Okay, that as well >> doesn't rival you though. >> Good evening. Welcome to uh the school committee meeting of Thursday, April 30th, 2026. We will stand I'm going to call the meeting to order and we'll stand 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 nation under God, indivisible with liberty and justice for all. >> Great. Nancy >> Nancy is coming. She said she'd be a
little late because she was coming from work later than she since you all are here. love to invite up Jeff Roland and Nicole Simpson to talk about the zero mission um vehicle policy.
>> Oh yes, I'm sorry. We should have had a chair. >> I knew >> Hello. How are you? >> Well, we should introduce ourselves. Yeah. >> Hello. I'm Jeff Roland, chair of the sustainable green committee. >> I'm Nicole Simpson. I'm a member of the sustainable committee.
>> And we're here tonight um to discuss the zero emission vehicle first policy that we're hoping the school committee uh will adopt tonight. >> Great. >> Have you had a chance to review the policy? And we're happy to give an overview, of course, which we'll do anyways. >> I think it would be great if you did an overview. >> Okay. So the brief overview is that the
ZEV first policy um it is not EV only. It is not banning the use of gasoline but it is asking that for new vehicle purchases. So when their vehicles are up for replacement or you're considering adding a new vehicle
to the fleet that we choose the most fuelefficient vehicle possible that meets the needs of the department. So that would be um well for the schools. Um there's really only three vehicles that we're talking about. Um three vans.
Um we've talked with Susan about this um beforehand. >> Um one is getting replaced this year and the plan is for an EV. >> Another I think is due for replacement in the next few years. >> And the third I think you just purchased last year. So that's not going to be due
for quite a while. Any other vehicles in the school fleet um are exempt. Um there's a list of exemptions in the policy due to uh weight. I think it's over 8,500 pounds. Any of the buses are exempt. They're exemptions for any vehicles that are going to be used for
snow or ice removal. So, it's all of the pickup trucks in the fleet and uh any off-road vehicles are exempt as well. This is a much easier conversation than we had with, you know, police and fire. So, >> absolutely. And the van that is going up
town meeting on Saturday is already does meet the >> It does. So, um, walk through some examples, I guess. Um, say you had, um, the need for a vehicle that's going to have a certain range. Say it has to go
beyond the range of what an EV can do right now. And you think like, hey, we can't deal with pausing to charge or something like that, then it doesn't meet the needs of the department and you would go down the list to the next most fuelefficient vehicle, which might be a hybrid or might just be, you know, a gas
van. Um and the policy is quite flexible in that way. >> What's the from a cost standpoint and I think also durability standpoint EVs versus gas from just a cost to buy the vehicle are the are we do we buy all
these do we lease them? What do we >> we we buy all right? >> Yeah. So from a cost standpoint >> yeah so the upfront cost it it varies. Um, I think for many vehicles you can find very comparable costs. Sometimes
they're more expensive. Um, there's no longer federal incentives, but there are still some from the state. But as far as maintenance, um, there is much less maintenance when you go for an electric vehicle. You don't have all the parts that are in an engine. It's really just
a battery and a motor that's running the vehicle. So, no oil changes and all of those things that can go wrong in an internal combustion engine just aren't there. Um, for operating costs, then it
is um instead of gas, it's electric. Um, EVs are just more efficient machines than gas um vehicles. So, uh the cost to um to charge it up um should be less
than than gas. Um, at times they're they're pretty similar, but one benefit is the schools have so many solar panels. >> You can, you know, you can charge your car off of >> You could create charging stations. >> What's that?
>> You, we could create charging stations because of the solar panels. >> Um, well, I mean, it's you would have to install charging stations in order to to charge these vehicles. Um there are a lot of chargers that will be going in at school sites anyway. Um some that are
already there, some that would be added, but you may want more dedicated ones for um you know the specific use of these vehicles. Um >> sorry, do we have those in place? Are there we have dedicated? So we don't have there's no expense to create
charging stations for districtb >> not additional. No, there's >> no additional in the Charleswood project and Marathon already has them. >> So those vehicles would be stationed or charged there. What about at the high
school and the middle school? >> Susan, do we have them at the high school and the middle school as well? I know at Charleswood and Marathon. >> Yeah. So currently um we do not have any at the high school or the middle school. the the vehicles that would um be in
play for this for the district would be mo the special ed vehicles. We are replacing uh one vehicle this summer, a specialed vehicle that is part of the uh capital plan that'll be voted on at town meeting. And the cost for that includes
the charger. So, it'll be the replacement of that specialed vehicle with an uh EV van and the charger. So, we will be installing a charging unit for that vehicle. In the future, as we
that the vehicles that this really uh applies to for the district are the specialed vehicles, of which there's two. Um, so when we replace the next one, we would also replace it with an electric and install the charging uh for
it at that time. What What does it cost to install a charging station? >> So the van that we're purchasing actually the price includes the so it comes with the charging station. So, what we're going to be paying for is the
electric um you know, the work from the electrician, which I have not priced out yet, but basically, they'll have to pull the line. Um we'll put the charger as close to the White House, which is where the van um >> will be parked because it services the
18 to 22 program. Um, so it'll be as close to that building as we can and they just need to run a line into the building to connect to the uh circuit breaker. >> And these EV vans, are those typically just not within town but within the
mileage range of >> what EV vans? >> Yeah. >> Yeah. So these these vans are taking uh the students to vocational opportunities. So they're not going that far. >> Gotcha. Yeah. Local. So it's not taking kids from the district out of district
to the campus school at BC which is a hike. >> Correct. Correct. >> No. >> Yeah. >> Yeah. >> And sorry. And Susan, from your standpoint, from a uh pragmatic point of view as well as a cost standpoint, does this make sense?
>> It does. again, you know, from the school district in terms of operating costs, most of what we run, which are the the fleet for maintenance, they're all exempt and they're exempt due to the weight and um you know what it is that
they're doing. So, this really is only going to apply to the special ed vans. Um you have the buses, but that is a vendor and that's not controlled by us. It's something that we could put into a contract in the future, but again, it's
it's not something um that we would be doing imminently. So, I do think it makes sense for the district. Okay. I guess my my only concern is this initiative doesn't lock us in and say, "Okay, I'll exaggerate. We're going to spend 150 on an EV van when we could
get a gas powered van for 50 grand, but hey, we're we're being more green, so we're going to spend a lot more money." So that doesn't lock us into that. >> It doesn't. Budget can still be a concern as far in the policy. >> Yeah. Great. >> And also this passing this policy, the select board passed it. You're looking
for us to pass it to enables Huffington to get some sort of credit, right? >> So it gets us one step closer um there. So right now Hopington is a green community from the state program. There's one step above that which is available now which is called climate
leaders. And when we achieve that, we'll we're looking for ZEV policy past year. Then we have um some decarbonization road maps, which is the next process we're working on this year. Once all of that is done, then we can apply to become climate leaders with the state. And that makes us eligible for uh grants
up to $1.15 million for energy projects. For example, the geothermal HVAC that's already planned for the middle school and high school in the next few years. >> Got it. That's free money to the town of the award. >> So, it behooves us to
pass this to be able to get towards that so we can >> get our projects paid for. >> I mean, it's not free. >> Not free. Yeah, >> we're paying for it, >> right? >> Not from our town budget, >> but it may go to some other town, >> but I I
>> might as well come back to us. I I I understand it's not >> right now there's only about 25 or 30 climate leaders. Hopefully that number continues to grow as more towns adopt these types of policies, but the competition for this kind of grant. It's
it's not that huge of a a pool that it really does give us good opportunities, especially when we know there's these projects coming that are really the perfect candidate for the types of grants that they're offering. We just welcome Julia.
>> Hello everyone. Hi. Introduce yourself. I'm Julia. I'm the sustainability project manager for the town. I'm sure that Jeff and Nicole have already given the rundown of what the Z policy is, but here to answer any additional questions and I do have the formal signed copy
that the select board signed to pass around if you all are comfortable signing at the end of tonight. I assume this all very easy to track and course correct if EV vehicles are a disaster for the town, right? Okay. All right. Great. Just >> we would just have to change the policy.
>> All right. Great. Just >> Julia, one thing we didn't cover is the grant-f funded um charging stations that are going through in the next year if you want to mention. >> Oh, yes. So, we were we're currently in the process of getting three to four
chargers approved at the high school HCA shared lot. Currently, that's under review with Mass EVIP. Um, and so we we'll hear back in the next 3 to four months as to whether we can get that funding. Um, and that will be 100% covered because it is going to be made
available to the public after school hours. I think you're talking about the senior lot right there next to you. >> Exactly. >> Which may mean some jocking of the senior >> senior spots. Yep. >> Yeah. >> All right. Is there any other questions?
>> I move to approve the zero emissions vehicle policy. >> Second. >> All in favor? >> I I >> Any oppos? >> Thank you. >> Thank you for your time. >> Thank you very much. Sign right this minute. >> Thank you. >> Appreciate it. And should I leave us
with you all? >> Yes, passen. >> Okay, great. Thank you. >> Thanks so much. >> Do we have on? >> Yeah, I can just wait. >> Do we have on Zoom Mr. Evely and Mr. Palmer?
>> I believe we do. Yes. >> Great. >> Mrs. Roth, do you want to start >> our Hopkins project? >> Yes. So, I um would like to reintroduce Jeff Demo and Carly Calammore from
Vertex and Ricky Sugru from uh Commodore tonight to talk about um the loop road and where we landed with our final um costs and just going back and revisiting what we were discussing back in February
in terms of the remaining furniture in the building and trying to um build this out so that we can continue to build uh a a community within that school so that all classrooms are uniform. Um so
students and staff all feel as though it is one cohesive um building. So but I will let Carly and Jeff um speak to where we are. They have some slides to show. >> Um would you like me to share the slides
myself and scroll through them? Yeah, if that's easier for you, Carly, that' probably be easier for us. >> Sure. >> Great. Thank you. One second. >> Can everyone see my screen? Okay. >> Yeah. >> Yep. >> Perfect. >> I can't read the numbers, but >> Yeah. Put it in display mode.
>> Yeah, we can. >> Is that Is that easier? little bigger >> if it's possible to put it in like a like presentation. >> Um, hold on one second. I'm not sure how to actually do that from um rev view.
Um, hold on. >> Under file go under view and you should be able to go to fit to page one there. Yeah. I don't know. Then go to >> Is that still too small?
a little bit. I can try to grab the Apple TV and present it from my computer and you just tell me when to move the slide if that's okay. Okay, great. Why don't I uh try to grab the Apple TV? >> I didn't bring my binoculars. >> Yes, we don't. Yeah, >> we can. >> The the only thing that will change um
would be that last slide, Carly. >> Yeah, >> better. Can we move that? >> Yeah. Why don't you >> Can we move this? >> That's a good idea. Maybe don't >> We're moving the screen closer to our us if you're wondering what we're talking
about over here. >> I think you might have a future in this. >> You might be blocking one of the cameras now. >> That's okay. >> Someone pointed my way. There we go. I got a little You can see it from there. >> Oh, that's so much better. >> Yeah. >> Okay. >> Thank you. Well done.
>> All right, Carly. I think we're good. >> Yay. >> Okay. Sorry for the technical difficulties there. Um, but on this first slide, so we just wanted to uh do an overview of the project budget summary so far. So, what you're looking at is a summary of our entire project
budget and all the main categories that we use to track all the project costs. Um, in the far right column, that shows all the money that we have as available to commit or to spend. Um, which totals just uh over $5.2 million. To break that
down a little further, um everything in yellow means that we have money that's shown as available, but we do expect to use it for a specific purpose. So, it's not really um up for grabs to cover any additional expenses. The two items in blue include our remaining construction
contingency of $2.9 million plus $1.6 million in um the remaining buyout savings from when we bought out the GMP with Commodore. Um so that totals uh $4.5 million in contingency. Um we also
are showing an estimated and pending uh amount of just over a million dollars for um potential change orders. um that would go against that 5 point or $4.5 million in um available funding.
Um next slide please. So for this slide um we wanted to present an overview of the buyout of the items that we reviewed at the February uh school committee meeting. So, this includes a breakdown of all the items that we talked about um including the
approved amounts that were not to exceed values um in comparison with the actual numbers that we got. Um everything the loop road repayment of the loop road we'll review in the next slide. But this also included uh full flooring replacement throughout the entire
school. Uh the new tile u floor scope in the existing bathrooms, replacement of the existing toilet partitions, and then additional furniture replacements. Um so as you can see in every category, um when we got the actual pricing in from
subcontractors and vendors, everything came in below what we were projecting, which is great. Um, so if you combine everything together, um, between those four items, we're showing a total savings, um, from what we presented of
just over $35,000. Next slide, please. So, uh, repayment of the loop road. So, just a refresher, we talked about this last time, and this image kind of shows the scope that we're including. So everything in yellow is the repavement scope of work which either involves mill
overlay or full depth replacement uh dependent on the existing conditions of the road. Um blue that area in blue around the school is already owned per our construction contract and then the areas in red which are the three parking lots are not proposed to be part of this project. Um so we're really just looking
at the roadway here. Um at the last meeting we presented um a not to exceed cost of just over $1.8 8 million um with the understanding that we would come back with actual pricing from additional subcontractors to really vet that number further. Um Commodore sought three
additional bids and we received two bids with the low bidder uh at just over $1.4 million which is a significant um reduction from what we were projecting which is great. Um so in addition to that $1.4 $4 million. We are
recommending also carrying a contingency of $130,000 which would be for construction unforeseen items um as well as LSP services. The LSP services is for the licensed site professional um which we
would engage. They handle all the paperwork and everything needed um to be able to actually export the um roadway materials and soils offsite. Um, so that's a small portion of it. The larger reason for the contingency is because we
do have a bridge condition at a portion of the loop road. Um, and there could be a risk with the structural condition of that bridge, which unfortunately we're not able to really understand the levity of that until we actually start the
repavement. Um, we're not able to, it's not like a typical roadway. We can just mill overlay it. we need to really see like what that structure is underneath. So that's why we're carrying a larger number there um just in the event we come um to see any risk with the actual
structural integrity of the bridge. >> Um total >> good question. >> Yeah, >> that uh the $130,000 contingency. So that's high because we want to put a little extra room in there if the bridge is a problem.
>> Yeah. So there are a couple things in there. So ultimately when we're doing a a roadway rep we repaving job, there could be catch basins that have sunk or cracked or failed, right? So that's one element of it. The LSP is that we have to uh off we have to send offsite some soil. So we've got to test that soils
and then some paperwork associated with that. And then the third one as you pointed out is some risk related to the bridge um itself. If it is a wood bridge, we're going to remove the asphalt on top of it. If it's minor repairs, you know, then we'll just move forward. But if it's more something more significant then that could be a project
into itself. Uh as it looks today the design team doesn't see from what they can see anything uh that is a structural issue with the work that they've done to date but it is a risk item that we're keeping an eye on. >> Got it. Thank you. >> Um so just to break down the actual
cost. So again the previous approval at the last school committee meeting was not to exceed the $1.8 million. um the lower the low bidder price that we got was um just over 1.4 million and with the addition of the 130,000 in contingency, we're showing a total of um
just over $1.5 million for um the scope of work, which results in a savings of um just over $250,000. Um next slide, please. >> I have a question. >> Sure. The bridge is wooden. Is that
correct? >> Yes, >> that's correct. Yep. >> Um, has it been evaluated for its structural integrity? >> We have not evaluated it for its overall structural integrity at this point. Okay. >> They've they've done visual observations
of the building of the bridge from the outside and they don't see signs of degradation, but a full investigation of the building was not include of the bridge rather, not the building. that that'll be done when you strip down the asphalt, right? >> Yep. >> Or the >> Okay.
>> Yeah. Our underlying assumption is that it can't it's in good condition and can be repaved. If it's not in good condition, then that's a conversation we have to bring back to the committee to understand direction. Um you know, there's been some money carried within that contingency to deal with issues. But if there's something more
substantial, uh we'd have to come back. The the bridge uh in terms of age is not very old, right? It dates back to the the build of Hopkins in the 90s as our understanding and so you know there's no obvious visual deficiencies upon initial investigation.
>> Thank you. >> Um and I don't I don't know can you see the slide? It's not on my screen. >> Yep. >> Okay. Um, so the additional furniture replacements, uh, so just an overview, um, we did issue a purchase order of $651,000,
uh, for purchasing the furniture, uh, based on approval at our February meeting. Um, this utilized all of our authorized furnishings budget for the project. Um, buyout savings from previously authorized scopes. So, this includes the 35,000 that we totaled from
those um smaller items like replacement of the t tile floors and the toilet partitions plus the $250,000 in savings um between the loop road not to exceed number and the actual pricing that we received. So, we have right now a buyout
savings of $286,000. Um we we know at the last meeting that there was expressed interest in replacing all of the furniture for the whole building for the reasons like Susan said um just creating uniformity amongst all the grade levels in every
portion of the building. Um also I just wanted to include a couple photos cuz another portion of that was just the actual um condition of a lot of the f existing furniture. Uh it's really worn down. Um so the um pricing that we received for
replacing the remainder of the furniture in the school came in at um just over $283,000. And this pricing is based on state contract pricing. Um if we approve this amount, it would be funded uh through the previous approval savings of the
$286,000. Okay. And that um that was that does anyone have any questions at all? >> No. >> Um just to be clear the So because that's >> there's one number that's off
>> on that right there. >> Yes. Um >> yes. In the in the typed motion that came separately, there was a typo. >> Okay. >> Okay. >> Thank you. I was like, "This does not look the same." >> Yep. So, Carli, this your last slide?
>> Yes. >> Yeah. >> So, this um >> it should be this number, the 1.5. >> If Carly can show her last slide, >> not the one that was in the packet. It has a rewarding of the of the motion, I believe.
>> Oh, that's what you have on. Yeah, that's what I think we have. >> Okay. Yeah, I I think it's the um but I think Susan was saying if you flip it back to the off the Apple TV. >> Yep. >> Okay. >> Yeah. Carly, you want to show your updated last slide?
>> Uh yes. Hold on one second. This one is that can hopefully everyone can see it. That's the one. >> Sorry. That makes more sense. Okay. Um, and so the >> the last words a typo is it should be
uncount not uncounted. >> It shouldn't be uncounted. >> What >> for unconce >> unconceived? Yeah. >> Yeah. Conditions for unconceined conditions and countered meaning you you you come across them. So Ian instead of you are
>> encounter counter. >> Okay. Um so I'd like to make a motion. I move to utilize project contingencies and savings from the Hopkins project to repave the campus driveway serving the Hopkins school at a cost of1,554,149
inclusive of an allowance of $130,000 in contingencies for unforeseen conditions and counter. >> Second. >> All in favor? >> I. >> Great. Thank you. So then there's
another motion up there as well. >> And we and I move to utilize remaining savings from February 2026 approved scope to purchase furniture replacements at Hopkins at a cost of $283,188.61. >> Second. >> All in favor?
>> I. >> Great. >> Great. Thank you very much. >> Thank you everyone. >> Thank you Carly. Thank you Jeeoff. Appreciate it. >> Great savings. >> Thank you. Nice. Nice job, everyone. >> Nice job. Thank you, Susan. >> Thanks.
>> Thank you. >> Wonderful. Moving on. Assistant teachers teach assistant superintendent of teaching and learning. >> Yes. Uh I'm excited to um name that Sarah Ellen will be the next assistant superintendent of teaching and learning
and and chief academic officer. Uh I know many of you have met Sarah through the interview process. She's currently the uh assistant principal at the high school. Um been in the district for 24 years, was the SML or department head of the English department for 10 years. Uh will will do a wonderful job in this
role. She's very excited and we're very excited to have her in this position. Uh so I'm requesting that you approve her contract that will begin July 1, 2026 through June 30th, 2029. I move to approve the assistant superintendent of teaching and learning
chief academic officer from July 1st, 2026 to June 30th, 2029. >> Second. >> All in favor? >> I >> I. >> Great. We're excited to have her transition. >> Yep. She's gonna do a great job.
>> All right. We are moving into the superintendent's evaluation working session. Bye. >> Bye. >> Bye, Mr. Matthew. >> All right. >> We're not in executive session. >> No, we're not in executive session yet.
>> Nope. This is done live. >> Just anyone in the control room? >> Sorry. >> Oh, there we go. Okay, >> great. >> Great. So, you should have a number of documents. >> I can do a brief overview as you're getting yourself organized. Great. So,
I'm excited to provide uh a brief overview of my goals and supporting evidence as part of my evaluation. Uh this document that you have in front of you in the cover letter that I put together represent the work that I have completed to date across the four priority areas on the superintendent's evaluation rubric
which are data informed decision-m fiscal systems communication and the development of a shared vision. Uh, and as I've shared when my goals were first established and throughout the year at some of our school committee meetings, uh, my work has been grounded in listening and learning and trying to
build a strong foundation for the work ahead. Uh, my focus has really been on developing a deep understanding of the district, specifically preK through 8. As I've spent over 20 years at the high school, I've been really trying to look at our strengths as a district, our challenges, our areas of growth, while
also taking some action where it made sense to do so this year. Uh I also dedicated a significant amount of time in trying to strengthen relationships across the system and community uh which includes being visible in the buildings uh having an open door policy for families and dedicating time with key
stakeholder groups like CPAC the HTA union as well as HPTO and a number of other organizations. Uh equally important has been the work that I've done with the leadership team. I'm very proud of our leadership team. We have a wonderful group. uh and from the outset I I really tried to prioritize building relationships, building trust and
starting to begin begin a a culture uh that has a team approach first. Uh so you'll see in my evaluation documents uh I was going to quickly read the four goals and the evidence that's included uh and then turn it over to you to to talk about those. So the first goal um is stated developing a comprehensive
understanding of the district strengths, challenges, and opportunities by completing a entry plan and using that data to inform recommendations and decision-making processes. Uh the evidence that you'll see and the links that you have uh for this goal reflect kind of a full arc of the work that we've done. uh whether it's the entry
findings report that I presented here at school committee before the listening tour materials in the schedule that I had to meet with the different groups uh documentation of some initial changes that we've made as a result of some of these findings uh related budget materials that align with the identified needs and the ongoing work that I'm
doing with my mentor through NISP uh our monthly meetings and kind of our daily phone calls that we have with one another. Uh our second goal is to evaluate and enhance the current fiscal systems to ensure transparency, equity and alignment of financial resources with the district priorities and student
outcomes. I know we work very closely with the budget together. Uh the evidence on uh this goal include highlighting work around the development of the budget and those documents, timelines, uh community facing materials such as the new budget flip book that we put together this year uh that were
really designed to increase transparency and understanding. Third goal is around communication, being transparent, consistent, and using multi-ways to communicate with folks. So you'll see in that evidence that I have the community survey that I sent out and the analysis around that examples of my monthly
newsletters as well as district social media communications. In addition to that, we have some materials from our safety task force, including those agendas and planning docs that reflect our work with the community and other organizations uh in the town. And the fourth goal uh is
around a shared vision for the district in developing a strategic plan. Uh the evidence around this include the entry finding report uh our administrative council agendas which is the admin team, the leadership team in the district that gets together once a month documenting some of these discussions and our early
strategic planning materials that are hopefully going to shape our district's vision. Uh our plan really is to dig in this summer with the leadership team and come up with that strategic plan for the next three or five years. So, uh, while there's a lot that's been done, uh, there's still a great deal ahead, uh, from developing this strategic plan, preparing for the opening of
Charleswood, uh, our elementary literacy adoption, uh, but I believe we're are moving in the right direction, uh, one that's aligned, thoughtful, and focused on what matters most, which is our students and staff. So, uh, before you begin reviewing my evidence, I just wanted to thank you for the support and partnership throughout my first year here.
>> I'm excited. >> Great. Thank you. Y >> so you have a summitative evaluation report. It's noted that all the areas are included in here where there are three indicator goals that so we have
data informed decision making uh fiscal systems communications and shared vision. We need to find those on the page four of seven. Is that the one? >> Instructional. That's instructional
leadership. Yay. NY's here. Nancy. >> Right on time. Um, instructional leadership is not one of the areas management. >> No, I right like data for decision making. That one's on page four of seven. >> Oh yes.
>> And that was that's goal one. >> Goal one. Wait. Circle that. And then >> under is page five or seven. >> Okay. Fiscal systems >> then communications is 3C
and communications at 4C. No 3C. We already have >> uh 4 E is the shared vision which is on that last page. >> Okay. Shared vision. Got it. So those the areas that we just circled are the
areas that we're reading, not the other ones. >> Just those >> right only on the the goals that we agreed to. >> Yeah. >> Can't read them on things set out. >> Um I have a
question. Um when I I was reading back over the training that we did with MISC and um Tracy Novak who came and spoke with us said that
um we should be making sure that it doesn't say unsatisfactory that it should say developing. >> Is that something that we just like write in pen or like >> I don't know if because I I feel like she hammered into
us that >> developing is a really good good >> much better way to say he's working on it. >> It would seem like the state should say change the form to reflect that because it is a much better way of putting it but >> because she was like you know for brand
new developing as expected. >> Um so I don't know are we just like I added it into my board. >> Okay. >> I see that. Just the >> this >> just the
>> Oh, yep. For the Which ones? >> All right. Going on. So, we want to start with data informed decision making and want to you want to do this up for us and some of us are new. I did just want
to ask one question. It did and I I was not obviously there in person in January, right? >> Did we discuss uh how we want to kind of at the end to wait the >> typically and I don't know if Tracy had brought this up. It's it's not intended to be like an average
>> when you're looking at the ratings. Was there any discussion of how we want to >> do that? I think I can speak a little bit to how we've done it in the past. >> Why don't you speak? >> We've done more kind of by consensus. we've all done our individual things and then we've had a conversation of okay well I could see this or I could see
that and because a lot of them sometimes will fall similarly we'll recognize some of the same strengths some of the same areas of growth but we might >> kind of be swayed by hearing each other's um >> thoughts on the whole matter
>> in terms of creating the final document that goes um not our individual ones but the one that goes that becomes the >> composite Yes, our goal is to create deposit. Geette reminded us that we do need to give to her all our notes.
Those go into the records. So, as you're writing >> um Oh, these. Yes. >> And you wrote. >> Yes. >> Just so that you know everyone's aware of that. >> So, our our name should be on it also. >> Yes. >> I'm going to think my name is Jamie's just
>> just in case things don't work out. >> Is very similar. Right. Because it is publicly searchable. If somebody wants to to make a freedom of information request, they pull it, they'll think it's Jamie's or something. >> But if it's really good what you've how you've written it too, they'll still
think it's >> Do they scan these in? Uh, so a lot of times people will do them um like >> mean because I know yours handwritten mine is handwritten >> but but so when I send to Kyla I will
put mine all into like the a computer generated things so that it makes it easier for you have you don't have to. I can do that if you'd rather not. I probably couldn't read my handwriting. >> So, um, just to summarize that back and
forth. So, we are giving Georgia these physical or we're handing to >> Kyla and then I'm creating a sumitative one and then next week >> as I present the sumitative uh report, we then vote on agreeing
Okay, we said no. She completely disregarded what I said. >> Yes. >> Okay. Or yes, we'll do all the important >> gone. >> Chris now is not upset that we're have a meeting next week.
>> Okay, great. >> Okay. Okay. So, we're just I I did not miss any of the actual >> No. So, you want That's right. You got right. >> Yeah, perfect timing there. >> You missed the whole fiscal discussion about the loop road, but we'll catch you
up later. >> Catch me up later. >> You'll have to watch it later and give us a report. >> I'm going to give individual feedback on performance and what you said something comments and things. >> So, we're starting with number one, I assume.
>> We're starting with one, dataformed decision making, which is the strategic entry in data informed decision making >> on page four. And I don't know, do do we want Evan to speak at all about the evidence and the measures of progress? I know you were familiar with it, but I know the folks
at home are not. I don't know if that would be >> That was one you may have missed. >> I did a little bit of that right before you. >> All right. Yeah. >> Very quick presentation. >> Yeah. Okay. I bet it was excellent and I will go back and look at it again. >> Thanks. So district improvement goal number one um with the focus indicator I
have is onee is that we're all on the same >> to develop a comprehensive understanding of district strengths, challenges and opportunities by completing a strategic entry plan and using data to inform uh recommendations and decision- making uh process.
I I felt that that was a a met goal. I I felt you've been really clear with us as we've gone along the steps. I wouldn't say that that's something that would need to be carried over till next year, my opinion. >> Um but that's >> Yeah, absolutely. Um I we you gave us a
report on the findings which was really helpful and informative and I feel and I heard from different constituency groups that were able to go and meet with you um and were happy to share their opinions.
I Sorry. Go ahead. >> I I was also are we did you want to do the indicators separately from the goals even though they're tied one to one kind of >> is there a different place for just the goals? >> So the the
>> goals and the indicators. So you the like goal number one goes with indicator onee. Uh and they're rated separately. So that the the goal you're going to say um you know met exceeded significant progress etc. the indicators um are the
ones that I I think where we want to not use the >> that's yes >> um I I felt that do you want me to give my opinion on the indicator because it can be separate but it's not >> although there are four >> u but we're only rating on the ones that
that were chosen and my understanding was that the indicator chosen was one E for this goal >> yes on the indicator >> because he has four goals >> yes >> he But are we just discussing one now? >> Yes.
>> Do you want to discuss the indicators with the goal or come back to the indicators separately? >> No, we can come back. I just like because there's only places for three, >> right? There's four goals and there's three things. So I just >> there's four. No, but the step one
the goals right towards the goals. That's where Nancy was saying, you know, versus like met exceeded. >> And then this is so there's only three here, but there's four goals. >> Am I am I not?
>> So So the the indicators go with like that goes We're rating them separately. >> No, I know. But there there's there's >> if you look on the first page, step one and step two. One, there's three.
>> So step one, there's three goals >> in terms of breaking it up that way. I I just put the goals one, two, three, four. Do you want to go through them? >> Are we are we at on this first page under step one? Are we adding a fourth line for the fourth goal? That's my
question because there >> I think NY's on page three is what she's trying to say, right? >> Oh, because step one h page one step one has assess progress towards goals, which is what I thought you were talking about. >> I'm sorry.
>> So, I will be honest. I did not I did not go off of this. I went off of the just the other piece that was in the other thing. Good. >> Okay. I I mean I would I would still say
that he he met the and this is a >> district improvement. Is this meant to be the professional practice goal? Because I didn't understand that. >> That's what I'm that's what I was a little confused about because it it has places for three assess progress towards goals,
>> but then there's only three spots, >> but they're professional practice, student learning, and district improvement, >> right? Right. And so do those map to >> these indicators? >> No. >> Or Right. So I think I'm a little confused. That's why I'm sorry.
>> Nope. That's okay. I'm going off of I'm going off of >> this right here. >> Yeah. >> And looking at this part we don't need to fill out. >> I think we probably need to do something. Step one, >> right? >> Yeah. And I guess what you you may be
able to do is you know kind of connect. So each one of these goals that I have obviously fall under one of these standards, right? >> And maybe you can take them and pick the three that m the ones that match up with a district improvement plan, a student in a professional practice because I didn't we didn't separate those three.
>> And that's I think the piece because I like I looked at because if you look at this page here, it does separate them out. Yeah, >> I didn't it I left the student learning goal blank because it wasn't clear to me which one >> would be for that as well as the
professional practice >> piece. >> Okay, >> because they're >> because most of these are district improvement plans just because of the entry plan kind of process >> um moving forward. I think they'd be more goals that are be >> targeted towards student learning,
professional practice, and district improvement. But as you start your and this is the information that I received from NISP as well. You want to kind of have bigger picture listening tour >> entry planning work. So it's more improvement uh district improvement goals than is anything else.
>> Okay. So then is it accurate that if if we started at step one which >> well >> as as a new to this process >> it seems like step one is a >> I don't think step one well I don't
>> to think it is a onetoone ability to do it because we don't have a student >> let me just pull this >> right but so if there's no professional practice goal and no student learning goal do we just cross those out because we're not reading them so it so it doesn't look like we left something
blank. >> So >> you know what I mean? >> Yep. I do. I because it's been a long time like like so Dr. Kavanaaugh was >> was not a new superintendent for years, you know, like many years. >> Uh
I don't recall what we did her first year in the district. Um and in fact we might have gone by the old um superintendent evaluation system at that time. >> It's fine for us to make the decision. I was going to say there also is opportunity I could call me and ask
about this. >> Are we going to email? >> Um the other uh the other danger if we leave them blank. So we might want to have communication with them between now and next week is that they can
consider it um like did not meet if we leave it blank. Oh, >> right. >> We don't want to leave something. I feel like there's that we should be doing something right. Even if it's just a little like, you know, focus on district improvement goals this year and then like a strike
out >> through those first two. Right. >> What are you comfortable with, I guess, with in terms of >> Yeah. I'm I'm comfortable with just focusing just on Yeah. >> And just striking those two. >> Yeah. Focusing on what the goals were intended to be focused on. >> Doesn't fit what you
>> Yeah. I just because I was like, >> "Okay." >> Yeah. Yeah, it doesn't fit. >> And then the same as on page three, >> student learn. And I just left those blank on mine because I wasn't quite sure what to do.
>> Okay. All right. So for on page three, we're talking about district improvement goal one, which is the strategic entry entry and data informed decision making. which is one E right.
through in terms of the um the indicators. I I felt that they were proficient on this goal. The one E. So, sorry, not a goal, it's an indicator. I sometimes interchange
them accidentally. >> Does anybody else have any other comments that they included about this goal? So, are we not on the same page? Like, because I'm So, are you on page four, not page three?
>> So, I passed to what I was suggesting at the beginning was if we wanted to keep the goal with the indicator that they're matched with. So, it's >> sure >> the back and forth. I >> I'm comfortable doing it whatever way. Yeah, because I was like there's
something on this um >> so the goal is strategic entry and data informed decision- making and the indicator is data informed decision making >> right I mean so on page three we're talking about did not meet some progress significant progress met or exceeded
>> and so >> Nancy was on just the indicator for now and then >> which is the following page >> yeah just to um the data informed decision-m is the indicator. The goal is that language of developing a comprehensive understanding of the district strengths and challenges.
Right. So, >> right because you could have so he he could have chosen any of the indicators to go with that goal and the one that was chosen was one, >> right? >> No, I I I understand that. I I'm just
trying to make sure that we're on the same page because you were using words to describe things. Um, and Tracy did really hammer in that proficient is a really high rating for a first year um when we had that training in January.
So I guess when I did the training at the MASC conference, >> that is not how it was hammered in to that they hammered it in in the expectation was more that if it's not proficient what you have to make sure
you explain what it is that would bring it to proficient >> and it by the same token if it's exceed you have to really explain >> that piece and that >> that's it >> that is tricky because then we got two very different messages
>> we um when she came in January That was clear in January, >> right? Like like Okay. So I was like, did I just because I like wrote it down. I hope highlighted it >> several times
>> which is contradictory to what I mean and it puts me in a weird position because I'm very happy with the performance over the last year and in January she was like >> it is extremely rare for a firstear superintendent to get proficient on
anything like developing is the usual >> well is it the isn't the term on here meant So you got to look at the pardon me. >> So we have to really go by the rubric too that important decision making. So
proficient says uses multiple sources of evidence related to student learning including state, district and school assessment results and growth data to inform district goals and improve organizational performance, educator effectiveness and student learning. Regularly monitors and shares progress with the community. Supports principles
to align school improvement goals and district plans and goals. needs improvement says identifies multiple sources evidence related to student learning to assess logistic strengths and areas for improvement these that are not comprehensive or analysis insufficient so that the
district I can't really say that that is >> I know and it's it's the training she was so firm about it and so that's where I'm like >> use our own judgments >> I I I was just going to say I think it's okay if we have different individual interpretations of what the Um,
as long as we're backing with what the rubric is looking for >> Mhm. >> and what how our own individual interpretations are, I think then we can go to discuss when we are looking at the overall thing kind of finding a
a consensus of some sort. I I do believe for myself um that that that is and that is certainly what I I >> when you read the needs improvement >> y >> indicators I don't it doesn't seem like it the performance fits that. No, I I
>> I don't think any of it I mean bottom line his performance overall >> I think it's is good, >> right? I don't disagree. It's the like why did I spend two hours in that room
if it was not accurate um is where I'm at right now. Um >> Chris, do you have >> I agree. Why did spent two hours in that room. >> If it's if like that >> if it's so
>> Did she Did she put these papers in front of you in that training? >> No. which seems to me I find this the most confusing thing that you've got a thousand papers and that I had to because if I asked for
the training and I had anticipated we would sit down with all the forms and say okay >> take this form now and look at it right I can't word I'm trying to think Well, I guess I would love to hear where
other people are at just because I Well, yeah. So, I I agree with you that I looking at the rubric and using it to measure I don't think in my opinion the needs improvement matches the actual performance. I do believe coefficient
not just actual performance whether we are high reading or you know >> yeah I mean if so if I throw out the training when um and I I purely go on my interpretation
of the rubric I'm really hung up on the like the way that she really hammered But if there wasn't, you know, I think it's a difference if there wasn't a rubric telling us what the actual performance, >> right? I would have had a lot more questions. >> Mhm.
late. So, in the course of the year, were we like there were the changes in practice um but we haven't been able to and we're and I absolutely agree that
the changes in practice um in the evidence it makes sense that there will be growth. Um part of this talks about including I don't know growth data so over this like I don't have we do we
really have growth data from this year >> or like I think a lot of the >> we don't have that yet >> right I think a lot of the things that are put into place because >> meaningful change happens over time it doesn't happen at the drop of the hat and so this is the I I think that's
where my mind of like like absolutely this is developing in a beautiful way. It's strong. It looks great because strong growth happens in a measured way. Like rapid change doesn't promote long-term
change. And so I think that this has been a really measured and thoughtful approach um especially gathering data from a wide variety of sources which I think is really important. Um and so I think that all of the pol
like the procedure of how you went through this indicator and goal one um are fantastic. I I think he also did in his
goal to reach out and utilize as much social media in order to get the plans out, the ideas out, what we're working towards. Um, that he did a really great job and especially
working with I hate this cl this newbie term, but stakeholders that the people in the community, I believe, felt more in touch and um that
you did an outstanding job of looking at all the kinds of social media people use to do that. tweeting in a variety of facets. Social media, the newsletter, conversations. >> Did you even have an Instagram account?
>> Yeah. Yeah. Instagram, Facebook. Yeah. Yeah. >> I saw a couple other ones that I never heard of. Of course, I live in a cave. Um >> and I and I don't need I don't want to overstep it all uh because I know this is this is a new process for me but I
can just talk really briefly about how it used to work when I was a principal in regards to this evaluation. So >> you would get rated on the kind of indicators that you selected whether that's exceeded or exemplary proficient needs improvement and then we would look at the goal and kind of say if we met
that or if we didn't meet that goal. So if you look at for example the and I and I don't want to get bogged down in the form and maybe that's what's happening but if you look at this one here >> you know the goal is the bottom statement right developing a comprehensive understanding of the district strengths do you feel like I
met that or not that's what I guess >> how we that's how I approach this as the principle and then looking overall at the indicator data informed decision-m you look at the rubric and say where do you fall in that category right so it's confusing because it's all kind of tied to one indicator but could take the goal
separately and then look at the actual indicator and the rubric language for that. >> Right? So if we go back a page and actually just look at the goal >> like on that page three >> so it's did not meet some progress significant progress met and exceeded >> right and so for that with the goal
I feel that that's been met and which I think is what Nancy had said. Um, so like that I'm very comfortable with and I didn't feel like I got anything from that tree that tells me not to. >> Next time we do this, can we make this more confusing and hard to do?
>> Well, let's shake it up a little bit. >> Yeah. >> So, we're back to we're still on the indicator, >> right? And then if I go back to the indicator, were you advocating for a needs improvement? >> So what she said in January,
>> I I understand that, but you have to go with your she said. >> I want to throw out what she said. >> Yeah. >> Because it doesn't seem to >> I know. I I just like when I >> I feel based on
everything that we're looking at >> to me proficient which if we want to listen to what was her name >> Tracy >> Tracy is a great grade or I forget what term she used but I think it's >> very high standard.
>> Yeah. I well given it's his first year at in this position I would think if we can't rate the superintendent we've just hired as proficient we have failed in hiring a >> No you the way like and I know that you
were unable to to be there the way that she described it was to say that >> that profession is a very high standard and that She recommended crossing off unsatisfactory and writing developing
and that developing was an a very good reading for a first year. >> Are we allowed to do that? >> That's >> it doesn't seem they give you that option here. >> Are are we supposed to tonight with this discussion land on >> we're supposed to fill out these forms
and hand them to Kyla >> tonight? Right now? >> Yeah. Yeah. Well, you can work on it and hand it to me at, you know, >> I'm just saying, are we trying to get to a consensus tonight? >> We are. >> Okay. How do we do we just do this by because we keep talking around and around and around.
>> Yeah, I know. >> Do we go by a vote? Who votes for P? Who votes I mean, how do we >> Yeah, that's what I I was gathering some discussion then I was hoping to bring it to >> Okay. >> My feeling is proficient. >> That that is mine also. >> I was trying to get Jamie's feeling. I
um she's not yet dis there yet, I think. >> I >> can we get you there? >> We >> or or by the way, I mean, it doesn't have to be unanimous. >> We could have four to one vote. >> Right. No, Right. No, it's it's completely fine.
>> And you're focusing right now on the first one. looking at the person and it's it's really it's mostly that I'm feeling hung up on having received a training from the person who was sent to teach us how to do this.
>> So based on that you think developing is better? I think >> to me developing and proficient pretty close. >> The only thing I struggle with the only thing I struggle with with that though is that crossing out the the the U and
making that a developing Yeah. >> makes that the lowest rating. >> I know >> that. So that needs improvement is a better rating >> than >> developing, right? And yet and yet he >> he has already demonstrated I mean for
me if I said a student needs improvement he hasn't hit the mark >> and I believe Mr. Bishop has hit the mark he's proficient at it. >> I agree >> and that next year you better be exemplary.
>> That's the planet be more proficient. >> So exemplary was like extreme. Oh yeah, that's like a gold medal. >> Extremely >> but but it also next year I mean I I don't think it's a a onetoone comparison because next year >> you may choose different indicators to
look at. We may look be looking at >> largely different goals. We may be like it's hard to it's hard to to say that >> what we say is is u proficient this year is going to be the same category we're looking at next year. Mhm.
>> And not that I'm anticipating that it wouldn't be proficient. >> No. No. >> Yeah. The bar that you were judging by is different. It should be higher. And so if he's proficient again next year, it may just it may mean that he has shown improvement and he's more
proficient because there's a higher standard >> that we're judging him against because he now is in year two. >> And they don't give you the ability to break down proficient A, B, and C. Correct. >> Yeah. >> Proficient plus, proficient, proficient
minus. >> Well, and it and it sounded like proficient was the >> the goal and exemplary was like, oh my gosh, blown up water. Uh >> well I would I would think it not that it translates the same way but
to me from a I looked at it as if I were giving him grades. >> Okay. >> And to me telling him at this point he's proficient is you're doing okay buddy. You haven't hit a home run, but you're
doing a good job. Keep moving in that direction. But proficient next year, if it's given would would have a different weight. >> Okay. No, I appreciate that. And and I am I'm giving myself an internal cut off
of like stopping talking about this within three minutes or fewer. Um, and I just I I apologize to anyone who's actually watching this because I know >> turned it off. >> We couldn't talk about this until now. Yes. >> And so it's it's a lot of um processing
the tool for me right now is what's happening. And so I I apologize to anyone who's sitting through this um to all of you as well. But >> I'm also I really appreciate the the different perspectives on it. I think that makes us, you know,
>> more nuanced in how we're discussing it. So, >> thank you. Um, and I think I will send I will probably if it's okay for me to hand this to you like tomorrow, I think I will send Tracy an email just to be like, "Hey, >> can you clarify this like just like can
you help me?" Um, because it is a little mind-blowing that it's such different information. Um, but I would be willing to adopt the idea of grading based on of grading
and basing it on where we are in the trajectory of this position which does cast this in a very different light as far as the ratings because I think that yes, this skill is developing
in general, but there isn't a category that says developing. and given the skills that you built developing data informed decision-m as a principal clearly are translating really nicely into the role of leadership for
the entire district and I appreciate the work and depth of work you've done especially focusing on the the schools and communities that you weren't as involved with >> as the high school and so I think those are all
really really helpful. Um and so I think that if we go on the creating as the position >> year in it >> then yes I feel more comfortable saying proficient and then I'll probably expand
in my comments to clarify that clearly >> so that if we come back to proficient again >> it's clear that it's well no because now we have this and and we're expecting the build. Mhm. Okay. Look at that. I made it before 8.
>> Excellent. >> Yeah. And even with this goal for for indicator one, it talks about creating an entry plan. >> That entry plan is complete. And so now we're moving on to the strategic plan. So that would be something that would be on the goals for the next year. Right. So
>> when you look at >> the goal statement, you're really rating it on I believe this here exceeded met significant progress, some progress. And then with the indicator onee to your point Jamie that's the proficient developing category. >> Did you have anything you wanted to say
after I talked for such a long time? >> I surrender. >> So yeah, we're so so we're going with >> I'm comfortable proficient for goal one. >> Okay. And we're all going everybody's going to put some comments that I'm going to capture together >> in a document. So, and do we have to go
back to the goal that did not meet some progress, significant progress met? Let's do that. >> I'm comfortable with that for that one. Okay. >> Yeah. >> Mhm. >> Yeah. >> Okay. I am too. Good. Moving on. >> Can we start the other direction so that
I don't dominate the conversation? >> Yeah. Indicator two, strengthen fiscal systems for equity and efficiency. >> What is that? is the goal. The indicator fiscal system. The goal statements evaluate enhanced current fiscal system to ensure
transparency, equity, alignment of financial resources and district priorities and student outcomes. >> Oh, I meant >> page five. This one. >> Do you have any initial comments, Chris, if we're starting the other
not >> indicator goal two goes with 2E on five page five. >> Yeah. Yes. All right. So towards the district's vision and then so the rubric is on page six.
Yep. So that you can read what patient needs approvement. >> Um should we start with the goal and then go to the indicator? >> Sure. >> Yeah. >> Um would would you be comfortable with me reading the goal out? >> Sure. Um, so it's the evaluate, enhance
current fiscal systems to ensure transparency, equity, and alignment of financial resources with district priorities and student outcomes is the goal. Um and so if I go to our page three on
the performance goals, um I I think that the especially looking at transparency um when we know that we are faced with this year and probably at least a few
years of needing to be super careful about our budgets. Um, and I think the transparency of the community and the communication and the different methods of communicating the budget and the flip book. Um, I think that was that was
great. I think that was very book was very wellreceived and very comprehensive and a new approach to communicating transparency. My feeling looking at all the different pages tied to goal number two
>> is I still feel that it's he's proficient. Mhm. >> I would even edge towards uh E is excellent or >> exemplated >> exemplary. And I get that
>> Oh, you're talking about goal. He's talking about >> the who's on first. >> I'm talking about >> it's exemplary is the E under the >> Yeah, sorry. But so I I I I think based looking at the goal >> verse
>> those are >> what are we calling this >> indicator >> indicators >> um that Evans done a great job and has been proficient in that transparency and I think in a very tough budget year knowing looking back and looking forward
that looking at what those indicator you know the indicators are those action items and the evidence and measure of progress plus seeing firsthand um what that progress was um >> is proficient >> and then if we do did not meet some
progress significant progress met or exceeded for the goal. I think the goal is met. >> Um, and I think that I my understanding is that there was a lot of time spent working with Miss Rother and then
recruiting a new CFO to work with going forward. Um, and so I would I would be comfortable agreeing with Tracy's going to hear from me. Proficient and um on the indicator and
met on the goal already. >> All right. So, I'll jump in. So, this is a goal that the kind of the very base level you either did it or you didn't, right? And it gets more nuanced than that, but absolutely 100% um I would say
that this goal was met. Um I would say that you did a really excellent job with the as others have said the budget flip book. You also pivoted on a very short timeline to re look back at the budget and make adjustments as needed.
>> Uh worked well with um I know both the >> school staff in the PE people in the buildings and different departments here, but also on the town side. It felt like >> up until we had the whole crisis of the healthcare um expenses going way up, it was the smoothest budget process
>> that I have personally experienced. >> And during the town meeting, he was well respected and is input was valued. I would also think part of that proficiency is that when the healthc care >> um curveball was thrown at us and district that
>> Evan did a great job working with a variety of different groups to figure out on short turnaround how do we do it? How do we solve it? We're going to get some money from over here. We'll make some cuts. We'll get some money from the town. I forget what bucket what silo we
got >> that shortfall covered by. I think that was a strong indicator of proficiency. >> I agree. Um, in in looking at the indicate indicator, I too felt like there were pieces and
and I don't want to make Tracy fall out of her chair wherever she's sitting. Um, but strong indicators that this could almost be an exemplary except that I feel like I'm going to get shunned by everybody if I say that out loud. Uh the only thing that I think that would separate out the proficient from the
exemplary that's hard to do in your first year is the providing of the um updates on the implementation of the budget which >> it's the first budget >> that you've seen through so it's hard to say that you did that otherwise I would say really you did an exemplary job. I think the community has been very pleased
>> as noted by you know we didn't have huge angry mobs of people. Um knock on wood. Um it it feels like people really have supported because you were able to convey the vision, >> show that you you know you you really dug to what was absolutely necessary
within the you know the town's ability to do it but also really advocating on behalf of our students. So I would say very well done with that. >> Appreciate that. Thank you. >> I tried to keep it short. >> No, that was great. All right, moving on. We all agreed with that, right? You
didn't say anything. You >> You're good. Moving on, communications. That number three. Number three, establish a foundation of trust through transparent, consistent, and multimodal communication with all stakeholders is
the goal. >> Sorry, I took on just reading. >> That's okay. That or >> I was waiting for the next piece. >> So, that's the goal. Um, I would prefer if we start with the goal and then move to the indicator because they are getting really mushed up um in my head
as we talk about them. >> Does anybody want to start there? >> I believe that there has been a foundation of trust established. Um, so I would say the goal has been met. I look forward to the trust being built because I appreciate the way it was
written so that it's clear that it's not, oh, everyone trusts me, everything's great, >> but a foundation >> understanding of the process of building this um for a long-term trustful relationship with all the stakeholders, which includes the community, which
includes the staff, which includes everyone working and visiting our schools. Um and so I would be I would support that that is met. >> I would support that that is met as
well. Um I feel like the feedback that I have received from different stakeholders has been very positive. uh people surprised that didn't know you coming in that it just what a a great entry that you had in your ability to engage in that conversation and the way
you've reached out in different ways to and welcome feedback from people. So that's the two-way piece that I I think is really important. >> Yeah, I agree. Meeting the goal to me meeting the goal to me is kind of a direct line to proficient. Mhm. >> Um >> Mhm.
>> So >> yeah, and I I I would add also when you're talking about stakeholders within the community, um I heard from some some teachers who were skeptical. >> Yeah. >> And are feeling positive now.
>> That's great. Um, >> which I think is great because I think that's a better indicator foundation of trust because >> if everyone loves you when you start, >> you just have to not disappoint. >> But if you have to prove that you're
truly in it and truly doing the work, I think that's more valuable. Not to celebrate that you had anyone that doubted you, but >> I think it's it's a reasonable thing being the first time you were superintendent and that >> that your work has paid off in such a
palpable way among people who were maybe a little dubious >> and I think particularly if your faculty members >> Yeah. >> are saying you know what >> done good. I can also point to
the ability to recruit um highlevel people into the district as an indication of being proficient in this area. Um if there wasn't that feeling and those people who are interviewing did have opportunities to speak with
staff and parents and and um community members um we wouldn't have gotten that. And I have heard that there's other areas in the town that are struggling in that areas. >> Yeah. Because we >> That's a great point. >> When we had people interviewing, I mean,
boatloads. >> Yeah. >> And some districts are not doing as well hiring. >> Obviously, we're an attractive district and have a pretty good leader. Well, and I wasn't going to name it
specifically, but but I I echo what both Jamie and Kyla have said is there were people that that >> you know did have doubts, but not because they knew you personally so much, but because they just didn't know and that really have been >> impressed with what you've done. And I
think that you've brought along the stakeholders as a whole. >> Glad to hear that. >> I think that probably comes from, you know, the difference between us hiring someone who has not been a superintendent before
>> as opposed to somebody who has had that experience was a real gamble and and I think it panned out >> and people have come to see that it was a good choice. >> Agree. But I do want to just clarify I I
did not feel like it it was a gamble. I think as >> Oh no I I we we felt very confident. >> We we know him well. It was no not us feeling again. >> Although I didn't know putting money down on them.
>> I just want to win the lottery. >> All right. So, we're doing that and proficient >> for that one. All right. Moving on to our last >> Amy, >> you're gonna read it. Engage stakeholders in the construction
of a clear shared vision for the district that reflects community values, supports equity, and drives continuous improvement. So, I'm just going to jump in if that's okay. >> Yes. This one felt like it could be um a
two-year goal almost that some of the things that are in this um haven't come to fruition, but not because of anything that you haven't done, right? But because just the nature of the goal, >> correct? It even says to be presented in September. >> Yep. >> Right. And and that's
>> I know we adjusted that. >> Yeah. Yeah. And so a lot of the kind of measurable outcome or evidence of this goal is a next year, right? This work that has been done to get us to where we need to get to, but there's still some work to be done.
>> Which makes sense. >> Yeah. >> Say this might be an area right for developing. Jamie, >> I can finally include >> that for Pete's sake. I I would say with regard to the goal um
itself, I would say that significant progress has been made um and and it's it >> right because the construction is on its way, >> right? And I would say also that this is not um that there is a precedent for this for having turned one-year goals
into two-year goals because of things that are inherent in the goal, not inherent in what how much you've done and how hard you've worked on it. Appreciate Are people good with significant progress? >> I think it makes sense. >> Yep.
>> Great. On to the indicator. So I I agree that crossing out the unsatisfactory and running developing does feel not representative.
Um and so maybe in trying to split the middle we cross out needs improvement and right developing. So that area says engages some administrators,
staff and students, families and community members in developing communicating shared educational vision focus on the student preparation for college civic career civic engagement responsible citizenship community contributions but the stakeholder engagement is limited or the vision is representative of the district
community. >> Well and I think we don't have the because the shared vision is being constructed. >> Yeah. I'm trying to adjust my own thinking on this because in my head I had looking at the rubric I had felt like this was was something even though I didn't feel like the goal had been met yet. I felt like
it was an area in which um Mr. Bishop is very proficient. Um but I am trying to circle back kind of in my head and think you're you're right. the the vision hasn't been shared out um in
the deliverables. Um but I feel like I I still feel like that for me would be proficient um just in the way that it has been what has been shared out throughout the um the year with things that you have gathered both from
the stakeholders and also but I I am one voice. I I feel that he has continuously engaged he with back and forth with community members.
A lot of back and forth with the faculty and leadership of the building in order to sus out the needs and what how they can be best addressed. And I I got a sense that he has a solid vision of where this
district is going. Um with very specific he his materials often indicated very specific things that that he wanted to see occur that would be an improvement
both at the secondary and elementary levels and way services are delivered and and goals are created. If we're looking at that last um paragraph under the key action items,
I do feel that the priorities reflected in in elevates diverse voices, but um informed by both qualitative and quantitative data. I'm not sure we have that data completely yet.
I think that that the the data is >> that's still emerging. >> It's still emerging and chances are that data might not come in until >> the first quarter of the next year and >> once time has been available to process this
ne and I believe a lot of that gets processed over the summer if I'm correct. >> Y if you look at the links though I've included two of them for that. Um so the qualitative is is the survey that the community survey entry planning survey that we sent out that had a number of
questions. So those were >> we have the responses there the over 400 responses that we compiled and then the um quantitative if you click on that it shows the different some of them are linked as well. some of the different things that we used and reviewed and
looked at to help us try to get to a place where we took the listening tour, the entry findings. We looked at some of the things like the dees report cards, the dyslexia action plan, um school improvement plans, enrollment demographics and tried to put that together for the ultimate work that
we're doing this summer with the strategic plan. So, >> some of the quantitative data is linked here, some of them it's listed. Um, and and again, that's some of the stuff that we we work on. We look at as we're kind of taking all in the information and get
ready to kind of come up with our shared vision. This is probably not the place to say this, but I I was looking through my notes and I I really believe that one of the key things that Mr. Bishop has done
is the addition of the position for um uh what do you call us? Sarah Elum's new job. >> Yeah. the chief academic >> chief academic officer >> that yeah that that is
going to allow you to not only get that and make sense of it but then the creation of an action plan because there's there seems to be so much going on
>> and so many um >> I kept seeing As I as I was reading through materials, I kept seeing where acquisition of math didn't seem to be as difficult as the reading component components
>> and um that is such a critical I mean it's critical to everything in learning and and >> I'm glad to see that that's really getting attention. And it seemed to be a a thread that ran through everything I read.
>> There was. Yep. Yep. And the elementary literacy kind of work as well. >> Oh, yeah. A big part of it. >> Yep. Yeah. >> And that you're you're noticing and it's getting pulled out where there are some weaknesses that need to
be strengthened. God, I sound like I know what I'm talking about. Great. So, are we going with a proficient or are we take a temperature check here?
>> You've been quiet over there for a while. >> Yeah. I thought this one I mean it's kind of echo some of what >> you girls have said which is this one I think is a little more difficult just to say definitively just based on time more than anything else to kind of judge. Um I think it's
proficient in the in the kind of effort and and the progress made to meeting uh the goal. >> So I'm comfortable with with that. for what's the other term? Um
what's the other? >> Oh, the developing. >> Yeah. >> Significant progressed. >> I mean to me it's significant progress, >> right? Because we just need >> Yeah. toward more time to
>> significant progress. Yes. >> Yeah. >> I don't know if there's enough time in the air to meet this goal, >> right? I think we were all good with >> the what you thought about the indicator >> and then the indicator. >> Oh, sorry. Sorry.
>> Do you feel proficient or are we going for a developing either? Are we rewriting the form >> which I'm all for. >> I'll be sending feedback. >> See the thing is you're a big rule follower and I don't know.
probably should have told like a twohour training this is the process this is how it works this is it's so important to hammer this into your brain and I was like all right >> proficient >> proficient >> I believe he's proficient
>> everybody else good with that >> yes I'll I'll be happy to explain my thoughts I'm going But um I'm going to hold out for my hopefully an email response to my >> Okay. >> Um but it also doesn't matter.
I'm the only one which is fine. >> All right. Is that it or do we have one? >> That was that was all of them. >> Okay. >> Right. And so the thing that is >> and then we have to go to
>> step one and two. Yep. But the because there's only one um indicator, step two should be easy to to translate from the thing. It it gets more complicated when you've got like two or three indicators and you're trying to give an overall for five people for two or three indicators.
It's a little messier, but it seems to me that my inclination would be to follow for the overall um performance on the standards based on where we were with the indicators. >> So that we have one each of these,
right? >> We do. >> That's the the one E, the the 2E, the 3C. So we mirror those. We do proficient, proficient, proficient. Well, then we we either have needs
improvement or and then for step one, we were crossing out the >> Yeah. professional practice >> in the student learning and then just putting the >> did not meet some progress, significant progress met or exceeded And I think since three of the four we
all agreed were met, it makes sense to choose met. >> Okay. >> So, step one is met and then the others are all proficient, >> right? >> Okay. >> It does get a little bit muddy when you're going back and forth between the
language on the goals and the indicators. >> I could redesign this form so well. >> Oh, yes, you could. >> But somebody needs to Well, actually, I think we should pat ourselves on the back because it's a it's a an awkward process at best. Um,
but it also is it's first time through for the five of us together. And I think that we did pretty well getting through it and coming to >> consensus on things. >> We did >> while respecting I think individual is I think what
>> I agree. I do too. Um, are we ready for me to make a motion? >> Yes. >> I move to enter into executive session to comply with or act under the authority of MGL chapter 30A section 21A2
specific to conducting strategy sessions in preparation for negotiations with non-unit personnel, the superintendent and the school physician because discussing in an open meeting would have a detrimental effect on the school committee's bargaining position and adjourn an executive session.
Second. >> All right. Nancy, >> yes. >> Yes. >> Susan, yes. Jamie, >> yes. >> Yes. >> And I'm a yes. We're good. >> And the only thing