Good evening everyone. >> Evening. >> Today is Tuesday. Thank you. Today is Tuesday, May 26. >> 2026. The time is 7:31. I call this school committee meeting to order. Yeah. I would like to remind everyone that we are being taped and streamed by WMCTV.
So, thank you for that. Having said that, if all rise for the pledge of allegiance, please. >> I aliance to the flag of the United States of America, to the republic for which it stands, one nation under God, indivisible, with liberty and justice
for all. >> Thank you, everyone. So, jump right in, shall we, with the superintendent reports. >> Great. Thank you, Mr. Mayor. Good evening, everybody. Uh, great to see all of you. um and to our friends tuning in at home.
Um have a few very important items on the agenda this evening uh under my report. The first uh I would like to take a moment uh to before introductions. First of all uh to thank our entire uh school community who
assisted us with our principal search for both the middle school and the high school. Um, I would also uh like to thank uh Patty uh Brown who is our HR director. And I understand that this is obviously what HR directors do. Uh, but
Patty has so many things uh that she's managing right now and handles them with such grace and care, including these two search uh processes. So, Patty, a big thank you for all that you did to keep this uh process moving. Um we spent a uh
a lot of time um really thinking deeply about what we were looking for in the next leader of the middle school and the high school. Um and we had many members of our school committee who were part of that uh who were part of that process uh which we were very grateful for as well.
and uh our staff who spent a considerable amount of time uh sharing feedback and insight around um their thoughts about what we need in our next um and our next leaders. So, um I am very pleased tonight to share u publicly
and to reintroduce uh to the community the new principal of the Witcom Middle School, uh Miss Terara Soleski, who will be taking the reigns July 1, and the new principal of Malbor High School, Miss Sarah Casey, who will be taking the reigns on Monday,
June 1st. Um but could not be more thrilled to have both of them joining uh our leadership team. Uh they are so deeply committed to the work here in Malboro. Um and what really struck me in my time with both of them and I had the chance
to to interview both of them on a couple of occasions uh frankly was their commitment their commitment to the children of the schools in which they lead and to the children of our city uh was palpable. And so um honored to be uh here with all with both of you tonight
and to ask you to take a few minutes and just share some insights and thoughts with the school committee. Tara, it looks like you're ready to go first. >> Go. >> All right. Good evening everyone and thank you. Um first I just want to say I'm incredibly honored and excited to officially introduce myself as the next
principal of the Wickham School. Um over the past several years I've had the privilege of serving the Wickcom community as both an educational team leader and an assistant principal. Um, and Wickham is truly a place that means a great deal to me already. So, I feel very fortunate to continue serving in
this new role. Um, as principal, my focus will continue to be centered upon supporting students academically, socially, and emotionally while fostering a collaborative environment for our staff and for our families where everyone feels engaged um and supported.
Um, I keep getting the question, what's your vision for WICOM? What's your vision for WICOM? Um, and it really comes down to three main pillars for me. One for students, one for staff, and one for families. For students, I want them to be so supported and engaged and challenged that they look forward to
coming to school every day, which I realize is a big feat for middle schoolers. Um, for our staff, I want them to feel so supported and have such a collaborative environment that they look forward to coming into work every day. And I want our families to be proud to send their kids to Wickcom. Um, so
that essentially in a nutshell is what I'm looking forward to as Wickcom. I'm incredibly grateful for the support and trust that's being put in me um as I step into this new role. Um, so I just thank you all again for the opportunity. >> Thank you. >> Thank you and congratulations.
>> Hi everyone. Thank you Mr. Mayor and school committee for having me here tonight. Thank you, Dr. Defalco, and the hiring committee for your faith in me and for appointing me to the position of principal of Marorrow High School. I'd like to extend a sincere thank you to the incredible staff, my colleagues at
Marorrow High. Not only did I feel their kindness and support during the search process and the time leading up to it, but I have felt it over the last eight years of my time here in Marorrow. Many, if not most, have known that it has been my dream to be principal of Marorrow High School one day, and that day has
come on Monday. Um, so >> joining the Marorrow community as a history teacher was one of the best decisions that I have made in my career. I truly loved my time in the classroom. When I first transitioned to become the director of alternative education, many
of my former students would come up to me and say, "Do I miss teaching? Do I miss the classroom?" And I really did, and I still do. I miss having a direct impact on helping students get excited or curious about learning something new. This is something that I keep close to
close in mind as an administrator and it is something that will be a guiding light to me as a principal. Supporting our students to continue to create that excitement, that curiosity, that academic mindset in our students and the academic culture in our school is my number one goal. A focus moving forward
into next year will be to continue raising academic achievement at Marorrow High, to continue building a culture of compassion and to continue building leaders within our students while they're at high school and afterwards. We have so many exciting things that we are already doing at the high school in
terms of our dual enrollment, our AP programs, our internships, our extracurriculars, and we are only creating more of these opportunities with new courses and the new pathways that we created this year for next year. It's very exhilarating to be on the brink of change and growth, and I know
this excitement is not just my own, but of the Marbor High School staff as well. I'm excited to get to work to support and serve the students, the staff, and the community. It's right around the corner next week, which is good because we have a lot of work to do, and I can't wait to do it. So, thank you. >> Excellent.
>> Thank you. >> Very exciting. >> Very exciting indeed. Um, next up, uh, on my report, um, is the updated draft of our bullying prevention intervention guide. Uh, the school committee, I'm sure recalls that
we submitted, uh, and shared a draft of the updated document, uh, to the school committee on May 12th. Uh we since um have continued to pour over uh not just um the revisions that we have made but
have uh reached out to our school community for feedback um and are grateful for uh the comments that we have gotten and the conversations that we have had during that time. Um, we did on Friday, you might uh be aware, we sent out an big communication update to
the entire school community that had shared a few different pieces of information. Uh, did include uh a link to the updated um draft that is in front of the school committee this evening. Um, and uh this morning I was happy to have received some feedback uh from one
of our parents in addition to feedback that I already received from some community members. Um, so we're definitely grateful for everybody's insight and input on this. Um, we know what an important document it is because all of us as parents send our children to school expecting them to be safe and
to come home having learned as much as they could that day uh and to have grown as an individual, right? Um and so uh this is something that is is going to be uh a guiding document for our school-based teams and for our district
as we think about how we look to support our students. One of the things I heard um a lot from different um community members um including some school community members during this review process was that we really needed to
make this version of the U guide our own. And so we spent a lot of time thinking about what that means, what resources and supports uh are necessary to really make this a Malber document that is living and breathing. Um and and
did just that. We spent a lot of time thinking about our student services work, how we align our resources and supports in that space to help support our students both in and out of the classroom. Uh and also our families in our community. Um, as you know, we have
varying positions that are working with different groups of community members uh to help support overall health and wellness and growth and development of our youth. And so, we were really thoughtful about how we align those resources and really kind of weave those supports into this document. Um, so that
it does more than just outline like what happens if, but it actually shares in general the resources that we have in, you know, to to support our students in the day-to-day, uh, of teaching and learning. And so we're happy to to to be able to bring that forward to our
community. Um, and so, um, I think kind of running parallel to this, just so our public is aware, we do have a, uh, district, a new district student support team that looks at overall patterns and
trends across the school system as it relates to things like discipline and attendance. Uh, we do look at this data as well. Um and so um as of the end of last week, we had 22 reports of bullying across our system. 16 vetted out uh and
were confirmed. The others did not uh at the end of the investigation proved to be in fact um you know bullying in nature. Doesn't mean that there wasn't an issue there, right? Just bullying is a very specific uh legal definition of repeated offenses. Um and so uh we do
track and monitor those reports carefully and we do discuss those along with other items like attendance and discipline and academics and suspensions um all the different non-academic um data points that you would think um is really kind of the task of the of the
district student support team which Jod Miss O'Brien chairs. Um so wanted to share all that uh really for two reasons. uh one to thank everybody for their time, effort and energy of getting here. You know, it was a lot of conversations, a lot of thoughtful insight. Katherine, appreciate you went
I mean combed through every sentence of this document uh and provided a lot of feedback. Um but also to our families who did the same thing who really u you know did share uh their thoughts and insights uh from a parent perspective
and I think that's really important. Uh I was really appreciative. Uh I received an email. I was saying this morning from a from a parent um one that I know that mayor had been in contact with quite frequently. Um and she was really helpful and very thoughtful in in the
insight that she provided. Uh and so I just can't thank the community enough for their help with this. Uh we know that um you know that kind of cliche of it takes a village. Uh but it does, right? Like there's not none of us wear a cape. Actually, I said that when we introduced Miss Casey to the high school
staff or reintroduce her in a new role. Um, it takes us working as a team um to help support one another. So, I felt like this was really a team effort and just wanted to see if the uh committee had any questions about the draft document before them this evening.
I guess my only question is um what um so if we presumably will vote to accept this um does it get reviewed next year? Is it a what's the cycle for reviewing? >> I'm really glad you asked that. It's a
two-year cycle. Um but one of the things that's going to be critically important for the student the district student support team is to ensure that we are reviewing this along with our data. Um I think those are two really important pieces. Um the second piece is ensuring
that our building based leaders have the training and support they need to actually implement this. Um we're going through some changes I think in a in a really positive way particularly as it relates to the student services work. One of the things we did at the recommendation of a couple of our
community members uh was actually include the updated uh you'll see it as an attachment to the back of the document. It's page 23 and 24, but the updated elementary building based student support model and the secondary building based student support model.
And the idea here is to share the structure that we've established to really help implement this work, right, and and do our best to prevent it when and where possible. um it isn't just unique to bullying prevention and intervention. Um
but behavior is behavior, right? And the goal is to help improve the student behavior and student interaction. So my sense is um that we will be reviewing this document along with our data to make sure that we're getting the outcomes that we're expecting as we go. And if not, then we'll need to change
it. >> Sorry for the long-winded answer, but it's >> No, no, that's helpful. and and um in just in terms of like kind of continuous feedback as we're going through this and folks are learning about it and how are we going to ensure that
it's being followed. >> Yeah. So there are so there I there's kind of two pieces to this uh to your initial question about ensuring the implementation of it and kind of the integrity of what we have here. The review of the data is really interesting because it will show us if we have um a
large number of reports in one place or none in others, right? And like of there are going there should be reports in in all of our buildings and not because we want that type of behavior but because kids are kids, right? And and and sometimes they engage in these things.
So I think the absence of and like to the other end of the continuum will help us really signal where we need to do um additional work but probably different work if we're seeing a large increase of uh complaints in one building or reports in one building versus none in another
building. >> Uh that's that's one piece. Um the other part I think that's really important is that is the kind of the data collection and the feedback from our community. So, we do have an active um email that
people do use to report all kinds of issues, but some of them are these issues. We also have uh a um like kind of a hotline um where people do leave voicemails um and those do come directly to myself and members of our senior
leadership team. Um so, we do get that feedback right away. Uh we also uh a little bit different but uh can be connected partner very closely with our Malbor Police Department and if they have to interfere or intervene uh with our families uh they will share with us
if there is not the issue at all but you know if there is a a schoolaged child at home that's important for us because then we can intercede on their behalf to make sure the students okay and those can be for any number of reasons. So, we do a lot in this space to try to get information and feedback from our
community to make sure that our children are safe. >> Little bit different than what you're asking, but kind of another side of that equation, right? >> Yeah. And then, of course, one more question. Um, the tie into the restorative work that we're doing. So you know if it goes
through the process and it is shown to be bullying I there are repercussions for for the both the the both parties involved all parties involved. Um
>> is there um a direct tiein to the restorative work that we're doing? I know there's more or less depending on the buildings. there is and I can kind of look at it from two different perspectives. Um at the building level at the at the like individual student
level we are uh still in the process but we're almost there of finalizing our new hires for our social emotional learning teachers that will be really staffing those restorative centers across all of our schools. We have them in some now um but next year we'll have them in every building which is very exciting. I think
they're going to pay play an integral role in that. Um but to go to more of a big picture when we see trends across a school like recently we've seen at the high schools some inappropriate language you know in the written in the bathroom and that sort of thing uh we don't minimize any of that and so that's where
groups like our ABAR committee move into action and start to develop interventions and resources and materials that our teachers can use like in the Panther period uh for instance and so that's not unique to the high school we have that opportunity across our other buildings as well but so there
will be opportunities for both the kind of schoolwide patterns and trends and the individual student interventions through our restorative center work. >> Okay. >> Thank you. >> Um I would also add that I would not be surprised if it doesn't come up in our
health and wellness committee that's chaired by Lindseay Castro because that has been a conversation that we've had, you know, at different points throughout the year. Um, we've met a handful of times and I think it is having a conversation about how things are going
in each school um, climate. I know Miss Casey, we had conversations about the restorative center at the high school and things that you really wanted to be doing to really bolster that. So, I think it's um, there's a thread there which is really important just to make sure that we're having the conversations
in multiple spaces to make sure that it really is across the community. So just that would be another area I'm sure that's going to be touched upon. >> Thank you. >> Great. Thank you. >> Do you have received feedback as early as this morning? So is any changes that
need to be implemented for the bully? >> No. >> Eventually? >> No. Nothing. Nothing significant. >> Okay. Thank you, Mr. I actually spoke to the superintendent about this earlier, but I was and I'm going to date myself by using this term, but is there going to be like a reader digest condensed
version of this 24 pages that's goes right to what people are going to be looking for? Because I can imagine I sp I spent the afternoon reading through it, but I can imagine some of our parents who don't speak English necessarily as well may have a little trouble going through all this to find what they want.
>> Almost like um an executive summary of sorts, which we certainly could do. Is this available in all languages? >> It will be. Yeah. Yeah. >> Some of theology even the language is very difficult for understand. Also the other question I
had was um we do have a a bullying policy. We call sometimes this is called a policy and calling it a plan. Where does this fit? Did we look to see where it fits into that? Do we have to make changes in the policy or do we need the policy? Um well I would say the um
bullying harassment policy is something that we normally actually take a look at every year with our legal team. Um they actually help us on reviewing it to make sure that it actually meets the u legal requirements that have been handed down. And I would say we probably need to do a
review handinhand with both of them to make sure the bullying policy was updated fairly recently per you know the directions that they had given but I don't think it would be a bad thing to go ahead and make sure that they're both in alignment. Um but it was I don't have
the date off the top of my head but it was I mean we did review it pretty recently. >> That's what made me think about >> Yeah. And I mean this >> a lot of it's similar too I know >> right this is the plan so this is purely more of the executional where the policy
is more of the over overview of things. Um but we could certainly do that to make sure that it's all aligning correctly. Um, it's kind of a little bit chicken or egg, I think, at this point, but I I don't I wouldn't have a problem, I think, once we actually would solidify
with that plan and moving it together and and making sure that our legal team feels like it actually is um both meeting the needs. I think that would be good because it's not a language that I think we necessarily speak every day. And I think to your point, you know,
there's there's some people that are going to really understand all of that knowledge a lot better. That makes sense. So >> yeah, >> thanks. Last question. >> I just wanted to build on that. I think the suggestion of distilling it down to
key bullets >> um helps make this as accessible as possible but also gives you the superintendent an opportunity um to demonstrate what I think is equally as represented in the document which is everything that is proactive and being
done around expectations of positive and respectful behaviors. You know, by definition, a a policy is in response to something, but I want to make sure that we keep in balance everything that is expressed in the document relative to
expectations of fair and equitable treatment. And should there be um something that needs to be responded to, the policy is there in equal weight, but this document is not just the policy itself. So I I want to give the team and
the community credit for that in the collaborative document that we see in proposed because I want to make sure that we do this right from the beginning. Where would it because it's not a policy which is in a policy section of our our web
page and stuff. Where would this exist physically? I mean, where would this live >> in our documentation? I guess the question, if that makes any sense. >> Yeah, I mean, I think physically it's housed will be housed on our web page. Um, but I also envision this being
shared with families in a variety of ways, right? Beginning of year, information, um, emails that we send out through our communications u person, our schools being able to discuss this at the open house so that parents know that, you
know, we have this resource. here's where it is. That was one of the important things in thinking about how do we use it to really kind of interweave our resources and supports that we have in in student services in general. Um because while it's anchored to bully
prevention intervention, it also highlights other things that I think are important for parents to know. So if we want people to use it, we need to make it more useful and make it our own. >> That's makes sense. >> Yeah, that's well said. >> That's it. Thank you. Anyone else?
Okay, let's move on. >> Okay. Um the next item on my agenda for this evening is um to give a very kind of highle update on our graduation standards. Um these are ever changing. Uh and I don't mean the Malber
graduation standards. I mean the uh Massachusetts um graduation standards as it relates to the draft that has been put together uh from essentially this think tank that is working with a variety of groups that represent um um
different um bodies of whether it's MTA whether it's MASC MASS department of education right all the alphabet soup in education all the different groups that represent uh different different stakeholders
um continue to refine and revise what the governor will eventually put in place um which we do think is coming soon just for the record. Uh we are hearing that we are getting closer and closer. Um but basically uh the overall kind of tenants that we shared earlier
in this school year uh with the school committee and the community around the graduation expectations haven't really changed much although the names have changed a little bit. So we're sort of calling the same thing something different but essentially we can expect
graduation standards um in four different areas. foundational coursework, end of course assessments, post-secary planning, right? So, what do we do after high school? And then what's being referred to as a culminating experience, so some type of a capstone
project um or portfolio that really hasn't changed since the beginning of our conversations, but we're sort of calling it some different different titles now. Um, but essentially we're talking about things like uh our program of study and making
sure that we're mass core, which we already are. The end of course assessments where there's a lot of push and pull around boy this feels like MCCAST but we're calling it something different. Uh a capstone um or kind of culminating uh high school project of
some sort. And then the post high school planning which is all around you our my cap um completing a FAFSA which is the financial aid form uh financial literacy etc. So we haven't changed as much as I think maybe the narrative is out there
that we have. We're just kind of relabeled it. Um I think the short version to this is uh I will speak for myself and then speak for the superintendent association of which I'm very active in. Um but um as a superintendent of Malboro, I believe
deeply in having very high standards and expectations and I know the school committee and our community does too. Um so uh I don't disagree with what is here necessarily uh in its entirety. I mean I think there's kind of nuances to each one of these things that we could uh
discuss at a much deeper level and I know we will. Um but I think from the superintendent association's perspective uh the MASS has taken a strong position around supporting uh the high expectations and standards as well.
However, uh we need to be very thoughtful about the fiscal implications that these have on our school systems and making sure that we are not placing additional expectations on our districts without providing the resources from the state in order to implement these. Uh
now I will say uh Malro was way ahead of the curve in adopting mass core. Uh so huge shout out to u everyone around this table that had a hand in that. Um because there are places that many places that have not that are really struggling with this many
>> um and that just isn't a hurdle for us. We've already done it. >> Um we already have a strong business department. Yes, we need to beef that up and strengthen it as it relates if you know having a new expectation on everybody having to take a financial literacy course. So I think there's going to be some implications there. Um
but I know you know we in historically have had a strong um business team although I think that team is through retirements and things is kind of tricking >> but um and so there are some places where where we are ahead of the curve
which is great. Um but just wanted to make sure to revisit this um keep it on everybody's radar uh so that there are no surprises um if and when this is approved by the governor. >> I just um you talking about Massore
really was interesting when I um went to the executive um MASC board meeting filling in for our division 4 chair. There was a conversation around the table about Mascore and I think Michelle
and I were both looking each other going we're pretty much there you know like we really did work years ago on making sure that Marbor was already meeting those requirements and in so many ways and and frankly even if we didn't have all of
the spaces available to fill for that financial literacy we've had that conversation about how it's something that needs to happen and we We've all been in support for years. um about the and and I just totally blanked
the day when um the kids >> no the kids get to come um oh gosh whatever the literacy the financial literacy thing with um is it rotary rotary right >> that rotary does >> reality fair thank you it just totally
blanked on me but like >> those kind of moments are so important for our students and and we're so grateful that the opportunity has been there with reality fair and so much of the community really has been available
to want to try and support our students. I think it's like we're there. We may call it something different. >> Sure. Ex. Right. >> But we're all behind it. >> Yeah. >> Yeah. So, >> which is great. >> Anyway, yeah. Thank you. >> And the fact that we're doing my cap
already. I mean, we we are ahead of the curve in a lot of respects with some of the stuff. Um, but there's going to be a lot of hardships around the state if the governor accepts
it kind of in the form that it's at now, >> right? >> Um, without leg the legislature intervening and adding some money to the pot because um we'll we'll figure out a way to do
it, but I worry about a lot of other communities. Yeah, agreed. >> Just another reason why we choose them all, bro. Right. >> That's right. >> Yeah. >> Anything else for uh graduation standards? >> To be continued. >> Continued. That's right.
>> Um and the last item on my report this evening is to uh do a overview of my end ofear evaluation. Um before um we walk through this, I just want to share that while it is my formal
evaluation process, uh this work is the work of our incredible leaders and incredible educators that are helping to drive forward these different um you know, whether they're projects or uh initiatives within each of these goal areas. And so I could not be more proud
of the work that I will share tonight because it is the work of our team. Um I just have the pleasure of sharing it. Um but um it took a lot of uh a lot of time, effort, and energy to get to where we are this evening uh in a short period
of time. And uh am incredibly grateful to everyone who had their hands uh in this work uh including of course our school committee. Um and so um we have a very similar process as far as how um I
had shared my midyear update um which was just a couple of months ago. And uh what you will notice as we start walking through the evidence for each of the goals is that um we have our middle-ofear evidence on one side of our table and our end ofear evidence on the
other side of the table. And we just I just added a few pieces of I think high impact evidence to show the work that had happened that has happened frankly since since March since we met to go through this. Um I open with uh our framework for this year because while we
were waiting for our new uh portion of a learner and our uh strategic plan uh which will hear our final uh draft uh from uh focus schools and members of our steering committee at our June 23rd school committee meeting. Uh this was
the theory of action and is the theory of action that we're using. Um, and that really is keeping our work anchored in the what we teach, how we teach, minimizing those non-academic barriers and wrapping the adult talents around the students. All of the work we have
done is anchored back to one or more of those places. And you might look at these and say, "Well, that's the work of a school. If you're not doing this, what are you doing?" My response would be right. Right. Like, this is what we're supposed to be doing. And so it's important to call it out um and name it because our
goal is to help our students be the best version of themselves. Like that's the entire reason we come to work every day. Um and so I just wanted to just kind of reaclimate everybody to that. Um as we start getting into uh the details, uh the school committee also approved some
evaluation focus standards. Um we know there are many standards uh with which the superintendents or against which superintendents are evaluated. This year we landed on uh some key focal points uh for me in my first year to really help bolster the work around instructional
leadership around the management of the school system um our family and community engagement work and then of course our professional culture. And so you'll see just like the middle of year um evidence that each of the evidence uh
components that are for the end of year are also connected to one or more of these focus standards. Um the way that we're going to essentially look at the final evaluation, my final final evaluation
this year is sort of in two parts. uh we'll do all of the evidence uh this evening and then the student learning which is really academic achievement and growth will be presented at the June 9th school committee meeting. So we did separate it out um it's just a ton of
information to do all at once. Um, and we're still in the midst of our end of year testing. So, we really want to have all the data together. And so, you'll see in a couple of places um there may not be a piece of evidence linked, but there will be an important upcoming
event that I that I tag in here. Um, and once we have um those events, those meetings, I'll actually put the evidence in here uh because I I think the end of year evaluation results will be shared uh publicly on the Michelle June 23rd. Is that right?
>> Yes. >> Perfect. So, there'll just be a few pieces that I'll have to add after this just because the um the exercise hadn't happened yet. Um and again, I I'm not going to read all of the goals to uh the public. They're here. Uh folks know what they
are. Um but the first is anchored in student learning. We broke the student learning goal down uh into not just academic outcomes for kids but also into what does this mean for our curriculum and what does this mean for our instruction? What are the
implications on what we refer to what I referred to in the beginning of the discussion around the what which is our curriculum and the how which is our instruction. So we had very key pieces of work that we focused on this year to help accelerate our student learning outcomes.
And so much like the middle of year on the left side of the column uh we have all of the evidence uh hyperl. I added a couple of pieces for the end of year. Um and I do want to just touch on these tonight because I think they're really important to identify. Um the first
piece um is some work that we are doing. Uh we have started at the richer school and we've started at the high school just recently. Um and I think the school committee knows our leadership team does not take the mindset of well we'll just wait and do it next year. Hence we have
our principal starting Monday and we're finishing off the year with a new principal. Um so have we started our instructional leadership team development work at MHS uh that Miss Casey will be at the helm of along with other uh leaders across the um across the high school. Um, and
so we're really excited about this because this will be the blueprint that we will use for next year as we continue to build out our instructional leadership teams across all of our schools. The reason that team is so important uh is because those are
educators in our classrooms and across our building buildings that will be helping to make our instructional and learning decisions. So when we think about things like our school improvement plans, yes, our school site councils are still very involved in that. Um, but these are really the boots on the ground
individuals that are in formal leadership roles or just want to be involved in this work that can help really guide and steer the direction of the school. I said it earlier tonight, there's not one of us that wears a cape. And so the idea is that uh school
improvement work doesn't just rest on the principal. It is the effort of the entire school community is every educator in the classroom and every student support individual in that building. And so this really creates the structure to allow this work to happen
in the teaching and learning space. So I wanted to highlight that. And I do think there is a very uh handsome young man on the front of this picture. They might be sitting at our table over here. I don't have my glasses on but I think that's you famous.
Um so I wanted to uh share that as one important piece of uh evidence of our work and how we're getting this work done. Uh the other piece is connected directly to um our curriculum review and this is still very much a work in progress but it's important to see. Uh
so what we have captured uh for the school committee and for the community is really an overview of all of the curriculum work we've done across our school system. One of the things we talked about uh and I spent a lot of time discussing with our teachers is
this idea of how do we make sure that we don't get into a situation where we have too much happening uh all at once. Right? So we have a a variety of curricula that we're implementing in a very uh short period of time. And so the
way to do that is to create a curriculum review and renewal cycle. We can't create the cycle until we've established our actual curriculum map in the from the historical perspective of when we adopted and implemented what program in
which content area. Uh that's critically important. The second piece that is going to help drive this process is when our um expiration date is for the adoption of these programs. Right? So typically when you adopt a program, you adopt it for a five or six year window. it takes
a good two to three years to implement with fidelity and and then teachers really need time to make it their own as they're going through this process. And so um each one of these curricula areas will not only have their start date but would have really like an expiration
date which triggers the year before that when we should be reviewing this. Um, and so we are doing this in a very thoughtful and intentional way with our office of teaching and learning to make sure that we don't get into a situation where we're doing too much too fast.
Um, and then the other two important pieces of course are the student learning goal data. So that's looking at the achievement and the growth results that I mentioned Dr. Scaza will present on June 9th. And then we have which I'm really excited about our endofear district data meeting. Uh, that's what
EOI is. um where all of our schools actually present their school-based data to one another. So, we have members of our leadership team um in those meetings. Where this is going, which I'm super jazzed about, uh we have we're
going to have this conversation with our um district leadership team at our last meeting. We will be including members of our uh student body on these groups. So we will be developing uh student leadership teams that are going to actually have students coming to these
meetings to present our data. So they will share with us here's what we're learning, here's what's working and here's what's not. This is their experience. So we need to hear directly from them. Um and so uh we'll be putting that plan in place for next year which is really exciting.
Um so again you'll be seeing u more uh evidence of that as we move forward through the next uh couple of weeks. Um the next is our district goal around staff development and support. And again, this is sort of a lengthy goal, but the idea here is to really support
our educators in our classroom around our road maps uh and how we're utilizing all of the supports and resources we have to do that. Um there's so much happening in this space. You'll see at the bottom that we actually outlined here's how we're going to measure some of this. So kind of be on the lookout
for these things um as we go through the year. What you'll notice on the evaluation evidence slide on slide eight on the right side is updated um samples of work that have happened since March
that are helping to accelerate the work around our staff and student development. Um a lot of this evidence uh we have recently seen. So things like our new accelerated learning pathway, our alternative education opportunities that we have at the high school, but
also through through our new uh therapeutic program um at Hilddrth and our budget. We intentionally included our budget here because that is the document, the single document that actually lets this happen.
Um, right. So, the idea is looking at how we're spending our resources and ensuring that our fiscal plan matches our instructional and our learning plan. And so, I won't open any of these because these are resources that we just looked at uh over the u past few meetings. Uh, but critically important
as it relates to how we're actually going to get this work done as we're looking forward into uh next school year. Um the staff in student safety and well-being as you know is a is a critically important piece of this work.
Um it is one that most of the updates we have done we've done in executive session because they relate to our safety plans. Um and I think that's really important. Um but there are a couple of things that I wanted to just include as in terms of some new evidence um here that you can um you can peruse
when you have a moment. Um, we did a follow-up training on our Rave app, which is our essentially our Rave panic button. It's on all of our cellular devices. Um, and I do want to let um the community know uh that um we did uh move
forward and get a cell phone for each of our main office um uh main offices in our schools. And we did outfit that with a few important apps that our families use regularly regularly like our talking points, our WhatsApp that we use a lot
for communication. Uh we have included a translation app on there to help real real time translation for our front office staff, but we've also included the Rave app there so that if you don't have it on your cell phone, we do have a cellular phone in every main office that
have these apps on them that our school administrative assistants can use in real time for any reason. Um I think that in itself is an important piece to mention. Um the other piece that I will mention um just briefly in high level um
we did have a coordinated meeting with the Massachusetts Emergency Management Agency MIMA I think I'm getting it right. Um um they are helping to coordinate a cross uh departmental um tabletop drill with members of the
mayor's office, police, fire, DPW, schools. Uh we requested that so that we can actually have an inter um department um exercise where we are able to tease out how each one of us would respond in a given scenario. Uh we actually asked
them to walk one of our schools and create the scenario around that school so it would be as authentic as possible. And I want to be clear to anyone listening at home, this is just for the adults, this initial phase that we're going to do in the fall. Um but eventually we will get to what's called
a tactical drill where we are all going to be responding to it in real time but we're not there yet uh one step at a time. So um that is also uh under construction as it relates to developing that but we have selected uh June um sorry October 9th as a tabletop date uh
for that. So that is uh coming up in the fall. Um, and I did include uh a uh safety team summary update that we just sent out to the Malboro public school safety team um because it gives a good snapshot to the school committee of
where we are. Um it really highlights kind of the strengths of the work we've done to date and where we need to go next. So we included that as evidence uh for you uh for this goal as well. Um, our district strategic plan, um, I
know is something that we've given many updates to the school committee on as we've gone through, um, the, uh, last few months. Um, we've had two really important meetings as of, um, since our last update. Uh, we had our last
administrative dinner. The P is a portrait of a learner. It was too long to get it on here. Um, but sorry for the acronym there. Um but we wanted to share our administrative dinner that includes all of our teacher leaders, our uh building leadership, so assistant
principles, etc. Um we had uh about 80 members that were I'm really terrible with some of this. Sorry, I don't know if I Okay. Um, so we had about uh 80 members um that were at
our last dinner that were uh just instrumental in giving feedback on the progress we've made to date and where we think we need to go next. Um, and so I know you've heard from Carrie Purcell who's leading the charge >> and a tool's on there again.
>> He's everywhere. >> Yeah, I think you're over off to the side somewhere, right? >> Yeah. Well, the rest of the team's there. You got to be in there somewhere. Sorry to interrupt. >> No, no, it's all good. Um, and so, um,
lots of good work happening in this space and we'll have this before the school committee to approve on June 23rd. Uh and I do want to share just quickly um we had a very important and robust steering committee meeting uh of which uh Thor who's in our audience
routinely member of we're very grateful for uh for Thor's participation and others who are um we're very much invested in helping us with this work really weigh in on these domains uh to help us decide if like does this feel right like this is what we heard from
our community is this really the right uh these the focal points for us. So, this idea of being connected and collaborative, independent and adaptable, um engaged and responsible and critical and creative thinkers. So, those are kind of the four domains that it I think at this point we've really
kind of landed on. Now, we're in the process of saying what does this look like at the varying levels and starting to build out how we actually bring this to fruition across our schools. Uh so uh very proud of the work that our team has done in that space
and the last goal is around the new richer school. Um again it's just a significant amount of work uh done in this space as well. Um and the project is moving full steam ahead. Um, one of the pieces that I just wanted to
highlight, um, and I'll pull up, um, and as a shout out to John Fletcher, our director of special education, Lisa Richards, uh, myself who spent a lot of time going through our special special education delivery, um, and really
making sure that this matches and mirrors the vision that JOD has put forward for special education across our school system, but specifically as it relates to the richer school and ensure ing that we have the right um delivery methodology in place for the new richer building. We know it's be 950 students
so it's a much bigger uh school. Uh and so uh this has been vetted uh through Jody, John, Lisa, myself and making sure that it captures all the programmatic pieces that it needs to. Now we got very little feedback on this which is a good thing.
>> Um actually I think on most things we've had very little feedback recently on >> it's been a pretty smooth process knock on wood. So yeah. >> Um again speaks to the team that's at the helm of doing this work. >> Yes. Very accurate. >> Yeah. >> Um and then the other piece uh is the
draft uh schematic um design. Um, and I know the school committee has seen uh versions of this before and we'll see versions of it again uh on June 9th at 6 p.m. when we have another uh public hearing >> um from our architects and OPM and
members of the school building committee. Um so this project is right on track uh with where we're supposed to be. And again, we had a meeting last week with MSBA and had like zero questions and it was ref was actually even commented on the next day. We had
another meeting with MSBA where they actually had said to the mayor like this doesn't happen. >> So, >> yeah, >> we've been very fortunate. So, kudos to the OPM and and all the team that's on the uh committee. So, it's been meeting after meeting after meeting, but it's
worth it in the end. So, it's very exciting. June 24th will be the vote for MSBA. So all systems are go for that. >> Great. >> Yeah. >> Um and um that is it for my evidence
update for end of year. Um and then like I shared it uh the next school committee meeting will have the student NWA achievement and growth data. >> Excellent. Anything else for >> I'll just add that you should all have
gotten too many emails from me with various iterations. Well, I sent it through the portal and then I looked at it and it was all like wonky. So, I had to resend. You should all have the uh form >> and um
>> yeah, get it back to me June 12th. Right. This is the evaluation form that all school committee members need to fill out regarding the superintendent's performance for those viewing at home that are not aware of what is being discussed. So, >> yes,
>> the only thing I would say um for for those of you that weren't necessarily able to actually go to the um financial subcommittee meeting where our budget was coming up in front of the city council. I would just say please take a
look at it only because really want to give you compliments. the presentation that you all made um was very wellreceived and um commented on and for the many years that I have been a part of this
committee and I've gone to those meetings um that frankly was the first time I've ever heard um such positive comments about uh the budget that's being presented and um
clearly that you had done your homework, which which of course you have. But I mean, it was just um I was really proud sitting there and watching you guys present and um it it really made me feel really
good. So, I'm really I'm I'm grateful for all of the work that so many of you all have been putting forth on um moving us forward and getting things in place again um to make sure we're doing the best that we can on all kids uh for this
community. Um but and as well, you know, thank you to the mayor for your kind comments about all of the hard work that's been done. Um, and to your point, Jay, it's it's not one. It's a community of us. There's just not one person wearing a cape. It's everybody working
together and making sure we're having some tough conversations >> um to move things forward. But I really wanted to call you all out. And you talk about the budget overview. >> That's key. >> Yeah. >> And it's making sure we're working with the mayor and the city council to have
everything in place. So, thank you. >> Thanks. We have an great team. >> We do. I'm very grateful for that. Uh, anything else? All righty. Um, school business manager, Mr. Muhammad. Go ahead. >> Thank you, Mr. Mayor. Um, the only item
I have on my agenda is transportation. Actually, there's two parts to this. Uh, first one is a current transportation situation report, and the other one is for the upcoming school year planning report. Um so for the current
transportation situation um NRT negotiation team has as as you know uh NRT has been negotiating with their drivers. So their team is um has remained in active communication throughout the weekend. They're still communicating with them. Um there's an
agreement appears to be um closed, but um the district is planning it will and will continue to communicate with everyone. And over the past week or so, we've been planning and making sure that NRT has a comprehensive plan in place in
the event of a work stoppage. Um making sure the coverage drivers and staff are ready to step in if needed. Um also fortunately there was no strike today um and the the drivers reported today but
uh since there is uh there isn't an agreement finalized um we are continuing to closely monitor the situation and um we uh we remain hopeful that an agreement and a a resolution will be reached soon.
Um that was my current update for the transportation. Uh and for this for the upcoming school year transportation update following up on um our previous reports. Um the district continues proactively planning for the
transportation needs for the upcoming school year. And as part of this effort, we've identified um number of streets that will be removed from the walking zones. And with this report, I've provided a list of all
the streets um that we will be removing from the walking zones. Uh just a quick note on that there is a total of 105 streets that's listed there but due to the proximity of middle school and high
school um 18 of those streets overlap so there's some duplicates in there. So the actual total of streets being removed is 87. Um that's still a lot. So uh and we are actively verifying student address
data to ensure accuracy. Um and our current approach right now is focused mainly on a smooth and efficient registration process. Um so we are anticipating approximately 75 to 80% of
um current riders that will roll over to next year and um which provides a stable baseline um for our planning and at the same time we're looking at new writers
um and um through multiple channels as for instance kindergarten students are are are being captured as part of the registration process. And we're also currently identifying the risers, fifth grade to sixth grade risers and 8ighth
grade to 9th grade writers um students um who may become eligible for transportation. So for families of newly identified students um eligible students u communication will be sent out to them
by the end of this school year. So they can um providing an option to opt out of transportation. So everyone will be registered in um the eligible students will be registered in transportation um unless they opt out. Um and as we move
forward our goal is is to finalize accurate data and ensure clear communication uh with everyone. So um we will be working with NRT um with the expectation that after the
summer school program we'll roll over the data and they can take that and uh create bus routes. We'll give them about a week or two so we will be post so they can post the bus routes by August 10th
um allowing families uh ample time to plan for the um start of the school year. Um, so these efforts reflect a coordinated and proactive approach to ensuring a well organized start to transportation services for the upcoming
FY27 school year. Um, and with that, I'll be happy to answer any questions. And that's that's all I had on transportation >> questions. Uh, thank you for the overall proactive uh, update. That's great to
see. Um just curious if you know if you don't you can let me know afterwards. Do you know roughly how many students that 87 streets reduction in walking zones translates to in terms of students with access to busing now? >> Yep. So currently we have about 189
students that we've identified. Um but that's subject to change because we're still working through those. Yeah. >> Yeah. Yeah. I mean, it's 5% of the base rip and tough. So, that's I mean, that's great. >> Yeah. >> Nice. >> Uh, I'd just like to clarify for those
streets that it is streets that are for grades 6 to 12. So, this is impacting Wickham in the high school. For grades 6 to 12, the walking zones were very, very wide, much wider and larger than the areas for elementary. So, for instance,
if we had a fifth grader at Good Now who was in a on a street that was busing as a sixth grader going into next year at Wickham, that street could have been a walking street. So, we're looking for consistency across the board on if it's an element,
if at the elementary level it's a street that they're bust, then we're going to bust them at the um at the secondary level as well. >> Right. So, consistent. So the um elementary are those streets are all remaining the same. So this expansion of busing is for 6 to 12 where we have the
capacity. >> Thank you. Good. Good. Good. >> I just have a question. It's not on your agenda, but I presume in the next one you'll be able to let us know about um the free meal programs in the
summertime. >> Oh yeah. >> Where they're going to be located. >> I'll give you an update on that. Yeah. >> Perfect. Sure. >> Thank you. >> Thank you. All right, let's move on to public comment. Is there any public comment? Going once. Public comments. Come up to
the podium. State your name and address, please. Mayor, good evening. Uh Kevin Muli, 58 Bridge Road here in Malboro. Um, I'm here tonight to speak on behalf of myself and my wife Kelly in support of the bullying prevention and intervention
plan put forward by Superintendent Defalco. We also want to thank the superintendent and their mayor uh and the mayor rather, sorry, for their leadership on this and other issues related to overall school safety. Just the idea that in presenting this plan tonight, the superintendent
also discussed relevant data is significant. As simple as it sounds, it's not something that was done in 2022, nor 2024. And as all of you know, before 2022, the plan was last done in 2014, 2015, despite being required by
law to be reviewed every two years. In fact, it appears the only other time that any process like that was conducted was when the plan was put together in 2010. While this plan is not perfect, no plan is, it represents a significant improvement over the district's past
plans. No longer is this a copy and paste document from DESIE. It now speaks to Malber. In addition, from the interactions with the superintendent, many things similar to what we have been asking for for years, unrelated to bullying specifically are now in the works or
under consideration. From our most recent conversation with the superintendent, it's clear that numerous voices, and you heard about it tonight, had input in the updating of this plan. And we know that even after that meeting, he was planning to seek more input. You heard about it. He received
input as as late as this morning. This is something we have been asking for since 2022 in which the district routinely discarded with members of this committee telling us things like there's no time to do a comprehensive review and that this is the superintendent's plan.
First, there was plenty of time to conduct a comprehensive review, particularly in 2024 when we had first asked for it in 2022. Two years is plenty of time to do a comprehensive review. Second, this plan doesn't just belong to the superintendent, any
superintendent or any one person. This plan belongs to all of us and it requires that we all play a role in ensuring that is carried out in order to keep students safe. The superintendent said it and I couldn't agree more. I made a note coming in here.
This is supposed to be a living, breathing document. It has to be a living, breathing document. This isn't something you just do and then put on a shelf for two years and come back if you remember to look at it again. What's truly remarkable to my family is that
the superintendent has done this in less than one school year when we spent years begging superintendent and members of this very committee to do just this. There's a lot more that I want to say. There's a lot more I'd like to say, but I'm not going to.
The one thing that I will ask before you vote on this tonight, and even after you vote on this tonight, when you go home, is think about why. Why now? Why not two years ago? Why not four
years ago? What changed? I would just ask you all to think about why it took so long. It's really difficult to sit here, stand here, kind of infuriating actually to know that we spent four years asking for
this and it was only after our children left this district that a superintendent finally acted in this way. Mr. Mayor, superintendent, thank you. Again, we would urge everybody to support this plan. Thank you. >> Thank you.
Anything else for public comment? Anything else for public comment? Going twice. Any other public comment? For the last and final chance for public comment. Seeing that, I will close the public
comment. Moving on to acceptance of donations and gifts. We have box tops for education for students and activities at Wickham for $8.40. >> Motion to approve. Motion to approve on the table and seconded. Questions, comments, concerns? Seeing none, all in
favor? Motion carries. Special Olympics. Special Olympics funding for Whipcom students for $500. >> Motion to approve. >> Motion on the table to approve and seconded. Questions, comments, concerns? Seeing none, all in favor? Motion carries. Thank you. Project Lead the
Way. It's PLTW biomed science programs for 2627. It's a grant for $14,000. >> Motion to approve. >> Motion to approve is on the table and seconded. Questions, comments, concerns? Seeing none, all in favor? Motion carries.
And last, Okconor Portra for students and activities at good now for $1,940. >> Motion to approve. >> Motion is on the table and seconded. Questions, comments, concerns? Seeing none, all in favor? Motion carries. Thank you very much. Moving on to the
action items and reports. AI policy vote. I almost said A1. I'm glad I didn't. >> Thank you. Um I you have the policy before you. AI policy that we presented
last meeting for a first read. Um, I think this is about as comprehensive as we can be at this point and I think it is something that we're going to need to keep a pulse on it and probably just
>> uh keep moving forward. Um, >> this is changing. >> Yes, it is. >> Right before us, but >> the technology, >> right? Exactly. Um, but I'd like to make a motion to approve. >> Motion's on the table and seconded. Any questions, comments, or concerns? Yes, Miss Michelle.
>> So, I was a little bit of a naysayer going into your process. Um, curious how you were going to pull it off, but I was very impressed. Um, I do have some questions kind of not so much about the policy, but more about implementation.
So, um, how are the staff going to be trained on this? Um, how are students going to be trained on this? How are we going to ensure that students in classes with teachers who don't use AI
will have equal access to be allowed to use AI if I mean one of the tenants of it is that the teacher has to give permission right >> and if there's we know that not all staff are going to be using it. So if a
staff person isn't using it, are they going to give permission for students to use it? And if not, then that's not equitable. >> So I was going to say I think that I mean very very valid questions and those
were some of the questions that we had around the table. Um, part of it I and I would say and then superintendent, please please speak up if I'm going down the wrong direction here, but I think part of it was knowing that we needed to
start putting a policy in place to allow some of those conversations to also take place. And um, Mr. Henry had really done, I think, a yman's job on trying to have many of those initial conversations, had many conversations
with the MEA. um had conversations with um many of the building principles and um many of the students to really kind of talk about all of those issues. I don't think it's going to be it will boilerplate look like this because to
your point, not everyone's um going to use it and I think um it was from a standpoint that human first, right? Is that fair, Mr. Thomas? I mean I think and and and a focus on it needs
to be human first. >> Um and we also were talking about uh I think when we were when we were going through with the the principal search process really talking about needing to have conversations around um academic
responsibility on how things would be approached. And so putting kind of rules in place so that everyone everyone was on the same page about how to first approach you have to have the knowledge
base first in here before you can do the other things. So um I don't know that there's an exact process but I think it's it's putting this in gear to then allow you to have more of those conversations on a broader issue.
>> Yeah. And my my question wasn't really to the subcommittee because you did your job. >> Yeah. >> Now it's your job, >> right? And I know this is a process and we needed to set some parameters, some guard rails, some common language, some,
you know, we needed to do this. I I >> I'm pleased with the result. Um, >> and I don't expect you to answer the question right now, but it's a great question and it's important. >> Yeah.
>> To get it right in real life. >> Yeah. Could not agree more. And I think one of the things that really created some urgency around this for us is um just my sense whether whether our
teachers are necessarily using it or not the students are in some capacity and that's just by the sheer nature of whatever search engines they're using now right most of it is AIdriven at this point uh if not all of them um and so it
it obviously has a very heavy presence from that perspective. Uh but one of the things that was really important to us in developing this was to make sure uh that it wasn't just the academic integrity issue because that tends to be what is what comes up the most often but
are some of the other things that we're seeing happen happening with AI across our not Malboro schools but just schools across the Commonwealth where you know we're connecting it back to our other issue from earlier where children are using it to mistreat one another >> um and and you know and and that sort
you know, inappropriate behavior, those kinds of things. And so, we had so many robust conversations about where AI is going. We talked a lot about how uh teachers can use it, how students can use it. We talked about the positive
impacts and negative impacts. Uh we even went as far as discussing some of the more sort of startling, jarring things where people are developing like friendships and relationships with with these bots and like how do we prepare for that? Uh it's here. It's already here. So we're not going to pretend like
it doesn't exist. >> I think to your like direct question, it was not a challenge for Chris Henry, our director of instruction, to get a group of educators together to talk about this. They really are like were eagerly
anticipating these discussions and wanted some guard rails to think about like how do we use this correctly um for not just academic integrity but beyond like what does this mean for our for our for our teaching and learning. You have whole schools now you probably saw
Boston you know approaching the Boston school committee to approve the first AI school like the entire school is driven by artificial intelligence. Um, and so that was a big thing in the globe recently like so it's I mean it's here. So I think this takes a good kind of
shot at developing an overview of putting the student at the center. I think the professional development and the training for the educators around that is clearly that's what's coming next. But we have people who are eager to a lead some of this and just look at
some of the tools and resources that we should frankly we probably shouldn't be using in our classrooms to help accelerate some of the learning experiences of our students. Um but also how do we teach the students to leverage the tools on their own
>> because they're going to be entering a workforce and a higher education where that's what other kids are doing. So we have to prepare them for that. So we're taking that next step and thinking about what does that professional development need to look like. We have thankfully we have
a really robust PD committee. Um and I know this is going to be one of the major topics that they're going to be discussing. Um when we went through the iteration uh the couple of iterations of this we had at our uh district leadership team meeting our instructional technology specialists. Um
and we we asked them like give us your this is your world like give us your insight and your input on this. So we had other members at our leadership team meeting to help provide uh insight around the policy. The reason that's important because to your question like the training piece of it like these are
the experts in the field that can help train on some of on some of the policy language. So there's definitely going to be a big roll out that will come um with how we implement this. >> Thank you. Any
other questions for There is a motion and second. >> There it is. >> Any further discussions? All in favor? >> Motion carries. Thank you. >> Thank you. >> Moving on to memorandum of agreement between Marro School Committee and the
Marro Educ Educators Association. >> Move to approve. >> Seconded. It's on the table. Any questions, comments, or concerns? Seeing none, all in favor? Motion carries
and the bullying prevention intervention guide. >> Move to approve. >> Is on the table and seconded. Questions, comments, concerns? All in favor? Motion carries. Thank you. Thank you for
everyone who worked on that. I know it was a lot, but it was well worth it and the wait. Moving on to reports of school committee subcommittee. Anything? Nothing. Nothing. Seeing none, moving on. Members forum.
Yes. >> Um, I've reviewed the warrant and I will be signing that tonight. >> Excellent. Anything else from members forum? >> Yes. M. >> Uh, wanted to highlight uh the great work of our eighth graders at Wickham in their city civics projects. I think uh
some of you if not all of you uh as well as the city council were reached out to by um teachers and students uh passionate about various issues and I think the net of this experience was helping to connect um wanting to see change in your community with what um
the civic advocacy process looks like that culminated in a great uh workshop throughout uh this past Friday at Wickham. So, I want to just acknowledge um maybe some uh local uh soon to be civic leaders that could be sitting in
these seats someday. So, thank you for that. >> Anything else for members forum? >> I'll just do a show. Oh, go ahead. Sorry. >> We um I attended the seventh grade concert. I was extremely impressed by
the number of kids we had. It's just if I had that many kids when I was teaching, I'd still be teaching probably. It's just enormously proud of them in the audience. I'm going to give the audience kudos too because a lot of times the audience and those things because bunch of kids who sometimes
don't have to do that sort of thing. Sometimes the audience is not quite as receptive. This audience was they supported those kids every I've never seen an audience who talked when there was no nothing going on. The minute those kids started playing or singing that audience just stopped talking and
it's I've never seen that in my life as a teacher happening. Matter of fact, I used to joke a lot of my schools that it must be the fifth row back is the official talking section because everybody back there would talk. But it was fantastic. I plan on going to I think tomorrow night's the eighth grade, seventh. Yeah, eighth grade is tomorrow night, right? And I'm going to go to the
that as well. But I just have to say I was just super impressed as a teacher of that age level sitting there and watching all those kids on the stage and it was just fantastic. >> That's great. >> Fantastic. >> Thank you. And I think since our last meeting was the Jazzfest, which was also incredible.
It was >> It was great. >> Anything else for me for him? >> Um, just that we don't meet again until after graduation. So, see you guys all on 67. >> Okay. >> 67. Oh, jeez.
>> Work in education. You get it. >> 67 at 11. >> At 11. >> That's right. Graduation. >> Congratulations, seniors. Mr. Mayor, I just wanted to remind the committee that next Friday, June 5th, is the second annual unified game day
>> in collaboration with this uh Special Olympics and the opening ceremonies will be at 10:00 in the um high school fieldhouse. And then from there, um we do have the early childhood center joining us uh this year as well as the
Crossroads, which is a private special education school in Malbor are also joining us. >> That's great. So after opening ceremonies at 10, the early childhood center uh will be um their activities will be in the fieldhouse. The elementary schools will be on the track and middle school and high school
students will be on the baseball field and that will be from 10:30 to 12:30 um rain or shine. And uh we would love to see um anybody, you know, community members, school committee members, uh everybody is welcome to come and cheer them on. >> Great.
>> And it is on the district website. Perfect. >> With the details. >> So, opening sum was at 10:00. >> Yes. >> Perfect. And then Ma High Fieldhouse. >> Correct. >> Just want to make sure my notes are correct.
Okay. Anything else for members for I told I already checked in. We're good. Nothing else. Okay. You know what I need? >> Move to adjurnn. >> Move to adjourns on the table and seconded. All in favor of adjourning.
It carries as we adjourn at 8:50. Thank you everyone. Have a great night.