United States of America and she's >> okay. Are there any commendations you make? Um, >> I've had one fortunately. I would like to commend Mary Maxfield, the Brownsville principal. um who spearheaded the efforts to bring Lin
Lions to our district. She was here last week. I imagine it's part of John's update. Um we certainly want to thank the friends of the Marblehead public schools and the PTO's and PCOS for funding that. But I think Mary deserves some special recognition for all the work she did to put that idea into
motion. It was a great parent presentation and I've heard great feedback about the um the meeting. So, thank you Um, I'd like to commend our SRO, Sean Smei. Um, I just want to recognize the hard work that he does. There's been a lot of uh situations this year,
especially that he's really been the professional on top of it, communicative um doing everything we need to do to help keep our students um and staff safe. So, I just want to uh take a moment to thank him personally and Candid Public for the great work that he does uh for us here on our school. Thank
you. >> Any others? Okay. Uh we'll move on to public comment. If anybody online virtually uh wants to say something during public comment, please raise your hand. All right, we move on to student
representative. What will you have for us tonight? >> Uh, thank you. Um, quarter 1 ends next Thursday and so students and staff are working hard to make sure uh grades are up to date before the quarter ends. Fall sports regular seasons are wrapping up this week um with most play most teams
having playoffs beginning next week. Uh football is its final regular regular season game tomorrow at home where they'll be playing at Danvers. Um and Powderpuff has begun practicing for the girls. I believe today they're inside in the fieldhouse, but they're now outside four times a week uh down at GC's
practicing. So we're wishing them on for their game uh later in November against Swans. And many seniors have been working hard to achieve their postsecary uh goals with some admissions deadlines looming particularly this Saturday, November 1st. um the school counseling
department's done a lot to make that transition super uh smooth for many. So, thank you to them. I just like to end by wishing all students and faculty a happy and safe Halloween tomorrow. Thank you everyone. >> Thank you. >> Okay. Uh we'll go on to district
updates. Superintendent >> chairman. Uh good evening. November is a busy month. We have parent teacher conferences on November 5th and 12th. Full day of PD on November 10th. Veteran Day is November 11th and we will head and then we'll head into Thanksgiving week. Uh December will be here before we
know it. Um there have been some great events recently. We had our day of service for the high school students which is great. Um community involved day. I was able to witness the National Honor Society induction this week. Congrats to you. Say hi. Um, and I apologize ahead of time if I mispronounced Captain Andreaniano, Tessa
Andriano, Finn Bowen, Ian Elen Duker, Tessa Francis, Sasha Genezer, Emil Gil, Duran, Ryland Brian Golden, Avery Prun, Joy Mulam, Jack Molinari, Ashley Morton, Mortonson, Isabelle Mortonson, Chloe
Roland, Haley Schmidt, Thomas Spencer, and Luna Valandry. Um, it's great. It was it was nice. uh ceremony here at the high school. Uh the monster smash last week at Brown um is a fan favorite. The uh idiom mark at village was great yesterday. Uh students and staff are so
creative and by the way the expression of idioms um just to share a few. I'm all ears thrown under the bus. Angel in disguise. Butter fingers um were some of my faves. It's just really really cute. Um uh walk around the track while the kids dress up and a lot of the staff dress up. So it's really cool. We had
Lin Lions. Thanks to Mary Maxwell and the PTO come and speak to staff and then to parents and caregivers. Presentations will focus mainly on strategies to address anxiety. Discussions were engaging, timely, and meaningful. Believe she's returning in January from part two of her marble head tour. We
also heard from what's name from inner um Laura Batosh um from Inner Explorer share mindfulness strategies and resources with staff. Uh the program has been generously donated and funded by the Rotary which has been um great and uh staff are encouraged to integrate the
strategies in their classrooms and in general for our well-being. Um we went to the Rotary and saw saw a presentation. Gosh, he did some for staff the other day and you know it's it's a great program. It just speaks to how we can manage our anxiety. I mean our our mindfulness and our worrying and
our anxiety and uh really really good stuff. Um I sent out messaging related to the potential for the SNAP benefits to be affected. um the resources and information was crafted by our counselor Caitlyn Leber in concert with counseling staff. So I just want to make sure that I give credit where credit is due to
that. The community staff and PTO's PCOS are definitely rallying which is so great to see in our community. Uh the digital backpack we have created is a great resource for our community. It has been it can be accessed on our website is linked in our principal's newsletters. One item of note that was
added um is the wait until 8th information. Uh this is a push for parents to consider waiting until 8th grade before providing students with cell phones. I share this information um in case parents are interested and it's not necessarily a school sponsored event, but it's I get think it's good information and uh I think it's great
for uh folks to check that that uh resource out. Uh it was my honor to speak at Dollars for Scholars annual meeting last week or the week before. I'm losing track now. Um they have provided upwards of $4 million in scholarships to our students over almost four decades. Uh thanks to Helia
Hasllett for her efforts and and for the invitation to speak. Uh they are seeking some board members and if you're willing and able to assist is great cause by direct and positive impacts for our students. I was also asked to remind folks that students are eligible to reapply for the scholarship in each year of college which is something our
students should avail themselves of because a lot of times they they apply for the initial scholarship and then either don't realize they're can reapply or they forget they're in college and stop thinking of it. I was asked to remind folks. So yeah. So um and now for our messages of positivity and
recognition of staff from Scott Williams, village school principal. Uh Scott says, "I would like to recognize Chuck McKver for his service as an outstanding head custodian at Village. Chuck goes above and beyond every day and night to keep our building spotless and safe. No job is too big or too small for Chuck, always with a smile, never
with any complaints. Village shines brightly because of his hard work and commitment to making sure everything is in order. not just with our cleanliness but with our safety too. We are lucky to have such a wonderful custodian at village. Thank you Mr. McKver. For Matt Leange, Vets Middle School principal, Megan Kaplan is a tremendous asset to
the entire MBS MVMS community. As our school nurse and vets, she goes above and beyond every day to support students and staff alike. Megan is always willing to lend a hand to anyone in need, bringing kindness, compassion, and professionalism to everything she does. Her caring nature and consistently positive attitude make her an invaluable
member of our team and a true source of comfort and encouragement for our students. He also um wants to shout out to Tracy Depala our was our cafeteria manager at vets. She has a tremendous attitude is willing to help out wherever she can. Karen takes the time to connect with students making them feel welcome
and valued each day with her warm smile and caring nature. She helps to helps the lunchroom helps make the lunchroom a place where every student feels included and appreciated. From Frank um Kowalsski, the Glover School principal, uh shouts out to Sally
Chevy, Alyssa Daget, Gary Keen, and Kristen Zaros. The positive attitudes and ability to not only connect with children, but also to lead adults have been inspiring. This has been evident in Glover's MCAST data from 2025. The leadership shown in in and out of the classroom and the support given to your
teams are big reasons why Glover students are doing so well. Further, the ability to work collegially with administration has allowed a special partnership to form. It takes a village. Um, but when adults take responsibility as seriously as these four do, everyone wins. Uh, from Michelle Carlson, the
high school principal, uh, thank you all. Thank you to all the faculty and staff at MHS who helped make last Wednesday's day such a success. This was truly an all hands- on deck day at MHS. Our teachers and instructional assistants stepped up in so many ways. Chaper only over 200 freshmen who took
part in the day of service across our community, proctoring the M PSATs for 357 sophomores and juniors and working closely with our seniors on their college essays and resumes. It was a great example of teamwork, dedication to our students. Thank you to everyone who made the day run smoothly and meaningful
for all of our students. for Mike Piffling, our assistant superintendent of finance and operations. Uh Carlen Son and Kristen Mel are working diligently to get the MUN payroll set up. That process includes setting up multiple payroll tables, linking those tables to every employee and running um simulations. They are currently running
simultaneous payrolls in both soft and mun to identify any potential errors. This involves step this involve step will highly reduce the likelihood that there are any errors when payroll goes live on 126. In addition, they are responsible for making employee changes, new hire destinations, name address
deduction changes and in two systems. They are also working on training materials for our staff on how to enter time in Munice and for our supervisors on how to approve time sheets. The materials will be available both written in video format and will be presented in both English and Spanish. They are currently scheduling all staff webinar
and all staff webinar in November for staff um to receive information on the new timekeeping process. The webinar will be recorded posted for those who cannot attend. Uh Kristen and Carlen continue to do this while providing an exceptional level of customer service to our NPH st NPS staff. Lisa Maria Bito,
our assistant superintendent of student services. Um Lisa Marie says, "I would like to recognize Gina assemble art teacher at village for outstanding collaboration with special education department and creating adaptive art display which is really cool by the way. Uh this initiative beautifully showcases student artwork in a prominent display
case village celebrating creativity and inclusion. Efforts like these foster an environment where all students feel seen, valued, and included. And last but not least, from Julia Ferrer, assistant superintendent of teaching and learning. Thank you to the dedicated members of NPS professional development committee for their valuable contributions and
thoughtful recommendations to guide districtwide professional development. The PD committee members are Natalie Balai, Rebecca Brand, Shelley Burns, Tony Callahan, Alli Kerry, Mora Dartley, Roco, Katrina Donovan, Katy Fion, um, Andy Graziano, Jay Gutadaro, Mary Le Blank, Daniel Moser, and Emily Perez.
Thank you to our school and district leaders who also regularly join our PD committee meetings to ensure there is ongoing collaboration in our PD planning. And lastly, I would like to wish everyone a happy, safe holiday. Thank you so much. That's my update tonight, Mr. Chair.
>> Thank you. Uh the next item is district financials. >> Uh thank you. >> Good evening. Uh so this report was actually created about a month ago and I will have another update for you at our next school committee meeting. Uh I try to run them at the end of the month so
that it kind of uh just gives us a benchmark every month to see where we're advancing. So when I did this, it was the end of September. We at that time we had just finished our second payroll for our 10-month staff. Um it went well as well as can be in soft went smoothly. Um
give you an update on salaries uh because we are running in two different systems right now. Payroll is being run out of soft and our general ledger expenses or non-s salary expenses being uh done through Munis. So uh when we get
to MUN we'll be able to automatically salaries. It'll the system will do it for us. So we'll know how many pay periods people are on um when their start and end dates are when pay periods are going to get paid in um and it will automatically encumber salaries uh for us. Currently the only way in software
to encumber salaries is to uh do it through a manual purchase order process. So I have encumbered salaries. Um I I did four POS. I did one for September, one for October, one for November, one for December, five POS, and then I did one from January to June just to get us
into the unis. Once we're in munice, I can delete all those POS. So, um the only things that I haven't encumbered from a salary standpoint right now are the lead teacher stipens, uh the custodial overtime, which that's kind of one of those things that it's not um
consistent every week. Uh unemployment costs, which you know vary depending on um when people want unemployment, come off unemployment. Uh the contractual lane changes at the time that leading done all the encumbering, they were still lane changes trickling in. So, the ones that came in late later than in
September one, they're not encumbered. Obviously, they're they're being paid. It's just not encumbered. Uh athletic salaries, primarily bus drivers for athletic events, uh the medical salaries or the team trainer, the custodial
salaries for, you know, um district events that are held on site and police duties. Uh in addition, I did not encumber lunch and recess salaries. It's pretty minimal. Uh it's just that some of those positions weren't yet filled at the time of encumber. And the last thing
I did not encumber yet was the 403 match. And that's most of these here will not be encumbered in unison just because they're not a set consistent number week after week or or by week after five week. So um just so you know um when you're looking through the
reports, special education out of district expenditures are currently uh just under $700,000 over budget. uh that includes expenditures and incumbrances. I will caution that this is due to all the all the tuition at that time being
charged off to the local budget. We had not set up circuit breaker accounts in Munis at that time. So they couldn't charge off to the UNUNICE. That has been rectified as of this week. So next week you will see that. So, I just let you know we're removing $1.7 million of
expenses out of the local budget into circuit breaker. And obviously, that would put um about a million dollars back in uh special education um put special education by a million. Again, I'm not sure how much more we need to recover in that line, but that
million dollars is basically what we spent prepaid last year. So, it will show a million dollar positive. It's because we prepaid a million dollars in salary. So, we should be just about washed out on that. Um, what else do I have? Uh, just we'll continue to monitor all the budget lines
monthly. What I like to do when I when I run a monthly report, it gives us some gauges. If if something's way over and it consistently stays way over, we know that something we need to watch. Or if something is is right on budget and then all of a sudden jumps up or down, maybe we have an issue
somewhere. So, it gives me a benchmark on each line to be able to identify where we might have a problem uh coming up. And uh just so when we get into February, March, April, you know, we may need to look at lines a little closer and say, "Hey, look, you know, we need to cut back spending here. We may need to freeze the budget." Um we did not do
that last year. Uh right now, I don't anticipate we need to do that, but we'll keep an eye on it. Um so, you know, I think I mentioned this quite frequently, but you know, our biggest our biggest um
expenses are salaries. Certainly it's about 76% of our budgets salaries. Um special education out of district 2 in transportation and utilities. Um the other thing I have in there is legal expenses but those were last year. Hopefully this year then that will so I
did attach the budget report. I don't know if anybody had the opportunity to read view it but I'm happy to uh answer any questions. Oh, I did have a long uh at this time in September, uh we were carrying an unexpended
un uh encumbered meaning non-committed balance of about $2.8 million uncommitted by scholarship. Consider a million of that is prepaid to so we'll really qualify about a million a 1.7 million
to the in the green >> what are the kind of high level buckets make that up supplies and whatnot I would think things that just haven't >> yeah so I think um I think we've we've done a pretty good job in covering utilities I think last year that was one of the areas that we did not early on in
the year so I think we've encountered utilities pretty well. Um, again, a million of that is because of the circuit breaker. >> Uh, yeah, some it's going to be supplies, it's going to be maintenance. We have we have a a decent maintenance account, but those it's one of those things that you don't plan maintenance.
You don't plan for a boiler to go down. You don't plan for, you know, certain things. Uh, we don't order all of our custodial supplies to make it here. We store them all. That's, you know, cleaning supplies. It's personal hygiene products for the for the restrooms and things like that. So there's a lot of things but you know and also schools
there are certain uh materials the schools do not order until later in the year partially because of shelf life partially because I'm sure the high school like biology is not going to order their specimens in September when they're going to be working on them in April or May. So there are some things
that just certainly don't get don't get committed. Uh and then there's some things that you know people just you know forget to uncover. I think the high school's done a really good job like they try and encumber the graduation expenses knowing that that's going to happen in June just to commit the funds to make sure that we've got them
available. So there there's a wide variety but I'll try and look at the report next week and try and see where the u where the where the big buckets of unexpended funds are to try and identify maybe if there's something that we're missing that we haven't accomplished yet. I'll report back on that next week
next week. Mhm. >> Well, you correct me if I'm wrong. Out of the say 1.8 something, you listed all these things on the first page. Those will go into that or is that like the custodial overtime that will all go into that?
>> Yeah, I think the teacher stipens is probably um under $100,000 custodial overtime for athletics and and then just custodial overtime in general. Um that's probably under $25,000. So there there's not those none of those
are big buckets. If they were big buckets, I probably would have covered them just to get them clean on the books. Um there are certainly I do my partially because we're running in two systems right now. Salaries all come out of software and expenditures all come
out of non- salary expenditures all come out of Munis. Uh I combine everything into one spreadsheet because it's in one spreadsheet. I can certainly manually encumber in the spreadsheet. I can say okay know we're going to spend the $25,000 in custodial services. So, I'm just I'm going to fill that in as the
math. Do it do it for myself. I did a little bit of math last year with like penalty number. There were a handful of things I had a sticky note on my desk system. They were very helpful. They were
they'll come to soon as we want to ask. And then you said um you had a couple things you're monitoring including legal services but last year was an anomaly. So I see two line items here. One is for special education and the other is for you have it under school committee but
it's you know central administration the legal services. It's all seem to be you know well within the amount budget. Is there something there that you anticipate or? >> So, um, so looking at the Central Edmond Legal Under School Committee, the
budget's 117,000. >> So, this this is a September report. I know we usually get our invoices from our primary attorney at the end of the month. So, this would probably do nothing to September. So, this was really just July to August. >> Yep.
>> And in that time period, we had expended uh $32,000 in two months. So, uh, I would assume that we will probably at least on case and I don't believe that we have a signed unit a contract for this year
yet. So, assuming that's still in draft or I'm not sure how far along in the process >> and that's still that still. >> Yeah. So, I know there's some outstanding work attorneys right now. So, uh, >> and special education >> the special education one. Um, so
previously before I got here, um, the legal line is all in one line. Children believe it should be three. I believe that the school committee should have a legal line that's for negotiations and whatnot. I think the superintendent should have a legal line that's for doing investigations or or you know quick calls to attorney to get advice.
And then certainly special education needs their own line for for just the buckets just to make sure that we know where are. I got it broken down to two. Maybe next year I'll get down to three, but I got it down to two this year. I think just trying to identify how much the superintendent how much of that
117,000 should be for the superintendent, how much should you for the school committee was hard to determine looking at last year's bills because there was just so much going >> any questions? All right. Thank you, Mike. >> Thank you.
Okay, the next item is the MCCAST analysis presentation. Julie, you're starting starting off. Thank you. >> So, um Julia is going to kick us off the um the impact presentation that should be joined by the principles as we go
through each school to talk about um specific schools and their data. Um I think this we we changed up the presentation a little bit from last year based also on the feedback from this committee and also just um sharing some data that I think is more applicable and
pertinent to what we what we really need to see. And I will just say over overarching. I know um Julie and folks are probably gonna talk about it, but I think there's a lot of conversation about, you know, how we look at the data. It's school by school, grade by grade, and do the work that we need to do to make sure the kids are getting
what they need um in the classrooms and how do we make sure we have the resources. So that's all part and parcel of um this. And the other thing I'll say is, you know, we always have to remember that impass is a data point, one data point. Um, and I won't believe the point about uh, you know, the graduation
requirement on the 10th grade, but that that'll come up in discussion, but um, just take that online as we move through. But Julia, if you want to take over on the presentation, I'm Julia Fer, assistant superintendent, teaching learning. We have superintendent Robert, assistant
superintendent, and our public schools principles. We want to thank the school committee for the opportunity to present our MCAST data to this evening. Um a top priority of ours is the focus um and the focus of our work every day that we do is our students. So tonight's presentation will begin with a focus on
our students. Then we'll look at the district's uh data as a larger scale and then we're going to go to each school level um to look at the data presented by our principles. So we'll begin with the focus on students taking a look at the student report. This report is um sent to
students and families from DESIE and I've provided copies for the school committee members here. Um and there's some at the back by Sally. Um on top you have the MCCAST um student report for grades three through eight. The next copy is for high school students, an
example of what they would get and then just some um additional resources. So starting with the student focus is important for us because we want to uh make sure that that is the center of the conversation because all of our work is centered around students each and every
day. So on the first slide here you're going to see this is excerpts from the student report. So just screenshots and those for in the audience I do have at the last slide of the presentation is a QR code. So if you want the slides I have a QR code for you at the end of the presentation. Um so looking at this this
is um from the student report and Destiny outlines here um the about the report right that it's provides students results um and this is something that we encourage our families we send the report home to families we encourage them to look at with the students so they know how they did they put the time
and effort into the assessment we want them to look at how they did on that and have those conversations again focus around students academic progress and growth the next slide is another section uh from the front page of the report and really here what we're looking at and the focus um I just want to highlight
it's this is one of many um assessment reports that we do share um with families especially in K to8. So the following pages in the student report provides our families information about their students um academic progress and their growth. And again it
does highlight I did not add the the exclamation point in the blue triangle that's from Desessie who also emphasizes how important it is um that they are used for educational purposes um but yet that it's just not the only um it should be in company with other assessments such as school tests, classwork when
possible. And here are amazing students doing some work again from the student report again front page. And I think this is important because this is where DESIE places their emphasis right how do we use MCAST and it's used for follow for many purposes. One we want our families
it's really good communication with families to see how their children are making progress. We use it as educators very very frequently, especially in our data meetings to assess our students learning and where we need to continue to improve upon our instruction. In the bottom
left, this is a recent photo from a data team meeting. Um, so they're looking at the data and this particular meeting, it was not MCCAST, it was our Dibbles, our in-class dibbles reading data. So, just want to highlight this is a practice that we do. We don't just look at MCCAST
data and we're done. This is an ongoing um regular practice for our educators and our instructional leaders. Um and then finally, I just want to highlight the last bullet point here. Um even though it's no longer a um part of INCAST is not part of the competency determination to earn a diploma in
Massachusetts, students are still eligible um if they score in that top tier percent to percent to be eligible for state scholarships. So there is definitely still some importance for students to do well. In the next section, you don't have any numbers, but I just I want to share
there's really two important points that Desi highlights that we're going to be talking about as well. So, we're going to be um the conversation that Desi started with the student report. We're going to look at the achievement level and their growth. We feel like those are really two important factors when talking about student success. And I know this committee has asked before,
how do we measure student achievement? And it really is through that achievement level and growth. But MCCAST isn't the only data point that we look at for that. So, if you were the parent and you received this, this would all be filled in with all the data and all the scores. And as you can see in the sample that I
gave you, there's a lot more information um breaks down by question and how they're doing over time. I just wanted to make sure that everybody was familiar with this um not knowing um if everybody does receive the family reports based off of what grade level because these are going home to only our families um
who had last year grade three through eight and then 9 and 10. Um, as we talk about achievement level descriptors, I think it's just good to know um the the meetings of it obviously exceeding meetings partial meeting and um
and that is um based off of their current grade level standards. So I'm going to I'm going to focus on the slide just for a second and from the school committee this other packet is also um a resource. This doesn't go home to families, but they do it does provide
it as one of the linked resources from the student report. And what it's talking about here is our student growth percentiles. We call it SGP. So when we talk about SGP, really we're looking at how our students are doing um in comparison with their peers and the
growth over time. So growth is an additional statistic to consider when we're looking at the MCAT MCCAST achievement levels. It gives us a better picture of student knowledge and learning. MCCAST achievement levels and scaled scores tell us how well a student has mastered grade level standards. And
the SGP, the student growth percentile, provides measure of how much a student learned from one year to the next compared to the other students with similar impass achievement levels. So we there's a growth level range and I'll reference these throughout the presentation. So if they're grow their
SGP is 1 to 20 points, that's very low growth and so forth throughout the the chart there. Um so for example if a student score has an SGP of 58 is scored the same or higher than 58% of their academic peers
and because this is a comparison between students with similar starting scores. SGP can also be interpreted as how much the student grew. A difference of fewer than 10 points between years should not be considered meaningful. For example, if a school had
it average SGP of 52 in 2022 and a 54 and 23, we would not say that they had a greater average of growth. We would say that they maintain that average growth, but they're still that same category. >> Any questions? >> Are we measuring the growth our third
breeders who are taking or is that not something that we're able >> It's not there. Um but we are tracking and I'll show some slides of how we will be tracking not only them against themselves but also the SGPS and getting
all right so as promised um from going from the students we're going to take a step back to the district data um so looking districtwide uh we are going to focus on the um the core assessments through MCCAST and the first is ELA English language arts um so the chart
here explains outlines uh basically how we did our previous year with the the darker the shaded griff and the teal green >> teal. >> Yes. Um is how we performed this year in our meeting and exceeding category. Um so you can see the overall district and
then broken down um the state and through each school. Um what you'll notice is the district does in incorporate all students even students who are in out of district placements. Um and we um want to just note that now. So if you look at the DESIE website, it
will have district data. We have a platform called Open Architects that allows us to get really great specific data by school, by student, by grade. So we're able to drill down a little bit more with our data. Um so that's what we wanted to share tonight. So looking further into our ELA results
districtwide, we have here um we uh overall so Marblehead is in the 50 we need 51 SGP which puts us in the moderate growth range. Um and you can see that's where we land also with some comparable districts. These are not our dart districts and that's purposeful.
many years ago. Um, and I'm not sure the history of all of it, but many years ago, we selected these districts to compare ourselves to, um, beyond the dart district partially because a lot of them are local. We like to also look at how our Northshore town's doing, and you'll see Beverly and Swamp Scott on
here in Lfield. Um, so I just want to I know the question has come up before about our DART districts, which is the district analysis and review tool that Desi provides. Um while we're open to looking at we look at Dart and we're open to maybe changing our districts
that we've selected those were selected u many years ago um and they're populated into our open architects already for us. >> Can I just can I like some of our dark districts really don't make sense for whatever reason they do but they don't make sense like for inance like I think
one of our dark districts such a very comparison I believe some of it might be one of ours too. So it's like not really apples to apples it's apples to kind of come across. So we kind of look at this as you know more um reachable. >> Thank you John. Um and I think this is
tells an important story that you know Marblehead is doing really well um in terms of growth and this is you know testament to the work um that we're putting in year after year with our our staff. So you can see we are right there um in comparison to our other um
districts that we've selected. the math for median and exceeding. Um again, the previous year is in that gray and then the median and exceeding currently is in the color with the numbers. You can see we're above the state average. And then both probably noticed both ELA and math at the high
school um there was a dip and that will certainly be addressed by which she's not presenting as well. And again we are right there. Um in terms of moderate growth districts >> five we don't have
one on the left side. What was it? So you can on the bottom on the left it has >> Oh, I see. Yes. Didn't include it. >> Yeah. But I'll double check that again. >> Oh. >> Yes. >> But you can see where we are comparatively site.
>> No. >> Uh okay. For science meeting exceeding our students take the science or the ST um MCAST assessment um and within the grade spans, right? So, they don't take it in in third grade.
Um, they take it in 8th, 9th. No, I think I need right. Yes. Okay. Am I right here, guys? Yes. >> No, I missed that. That's why I knew I was missing one. Fifth, eight, and nine.
Thank you. Okay. Um so we don't have an SGP for science because um it's uh taken each year and you can see overall as a district 57% um we scored above our state um and the with the 53 43 excuse
me. Um and then you can see how our students did again the ninth, the 8th and the fifth. So in March of 2024 um we were asked um by um the department of elementary secondary education to create what's called a student
opportunities act plan. Um so through student opportunities act schools towns receive funding um and we had to write a plan. It had to go through the school committee and it had to be approved by school committee and then approved by DESIE um of how we would allocate funds through chapter 7 the student
opportunities act. We as a district at that time so this is March of 2024 we um decided that an area focus will be for us on increasing the academic achievement of our English learners and our students with disabilities while supporting their social emotional wellbe. So, for the next couple slides,
I'm going to highlight um how our English learners are doing and performing on MCCAST and then uh students with disabilities. Um so, for this slide in particular, we had 36 English learners take MCCAST in the spring of 2025. And what we're looking at here is that
their um SGP indicates a low to high growth. So, there was a range depending on the grade level. You can you can see that represented on the chart on the left. And in that again a low to high growth depending on
grade level and certainly areas to celebrate especially in our sixth grade and 10th grade. We saw some really fantastic growth. So pockets to celebrate and I want to make sure we're doing that. But there's also work that
we're going to continue to look at. >> Okay, Mary. Thank you. >> Welcome. Hello everyone. Um, so this slide focused on the special education students performance in English language arts um on the 25
spring 25 MCCAST. We're looking as um fair saying about growth and also um student achievement trends over time. On the left side of the chart, um we can see student growth, which is the SGP by
grade. And when looking at the chart, same pattern as the charts before, the gray light gray bar underneath is the state um SGP. And then our district SGP is um highlighted over that in the teal color. So what stands out here is grades
five and eight stand out having what they consider high growth with a 61 and a 64 respectively which is um a average. Uh grades four and 10 show low growth with SGP of 36 and 40 and that's just
under like 40 is the cutoff for uh average. Um and so what would we do here is we would look at the targeted interventions occurring for our special education students. Um what's working in five and eight? Maybe we need to embed that up more in uh four and 10. And then
grades six and seven are in the moderate range with 42 and 45 um as their SGP. This tells us that some grades are making strong progress and other grades just need to add additional support. On the right side, those are the
performance levels over time. Um, the achievement trends from 22 to 25. The percentage of students not meeting expectations has increased from 21 to 29%. Um, and our partially meeting is basically
has stayed pretty stagnant, showing a little bit of movement between 50 and 56%. um and our meeting expectations has declined slightly. Um and mind you this is the subgroup of our special education
students. So that means even though some grades are showing strong growth uh our overall achievement we need to look at that a little bit more to to see that trend um moving uh to the higher performance categories. um some of the key takeaways and and
looking um like digging into the data data like this is great data um but behind it um and I'm sure we'll get into this at another time. We could talk about absenteeism is a huge impact when looking at the numbers particularly for
um our uh high need students overall. Um and so you know that just another area for us to be located in. Is are these all student? >> Yes. >> Yes, exactly. Just is the entire
industry. >> Exactly. >> Yes. And so the next slide. >> Perfect. Thank you. I try to look at all these different places. Um the next slide is very similar. You know, this slide was uh represents special
education students in the area of math for the spring 25 MCCASTs. Um and on the left side, um we see student growth. Um the SGP for math grades four and 10 are showing low growth again right on the
cusp of 40 and 41. Um you also notice that those are um tend to be what I like to call transition years. So third grade into fourth grade academically particularly in math is is a big jump. Um and then 10th grade that's where the
growth kind of divides right kids go into their own tracks in terms of the type of math that they're taking. Um grades five and six are near average with 50 and 49 as their SVP and grade seven stands out with high growth at 56.
Um and grade eight is just slightly again you know, in the in the average region of 47. Um, so the growth is a little uneven, but I think that the work the district is doing and has done over the last several years around calorieing the
curriculum and curriculum mapping that's being done, um, I think, you know, we're seeing some positive trends on the right side. The performance levels over time, um, everything pretty much stays in the
same range over those four years. Uh the not u meeting expectations is higher than I'd like to be honest between 25 and 29%. Um and the partially meeting uh is 53 to 56% and it's showing slight some slight
trends um upward. Um and honestly we would love to see some of our students in exubing expectation in these roles but currently we are at in some uh years 1 to 3%. Um but typically students
wouldn't necessarily require an IEP. Um they're exceeded with standards that that are intuitive. And so um some takeaways and things that are already occurring in the district along with working the office of teaching and learning um is actually we met today my
assistant director Victoria Ryan myself and Angela Graziano we're looking at our programming within district what can we do to um solidify the work tier three level what are the curriculum tools what are the assessments we're using how can
we calibrate that across uh grades vertically. Um so we're really excited about that work and we hope to you know see the impact of the work with our students. >> Thank you so much. >> Thank you.
>> The next three slides um we're going to demonstrate here is growth over time for a cohort is a way to paint a picture of how we follow our students over time. And the next three slides are going to focus on those cohorts. Um one cohort being a group that just completed high school. So that's the high school INCAST
assessment. So grades 3 through 10. The next slide will be middle school and then elementary. So I think this is important to show that we don't just look at how each student is doing each um how grade is doing each year um alone that we do look at them and we follow
that throughout. So thankful to our instructional coach this just mentioned Angie and she's really helpful with tracking this data for us. Um and so the top category is meet and exceed and then it's broken down from there. But what mean exceed you can see that our
students are demonstrating growth. Um we are going to talk more about the 10th grade you know there was some there was a dip. So we'll talk about that but looking at how they are growing over time is definitely something that we want to um to highlight here. And again, while we
might have some shifts up and down, it does really res, you know, mirror the state but always above the state average. So this is our high school students are now our current juniors. They just finished their incast assessments there. These are this next
slide is students um are current nth graders. So through elementary and middle school how they've done and of course again when they've dipped the state has dipped and what we've but consistently grown and I do want to highlight um how well we have
done on our MCCAST which I know our middle school principal will be talking about there's definitely some really positive spots to celebrate I'm not celebrating I'm waiting the principles have some really great celebrations I'm trying not to to take everything they have some great celebrations that look forward to
sharing, but just want to make sure presenting the the data here. And then these are students who are front seventh graders. So they, you know, the third grade or sixth grade um ELA definitely some points to look at if we're going to be taking a look
especially um at the ELA there as well. Are there any questions since we're going to go into now the school level? Uh, any questions that we can help answer so far? All right. Like to introduce Dr. Michelle Carlson, our Marvelhead High
School principal, who's going to share and additional chair. Yep. Thank you. Um, thanks for having me here tonight. Um, so I'm here to talk a little bit about the ENFS results in the high school. Um, I first want to say we
have wonderful talented students at MOA High School who perform very well academically. Unfortunately, um, as you know, last year the state did make a change that no longer requires young pass as graduation requirement. Um we have noticed that
many students have not taken the assessment as seriously as previous years when it was a high stakes test. Um and we had hoped that they they would take it more seriously but noticed that they um sped a lot less time taking the exam last year as compared to previous
years. Um we also faced challenges with students during the testing period uh and during a slow year last year for various reasons. um and they have families really for the first time ever attempting to opt students out and say they're not coming and they're not
taking it. So um for those reasons I don't believe that the results that we are going to be showing you for the impress are real and accurate representation of our students performance um or their capabilities. So um as the state noted in the reports to
the families um the data should be used alongside other measures of student achievement. Um so to that end we are also examining abitional data sources to look at how our students are doing including their AP test scores. We do have some 10th graders that took the end
class last year as 10th graders that also were in some AP classes. we're able to compare that data and we'll look this year as well at the AP data when that comes out. Um, and once the PSAT results are um released this year, we'll be able
to use that data and compare their growth from 10th to 11th grade alongside the MCAST and see how it how it correlates. So um let's see this little okay so here
is our ELA category and you can see um we did qual has gone down we are still above the state average but this is what I'm talking about where we're seeing how that the students are performing as well as you expect them to do. Um and you can
see in the the side how it breaks out um for language writing and still above the state average. Thanks. This is math. Uh it's pretty much the same curve that we just saw. Um we are still above the state average
this as well. Um the one you want to switch this one difference would be science. This is grade nine at 10 science where math and English are grade 10. We are still seeing that the students took this more seriously as as
ninth graders and um we're we're pretty consistent from last year of this year and well well above the state average year. Um the one thing of note is solution. Um that category here and um I'm going to talk a little bit about the
work that we're doing now. Well, this is the student growth percentage data and as we expect because we saw that dip, we're not seeing a growth percentage that we would like to see with students. Um and so here here's our so you know
ELA math science um we are continuing to perform above the state average in all of those subject areas. We have um much fewer students and this is where it's a good thing to be below the state um not meeting expectations. So we are well
under the state for not meeting expectations in all three subject areas. In math, um, we are in the top third of high schools and in science, we're in the top 20% of high schools here in Massachusetts.
Um, so what are next steps and how do we how do we focus on growing? So, um, yesterday during our PLC time, our English, math, and science departments met. uh they began a detailed review of the endcast results that included individual test questions and item
analysis so that they could identify specific areas for improvement and and target and focus on those areas with students. Uh this analysis will continue throughout the school year. Um we're placing a strong emphasis on impending
student attendance. I spoke with families about this starting at our back to school night this year because he saw the trends last year. Uh we will continue asking families to partner with us when ensuring students are present and engaged every day at school. That's
really important for students to to be in school so that they can get the instruction. Um well, it's also important to note that MCAST um remains a required state assessment while not a graduation requirement. there is no opt
out option. So, um we do need um students to come in and take that test. Um we are continuing to update our scope and sequence this year for our curriculum across all departments to ensure alignment with state standards and assessment expectations.
Um dedicated professional development time this year is being used for this work. Um and this has been ongoing since the beginning of school, but we have started this and are continuing throughout the school year. And then through our MTSS framework, we've also enhanced the curriculum in our RTI
classes in uh ELA, math, and science to better support students who need the additional help. >> I so I don't see a corresponding state. >> So do do you know why that and do you
have um are there comparable schools that are in our our list where we base saw a gift as well that >> yeah so I did analysis of the NEC because that's some of the principal districts that I work with so that would be >> what is NEC would be
>> conference so it's it's clear in eastern Massachusetts so it's masomic um dammer beverly small um roster They alone.
Um, but what I can tell you is that for ELA, um, the only school that was higher than us was mass. Um, and the same for math, uh, we were three to the second for that. And, uh, for science, we were 71. We were the
top. So, um, in looking at their scores compared to ours, they're all dipped. Okay. Yeah. I I I was asking because of you know solutions to try to sort of combat that second guess. So
>> I think comparing to the state state just >> well >> so I don't even state I think we should be looking at >> I was just looking at the trend you know. >> Yeah. >> I think I think the point can't be driven long enough. I mean we have
it was all about but but I would say the the the run through of this is that last year going on attendance piece um and the folks really want to take it seriously. I I I understand like this kind of like
this u but I think that attendance piece actually drives most attendance affected >> because if they're not in school they don't they can't fit the curriculum a lot of people >> so it's dependent not for the test >> well
they're not taking the test we're not it's the scores are based on the students who enter the test correct >> it does affect our account though >> so I don't know what that doesn't what is have to do to get at these numbers. Are they is that big to those numbers? >> So, it's both. It's both. So, when when
when the students our absentee rate is very high last year, especially at the high school and the um test doesn't count for graduation. So, between those two things, um scores did because they weren't here to give the instruction
came and took the test. They got started Michelle like someone took the whole entire test like 10 15 minutes and that's like clearly not put in the effort and that was a lot. I mean there was comparison we said well these kids took AP courses that did fabulously and maintain that I think back to Michelle's
point is you know kids are capable um they have they have the wherewithal to do well in their academics but they just see most that's where you it's a huge for sure but that's one of the strategies it's not the only strategy
but one of the strategies and then the other dat areas where she find they're in the lower, you know, of we always look at that and say, let's scroll down and say what are what areas are all students doing in and how do we, you know, why do we look at how the questions are formulated? We look at,
you know, how do we address that in the classroom? So, there's a lot of pieces puzzle, but yeah, I I agree. We all looked at that, wow, you know, that's that's crazy. But the only thing we can point to specific is the attendance and that's also reflected.
we have to speak to state context state >> our chronic ads have been very very last year and actually has continued this year so um really going to be pushing notes and messages tomorrow my weekly update really with families too please
partner with us you know prioritize school so um the grade 10 chart that shows the dip we don't have a similar chart for grade nine But it does it show a similar
>> so grade nine. So in high school ELA and math is only taken in grade 10 and science is only grade nine. >> Okay. >> So then you have this chart that shows growth for grade nine unit. >> Is that
>> this is the next the next chart after you go to the next slide. >> Yeah. >> Sorry. Thank you. >> That was >> Sorry, this just carried over.
>> This is great 10 because they don't do this for science. Yes. >> Thank you. >> Thank you. >> Thank you. >> Next, we're going to have our middle school principal, Matt Leante. Hello everybody.
>> I'm Alani. I'm the new principal at Vets. Very excited to be here tonight. Really, really enjoy the kids at Vets. It's been an amazing transition has um it's just I can't speak highly enough of the kids and just
how they they just take school and it's just been a fabulous experience this time. But I'm going to talk about last year's end test. Um so we're going to start off in seventh and eighth grade ELA. Um so again we were well above the
state um both overall and then in all the subcategories reading the language, the essay and the writing. You have it broken up by graded. >> Uh no, we did something. >> I have I was slide out. It's on slide
and we have the SGP earlier by we have we didn't have it over there. So there you go. Um uh for Oh. Oh, one thing the other thing about ELA. Sorry to go back is that uh
we did have a 5% increase. Um which even though there was a little dip the year before, we got right back on the current trend on going up. Now we'll go to math. Um same thing in math, well above the state. Um we did have a little bit of a
a little bit of a depth, two points from the previous year, but um against the state and all the subcategories, we were well above as well. moving noises
civics. This was um new um a lot of the kids adjusting to it. Um as the test evolves um the kids adjust to the test. Um so it was a little different than they had seen even in the pilot years. Um again against the state we were well
above both in the subcategories in overall. And then in science um this was again a new test. It was a little different. There was pilots. It was a everyone had to be taking part of it this last year but it was piloted as
well. Um um and although I I will acknowledge that there was a little bit of a dip in here as well, it does show that the decision we made as a district to go to a more inquirybased
curriculum. Um that that is the right move. the scores show it that moving towards that where kids are involved more lab trying to problem solve more and more evaluation of evidence that tells that this evidence
shows that that was a smart move um you put it in so what you say is a that was an area was to address the fourth >> we weren't surprised we knew we needed to do better in science right and that's why we did the curriculum review last year so now this the first year with the
with the new curriculum. So, we were very hopeful for a positive turn. This just didn't surprise us in some ways. Maybe we needed to as they evolved with the standards and the assessment and cast assessment. Uh well all right.
Yeah. >> So looking at our student growth percentile um our growth was in the uh was above state average falling into the moderate to high growth. On average our students made more than uh than an
average year's growth across the board. An average year growth would be 50% or higher. We were above that. Um and eighth grade ELA and seventh grade math stood out um as falling into the high growth category.
So that's some strengths. Um in seventh grade, we'll start with seventh grade in math. Uh top 16% of all Massachusetts districts. This particular cohort of students grew 7% in the meeting and exceeding category
compared to the previous year. 18% of students were in the exceeding category. That's a 5% increase from the previous year for that particular cohort. And then we increase the state differential above the state from 18 to
26 above the state average. seventh grade ELA, top 14% of all Massachusetts districts, and we increased our overall essay proficiency for this cohort by 7%.
Strength in eighth grade, eighth grade math, top 18% of all Massachusetts districts and 20% above the state average. 83 LA top 9% of all Massachusetts districts and we had a high growth
percentage of 67%. Science top 24 of all Massachusetts districts and in civics top 18% of all Massachusetts districts and 19% above the state average.
and looking at some areas of growth. Uh we want to continue aligning common language and structures between the elementary schools and veterans to support student writing. We want to increase student discourse in group discussions to support problem solving skills.
We want to support the implementation of a new inquirybased science program. We've restructured Wimblock allowing for a more comprehensive intervention to support students and we are creating enrichment opportunities of wind blocks to foster
growth across all achievement levels as well as we continue our advisory program to support students social emotional learning. >> Question is always there. >> I can take no credit for the bless you.
That's always been >> I I feel pretty confident that the science that science 48% is going to go next year. I think I was meeting with Matt today. We talked a little bit he was just so hard working at the data and really engaging and figure out ways
student how we support students differently. And I think you know that's what that's what we ask of our principles and I think you know um just working together how seriously we take everyone know practices making sure that
you knowing in those areas deficit stuff mentioned I'm looking at the data at the high school middle school had data meetings yesterday as well so there's this kind of this structure and culture that we've developed and we're supporting and it's it's an ongoing process and and this this month is
incast data but the next month it will be the next you know data point for them to look at. So this culture of looking at data is really going to continuously help us improve. >> Thank you so much. >> I'd like to welcome our fellow school principal.
>> Good evening. Uh my name is Scott Williams. I'm the principal of Village School. Um my second year at Village. So um thank you for the opportunity to present to you this evening our MCS performance of the administration in the spring employ. Before I go through the slideshow, we have lots of celebrations
and some areas of growth which we've identified. But I do want to take a moment to say behind every data point there is a student, a child, a caregiver, a teacher, an interventionist, a tutor, a curriculum coach. So, I just want to acknowledge the human part of all of this. Um, it's
really important to us and to me. So, um, let's walk through the slideshow. On the left, you'll see this bar chart here. Um, this identifies our English language arts performance for grades four, five, and six. As you can see, we're outperforming the states. Um, particularly in the area of reading,
71%. And then on the right uh again you'll see in correlation we are outperforming the states and we are correlating in terms of our individual performance compared to the states. Um there was a
dip in 2022 we rebounded in 23 a slight dip in 24 and rebounded again in 25 that captures grades four to six. The next slide captures math performance. Again um village is performing quite strongly compared to
the state particularly in numeracy the number system. This breaks down the strands and the areas of content focus for for the area of mathematics. And then on the right again captures grades four to six math performance. Um strong outperformance compared to the
commonwealth and um we're very um status quo for 23 24 and 25 uh 58 58 and 59%. Fifth grade science performed quite well this past spring. Um again on the left the bar chart will show you we're
outperforming the states in all the content areas for science particularly in um technology and engineering. Um and then on the right outperformance compared to our state uh we did very well um compared to 24 to 25 jumping to
61%. So great job to our fifth graders last spring. Um, assistant superintendent Ferrer mentioned student growth percentile earlier. So, this captures our growth uh snapshot. We are doing uh for fourth
grade slight underperformance compared to the state robust performance for fifth grade at 57% and we have some area of growth for our sixth graders last spring and current seventh graders. On the right, you will see math captures. Our sixth graders knocked it out of the
park last year compared to the state and we're on par for fifth grade and slightly underperforming for grade four in area of math. Uh these are our gold stars, our areas of celebrations and and I I I do not take credit for this. I share this with
the village community at large. So um our current fifth graders last year's fourth graders math only 3% of our fourth grade students did not meet expectations on their math and pass students increase their performance by uh the in the fraction domain by 10%. ELA, the fourth grade reading
comprehension uh subcore has grown 71% correct. That's a record high. For fifth grade, our current sixth graders uh villages in the top 25% for the Commonwealth of Mass. We grew 40% meeting and exceeding to 60% in the fraction domain. So clearly we're doing
some great focus work in the area of fraction. For uh fifth grade, village is in the top 20% compared to our district's overall performance on the essay grew from 38 meeting and exceeding in fourth to 50% in fifth grade. Very
nice growth there year to year. Science, our fifth graders, again I mentioned this earlier, increased from 57 to uh 61% meeting and exceeding. our sixth grade celebrations. Uh current seventh graders, math students, top 20% of all
math uh Massachusetts districts in the state. The differential increase from 18 to 22%. English language arts 4% fewer students were in the did not meet expectations category, the lowest in three years. Um all schools we have to examine our
practice for growth. And so these are some areas that I think we need to focus on at village. our ELA may need to strengthen our best practice for writing instruction. I know this continued focus and um instructional work in the area of writing for all of our grades. We've been part of those
day-to-day team meetings. We've been part of those PLC meetings. So, that is our charge. We are strengthening student independence, stamina, and comfortability with discourse. I've talked about this with our uh our instructional leaders. We are rescuers in education. We want to help our
students, but it's okay to have guided struggle and to promote stamina to children have to learn concepts and so it's okay for us to help them and coach them, but we need to teach them grit and stamina and adopt a growth mindset. We're not there yet. That's part of our
practice. Uh science support teachers during the first year implementation of nursing science. We have implemented a new science curriculum this year. Um, our staff has asked us for additional PE opportunities which we are offering in very short time. So, um, I'm very excited for the the work I see in
science, the scientific method, the inquiry, hypothesis. Um, it's kids like science in my experience. They enjoy the kinesthetic part of that. So, um, thank you for that. And then, we're in our second year of our wayfinder program. We've partnered with PO um and we have
some great work happening in the in the area of social emotional learning for our school. Wait, >> before you leave that slide, can you go back? >> I'm sorry, I can't hear you. >> Yes, go back a second. So, first time I've ever seen someone say strengthen student independence, stamina, comfortability, comfortability,
discourse, and productive struggle solving complex math problems. So, I love that, frankly. Um, love to see it on all of the subject matters. But, uh, so how do you do that? Like, what does that look like? >> We have to meet our children where
they're at and build the tools and scaffold the approach, whether it be a curriculum coach, whether it be a teacher working on data collection over time. There's danger in one data point. You want to collect a repository of data over time, but it's really working as a
team. And we have developed our instructional um we have our interventionist this year a new staffing position at village where those body of folks are working very closely with our teachers department. Um our green block really does address that as well because
we look at the snapshot of data and we have to decide well what are we going to focus on for this child today. We track that over time. Um when I say students need to struggle I don't mean that in a negative way but they have to own it. It's our job to coach them and guide
them and get them. But I I I see I see positive outcome. >> We started to build in some routines. We did some professional development and professional learning around Matt discourse specifically. And so um you know back in the day you go in, you get your lesson, you sit there. We're really
shifting that where kids are engaging more and more. And we've did a lot of professional learning on the actual structure of the lesson to allow for that discourse. So you're not rushing through something where students it is part of the time where they have to be talking and problem solving and critical thinking together. So we've done some of
that professional learning as adults so that our students benefit also. And I think and I think to piggy back on that too, you know, I I have um concepts around like, you know, not sitting kids in rows. So staring at the back of each other's heads like how do we do quality learning groups? How do we have those conversations? And really this boils
down to that whole long step. This really boils down to how do we establish, maintain, foster really. That's that's what it's all about. I think um you we have to do that across all areas. this just happens to be one of the big bigger areas of village that um that Scott and his team
will identify. So, you know, I think I would agree with you. That's great. you know, you have to >> because I I'm a math person and um so I know, you know, and I've seen, you know, my own students who really struggle and I feel like if you it's like almost a foreign language when you if you don't
get it in the early years you by the time you're in high school, that's where you get I hate math, you know, and and not everybody's math kid, I of course student, but to be able to do that, to be able to sit and be comfortable with the uncomfortableness of it, um and get
through that that's great that we have supports for that. I mean, it's the first time I've ever seen them, >> but you know, the same different students can feel that way in science or could feel that way in ELA. There's just different um probably different tactics for that.
>> Growth requires getting out of your comfort zone and experiencing discomfort and overcoming those hurts. >> Thank you. >> I'm sorry. Oh, this this is my last >> I mean it kind of charter. >> No, no. Um the these are these this is
not new news. Um we have spoken to this before. We're in our third year of wit and wisdom ELA curriculum, our fifth year of illustrious math and then our first year of inspire science as I mentioned earlier. And then um our multi-tered systems of support. We have our professional learning communities,
our what I need datadriven blocks. We have great enrichment. I have to give a shout out to the awesome teachers at village. They're doing great things with our enrichment extension activities, our newspaper, our math olympiads, problem solving, lots of good things happening
beyond the school hours at village. And then um our social emotional learning, we've partnered with our PTO this year and they have brought in Jean Skull. >> Yes. So Jean's doing a great job. She's in classrooms and I want to thank our PTO for that partnership and that
funding. I'm happy to entertain questions. Thanks, Scott. Appreciate it. >> Thank you. Thank you. >> I'd like to welcome up our Glover School principal, Greg Kowalsski. >> Good evening everybody.
Bossy Lover principal my second year and my second year as an elementary school principal and I'm starting to feel that one tired as you wear it you know >> your first cold >> certainly we know they bring the energy
every single one they do try to keep me young so I'm really proud to come here to talk to you low G lover and I think a lot last year was my first year and these results with my suits from last here. Um, so I have I
prepared something so something I to ramble on. So I prepared my statistic that way I can kind of get right to the facts. So I'm proud to share the remarkable progress of grade three A this spring third grade is ranked in the top 13%
across Massachusetts. A tremendous accomplishment that reflects both our students dedication and the consistent high quality instructions from our teachers. We've seen steady significant growth in the median and city expectations category rising from 54%
to 71% since 2022 to 2025. That's a 17% gain in just three years. Even more exciting, we're now 29th above the state average, up from 11% 3 years ago. This tells our growth isn't just eternal, but
truly accelerating faster in the state overall. Our essay proficiency was also on the rise. In 2022, our essay performance was 4% above the state. Now it's 13% above the state.
Overall, these results affirm that our early literacy initiatives are aligned in our curriculum work are producing sustainable results. Thank you for math. Thank you. Our students are showing equally
impressive growth. Glover is now top 20% of grade three programs in Massachusetts. A strong indicator of math instruction is both rigorous and responsive. Percentage of students meeting or exceeding expectations had grown from
from 52% in 2022 to 69% 2025. We're now 25% above the state average from three years ago. The growth underscores the effectness of our early interventions and small group supports. And I talk about what uh Princ said our
supports outside of the classroom are tremendous. You walk along with Glover any part of the day whether it's 8:00 in the morning or 2:25 at dismissal. You will see students engaged in the hallways doing early instructions from our coaches from our tutors. Uh we don't stop till the end of the day and you'll
see that if you walk around the school. Uh some of our strengths, one of the uh Gu's great strengths is early intervention. And we pretty much we take a lot of pride in this. We find out the students that are struggling, need the supports. Um we do a lot of data collections, data points like like we
all talk about it's only one assessment, but we try to find many assessments to find out where exactly our kids struggle. Our systems for identifying supporting students early particular reading and math foundational skills are ensuring that no students falls to the cracks. By focusing uh by focusing on
strong t1 instruction and target support, we'll cultivate independent leaders, writers, and thinkers who approach learning with confidence. That's important to us. We don't want we want robots. We want kids to think on their own. We give them open-ended questions. We don't tell them what they should be saying. We kind of give them a
good question and we give them wait time so they can think about the their answer and then they come up with their answers. And no answers are wrong. Some are funny, but no answers are wrong. in areas of growth. Even with a strong performance, we're committed to continuous improvement. Right? We don't
like this is a brand new year, so we have a lot of work to do. This year will focus on building data literacy with PLC to streng strengthen our use of data to guide instruction and deep professional dialogue. Continue support for teachers in the third year of wit and wisdom implementation
ensuring ensuring alignment and depth and literacy instruction. Further develop math interventions and winning structures and finally enhancing collaboration which is super important at this level. Kids need to talk to each other and work together. Each of these priorities build on our
current success and keeps our momentum strong and keeps us really focused in school. In closing, others MCAST growth is a clear reflection of our schoolwide commitment to excellence and strong classroom instruction to early intervention. They added great practice. We're very proud of our students,
teachers, and our target community of workers last year. We look to improve on this year. >> Good. that it's very it's grade three, right? Is the MCCAST, but and that's amazing amazing increase. Um, and I think again, I'm not an educator, but I
would venture to say that the grade three results are the combination of K through three in the building, right? So, kindergarten versus grade teachers. >> Um, which is absolutely great. And Glover, you know, Glover has been through a lot the last, you know, couple years and we bring that. I mean, so for
our, you know, students and our teachers to be able to be able to do this is, you know, it's really a testament to their strength. >> Thank you. And you're right. It is >> and your leadership. >> It is a K through three process. And
honestly, we we're really looking forward to supporting Village and we're really looking forward to seeing our grade four at Cal State in the spring to see how much progress the students are making. Thank you.
>> Thanks, Frank. We >> welcome Principal Mary Maxfield, Little Brown School. >> Hi everyone. I'm Mary um at Brown. Happy to be here. Uh we're off to a great start this year. Already finishing up
our first intervention cycle. Uh and looking forward to seeing that data over the next couple of weeks. Um, I want to echo what uh Scott said about behind every student there is an entire team of parents and and pair professionals and
teachers. And um I thought he uh spoke to that point incredibly well. And um you know they're they're all working together to not to make sure that kids not only succeed academically but also behaviorally, emotionally, and socially.
um the whole child, especially our little ones where they're just really trying to figure it all out. Uh so we have some great data to share tonight. Um some areas that we are looking at. Um I'm looking for my slide. Are we going? Oh, there we go. Okay, great. Um the
first slide that you see is the ELA data. Um again, overall you can see that we are exceeding the state in all the um overall ELA. We s down we stayed the same in terms of percentages from last year. Uh but we do exceed the state
overall pretty significantly. Um but also in the seven subcategories. I think the language piece is the one that I was most excited about. uh because of the Whitney wisdom and that um productive struggle that we ask kids to do and the
the inquiry based model that we're at, we're really exposing them to much more um specific language and much deeper thinking and vocabulary usage. So, um I I do think that there may be a correlation there. So, looking looking
forward to seeing that grow again this year. Um, obviously when we look at the subcategories here, the um, most concerning is the essay and the writing and I think that's pretty glaring. Um, I'm also very curious about it because um, it's consistently low not just with
us but across the state and it just seems like I'm I'm curious if it's always, you know, in the 30% across the whole state. I'm wondering about that positive false. Um when we look at the math uh again you
can see that we exceed the state uh pretty significantly. We dip down a few points overall from 61 to 58% from last year. However, from since 22 we've gone from 46 to 58%. So still over time uh we're we're headed in the right
direction. Uh the subcategories again exceeded the state in all of those subcategories as well. uh pretty pretty crazy pretty they were doing pretty well there. >> Thanks. Um overall our math celebrations 58% as
compared to 41% some great growth in the math meeting um and exceeding category uh uh numbers and operations and algebraic thinking very strong and I was most excited about that part. Um the same with the the language skills. Um
but also with these two things we know that if kids have number concept and they understand how numbers work and they have those basic skills kind of like if you have your phonics and your phmic awareness you can start to build a system for reading. really and truly we need to have those fun foundational
skills for the math to get that more complex thinking to get them to start thinking more in and in and that productive struggle with math that we were talking about earlier. Um we are in the top 30% of Massachusetts elementary schools for math and 17 uh% above the
state average. ELA, as I um said in the earlier slide, some really good growth there since 22. uh top 15% of Massachusetts elementary school 23% above the average. Um one of
the things that I noticed in the when we started digging deeper into the math and the reading um I wanted to know how many kids were like on the cusp and if you look into um one of the platforms that we use you can really get lost in it go
down a rabbit hole which is a lot of fun sometimes. Um, but one of the things that they'll help you do is try to figure out how many kids just missed it by like one or two uh questions. And for reading it was 10 kids. So, um, that
would and we have about 100 kids. So, that's significant. For math it was 17 kids who just missed the mark. So, I think that for us that tells us to dig in to the item analysis. Where are they missing? Are they common areas that
they're missing? one or two areas and how can we help them understand how they need to show their thinking, show their learning on that kind of assessment. So I think that was some good information for us. Um areas of growth always room to uh improve item analysis and digging
deeper into that writing data. I'm very curious about that. Um there's also a lot of um a lot of variables with the writing piece for third graders. They I don't know if you know they have to type their essay um on the computer. So they
are a lot of kids are literally hunting and pecking when they're doing that. So I'm I'm curious about that. Um whether or not what how much of that aspect it is for some of those kids who are struggling with it. And I'm curious about that across the whole city because
when I think about the access that all students have to not just a keyboard but uh not just a computer but keyboarding and not I mean most kids at that level are doing this. They're not doing this. So, um I'm really interested to see if there's a correlation between that that
piece of it. Uh so, moving forward, our school improvement plan, we're using multiple data points to identify not just the learning needs, but the instructional needs. So, if our kids aren't learning, um that's behooves us like what is it that we need to do differently instructionally? Uh and then
correlating that the learning trends with those instructional needs as well. Um, also taking those trends and this is where I'm we're sort of pushing this now. Um, and moving that into a teacher inquiry cycle. So looking at the data
overall, seeing what that trend is, and then where do we need to improve instructionally? And then how do we do that? Do we do that for professional development? Do we do that by um observing one another in classrooms? They just went through um some observations that you're doing of one another. I attended a great PLC this
afternoon of of uh teachers sharing their observations with one another, what they noticed, what they wondered, what they would do differently, what they learned from one another. It was it was fantastic. Um uh that was the second grade team. They were doing a great job. Um looking at progress monitoring system
for math intervention cycles, we're doing pretty well with that with regard to ELA, but for math, we don't have a consistent one other than the I Ready, which is beginning of the year, mid year, end of the year. And it's also a little dicey in the middle because it's measuring things that we haven't yet
taught. So that's a little tricky. Um and sometimes confusing for parents. Um so we are looking at our title one funding to s see if we can purchase um we're looking at different ones to pilot and then possibly put in on using the title one funds to put in an
intervention pro uh progress monitoring tool there. That would be wonderful. Um, as I was digging deeper, one of the things that was pretty amazing, um, I was flabbergasted by this and was just really was not what I expected at all.
So, there's um, one of the filters you can use is that looking at how long kids have been at their school. So, you can look at and I expected to see a difference in the scores between kids who had been there just one year or just arrived that year and kids who had been there all four years. What I didn't expect was when I looked at kids who
have been there three years and four years, the significant difference. So we're talking about kids who start with us in kindergarten. So for kids in ELA who had been with us for three years, they were 46% proficient, 72% for the
kids who had been there all four years. That that just blew me out of the water. I was like, >> imagine if we had >> Right. Exactly. Um, and then for math, it was from 46 46 to 63% in math. I mean, that's just
one year. And we can, you know, you can't always tell with other schools when they're sort of that midyear grades which years they were there. But when you're a K to three, you know, that's the year they missed and it was kindergarten, right? So our kids So, so
that behooves us to look at those incoming first graders. What are we doing? How are we making sure that we're assessing them when they first come in that we if we haven't had them in kindergarten? Um, and shout out to our kindergarten and and all of us. And I appreciated what you said too, Jenn
about like that's the culmination that that assessment is really a culmination not of just what Scott was saying about how every child has that whole team behind them, but they have that whole school behind them truly. Um, and so I I think um we got some work to do.
Obviously, there's always some areas of growth, but we've got some great shining points, too, and some good information going. >> So, if you I mean, typically, and you may not off the top, but when you talk about students coming in at first grade, is the assumption that they did
kindergarten somewhere else. They didn't >> sometimes often. >> Yep. >> I would say the majority of them. >> Yeah. Yep. The majority um are at other kindergartens. Y always >> it's it's just it's phenomenal. Uh I did
not expect that to s >> and I think other things in a different setting but >> and even just the systems right the foundation like how we approach the you know the phonics primary you know ways
that we those foundational skills that >> y I mean we're doing so seminar in kindergarten so pretty impressive anything What what percent of the kindergarten
students are full-time versus half day? almost all nine almost all >> maybe every year about one or two different okay predominantly full >> and typically because they choose to
they um not because they can't but they have said to me you know I I just want more time with my my child for you know a year or something but typically the case >> again you know it's another it's time for full
interview Any other questions? >> Thanks. >> Thanks. >> We have two slides left. Um, so we have worked over the last few years to strategically develop our multi-tered systems of support as you
heard our leaders share with you um which has created many opportunities um for us to have an in-depth data analysis to meet the needs of our students. Um we want to thank our families and their ongoing support um in addition to our students, right? Because we feel that
together that partnership is really important. Um so if families haven't already, we encourage them to take the time um if they did have a student that took MCCAST assessment to look at the test results and have those conversations as well as when we send home other data measures um like report
cards, our dibbles and our I Ready assessment data as well. And our last slide. So, we um very proud of the work that our educators, our instructional coaches, and our leaders have done um to strengthen our MTSS structure, adopt evidence-based curriculum, implement
assessments that help us monitor student performance on a continual basis, and we utilize our PLC, that's our professional learning community structure to align and strengthen instruction. And that's ongoing work. We're very proud of that. So, thank you for this opportunity. And as promised, there is our QR code. >> Yeah, I just want Thank you, Julia. I
just want to add just uh um very proud of all of our administrators came tonight and shared their data. I think um overall we have a lot of things to celebrate. I think they were really good about really shown good in the in the in the areas that we need to grow in and um I think it's that important. So we have
to look at all the areas. I think uh a lot of things that we put into place. I want to thank the school committee has to be present um for helping to um approve adoption some of those curricular um curricular that have been put into place the last couple years because we've se we've seen how the way
fin you know the um science everything else and it's and it's good and I think we're having we're having a lot of conversations where the similar language is being um shared across schools. I'm I'm really digging to making sure we're not operating in silos, making sure
there's there's transition. So, we're having all those discussions and I think moving forward, you got to continue to see how that will positively impact student growth, student achievement, and just the overall culture of the school. So, I just want to again say thank you to the principles for coming in tonight
and and sharing the data and for Julia and um instructional coaches, etc., and especially all the teachers and instructional assistants who work with the kids each and every day to make sure that they know what they need and clearly for the parents support collaboration in a sense we say it takes
a village it really takes a village so I just want to re you know thanking everyone for all the effort and energy that went into this um I do want to reiterate Jen I think made a point earlier and I've asked for this for a couple of years now I I I think you've taken a big step
around not just looking state average, right? Looking at whether it's the DAR schools or whether it's what we think consider a better subset, but it would be nice to see that flow through the whole all the data that we saw. And I know that's probably some complications because of how do you do the composits,
but maybe that's where the dart schools might I think Desi might do some of that for us. But anyway, I just want us to continue um you know, I heard above state average so much and we are and that's very good news, but I don't think that's the
proper benchmark for us. What is I think we have to you know, I don't want to do it tonight, but I think we need to discuss what you know what those proper benchmarks might be and potential targets and and I would agree and you know we we did some adjustments from last year based upon that. Um and you
know you know continue to do that. I think for me comparing ourselves to ourselves whether like the growth like our students achieving and are they growing is more important than any other thing whether we're you know compare ourselves to Lexington or not or and whatever that's great but it's really
ourselves to ourselves is really the most important I mean the states you know benchmark I mean the benchmark stays low but no one's no denying that um it's a benchmark it's a benchmark but I really think how we how are our students growing here over here is really the piece and then Yeah, that
middle part that you're asking for. We'll have those conversations and we'll again next year come up with hopefully an even more robust way of shing. I appreciate the feedback that >> is is this I'm sorry. I mean is this data available at the desi site yet?
>> So what you'll see yes all the data is there. Um when it says district though it is going to be all marble tech students. So just mention that before um the dark districts are there. we can hit an open architect. So um beyond what we can do that's our data platform. Beyond
that you also do we have a lot of the coaching team and I have a lot of data on Northshore because we like to look our neighbors and I also collaborate really well with the um district leaders in other districts to see how you know what's going on. So we do look very
northshore as well to so we can I have to talk about that as well. what would be the best um and we can make those adjustments in our open architects descript and yes in in the um if you just I think
search up like desi marble head um and then it's the assessment tabs and you can go through all the data there as well >> and I think I think it's important to reiterate if you're looking on there and you see district and you say hey that's not what was in the slide tonight it's forever it's because it encompasses uh
students that are not in our district so guys want to be clear about that when folks are having this conversation. So just want >> the numbers include substantially separate classroom. It's all students. >> So I was glad to have been here for this presentation because I I think the
numbers tell a story but they don't tell the full story. And to have the the principles come in and really give us some stories behind the numbers is fantastic. And I'm going to encourage everyone to to watch this presentation if they have
the schools. >> Thank you so much. >> I think thank you all and thank the ad team. I've been through many of these and there has been some frustration in the past frankly around it sometimes felt like you know talking about state average you know focusing on
you know some incremental improvements and kind of not talking about the elephant in the room which is that you know we have students who are not you know where they need to be and I but I really appreciate all of you and the work you went because what I heard tonight was you know here's the reality
and this is what's working. This is what we need to work on in real real tangible things that non-educators can, you know, can relate to. We're not I'm not a professional. Um but but I heard clear plans um as to to affect this and to
make those invalment, you know, changes. It also seems to a complete lay person that we might be finally falling our way out of CO. Um I don't know if that's true or not, but it just appears like that, you know, that there's some hope on the horizon and um it was a very very
very difficult time clearly and that maybe we're we're starting to see come out of it and um and that's great news. So thank you all really. You did great great work. >> Yeah, thank you.
>> I like the QR code. That's a that's an extension. Very high tech. >> Who do I call? I can't figure it out. >> All right. Um, again, thank you everyone. >> We'll move on to >> late. >> All right, we'll move on to the consent,
action, and agenda items. Uh before I do that, there's one item that I had placed there uh around uh approving meeting minutes and I think we need to do a little more discussion around that. Is that is that true, Henry? >> Well, we were going to discuss sort of
meeting minutes in panel, but I did have a note on the meeting that I submitted. I wasn't in the meeting, so I did have notes. So, there are a couple missing items in those minutes. sometimes started on when we went into executive
session and the audio cut out for the um consent action agenda items. So I don't have we made that motion the votes for that. So we can just someone could provide me with that information. I can fill that in. But uh
we if we can vote for these minutes, you know, when those changes >> and I had asked we asked for it as an agenda item. >> It is under later on. >> Yes, it's in G.
>> No, sorry. I've said it. All right. Uh, so we can conclude the minutes with the suggested. >> Okay. >> Okay. So, I'd like to um looking for a
motion to approve the following. The identified schedules of bills totaling 1,238,78341. the school committee meeting minutes of 10:1525 with the discussed edits and then the approval of the following
policy updates. CA administration goals, CB school superintendent, CVI evaluation of the superintendent, CCV line and staff relations. CHCA approval of handbooks and directives.
I move So continue. >> All in favor? All right. The motion passes 50. >> Okay. Um under school committee communication and discussion items, we have a third
reading of the middle school pathway explor exploration. Uh generally for reading is just if there's any questions from the last reading looked at discuss if not just
anyone have any questions. >> Yes. of the um voluntary instructional program too. Just wanted to double check on that. I should I think that >> well that's the recommended.
>> Yes. We just wanted to a little detail but important >> especially like there's a change I think in the admissions process starting next year. Wasn't it new? >> Absolutely. But if this doesn't affect this, how do we how do we prepare it?
But my point is like yeah, I guess it'll be number and quite frankly schools always starts there's no questions that
public. >> Yeah, they had their tech presentation today. This is a practice we've been doing for years. Um, it's just >> so I make a motion that we approve of a policy of IH9. >> Any discussion? Further discussion?
Well, all in favor? All right. The motion passes 5. >> Okay. I have two donations I'd love to discuss. Um, so I'm looking for a motion around a sandbox installation
towards the goal of a Brown School prek sandbox. James Welch and Company will pay, build, and complete this project as a donation. The preschool teachers led by Mrs. Connelly, Brown School principal, Mary Maxfield, and director of facilities, Todd Buggood, are behind
this coming to fruition. This project will allow children to thrive as their senses are activated through play and many children enjoy playing through wielding, moving, and interacting with their peers. >> Looking for a motion. >> Yeah, I'm looking for I'm sorry. I thought Yeah, I'm looking for a motion.
>> Motion second. >> All second. So Justin Welch is is the gentleman who is is behind and helping to donate. He happened to be in meeting with Julie about something completely different the other day. So I was able to meet and he was like, "Oh,
let's do it." So it was kind of cool. It was kind of something for me. So um we offering services um you know and I think I don't know it's in here somewhere but the number actually the amount is somewhere at least
>> so like that's that's considerable really really nice to make sure that um person is giving back to the community who's doing it. So it's all I want to make sure the opportunity Yeah, kids love
I just hope when we build it's >> we don't want kids playing motion's been made and seconded. All those in favor? All right, the motion passes 40. I am looking for a motion towards accepting a $500 cash donation from
Making Ends Meet Foundation into the Marblehead Public Schools Medco donation fund. This donation is provided as a gift to supply snacks for the students and faculty associated with the Medco program. >> Seconded.
>> Any discussion? Right. All those in favor? Right. The motion passes four to zero. All right. >> How will you do? Thank you.
>> Yes, I will. Yes, I will. Let's see. All right. J we're just at the uh the draft of meeting minutes limits item. Oh. Um, yeah. Well, I think if anybody was talking, maybe they're talking to Hannah
offline, but so I gave a little perspective maybe it will help was as well like historically we always had um a an admin person. It tended to be the superintendent's admin assistant. He was also super committee administration
assistant. And that person did do some admin support which included among other things from committee um doing all meeting minutes for schools and that evolved over time. So that was no longer
the case. Um but we still had someone on staff that we paid stage to which we are budgeted for um to do our meeting minutes. It was never the responsibility of the secretary to actually draft the meeting minutes. it was the job of the secretary to the clerk. It's really
technically the third to review them and submit them for approval. So that so this conversation so what we what I did last year is I I used that budget to contract with this outside company all about town that drafts them I guess it's
AI from the video recordings and creates these the drafts. Um and one of the things I happen to like about the one that vendor are using is they have timestamps for the different for the different um you know items on the agenda so that if
you spirit of transparency if you're from the public and you're reading it you can you're like oh I want to hear about every right they're posting video. So I think it's a good system. Um, it's not perfect, right? Because it misses it
misses stuff. We all mumble and it's the voice recognition isn't great. So, it does miss some of the votes for the names of who first, who second. So, it does have to be reviewed. But, I personally think it's a good system. I like to use it for the subcommittees because it really, you know, get it out
as soon as the reporting is loaded and you can just go through and make the changes. So, I did encourage Henry to reach out to Joel from All because I think that he can make it better than it is. I mean, there's some ability to do some programming to produce the drafts
formatted closer to what to what we want. So, that's all I was just because I we've got all these different versions. I think Kate, you're using something for subcommittee using something else. I'm using all the town. So I was just suggesting that we get
some sort of lease signals in terms of building. >> Yeah. So just to to follow up, I did contact Joel. Um it he's great. I mean he really responded very quickly. He's he I think he's already working on those
changes. So um the meeting minutes for this meeting I think will be not there. They'll be closer. you know, we've been working we'll work back and forth to get them there. Um, you know, there's some things that I I just think we never build a communicator
about, you know, putting, you know, certain information that uh that needs to be compliant with all. Um, so I the other thing that's worth noting is that I I'm I want to set future school
committees up for success, you know, to provide them with a resource rather than having to sort of build from scratch or minutes themselves. I think that's going to help us build a more complete record of minutes. So I think this issue is
resolved. I think we can bring it up again, but if anybody has any recommended changes to the meeting minutes, you know, to the format, uh Joel's more than willing to make them, I'm happy to contact him. So, um yeah, I think I don't think they're a
vote here, but I'll >> Yeah. No, I don't think it's I just wanted to bring it up. And I also the other thing I will say is that >> some of the things that get missed I think with the voice recognition like the first and second we according to Robert's rules anyway should be doing a
little bit of better job of you know motion made by Kate or seconded by him roll you know roll call a vote or if it's all in favor just being clear about that I think will also go a long way. Yeah,
>> those edits are pretty like if you're taking notes and they're minor notes from those edits have very quickly. So I don't think that the expectations that he's submitting were perfect >> and it's you know
so um I I also wanted to note that he is he his contract or he has been supplying minutes for all the sub minutes as well except for communication which I asked him
um so I think we can if everybody's up there Yeah, I was going to say we when we filled the the secretarial position back in June, we did discuss those responsibilities with the position. So that shouldn't be a surprise. Now, I I agree with you, Jen.
>> It's not realist that actually draft them like we do need to have a resource. >> No. Well, that's different. So the responsibility of Henry's how it's done is I think also responsibility of of Henry and I did encourage him to if there's tools whether using them
existing ones or new ones or working with other town you know meetings that are happening you know I'm all for trying to standardize on one if it does meet all our needs and if someone feels there's something that they need that's very different and then we address that then too. So yeah,
>> I think standardizing and having a links is super helpful. How much does it cost because there's just so many AI tools to do. Exactly. >> I think it's $6. I know it is $6 for school meeting last. >> Well, and I I believe what was saying is
that that's half the price that >> it is. So it is true that there are a lot of free and I I was using that. >> Yeah. what what will being provided is is better than what the results that I've gotten from free AI tools and also
again for the longevity sort of of this tool to not have to train a legal secretary clerk to to figure out how to do an a good AI prompt to
>> that for me was the hesitation is just you know AI is becoming more and more user friendly and at some point it probably will be you know probably replace that person's you know but I think it's certainly you know we paid someone to sit and
watch the meeting and drafting minutes so you know if someone is putting in time and energy to generate um I had raised this with Henry but one thing the current versions we've been getting of minutes do not actually clearly state
what the motion forward just a topic in the same motion seconded. Um and really that's what our minutes should be is a record of the motions that were made and how they and I think by language of the
motions it's also from school perspective we should be clearly stating the motion. So even though someone makes a motion, right, it's that motion should actually or or the or this or the clerk should be writing that down and and probably should be saying anyway. That
may help with recognition. It may not be perfect, but we have a tendency and we'll talk about this just a sec in the next subject matter, next agenda item. Um sometimes our motions get long or they get kind of bogged down and it really should be clear.
below practice for us to get into practice and like you said it's under I did want to know anytime you're using an AI tool and I I think it's important for the public to know this that that I do review the output of that AI tool you
never sort of just go with what an AI tool is going to say so there's always an eyes on well hopefully they'll always think on on So yeah,
>> great. >> Thank you. Um, next item is refers to our open meeting violation and uh, Jen, I believe you had said we need to vote on suggested remedies. >> Yeah. So just so folks know, so I think
it was our last meeting, two names. Um I had a question about our communities to file an open meeting claim or open meeting um violation and that hadn't been done. So I offered to
do it. So I went online I spoke to the state and I went online and I filed it. So what was put into the initially to go was the summary that I had done the actual complaint which is what we should be discussing. I wasn't so I got it in there today and I was looking by the hands to see it. So there's no actual
like self-reporting mechanism. It's it's a complaint. Um and so what I did is I filed it as a complaint on behalf of the committee. Explained what what happened explain what we voted. What I realized at least
in my in my notes is that we voted to self-report an over meeting violation. I had suggested made some suggestions on a remedy and part of the complaint is that the complainant needs to suggest remedies and then the board will decide
by go whether they accept those remedies or we'll do different set of rentals. So my I'll make a motion I we need to do that. It's part of this process is to vote the um corrective action to adopt the
corrective action and then to go forward and then it's over. So what I had suggested did the last time and we'd obviously didn't discuss it is that um my suggestion is that all school committee members take a mandatory open meeting or take an open
meeting law training which I think some of us two weeks ago >> yeah and there's plenty I mean I can work with you offline and that we all and this is you know
this is something that we really need to be, you know, thoughtful of is that we agree that we will refrain from violating women. Um, that's just a commitment to our community. Um, that we will be mindful of it because it can get, you know, I've
said it before, it gets clunky. it gets um you know it has to be something that you need to be conscious of being in the spirit of trans. So um I would like to make a motion um
for corrective action for the open meeting violation to uh all school committee members school committee members will will take a or test that they have taken a mandatory open meeting law training since October 15th or October
um >> September >> September 30th since September 30th or after September and all school committee members members shall agree to refrain bilingual equal condition. >> That's the motion.
>> All said is there any further discussion? All right. Um, does this need to be a roll call, Jim? Is this >> I think that heard. >> Okay. U Jen in >> favor. Kate >> in favor. >> Melissa
>> in Henry, >> but it's facing the wrong way. >> I'm sorry. I think you said in favor in >> favor Williams in favor. So motion passes 5. >> Okay. Um
our next item is around uh I'll start with the facilities subcommittee chair. All other subcommittees have a chair person. Um so we need to uh see if anyone is interested. Jen I believe at
the last meeting said she was not interested. I don't is that changed? >> I did. So I caught I watched the last so I'm willing. Yeah I'm willing to start. All right. So, I'd like to make a move. I'd
>> like to make a motion that Henry Guaza is the chairperson of our facilities subcommittee. >> That is okay. Uh, all in favor? All right. The motion passes 5-0.
Are there any other subcommittee or layers on updates for us tonight? >> I have two. um the communications subcommittee who met um I think the biggest point of discussion was that we we need
to do better comm we need to be better about communicating but we do not really have our own tools for we don't have you know we don't have a social media presence we don't have our own email server or list server and um I think it
would be worth developing because I know the district has one. Um, but I think that our audience is a little different from uh the district audience and there's certainly a lot of overlap. Um,
also would mean that John, you wouldn't need to approve everything that we want to send out, you know, because we would not be using the list. Um,
I think there's a lot of value in having our own tools and again being able to pass those down to future school communities so that they also have tools. Um, so I don't know that we
came here looking for a vote or anything, but Melissa and I are going to explore how we can build that. We were thinking maybe asking with the PTO's if they would be willing to send out a message to have people sign up for our
newsletters um or for our email list and to send out communications. Um so I I think we have we have a lot of work to do but I'm hoping that it will have some longevity for and I don't know
if I want to add anything. Yes. >> So, I just want to make sure. So, if you guys are soon to you would still use your Swansea gear obviously. >> Can't wait. Um, we'll add email, but you're just looking for to be able to develop your own the serve like through
PTO's and >> Yes. And I I now that you say that out loud, that is I mean I didn't propose that it would be sitting on communications without her approval. I was just trying to um you know think about how we could have our own list but it would be yes it would just be an
email list not an email address. >> Oh >> so I'm just think I know I know the town has you know there >> you would need an email address. >> Yeah. But >> well yeah but I I don't think I I'm not I'm not really proposing that we have
our own sort of email account that's I think we could use Well, who's going to manage >> your own domain? >> We don't need our own domain. >> Correct. >> But somebody's going to have to manage. >> Well, someone is going to have to manage the list. I think it it would be
worthwhile to explore some vendors to do that because there are obviously a lot of vendors who manage email lists, you know. So, it would like Mailchimp is probably the one that ever um and so that would that would they would build the list. They would allow people to
unsubscribe. They would allow people to sign up. It wouldn't be like a I'm definitely not proposing that we manually edit a place of um just explore some ways and possibly some
vendors again um who could help us sort of build this >> and there is a Facebook page and an Instagram um >> I did explore that I There's a couple
Facebook pages. I'm not sure which one. >> I have the >> Okay. And but how many followers do we have? No. No. We never lo I mean >> Oh, yes. >> That's Yeah. >> I mean, it's out there, but there's nothing on there because we never this committee
in the past couple years the committee did not agree. >> Social media. >> I think we're It exists for whatever >> it exists. Yes, I did notice that. We haven't really done too much discussion around social media. I think we're sort
of focusing more on direct communication right. Um but that's good to know. >> I did notice on the um agenda for the MASC conference there is a session on social media use obvious.
someone to sit in on that session that may be beneficial information to bring >> um any other questions regarding communications. I was going to ask, you know, I think it's great that we're developing these tools, but we're not
communicating well for figuring out how to communicate and I know, you know, the committee was sending out newsletters last year. And so I wanted to raise the possibility of, you know, maybe not a monthly newsletter, maybe
quarterly or some, you know, something now that updates on what's happened since >> June, July. um you know whether >> we could develop something like that and I believe that last year there was newsletters through the subway
>> but they came by email at least within the appearance >> of course >> we can still do that you don't have >> what happened to me um there was something at one point where it was like a quick snapshot of each recap yeah So
that's one of the communication tools that we're developing. >> Oh, >> but it's really it's it would be very different from what from a newsletter. It's not a news. It's really meant to be in case you're wondering the specific
things we talked about, here's what it is. But um so yes, I think we do need a a different email tool. I mean, I don't want to bloat it too much, obviously, but I think quarterly is pretty reasonable to say, "Here's what we built in the past 3 months, and maybe here's
what we're planning on doing over the next three months." Um, so that's definitely something discuss. >> Do you guys know who was putting that? So, was it the subcommittee that was putting it together and sending >> Yeah. So we use more a lot in the
district which really like and I just want to highlight um it's really nice because you can translate it into so many languages and we do have families that speak um different languages. So I just if I could add there's so many benefits to more one side one thing we did notice is that only one person can
work on it though you can't like so that does get tricky logistics if you are both trying to work on a communication. So we use it because we create our own things to send you know offer that feedback but it is >> okay.
>> Right. >> You you know shared document >> one person >> which they strongly encourage you don't do the editing. >> Another thing you made the document together somebody drops it in and somebody else
groups And I just I want to I obviously the L program learner. So anything you do we could just have that as a practice we look to if it can get translated into and more you can pick your own so you don't have to. >> Yeah they can pick their own so they don't have to worry just whatever the product is. I just wanted to
>> if anything right now gets pushed off or it's finally still >> I would suggest building a list that would be great but if you choose to do small in the meantime it's not just you know we don't we as members don't
have the access to send people >> but that would just John or Lisa Martin >> so once it's easier if it's once it's approved and ready it goes send it to Lisa Manning say we have this posted and she works with even shout out because
he's going to make sure those two all students can you know additional drugs and stuff so goes to everybody's brother and then trans so that's >> but to your point about building it only
go so it's great it goes to all families but it only I don't get because I don't get like it you know we don't get any it's basically I guess Um, so there's something to be said about, you know, parallel, you know, we can do that in
the near terara, but building a list serve would also allow us to push things out to other folks in the community who are interested. >> That's absolutely and it would be entirely optin, right? Like we wouldn't adjust the thing to listen. >> So
um >> it's not opt in for ours. >> No, for us would have Uh if there's nothing else, I do have an update from the roof committee and and Mike, if I this is really just about the
timeline um that we can expect here with this committee. So, we were originally going uh choosing a contractor
from the from the bids um in the roof subcommittee on November 6th and looking to approve that in this committee like by the 14th or the 13th, but the the schedule has
shifted a little bit. So, the roofing subcommittee is meeting on the 14th to I'm going off this is what um I think Nina sent us um this is the most recent uh but the 14th
for the roofing subcommittee to meet and vote on a on a bid and then we would want the school committee and the select board to approve that bid
>> between November 17th and 20th. So >> it is Yeah, it's the 6th and the TW November 6th and November 20th. >> So I think Can I >> Yes. May I think um the subcommittee
is going to make a recommendation to the full committee as to whether we should go with the liquid applied or >> Yeah, that's essentially >> right. That's that's that's what they've been tasked with is that's our primary focus right now is to figure out which process is best. We were intending to
bring that recommendation to the school committee for next Thursday's meeting, but that is now being pushed off as Senria said till the week of the 17th. When we get into the my opinion is that it should come to the school committee first because
select board has to approve the form of the contract but not so much the the method of instruction. they were just so I think it should come to the the full committee first which would be the 20th um for a an approval and then once
that's done then it would go to the select board just to vote to approve the form of the contracting that the funds have been previously that there's enough funding from the bid results to support the project >> and I certainly don't want to never speak for stuff but in past experience
uh they would typically want to have us make our vote first and then they would I think my point being is I don't think we can go to them on the 18th prior to the school committee and I think the week after >> I think that the only thing I might
propose is that we have a single agenda in maybe the 17th or 18th and try to get it to the slide board a little sooner. But I think we can talk to this. Maybe I'll contact the
life board and see how how they post. >> You meet every other Wednesday night. They meet >> the timeline. The concern all along has been the HVAC students. They were hearing it at one point that
HBAC units could be a six-month lead. And um I think that their concern is getting into the holidays since we don't have all the contracts signed and in place by um I think they were thinking November
1st when we have equipment June 1st. But I think the further discussions went on that the roof has to get done first before the AC units the HVAC units can be permanent. They felt like July 1 is a safe time frame. So, as long as they get the contracts in place, everybody
approved by January 1st, they felt very safe that everything would arrive by July 1st, reality is probably not even going to go up on the roof until August 1st or sometime late July or August. So, so they felt like we had enough time built in. Um, so to Henry's point, I
mean, I think they'd really love to have December 1, but we have that. We have we do have a little buffer there. Why is it is there scheduling for snack rule with the the subcommittee because why wouldn't we focus on November 6th? >> What happened? Well,
>> the uh so RDA and left field asked for more time to put a little more effort into the bid documents that they put out and I think it was worth it. They felt like it was we were within our timelines. there were some complexities that they wanted to
figure out with bid documents and really it's incredibly important to get those right because once they come in we can't then say like oh well could you >> so are you waving this documents back when you make the recommendation >> yes
>> yes because we have two bids out so we have one for the liquid recover and one for the replacement >> we have we have one bid out that is for a recover with a new membrane Yeah, >> with an alt and delete for a liquid apply.
>> So the recommendation to the school committee is contingent on what those bids committed. >> I would I think it's probably multifaceted. I think uh we're still doing the pros and cons. We've been working through the pros and cons, but I think that they need to digest the pros and cons along with the price delta.
>> When do the bids come back? >> Uh come back. Our bids are due on the 13th of November of November, right? Originally they were going to be back this week. >> That's the gonna be back early next week and we were going to try and I think they were
be back on the 5th and we're trying to try and flip it for the sixth. They said, "Okay, let's slow this down. We're feeling a little rushed. Feel like the documents are not as complete as they could be. uh they as said they wanted to put out a complete accurate package and felt like
there was the time that was >> I think part of been part of all the meetings part of that discussion is making sure that when they did the bid documents that folks understood that it's when we had the ability to say yes I'll
attend will not that's the language tell I understand so that we don't get someone in the mix that like all of a sudden it's not responsible for the next start.
>> So given how this was apparently an important item um this earlier this summer um I don't I think that this should be something in a regular scheduled business meeting versus a wall personally versus a one-off. >> I think that works. I think if we can put it on the schedule for the 20 report
is still with well within that time frame. >> We're going to strongly suggest that you're present to us. >> So if if the school committee on the 20th be >> no it's Thanksgiving
it won't be till probably December 3rd and unless they're willing to do special meeting I want to reach out. I think we're probably still with that third time December 3rd. You know, if they vot um then we should be able to have
contracts executed within a week of that by all bodies should be good to go. You know, before they're still ordering equipment before >> the only thing we could do, you said they'd do the 14th 14th of November. >> 13th of November. In theory, we could
have maybe even an evening meeting on the 17th or 18th and then it looks like to me I could be wrong with that the 19th because meeting that that I just think if we do it we need to do it at night not do like an afternoon like I think it should be one
more question like so we had the pre that's >> well you can meet this you could meet on the 14th. >> Yeah. So we we have the 14th tag for >> for our decision. >> So at that point mean
>> so 14th to the 20th 14th. >> Well you're going to miss >> that's my only point. >> So why don't we leave it as we'll tenatively have it on the 20th and if there's a reason right to perhaps you know to line up to the council let us know and we'll as Jen said we'll try to
put together a quick meeting. I mean, we prefer not to do that, but >> if we have to, but if we have >> I just think we want we want to make sure it's advertised properly. >> Um, and I would think if someone from the subcommittee should sub [Music] talk to present to us.
>> Yeah, I'm I'm sure there'll be >> and we could do that the 17th or the 18th and then clearing this was like or then the 19th they need this could be wrapped up. So, it's just a little >> I I'd love to >> because otherwise for Thanksgiving it is It looks like it's probably December
3rd. >> Yeah, I can check with Lena to find out. Is December 3rd too late? >> Yeah. Anything can go wrong. >> Yeah. Just to just to reate what what we're the decision we're really making.
Are we going to use the liquid? >> Is it low bid? >> That so that is low bid. when we make that decision and then it's low low. >> No, it's it's low bid on recover with a new memory.
>> However, we can consider low bid on liquid as an alternative. So it's going to be low either way whether it's liquid apply comes in less if liquid apply comes in less which is it's proposed to do so or that's predicted
predicted to do so but the recommendation is to go with a membrane don't have to take the low of liquid applied but we do have to take a low membrane >> so once we decide what meth it's going to be it will be clear I guess right based on the bids
>> correct >> so we are de facto would be voting. >> We right um at the at the again you're within your right to take the recommendation of subcommittee or not. I'm not sure why we wouldn't got a lot of highly skilled knowledgeable
people on that committee. If they when they if they recommend something and you vote to accept that recommendation um then yeah we'll kind of just >> then that will be presented select
>> I think on the 20th when we present you will have the option to vote on either contractor A could be doing a recover contractor B could be doing so there could be one of two different contractors on discussion on the 20th but it should be narrowed down to two at
a min at at a maximum. Right. At that point, it should be down to two. >> Anything else? >> Mr. >> All right. All right. Um, okay. We'll move on to approval of policy. >> Uh, no. We actually need to Are we doing
this updates? >> Yeah. >> Oh, are there more? I'm sorry. >> Good. Sorry. >> We had policy. Yeah. So, we had a policy subcommittee meeting last week. Um, we're voting tonight on some of the policies that we were we were reviewing
there. Um, we'll hold our regularly scheduled monthly meeting in November and continue the NASC revisions. Um, but in the meantime, we have a meeting next week um with some administrators, John and Julia, to look at the competency
determination policy that is going to be committed before us. um and to look at our activity achieve work there. And then my other I'm on the superintendent's wellness advisory committee um and we had our first
meeting last couple of weeks um and are starting a review of the district's wellness policy which is due for its threeear review that >> I actually one more thing and I don't
stop me if this doesn't fit into this category but we did talk about a liaison between and I think John and the rest of administration was out of this but a leazison between our committee and the charter school
um and so I did start some conversations there um and those are ongoing I think the proposal that I put together you know without approval approval was obviously or charter school
was meeting quarterly just to catch up. I think um there there's some interesting points we share. a lot of students who whether they're in the third grade going to charter school or fourth grade or whether they're coming here to high school um there's there's
opportunities to collaborate um you know make sure you know maybe provide school tours for charter school students who are coming to the high school make sure um so I'm going to continue those
conversations I don't have any kind of proposal that Okay. I'm just I was just thinking how how do we make So it sounds premature, but we may want to have this as a less on position, right? Like we do have other leazison on positions.
>> So I guess I'd look to your guidance around if that does make sense, you know, obviously bring it in front of the committee and we'll discuss it. Um, yeah. >> The other thing was a little worried about is you have a you're on a lot of committees. >> I I probably would not take the liaison
position, but I I have sort of started having conversations just because this was something that a community member brought to my attention. Um, so I'm happy to make introductions. >> So I guess you know I I think it's a
great idea to blaze on network. Um, and so if it become, you know, I and I should, you know, other people may be interested, but I'd be very interested in being that leaison, but we're not there yet, but just when when you're you're ready to kind of have something that's a little more tangible, bringful
for us. >> I will and I will the head of school there's pilot John and collaborates with him very well. So >> uh I feel like there there already is a good connection there. I just you know
maybe there may be opportunities for >> No, thank you for bringing that up. Um so the budget subcommittee met we've met twice um as a subcommittee with the finance committee leone sub committee um
and we've had some um you know pretty detailed discussions on how to get this budget reporting um I will say the finance has given a directive to the school committee subcommittee as well as the other department to be u preparing a
level bunded budget which means at this point there are no expectations for our budget based on the revenue projections could change but um that's are right
now. So we're we're starting to work through that and then we're going to actually meet just ourselves as something next week. Good job. Uh so we will probably start coming back to the school maybe with some um
preliminary stuff more like in December probably and uh but I think we could probably get a timeline out um that by the next meeting Joseph when we'll be looking um to vote but we'll probably be looking at a going through the budget process in January and February and
voting um budget in February with then Fin in March and then going to town when you say coming back the committee what are you thinking you're bringing in
>> well as initial things we would generally we would be working with the superintendent superintendent and the and assistant superintendent will be presenting about it >> just so generally about the for anybody. Yes, we do the work on the sub
commmittee and that the committee then Mike and I work on administrative subcommittee. Then this full UB post budget. Then that goes through everything else cost and then we do a
public hearing. Bring it back public hearing on the budget and it goes. So those are pretty set. budget budget meeting. >> I'm familiar with the budget process. I think my question is more about the role
of the subcommittee. We as a school committee, you know, we've heard a lot of comments about how challenging the fiscal year is going to be, but we as a school committee haven't, you know, had any discussions around and what people are really wanting to
see. We haven't had any discussions. So that's really the different at this stage. >> Yeah. Yeah, I think I think Jen's accounting so far is pretty much what discussed. We just we really talked about like the
detail that folks are looking for for Mike and I to present the budget and then how to get there and what you just said projections last meeting. So currently that's
where budget work initiative. Um not much to report but the Marblehead 2037 comprehensive master plan had their first meetings mostly a meet and greet.
So I'll be lay on to that. Uh obviously there's something to bring back to the community. I'm going to let you know the the proc excuse me the process is started. >> I just have one uh so when I was when I was away few days I was away the town
safety committee met up for me um over here. So, uh, it's really the principles, uh, speed, fire chief, police chief, SRO, generally tower school, charter school, myself, either
talking or like um school members, sorry, I'm sorry. Uh, but make sure you uh it was just mainly just uh, you know, we talk about safety stuff in general. officer can't talk about the specifics of this in this most
likely there and talk about any other things we might need to address you know things like you know placements those kind of things and then really collaboration with uh you know police
Congress that happened since I remember that information and then all this you talked just think of all this. All right. Um, our last discussion item
is approval of policy revisions. >> Um, did you want to do these tonight or do you want to table them to the next meeting potential? kind of sign it. Uh the committee I'm sorry
>> what was you talking about having one and there'scept the item >> there's still one >> yes I understand that's Um so the first
policy would be u a motion to resend policy cha- approval of handbooks and directives. I'll make a motion to send policy cha-
>> um so motion by K second by >> um so MAC has recommended removing policy from policy handbooks as it's unnecessary um their provisions the policy details provisions that state law requires be in
handbooks, but they're not industry policy and it doesn't follow. Any discussion? All right. Um, all in favor? Motion passes 5-0. >> The next one is also a recision. So, I
will make a motion to resend policy CL administrative reports. Seconded by Al Williams. >> This is another one that NASC recommends removing as unnecessary >> with a motion by Kate trans.
>> Correct. Any further discussion? All in favor? Motion passes 5. >> All right. The next um it's revisions to policy DJ which is purchasing policy. So I will make a motion to revise policy DJ
purchasing as set forth in the revision. Second. Seconded. >> Um so NASC put out a number of policy revisions in September 2023 related to
purchasing and procurement policies. Um this one the edits are to bring our policy into alignment with the MFC policy. Um and that was John's recommendation after reviewing both our existing policy and >> again first by Kate second by
>> any f any further discussion so motion was made by Kate seconded by Al. All in favor motion passes 5. I will make another motion, a motion to revise policy DJA's purchasing authority
um as reflected. >> Second by Melissa. >> This is a pretty simple update. Um changing policy language to to refer to cost centers um and then adding some language
limiting the Contact interventions >> discussion. I have a motion by Kate, seconded by Melissa. All in favor? The motion passes 5 Z. >> Okay. Um, next I will make a motion to
revise policy DJ procurement requirements. >> Seconded. Um so this is the the most substantial revision that we're looking at tonight. Um it reflects changes that were made to the laws in 2022. Um these revisions,
they're the MAC suggested revisions have been reviewed by both John and Mike. Um and MAS and John and Mike have both requested that we make the edit that changes the threshold um for procurement from 50,000 to
100,000 because our district meets the requirements of the law so any discussion. All right. Um the motion made by Gate and seconded by Alyssa. All in favor? Motion passes 5.
Last one. Motion um to revise policy JB entrance speech. >> Um so this is the policy that Val had brought to our attention a couple meetings ago after hearing concerns from
parents in the community that tying the age for kindergarten to the first day of school rather than a specific calendar day uncertainty. So this edit would change that date to be set September 1st which is John's suggestion and is the
date in the May discussion. Okay. On the motion made by Kate seconded by Melissa. All in favor? Motion passes 5. >> Is there any new business? Uh, we had one item, John, on your
correspondence. >> I don't believe you addressed in your update. >> No, I didn't. >> Yeah. So, I mention I mentioned it briefly. Um, just the Baron had shared uh the information about SNAP benefits possibly being
affected, you know, because of the shutdown and everything. So, I just again I want to reiterate she created this document in concert with some of her uh hering peers and I shared it out with our community at large and it's really just a way to make sure that our mom had
families and everyone is helping um the way they can with our food donations and the food pantry and she lists a bunch of resources um that are available in the community for folks that may uh need some extra support. So for instance Mar food pantry Salem pantry it's public
market free pantry family table site and then additional green resources against me female domain society counseling center so there's a lot that resources that I thought was great that um they they kind of put this forward um
for me to share out with folks because you know just in general um there's plenty of folks who need the extra support and whether it's not benefits you uh um stop or not. It's still always good to have an updated list. I thought was just really good information to share and I want to stay
for both Mary and I feel kind of share out talk about at the meeting tonight and just shed level stuff community support
again our folks to help you know see how they can help you know food drives are doing a lot of lot of great work and too. So like um you know we always talk about holidays and that's always important. It's all always important too. So you know
this is also having all right. Um, we're going to going to going to ask for a motion soon to go into executive session. I just want to let people know that the step three grievance will not be discussed tonight. We were asked to postpone it. So, we
will do that and schedule it at a later date. So, I'm looking for a motion and vote to meet in executive session for the following reason. Executive session pursuant to chapter 38 section 213 purpose 3 to discuss litigation.
Marblehead School Committee and Marble Head Teachers Association MUP-25-115555 as an open meeting may have a detrimental effect on the litigating position of the school committee and the chair so declares without intent to return to open session.
>> So moved. >> Second. >> Okay. So the motion was uh made by Kate, seconded by Henry. Uh, we will now uh I'm sorry. Um, >> we need to vote a roll call vote. Jen >> in favor. >> Pete >> in favor.
>> Melissa >> in favor. >> Henry >> favor. >> Al in favor. Okay. Okay, we are now in executive session pursuant to chapter 38 section 21 A3 purpose 3 to discuss litigation Marblehead school committee and Marblehead teachers association
MUD-25-11555 as an open meeting may have a detrimental effect on the litigating position of school committee and the chair so declares without intent to return to open session Yes. Good job, guys. Great day sees.