costs. I think those are pretty self-evident in the world we live with. I think it's more along the lines our fis our fiscally constrained environment is the fact that
we only put in the minimum required by law as a city. >> That is what I think >> the net school. >> Yeah. I I think we have I think that is more of the issue. No offense I'm think but understanding that that is where
what we work on is more important to me than the end, you know. >> Yeah. >> I don't know how anyone else feels. So, I would recommend taking out with the potential end and the rising opportunity cost because
they're always going to rise. >> Um, hold on. I would say with the city. Help me anyone about the minimum required by law >> that school spending.
>> The city what meeting >> minimum contribution in net school spending. Right. that the city only in in um addresses that with with the net school funding like is is is addresses the word
is it the city only provides I was gonna say Mr. Sheen, do you have language around that >> or you don't care? >> No, I care. I'm thinking I'm thinking. >> I know. It's just I just think it's more I from my perspective
>> it's not about the Student Opportunity Act. It's a fact that we live in a very fiscally constrained because of our what we put in. I mean, I think that we could, if you're amending it, we could really just put Hy Public Schools operates in a fiscally constrained
environment. Period. >> Done. >> But I also see that our budget experts hand was up. So, >> okay. Um, I was just I was just going to suggest if you wanted to mention net
school spending that the the appropriate language would be in a district that is funded at the minimum net school spending requirement. >> Net school spending >> requirement.
>> Thank you, Mr. Sto. That's the language I was looking for. Thank you. That was your amendment. >> This is my amendment. >> Yes. >> We have a second. >> Second. >> Seconded by Mr. Martinez. Would you mind reading the
>> Sure, I'd love to. Hyo Public Schools operates in a physically constrained environment in a district that is funded at the m minimum net school spending requirement. How would you align the budget with instructional priorities, maintain transparency with the school
committee and the public and ensure clear respectful roles between governance and administration? >> Right. Any discussion? >> Roll call vote please. Miss Feliciano. >> Mr. Sheen. >> Yes. Yes. Mr.
>> Mr. Fave. Yes, >> Miss LeBron Martinez. >> Yes. >> Uh, Mr. Zaza. >> Yes. >> Uh, Mr. Michaelelsson. >> Yes. >> Mau. >> Yes. >> Miss Wilson.
>> Yes. >> Dr. Vericone. >> Yes. >> All right. Miss on your proposal. Go ahead. Um, >> do I do I need to make a motion to add new questions? >> Yes, you do. Okay. I make an I make a motion to add
two new questions to this category. >> Do we have a second? >> 100%. >> Huh? >> You're asking for an amendment. >> Do we have a second? >> I'm sorry. She asked.
>> Can I ask a question? She asked if she can add. >> No, because we have a motion on the table. Second >> seconded by Miss Wilson discussion now you can ask your question please slow >> sorry I I I didn't get what she has said
I kind of lost it right there um what was it that you asked um Patty what did you ask for >> I I add wanted to add a question to this particular category that that we're that we're working with um on management on and on leadership
and I had I have two questions as a suggest suggestion for the group that we could assess. >> Okay. Go ahead. >> Thank you, >> Mr. Sheen. >> I'm sorry. I don't understand what the motion is. >> The motion was to add an um two new
questions to this category. >> Wouldn't we be better off stating the question, chair? I mean, now we have to vote to add two questions before we even know the question. >> Okay. So there should be an amendment for one of the questions, it should be dealt with and an amendment for another question. And like these buckets like
all these questions could be ordered in different order. Correct too because none of these buckets matter after tonight. >> No, >> really. >> So stay you want me to stay question? >> Hold on. >> How about >> I'm ready to type. Withdraw withdraw
your motion and then just add the amendment for your proposed question and then we can go from there. >> Okay. Withdraw the question the >> your motion. >> My motion >> and now you can make a new one with the question.
>> Now I'm going to make a new one and suggest a question for this category. I know >> and you have to state the question. >> Okay. This question is on leadership, decision-making and growth. Leadership often involves making difficult decisions, especially >> Hold on. Hold on.
>> You slow down because she's got >> She's taking notes. >> I know. I'm sorry. I forgot. Thank you. >> Leadership often involves >> making difficult decisions, especially early in a new role. >> Great. >> Please. >> Okay.
>> She's very slow right now. >> You should see what I want to type. Go ahead. >> I'm sure. Thank you for bearing with me. Please describe a time when you made a decision that upon reflection
was not the best choice for your school or team. Period. What factors influenced your decision? Comma.
>> Yep. >> How did you respond to feedback or consequences? Comma. >> Yep. >> And what did you learn from the experience? Question mark. Second
that my miss lefave discussion Mr. Isasa is that a new hand? >> No, I'm just the old hand waiting. >> Okay. Okay. Okay. Just checking. Mr. Mike, listen. >> I like that because it talks about judgment and humility, and that was one target area that I thought that we
hadn't covered yet. And I think that's a really important characteristic of a leader. So, that's where I'm at with it. We're voting on the question as amendment. No further discussion. All right. Roll call vote. Miss Feliciano.
>> Mr. Shen, >> yes. >> Miss Lefave, >> yes. >> Mr. R Martinez, >> yes. >> Zaza, >> yes. >> Yes. >> Miss. >> Yes. >> Sorry, I thought it was
>> Miss Wilson. Yes. >> Mr. Regal. >> Yes. Motion to consider a second question for the same category. >> Motion. So motion to add the following question. >> The follow motion to add the following question. Thank you. Thank you. Thank you.
>> Um this goes to professional accountability. Please describe a specific situation where you had to lead your school or team. >> Hold on. >> Okay. >> Leave or lead
>> Yep. >> going to ask a question. >> Keep going. Wait until >> Keep going, girl. >> Okay. Um, lead your school or team through a crisis. Period. What steps did
you take to manage the situation? Comma. Communicate with stakeholders and support your community. >> Second. >> Wait, hold on. Wait a second. Wait. I just >> There's more. >> No, it's just the last part. It's It's really fine. All right. The last part is
what did you learn from the experience and how has it influenced your approach to leadership. >> Second >> influenced your influence influenced your what >> approach to leadership. >> Thank you.
>> Whenever you want. You got it. Second seconded by Mr. F M is a discussion. >> Well, I'm confused now. Are we still talking about number eight or are we suggesting a number nine and a 10?
>> Number nine and a 10. >> I thought we were making amendments to eight. So, I have an amendment to eight. >> Oh, Mr. Zazaka, come on now. You killing me. >> If I think this is important, maybe it is. Maybe it isn't. You guys,
>> we went through that one, didn't we? The >> We did >> the minimum net school spending. >> Mhm. We did. >> Oh. >> So, can we take the vote on this and then revote or reconsider >> question eight?
>> Right. >> So, we're on the question. We just did this one. >> Yes. Any discussion? >> Did I read it aloud? >> Yes, you did. >> Thank you. >> All right. Team none. Roll call vote,
please. Miss Feliciano. Mr. Sheen. >> Yes. >> M. >> Yeah. I can barely hear. It's like when you get to my name, you don't want to say it. But yes, >> Miss Lebron Martinez. >> Yes. >> Mr. >> Yes.
>> Mason. >> Yes. M. >> Yes. >> Miss Wilson, >> yes. >> Dr. Recel, >> yes. >> All right, Mr. Sasa, what was your feedback for question eight? >> Yeah. On question eight, my concern
about it is that it it it it speaks of a kind of a given limited budget and then figuring out how the superintendent will work with it. it doesn't look for ways in which the uh the superintendent would
enhance the financial status of the of the uh of the district. So I would amend it to add a question that would say how would you seek the necessary
financial resources to ensure excellence in education for all of our students. >> Second, >> I'm thinking about lobbying. I'm thinking about grants. whatever it is but the question as it was is just you
got this amount of money what are you going to do with it >> right Mr. Isasa on the motion seconded by Miss Lef discussion. Miss Louisville >> let me read the entire thing again again for continuity. So the full question is
we're back to Holio public schools operates in a fiscally constrained environment in a district that is funded at the minimum net school spending requirement. How would you align the budget with instructional priorities, maintain transparencies with the school committee and public, and ensure clear
respectful roles between governance and administration? >> How would you seek the necessary financial resources to ensure excellence in education for our students? >> For all of our students, >> for Any further discussion?
>> Was he checking in? >> Yep. >> Yes, it was by Mr. Fave. >> Yeah, I was a proponent for you, my friend. Okay. >> All right. Roll call vote, Miss Feliciano. >> Thank you. more enthusiasm. Miss Feliciano begin
>> bring Mr. Robert Martinez. >> Yes. >> Mr. Zaza. >> Yes. >> Mr. Michaelelsson. >> Yes. >> M. >> Yes. >> Miss Wilson. >> Yes. >> Yes. >> Home. Home stretch.
>> No. >> Thank you everybody. Mm-m. >> Now, what do you mean? Go ahead, Mr. Fab. >> Okay. So, remember that you're there's a team that's going to get together to do all of this so that it's >> Yes.
>> It's communityfriendly. >> Yes. >> Well, I hope it's not just limited to those words. I mean, phrases should as well be um considered where you're expanding on that and just like a
One of them would be I'm trying to go back to these questions. Um, centralized curriculum coherence with teacher autonomy. So with that being said, if when you guys are looking at
all of this stuff and making sure the maybe putting it as a rationale, what's the reason for this? And dumb it down. Make it very straightforward where people can actually understand cuz you can't tell me that if they don't
understand, you're saying that they're not going to understand IEP. They ain't gonna understand centralized curriculum coherence. >> Absolutely. >> They're gonna wonder what do you mean by that. >> So that's going to be the task of the group. >> Whomever is going to do it. Yeah. Really
look at each of the words and think, you know, >> yeah, >> they really going to understand that and put the ration underneath. >> Sounds good. Miss Louisville, >> um, just to just to build on what Mel was saying too because I I agree with what she's saying and but the the
acronyms and this goes back to Ellie's or order, you know, they have to be spelled out for people, right? I mean, people just don't know what they mean and and they might know what an acronym means and it could mean something else in another industry. So, yeah. So, it's really important as a matter of practice that we just do that on the regular,
right? >> Um, >> Yep. >> So, um, yeah. And then the plain the plain language is just more accessible. >> Yep. And that's going to be a part of that group. I'm going to be reaching out to you guys seeing who's going to be available and can meet and do that for
these questions. >> Just remember, >> just remember that English is my second language. >> I'm happy to help. I'm happy to help. >> I'm happy to help. >> That's why we have diverse teams.
>> That's why BS stands for blood sugar. battle sounds. >> All right. So, >> move to adjourn. >> Point of order. We We didn't vote on this. >> Oh, good. >> So, now >> we need to vote on all of them as
amended. >> Wait, was number one amended already? Here we're >> the whole document is amended, >> right? >> Yeah. >> Yes. >> No. Question number one was not. Oh, it's missing the model for
Commonwealth >> because um Miss Wilson offered to work at number two. So, do you remember number one or Miss Fisiano? >> It was a Yeah, it was Mr. Isasa on
remove coma recom recommitted to local control and then I miss whatever was in between for student success model for the Commonwealth. >> Yeah. How will you make the Holio school system a model for the Commonwealth?
>> Can I just want to can I speak on something? Uh >> go ahead. >> I'm just like, you know, over the the messages that we've gotten through this bargaining issue, um most of the
>> we cannot talk about bargaining. >> No. No, no, no. But I just what I want to let me get to my question. My question is regards to I would like to see a question to the candidates about what type of styles they've used when
you have the you know a a um how do you say um and teachers that are longer in the system versus people who are less in the system receiving the same type of staff development. What have what styles
have they used to kind of defer, you know, to make the the the PD uh >> more meaningful >> more meaningful because it was said over and over in some of these conversations and I'm just saying, you know, there's
nothing there asking what type of style they use to get these more meaningful training to the staff. That's all. But we >> go ahead. >> But we do have something some language
there about an ideal relationship between the superintendent and the unions. >> But I don't I don't think it's going to cover that. But that's okay. Go ahead. No problem. That's okay. >> So, do we want to make a motion on an amendment to question one?
I >> think we already did. >> We did it. Now we have to vote on >> the finalist interview questions as amended. >> I so move. >> Moved by Mr. Visasa. Do we have a
second? >> One of We already have the motion. I made the motion and we starting it. >> Never mind. Oh my god. We need to finish this meeting. >> You also have a You have a hand up too, Madam Chair. Miss Lubal, I >> I just wanted to understand understand what Glattis was was saying. I I don't
want to lose sight of what her connection was. Um were were you suggesting to to infuse some lang some additional language into number one or were you suggesting another question that gets at >> the relationship you were describing?
>> Actually was another question to get at, but I think if we're allowed to probe these people, we we should. I think that's my question. Oh, >> okay. Thank you. >> So, Miss Wilson, >> so I just
>> No, Mr. Shien Hen. >> Thank you. >> I do think questions like that also could be asked when groups are doing site visits that getting to some of the root like because you're going to be meeting with people like educators and
uh assistant principles and other people when you're there on the site visit. So asking them questions about how does professionalism look differentiated in your district is something that could be where you could get some of that information from it rather than having like honestly some of these questions
you could hear the same answer from multiple candidates. Like there's textbook answers to some of these questions that everyone's going to give and there's some that are not. Um, so I think asking some of the people who are in the districts those questions and some of those targeted questions when you're there like may help get some of
the answers to those questions without directly going to the candidate. >> Okay, thank you. >> I still have my hand up. So I would so I I think we need to create some standardized questions for site visits as well.
>> Um and that's something that um I'm just saying that if we're going to be going out, we should all have some standard questions that we ask. So when we come back, you know, it's that same continuity that we want to have within these questions. We should have that same continuity
at least as a starting basis when we go to the communities. >> We have a motion on the table discussion on the motion which was to approve the questions as amended. >> I thought we noted it.
>> Sorry about that. >> No, no, that's okay. >> All right, let's move the question. >> Masa, did you have any discussion? >> No. >> Okay, go ahead. Roll call vote. >> M Mr. Sheen. >> Yes. >> Miss Lefave.
>> Mr. Lefave. >> Oh, you're muted, Miss Leave. >> I'm talking to myself. >> Yes. >> Okay. Mr. Bro Martinez. >> Yes. >> Mr. Isaza. >> Yes. >> Mr. Regusen.
>> Yes. >> M. >> Yes. Miss Wilson. >> Yes. Dr. Ralone. >> Yes. >> Right. Oh, sorry. >> That was Are you okay?
>> I've been up since Evan and I've been shoveling for four hours. I'm getting >> Yeah. >> Yes. All right. So, we have made it to the end of her agenda. >> I still have a question. >> Oh, go ahead, Mr. SA sorry I see just
your hand was up and I never knew it was a new back I just back on there >> um >> good >> I just I I don't think we have really talked enough about follow-up questions in terms of consistency
maybe we want to say one follow-up question it just I think we need to talk about that for a I mean once you get into a lot of follow-up questions then you lose the uniformity that you require to make
reasonable decisions. >> Mr. faith. >> I just think that when somebody's giving a response, it's the when you're looking for a clarification or to expand on their response, it's more of an
individualized response to the specific detail that they provided in their response that you want them to expand on so that you have a better understanding. Um, I'm hoping that we don't have to keep having them expand that when they say what they're going to say, it
basically is, you know, kind of every every point that we wanted to hear. But there might be something within their district that you're like, "Wow, tell me more." Um, but I'm I'm I'm hoping that, you know, that with the way these
questions are, it's going to be specific and that we're not asking them 20 million follow-up questions um that might not even have weight on the decision unless it's something so impactful.
So, >> um, so I I'm a big fan of follow-up questions. Sorry. Um, but I also feel like to your point, Meldrid, about purpose. Um,
I I think because of the part of this practice is we're going on site visits, we'll be talking to other people. um and they may be sharing additional light on the candidate and um you know what they've learned for example and if that's something in your mind that
you've heard or if it's something that the candidate may have omitted because they just didn't think about it in the moment because of course it's a pressure situation I would think anyway you know I think you know I think in those situations like it's reasonable to to to
do that you you, Mr. Wilson. >> So, I just want to caution us. Um, we all can't ask follow-up questions, >> right? >> It's just it's it's we just all can't we'll be there for hours and hours. And
so, I just need to caution us that, you know, we need to stay keep the eye on the prize. These are the questions that we came up with and you know I think you know again from my experience in human resources I I think
we need to you know that continuity is there. If they say something and we want to probe it absolutely um and then the other piece is I think that each of us should get a question to ask. Um, I'm not sure if that was on the the
you know, but I'm thinking, you know what I mean? Just so each one of us, if we're comfortable reading the question aloud and asking the question, um, then we should be, you know, asked able to do that. Thank you, >> Mr. Wilson. Mr. Michaelelsson,
>> thank you. Uh, so do we need to set it a ground rule of how long maybe for a response per question and that would kind of cap the amount of time after the fact? Right? I don't know if that's baked into some
other superseding document here, but I I think if we said, you know, five minutes per question right now, you now you've ended the amount of time where you could theoretically have a followup. >> Mr. Michaelelsson, Mr. Isasa, is that a
new hand? >> Yeah, it's a new hand. >> Okay, go ahead. I just I I just think that again for for integrity and consistency uh maybe we should specify that our follow-up
questions ought to be only for clarification not adding another question to a particular candidate that you will not be asking to another do you have a motion >> I have a question to add. So I just I
don't know if if we're still talking about things or >> or not. >> No, it's just that we are at the end of our agenda >> and if you have a motion of what something that is actionable, we can do that. >> My motion will be that uh follow-up
questions uh will be restricted to clarification. >> Period. >> That was the motion. Do we have a second? >> Second. >> Seconded by Mr. discussion miss >> I think when you're interviewing for a
job at this magnitude to limit to a clarification is potentially um not allowing a a a proper vetting in in in a in a public space for this for this role.
That's my opinion. I understand where the body is going and what you're suggesting Mr. Sasa that about limiting a clarification. It can't go on for on and on. It can't just be, you know, for the sake of of of not right. But but perhaps there are some guidelines, you
know, three simple guidelines that we could give members to say, you know, this is the prompt of when you can ask a follow-up question or something because I just, you know, you don't we don't know what people are going to say, how they're going to answer the question. And I just think curbing people's
ability to ask something in the moment with a stake with stakes being this high um to me is is just it's it's limiting us before we're even in the in the arena. >> I sorry
>> Mr. my team >> I have seen that uh like a a summary introduction that is said what how the process will go about to the to the in you know when you're interviewing someone >> and I think that should be what we would
say you know there may be times that we would ask you to for clarity purpose so that it's already clear that we will be doing that and if we don't have to we won't but just so that it doesn't look like we're adding on more to some and
not others but if we're not clear um I think that should be already said in the summary of the introduction when we're doing the process that we're going to tell them how is it going to the interview is going to take place you know like everyone here is going to ask
from the group is going to ask a question there may be times that we may want to have more clarification but the same questions are going to be asked and please be specific and this is what we have for you that you know whatever the way we want to explain that >> but
Martinez miss Wilson >> so I'm not sure how many of us has actually had legal training for interviewing and we are going to be in a public format >> absolutely >> and I do believe that we should at least
be uh given some sort of one pager something from HR um for some guidance um about this >> or give us a training at our next meeting. You know, one or the other, whatever human resources feels
comfortable doing since we are going to be in a public format asking questions. >> And that's your motion. >> That's is my motion. >> No, there's a motion. There's a motion on the table, >> Mr. Isasa for clarification. So, we
haven't voted on that yet. >> Okay. I'm at least that much awake. >> Thank you. >> Sorry. What What's the motion right now? >> The motion was to limit follow-up questions to clarification >> so that they're only clarifying
questions. >> Clarifying answers. >> Mhm. >> Any discussion on that or the hands up discussion on this motion? Um, >> it's looking like no.
>> Well, hold on. >> Is that f? >> I'm trying to get back to our agenda. Let me see if I can get there. >> We're in next steps question development
>> because I'm just looking at something. Um, I'm sorry. Okay, forget it. >> All right, >> move on, child. Move on. >> All right, if there's no dis no more discussion on Mr. Rasa's motion, roll
call vote, please. >> Mr. Sheen, >> no. >> Mr. Fave, >> to limit it. What does limit mean? I'm sorry. So, no.
>> Um, Miss Lebron Martinez. >> No, cuz I want approved. Thank you. No. >> Um, Mr. Isaza, >> yes. >> Mr. um, Michaelelsson, >> no.
>> Miss, >> no. >> And Miss Wilson, no. and Dr. Sorry. >> So, I'd like to make a motion that we contact human resources and they provide
us guidance um around interviewing. um whether they feel that's a presentation at our next meeting before our interviews or uh you know giving us a document.
>> We have a second >> second. >> What was that? >> I think it was >> seconded by Miss Vold discussion. >> Roll call vote please. >> No my hands >> Mr.
So, I'm just going to say human resources isn't they work for the district and they can give us documents, but they are not our council. And if you want an actual like legal delivery on that, I think it needs to come from the council that we hire,
not from human resources. That I mean, it's just so >> like to make amendment to my motion. My amendment is that we seek advice from our legal counsel instead of uh human resources. >> We have a second on the amendment.
>> Second. >> Second. My misal discussion on the amendment. >> Actually, make my life easier. I'm going to withdraw my first motion and I'm going to make my second this a new motion. The new motion is that we
contact uh legal uh to get advice and for uh the interview process. >> Do we have a second? >> Second my resol discussion. >> I was saving you Irene. Saving you
>> local vote. Miss Feliciano. >> Mr. Sheen. >> Yes. >> Mr. Fave. >> No. Miss uh >> no. >> Miss LeBron Martinez. >> Yes.
>> Uh Mr. Zaza, >> yes. >> Mr. Michaelelsson, >> yes. >> Um Miss Leau, >> yes. >> Miss Wilson, >> yes. >> Dr. Ralone, >> passes. So, we've made it to the end of our
agenda. No, >> no. >> Wow. People do not want to leave today. >> Mine is a clarification. Mine is a clarification. Anyways, so with that being said, because um the limit thing
didn't pass, but I need to clarify, right? The interview time per person is from what time to what time? I don't know. >> Okay. Isn't there I so if
let let me fully understand this. Okay. Because I think everybody needs to be really prepared. Okay. So being that we're not going to limit clarification questions, right? >> Or probing as would say.
Then let's say you start the interview. I think we said five o'clock, right? >> Well, we said well just just a clarifying point. What the motion was was to limit the question the follow-ups to clarifying questions, but it was never to limit the
amount of questions, >> right? That would be my other point. >> Go ahead. >> So the question my question is, so let's say I think it it was starting at six, right? just like regular school committee meeting.
If I'm not mistaken, it was 6:00 to 9. But are we saying that it's at 6 until whenever we finish? Like I think the candidates need to have a definitive time frame. And if we're going to ask a 100 million questions and they don't get through all of the questions, >> they have to,
>> that's on us. It literally is on us. and we did not give them the opportunity to really highlight themselves where they could have highlighted themselves in other areas because we had so many clarifying questions
or expanding questions. So I just want to make sure that there is a time limit and that you know our candidates aren't coming here wondering well how long am I going to be here? Are we going to be here till 11:00 for 1? But
then the other one you're only there till 10:00. The other one you're there for 8. >> Yep. >> Mr. Is that a new hand? >> It's a new hand. >> Go ahead. >> Just I mean this happens all the time. So we give them a time limit to give
their answers and they have the answers. They have the questions in advance. So they can figure out what's the crucial thing they need to say. They have 10 minutes to answer one question. Whatever. If we give them a time limit
that we I think will solve our problem. >> You Mr. Isasa, Mr. >> Oh, I don't have my hand up, do I? >> Yes, you do. >> Sorry, Miss Lub. Um yeah, sorry I was trying to lower my hand. I I agree with uh what um Miss
Lefave and Mr. Asaza said and I I would also say, you know, if if we want to limit, we could time it out by the 10 questions. We could also say, you know, if they have more than they answered the question sooner, that that's an opportunity for a follow-up question as well. Well, I mean, there's other ways
that we could scale the the program to say you have, you know, I don't know, I'm I'm making this up. 90 minutes is the interview total and then that allows for, you know, discussion and follow-ups like you can time time it from an agenda perspective. So, that is something that
we could think about, >> Mr. So, I was just going to say I don't think I think that we're thinking there's going to be unlimited follow-up questions if we don't set time, but >> the chair retains the rights of the meeting and the chair gets to call on
who they want to call and when they want to call on it. So, if they limit it to one follow-up question, then that's all there is and someone would be out of order for asking more because the chair retains that right. And you could use parliamentary procedure to override the chair during it if you want. But I mean there are limitations that the chair has to control the meeting because it's
still a public meeting. I think that we can't have both worlds. So we can't say we're going to limit questions to a certain amount of time and then want an unlimited amount of follow-up questions because that's not fair to the candidate. Like that that just doesn't work. So either we say every question's
10 minutes and then it looks like we have let's say 90 minutes with opening and closing and all that that and then that's it. But then we also have to have self-restraint on follow-up questions to be able to fall in line with that because we can't if we go past 90 minutes because of us, we can't expect
the candidate to be cut short. So like I think it's also the bulk of this falls on the shoulders of the chair unless we're going to set limitations around that. And we just have to know when to ask or when to not ask if there's something. But like I mean I didn't support the original amendment about
limiting follow-up because I think that if something comes up we should be able to ask it. But it has to be something really critical. Um, if they purposely ignored part of the question and didn't answer it, I'm not asking a follow-up. I'm saying you ignored the question and that's something I'm going to take into account. Like if you forget half of it,
but that's how I look at things. If you're choosing, especially if we're giving you the questions, like I said, two of the candidates are sitting here. They have the questions already. If you're getting the questions ahead of time, you can be prepared and you shouldn't miss any parts. I just didn't know that the chair was so
powerful. >> You can overrule the the chair though, >> Miss Wilson. >> Um, you know, I think an hour and a half is an a complete acceptable time for an
interview. I think we need to um put in a break in the middle of it um to allow them to you know like regroup just like a five minute like everyone get a bathroom bio break 10 minutes come back in and we move forward
I think that is um a good practice um because no you know that's a long time to sit I'm sorry even as adults like we've been doing it now I mean it's a little crazy Um and I do believe that um the chair
should govern the meeting as you know Mr. Sheen shared and um that's the you know responsibility. So thank you. I'm tired. >> Hold on. Somebody will have her hand up. >> Do I I just was wanted to just get a an
understanding. Do do we think that the the the question for legal um when they come back to us that gives us parameters is that enough parameters to know what type of uh clarification question if you
will is is is permissible or acceptable or are we just kind of we have one and we look at the chair and she decides whether she wants to allow us. Is that like I'm just trying to to understand >> if I could speak to my
>> Go ahead. It was your motion. >> Yeah. Um the reason for it is I just want to make sure that we are not doing a follow-up question that is not legal. >> Um that's the point. Um since we have all not experienced the joy of hiring individuals
um or it we've all had different experiences in different settings hiring individuals. I think having a common um ground rules um would be appropriate from legal. >> Yeah. Agreed.
>> Miss Leon Martinez. >> Well, my So, they're all going to be in the room at the same time while we're doing the interviews. Is that how it's happening? I'm sorry. No. Okay. Okay. Thank you.
>> Three different nights back to back. One at a time. >> Can I say the magic words? >> I don't know. I've been stopped multiple times. That wasn't even a motion in this conversation, so I'm not going to say anything.
>> So, there are no hands up. I'm making a motion to adjurnn. >> Second. >> Second. >> Second. Roll. >> Everybody wants to be second. >> Miss Lefay. Um, Mr. Sheen. Yes, >> Mr. Fave. >> Yes, >> Mrs. LeBron Martinez. >> Yes.
>> Uh, Mr. Zaza. >> No, I meant yes. >> Yes. >> Yes. >> Oh, sorry. >> Wilson. >> Yes. Rivera. >> Yes. >> Yay. 10:38. >> Thank you everybody.