That's not Jews. All right. So, I I think we'll just we'll just step through the >> through the form and we'll discuss what we want our composite or >> exceedingly exact
barges barges into meetings and interrupts people. What's it's going on mine right now? >> I'm sorry. >> This happened to us on our policies on it's related to the live stream. >> Okay. So if you stop the live stream.
>> So I just did that fix it. >> YouTube like opened it and then >> you muted. So you can >> sort of I need to go to >> the Zoom. >> You've got
a Chrome Windows. >> You go to that. >> Well, if you just mute it on this on the video itself. >> Oh, right here. Yeah. Thanks. Hey Melissa, can you hear me now? >> I can hear you. Y >> good. Thank you.
>> Yep. two. >> Do we want to do progress towards goals and then jump down and do the standards and then come back and do this? >> Sure. So do step one. >> Yeah. Skip to >> do. Yeah.
>> To do this one >> like do the meaty stuff and then back into >> Okay. >> And what I can do is I I didn't have a chance this morning, but what I can do is >> So this is mine.
>> So what I can do is I >> I could just cop I just Yeah. Copy and paste those in. >> All right. So do one just as we're waiting. Can I just make a comment? I don't think we need to do this whole thing. We only
really we don't have to do any of it period in terms of legally. Uh, but I think we can probably just do the first section, which is step one and step two. I'm not sure that we necessarily need to do all this other
because we didn't assign goals to any of these. So, that's just my suggestion. >> Oh, yeah. I did notice that. Yeah, >> that there were meant to be sort of focus indicators assigned to the goals and there wasn't
>> but we didn't do that. I'm not really sure how we >> is there a min you know a minimum you said we don't have to do anything Jim but is there a minimum that we have to report to desi >> I believe it's once every three years you do have to submit this first you have to give them you
have to give a um a um either you know unsatisfactory proficient or exemplary you have to do that once every three years >> is that step two >> that is step um three >> overall it's step three which is the
overall summit of performance. >> Okay. >> So you do have to do that >> once that's if you're doing that once every three years that's over those three years >> or is it just Oh okay >> whatever
is >> okay so let's start with step one then is that still fine with everyone? Yes, that's from the beginning. >> So, >> all right. Thank you. So,
we'll start at the top. Professional practice goal. >> Well, I so I will say that I I struggled with with providing evaluation for a lot of these goals because looking over at
when you look at, you know, how will you measure this goal? like section four on on each of John's gold paperworks you know what's this and section five what will the evidence be often times that's the results of surveys it's you know
reports from principles and I just like I don't see those so I'm left to evaluate sort of on my own evidence whether he's hit these goals and on his and on his you know his self assessment of the of the progress so I did struggle
a little bit based on sort of based on the the terms that John put in here or whether he's met these goals. So if we kind of back this up to the 50,000 foot level last year we're we're
we're doing this as a basically I guess October to October or July July to October like 18 months 16 months. um half of this period approximately he was an infant defendant and in superintendent do not get evaluated.
>> So we're finding like this July or >> well we so then we we we we um came to an agreement to make him permanent superintendent in like I think it was around February. So,
um, we gave him goals from his from the time he was elected. Um, but we didn't make him a permanent superintendent until February. So, what I put in my nar So, what I put in my narrative is this is kind of a hybrid evaluation between
an interim position and a permanent position. So, it's a little bit, you know, sort of inky that way. Um, also we we actually did task John with, you know, coming up with the measurable
the the measurers of this. Um, and arguably um that didn't necessarily happen. But what I will say is in the middle of all this, we got an illegal teacher strike, right? So we had an we had a we had a um really kind of extenduating circumstance
for an extended period of well for a period of time. Um, so I feel like like when you kind of put all those ingredients in, it's a little bit hard to we don't have data. We asked for data earlier on. We haven't gotten it. But,
you know, I'm not one necessarily to, you know, just say no problem, you know, turn the page over. But I think there are extenduating circumstances here. And what I had again said in my narrative is I think we need to be sure that this
year's goals and measurables are clear in terms of what we're looking for. And and I had a conversation with John because I kind of met with him before this to to create this and um to try to go back right now and you know
have him sit down and say okay give us a bunch of data is probably not um >> I completely agree >> realistic right so so if we say okay you know starting going forward whatever we decide for goals going forward for him
they're going to have to like agree upon what the measures are going to And then they need to be uh systematically reported to us over the course of the year. >> Yeah. >> Either in district updates, >> you know, the financial, you know, the ongoing business meetings is is when and where he would be providing and then it
could be a summitative at the at the end of the period. >> Yeah. I said >> we have that on a long-term agenda, don't we? That quarterly at this moment, >> quarterly, you know, check in on goals for both him and for us. And I not to f off I agree particularly given that we
have three of the committee members have you know a very limited period of time of working with Don though to some extent this was a value like it didn't feel fair to evaluate him based on my perception as a member of the public you know up until June but I think that we
can use this as an opportunity >> to communicate with him about what the committee wants to see performance-wise as we go forward. So I basically did a narrative. >> I did >> and I think mine probably aligns pretty well with what what you wrote just
because I agree with with what you were saying. Um I think a lot of his goals and and some of his his reports on his progress goals was about establishing sort of groundwork, you know, a foundation and or toward hitting those
goals maybe on a long-term schedule. And so I I think he's done a lot of that work. Um, from where I'm sitting, it seems like he has. So I I I think I I think he's made more progress than maybe
it seems when you when you frame it as what he could accomplish and what he expected to accomplish in this time frame. So >> yeah. >> Yeah, I do I agree with all of that. I do think I mean Al, you've talked about this. we haven't actually followed through on it, but I think there needs
to be very clear um you know um planful commitment to what what are what is the data that's going to be reported because it's going to need support probably from you know Stephen from his direct reports and then
we all agree um that this is what you're going to report on based on your goals we're going to assign you and then do it. >> Yeah. I also think I would make some cons. We're not required to use this form. >> Um, not Yeah. So, you do have to submit
this form once every three years, but >> I just think there's sections here where Yeah, there's I don't think we had an opportunity to go into into detail on each specific goal. It was sort of like a summary of
everything, you know, related to it for on step four for your evaluator comments. And I thought it would be useful to actually be able to speak to specific goals in specific form, but I mean maybe that's just our own
interpretation of sections. So, I Googled and whether or not we have to submit the form itself to DESIE, I'm not sure. But the results I'm getting say that school districts are required to report the superintendent's overall performance rating to DESIE on an annual
basis. So, maybe >> whether we could give them the form, I did not good clarification. >> Again, there's no um superintendent evaluation form, Dale. if you don't do that >> and I don't think that we have
>> necessarily this the committee in the past is but >> this is the opportunity to give good feedback. >> Yeah, >> I agree superintendent. Right. >> So when I do evaluations of my own team, most of it is really to encourage
behaviors that I want to see more of, you know, and I think there's a there's a lot of that with John and these two. There's there's some specific things that I would call out as successes. I did have some questions about things that I might call out as specific areas
for improvement considering that some of those discussions have taken place in executive session. Um, and I don't want to bring that up in a in a public meeting if it's something that we need to keep in an executive session. But >> so maybe how about this as a suggestion?
There's a step four that that talks about comments, right? It's just a >> no check boxes just you know and it sounds like >> Henry you and Jen at least did more narrative anyway. >> I did. Yeah. Oh, >> which would which would probably I think the narrative component would be proper
in step four. What I'm struggling a little bit is how do we get to that composite component? You know do we want to take one per you know one person sends me their comments I could put it in there and we can edit that or we could just edit that. We are supposed to compile we should not supposed we I'm suggesting we compile it together.
>> Oh no that's the end has to definitely be yes absolutely. So I'm just wondering the quickest way not the quickest but the best way or the most u >> efficient way you know. >> All right so I'll just type I'll uh >> why don't you read what you have to All
right. First of all step one do we want to go through and just get if you go up to step one for a second. We want to just give our >> This was an easy This was an easy one. What do we all Maybe we all agree or maybe we need to negotiate what he wants to do because we do will help lead us to
our >> I was just thinking the narrative would have informed this but we could do it the other way too, right? >> Just know practice significant progress because I'm getting it and the other two I could not.
We had some progress for professional practice met for student learning and significant progress for district. >> I had I think my context for evaluation is maybe
a little harsher because of of my experience in my job. But for professional practice, I put some progress. For student learning goals, I put significant progress. And for district improvement goals, I put some progress. >> So I think one thing to keep in mind is
that when I was looking at this, given what we went through this year, the idea that John was going to actually be able to actually meet um fully meet each of these probably um was probably
unlikely. >> Yeah, I agree. know my the reason why I put Matt for both student learning and distribution plan is because from where I sit today for those two goals it he's pretty much where I think we should be I don't feel that we're there 100% on you
know on the student voice and we certainly don't have the district plan but we agree that he was going to produce the district improvement plan this winter >> so so he he has he is on the way to do that you know he shared with us where he is so from my perspective he is where
>> so I I agree with you. I was going off of of his own sort of metrics that that he developed and his self assessment that he provided. I don't think that there to me these weren't goals that were one-year goals, right? Like they
were extended goals and that he made progress toward hitting those goals. I probably, you know, so I don't think that some progress is a bad thing. Like it's not you didn't do what we wanted
you to do. It's just this is where the goal is in my mind. >> But I think it is frankly bad in a way because it is um in terms of the world of this. But also then maybe we shouldn't be doing a summit of evaluation now. Like we said we were going to do an October to October
summit. This we did last year evaluation. So it is summitative. It's like where are you to your goals right now? So his goals should have been >> now like that's where so that's where >> I'm willing to be convinced that we treat this section the way that you're
treating like I don't so I'm just telling you where I came from with my with my evaluation. But if we decide as a group that we're going to evaluate him based on where we expect him to be on these longer goals, then I can adjust my, you know, or or when we in the
compilation, I'm happy to adjust my my own assessments, you know, >> I'd be curious to hear what Al like where they are on the show. >> Yeah. I mean, I obviously have limited I
have limited um experience obviously from the school committee side. My parent view is kind of more tipping the scale. So, I would say take mine with a grain of salt, but I put some progress on professional practice, significant progress on student learning, and significant progress on district improvement. I put
some on professional practice largely because I feel like John himself acknowledged like he did not make a lot of like his says moderate progress towards this goal and I think he feels himself like he was not he did not meet
this under his own standards um when we talked about that one specifically um but the others obviously I have limited experience on um as a committee member so take those with a grain of salt >> we can't we can't >> I agree we should distin distinguish do we are we measuring on completion of
goal or progress >> looking at the form >> to the goal because those are two very different things like Henry's pointing out >> I think we have to decide that because it sounds like we have different viewpoints I like the way that Jen
approached this because I think it's a fair way to assess someone on an annual ual basis with goals that aren't really to me didn't seem achievable in a year and I don't think that that was the intention. Um I mean the district improvement plan specifically
>> in its you know in its timeline extends beyond one year. So, so if I would agree to sort of making this section of the assessment based on on our expectation of of of a realistic progress in in our
evaluation period >> and that's and that's how I viewed it a little bit too. And so I was kind of between met and significant progress and then meets and significant progress. And one thing that was maybe this is kind of overthinking it a little bit but you know we do get to you
know the overall assessment right and let's just assume that you had proficient I wasn't sure how many not mets you could have in this section right could you have all some progress and then all of a sudden the person's proficient I wouldn't think so I think
you would have it would have to be more like a needs improvement >> if the goals were due now and they weren't achieved. >> Yeah, >> this is where I feel like we have a it's in congruent in that we have goals that go beyond now that this is a summit of evaluation. >> So,
>> you know, I mean I do think in the first one the professional practice clear nobody was more pushing for that process to be completed than I was and it wasn't completed. So I you know we I did definitely I put it as significant. It could be some some progress for me for
that one and that should have been done actually. That's the one that actually shouldn't have been done. >> I agree it wasn't. >> All right. >> Um but the learning goal >> I'm sorry. Can we So based on what you just said, can we get to a place of significant progress for all of us around professional practice?
>> I thought we were more towards some progress. >> I Isn't that what you just said? >> Okay. Yeah, >> I had some progress. I think >> I would say some. >> Yeah, you know, of all of them, I think
this is the thing the issue that there seems to be the most >> and continues >> feeling that it should have been done >> and it's not. And so, >> some progress. >> That's what I'm hearing. We're kind of getting to a consensus. I have I mean I have comments on this which I'm sure
we'll get to later, but I think that there's reasons why it's at some progress and there's a good reason to put it at some progress because I think there are things we can identify to help meet that goal >> and and again I'd like to see it met.
Yeah. >> Okay. How about So Jen, you then you moving on to student learning? >> Yeah. Yes. Um I put Matt um you know I mean he did do a he did John did a lot
again in the midst of a very difficult year. He took steps to um improve student voice and culture that no one has that no one had ever done before. And it was presented to us last
sort of I think it was like late winter, early spring um by the building principles. Some building principles embraced it more than others, but they clearly all um took that on and he presented it to us, had them present it to us. So um you
know, is this done? No. I mean, I think there's still more room. I and I've made that clear particularly in the high school veteran school. Um, that I think now I think he absolutely met the initial goal. I feel that he has set a foundation for this particularly with
his communications to the to the buildings and to the parents and then we can build he can build on that. >> Yeah, I I I agree. I mean, I think looking at his own self assessment for this goal, he did specifically say there's been significant progress.
However, when you look at at how he's like evidence that he's meeting this goal is that he's established vehicles to obtain student feedback identified and implemented. So, if he's done that, then that goal is met. I think
>> I feel that it's met and the ongoing work in the district is >> what you would want to see when and not necessarily a sign that you met. All right. So it sounds like I had met for this particular goal too. So it
sounds like we're again coalesing around that and then genuine talk about district improvement. >> So I so I had a little bit of sort of mixed feelings on this. I put met. Um, so when John first came on board, one of
the he came on board in July 24 and one of his goals was set up a to establish a district improvement plan to uh for the district. And the plan for success that we have right now runs
through June of 26. But in our discussions when he came on board, it was even though he was interim, he was going to start that process and then sort of see what happens. But over the course of the year um you know see where he was in terms of his you know contract
with us. Then we've you know frankly early um extended him you know a full contract and then we started you know discussing the district improvement plan. Initially um we were looking to have that plan completed
to begin this year >> 25. Yes. Yes. >> And then the he came back and said, you know, basically I you know, given everything that's happened, it's and it's a big job. It's a big project that um he then there was discussion that we
would start it like now or like January of 26 and then it was you know June of 26. So I you know sort of you know was complicit in agreeing with this. I don't think we ever actually voted it but we discussed it. So we did agree
perhaps by just you know tacid agreement that this would go and and would begin in June of 26. But what I did talk to him and he does seem to be in on track for this is I I'm only one person >> felt strongly that we need to see this in its stages
>> particularly now you're getting and that I want I would like to see this approved like this winter >> and then it and begin the process of getting ready to implement it in June. We do not have a strategic plan right now in any way, shape, or form. We don't have deliverables or measurables. So, it's not like typically you have a plan
and then you're just, you know, kind of morphing into, you know, a new plan. This is as if we don't have one and starting think there needs to be some runway to get up to it. So, I agree he's met the goal in that it will he's working on it to be ready for
us to approve it. I believe the January. >> I guess based on what you just said, Jen, I'm sorry to interrupt, but I based on what you said, I would probably move from significant progress to personally. Um, and I do know in a public meeting, might have been two meetings ago, he did talk about not developing it and then
running it by everybody else and then sharing it with us. He was going to involve us more in the process. So, that's that's where I am. >> I think there's two things here. I think there's conversations to be had probably around goal setting going forward around
how we make that happen. I gave him a significant progress because the goal was to have it by June July and we didn't >> but that wasn't necessarily codified or communicated and particularly to me the
ever shifting deadline makes me nervous and so I'm f I'm fine shifting it to met if we're going to take the approach of you know the goal had changed over the course of the year. Then, you know, he met the
the revised goal. >> Yeah, Melissa, I'm sorry. I'll put you back on screen. >> Oh, no. That's fine. That's fine. I can >> I'm aligned with what you guys are talking about. I don't think I have a lot of um specific insight on this one. It sounds like he's making progress towards it. Like in our last meeting,
he's bringing us along. He shared it. he's getting feedback from folks as he goes. Um, yeah, I agree with Kate. If the goal changed, then I'm fine with it being met. >> I agree. I think I think this is just maybe a learning experience for writing
this goal and um I mean it's if we're evaluating him on sort of expectations rather than this solid plan where he said it's going to be ready for
implementation in June 25, right? Like I >> Yeah. Well, it says here June 25, >> but but I know that that's changed. >> So I agree where it met. Yeah, >> it's probably an easier way to do this, but
>> that's what I was doing >> next to that was like not doing >> I did next to then I figured out how to check the box. >> All right. Um um so I I guess I don't know if we want to do comments
on the goals now. I mean I know when I saw up on the screen that you started sort of a section for each goal. I think that's a good way to add comments, but I don't know if we want to do that for the goal part now since we've sort of had discussions about it and we can just
record some of what we've said. >> Okay. >> So, the professional practice I think maybe we should type in what it is. That's what I did. Um, and it is it um
that didn't work. Um, it is a little further down here. >> Oh. Um, okay. >> Yeah. >> Okay. [Music] >> Okay. So, I I just pasted this. I put I
think there's a good comment right around Jen saying that it's a hybrid evaluation. Then I >> it could also go with the summary too. >> Okay. Um you know disappointed in a certain you know again whether we go from this or not.
>> Um Superintendent John Rabu made partial progress towards his goal during the evaluation period. While some steps were taken to address staffing a comprehensive district-wide approach to developing and implementing consistent staffing practices was not fully achieved. Notably, the establishment of a staffing and expense accountability
report, a critical tool to inform and drive the FY27 budget process, remains outstanding. Moving forward, the district must prioritize the creation of this report to ensure data data driven staffing decisions and fiscal accountabilities, aligning resources more closely to student needs.
>> Um, I didn't break mine into sections by goal, so it's more of an overall narrative, but I'm happy to read it now. Um, I said my overall all impression is that things take time and effort from the administration team. John started with some uphill challenges, but I think he's focused his efforts in the right
places, mostly building a core support team. This is certain to lead to future successes with his other efforts, so I appreciate that he spent the time on it. He's indicated in his goals that he wants to have groundwork in place to build upon, and that seems to be where we're at, which is a good thing and
aligns with his own assessment. I'm struggling with evaluating John's progress toward his goals. He's indicated that the success of his goals will be based on feedback and data through surveys, reports, and other communications, but I haven't seen that feedback. In some cases, John said he didn't send out surveys due to concerns
about survey fatigue, which is valid, but we need to strive to manage that in order to get the data we need for both district and evaluation. Since community feedback and surveys seem to be essential to John's plans, I'm wondering if engaging an outside resource to either create and manage the surveys or train the administration will be
valuable here. Setting benchmarks that aren't based on feedback might help as well. I think it would help to have some goals that can be met in a single year. And John indicated that at least his professional practice goal was too broad. I know that progress on these
fronts is continuous, but identifying smaller slices that can be marked complete may help him succeed. >> So more of >> Yeah, I think that's more of a like in the >> do that because there's a summary section we can do at the end too. >> See, I I didn't see that. I
>> um it's under step um well I sorry I took it upon myself but >> I was excited to see >> that was where so that's where I wrote that. >> Oh step four. Okay, sorry. So under step yes step four I did evaluate. So I did
I did I did individual goals and then I did a so >> I think I I read it now because I think it it it sort of relates to mostly to his goals and the way I feel about them. Again I was I was looking at the benchmarks that he set not sort of
what we we just determined was the way we're gonna yeah >> assess his goals. I also think when we do pen this um it will be like it won't be I right it'll be like us you >> yeah I I yours are much more
comprehensive than mine uh I think maybe the only thing that might have been additive is I felt that the central administration is function you know more of the things that went well right functioning as a team and John's direct reports speak very well of his management style >> I think that's a huge win too it's it's
it's worth highlighting because of the challenges that he's faced and um I think he's got a great team and and that's because of the work he put into it. >> So can I make a suggestion that we might want to consider if we under this um the
evaluator comments we could potentially do um you know per goal kind of a basic nar you know paragraph narrative on how we you know got the scores we got. We could then do an overall sort of summary that would allow us to bring in things
that were not specifically part of the goal like management style because that's not one of the goals necessarily. And then I also did, we can choose to do this or not, but I did a section on um some targeted suggestions to to advance district goals
>> um and kind of lead us into this year's goals. All right. So, how to me still the how how do we combine a lot of good input just for this one pract professional practice goal?
>> Did anyone else do any written per goal? >> I didn't because I don't have enough insight. >> Um, all right. I think my my only feedback on this goal sort of aligns with with John's own feedback,
which is that he's definitely made progress, but he didn't get I mean, this is what he said in the meeting that I that I missed, but but he didn't actually get the feedback that he
wanted to get. And and I think that I understand why, but I still think it's a bit of a miss. And I think that's why even based this and this is based on his own evaluation as well. That's why this goal is is where it is on.
>> So all right. So one option is I did narratives. I could I mean we could put mine up there and then we could edit mine and rip it apart or we could just start denovo and just I mean write a >> Yeah, I think you did them too. So, if we take what you two did >> Yeah.
>> goals and put them together, >> then we can >> All right. I'll u >> I wonder if I could just share we work off either need to send it to me or I could >> I just gonna say I can >> Okay. Or I could just hand you the screen I think. Right. >> Um
>> I could share. >> Am I a co-host? >> I am. I guess >> I don't I'm not show >> I'm not showing you signed in yet. >> Yeah, everybody's m
>> All right. So, I was waiting for Mike to chime in. No way. >> Do mics. >> I think it's based on his um based on his >> he said something in a meeting that he had done something.
>> Oh, it's based on >> and messed it up like he acknowledged that. >> Okay. Is that >> going on my screen? Your screen sharing. >> So, I think I may need to So, I need to um >> disconnect. I need to probably disconnect from this, right?
>> Maybe and allow you to do that >> all right. Now, if you do a Windows K at least it'll show here. There we go. Wrong bell here. Stop sharing. I'm going to try again.
Excuse me. >> You see like a black screen with diagonal lines across it. Let's see. >> So, you got So, Melissa, you can't see the screen. >> No, it it's like a dark gray screen with
Yeah. light gray lines across it. We can see it because it's two different. >> He's not here. Um, maybe I email it to you. I'm also happy to just listen along like you don't >> if you email it to Al.
>> Okay, let's see. I can get into stuff. Well, I stopped sharing. >> So, I'm gonna >> I guess I'll connect. What do I Can I knock you off? Um,
>> let me see if that works. >> How do you Windows? >> If you go if you Windows K, there should be a disconnect at the bottom. >> Okay, so let me >> All right, it looks like that worked. Okay. >> You're just going to You sent it to me, Jen.
>> Is this your email? >> This is my email. >> Sorry. intentions. sample. >> Yeah. >> Might take a little while to go from Yeah. >> Here.
>> All right. I [Music] So, it's got to be technically a way that we could have done this without email, right? Like I It would have been AirPlay. >> Yeah. >> Yeah.
>> Um I would have done a Google doc and shared it. >> A Google doc. >> Well, couldn't be doing that though >> in the meeting. I think >> in the meeting. Yeah. That's not true. I'm just going to get it all for now.
>> You got to combine them. >> Yeah. Well, I'm just going to take yours for now, right? Um fix that later. >> Okay. So, I guess we're we're combining this first component right now. on this right here. Right.
>> The goal one, >> right? >> Yeah. Yeah, it was just one paragraph. And then where are you are are yours on another? >> Yeah, I can bring mine in. I think the only thing I had was maybe the more what he had done. Well, if we felt
comfortable with that, I can bring that in right now. Yeah, >> we >> well unless we do again unless we do that as a summary I guess it's fine under professional >> you can probably just delete I do sense
that again central administration is functioning as a Mhm. >> I don't know if we ever heard your comments, Cape, but I just want to make sure if there's anything added that we get it in. >> Did what Henry did. I have an overall >> Okay. >> which me to read at some point, but it's
not >> I'll pipe up if there's specific things. >> Was there an overall? Did you have a separate overall? >> It was all I'm not sure which you copied and pasted it cuz if you go back to my document, it was I did like goal one, go
two, go three, and then um there's more. >> Oh, I did. I'm sorry. I missed I didn't. My bad. This was then I got the
okay summary. Okay. Okay, we're back to here. So, Henry, you had a lot of I you know, >> again, mine was more of a summary. Okay. But I think I think it's worth noting in our feedback that our assessment aligns
with John's self assessment in that you know >> he acknowled >> with this goal but just to focus on this I mean I think broadly it does align with his own assessment but I think with this goal one of the reasons why it is where it is is because he didn't get the
feedback that he said he wanted to get. He acknowledged that there were reasons for it, but I would just I I'm >> putting that into words like >> as noted in his own self assessment,
didn't at the start of the paragraph. >> Oh, right. Because you did write that. >> Yeah. >> Yeah. >> And then have the sentence continue. So we're superintendent John Ro made Marshall Park.
>> Yeah, I'm okay with that. I'm happy to move on. Yeah. >> Okay. Then the district improvement goal just want to take a peek at mine. >> I put in there that he he's done surveys. I'm not necessarily sure that's 100% true. So we might want to either
clarify it or take it out >> on which >> well under the second one um under the uh >> district improvement sorry >> improvement goal they said um my currently has a structured outline
which does and John is actively engaged direct reports and other staple groups through surveys to inform his construction. I know he's engaged with his director reports. I'm I'm not a 100% sure what other stakeholder groups he's because he's talked about planning to do that.
>> I think that >> I know he's had um direct reports and I think I know he's had assistant principles and principles, but maybe we can delete the survey thing because I'm not 100% sure that's here. They're looking at what he gave to us. >> Yes. >> With district and school administration,
next step are for staff and then caregivers. So >> so I would delete the stakeholder groups through surveys and his direct he has actively did >> he's direct reports period. >> So just this one >> construction >> all the way through. Okay. >> To inform its construction.
>> Okay. Does anyone have any anything they'd like to add? I think anything that I would have here is more in the the part where we're working on him with him for for next >> year.
So I think that's second starting with the ongoing robust takeholder including the school committee remains essential. So that's the that and then additionally the identification of data metrics will be critical. So that's the those two sentences are around the future and we can change them, add to it. But
>> I think it's good to have something in there. I mean, even should look forward a little bit. >> I mean, maybe we say something like Superintendent Ju the first sentence has initiated the development of the BIP with completion expected by this winter and a formal presentation to the school
committee for approval. You know, anticipating a June 2026 commencement or something about it starting June 26 to >> and where did you I'm sorry. No, at after the first sentence, it ends with um presentation to the school committee for approval. Period. Yeah.
>> I mean, do we either a separate sentence or maybe a run on, but um you know to the school committee for approval to commence June 2026 or something. >> Should that be more in the goal section? >> In in his own summary, he's he's listed
the plan will be drafted for implementation July 1. Sorry. So if we want to use his own date, I mean it's basically >> expect a date of completion. >> Well, >> implementation is what?
Well, >> July one that was Yeah. >> And instead of expected, you know. >> All right. No, no what do you want >> like the expected date or that seems a little truncated like the expected date.
The expected date of is July 1st or is to be right. Anything else? >> All right. The student learning goal You could I put suggestions you can we could delete all that or that could go in to the goal.
>> Yeah. Not this document but towards his Yeah. his goals document. >> Yeah. I I had had you know the uh the presentations to the school committee were to me really good >> you know. >> Yeah. I you know not >> evidence of this happening.
>> Yeah. there. It was evidence that there h of this happening. It wasn't all equal. >> No, >> you know, some were more equal than others. Um but and I think I wanted to say that because it was very clear. There was and that needs to sort of probably be addressed. But um but they
definitely did it and they definitely you know he gave them that direction and they did and they did come and present to us. >> Yeah. And I think going off his own metric for success in this goal is that he he really his goal was to build the tools so that he could start getting
feedback. He's built the tools, you know. So, >> well, for me, the fact that principles this year are looking at ways to increase students voice or deepen their
practices is a sign of how successful he was in accomplishing this goal. That it wasn't just a year of giving students a voice and now we're moving on to the next thing, but it really seems to have taken root in the culture of our schools. And I think he should be commended for
that. Yeah, I think that's worth putting in there. >> Yeah. The only thing I had that wasn't in here was um you would have liked to have seen more quantitative evidence that this occurred. For example, surveys and actual interaction details with
students, but I'm sorry, let's go back to um you you had suggested something, Ken. >> I mean, you could just add after that last sentence, you know, um that building principles
are looking to continue um to increase opportunities for student voice, you know, in the 25 26 school year. um which is evidence of John's success
with the school. Yeah. Superintendent's success in implementing this goal >> or I would even say every success >> because we do we say superintendent John Roberto in the first sentence. So just delete that other
>> part here. >> Yeah. >> Oh, that's >> that's good stuff. >> It is towards the goal. Yeah. Yeah. >> Just paste it down to the bottom
or just leave it. We can cut it later. Not to when we finish this one. Uh signing principles. It was poss that that I messed up on the bot. Maybe that was part of mine.
All that probably just goes >> up to the top. >> Yeah. Or goes >> Was it a summary or a hash or part of the bullets? >> I think it was the last bullet and it was on an image of the document that you were creating. >> So that >> Okay.
>> Can we go I'm sorry to do this, but can we go back to the first goal? I just wanted to talk about one thing. >> Yep. which is that we have the sentence in here notably the establishment of a staffing and expense accountability report
which isn't specifically set forth in the goal. I know that it's what it was the goal >> want. Um >> it was the goal. You might not have said that but that's you can delete that. It's fine. I don't care. But that was the goal.
>> I think if we could maybe just make it a more neutral You know, >> notably like clear data >> to inform and drive to inform, you know, clear staffing data to inform and drive the 27 budget process remains
outstanding. >> I mean, you could even say clear, you know, expense account. I don't know. Well, it's not really I mean, I could be wrong. I feel like have the >> So, you want to you're trying to soften it just a little bit because
Yeah. that So can we say um remains a critical component or >> I'm not trying to change that part. I want like >> the notably >> notably >> um like
concrete staffing data remains an remains a critical tool. >> Yeah. So you could just put remains all the way up to clinical to inform and drive the FY27 budget process and then you can delete the remains outstanding. Yeah,
>> got two A's in there. >> And then just remains >> possibly developing concrete staffing data or compiling or >> Yeah, compiling remains a critical tool to inform the FY27 budget process and then period to
delete the list. Got it. >> Well, then the next sentence is probably shooted. So, the district must prioritize creation of district report. So, >> I had something very similar in my summary that something needed going forward. >> Do you want to just delete that? >> So, whether it's we put it elsewhere in
the evaluation, >> we could delete that sentence >> and then some central administration is functioning as team Jones. that we leaving that >> leave that. Yeah. >> So, we're cutting this. Are we putting it potentially in the summary or we're
just deleting it? >> Put it down. You might as well throw it down there. We can >> figure out if we want it so we don't forget it. Right. >> So, it looks like we have everything done around the three.
>> Do you want to format this later? I can't stand the fold. Okay. Uh, yeah, that was my point, but I can try to undo it, right? >> Put the part that we've completed in not in bold and then we'll kind of know where we are >> or leave it in bold and we can go back and do either one. >> How's that?
>> I hate to be a pain, but see under the the goals like the student learning goal ensuring students had a voice. Can we just now say there's something? So it like >> this this point. >> Yeah. Each one like if we atalicize that >> so that then district improvement goal
>> tables kind of love tables then professional spaces and then bring that paragraph up so that it matches Good. All right. On to the summary. Do we want Well, I mean, do we want to
go because the summary in is for both step one and step two, and we haven't really talked step two of this yet. >> It's a good idea. Um, I did go into these later sections and evaluate him sort of section by
section on things that I thought I could evaluate. It wasn't everything. Um, but then I did ultimately come to two proficient ratings for each of these four sections. In
summary, >> I did the same thing. I worked through all those little things on each standard and I had some comments under each one, but I came to a proficient reading on each. >> Melissa, do you have any anything to
add? >> No. >> Okay. Thank you, Jen. No, I I came I just did proficient for each and I didn't even really look through these because we don't have I mean these actually more than so my understanding
is with this process this document you you set the goals and then you're supposed to collectively determine or agree on what performance standards are going to be measured
against those goals which we did not do, right? So, for me, it's I just didn't I don't know. I just didn't do it cuz we didn't do it. But the other thing, too, is that when you look at some of these sub or performance ratings for the for the standards,
>> um they definitely are data more data driven and we don't have any data. So, >> I felt the same way. I sort of found some things in here that I thought were highlights of things that I think he's doing really well and some that I think
are sort of specific areas for improvement. Um but ultimately I mean you know you're right they there isn't it's more based on my personal impression than it is >> well I think the other point to note is
that my understanding is that um like if you look at under superintendent's performance goals on page 507 under the standards it says you should be superintendent should identify one to two focus indicators per standard align to their goals. So we are not expected
to be doing all of these. So >> yeah, so I I sort of used it more as a guide for my own overall evaluation and there were sections where I didn't really have >> a lot I could say um
because I just don't have the the information to provide a rating. But um I thought that there were some some highlights in his um professional culture and
you know seeing how he's handled you know the work he's been doing with the anti-discrimination advisory group and handle and addressing anti-semitism in the school I think he's really working toward um an actual exemplary rating there that
I think would be uh something that would be a a model for other superintendents in the city. >> Listen, compare comparatively to this many superintendents I've worked with, there's no question he is running on all
cylinders with all of this. So, um you know, we can go through it if we want and rate each one. That that's fine to give him or do we want to maybe pick and choose? >> I think it's like let's find the highlights. Yeah. Right. Yeah. So what's interesting so the under the
superintendent's performance goals these are just the same >> I'm not sure then this is probably where those other go like should have been more specific right so I'm wondering if we just leave this blank because we've addressed >> I think this is an or
>> we can just as we assigned >> just okay I'll copy significant >> yeah we some >> right now. So, which one was um [Music] >> There you go. How do you check that?
>> Should have brought a mouse. >> No, you want this. >> That'd be awesome. >> You have to do this. >> Yeah. So the the rest were met, right? The other two were met. Yeah. Yes. >> Yeah. So you go to properties. If you right click, Jen
>> Oh, and you go check. Okay. >> And you go into prop right click and go to properties. >> Thank you. Let's check this. >> Okay. >> Having a USB port. >> I know this one doesn't have one anymore.
I should have bring like so much additional gear with me just to plug in a USB. >> My kids found like a school. >> This is I mean >> kids wanted to watch a DVD DVD player. We don't have like computer that has
port on this. >> So I'm sorry I was I can't can't type and listen at the same time. Um, so for these, are we were we going to do any highlighting or were we going to not fill them out and maybe put the what we thought about this and text somewhere?
>> I think things we think about those into the overall >> Yeah. So I didn't I didn't like correlate these one to one with specific sections down here. I just sort of read through this and thought, well, I've noticed that John has been doing a great
job in this area. >> So, we're back to the summary then, right? >> Yeah. I think this is more >> and we'll incorporate any items we want to bring out. >> And I just I just use this as sort of a general rubric to to form my comments around, but I don't think we have to
say, oh, you know, 3B, right? You know, Jenn, this is good. >> So that first sentence does reflect that it was both intricate. I think maybe the >> Yeah,
>> I think I took it out at the top. Yeah, >> the um the evaluation part of hybrid assessment. Well, I don't know if the hybrid assessments assessment of superintendent general who serve both as intim as permanent. I don't think we need to be short time because it was really like half but
I think I would leave in freshman. Okay. So you probably these are all >> so I think once you get to here are it's like >> on to going forward suggestions right
whereas that top part isn't a summary. So can I is this going to work nicely or not? >> Does that seem to >> I think though like no like formalizing and then
>> yeah they they had so they were you >> um somehow when you copied and pasted because I had it like numbered >> oh and indented. Yeah. >> Yeah. Um, >> yeah. So formalized state number one is
formalized state building games. >> Okay. >> Two is develop accountability. >> So you just need to delete every other. >> Yeah. >> In >> this is how it I don't know how >> like
you know just >> well if you if you hit tab it should indent it. there. >> Yeah. >> Yeah. >> I don't know what happened when you copy and pasted. >> Good.
>> Can we work on like the summary part? >> Yeah. cuz I'm wondering if we want to >> there's a suggest >> I'm wondering if we'd provide suggestions in this >> in this document or whether we're working with suggestions. I mean, I want
to I want to hold on to this information. >> We can that can be for >> I think I'd like to highlight some other successes of John's in here. And I think the the the big one I'd like to highlight is the work that he's been
doing with the anti-discrimination um advisory. I'd want to get that name right, but >> I think right >> so I think it might come right here. I feel like we called it a task force before and it said >> I can do some research and send you the
the name that we that we sort of landed on there if you want but I think it's worth highlighting. >> Yeah, we could ask this book what he proposed. Yeah, it could be a >> but this would be under maybe like
either environment or >> I put it under um >> under professional culture because there's sections in there about cultural proficiency. >> Yeah.
>> But but I don't know whether we need to break it out that way since we're not evaluating the rest of it. I just think it >> I like that like calling it, you know, like >> yeah, >> John has demonstrated strengths in developing a professional culture as
seen with the, you know, with the >> it's called the anti-discrimination committee. >> I was about to say this. >> All right. So, do we want to just put in here what you said, Jen, or do we want to Henry, do you want to, as long as the committee's fine with it, send me the text around what we want to how we want to phrase this? >> Well, I think let's we can phrase it
right now. I just wanted to be sure we were we were Maybe the >> anti-discrimination. >> So Jen Jen, I'm sorry the I didn't catch that. >> My cash was full. >> It's actually more >> it's not just professional culture to
me. It's like a district culture. But I think it's worth I mean I don't think we have to use the terms that are >> right >> but I think I would like to say that just that how did I put this um John's commitment to addressing cultural
conflict I don't know you don't have to copy this down but this could give us a place to start. So John's commitment to addressing cultural conflict has been outstanding particularly his work with his anti-discrimination committee and his efforts to address anti-semitism in schools. I understand
that there is some frustration from some members of the community on how quickly these issues are being addressed, but I do feel that addressing complex issues effectively and thoroughly takes time. Um I would like to see the efforts the results of his efforts before marking
him as exemplary. But I think in time he would be providing a great example for other superintendents in the state which would earn him an exemplary rating. I think it's important to encourage his work in this area. So that's a lot of words, but >> so all right. So John's commitment to
addressing >> um district culture and climate. >> Yeah. So let me just read something to you under this performance rating under professional culture that it says under cultural proficiency
superintendent ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students backgrounds identities strengths and challenges are respected. So, I don't know if we want somehow >> that was the that was the specific one
where I where I put these comments, but I think it goes >> it's tough to wedge it into that one particular section because he's done so much work. >> You know, it's community engagement as well. It's not just students and teachers. So, John's commitment to
address how about not addressing to um strengthening district culture and climate um is evident
in the in his anti-discrimination committee. What's it called? >> His work with or leadership. >> It's leadership. that just work. He set it up >> and runs it. So with his it's evident in his his >> establishment.
>> Establishment and >> manage board >> and leadership and leadership >> and and is we're doing the establishment here. >> Establishment leadership of the It's a superintendent anti-discrimination committee. >> Yeah. >> Not a school. Yeah.
>> Superintendent anti-discrimination. What did we say it was? Committee. Committee. >> Committee. Yeah. >> Hey guys, I'm sorry, but I have to drop for another meeting. Um, >> all right. Thanks, Melissa.
>> I'll see you guys tomorrow. Have a good day. >> Thanks. You too. This >> and I think it's, you know, particularly the work he's done to combat anti-semitism. It's good to call that out specifically because they've been working really
hard. So yes, specifically >> his work >> his initial focus on >> yeah because I know he has supposed to broaden >> his initial specifically his initial focus on
the issue of anti-semitism in our school in our district. >> Yeah. Yeah. >> In our district >> schools and community. >> Yeah. In our schools and community. Uh um >> I think that's put a period there. >> There's no verb.
>> No, there's no verb like it's not a >> he his initial focus on the issue. How about on combating combating anti-semitism? the issue of like >> combating >> anti-semitism in our or is it combating
or is it educator schools and community is a standard that >> I mean do we want to say that it you know >> its is a model for
>> is a yeah is a model for superintendent across Where should I thought >> the thing that you had said um Henry about some parents some people not agreeing that I I think we want to kind of stay away because it's >> I agree. Yeah.
I just wanted to I addressed it in my own comments, but I I don't think I would carry it over to >> And I also think that um I appreciate your comments. The talking about how to get to an exemplary I'm not sure. Yeah. >> Although, you know, we can share that
with him. >> Yeah. >> Yeah. But you Yeah. Well, I think I think what I was I it was kind of based on I had filled in a bunch of these check boxes and justified that. We're not really doing that. So, I don't think we're >> right. >> Um, do you think that that meets what
you your intentions were? >> Yeah. I mean, I think we >> need another sentence. >> I think we could say a a lot, but I think just >> there's there's our comments and there's what we're we're writing here and I think I think it covers it. You want to
say something about he, you know, it wasn't him alone. The school can be helped, but his, you know, this was a response to the message we heard from the community, like from the community. We want to say that like he responded to what was very >> clearly uh I mean, I think
>> I think that could be important to recognize because this >> truly was him addressing a problem as opposed to looking for something to do. Mhm. >> Yeah. >> Um so, >> yep. And and not Yeah. And yeah, I
agree. And you're right. Something about about >> Yeah. like responding to community feedback as well. >> And I would put it um l before the specifically his initial focus. That should probably be the final sentence. So it was John's commitment to
strengthen. And then the second sentence should be this um >> this effort came about as a response to >> problems that the community identified or
>> well I think we already clear because I mean some of that happened before he got here but >> this I mean it was a very strong outcry. Um we had a crisis basically. He came in and he ran and by
the way he came in and ran the investigation, >> the anti-semitism investigation and then from that so I I don't I mean I don't know how you want to say that. >> Yeah. The only the only issue about how it's written it sounds like it's very reactive like he Yeah. almost like he
wouldn't have done anything but because something was going on he >> it seems to me that it's proactive in the sense of he could have said I'm going to work on this investigation and report on the results and then we will have handled that problem as opposed to saying we need to do more so I'm
proactively establishing this >> committee you know >> won't do that but um yes >> all right so how would you like this sounds like the sentence needs some concern Outcry
input. How about this effort directly addressed a significant issue in the community >> in the district? Yeah, it's a district. >> A specific concern >> specific concern or issue challenge
in the district. I would go further I would say demand from the district from >> from the community >> from the community or from the school community >> from the yeah school community to >> to address the issue of anti-semitism in
our school that's what it was >> this effort >> to address >> we had address >> this effort directly addresses >> anti-semitism in the district that we just added Or you could this effort
directly responded to right demand respond >> from the school committee to address anti-semitism. I think that's specifically sentences. we could say um in the district and is a model for superintendent across the
>> good. >> Yeah, that's good. >> All right. Is that everything for the summary? >> Right. >> Do you want me to read my overall summary to see if >> this is just the summary? >> Yeah. um to see if there's other things
people want to incorporate. >> Um so mine was John stepped into a difficult situation as interim superintendent in July 2024. He made reasonable progress on his goals given the number of other complex issues he needed to deal with over the course of the year as well as the work of getting
to know the district. In the coming year, I would like to see a set of superintendent goals that reflect the most pressing priorities and needs of the district and for John to manage up when needed to ensure he has the bandwidth to focus on the accomplishment of those goals. John has done an excellent job of working to build
relationships within the district and his moving forward together motto demonstrates his understanding of the importance of repairing and rebuilding trust among stakeholders. John has been a very agreeable superintendent, frequently saying that his administration will make it work. I would like to see John advocate more
vocally for what he sees as being in the best interest of the district so that decision makers can rely on his prof professional expertise. As we face a difficult budget season, it is important that John builds upon the district's practices around datadriven decision-making to equip administrators,
school committee, and other advocates and stakeholders um with information to explain and justify the district's fiscal needs. >> Are we okay? like um I think the very beginning might have been a little redundant but like from the managing up part almost
>> and forward could just be put put >> right here at the end I believe right >> sure >> if >> who we want to put in the future stuff in this that's the question >> not yeah that's what I'm like the part with here >> these are amazing but I think it's more
we should make sure they're incorporated into his goals >> same with the idea of bringing in the the section you wrote about uh moving forward together, right? Because I think that addresses sort of something he specifically has been working on the
motto of the district. >> And I have no problem, Jen, if you know specific goal stuff probably can be taken out, but all there was a lot of I think positive things you you said in your paragraph that I think would be additive to the summary here. >> Sure.
Um >> do you want to send it to me? maybe the what parts you think are appropriate. Just send it to me and we'll edit it. >> I can cut and paste this into an email. >> All right. So, this is probably going to be deleted this component, right?
>> You want to just do that? >> That was just deleted. >> Okay. I think this is another probably component. All right. So just it should be in your email and paste that section.
Don't. Oops. All right, the control shift seems to be working. Let me scroll up to like the first paragraph that we have. Yeah,
>> shouldn't shouldn't let Melissa go without discussing our next workshop around our goals. Don't >> Well, we got tomorrow. >> Yeah, remind me that I want to get us four at least, maybe some common times, and then I'll I'll talk with Melissa to see if she can accommodate those.
So I think in the part I wrote, you know, that those first two sentences can go like John stepped into a difficult situation. He made reasonable progress. I think that's captured in other things that we have talked about.
So these >> and also we need to convert eyes to >> yeah that means change >> and there's there's a couple >> the manage up what do you mean by manage up >> I think manage the school committee um
and make sure that we are helping him stay focused on his goals I think he has a job that it's very easy on any given day to get pulled into a lot of sort of immediate issues and the
goals are tending to be you know bigger longer term projects. Um I wouldn't call that managing up though like that's his job to do that right. So, um I mean I think it's maybe he needs to,
you know, he superintendent is to do is to be putting out fires all day long >> and managing the long-term needs of the that's the job, >> right? >> So, I'm not sure what
what man what that means in terms of what he needs to do with us. I think if you change it for John to ensure that he has the bandwidth to f just like delete that middle section. >> Well, is it also all right? So to ensure
>> Well, you just delete here. >> Delete. >> To ensure I see. >> Yeah. >> Yeah. I mean, I I would agree that the job is to put out fires, but I also think the job is to say someone else can put out
this fire or, you know, this is a fire that doesn't require this is smoldering, not burning, and it can wait. Um, and >> yeah, >> and that's what's Yeah, but you're frankly dipping your toe into the
operations of the district. as you know like we oversee the superintendent but we don't like micromanage him. So it's not our job to say necessarily you know I mean we can give
feedback but our job is to say here are the goals and you need to deliver them and then how he delivers that is his responsibility. I don't I don't like it. >> But I think that when you're giving feedback to an employee,
telling someone, for example, you need to manage your time better to ensure that you're meeting your goals. I'm not sure that's the tell you it's not the role of the school committee that
>> but it is our role to evaluate him. >> Yes. and evaluating and saying, you know, there were some goals that were missed this year to do a better job. >> Yeah.
>> But if it's if if it because in other words, you think that he needs I mean I'm just playing devil's advocate man's time better. But it's not one person's role to give the feedback. It's all of us collectively to give the feedback. So, which is why the sentence should only be
in there if the committee agrees that that's I just don't >> Let me ask do we think John has a delegation issue? Because that's what this speaks to me a little bit. >> He does. I'm just what I'm getting concerned about is that according to the Education Reform Act of 93, that's not
our job. Like you're starting to get into the weeds. That's only that's my only concern. >> I don't think she's I don't think Kate is the managing his band. I think this is performance feedback of this is
>> okay you know >> but the managing up that's why I just like I don't know I just that's been my experience that it it's our job to oversee right it's our job to
um evaluate but we don't manage him we oversee him like that and >> yes but I don't think it I'm I'm not proposing we do this But if we were to say we we want you to check in with your goals once a month with us, that would
be a reasonable >> assuming he agrees. >> Yeah. Assum yeah, >> but and again that's not what I'm saying should do at least. But um you know I do think that that's that's
part of our responsibility if we decide that that's what needs to be done to make that to try to do our best to make that happen. So, I don't I don't see that we're overstepping with this sentence. >> Yeah. To me, it addresses We've talked a
lot this morning about certain things not getting done. >> Right. And to me, that's part of our evaluation of John. >> Yes. >> So, that so I'm finding that I think this kind of addresses that to some
extent. Now, I don't know if the wording would be a little bit different. >> Yeah. The only thing that I might suggest we change is that we've been very careful about not talking about the future here. We're talking about right, >> you know, and it and the way this is worded in the coming year, we would like
to see a set of superintendent goals. That's that is a little forward-looking and I don't know if we want to make that shift right now. It I'm I'm >> or incorporate it more, >> but I just, you know, going by what we've written so far. Well, all three of these paragraphs are
um >> this one I I don't know about this one. the the middle one wraps up with I would like to see but but yeah we >> so I would agree that the in the coming year because of the inclusion of future goals is
more focused on what I like substantive work in the future whereas I think that paragraph that's highested I would like to see is really not some specific specific thing I would like to see him
do in the future and just more general feedback that I think there have been issues we've dealt with as a committee where for me having John more vocally advocate for what he thinks the best decision is would would be
helpful. >> So this particular highlight thinks I think either either way we're talking we're talking about, you know, what we want to see from him next year rather than it's it's kind of a tricky I when I do
assessments, I do talk about what I want to see in the future because I think it makes sense. But we we've really formatted this to to specifically talk about >> well we can make it more present. So if
you Yeah. So maybe the coming year sentence get that gets cut. Um John has done an excellent job of working to build relationships motto that that whole sentence is fine. >> John has been a very agreeable superintendent. I'm not sure that agreeable but um I don't know exactly
what that means but frequently saying that his administration will make it work. Okay. Um John, you know, something about, you know, could have advocated more vocally for what he saw as the best interest of the district that decision so that
decision makers can rely on his professional sort of the >> more actively. Is that what you said? >> Well, you can leave them more vocally. You could just, you know, just put it in the past tense. >> Okay. So >> John could have more active could have
say could have delete actively >> delete actively. Yeah. Could have and more yeah was advocated more to delete more. Oh, I'm sorry. >> What he sees >> could have advocated
>> advocated >> maybe more uh vocally maybe more clearly directly vocally the right word or he could have advocated um for what he >> has seen as the
>> I'm fine with vocally or clearly or whatever. Yeah, he could. Exactly. I think that the point gets across with either of those >> he sees as in the best interest. That's a word for what he believes is the best
interest of the district is in the best interest of the district. Period. Um there something like you know decision makers can then rely on his professional expertise. Who are the decision makers?
>> I mean in my evaluation it's the school. >> Okay. Okay. So then why we say that the school committee school committee members can then rely >> um >> and then rely >> and then rely on his professional expertise >> in the decision-m process.
>> I think are they probably all all messed up. >> Editing. Yeah. >> Was there more at the end, John? I'm sorry. on his professional expertise in >> to inform their decision making. >> Okay. John has done an excellent job of
working together and his multiple together motive demonstrates that's two different tenses, right? How about John does an excellent job working to build relation should we do present tense of working to build relationships within the district and moving forward together.
>> John does an excellent job of working to build relationships in the district and his moving forward together demonstrates his understanding the importance of preparing and building. John is a very agreeable superintendent >> frequently saying this will make it work. John
>> could have >> could advocate could advocate >> we're doing present tense could advocate directly what he believes is the best school members will then will then rely
>> now the budget >> can are we okay >> yeah that can just get deleted >> this gets deleted Okay. >> Um and then the budget season maybe um John
uh again that's future. >> It is a little future looking but to me it's a nice and a good way to kind of end the summary but again my personal opinion. Well, let's add it. >> It's not a bad idea if we're if we're
we're ending it right now. You It's It makes sense to talk at least a little bit >> the future. >> But I don't want to end with the fifth because it's kind of a like Well, I guess you can It's kind of a like some >> It's not like a That's not a
>> What's the word for of a Thank you. It's not like um This is where we're we are putting a lot of our importance of you know >> well and I actually think if we end it
with it just doesn't have to just be this it could be a paragraph of like what we have picked to see going forward it brings us back to what we talked about beginning of this really being an opportunity to give him some kind of past present future
okay Um, >> how about if instead of we face a difficult, how about as we approach budget season, it's important that John build upon the district's practices around data driven decision making might
be two words or one to equip administrator, school committee members, and other advocates and stakeholders to explain and justify the district's fiscal needs. Okay. Or we could make this too. It just as we
approach the coming you make it less about the budget and just more about as we approach you know the coming school year is important that John uses datadriven decision making working with whatever and other advocates >> there you'd have to take out fiscal
>> yeah take out just the district's needs I >> you don't even need that opening thing you could just start it as it is important that John builds Can we say in conclusion? >> Yeah, sure. >> Unless we're going to do the future
stuff, but >> yeah. No, I don't want to get I I agree that we shouldn't get too heavy into it, right? Just >> usually fiscal. The second to last word, >> the district's upcoming needs. >> Just needs just needs I think that's
that's a decent >> I think that's a good Yeah, a good ending. >> Okay. >> Or needs to the community >> to justify the district's needs. >> Yeah. I mean, >> so is it John builds upon it
>> because it's not to us, right? It's to Yes. >> data driven decisions. I think. >> Yep. >> To equip. >> Well, yeah, it was decision making, not >> That's true. It is decision. >> Oh, it is decision making.
>> That might be a hyphenated word. >> Although it's not telling you that, right? >> No. >> Is this the right there to inform their >> It might uh >> It is, but it's um there. That's >> a quantity word phrase may be missing
here. Them up there. No >> to inform them. No, >> there's to inform them in their decision making. That may be what I was thinking about. >> Or maybe you should identify who the there is. >> I think it's I think it's clear. But
>> it's okay. We just we kept most of the sentence except we made it not just budget focused just on every you know. >> That's great. >> Okay. >> All right. Oh. And did we fill out sorry the section
above this where we're in step two before the summary did we get those? >> So this is deleted. I'm sorry uh Henry I get I go up there. Yep. No problem. >> We're deleting it because it's the wrong >> uh here. This is this is the most important part. >> Section three. >> Yeah.
>> Yeah. I mean I think we >> well we marked him proficient for all four of these standards. So he would be proficient there. Those I think I have his name spelled correctly.
Yeah. Thanks, Jen. Um All right. All right. Uh the second item uh today had to do with the >> Sorry, I have one more question. >> Do do we need to run this final version by Melissa
because she was didn't sort of see the end of it or are we telling that? Well, we can send it to her, but she really can't >> Well, she can't make any changes, but but she >> may want to bring up something in the meeting tomorrow. I mean, I think she'll
be fine with it. >> We're not tomorrow. >> No, not on the agenda. We'll probably put it on the 116. >> My suggestion is that we do a couple weeks. Um, we might want to vote this now just or not. That's one option. Um,
because we do need to vote to vote it. Um, I think we should share it with John. Um, we'll share it with Melissa. There is an opportunity for her to mar. Oh, well, did you put it on the agenda? >> Borrow. No. >> So then, no. Um, you know, >> I don't Let me just verify.
>> I don't think it's on the >> She may bring it up in new business. >> It's not new business though. >> Oh, good point. >> It's not on the agenda, Al. >> Okay. >> So, um, I I would send it to her. my suggestion, send it to her. If she has
any um she should just bring them to another to the next meeting. So, I don't know if we're going to be presenting this to him at the um next >> tomorrow and then the sixth.
>> Um okay. Um in so we could put it on the we could put on the agenda on Thursday to vote it on Thursday and present it present it and then vote it at a meeting and she can provide her input there and we could
technically live edit it if we wanted to do that um if we wanted to make any changes. I mean she really can't there's no other way to do this unless we want to gather again. >> Could we say we've completed this? Please read it over if you have any
objections to what we've written here. Can we add it to the to a meeting to discuss? >> Yes, that's what I'm that's what I'm suggesting. So, if we do it on if we do it if you want to try to vote at the same night, you can >> or you could put it on the 6th and it's
for >> I I just assume kind of get it out of the way. But um if we were going to try to do it all in the same night, she could come with any of her her proposed suggestions or changes. Like I said, we could if we agree, we could live edit it
and then vote it or we could edit it >> and then come back, you know, present it, edit it. I mean, I just hate to be editing it and then giving it to John at the same time. And then so then on the whatever the next meeting is meeting >> or we gather. >> Now do we really think Melissa's going
to have any issues with >> No, I don't. I think when we reviewed our feedback at the beginning, we were pretty well aligned. I I think that I'm just trying to be sure that she is as much of a participant in this as we are. >> So why don't we send this to her and say
if you have any We're planning to You can send it. you're planning to put it on the agenda to vote this to vote it and present it or vice versa on the November 6th meeting. If you have any additions, deletions, suggestions, um,
can she just let you know that she does have those, not what they are, >> but could she just because it's the two of us? >> There's not a >> we've already shared this slightly suggestion, >> which is doing all of that. But if we're
going to try to schedule another workshop to deal with the school committee goals, if that's on the calendar before the 6th, she could let Al know that she would bring it then. >> Yeah. And we can put it on the agenda first. First, the workshop or the meeting, >> right?
>> And >> I missed this. I'm sorry. That now and and like we did for the some of the subcommittee assignments and just say if there's an objection, we'll redress it. distinguished waiting. >> Yeah, I think if we're going to be y'all
together in an in another off cycle workshop, we can vote it. We did. >> Yeah. I'd be surprised if that happens, but let's try. >> Yeah. >> Voted it. >> Yeah. So, just make sure when we want to get Melissa's input
or have her provide her input in a public forum, whether that's the sixth or the workshop if it's sooner. Um, but I do I do I would like to at the sixth to address it, right? So, let's say our workshops after the sixth, let's open it
up for edits. Then we'll make sure that we all vote on it, all five of us, and then I think we present it to John, right? We do it all on the sixth or is that too much? >> A single I don't know. >> You would send Jen about sending this to John now, but we really can't do that until >> this is all public. >> Okay.
>> He could listen to I think given that mind. >> Yeah. I think I think given that um doing it on the six wouldn't be unfair to John, right? Because he'll have I mean, if we edit it, it'll be probably very slight. >> Yeah, it's just kind of
clumpy. I mean, what if we put it on there and if Melissa does have feedback, then we table presenting it to him and we just go >> because we're anticipating there's a good chance she's going to come without, you know, any edits, then
>> we can you should let her know that, >> you know, that, you know, we can table it. >> All right. So, I'm going to send it to Melissa and we're going to send it to John and I'll know it's >> I suggest you put a watermark on it. >> Yeah. >> Somehow it's draft. I don't know if you can even do that, but maybe even I don't
know if this is a I don't know. >> It's a word document, so I should be able to do that. >> Yeah. >> Okay. And then we'll have it as an agenda item >> on the sixth. Okay. Good. And hope and if and I think
if again not a lot of edits, John will have seen it. Most will probably unchanged and we'll now when we present it, Jen, is that do we just because John's had it? Do we say do you have any questions or do we have to read it's a public document at that point right >> I would think we would I think
>> public yeah >> whether we have to or not >> practiceable works on progress the student learn proficient proficient profision proficient and then um probably read the narrative >> okay >> and that the overall score was proficient
um >> and we yeah >> I guess we vote we really should vote it [Music] We'll do that, right? We'll do that on the 6th or the workshop meeting. >> Well, no, like we should be it should be voted before
it's presented, >> right? >> So, if we have a separate workshop, we can do that. I would do it right now except Melissa's not here, right? So, we want we don't want you don't want to vote it if potentially it's going to change. So if we do another workshop and she's
there, we can we can change whatever not change and then vote it. So the night of the sixth is it's just been the whole thing could take like literally 10 minutes like it shouldn't take a long time. >> We've all been involved in the creation of this document including Melissa except for the last couple things. Could
we add it as an as an addendum to the agenda for tomorrow just to vote it and not present it and then we have a sort of finalized thing that You really aren't supposed to do >> Yeah. So then that's >> I'm still not I'm I'm just struggling to
find what's the problem if we let's say on the 6th we vote it >> really >> Yeah. We vote it and then we present it to John. >> We okay with that? >> Yes. >> Okay. If we can do it sooner, we'll do, you know, with the workshop, we'll do I
don't know if >> it's the worst thing that it doesn't get it doesn't pass. >> Right. Right. >> For some reason, >> and then what we should do is task John with the the around the goal setting now for this. That's John starts that first.
Right. And then we probably get in a workshop again to >> think that would be workshop with >> just do it all at once. >> No. So that would probably be a separate work. >> Yeah, I was trying to just >> get pre-work to go. You know, everything
comes with he will come with he thinks both are I mean you want to do it at a school meeting but >> No, I like the idea of a workshop. I think it's >> more efficient. >> I think it a single agenda meeting also
allows us to talk for as long as we need to about something rather than having to race through agenda items. Yeah. just a goals workshop and we're doing school committee goals in John's goals and like
>> meeting but in the last meeting we did discuss that we did discuss developed or you did discuss developing those tandem >> yeah typically he wouldn't be part of school committee goals and probably not the best use of his time so if we did it so we do >> just yeah like
we >> all right So >> today's agenda >> goal is >> superintendent goals is yes time permitting >> I'm sorry school committee goals. Yeah. >> So and the only thing I want to do Jen is just set up a time so we can do a workshop around those right now. That's
all we have time for. pretty. >> No one seems to see my calendar. >> Do you want to We could journal. >> Do you want to do that? >> Is that all we have left to do? Is >> that's that's it. >> I would have to schedule. All right. Uh, so >> I'll make a motion.
>> Sure. >> All in favor? All right. The motion passes. Four to zero. Empty