##VIDEO ID:2-NeJK1LDIU## all right good evening everyone it's 7:01 and I'd like to call together the uh November 21st 20204 school committee meeting if you would please rise and join me in the Pledge of Allegiance I flag States America it stands God indivisible Li justice for all thank you um this evening we have H our sen agenda posted as well as the minutes from the November 14th 2024 meeting as well as our o Bill to payroll it's our motion to accept and will we accept the consent agenda motion made by Elaine I second second by Janine all those in favor indicate of saying I I I that is unanimous so first opportunity for interested citizens if there's anyone with us this evening that would like to speak before the school committee first chance second chance at the end of the meeting have any hearing from no one we'll move on to our recognition portion of the evening um marish Ganesh is here this evening with us thank you very much for joining us take it away uh good evening everybody um couple updates from all the schools I'll start with Shaker Lane Shaker Lane students have been working with a new program called The Reflex Math Fact fluency program uh it's limited to three classrooms at the moment but in those three classrooms since this program is implemented students have gained 685 math bags which is excellent progress and Shaker Lane wishes All Families a wonderful Thanksgiving break Russell Street wanted to thank everybody who donated to their Thanksgiving food drive all of which will proceed to Loaves and Fishes on Friday students look forward to their annual turkey trop tradition and celebrations during the Wednesday half day and they'll get the opportunity to walk around the track afterwards and Russell Street also wishes All Families a very Happy Thanksgiving the Middle School likewise will have their annual turkey Olympics on Wednesday fun activities with the students they also wish everyone a Happy Thanksgiving um for the high school uh between November 22nd and 24th tomorrow this weekend the drama club is um performing the man who came to dinner if anyone's interested in going November 26 they'll be playing the Powderpuff game on December 3rd the uh school guidance department will be hosting a financial aid night for seniors and their families or Juniors too huh on December 4th there will be a high school Winter concert at 700 p.m. and the guidance office wanted the committee to know that about three of every four seniors has applied to at least one college so far so we're making every progress thank awesome can I just one I'm so sorry you said what I must sleeping when I wrot that it's all six that's my fault I said oh what I right you better so my apologies sorry thank because we keep you all at night too much very much um good job I just have a couple of short ones I just wanted to piig you back on the LHS uh drama play this weekend there are four different opportunities to see this place so if you're looking for something to do this weekend I guarantee you be disappointed we have so many talented students and and U directors and staff that that take part in uh making these Productions and uh it's definitely worth uh scheduling some time to go see it so Friday nights at 7 o'clock and uh Saturday we have two showings at 1 pm one at 1 pm and one at 7 pm and we have a Matt on Sunday at 1 pm so hope to uh see a lot of people out great start of the festive season there's going to be a number of concerts coming up in December as well great great time of the year uh as some of you know I'd like to say as all of you know we lacked School status uh the app is called school now it's a universal communication tool that's going to put everything in our district under one umbrella yeah it's going to be so nice to be able to do that uh you've heard us talk about uh days of using X are soon over and uh I mean some of us are still going to use it but it's going to be a secondary source we're going to switch everything to to uh School status and Dorothy if if you could put School status up now for a couple minutes you we can give them kind of a preview we've been playing with it this week ourselves and central office set a number of things up and for any uh families out there that uh may be having difficulty downloading the app just uh send uh Dorothy an email or tech department an email and we'll help you out which should be hopefully pretty easy to download here's the home page on the right side you click over here click on District and get all of this can you go to the actual app or no um okay I said on the previous screen on the yeah is that it right above the Man Came To Dinner yes you do I'm sorry right here yeah there we than so you can access it on the website as well and we we really have uh three kind of formats we have messages that's how we're going to send out communication to Families Our letters Etc we'll format that way and uh it'll be good for us to continue to uh focus on brevity when we're writing because we have a few moments to capture people we want to make sure that our our information we sent home is not too long then we have posts which you already saw out there that's going to be very similar to the old tter so our our web page is going to come alive with pictures once again really really excited about that and then we have Blackboard connect that we use for snow days Etc and we're putting all of that into this uh communication tool as well so it's nice to have everything in one place and uh it should be uh very easy shopping for for our families and staff and so our newsletters are also going to be coming out using this app and I believe Michelle did you send yours out using the app on Friday or no it starts tomorrow starts tomorrow okay so tomorrow will be the the first day where all the newsletters are going to come at app soan as soon as you have the information you don't have to wait for us to send emails newslet so I remember in the before times when Twitter was Twitter um I used to love the way that you would retweet things that teachers had tweeted and then it would get up on the homepage of the website and so it was a very Dynamic homepage of the website because you go there and see things that were happening you know right away and it just really gave a sense of all of the the dynamic things happening in the district so is that your vision with this that become a yes it is we're we're still working out a few a few Kinks uh it's not it's not that bad it's not as quick as it was before but one thing about Twitter is the way it was designed if if if I just repost it it would automatically feed to the website there's a couple there's two extra steps now and I think as soon as we we get better at using it maybe we can find one step we'll do everything for us but that's our intent yeah because that was really you know a great way to showcase what was happening in our district I mean people people really have missed that the you know opportunity to go on and flip through some posts and pictures so that's what we want to get back to it's great all right that's it thank you so I'll be the G P for this sure so how how are folks supposed to sign up for this because I'm I'm not in the system appears so are people responsible for signing up and giving you their email email address and then we'll push the information to them are you using all available email addresses that you already have and you've entered them in we're using the uh emails that we we already have in ask okay so your email so it's just so everyone's aware it's just emails that are an askp so all primary parents all primary families okay primary contact cont one for example if you're grand parent household only one that person receiv the information so how does the second uh email recipient of the household then get added to the system the primary will add okay all right when they going to sign up they so did I yeah so when you I think when you attempt to sign up if your cell phone number if your email is not already in the system you've hit it that end yeah so then it would be reaching out to our tech department and they will be able to in all right and she might come up Let Let Me connect with Julie and there a more streamlined as opposed to her and emails and then we can send that mess tomorrow Friday yeah sure maybe something to brainstorm because if the district already has a lot of alternative email addresses for households maybe we can just load those in versus her you know it receiving whatever 500 emails with the same problem yeah okay found that all right we will uh move into our presentation for in evening so we've got three exciting presentations for this evening uh the first of which is um Elaine and I had the opportunity to attend the U masc 2024 fall conference which is the Massachusetts uh school committee conference for school committee members and superintendents I was down there for roughly about 24 hours or so and it was a well worth well worth it experience elae was down there for 48 yeah yeah two two two and a half days yeah um and we wanted to just share our experience with you ela's prepared some slides so I'm going to let you kind of run run this P run this presentation and then I can you know yeah can contribute or depending upon how we do with time uh we can revisit my experience at a later date but you ready yeah I'm ready I I have it up here too so yeah so this is a annual conference of school committee members and superintendents um and it's it's really a fascinating opportunity to connect with other districts that are dealing with similar challenges so that we're not all trying to solve the same problems in isolation um and so most of the presentations are presented by superintendent with members of their school committee maybe members of their leadership team um so I went to um sessions that I thought were most relevant to things that we're working on in our district um Justin did as well but I it's it's a wonderful Vibe of people that are um grappling with ch Alles and willing to share where they are on their journey I don't think anybody comes at it like we have solved this problem and you know it it's a very much a um Spirit of collaboration I got a um what I want to show you tonight is just I prepared a slide with just highlights of the sessions I went to and I've got so much more information but I wanted to see if any of these kind of tweaked the interest of of anyone here um and if they don't we can move on so the first one I went to was about the student Opportunity Act the SOA because was been talking about that a bit in our school committee meetings um and I thought it was going to be how districts are um it's um oh I'm oh sorry yeah I'm on student Opportunity Act it's working but I know I just started on you just went past it yeah oh so you're starting on a different slide oh I'm on I'm on the packet it should be in the same order right yeah were you sharing no no you were just are you showing the packet yeah oh okay um no not the packet no you showing the actual slide I don't know what happen oh I moved the slides around on the slide deck I thought it oh I presented this to somebody else I changed the order I will I will go no I will go in the order that it is in the slide back okay okay so I'll get back for the student Opportunity Act this one it was about Equity Audits and inquiry Cycles this was interesting because it was targeted toward small districts which we are and talking about when you do an equity audit and you're sending out a survey and you're Gathering all of this data um you can create sampling errors due to small subgroups and then if you're reporting data on something that happened to a subgroup the percentages get really off because you're really only talking about a small number of students but they're a high percentage of a subgroup so they were recommending instead of doing Equity audits to do what they called an equity inquiry cycle um which is more of a holistic way of gather gathering information that you would um start with students that you already have a relationship with I was thinking about maybe the Dei Club at the high school and um really ask guiding Curiosities rather than set questions just to try to elevate things that they're worried about things they're concerned about start to brainstorm with them possible ways to mitigate it um so it it seemed it seemed like a a really effective approach for a district our size so if that is something that we want to pursue I Linked In onto that slide um it's actually from the collaborative collaborative in Northampton CES I forget what they stand for I guess CES CES um but anyway they have a starter kit for Equity inquiry Cycles so if we did want to pursue that they have materials right on their website for free that we could look at so that's one thing would you mind forwarding that link to me yeah so it's actually in the packet it is in the packet yeah so on that slide yeah you see how there say um the equity audits n recycles is underlined that means it's a live link oh yeah so when you um I can I can forward it to no I have on my computer if they're a really good group I've worked with them before myself I'm not going to be reliant on my computer yeah so okay well I'm glad you're in interested in that I can send that to you um then the next one was the dignity Index this was a keynote speaker Justin was with me for this one um it was this mystery man that we were trying to figure out who he was turned out to be a famous guy um who presented this but so the dignity index has to do with the tone of our po political discourse um and it was a a way to rank discourse with contempt being at one end and dignity being on the other they provided us with a scoring guide to um examine different quotes and videos and rank it on the level of contempt or dignity um and of course this was the day after the election so we were all thinking about this and um they showed us quotes without saying who it was that it had said it and so it was came down you know in in not as much of a partisan way as we might of thought um but the value of it I thought was that going through that exercise really helped hold a mirror up to our own speech and how we can um interact with others that we may not just that we may not agree with in a way that doesn't dehumanize them or other groups um so I have a lot more information on that if anybody's interested in that um it it's also linked into that slide if you click on on the title it'll bring you to the website of the people that created the dignity index anything add for that one um there no I mean just you know Tim Shriver was a a dynamic speaker was uh a great presentation I think the timing of it was wonderful it was the his actual talk was titled something about you know the new Patriot or new patriotism or something like that um so some of the room was on edge and I think uh everybody left that presentation feeling like um you know the world's full of people that uh don't necessarily agree with with how you feel but we can at least treat one another um with respect and that doesn't necessarily mean that you lessen uh what your what Your cause is by any stretch of imagination you know there were there was um a question from the audience um and uh it was a difficult question right and uh he said no no no I'm not asking you to you know to play nice or anything like that I'm just asking you know we we uh need to treat one another with respect I mean another thing I thought was fascinating about that was like the aspect of of um of war came up and major conflict and he driver shared that when he was at West Point and he had an opportunity to interact with some of those folks he said you know at times it unfortunately does absolutely become necessary um for a strategy like like that but the strategy has to be get in and get out um you know execute what you need to do and uh and have a have a peaceful resolution in mind on the other end of that because a long drawn out War um not putting you know good genocide or something like that um so it wasn't it wasn't plain ice but it was have a plan and treat other others with respect right and the I went to breakout session after that that and they when they we were looking at examples like the the example that scored a one for contempt was the Insurrection at the capital and the example that scored an eight on Dignity was from Ted lasso so it kind of gave us a framework for understanding this but it's it's a great exercise to go through if if that's of interest to anybody um then the next one um was building a c a shared culture of belonging I went to this one because belonging is something that we've been focusing on with the deib group um and across the district so these were panelists it was the superintendent a school Committee Member assistant like they had a pretty big team from Lennox sharing how they moved Beyond addressing acts you know isolated acts of intolerance toward building a culture of belonging um they talked about some specific incidents at their high school and how they decided to Pivot away from consequences I mean away from just consequences for the perpetrator to treating the incidents as teachable moments and provide context about why say swastika on a locker like why that is offensive you know what that triggers from history that you know offends people so much and that they found their feedback from their students was that the um the victims of the act of intolerance felt safer with that approach than when the perpetrator was just punished so um they admitted that they are still on their journey I took like a full page of notes because so much of what they were saying resonated with the um with our district um and just where we are in our journey toward belonging so if anybody's interested in those resources I can talk more about that at another time um okay now back to the student Opportunity Act so when I went to this one I thought it was going to be how districts are managing the money that they get from the student Opportunity Act but instead it was about how the where the money comes from how you how they decide um who gets what and what I what I learned actually clarified some confusion for me when we've talked about this before and school committee meetings I thought the S SOA was a separate thing from Chapter 70 they said that the student Opportunity Act is actually reform of Chapter 70 so it is Chapter 70 and that um the reporting requirement that goes with that like I had questions about that because it seems so disconnected from you know you have to write a report for how you're going to spend the money before you know how much you're getting and they said that that reporting requirement was a compromise with the legislature when passing this act and that everybody kind of agrees that it's it's a reporting requirement with no objective like it's really not linked so I feel sorry for the people who have to write that but it's the game that everyone has to play um the big my big takeaway from this was that there um there is more money that is in the fund for the S SOA that has not the money has been collected but has not been budgeted to be spent and this is a thing that we were asked to contact our state legislators about so the money for for um the money comes from the fair share tax the millionaires tax for schools so um in FY 24 they collected 2.2 billion That was supposed to be allocated for education and only 1 billion was budgeted to be spent which means that there's another 1.2 billion sitting there it should be allocated and going to schools um and if that money was put into the pipeline it could go into K12 building fund expansion which is another thing that we're all thinking about right now um and another thing that they wanted us to talk with our state legislators about is that um in the SOA there is a 4.7% inflation cap which when our inflation rate went above that it was not adjusted and so the legislature needs to meet and vote to increase to fix that so that districts get that money that they should have gotten when our inflation rate was above 4.7 so I have their slide deck is linked into this slide if anybody's interested in lots of graphs and charts and numbers I of you have opportunity to talk to the people that have the ability to refine how they distribute this money would be great my recommendation would be we all know it's part of Chapter 70 but let's designated that's something usually funding formulas in in many states uh you know here's your here's your technology portion of your chapter 7 here's your special education here's your student Opportunity Act because there's and I know it was a an agreement that was made to make sure something went through but as we know there's there's such a a discrepancy in terms of who owns the money yeah that would make it you know much much clearer and and much easier for for school districts to work with municipalities because there would be some guid guidance right I mean there's there's a lot more in slide deck but you're they did make it sound like it was a compromised legislation and then you know you get a lot of people's wish list jammed into one bill and it's not clean and clear I mean the positive thing is there they're moving in the right direction yeah yeah and this this presentation was from the field director of masc who was very knowledgeable on this plus a lobbyist who had like kind of the other side of the coins so it was uh very interesting um then I went to strategic planning in a post-pandemic world which was a real weird title for what it really was which was Port portrait of graduate so that's why I went because we're busy with um a portrait of a graduate initiative here in Littleton um it was fascinating it was D and rova um and they have brought their portrait of graduate program um across the fans pay to 12 they took their Vision that they developed at the high school and then created a ver vertical alignment document so that they could articulate what their goals looked like at K to2 what it looked like at 3 to 5 what it looked like 6 to8 and 9 to 12 um they created a walkthrough tool using the tenants of their portrait of graduate and this was all linked to their strategic plan um so the process they went through brought into this outcome that I thought looked very similar to what you had been talking about several weeks ago um they even tied their superintendent evaluation to the portrait of a graduate and their strategic plan so it was they really did Soup To Nuts they did tons of marketing around it um lots of branding and pumping everybody up about it so it was very comprehensive um and I I have a lot more about it if anybody's interested in that one we'd love to see it yeah we have nm's model it's very thorough work as well it' be nice to to see another model y see how it was fantastic they were very friendly like I went up to them afterwards and I said oh you know we're talking about something lton and they were all oh please reach out you know we love to share that was the best thing about these sessions where everybody was so open and willing to share what they had done on their journey and it's um It's a Wonderful collaboration the last one is I think less of a perfect fit but this was all about um green you know green and blue sustainability it was falus so of course they have the ocean which is the blue part but um they were talking about um outro classroom and school Gardens and stem fairs and you know they're right down there with the with Woods Hole and the MBL um but it was um just talking about how their initiative and the grants they were able to get um so I haven't I don't know if there's a coordinated effort in in the district with school Gardens and outdoor classrooms and I haven't we haven't talked much about that I'm not sure yeah but that's just another way to get engag students so anyway any of that stuff I can I can provide more so Kelly you wanted to learn more about the p and the and um the slide deck for the SOA un Port of a graduate yeah thank you okay I just want to thank both of you for taking the time to uh take part of the conference I know it's you're you're both very busy and you know the fact that you're were able to shuffle your schedule to to go down there you know meet with with colleagues and other superintendent and you know it's just for me very powerful and I'm so glad that you both of you had a good experience makes me feel good because I've always been a firm believer in that conference I think it's a great way for superintendent and SP members to to be together for a couple of days and and focus you know as as as a huge team and representing the state found out on a conference eek right yeah Janine you g to try to get there next year if you can yeah I will I've encouraged Stacy and be to get there as well um I'll take two minutes just kind of go through what I saw and uh your your comments resonated with me just now because I was thinking obviously you had a situation where you could you planned on attending this year which could but I was thinking ah it would have been so great to have Kelly you know at this at this session because we could have bounced ideas off one another afterwards or know you could have confirmed for me that some of these things were taking place and I think that was that was definitely one of the the great takeaways was some of the stuff that we heard at the conference I know we're doing because there's evidence of that all year long but the sessions that I attended I'll just go through them quickly uh I'll Circle back on this one because I thought this one was one of the better ones was datadriven decisions because we hear about that all the time but I want to talk a little bit about that um a Deb with an emphasis on the B um because I think everyone thrives better in a environment where they have a sense of belonging so that was the the Crux of that um a a budget one which was what should be in your budget document and my my joke with Steve Mark after that was if I ask St if I ask Steve to create a budget document similar to Welsley Springfield and Wester which win this National Merit Steve would probably give me his resignation right away um these budget documents are like 460 Pages searchable Fields like if anybody from the town had called to say I have a question they would refer you right back to this document it was unbelievable um a session on um uh some a presentation by firm that was the architect I believe on like three new builds and the journey that those districts had gone through which I thought was relevant of course and then a a session on um how to build relationships with other uh Municipal figures be it employees or other board members and things like that so that was of Interest as well but my takeaways on the data driven decisions and maybe perhaps for like KH Michelle in the room I'm sure you've heard them plenty of times before but um this was a unique opportunity because it was uh it was an it was a principal who was serving an interim principal ship so she kind of had the authority to do whatever she wanted for the one year that she was there and um there was a culture within this uh school where it was kind of like old old or experienced teachers ver any experienced teachers so there was a bit of a riff and uh test scores weren't at The District's expectations so she uh she kind of said I'm just GNA FP you know tear everything apart and rebuild this and one of the things that she did which I thought was very interesting was she took her like 3our lunch period because she had to run like three or four grades through lunch some of it seemed like maybe it was Old Co Pro protocols there were like 10 minutes between lunch periods because they were probably you know Clorox and everything 15 times and um she shortened that uh substantially they had some space to do so which I know you guys don't but she was an example of like thinking outside of the box which then allowed her to deploy those individuals covering that extended period of lunchtime throughout the building for some of this other stuff that went on which was they looked at the test scores and they essentially um paired teachers up not within the same grade because that would have been too controversial but uh you know third grade teachers got paired up with the fourth grade teacher or sixth grade teacher or K in second or whatever and uh they were responsible for uh visiting and observing that classroom and then the vice versa would take place and then they were to report back to the principal this was all done like of course in good faith like this we're all going to get better together was the message U what they learned from one another and um and there were like tremendous improvements so they created a plan like a two group or two person plan and they worked on it they implemented it and they retested and everything was great and it really eliminated that you know recent like new hire versus experienced teacher um sigtigma that had been there that the the crossgrade sharing of um of how lessons can be taught and things like that tremendous amount of takeaways um test scores went up and then all of a sudden everyone was all in on this of course everyone hated the idea to begin with but then once they saw the results they were like this is fantastic we got to keep doing this so it was just pretty neat to hear 45 minutes on on how a district actually executes on data dri decisions so that was neat but again as I was sitting there I was like this is very granular like this is not the role of a school Committee Member although this is interesting um and Kelly probably would have assured me that a lot of those things were taking place in our district but uh anyways food was good that's awesome was decent you know the uh hearing from what's his name Russell johnon Johnson oh yeah the new acting commissioner acting commissioner he's you know he's another Dynamic speaker he yeah great talk on Wednesday night and then dver on Thursday morning was great so well we found out why so many initiatives are coming out of desie right now because Russell Johnson is that his name Johnson yeah he's like a ball of fire so he's got all these ideas and and that so there's all these tool suddenly coming out you must be noticing it Beth right yeah and so it's I think it's because he they turning all of this and driving it yeah he's a he's the senior associate commissioner for special education he an idea guy yes so it's pretty good stuff good um all right we'll move on to our second presentation which is H Wht and wisdom so director of teaching and learning best F shering principal Michelle Kane Russell Street princip I'm sorry yeah Russell Street principal col McDonald will give a presentation on wh wiom all right so we are here to share about Whit wisdom our new K to5 literacy program as requested because we' brought it up a handful of times already at different meetings and so this evening's presentation we've broken down into four different parts thank you Dorthy for taking on the slides tonight if you don't mind going to the next slide please so our four you're right on time our four parts uh for this season presentation will be how did we get here um we're going to explain the why how behind the program and then also just show you a little bit of whats in the action um and so just to remember that we started implenting this first day of school this year it's November all new we're all still learning and figuring it out um and day by day trying to figure out what's the best way to implement um and and change and go flow with the students that are in front of us um so how did we get here we on the next slide pleasey thank you we for our curriculum Cycles have um worked with desie offers and network that's called the evaluate and select high quality instructional materials Network and so they offer it theyve offered it now for a variety of years and we've taken part in it during different times when we've needed um support with per VI Cycles the first official time we did it was with elementary math of years ago and we had a good experience with it and so we decided since literacy we knew was going to be another big one that we l Network again what's nice about the network is that it does provide some structure it provides experiences from other districts that have gone or are going through the same process and you're collaborating directly with an inhouse team but then also teams from other districts and they give you time to network and so we were able to at some point we all um and I say we all because colum was doing it maybe not with us but actually with a different District the same year and so we did go through this process together um and was able to network and figure out what are other districts doing how are you doing it how you come across this area what did you do so it is a nice opportunity for that and so there are four major phases to our curriculum review cycle and so that first phase is that learn and prepare during this phase our team um did A needs assessment we created an instructional vision statement we did discussed our priorities our parameters um the goals of our committee and our program and we did a lot of data review um and data analysis of different um assessments and sceners that we do and then we learned about what is cure rated and Ed reports which are um Ed reports is a thirdparty national reviewer evaluator of curricula and C is the Massachusetts the Des version um it's a kind of basic way to explain what those two um tools are and so being able to figure out what are those tools and how can we use them to our benefit throughout this process that learning prepare phase actually started we knew the curriculum review cycle for literacy was going to be a heavy lift and so we started that may of 2023 so it was a full the spring before diving into the actual whole review so we could get that need assessment that data um first and then after that we dive into the investigate and select portion and this is really where we reviewed the curricular landscape and by that meaning what is out there on the market what's available what's maybe um now a little bit dated but rated well what's just coming out on the market so reviewing all of that information really diving into some of the materials that are available to us and evaluating that um our preliminary review we had 16 programs that we sought off of Ed reports off of Cur and then also just our classroom teachers what are what have you heard friends in other districts using what have you heard that's good we got all that information it got us to 16 programs we then continued to dive into those materials we got ourselves down to eight which then we continued to dive deeper we got ourselves down to four which became three um and then we did some site visits um we did some field testing when we got it down to two we gathered data through this entire process in order to make us um have an informed decision of the committee that's sitting around the table to make that decision and then once we had the decision we then talk about the launch which is reiring those materials and all that that started to happen in June and over the summer and materials for our new program um it comes at a heavy price attack that it also comes in lots of boxes and by boxes then pallets um so huge thanks to Michelle Colin Andrea Rebecca Joyce hea who is um my admin assistant who herself did three pallets or four pet on her own individually over the summer it was a huge task just to undertake um emptying boxes inventorying all those materials and all of that jazz before even getting the implementation team together to do the professional learning be able to actually start using the the materials and resources in learning and so we are in phase four um actively we're implementing it we're still in implementation we're monitoring as we Implement um but that will continue as we move through and with any implementation it really takes several years um implementation can take anywhere from 3 to four to seven years that's what implantation science says and so we continue to remind our Educators that there's no expectation of perfect there's no expectation of near perfect or anything of that sort um because this is a really heavy LIF this is heavier than the math curriculum was because it's a changing mindset which Colin is going to need to um and actually yeah for um hi everyone so yeah as as mention I'll talk about the why and really that gets to why wisdom is structured the way that it is and um why it may look a little bit different than the the literacy uh that we were used to when we were in in in school or um what our teachers may have been used to teaching for the last several last several years why wisdom is is set up a little bit differently and it really comes down to well we've tried to boil it down to three different things here one the fact that it's a knowledge base uh and uh building uh background curriculum so um we'll talk about that in a second um the idea of productive struggle for students uh and finally um an isolated versus an integrated model of literacy instruction more thank you um little activity that we did with our staff members that we are going to subject the school committee to um can I please have a school committe member read that first passage on the left hand side of the building background knowledge slide we'll do it go ahead having crumbled to 214 all out with Jonathan trots 84 not out the glue cross an otherwise brittle English Innings the tourists were back in the contest when Paul collingwood's race had the host wobbling at 100 for five at the turn of the 21st over perfect read fluently all the words correct would you or another school Community member mind summarizing or giving the essential meaning of that passage pie I I think this is about a sport I know nothing about okay anyone else any other thoughts I'm betting I'm betting Cricket betting Cricket okay thought yeah that's perhaps confidence level of of those guesses medium medium five fa okay fair yes great can I have another member read this passage please sure the Mets are headed to the postseason after Francisco lindor's two-run Homer in the nth capped a wild back and forth over the final two innings Innings giving New York an 8 to7 victory over the Atlanta Braves on Monday in the opener of a makeup double header squeezed in before the start the playoffs brilliant red veryu lovely nice job would someone mind giving a summary or the essential meaning of this pass it summarizes a baseball game summarizes a baseball game confidence level in that high yeah highes we know where they are in the season brilliant it's you know yes wonderful thank you so this gets to this idea of building background knowledge which or a knowledge-based curriculum um which as you can see on the next Slide the research really shows that regardless of where we may be in our reading level or our reading abilities the more background knowledge we have about a certain topic the more we're going to be able to comprehend um what it is that is in front of us that we're reading um even if the texts are complex maybe a little bit above what we would typically call our level um if we have strong background knowledge in that topic then we are going to comprehend more so that's why Wht and wisdom is built the way that it is you'll see if you go into classrooms um walls that are full of vocab words because it's really important and helpful for our students to have built that background knowledge before they dive into these complex texts so you can see here there's a link to the actual study which which did um look at students and gave them passages about baseball and whether or not those students had strong background in baseball um the students that had a high back High background knowledge in baseball regardless of their reading ability comprehended way more than students that did not have that background knowledge so that's really one of the the cruxes that Wen wisdom is built off of it was cricket yes it was cricket yes it was we did this activity with all of our grade level teams too it was good fun to have can't even make sense yeah I know right so this is about culture this that's just an example to show how a strong background knowledge is really important we use the Sports just because I think we can be relatively confident that as people living in Massachusetts we probably have more background knowledge of baseball than we do of Cricket the actual curriculum builds knowledge in a variety of areas so there are social studies um there are there are themed units on social studies topics there are themed units on science topics so for example grade three module one um that they wrapped up recently was all about the ocean studying the ocean um module five was or module four excuse me with figurative literal heart so learning about the heart um and the body and figuratively and literally and so that's where it is um building and five right now or we're in culture um a bit of differences with culture diverse cultures and so it is the topic is and you're gonna get more to this so I'm gonna I'm gonna stop talking but there there is um it spreads to other content so it but it crosses cultures it's not how how siloed would you say this is I mean I don't mean I I I I don't want to start the I should let you finish but I it it brings up the questions of you know students for example I was just traveling in in New Mexico and I mentioned to someone I went to a PUO do you know what a PUO is it it's the it's actually a town yeah yeah but I people in New England don't know that and and oh oh was there a feast that day oh you know in New England that isn't something we would know off the time someone working at CVS asked me that right because that's part of the culture there and I if someone were to write and explain some of that in a in a paragraph for a third grader here you're right you know but what an opportunity to include those cultures yeah well that's that's that's actually a really good example because if uh terms like quo were were to come from in a third grade text we want to make sure that our students have that background knowledge of what Ablow is what culture it's part of and that that word is used so that when our students come across that word in the complex text that they're reading they're going to be like oh weblo got it no no need to explain more I already have that background knowledge built so I can get a better understanding of what this text is actually about awesome thank you yeah yeah um another big aspect of uh um wit and wisdom is the concept of productive struggle and something that we're encouraging um our teachers to really lean into um gone are the days of uh leveled readers or leveled texts Wen wisdom all has um complex texts and complex tasks that are um grade level appropriate and uh standards based so um that idea of having our students struggle productively and and wrestle with their own thinking and their own learning is is really um important to this program with the appropriate supports and scaffolds um for those students um in any way shap or form that they needed so um aligned to really clear specific goals that our teachers are reiterating every lesson there there are um wisdom is built um in arcs where you know three to seven lessons um are focused around the same um uh focusing question where students are really going deep within their learning and their reading so that they can get to those Rich answers of those questions um and then lastly the why um why Whitten wisdom is is um is structured the way that it is gets to the isolated versus the integrated model so in previous English Pro uh English language arts programs um you had all these different areas of uh an English class um or of a literacy block and they were all fairly Standalone in how they were approached so you may have had a separate vocabulary workbook that students were working out of and then when it came time to transition to conventions and usage you had a different grammar book that students would take out and um in our schedule in fact we had a separate reading block and a writing block where those things were taught um in isolation with one another um the way that the research has changed is that now having an integ model um like you see on the right hand side there um where we are at the at the center of that instruction our topics and texts and we are integrating all of those different elements of literacy instruction within those topics and texts so our students are writing about what they're reading they are using vocabulary from what they are reading about they are uh participating in Socratic seminars and speaking and listening to their peers about the topics and texts that they're reading about um so that it is more integrated in the way that we actually interact with the world around us we don't do things in isolation we integrate all of our knowledge together um and all of those skills that we have um together and that really comes from one more D thank you um from the way that uh wh wisdom is focused around essential questions so for instance um our fourth graders just started this module and for the next two and a half months they're going to be working through the question question of how does a challenging setting or physical environment change a person so they're reading texts they're reading a survival guide they're reading Hatchet they're reading short stories they're having discussions all around that one question while also practicing their reading fluency and speaking in listenting to one another and asking important questions and learning how to improve their writing and learning vocabulary and how to uh you know appropriately use the gron conventions to get at that essential question so it's integrating all of that around that essential question so that's kind of a short why WSM is structured little and now have okay I'm gonna share with you um the how we started how how we're here so this summer as Beth had on a previous side she put together um an all call for an implementation team so we had members from kindergarten from grade five um one person all the admin building administration were on the team Beth was on the team we spent I think almost every Thursday or throughout the summer working on um unpacking the modules so every grade level has four modules and they are based on that one essential question that colum was talking about so most of our actually all of our grade levels are in their second module right now so if you look on the left where it says module an essential question so those are five examples of the first module from each grade so kindar did five senses second grade golded books all the way down to fifth grade cultures in conflict and there was one essential question as college has had in the last slide that one question is threaded through each of that modules so 30 plus lessons that are based on that essential question so this summer with the implementation team we really unpacked the first module the first book looking at how are we going to teach this what is the vocabulary how do we set up the slides um some of us had gone on some site visits in the spring so we had um worked with uh someone from another school you know at the end of it that came over and provided us some of the um tips and tricks that help them because it has been a a heavy heavy lift for our staff you know a knowledge uh building curriculum is different than what we had before so we spent this summer um the five grade level members and the admin team really prepping for the teachers when they came in um we are continuously going through the professional development our implement ation team has not stopped we meet every month twice a month every three weeks um every three weeks and we come back and we talk about what's going well what are we changing what do we need to look at um starting to dive into the data once we're comfortable with okay do we have our feet on the ground we moving ahead um and the the last piece about the how is really the communication like constantly communicating what are you trying I tried this um I mean I I was in a classroom the other day and I was watching it in wisdom and two times the two teachers went trapis but did you get this part and it was so great and they're looking at me like oh my gosh and I said this is great this is how we learn we talk to each other we say I tried this this didn't go well and we're supposed to do that but you doing that whole group or you breaking them up so it is it is great to see the teachers learning together and supporting each other because it is different and it is hard for them and we keep telling them the famous phrase brace and space we are going through this and we are it's going to be a couple years before we feel really good um so to jump back to the slide on the left I just listed five modules as I said there's four modules in each gray level so everybody is now in their second module um so we start with like a big umbrella of the module and the essential questions and then there are four five arcs in each one in each module so those four or five arcs break down to Five Lessons maybe it get baries that are in that one Arc focusing on one question so you have your essential question then you have maybe four or five arcs that have four or five um focusing question tasks that are all coming back to support that essential question I'm using my hands I'm a visual learner I think of the the arcs um and then when you break each Arc down which probably has you know four five maybe six lessons you'll see on the we write in the slide that there is that's the sequence of how the lesson flows and we have big stars next to the learn because that is where the bulk of the lesson is that is where the bulk of the building of that knowledge happens um paen talked about grade level text you know a lot of times every time sorry you will hear the teacher reading the story first the teacher will read the story second then they will break down and they will do a fluency passage and they'll read a piece of it so they're building that knowledge together with the teachers starting and then eventually letting the students off on their own releasing that scaffold and then breaking them down so you'll see that um sometimes in the launch sometimes you'll you'll see it as a uh like a homework piece but we're not really spending it home it's just really practice um so you have your your welcome your launch learn is the heart of the lesson um Landing is where they are wrapping it up and then Deep dive usually consists of vocabulary or um uh grammar thank you about so that is that's the how that's the makeup of the program oh next SL please Dorothy this is a picture of the top section I'll have col and talk about in a second I'm just going to jump to the bottom so in the bottom on the left you can see that's Mrs Hol a second grade teacher we this I think I sna this Monday they had just started um a new lesson I'm sorry a new module each let me go back one second each module has a number of authentic texts in there so the students are reading you know four books three books in an arc and then the next Arc has two books and there might be a poem there might be a piece of art um they're analyzing all this information as text even art as text so she was reading this book to the kids on the rug um the one in the center in the right was a kindergarten classroom they are currently um in and their module is about Seasons so they were learning about um fall winter spring and a summer and on the right is the kindergartener who wrote the nights are long which for kinderart and this is like a five almost six year old and she got her name right that's little Iris the you can see the Knight is she's got s and then long she's kind of stretching that so again using some of the the letters um the um foundations program that they use and starting what they had to do is they Mrs um B read the book to them and they had to go into the text you can see a sticky note in the middle picture they had to find something that they were going to write about and this was one lesson reading the book to them finding a sticky note and what do what do you see in this picture and she remembered the nights are long so do you want to talk about yeah sure um so the the three pictures on top are from Russell Street um that first picture on the top left comes from one of our student workbooks or our student binders I want to give a shout out to all of our teachers who took all materials from those boxes and from those pallets um and through our work over the summer with the implementation team and some of the guidance that we got from another District who's a few more years into their implementation um our teachers have been taking the the materials from wit and wisdom and adapting and adapting them to meet the needs of our students sometimes you know giving more space on a page for students to write or maybe um getting some guiding questions for students so uh our students all have uh binders they're working out of to do all of their work um in the middle picture there uh I can't tell you how many times I'll go into a classroom and students are up and out of their seats and moving around and doing things on chart paper there are so many um cool different types of lessons this is obviously something where students are making observations and wonderings about a text that they were interacting with and going up and putting their sticky notes and looking at their peers sticky notes and seeing if they have similar comments and putting check marks next to the ones that are similar to theirs um and then the third picture on the right there is a a small snapshot of some of the vocabulary that our students are working on all of our classrooms have vocab word walls um as they get into new texts and new topics they are always adding those vocab cards uh Mr mono and I dressed up as W wisdom for Halloween this year so we had vocab cards all over ourselves in a in a big lemonade sheat so that's fun but I also do want to point out um you can see in that picture there's art vocabulary there and as Michelle mentioned there are a lot of tie-ins to the Arts within Whitten wisdom um each module has uh different pieces of artwork that students are again looking at through that essential question and dissecting and investigating that those works of art um through the lens of both an artist and a reader um and I want to give a shout out to miss hemus as well our art teacher in B schools who has really taken all of those pieces of Art and uh are integrating them into her art UA class as well I know she's working on Frank Lloyd Wright with one of the grade levels right now because that's coming up in in their module at Russell Street so she's you know talking about different styles of architecture in her art class because it's coming up in their written wisdom so um a lot of great work happening all over the place I was in just to tack onto that I was in a first gr classroom one day this week and one of the kids that I've seen that painting before and another the kid sh in yeah we just did that with Mrs hemus so it was like oh like the lights are clicking right they're making those connections um another kid was like we did that and oh yeah we did that that was was great I think that is the end of our presentation at the moment um I do want to add that PD is still ongoing as I mentioned um the implantation team we still have that we just sent I think every grade level grade two is coming up every grade level has gone on another visit to North Anover a few people went from the reading curriculum committee back in the spring but now that we've got our feet wet we're moving forward um I mean my kindergarten first grade teachers came back and were elated and second grade was like oh we didn't see the email can we go and Mrs steel made it happen and I just we're making progress but it is it is hard it is hard work for our teachers and I I think what said you guys are so far ahead of the game and so that made them feel good but they're like we know where you are and one of the present is called it the valley of Despair so sometimes we're there and sometimes we're climbing out and we're helping each other and you know I think it's getting a little bit easier but it's it's a lot of planning a lot of preparation um different curcum than we used to but teachers are are making it work questions questions comments J you want to start yeah um is there a direct line between this into um in Junior and Senior High School um working with analytical and critical thinking which is what this sounds like it's really prepping for like is there a a curriculum Arc so we have um so there is like an interesting split from five to six right so our goes through five our curriculum M Elementary level and then six to 12 um the Departments majority of the Departments are read well so there is kind of this natural slip between six however I will say what our grades five and 16 do very well if they communicate with each other to ensure that there is a smooth as possible transition not only between schools right that happens between all of our shifts between schools um but also with regards to critic content and so when we've had our curriculum reviews we've invited our six to 12 curriculum coordinators to be part of that process in any way shap perform that they are able and willing to be part of that process so that they are able to help in form at the once student gets through grade five what they may experience since 6 through 12 but also so that they have a heads up of this is kind of the direction that it's changing into um so that way that that continuation can happen and can exist so it doesn't sound like there's a formal Arc but there's but but we're working to create an informal continuation yes yeah are there curriculum changes all of them change five and six so that does the formal the formal connectedness does shift but the skills is certainly a continuation thanks it will become more formalized at time we're we're going to have a group of students coming up from elementary school that really are are used to interdisplinary learning project based learning and that shift that mindset shift is going to be necessary for those students to continue on that trajectory so I just it's kind of interesting to watch that process as unold you especially when you're starting Grassroots that prek up and and U and the shift is successful but there's you know starting starting next year in our Middle School the grade six teachers are going to be faced with that that mind shift there was no difference was a little bit different when we integrated technology I mean we had classes that uh are or schools the middle school for example was was soaring along and the high school teachers had to adjust to that rather quickly and shift their mindset in terms of how to use technology to to enhance learning opportunities for students so kind of a nice way of of imple implementing the shifts of instructional pedagogy I'm really excited about this because this is this is something that uh in my opinion is going to be a game changer when when you when you start integrating the curriculum into into your Ela I mean it just brings everybody together and we talk about our shoing project can't get off that Shak project talk about it for two seconds I mean these are some of the things that we're we're doing and and as a result of that the the design of the shaker school is specific to these kinds of things and it's all for giving our students those opportunities to to interact learn things in an interdisciplinary fashion and it it's the amount of learning that is going to happen as a result of this shift is going to be incredible I already see it I mean I've been in in grade two classrooms and the vocabulary that they've been starting to use is mindblowing because that Foundation is being built and then they get excited about this new knowledge that they're learning and then they're they're fired up about writing so I'm so excited about this and and I can't you know hardly wait to to see this next year it's going to be huge in terms of what our students are doing so well J mean you asked a good question and we talk about that a lot at a grade at different grade levels it's going to be interesting to see three or four years how are these kids coming in answering questions for the middle school you know I think um Colin's fifth grade team has the heaviest lift because we're building it for them so I think it's so hard for grade five but in four or five years what's that going to look like for grade five when they have learned this language they learned you know all of the skills that we're building so it's going to be interesting to see if this critical thinking this different type of um displaying information sharing information communicating How would fects them Middle School and High School interesting that's why I was asking with the program I don't think we'll see it for a few years like four years yeah I'm I'm so excited about this this s I'm very impressed with the process for selecting this and all the steps you went through to make sure this was going to be the right fit for little so thank you for all that hard work and also it's really impressive how invested principles are in this because we shouldn't take that for granted that does not happen in every District that principles get involved with being gaining such a deep knowledge of the curriculum and then being a leader in your school for driving the initiative like that's I think I think we're so used to seeing it in Littleton that we think it's like that everywhere and it is not so I so thank you and with all the other things you have going on you know that you are so invested in it's just really exciting and this looks really Angy based to me which um aligns with so many other objectives that we have for you know student discourse and critical thinking yeah it's it's great so I did have three questions I'll try not to walk too long but um I just want to make sure I understand so there's one essential question for the mod the first module across kf5 across so in so if you're in kindergarten their first module was called the census is one essential question for that module okay but it's not the same essential question because I thought that would be mindblowing that Inc okay yeah so one essential question for every module so every grade level will have four essential questions that makes more sense yes um and what is the best practice now with teaching vocabulary I know it's kind of been all over the place so where did it land with this curriculum because we talk so much about you know don't pre- it teach it in context but yeah what is how I'll start I'll start and then you can feel free to jump in that's one of the things that they the trainers told us is that don't put the word up yet on your wall like col when Colin showed that that's after they taught it because they do want the kids to have that productive struggle they want them to have the conversation they want the teacher to read the book and kind of figure things out there is a lot of instruction in vocabulary in the Deep dive which is part of the lesson at the end so there's instruction about it there's questions about it um they talk about it it's posted up there they have the visual they have the words so it's taught in context not in isolation Okay and so it sounds like it's getting hit for multiple points in a certain lesson no yeah I would just say it it it is continuously brought up throughout the entirety of the module um you know a vocab word will be will be taught and then students are expected to use that vocabulary word in their own writing I was in a fourth grade class last week witnessing a Socratic seminar which was is basically a student Le discussion and the teacher was encouraging students to try to use at least three of their vocab words during that discussion so that they can practice using that those vocab words in a conversation so it's always coming back up and around after it's been explicitly taught to the kids love that and so my last question is um this is I understand what shift this is for the teachers because it's a a huge shift in mindset from what they were doing before which um relied on a real belief system so you have to kind of get them pull them out of the belief system and then this is another completely different philosophy so um you were talking about productive struggle which I think is so important um how do you support teachers with that productive struggle um when you know they're if something doesn't go well and how do you keep them from saying these kids can't do this uh a couple things are coming to mind so first uh wi wisdom is the way that it's structured is I don't want to say spiraled but there are skills that can that come up continuously throughout the year so if a student isn't mastering a skill the first time they're exposed to it we're not going to belabor that or or Hal everything that we're doing until everybody has Mastery because we know if we look forward in the scope and sequence that skill is going to come up again and we're going to see a little bit of progress for students a little B later in the year and again later in the year so by the end of the year they're going to have um multiple exposures to that skill so that they can continually get better the other thing that I'm thinking of is um we've been talking a lot in our implementation team and as Amendment team about about how we scaffold appropriately for students um we want to scaffold not rescue so a lot of times teachers if a student's struggling they really want to just make sure that that they're getting it but sometimes what that leads to is a little too much handholding and we we're always encouraging our teachers to to scaffold just to that you know zone of proximal development or wherever a student may be so that they can get there on their own with the tools that are right for that student I just want to add also our special education teachers went through this training as well and they are integral parts of creating that scaffold for students with disabil ities um there's also a resource that um we have found useful it's called the multilingual resource um for multilingual learners but we have found that the approaches are really first students who are struggling so we've pulled some of those scaffolds in to help the kids um until they're able to maybe lean away from them and they can no go ahead we also talk about productive struggle as adults right like how we are productively struggling currently right and it's okay to like acknowledge that show that and and share that with a colleague because you'll realize you're what you're struggling with someone else is also struggling with right and so we support our students and encourage our students to experience productive struggle but it's also a really good way for any learner to learn and so we encourage that's why Grace in space but also like constant communication um so that way people know you're not alone in any of this struggle that you're having yeah I love how you've set up the system so that the teachers feel like they're on a collaborative team that they're not isolated struggling with this on their own so really it feels like you've you've launched this in the best way possible so I and I think the part of the admin team too is going through that struggle with them so you talked about us you know being there and you don't see this in other districts it really was that they felt supported truly supported during every meeting um curriculum meetings implementation team meetings gr level meetings I think every lesson every week I'm in somebody we're all in somebody's classroom look at it saying what do you mean how's it going how is that watching them talk so it's really just being there walking the walk with them so thank you for all you're doing this is amazing um I so I poked around the internet I went with them got a couple questions um by and large it seems like it's a terrific program I'm thrilled that we selected it and then uh they were diving on in I was curious about some of the feedback I saw um districts that have implemented this in the past perhaps you know W and wisdom has evolved since we've gotten our crack at it but initial feedback was like the pacing of of this seems to be difficult um so they were saying like to tackle one of these lessons it's essentially like you kind of need to dedicate 90 minutes a day for youra and I was just wondering do we have 90 minutes in a day or do we need to think about our schedule and potentially allow for more Ela time since we have you know we're we're teaching science through reading weing math you know where where that cross curriculum thing that's happening with this program do we have enough room in our schedule for I'm seeing shaking head so we're all set there yeah say I'm happy to start and then yeah um yes that is a huge concern and I think for any District sorry I don't know supposed to be standing micophone yeah um that is a major when a barrier when it comes to W wisdom we are able to have 90 minutes so 1 through five have 90 minutes a day dedicated for literacy like Colin said in the past we've had 45 minutes for reading 45 minutes for writing we combined that time so are we do have 90 minutes with that being said still a struggle it's still difficult particularly because it's a new curriculum any curriculum right it could be a 45 minute lesson you would struggle to get it in 16 minutes right like anything new just because you're still learning it yourself it's hard and takes more time to put it into play but the benefit is that we do in our schedules have the 90 minutes pay is different in the sense that they have slightly less time they have the 75 minutes um in their schedule um but they also have less lessons so they have a little bit more time within the school year whereas grade five in our pacing guide that we maed out this summer they they're to June 16th we you know they because they just have more lessons and so um every grade level is slightly different um with that but we do have the time within our schedule as it lies currently so in the spring when this program was selected both of our schools were kind of holding on schedules to see what we had to allot so we really did pre-think that before we built our schedule so everything was on hold until June 6 I'll let forget that day because I was like we usually have our schedules done for the following year um but we had to wait because we knew that if this program was chosen we need a dedicated 90 minutes um what we have found is some of the lessons take to days some of them don't Beth just mentioned that we created a pacing gu that was part of the implementation in summer so what we did was we broke down each of the four modules and we dedicated a period of time that we are all going to stop on November 4th and then we'll have a few catchup days and then we're all going to start module two no matter where you are just finishing the arc that you're in so that you finished all of the um send all the content framing questions and all the craft questions that are tied to the um focusing question task so when she says grade five she's talking about that math because they have so many lessons they are going all the way up most of them stop around miday but there is this catchup time that if the lesson is taking two days it's okay because we have these times but we do have hard stops start module two hard Stop to Start module three and four so that we can at least get our feet in all of the modules and see what they all look like and we did that as a way to because that's a barrier right because you some districts told us last year we did visits that they were doing module one into January and that I mean that's half your school year and you have four modules and you're only doing one right and so that's why we've already we're in module two already um looking at the school year trying to break it down theing is it's a concern yep um and I I so I think other districts they got the material they they they started it and they were like whoa we're we're behind grade level here and you know we have Massachusetts has a Zone standard for grade level and we just got the mcast information so we kind of know who's on grade level who's meet you know partially meeting that meeting as it relates to Massachusetts standards but you know maybe just something think about since it's a national program um what are our thoughts on that but uh this question's kind of too late to be asked but I'm still kind of curious did we did we screen books um as it relates to the Whit wisdom program or did we just like push the submit button and all the pallets showed up and we got everything or did we have a committee go through because I I mean it's not we we don't have parents coming in here saying this book's too early for this you know for this uh grade level and all that good stuff these concepts are too too far Advanced you're you're showing the Dark Side of History too early um but that certainly is taking place other places did we consider any of that or oh yes Lots talk lots of conversations yeah yeah certainly so I mean it's all part of the curriculum right and the they were very strategic and intentional in the books that they put into the program and it is one thing that it does not avoid hard history it does not avoid hard topics right um we did preview and especially during field testing some of the actual books were used and taught and lessons and we've had conversations about that um and our educators are using family letters to let people know about what what's being covered in this module how being covered um Colin and I continue to have conversations about our resources and and how moving forward and what that looks like and what that can look like so yes we certainly preview okay before before we hit the go on that and my last questions is there's which I'm sure you're aware but it's you know like English language Learners those on IEP those who for learning disability or um those that are maybe behind Free level reading you know it's like this is going to be extra hard for them um so it's you know related back to your question is what additional supports are in place or do we have to be up the supports because the rigor of Whitten wisdom is that you know it build if you don't it's like reading that Cricket passage were like what are you talking about um so it's just something that we're all need to be aware of and make sure that those uh supports um take place you could get lost quickly if the class is moving along and you're not grasping what's being taught great one of the things we found and we're probably going to do a better job next year because we know better we can do better is to really try to lock all the children in for the first 45 minutes of the W wisdom lesson because that is where all that building knowledge happens and then it kind of breaks out into activities that can be scaffolded but really trying to keep the kids in there to talk to hear everything to listen to the teacher to have the conversations and then it comes to the independent work that needs to be scaffolded so we've tried to move schedules around but this is something that once we started talking with Ali Gilman Gilman our director of special education she reached out to a few other teams and SS I think you did as well be as we were trying to say all right how do we have these kids get the most information so they can read a little bit in that Cricut packet and that's going to happen within the first 45 minutes of that lesson so we're really trying to keep all kids there as engaged as possible to get that bit of information before we scaffold it that's one thing and we have been moving in that direction before we implemented this curriculum I mean we pushed hard as a district to to be as inclusive as possible have every child be be in front of the teacher that is the expert of that particular subject discipline know it's a balance but we we are very uh cognant of the the need to to have have every student possible in that that uh classroom where that kind of inspection so we envision as we continue to integrate that you're GNA we're going to see more movement um Specialists into the classroom and and then going out in small groups after that instruction is happen and maybe some team teaching going does the program give suggestions for um accommodating students with disabilities or multilingual Learners or does it really come from your the expertise in your building so the way the pro the program is regress there's no denying and everyone we talk to guys put it into play we'll say it's a rigorous program right so the key is really how do we make entry points how do we make multiple access points so that all students no matter where they're starting from can get into it and so one of the factors that we liked was the lesson structure in set up and so each lesson has a different um a different style to it and so there are some lessons that are no matter who's in the space it's accessible because the style of lesson it is there's a lot of noticing wondering so student can have the book in their hands and they're flipping through the pages looking at more of the pictures than they are the words right so there is an entry level part of so that's the the program the structure which is kind of what we like that it's Rous but like the structure to support there there is Michelle mentioned the mlr the multilingual resource which we have continuously gone back to them and said we know you call the multilingual resource but this is just good practice for any type of student um they keep maintaining the name multilingual resource whatever but we continue to say that people use that no matter what student you're looking at because it has good ideas and good practices one struggle that is a difficulty right is that it's not a program that says here are 10 scaffolded resources that you can pick from to implement with a student that has X Y or Z right or this particular learning profile and so that's where our special education educators are working with our general education Educators and really trying to create okay what is what is the entry point for this student to this lesson and creating it and so that's why there's a lot of those scaffolds being created and made which is what makes year one incredibly heavy of a lift um and as we continue to move forward we'll have those kind of tools in our tool belt to be able to pull from but they're they're in creation mode right now which is part of why when we talk with teachers it's a lot of it's a lot of time and a lot of work because there are students with varying needs so it's it's a matter and I if my memory Serv in right I believe there are some scaffolds mentioned in each of the lessons it's like a little gray box that has some ideas as well um but again is the tailor to the means of the kids in front of those Educators so it's this is why it's it's hard it's making sure every kid like that said has a way to connect and access so great that you're approaching it in with such a team approach what how did you say a space and Grace yeah Grace space Grace in space that's a that's that allows teachers to be vulnerable knowing that everyone's in the same boat and that it is rigorous but um but so exciting so I'll share I think a fun story so my third grader I'm like hope school thing you get the good Vine like the one word answer right so uh it gets flushed out that she had a special guest on the classroom today I'm like oh really the whole day and she's like no just during Whit and wisdom and I'm like oh yeah tell me about that so then you know all of a sudden it's like a 50-minute conversation we read this book it's about Galileo he's from here he did this he prototyped telescopes he learned about the moon and it was bumpy and all like so I mean it was it was pretty cool like it wasn't just school was fine it was like let me tell you everything I learned about it today's W wisdom thing so um it's like firsthand evidence that it works great anote yeah thank you for sharing yeah it's those stories that like right need to be shared and heard right like 10 minutes later I'm on YouTube and someone's reading the book to me and she's like pointing out the pictures and stuff today's lesson so yeah Jen Jones this afternoon and she was showing a video that was part of the wisdom lesson and the kids were like we want to keep watching it we don't want to stop we want to find out what happens she go can we have she was saying can we watch during snack so it was just great to see those pockets of excitement to hear that it's great fth graders are studying word playing they were watching the a Castell a Costello who's on first week so I seen a lot of that Castell hear that through the hall the next two weeks right that's great all right well I'm glad we asked for you to explain this to us this was thank you thank you you can tell Jason that you all got appuse all right presentation number three an update on the cross District PD day seal again take it away sorry all right cross District PD Anda so pleas don't feel that you have to stay long drives are had and long days I don't know if I'm able to give you a but giving you a pass confidence right now official pass thank you Bel had a lot of late nights L exactly yes all right so cross District professional development um this year it was on November 5th 2024 um just a couple weeks ago uh always fall on that election day um and so this year next slide Dy please with our eighth year participating in this cross-district professional development we have over these past eight years with two neighboring districts so a Regional School District as well as Harvard um school district and so the three of us come together and it really does take a year of planning and figuring out um what are we going to do how do we go last year how do we improve all of these good things and so um we also rotate who hosts it and so this year the day was hosted by air Shirley at their High School um and so it was the second time but it been a while since we've been there so it was it felt kind of like a a new space again to us um and it's always interesting when you go to a somewhat new building and particularly now with our shaker Lane building project being in somewhat new schools and kind of seeing oh how they built it and all that really interesting too so a a nice lens for those of us that are doing um that project here in town as well so we have about 300 Educators um participate in that's okay in the um Day this year and then we had throughout the course of the day we had 43 workshops um and they were divided into different sessions and then on that previous slide on the right you saw a flyer um you go back there we go perfect thank you um that flyer on the right there educating for a better future for all was the title of our day this year um with Miss some brief Snippets was kind of our save the date that we sent out early in the fall to let our Educators know the theme and what was be happening um a big thank you to Paul Orek he's our library media center specialist at the high school and he for the past several years I have just sent him an email saying here's the theme um or here's the title of the day here's the Cent information can you create something and every time every year we're always so impressed with his creativity um I just it's it's really wonderful so kudos to Paul and and big thank you to him for creating get another really nice flyer for us on the next slide you will see the agenda for the day and so you see um we welcomed people who were able to come in grab some light Refreshments catch up um what's interesting is arriving to the conference we have we have people arriving just before 8:00 and 8 to 8:30 they were just able to gather together and so it was nice for people to see each other to sit even just Within littleon they were able to connect with people that they don't typically see at other schools and then also because we've been doing this for so many years they're able to they now have those relationships for some with from other districts so it was F for them to connect with those individuals which is always kind of fun um and nice to see and so we do support Bingo throughout the entire day which is a fun way to keep um people engaged and keep um different activities going and again to really um harness and support that relationship building between individuals day so you'll see that the day was structured really into 4 five if we include lunch so lunch's important five parts um so we this year Dove right into workshops feedback that we've received from the past was let's try not doing a not just let's just get into it and so um as you can imagine our team had a lot of discussion about the pros of that the cons of that all of these good things and we said let's do it let's try it see how it goes and we got really great feedback about this this structure this year which was exciting and so what ended up happening like I said we had 43 workshops those 43 workshops were divided into these different Workshop times so they were 60 Minutes a piece so people started at their 8:45 to 9:45 workshop and then they had 15 minutes to find their way to their second Workshop um and then we had lunch um in a in a large space and what happened to be um November 5th was a gorgeous day outside it was a warm November day so people were able to eat outside they were able to go for a walk outside um one of the uh and we'll see in the feedback um you never know sometimes with that many people in you're serving how quickly the line quickly or slowly the line is going to go and so we provided a good amount of lunch time um in order for that to happen also as Educators you know as you know professionals sometimes don't get a lot of time for lunch and this is the day that we said you want what you can sit down you can eat your lunch you can socialize you can catch up on what you've learned and all that good stuff um and some feedback was like can you shorten lunch time um which is just really funny uh because you're like sure like that you know interesting but also it's because the lunch lines went really you know that was really well done and strategically placed so there were a lot of good factors happening there um and so the after lunch we had one another Workshop um um where there were again VAR sessions so there were 43 total sessions I'm saying but there were um some that were doubled up meaning offered more than in one Workshop session time frame um and so each Workshop session had about 15 to 17 options to pick from um and I will see them on the next slides they're for every single Workshop session I had a difficult time picking which Workshop I wanted to actually go to um because there were just so many really wonderful options this year and then we always incorporate um Department time or grade level team time within the day for those individuals at a particular grade level or within a department to come together um to share what they learn during the day but then also to touch based on what's going on within your content area within your grade level what you're implementing what's happening all of those other things so it's time for them to really kind of dig into what they want to talk about we do provide a protocol if they choose to participate in the protocol if they want and that sort of structure um but a lot of times they have their own ongoings and it's really time for them to catch up on that and then we always do a feedback survey um at the end of the day to see um what we can what went well and what we can improve upon over the next couple of slides you'll see the varied Workshop titles that were offered during each session um each session had a handful of workshops that were offered by Littleton Educators during the first Workshop I was running around trying to get pictures um and then workshop two and three I just I I got sucked in to the workshops and I couldn't meet the spaces and so um I didn't necessarily get pictures of all of our our wonderful presenters but on the top left you can see Nicole Patterson and Susan Mitchell um who were offering a workshop now the use support of the standards um and in the bottom left you see R McKinley um and then in the distance of that photo you can see s Mitchell hi and that half who shared about their empowered families which is really wonderful event that um they have created and built up across the street over the years and so sharing uh their experience through that new this year during Workshop one the last Workshop there it was a student teaching teachers pilot and so we had students um from Littleton high school that worked with Julie board there were um four students who really wanted to demonstrate how Cana can be us in the classroom and how we can use that as a tool as a learn as a teaching to in the classroom and so these four students collaborated with Julie L to create a presentation for teachers on this day and they came and offered this workshop and it was really awesome um so we had students teaching teachers the professional development right which um I've heard in various places and it's always kind of like does it work how does it work um it works it was great really well received the students did a lovely job um and then the Educators that participated in that that really felt like they got a lot out of it and so we were happy with that mini pilot that we did and it's something that we're going to consider um expanding upon for future years which is exciting workshop two on the next slide pleas tooy again you see some of our um Lon Educators on the right Julie Ward Cody Fon from the tech department um offered a session related to Ai and then um some of our members of our special education department Ali Gilman Mike Jarvis and Mar desence offered two work shops one specifically because we have new the new IEP was released and so they offered one Workshop here towards um special education Educators and they had one Workshop here towards general education Educators being able to say here's the new IP this is how you read it and all those good things and then the third workshop on the next slide please again a whole variety of options um for Ed our Educators to pick from um Glen snow offered a self-care Workshop um that's pictur in that top picture and then the bottom picture we have Crystal Deion our seventh grade science educator at the middle school and Meredith Perry our Wellness um health and wellness educator at high school elaborated on a session on AI using AI to really understand and teaches the standards um so lots of variety and options um and we brought in not only our own Educators Educators from the other districts provided workshops and then we brought it a handful of of of outside Consultants to offer some of these workshops as well um some of the ones that we kind of we knew our Educators were going to want to attend because of previous feedback because of just ongoing current conversations in our districts of who's going to attend what um and so it was nice to be able to bring in some outside Consultants too to offer that as spot and then on the next slide shows some of that fun we um during during a PD day um can be as exhausting as any other school day and so we try to make sure that we build in some fun to have Z okay so like I said we have that Bingo board um and then Bingo prizes that whenever any completed Bingo Lobby and pick up and they prize and then the two videos that are here are from um the self- care for educators workshop and this was an outside consultant that was brought in to talk about selfcare and different strategies that can be had and you'll see um in a good am other video shows [Music] so they definitely had a good time but also afterwards um after each of those sessions someone would come up to me and say that was such a good session because I it talked about different ways we can do and we learn and dance I can teach it to you like gonna need to learn as I so I haven't learned it yet but it is on my to-do list um to to learn that with them as spot perfect go thank you Dy um we always CCT feedback at the end of the day just to see what went well what can improved upon anything of that sort and so the workshops we asked our Educators to rate the workshop um from one to five of you know effectiveness of what did you get out of it and so um we were really impressed with with the results of the workshops this year really high ratings of our workshops um which to us indicates we we got the topics offered that people wanted to attend and wanted to learn and the presenters did an amazing job actually making sure that the information was conveyed in a clear way that the Educators were able to take that and go from there and so we have some quotes from some of our Educators um liking the variety of topics of how they were able to kind of put what they learned right into action right right into play so it was really nice um and even jumping out the the K presentation having the students and then one other piece of um the feedback is that the feedback is always a lot of information it's a lot of information to read to digest and to go through and we go through all of it um but considering the increase of the topic of AI um and the different AI workshops that were offered Julie lord said why don't I take all this feedback and put it into Ai and let's just get a quick review of what what the what what it said and so on the next slide you will see exactly that and so we ended up putting the feedback into Ai and said can you summarize this this PD day for us um and give me you know feedback how it was recommendations for improvement and all this good stuff and so this is what came out and it's funny because Julie shared it and she was like Hey look at this and so she shared it with us and I was like okay interesting like it is really interesting and then I went and read the feedback and I was like holy cow I didn't think to actually read the feedback AI definitely got the nail on the head with the review of it um so it's always just kind of nice to see like how accurate is that summarizing of it um but it was it was really accurate uh with regards to what I read in all of the feedback from our Educators and so um major takeaways for us is that we uh this year people really enjoyed the no keynote and just backing into the workshop so that's something that we might continue to explore um reexamining the schedule and looking at the time frame of the different items that are offered making sure that the length of things including lunch is just right um and then continuing with you know making sure that we have a good variety of content outside providers to be able to provide that support on that day for for our Educators so that is a a overview of our process from this year um I have I love how you this feels like a conference but it's it just I can't go I um but I it just s such a message of respect for the teachers like that you value them and you want to give them a good experience you want to treat them like grown-ups you know which I think sometimes in the teaching profession you kind of you know you're in there with the kids and you don't get these professional experiences so this is this is fantastic so the I did have one question um like a teacher could kind of Bounce from Workshop to Workshop to Workshop without necessarily having a through line of something that they're trying to learn more deeply um I don't even know if desie still talking about individual professional development plans is that still a thing yes um do you ask teachers to develop a plan that would guide their path through these workshops so so um we ask the JS to we always send ahead of time like here are the workships that are going to be offered on this day here's a little info about them and then before the day we do ask for signups ahead of time so that way people are are able to of look through and see what they want and whatnot um we do allow that that choice stay have um or signing up you know a couple days ahead of time because we also know that our educators are never just working on one thing at a time right we know when we go for recertification we have to to have certain amount of pdps in pedagogy a certain amount of SEI a certain amount right in these different categories and so being able to attend different sessions helps them kind of potentially build up those professional learning hours that they can handle and create pdps from in the past on this day we have provided Pathways um and that it went well it the feedback on it wasn't like this is awesome we should totally do pass with every year um I think there is some day of people can definitely there's enough for people to create their own through line someone could have been in AI the entire day someone could have been um right in self-care majority of the day and so there's definitely the through line that can be made if a teacher wants but it's not forced by any means I'm going to use the the phrase you know professionals want to do things things with you not you doing things for them all the time and philosophically we have a firm belief that we we've hired great professionals and we need to give them the freedom to make a choice that's how they become better rather than uh being directed all the time I mean we have enough Direction in our district with in terms of initiatives and uh you know that ability to for spontaneity is an important part of profession yeah I mean I've just I've worked in some districts where it seems like every District interprets the PDP rules differently is interesting to me but um in some districts where I've worked like you you would have to bundle the 10 PD the 10 contact hours into pdps you would also have to have a reflection but that's that was just one District's interpretation that's not it depends you're supposed to have a product of learning in some ways perform and so a lot of a lot of districts will do a reflection on that um and it's interesting too because the the I um PDP is an independent right and so we as a district can kind of provide as much support or as little support um we like to ensure that we're providing as much support as we can without kind of going overboard and being and we're not we're not the license Authority I it's a professional obligation from a a litigation standpoint uh we're as a superintendent's precaution that you know you you keep that keep it as a professional responsibility because the minute you dip your toe in the water too far you're going to inherit liability for for the teachers so we what we do is we we certainly send out notices when their certification is coming up ETA we really don't have to do that but it's it's good for us to do it because we we keep tabs on them and and you know teachers are busy and sometimes that that little bit of a nod and recognition that your certification is up in six months us know you can help you with P that's a nice service you provide what's that that's a nice service you provide it has really helped us throughout the years rather than having people panic at the last minute thank you very [Music] much right that concludes presentation for the evening we our second opportunity for interested citizens all right we'll roll through some subcommittee reports pretty quickly um J wasn't able to make this week's meeting so Kelly do you have any updates from pnbc and the Shaker Lan building committee I know they had another T this week nothing from amdc I have been involved at u a meeting couple of meetings just talking about Capital items Etc with uh the vcom representatives and S board representatives and they've been very helpful in terms of trying to trying to create a unified approach to to taking care of capital UNS in our districts very productive so other than that I haven't uh St my toe in the water in terms of what these capital projects are uh Shaker Lane uh building committee we did have another meeting uh Tuesday night week seems to blend at times and uh we had around 30 people come out for the tour and we've uh you know at that meeting we voted on the uh project design submission and it was unanimous that we uh submitted the upperfield uh high school or shaking bill that document that I think I was talking to you as I was trying to finish reading it was over 500 pages that was submitted to NBA uh these sessions have been really valuable trying to get an idea of of how we build the story terms of uh demonstrating their needs for reimagining shaking away in school for youngest leers has been extremely helpful and is giving us some good guidance as we we continue to tell our story it's like writing the book I mean you start you start with the kind of an overview and then you you focus on some areas and now we as I mentioned uh that evening is we need to now connect everything we're talking about to Student Learning uh student safety and student less everything needs to be connected to that so that's what we're starting to work on uh da of tun in first time I have I used his whole name for a while uh I'll be in touch with him we're not quite ready for him yet because we we went right up to the end of a feasibility study with our first video and uh you know the second phase of the project uh is just starting we had to submit that document but there's a lot of work ahead so I'll be getting a hold of him I also had uh somebody reach out to me uh from gfold uh and uh I'll be meeting with gentlemen in a couple of weeks and and uh getting some advice from from this particular individual who has some experience in promoting school projects in community so thank you for the reference Justin uh it's going to help I mean the more people we talk to that have been through these these projects before the the more information that we're going to have to to uh strategize and and make sure we're bringing the community with us which is so imper with any project like this so we're on the we're on the right track but uh you know it's certainly a a change in in our Focus as as central office administrators and and shell Kane would equate it to adding another halftime job at times it's exciting but sometimes exhausting and uh and it's all good I mean it's just we're those timelines are so compressed and we can't miss them so that puts additional pressure on us uh any any of you I mean you know you're always welcome to give us advice and you do I we love to see you uh at our Gatherings so to speak and uh as you know as a school committee you're you're key in in helping get that information out there uh so the public can uh make a good decision and I'm I'm praising it that way deliberately because we we cannot promote the project we have to give information and and and uh there's a fine line because you you cannot be seen as as as trying to get people to vote the way you want and you have a little more weight room than I do I have a strict path I have to take as a superintendent if I I Veer off it uh I I can't you what is the next walk through public information I don't think we have a do we yeah schedule this time but I think they were incredibly beneficial and once word got out it tripled our attendance we gonna We will plan another one but right I think our Focus right now is is trying to find ways to connect with people that we're not connecting with for example families uh in our community that do not have children in school yet they have no children at home so we have a strategy for that uh juster I we're talking just the other day and I mentioned that it' be nice for us to uh team together as as a school committee and superintended get some solid talking points together which uh we're going to start to do making those interconnections I just talked about and then uh we'll try to to uh assign or our people were available to go to uh the school council me a school council meeting and a PT meeting in each school so we can sit down and have a conversation you know have a nice pamphlet and PowerPoint presentation that we can give them that we already have but those those conversations are so important because we all know that getting a whole people having a conversation a two-way open conversation will help us spread the word they're going to talk to other people about it and you know as a as an Administration uh we're super excited about this possibility because we can see how it's going to to enhance learning opportunities for our students but we live it every day and we have to figure out how to how to tell that story to bring people along with us and and try to leave a lot of our jargon out of because we you know our acadm are are PL fall yeah I was there Tuesday night and the conversations seem to get stuck on um nice to have a new day so I think that's that could be an important part of messaging going forward and what could I do are there plans to talk to the Council on Aging and to talk to the business community and talk to other different communities you're a big piece of that well we're all gonna have to um right I say that because I know you're willing to do that um I think your point about you know when's the next tour is a good one yeah um we we offered two tours we we got about probably maybe 50 people to come between the two tours I think the strategy now is let's go to where people are like uh PTA meetings and school advisory councils and build a little more momentum and then we can have more tours and then let's try to hit a different subgroup and see who get we get enough interest for them and then invite them in yeah and we yeah we've connected with the Council on the I think certainly you was saying families that don't people who live in town who don't have kids in school right now you know you said that was a group that you want to make sure we cover and that that's why I brought a Council on Aging yeah small business there's a small Business Association and I'm sure there are other groups well there are I presented to Rotary a while ago now yeah yeah and that was a that was a great run dry run say the least because U I mean you you have a variety of different people there the walks of life but it was really interesting to uh here some of their questions great questions some support but there's always trepidation about tax inre you know that's one of the things we we're cognizant of and and we we need to continue to work on figuring that out with uh our town government because there are many different ways to look at this in terms of how we uh unfold a funding plan do we have any details on the December 18th virtual meeting I can put that in the newsletter is it is it going to be on the Shaker Lane website people can find it's on the Shing school no it's on the to on the post it on the town website and we're gonna start I'll send it to you anyway yeah send you calendar invites just yeah yeah because I just you know so if someone was going to go to that meeting how would they access it we'll send it out on school status as well and they they they would like to go back to to Virtual meetings for wild ler stand I mean a lot of the the town boards are virtual never gone back to in person so we you know we're we're respecting that but at the same time we we needed some time at sh going school and we're gonna some time there again so try and it would be an evening meeting pardon the December 18th would be evening yes it would it's 7 o'clock I believe really just want yeah okay I mean part of those meetings uh you know obviously the bills are coming in now and there's a process that we have to use to to appr payment for for the bills from invoices but all in all I'm very pleased where we we are in the process and I'm excited that that there is talk around town in starting that's what we really need good um policy subcommittee have anything to report tonight uh no we'll be meeting oh I'm sorry there's nothing new report from the policiy committee meeting um I'm not sure I don't remember the top of my head our next meeting okay early December skipped over budget I budget subcommittee uh our next meeting SC for December 4th 8:15 Kelly's office um but you know we've made a lot of progress last meeting U things are looking things are looking good we'll just continue to take a deeper dive make sure we get well prepared for our presentation which will take formal presentation which will take place in March but we'll continue to debate things and discuss various budgetary needs over the course of the next couple months um CPAC update yeah I can't one um so this there's the CPAC interim leadership team has been continuing to work to support families in our community um was a federation for children with special needs meeting they provided a basic rights Workshop which was very well attended and the next meeting is a um a parent Meetup social event at Tavern and the square on December 10th at 7 o'clock so parents can come and connect with other parents discuss how the Year's been going for students so far and the C Pac inam leadership team looks forward to connecting with other parents there um um and we extend our thanks to the CPAC interm leadership team hopefully they'll they'll be holding election soon um that they work in close collaboration with uh ly snow the director of students services to coordinate all of these efforts on behalf of families with students with special needs we're very grateful to come here great I activate parent meeting on December 10th good all right any other sub committtee reports or business before this committee that I just we have it here and then I we'll follow up via email tomorrow too but um either through the update preference link or in the text email link that originally went out about the app the primary contact went at other okay either via the email or the or the so we'll follow up I'm sure other people have that question do but the primary contact be able to have and and you'll have separate emails but your own primary cont or SCH three great thank you thanks it's good to know all right there's nothing else before us this evening looks like we do have a need for an executive session which is just to uh proove and release executive session minutes from prior meeting so there's a motion in the you want to make the motion as it's read I'm moveed to open the executive meeting is that what we're asking or close move move into executive see it there yes I I I moved to um move into executive session for the purpose of approving and releasing executive session minutes with no intention to return to open session second made second and all in favor and keep saying I I I we have a j