7:29. >> So, we can keep talking for a minute. >> No. Evening everyone. Today is Tuesday, September 30th. I call the Malro Public School Committee meeting to order and we are taped live and streamed live. Thank
you to WMCTV. If I can have everyone rise so we can have the pledge of allegiance. Thank you. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. >> Thank you much. >> We shall dive right into the superintendent reports. >> Great. >> Thank you. Good evening everybody. Uh good to see all of you. Nice to be
together. Um, we have uh quite a few items underneath uh my report this evening, but uh we are going to start with a district communications update. Uh we know that strong communication is paramount in any organization, but especially in education where so many
people, programs, and services are involved. To deepen and strengthen the connection between Malboro Public Schools, our district community, and the city overall, we have developed a multifaceted communications plan. This plan supports both the day-to-day
operations of the district and sharing uh and the sharing of the long-term vision for our future. I have asked our district communications coordinator, Esmer Silva, uh to join us this evening and review um our plan together. >> Miss Silva.
>> Yes. Hi, good evening everyone. Um I do have some Oh, apologies. >> No, we just want to make sure the green light is on. That's all. Thank you. if you could pass. >> Show and tell. Um, so I just wanted to um kind of give you a few updates about
what our meeting communications plan is for this school year and what we've been working on. Um, I will I don't have a clicker here, but if we could go to the next slide. Um, as you know, I came on um at the end of the
last school year. And so, um, one of my focuses for since I've been here has been kind of helping brand our district, right? So, we've been focusing on covering events um and just initiatives that we have throughout the school
district um and kind of giving people an idea of what who we are as Marbor Public Schools. Um so people can see our students and our staff in action when they visit our website, when they visit our social media, any printed material,
any assets that we have. um that is from as something as simple as our email signature to some of a promotional item that I'll be speaking of later. So, um one of the things that we've been
focusing on is getting our social media and our website um more updated about what's going on in our schools and our classrooms and beyond. And we are trying to make sure that all the content that
we have whether it's printed, social, website, anything like that is calling to action um our audience and that can be current students, pro uh prospective families, um prospective employees, right? So, we want to make sure that
we're engaging them, that we're promoting our current initiatives, that we're motivating them to like, share, repost something. Um and then educating them. Um one of the things that I did when I came on was meet with our district leaders, our
building principles and kind of figure out from their perspective what our families or our community are hearing. And what I found is that we are a hidden gem. People don't know all the offerings and the programs that we have. And so that is one thing that we've been
focusing on or we will be focusing on. So um if you could go to the next slide please. um that starts with something as simple as the way that we communicate with our families and our students and again our staff and prospective community members.
So we want to make sure that people know that we are transforming education, that we're inspirational, that we're professional, and that we're optimistic in any kind of um again creative asset that we have. And so people can see that when they go to our website, when they
visit our social media, when we distribute materials, so people know, okay, who are we? Um, it is a very lofty tagline, but we want to make sure that people know that we're there we're we're actually keeping up with that tagline, that we're we are transforming
education. So um again just giving ourselves some kind of um metrics and like a measuring stick when we do have um we have a lot of channels and a lot of platforms um
where we distribute our information and we want to make sure that our students and our family and our staff know where to go to find which information, right? Um, so again, we have our Facebook and Instagram are usually our more visited
platforms. Um, but we also want to make sure that people know that our website and our app are where they can find those news and important alerts and updates, especially from the crisis communication point of view, right? So, um, if you're familiar with, um, Thrillshare, that's kind of where we send all our emails and our texts. So,
we are doing a lot of behind the scenes work on that. Um, so we want to make sure that people know, our families and our students know where to go to get which information. And, um, we have been focusing a little
bit more on that visual aspect. So, we're doing some videos and we're doing high quality photos, which our families and our students are really resonating with. Um, as you can see, um, for the past 30 days, they've really enjoyed the first day of school. Who doesn't love
that? And then um the NHS indu NHS induction did really well on our social media platforms. Um and again Facebook and Instagram are where we find that a lot of our audiences. But we're also trying to grow our Indeed um platform
and um some of like the website and things like that. But as you can see, people are connecting with those visual markers. Um so with that being said, we have more visual contact that is coming. Um if you go to the next slide please.
So one of the things that we just started um is our super Saturday series. So we have that one anchored by our interim superintendent. Um and then we'll have guest speakers on there on a monthly series. So that one the first
episode just launched on September 20th and we are sharing that out with our audience. Um we also started our district newsletter. So that will be going on on a monthly basis and that one's going to all families um students
and staff and um for our principles this year we are starting a new initiative where every Friday they'll be sending out building updates to their students and their families so that they know what to expect. So we're building
strategic communications plan across the entire district so we're all kind of on the same page and um we're also again people don't know all the offerings we have. So one of the initiatives we're doing is making
sure that people know that we have many more career pathways and um educational programs that then they're aware of. So, what we'll be doing um this tomorrow, this month, is um working on a promotional mailer to let people know
that Marorrow High School is the place to be. And so, um that is the what you have um as part of your packet. It's going to show statistics about what how our students do um as far as academic
success success um what kind of uh clubs activities they can expect um coursework where our students end up. So families that aren't sure whether they want to send their kids here, they can get in
more inside look on that and then students as well, they can see, oh, okay, I'm in seventh grade, eighth grade, um what is what does a high school have to offer? So this one's specifically for MH MHS. Um and we're using the tagline choose MHS. Um which,
you know, um our principal can speak a little bit more about that later. Um on top of that, we'll also be having coffee and conversation um events so that people can come meet not only our high school principal but
also our middle school principal um throughout the city. So we've scheduled two um events at the public library and more information will be forthcoming about that so we can meet people where they are. Um, we'll have of course interpreters and we'll have some light
refreshments, but people can kind of talk more on a oneto-one level with our principles and our staff and find out what we have to offer to them. And of course, I will be continuing to provide training and support for our principles
and our district leaders and kind of finding any gaps where I may be able to step in, take something off the plate or figure out like maybe we haven't been done doing something in a strategic manner where I can give them more support. Um,
so those are some of the bigger initiatives that we've been working on. Um, I'm happy to, um, answer any questions or provide more information regarding our communications plan. >> Okay. Thank you. >> Great. >> Yeah,
>> communications gal. >> Thank you. Um, great to hear all the things that are going on. I would love it if you could actually make sure that we can get the slides. Um, so we can we can see that and okay, you know, go
through it a little bit. Um, can I get you to click back a little bit so I can do some reminders and stuff? Um, I was looking at Yeah. So, right there on that on the super Saturday. Um, is that getting pushed out through our website
as well as the social? How is that kind of getting pushed out? >> Yes. So, it'll be included in the newsletter that we're um sending out tomorrow in the Panther Nation Connection. >> Okay. Um, so and then that's posted on the website as well. We shared it on FAA
on our Facebook and so I did um we're partnering with WMCTV with that. So they actually gave me some feedback about where how to kind of boost the engagement on that. So we'll definitely be um looking to share out more um now
that we're getting it going. But yeah, it'll be post it'll be shared tomorrow uh in the newsletter and that one goes to all families and all students. >> Great. And then principal updates, are you going to be able to provide them with um some structure? And maybe you are so that we have because one of the
things we've talked about in the past is that sometimes each of the different schools all kind of had like different looks and different kind of things, which is great in some respects, but I also have to say is really hard in other respects. So I I'm wondering if you're
going to be able to help to provide maybe a little bit more context so that they can work within and it looks a little bit more branded. Okay. Um I we did give an outline. Um that is something that I want to explore a little further about the branding aspect because there are different newsletter
platforms but um we they do have a basic outline and the things that we expect them to send. So, important updates, um a you know, a link to our backpack mail, a principal message. So, there's some um guidelines guidelines that we have, but
not necessarily a look yet. So, that is something we can work on for sure. Probably just would be helpful so that we're starting to move everyone through the pipeline like kind of in the same way, you know, of expectations. Um, and
then um, oh god, there was one more. >> Sorry, went in and out of my head really quickly. So, someone else can jump in. >> I just have a question. >> Thank you. >> And you can hop back in. Um, the backpack mail. >> Do we have data on whether or not people
actually read it? >> So, I'm sure we can get that from the website. I can definitely speak to our website. >> I need it myself. Okay. >> I just anecdotally I talked to parents and they have no idea it even exists. >> Okay.
>> So I just I'm not sure what >> they will now. >> They will hopefully they will now. Yes. >> But I I just know as someone who runs an organization that's adjacent to but outside the district. Whenever we wanted to
>> push stuff out back in the day we used to print it out and stick it in their backpacks. And when we went to an all virtual platform, no one ever saw it again. >> And so I'm just curious, you know, how we can if that is going to be continued
as a form of communication about other community events or or things that might not be appropriate for a principal to be talking about, but still is appropriate to get out to families. that we have a mechanism for doing that that people
actually utilize. >> So there is a link to that in the um Panther Nation connection. >> Okay. >> So at the end of the newsletter there's a little um a hyperlink that the parents can click to to get direct access to that information. >> Yeah.
>> Yes. Um unfortunately we don't get analytics from how many people visit the link for that. that would be um again with the no those news newsletter platforms if that is something we want to invest in there where that's trackable um but we can certainly look
at how many people are going to the website that that should be something we can get um analytics on I will say um something that I've been doing since I've taken over our social media channels is I won't post individual flyers but I have said you know hey a
break is coming up there's programs check got our backpack mail and that has gotten some traction on our social media. So, um I can certainly boost that a little bit more. So, >> thank you. >> Got it. >> Yeah, that's you reminded me. Thank you. That's what I was going for. Um I just
was thinking about like CPAC. So, some of our other groups, um, it may be good if we can help to make those connections with you >> so that we can help on pushing out some of the some of those different groups like CPAC or, you know, timing things
with the um, all sports boosters or there's like um, >> the music association. >> Yeah. and the PTO pages and things like that to again make sure that you have an awareness and then you can help push just like they can help push. Um so
maybe that's something to trust try and make sure that there's some coordination okay with that. Um just because they're important pages but you also need to know about them and and can't if if you're not provided the right information. So >> Sure.
>> Yes. And um one thing I um it's it's on the on the presentation, but I just want to note it is that um I did help our athletic director start an Instagram page. So now um I know our boosters have one, but he will be able to provide
updates and if there's cancellations and stuff and so and also we've been working we worked on getting him like the thrill share and stuff. So those are posted on the website as well like if there's a game coming up on the high school website on the live feed. So we've kind of like trying to be more strategic about because there are a lot of groups
um and events happening. So we are trying to provide that training and support for more leaders to do that on their own. >> Yeah. You're welcome. Thanks. >> Okay. Then I think we're all set. Thank you for the update. >> Thank you. Thanks.
Um and the draft of the um Malbor High School mailer is in front of you. So when you have a few moments and you want to flip through it, if you have any thoughts or ideas, what certainly would welcome any suggestions you might have before we send this out toward the
middle of the month. >> Okay. >> And so who is it going to? >> Every household. >> Yes, we're in the city. We're going to we're going to work with the city side and get the the master list of addresses. I think it's a um kind of multi- faceted. We want it to be a point
of pride for families who are there or families that had kids there. Also a great, you know, recruitment tool to share with our current families um and families maybe who left and might be interested in seeing what we're doing. So, we're looking at uh what is the
feasibility of doing a citywide mailing um to really showcase the work that we're doing at the high school. >> Great. Thanks. >> Okay. Um and speaking of the high school, uh we are joined this evening by our high school principal, Mr. Spena.
Um, as we continue strengthening college and career and workforce readiness at the high school, we are looking to expand both our career pathway options and our internship opportunities. Um, while our current offerings provide a strong foundation, we do not want to
stop where we are. Broadening these opportunities will benefit students direct uh will benefit students directly, strengthen our high school's recruitment and retention efforts and support the community by helping establish early stages of career pathways and pipelines. So, I've asked
Mr. Subpina to join us this evening and talk a little bit about how we can expand our current uh career pathways uh position and through that opportunities to also our middle school students. So, Steve, thanks for being here. Thanks for having me. Um, so as Dr. Defalco said,
we're we're really looking to um expand increase our career school experience um opportunities we have at the high school. Um, in order to really do that, um, we're looking to expand that position, which is currently a part-time
position. Um, so in your packet, you should have, um, our road map that we created, a scope and sequence, and a job description. um kind of how I envision that program moving forward. Um
so really for me the priority areas are to create a bridge between the middle school and the high school to increase our internship opportunities and our college and career readiness opportunities. Um
we now DESIE has an expectation that my cap is in place. Um, and that can be a really great tool. I know that there was folks in the district that got trained on it last year. Um, but we didn't really have the capacity to fully implement it, which is something we we
really want to do. And if you look at the road map, um, where it says, you know, launching foundation, that that would kind of be the basis of how we start this. Um, we'd be able to 100% implement my cap and Naviance in the middle school and the high school. And we really feel like this is our
opportunity to kind of create that relationship between two schools and really make sure that we're offering what the students are interested in, what they want, what they need. Um, this would allow us to really take a dive deep in data to track everything that's
going on. Um, be it internships, be it college and career readiness experiences. Um, so that's that's really the foundation of this. um you know, we'd look at uh career exploration, foundation, surveys, careers, speakers.
Um we have some planned already for this year. Um but we really want to kind of we really want to amp this up. Um I know we've already had to turn down um some internship opportunities from outside companies because we just we don't have we don't have the capacity to do it. Um,
you know, I want this program to be one where the the person running the program is doing site visits and internships is really really has an eye on those. Um, and I want this to also include things like resume development, interview
skills, all those things that students need regardless of the track they're going to take when they graduate from Aubro High School. And I've been talking a lot about the different pathways we currently offer and we do. We have a lot of things we offer. We had an open house the other
night in the amount of parents I heard say, "I didn't know Marvel High School offered this," which was I was I was hoping that was going to happen. Um, so this is something that's really important to us. Um, the community partnership piece. I just look at a
program like our EMT EMT internship. It's an unbelievable program. I've met multiple EMTs in the city this summer. Every single one I've met went through that program. and we have the opportunity to really create those types
of internships for our students. And I think when we look at things like my cap, college and career readiness internships, what we're doing is really encapsulating three different robust pathways we can provide for our students. Um, and I think that makes us
even more competitive and I think that makes us stand out even more than we already do. um we'd be able to measure success better. We'd be able to create a data system that measured the success of the different programs. Um and again, this
would be something that would be a very big focus on. Um of course, this is this was kind of our first crack at it. So, we there certainly some things would be um they would move around a little bit. Um we'd be able to measure employee satisfactions. we'd be able to measure
postgrad outcomes in in what and where the students are going. Um, so I think that's really kind of the basis of it. Um, I've had a lot of conversations with a lot of different people and I think where we are right now is I think we
have a really good start, but I think if we really want to get to where we need to be and where we should be, we need that capacity to be able to do all this. Um, and if you were able to in the in the um job description that I that I
created, um, there's a lot there. There's a lot in that job description. And I think that it's all very doable if given the capacity to kind of put the extra put that time into this program. Um, I have students, we have students
right now ready to go. Um, we have our internships that are getting up and running. We have some students going to the elementary schools. We have a student going to the middle school. We have students going through um boys club, girls club. Y. So we have we have things that are starting to get up and running. We already have an internship
with technium. But when we get phone calls from a bank in town and we're like we we just can't right now. We can't do that. Um so I think that's huge. And I do think that coupling kind of that piece with the college and career to be
able to build in those skills uh those developmental skills for the students in terms of interview skills. And I know these kids worked really hard. They all had interviews for their internships that were virtual. They sat down, they were able to kind of prep and plan and and know what they were kind of getting
into from what you should wear to, you know, how you should present yourself. And I think you know using also the my cap and having career fairs are a huge experience for these students. We do our reality fair. Um October 21st we do our
reality fair. But for this for this position we the these can be things that are ongoing in the school. And I think the more exposure we get our students to the college application process and what colleges offer internships and kind of
how all that can tie together. I think this I think this could be an absolutely incredible uh an incredible program looking to be an innovation school. Um, I think it's I think we have the pieces there. We just need that next step.
>> Thank you. >> Yes. >> I thank you for your presentation. It it I it sounds so exciting. Um, I just have one question. I've heard of Naviance before, but can you tell me a little bit more about what my cap is? I'm not familiar with that one.
>> So, my cap is um it's similar. It's similar to navats um but it's it's embedded with a lot of interest surveys um with a lot of um ways that students can express what
interests them and and my cap kind of puts all that together where Naviance does that too but Naviance is really geared towards college versus my cap is geared towards both and it and it just so happens that my cap is some is what DESI has >> right
>> desi's kind of >> right >> for lack of a better word kind partnered with my cap. >> So is it >> I think and I'm sorry and my cap is a little bit more also geared towards middle school students. >> So then is my understanding that like every student would have an account or
is it something they do with their guidance counselor or >> So it's something it's something they do with their guidance counselor um at really would be at both the middle school and the high school. The counselors are so they have big case loads. There's a ton going on. So this
would be something that this position would be in in charge of. So this position would really work at the middle school with the students and with our students at the high school as well. >> Okay. All right. Great. Thank you so much. >> Just to add one quick piece of that. I think one of the things that's um really
important to highlight and it's in um the packet. We didn't pull it up on the uh screen this evening, but there is a scope and sequence of kind of career development skills. And so as we continue to look at really one seamless 6 through 12 model for our uh Malboro
public school students, I think this is just one of those pathways that lays out very clearly what the career exposure piece of that work looks like. and really to be able to build again in in my brain to build those relationships between the high school
and the middle school particularly with uh the person who would be running this program but also high school students and middle school students and in building that I I just I think that's invaluable and I think that would do nothing but increase both schools
>> and I I I really like the idea of bringing it down in a more structured way to the middle school because even though kids aren't ready to make decisions on where they want to be for them to have dreams like to hear about
what possibilities are out there >> um is really powerful. So >> middle school's excited about that too because again they they'll just say we love it, it's great. It would be huge. Right now we just can't we can't get to all of it. >> Yeah. So,
>> and just the the money for this we have some. >> So, currently the position is a 77 which is kind of interesting. So, we would move that to a 1.0. And >> so, is the person that's that 77 doing
3.2 somewhere else or they only work that that many? >> Yes. And do that does that person have capacity to expand or you'd be looking for a new person or >> I mean well that's that's an employee issue. I probably shouldn't bring that
up but >> we have the funding for it. >> Okay. >> That's a yes. Yes. >> That's Thank you. >> Um yes. >> So love it. Absolutely love it. We've been needing to do something about pushing it down and getting the middle
school involved for a while. Um, I love that you're bringing in more around career. That's something that we've had a lot of discussion and especially if you look at um the information that Esmer provided >> with a 30.2 that's
>> looking for employment. >> We have them ready. >> We have to understand our population. Now on the other side, we've already had some wonderful times where we've had kids come in that had some of the internships and I can't get the exact name, but like she doing coding and
stuff here locally. That's awesome. Great examples to be able to push, right? And great examples to be able to push out about some of the incredible um college opportunities provided too. But we have to do it all >> right. >> So I fully in support here.
>> Thank you. My hope is that they're working handinhand with guidance um so that we do lay out the right programs helps on program of studies making sure that we're having the right things
available and partnering with VHS to fill the gaps which we may not have but I think by pushing it down you know younger Michelle as you were saying we're also making sure that people actually know their choices Right. We want them to stay here at Marboro,
>> right? >> We recognize there are other options, but guess what? You've got them all here. >> Like, so fantastic. >> And I'm glad you mentioned program of studies just because actually we had a conversation about that this afternoon. Um, that's going to be something that we're going to take a pretty deep dive
at this year. >> It really needs to be, you know, I I don't want to be reactionary. We've talked about like not necessarily crossing off all kinds of options, but it's what can we bolster, right? And like the EMT program like that's been a
good push. It's been a great pathway option and having those opportunities which you know partnering with MEC fantastic. We just have to do more of it as best as we can to make sure that we're meeting our population. So it's
great. >> Yes. >> Thank you. That was like the perfect segue to that because this is all part of that master plan which is to go in front of the MEEDC I think at the December meeting um and Steve and our career um specialists
will be present for exactly that conversation Katherine about how do we expand and start partnering a lot closer with more um businesses in the city. There's so many opportunities right here. >> And I've and I've met with I met with them this summer and uh the woman whose
name escapes me said, "What do you want?" And I just said, "Everything you have." >> Yeah. >> Yeah. Well, >> what you can give me. >> The other thing too, which our community, I think, has been phenomenal. Phenomenal. Well, I just made up a word. Phenomenal about um offering positions,
internships, jobs for unified students as well. >> We just need to push that more. How many families would love to have opportunities for their kids to be able to have a job here past their time in
school, right? >> Yeah. >> Fantastic. We just got to do more of it. But sounds great. >> Anything else? >> I I I appreciate the scope and sequence because it kind of brings it to life like how operationally does all this
work? So, I appreciate that. >> Thank you. >> Okay. Thank you. And I'm actually going to ask uh Steve to stay at the podium uh because um as you've kind of sensed a little bit of a theme this evening. Um we're going to continue to showcase the
work of the high school, but we're going to take a little bit of a different approach and talk a bit about the middle to high school transition strategy. Um while there may be multiple choices in this city for secondary education, uh there is only one really good choice and that's here. And so, um, Steve, if you
want to talk a little bit about some of the transition work that you've been doing with, um, with Whitcom, that'd be great. >> Yeah. So, um, for me, a lot of it is let's get him in the building. Um, and what we've done up till now is
we did our openhousecurriculum night a little bit different. We had uh rep, we had students there, which always makes it better. Um we had athletic tables so they could learn what we offer athletically. All the clubs had tables set up in the second of in the third um
kind of foyer. Um we had one of our six musical groups playing um you know a tool they had their robot up in the up there doing demonstrations. >> We also had guidance counselors in the science lecture hall um there for kind
of college post high school questions. We had some admin assistants in the library helping parents with Navvian and everything else they need to log into. So, it was a little bit different of a field. Plus, parents could still meet their teachers. Um, and I put that out to eighth grade families. And I know
that um that Mrs. House did the same thing. Um, kind of on her end. Um, and I asked for grade eight parent that permission and thrill to be able to email them. Uh, so that went really well. We probably had about 70 people
who were there with me doing my presentation and then people were coming in kind of coming in throughout the course of the night. Really good feedback from the parents. Um we had a volleyball game going on that night too which was cool. Um so we had a I felt really good about the turnout based on
what I've kind of heard in the past what the turnout is. I felt really good about the turnout. I had a few eighth grade parents ask me questions which was great. Um, so I I feel like that was really awesome for us to do. We had um in the arts hallway, we kind of had everybody do some displays up where
people could see it when they walk into the foyer. Um, so that was really awesome. Then I also presented at the middle school openhouse um the other night and again I got some parents that grabbed me after and I've got some emails from parents asking questions. So
I think that you know that's that's what I was hoping to get out of that. Um, tomorrow, tomorrow's Wednesday. Tomorrow and Friday, we have the eighth grade coming down for tours. And one of the thing we're trying to do is when we do like I'm going to talk to them, they really don't want to listen to me, which
is fine. Um, we're trying to make it more student centered. So, we have a we have a group of students that come and kind of talk about their experience at Marorrow, kind of what they do. Um, and they all doing different things at the high school. Um, so we're going to do that. We'll have half the eighth grade
tomorrow and then half on Friday. We have a November pep rally right before Thanksgiving. We're going to invite the eighth graders to that. Um we are then going to the middle school on October 30th to present to the eighth
grade and that'll be kind of much like the sep open house. I'm bringing students from every kind of every area we have at the high school um so they can talk to the students about that. Um so we're really, you know, Angela and I have really had a lot of conversations about this. um she's also going to come
down tomorrow for the tour. So, we're really trying to partner to see what can we do. Um we mentioned that uh we have the the the events on Saturday and I think one's on a Thursday for the for the community. Um I have a videographer
teacher who's going to start making kind of promo videos in his class about Marble High School and I talked to the cable company folks and they said, "If you send us the videos, we'll put them on a loop." Um, so we're going to we're going to get try to get that off and running pretty soon. Um, so we're just
as much as we can throw out about what's going on at the high school, I think the better we're going to be. We do have the hashtag choose MHS, which is going to start showing up on stuff. We just got uh 330 new t-shirts and it's on the back of the t-shirt. So, that's it's it's just kind of that push that I want
people to hear what's going on at the high school to be able to have opportunities to come into the high school um and see what we offer because I think >> to be honest with you, I think even a lot of families that have current students don't necessarily know everything that we offer the high school.
>> Um so, that's going to really kind of be a push for us moving forward. Um and then anything else that we can think of, I'm I'm happy to do. So, one of the things that I had thought about in terms of how do
h how how can we get the school district I mean obviously we're focusing on the high school but the district in general to be more integral in the dayto-day life of the city of Malbor. I mean unless you have
kids in the schools most people have no idea what's going on. Like I guarantee if you went out sometime and asked 10 people what Akiuno is, not one person will know. It is our sister city in Japan and we have an exchange program
with them. We have a sister city in Japan that has Malbero Street, a street named after us. I mean there are so many aspects of what we do in this district that no one knows about. >> I think >> and so this is a really great way. But
another thing that I was thinking in in this vein is when we have musical performances, when we have plays, when we have things that that we're, you know, showcasing, bringing other people in, inviting people from the senior
center, um sending out invitations to the whole community. I mean, sometimes it's be careful what you wish for. we have to have the capacity to have room for everyone. But um I I feel like that there are so many things that even the general population, not not just the
school adjacent population, um could could be involved with if we invited them into our schools more. And I think part of that's also for the high school at least with our students, me and other people is is getting out into
the community and doing those things, which is why I think some of these career opportunities and internship opportunities, I think that that speaks to that very much and having the community um coffees that we're going to have. I think it's really getting out there and just this is who we are.
>> Um you know, and we represent your city, >> so you should know what's going on here. >> Yeah. Um, so >> yes. >> So, compliments to you because immediately you were at the parade, the Labor Day parade. You were out there getting FaceTime, which was great. I
actually had multiple parents that immediately said something to me, >> which is great. It's fun, >> you know, and it and that is all part of it, right? It's getting there in front of them. I'm thinking that you're probably still continuing to do getting down to the elementary with like some of
the walking Wednesdays and things like that that have happened. If not, that's also a great thing to start getting down there because you get the FaceTime the little kids get to see like, you know, the the the robotics group. They get to
see the athletes. They get to see what's going on from the musical standpoint. And it and it does get that fervor. I just ran into one of the kids that's involved in like the drama and musical programs and she shared with me that
their numbers are up so huge that I think for Dessert Theater they're talking about like three different plays which they haven't done in a long time. I just think that speaks to kind of like the undercurrent and it's great. So keep
it going and the more that we can reach down so that we get all that excitement and just keep on pushing them up and they are going to choose MHS. >> That's right. Happy to do it. >> We're good. Thank you. Take one more. Yeah.
>> Yep. We're going to keep the hat trick here. >> Right. And so I hope I hope our family and friends listening at home are thinking there there really is only one choice and that's Mar High School. Um, Steve, do you want to share a little bit uh with the school committee and the
community about our advanced placement scholars? Uh, we have some incredible results and we may have a friend at the table who >> we may >> will be acknowledged. >> So, uh, very excited. Uh, based on scores last year, we have 46 AP
scholars. Um, which is in my experience, that's a huge number. Um, and I've been places that are bigger and we didn't have those numbers. And I and I'm gonna also give a shout out to NHS at the induction ceremony a couple weeks ago.
We have 120 kids in NHS. That is that is exponentially higher than I've seen in other places I've been. So, I think it's I think it's huge. Um, just so because you you all have the list, uh, just so you understand AP Scholar and kind of
what that means. If you're an AP scholar, you scored a three or higher on three or more AP exams. If you're an AP scholar with honors, you received an average score of at least 3.25 on all AP exams taken and scores of
three or higher on four or more of them. So essentially, you're scoring three or four on like five or six AP tests. Um, which is incredible. Um, if you're an AP scholar with distinction, you scored an average of 3.5 or higher on five or more
exams. And we had those student we had eight of those students. So, I mean, it's we're really proud of these numbers. It's huge. It speaks to what's going on in the high school, the teaching, the learning, everything that's going on. Um, so we're very very proud and we would like to recognize
those students now and Dr. Scaza is going to read the names. So, from the class of 2026, starting off with our AP scholar, Lucas Abandonio, Elise Allen, AP Scholar, Nicholas
Andrad, AP Scholar, Jason Batista, AP Scholar with Honor, Jessica Cardardosa, AP Scholar. Steve Falco, AP Scholar. Mariana Figeredo, AP Scholar. Isaac
Lattis, AP Scholar. Madison Leath, AP Scholar. Riley Mchuan, AP Scholar with distinction. Atul Mador, AP Scholar with distinction. >> Skyler Monahan, AP Scholar with Honor.
Anelles Munoz Velasquez, AP Scholar. Mariana Olivea, AP Scholar. Shayla Ramon, AP Scholar. and Edgar Exante Gomez, AP Scholar with Honor. And now from the class of 2025,
Michael Atu Antoui Aim, AP Scholar with distinction, Alicia Arojo Jag Jeru, AP Scholar with Honor. Carly Bamford, AP Scholar. Catalino Catalina
Cartez, AP Scholar. Nicholas Cerrone, AP Scholar with distinction. Amelia Kunliff, AP Scholar. Nicholas Dilva, AP Scholar with Honor. Megan Douglas, AP Scholar. Leticia Figeredo, AP Scholar.
Gregory Fiser, AP Scholar. Sarah Garner, AP Scholar. Dne Garson, AP Scholar with distinction. Joseline Gramo, AP Scholar. Patrick Havland, AP Scholar.
Adelaide Johnson, AP Scholar. Eric Nisler, AP Scholar. Kylie Lombardi, AP Scholar. Yamaris Lopez, AP Scholar. Colton Merkande, AP Scholar with Honor.
Christopher Mo, AP Scholar. And Andrew Name, AP Scholar. Raquel Nasimento, AP Scholar. Camille Patel, AP Scholar. Morgan Pitus, AP Scholar with Honor. Danielle Pontes, AP Scholar.
Leo Ren, AP Scholar with distinction. Andrew Ruiz, AP Scholar. Craig Seo, AP Scholar with Honor. Dong Ton, AP Scholar with Distinction. And finally, Andy Zang, AP Scholar with Distinction.
Congratulations to the class of 2025. So, if I could just recap a couple things because I think it's really important. We talk about our 46 AP scholars, 364 AP exams taken, 20 AP courses offered at Malbor High School,
120 National Honor Society students just inducted, 39 different levels of varsity and JV um athletics, five honors, five or four other honor societies, and 30 plus clubs and activities. I to me this is a no-brainer. And Malboro doesn't
have school choice unfortunately, but I would bring my son here without a hesitation. The high school has incredible, incredible opportunities for its students. So any families that are tuning in, if you've left us, you should come back. Come back in. And if you're looking at other options, I think
there's really only one choice. >> And I do want to I I put out to uh when I went to the middle school open house, um and somebody from another school has already reached out. If you have questions about the high school, call me, email me, come meet with me. If you want a tour of the building, let me
know. We'll give you a tour of the building. I have six kids coming um from a charter school that live in Malboro. Um they're middle schoolers that ask for tour. Come take a tour. So, we're happy to accommodate people with that. >> And we have our two uh coffee and
conversations already set up. Uh the first is on a Saturday, October 20. No, October 25th. Um at the Malboro Public Library. What time, Esmer? >> From 9:30 to 10:30. >> And it will be myself, Mrs. House, and
Mr. Serpena. And then we This will be in the newsletter that goes out tomorrow. And then >> 10 to 11. And then we have a second one um on Thursday the 30th. And I think that's at 4:30 to 5 5:30. At 5:30. So, it will be in the newsletter
uh that goes out uh the first of every month. >> Okay. >> Okay. >> Good. Thank you. >> Thank you. >> Thank you. >> Thank you. >> Um so, kind of zooming out to more of a
macro um perspective. Um you have in your packets this evening um a um an updated organizational structure for uh Malbor public schools. Um a critical component of our district
success is ensuring that we maintain the right positions to meet the evolving needs of our work. Um the updated organizational chart does not have new positions in it but it does actually I strike that I think there is one I think it's the literacy director but that was
a humanities and we had changed that >> um but the organizational chart looks very different uh than what it um what our current organizational structure is. Uh you will notice that in this organizational chart um the students are
at the top and just underneath that are our building educators and student support staff. You'll notice that on our draft organizational chart, the school committee, the superintendent, we're at the bottom and this chart flows upwards.
And while um it might seem just simply symbolic, it's actually quite significant because it is in fact how we have restructured the way we work in MPS. Um the idea is that each level is there to lift and support the level
above it. Uh with ultimately uh the students being at the very top of of our chart essentially being lifted and supported by all of those levels beneath them. And I would also highlight uh that the building educators and support staff
are just underneath that because all of these services, all of these supports that we have in place, all of the positions and the all the uh finances that the school committee has allocated uh to the school system is in support of helping those that are in front of our
students be as successful as they can be to help our students meet and exceed their potential. Um and so while this uh organizational structure may look and feel very different um it is in fact aligned directly with our purpose and
our mission of our work which is to lift and lead the operation that sits on top of us. >> Good question. >> Good. Um and a quick update on our strategic
plan uh in portrait of a learner. Uh since our last meeting, I've reached out to three different vendors for proposals. Um and we are expecting to hear back from them on Friday. We did uh receive one proposal today um from one of the vendors. So we are excited about
that and we will be bringing um in um one of the uh or possibly many of the vendors to a school committee meeting in October. uh so you can hear um a bit about their work and what they're looking to do with us as we kind of venture into this next iteration of our
strategic plan and developing a PK to2 portrait of a learner. So that work is progressing really well uh and we are very excited about um our next steps there. And then the last item for me is just a very quick personnel um update from Mrs.
Brown. >> Hello everyone. Good evening. Uh so I'll give you an update on where we are with open positions right now. So we we saw the organizational structure. If the community is listening today and you want to come and join our organization,
um we do have some open positions available. So we have uh six teacher positions that are open. We have two behavior technician positions, four para educator jobs, four CA cafeteria worker positions, two
custodians, two office support positions, and six district education center positions and five long-term substitute positions. Of the teacher positions, we of the six,
we have two hires already in process. We do have some new positions that were added. So, they did not become open because someone resigned or retired or anything. We did add a social emotional learning interventionist position and we added an interventionist at the upper
grades um at Richard Elementary School. So, um of the I'll give you an example of the turnover from the last month that uh I gave you an update on last time. So, we had four cafeteria positions open the last time I was here last month. And
all of those were filled by internal candidates who moved up into additional hours. And so we have four new open cafeteria positions and we already have three in process. Those will be external hires coming in. Of the district education center
positions, um three of them are uh translator positions and we do have a hirin process for that. Uh we have the supervisor of health services position that is still open that was open the last time as well. An LPN position and
an HR generalist position. What was the last one? >> A human resources generalist position. And we are always hiring for substitutes. So I just want to mention that for anyone who's listening. We would love to have people join us as subs.
So the total is 26 open positions at this time. Okay. >> Um, thank you for the updates. Um, in hearing Esmer's presentation, obviously Indeed is a primary place. Are you all
utilizing other things? I know that, um, previously we've spoken about some of the colleges that you were reaching out specifically to some of our local colleges to try and grab some folks. >> Yes. Yeah. So we do uh we do go to different colleges. We go to different
um job fairs. So we go to Worcester State. Uh we try reach out to Holy Cross. We go to their job fair every year. Now is the time they start putting those on the calendar, the save the date. We start receiving them now. A lot of them are in the spring for their spring graduates, but we do go to all of
those as well. Um, Esmer had uh talked about our LinkedIn um page and so we do post positions there and we do regularly use Indeed. That's a a common um place that we go to post positions and recruit.
>> Great. Thank you. Welcome. >> Okay. Thank you. >> All right. That concludes my report. >> Thank you much. Moving on to Office of Teaching and Learning, Dr. Scaza. [Music]
Thank you, Mr. Mayor. Just give me a second here while I get my 9-year-old daughter off the screen. She would love this right now. Thanks a lot, Dad. Um, and put up the new organizational chart
uh for the Office of Teaching and Learning, otherwise known as the OTL. So, the Office of Teaching and Learning OTL has outlined a new system of support for the 2025 2026 school year. This
revamped structure revolves around a team of support for all schools focusing on curriculum implementation, professional development for educators and school-based leaders, intervention practices for all learners, and strong instructional practices and lesson
preparation for all educators. The OTL framework is designed as follows. The whole group which consists of content supervisors, directors and principles meets monthly to establish instructional priorities
based on the most current data. From that meeting the whole and after that whole group calibration, the OTL deploys and holds weekly meetings on identified priorities with the following groups. the curriculum supervisors,
the director of EEL or the directors of EEL, the director of instruction and edtech. At these meetings, we generate action plans to support principles classroom instruction and develop necessary PD. So we're coming together
as a whole group to kind of identify where the trends are as indicated by the data. Make sure we have consensus at that whole group. And then these individual groups are make are meeting to make sure that we have um specific and systematic supports in place for each school and each school's priorities
as indicated by that data. The OTL then meets in a professional learning community. This is a new format. I'm excited about this with a number of leadership groups. This is not new. This is the same format that we used last year with the uh into
reading program where all elementary lead teachers and EL coordinators meet monthly to discuss year 1 implementation priorities with the new into math program. We have sustainability within reading. Um and now we are launching firstear implementation of into math.
This focus is supported through a strategic advising model with TNTP. This is our third year of partnering with TNTP. They've done some good work in making sure that they're holding um us accountable to sound instructional practices and providing support to our principles and our educators. Along the
way, we then meet and I um run this PLC with assistant principles and educational team leaders uh who participate in bi-weekly PLC's with the assistant superintendent of teaching and learning. Our focus is to increase the instructional leadership capacity of
this group that has typically been more focused on building operations. We've had three meetings already. We have discussed a number of topics and we have even taken a strategic measure to have central office folks go to the buildings
run the building so the principal, the ETL and the AP can get out on an instructional round and get into classrooms. We did that most recently um at our high school. Um and I was at Kain today to help out principal Pantisopoulos.
>> So just as a side note, uh R.J. I was on recess duty at Jarwick and I was on lunch duty at the high school. >> Yeah. And my apologies to the fifth grade students at recess who were very upset that I um disrupted their their game on their football game on the
recess field to teach them a few pass patterns. I couldn't help myself being a former coach. They were not happy. Uh grade level teams in departments led by lead teachers meet weekly in a PLC. This is at the secondary level. Um, I'm highlighting right now to share best
practices, support curriculum priorities, review student data, and identify students for intervention services. And, uh, the high school by example, principal Sarapina just met with his group of lead teachers last week and really set the tone for what the expectations will be with those PLC
meetings. Based on the review and analysis of preliminary 2025 MCCAST data, the principles in the OTL have identified the following priorities as we begin the 202526 school year. Priority one, writing instruction and in assessment
practices in the primary grades. Um Chris Henry and I and Chris Henry specifically has been working very closely with the elementary principles to make sure that we have uh a focus of support around good writing practices in
the primary grades. It's something that we haven't had a thumb on for a while now and Chris Henry has taken steps to make sure that we're moving things in the right direction. We have found that the out the student output um on essays
and open response is not what we had hoped. It's not for lack of um effort on the students part. They're producing writing. They're not just giving up or writing I don't know or I don't care. They are producing an essay or a response. Um they're just missing the
mark on some of the technicalities of the writing when it comes to conventions or idea development. And we're going to tighten that all up. So next time around they will get more points and increased um output and production on the essay and the open response.
Secondly, co-taught ELA classes in grades six, seven, and eight, including EL beginners, level one and two EL students with both the ELA and EL teacher. our EL directors, um our director of instruction in edtech, our
uh literacy supervisor and principal house have taken immediate steps to get this structure up in place. And while we've hit a couple bumps in the road, we are progressing. We've been in multiple classrooms routinely, Principal House
and that team are going out on a weekly basis to get in and support those teachers in their co-eing efforts. And so far we've been very pleased with the effort and we think with routine and continued practice we're going to see very strong outcomes for all of our students in particular our EL beginners
as they are for the first time in an EL lay classroom at the middle school level. Uh priority number three a roadmap toolbox that contains resources for all educators specific to high expectations student ownership and discourse high
quality feedback and lesson design. I meet tomorrow with the curriculum supervisors and Chris Henry to go over some of those supports that we those resources that we want to have in that toolbox, if you will, so all educators prek through 12 have easy access right at their fingertips to resources that
directly impact and support those priority areas as indicated by the road map. Uh moving on, the second year of it's actually the first full year of implementation. Year one was a pilot year. Um so it's technically the first
year of structured literacy which is the phonics program with the into reading uh program. Uh formerly we were using foundations. Uh so our first year of structured literacy foundational literacy practices in our elementary schools. Jen Ryan has
taken steps to make sure that we are um all trained, teachers are ready to go in grades K1 and two. And I would also like to thank our reading teachers who did a great job in training all of our um grade one and two K1 and two teachers in
the structured literacy um protocols. It was a quick training right at the beginning of the year and it had everyone positioned well to hit the ground running when school started. And then finally, active learning practices at Marorrow High School. Principal Sarapina, Chris Henry, and I
have recognized there's a lot of screen dependency. Um there's a lot of Google classroom that continues postcoid. We are looking to increase the engagement in the active learning um as opposed to passive learning with screen time in our high school classrooms. So we've
discussed what this could look like. We've already gotten into classrooms to get a baseline and a gauge on how it presents currently. and we're going to take some measures to spice up the instruction at the high school and see if we can get that Chromebook closed down for periods and more um active
discourse, active learning and collaboration among students uh in those uh periods. A visual of the office of teaching and learning team is included in your packet. We also have it presented on the screen. Uh similar to Dr. the Falcos um
chart which had students at the top of the org. We also do have students in learning at the top of our chart as well. Uh so I've been meeting very closely with Dr. Defalco. He has been extremely helpful in getting a system in place um which I have appreciated
greatly where now I am able to work with this team. The director of edtech Chris Henry has been phenomenal. Building principles and building leadership have been tremendous. We are really starting to fire on all cylinders. Content supervisors are all synced up and now that they are K through 12, we're
positioned well. The EL directors and I have been looking at new program changes to a model that has been stuck in a traditional mold mold for a number of years now. So, we're getting progressive in our thought and our movement lead teachers. I can't speak enough about how
valuable these positions are. These teachers are doing so much work at at the leadership level um with their colleagues. They're well respected and they're getting the job done on a daily basis and they are leading weekly PLC's as well as our EL coordinators and our
intervention coordinator which is a new position to our richer schools specifically based on the need there. Uh our educators are doing a phenomenal job following the expectations for lesson prep and design and executing that in our classrooms. We've been in to multiple classrooms recently with our
lesson walkthrough tool, getting a quick gauge on how that presents. They are using the prep tool. It directly mirrors the lesson walkthrough tool. So, they get immediate feedback on how they're applying their preparation to their lesson um delivery and the two are are
connecting nicely. So, kudos to our teachers. And then finally, the result um if everything continues to work as it has been is that we will see an increase in student output and achievement. So I'm very excited about this as you I
think you can feel and we're doing a great job. We're we're get we have a team together and we're working together and I believe that we're going to see the results. >> Excellent. Okay. >> Question
is like uh around the phonics program. How is that intertwining with like the e groups? I mean like are we are we making sure that we're combining so the phonics program can work
handinand with e? >> Yes. The EL students receive the phonics program >> in grades K 1 and two. And in grades three, four, and five, we have a secondary foundational literacy skills structure where they get um a program called UFly.
It's the University of Florida Literacy Institute. So in the upper grades where they do not receive um phonics based instruction, although we have English learners who are coming to us with deficits in phonics, they are still getting that foundational literacy skill from that supplemental program which is
UFI. And all teachers have been trained both EL and home room teachers in the UFI pro program in the administration. >> Okay. you hit upon what my concern is is that we we are bringing in kids that have not had any of that higher than
that foundational. So my hope is once we're really solid on it, we can push it into higher because as we're seeing, we're getting them at all ages. >> Y, >> you know, and unfortunately if they really haven't received that phonics support, it's huge to get it to them
whenever it is. And if I can be quite frank, this is the first year we where we have truly prioritized teaching reading in conjunction with teaching language acquisition. >> Yeah. Um, the other question, it's not
necessarily just for you, but probably also for the conversation that we had had very shortly after you had gotten here about um support over the summer and making sure that there was a lot more push of not
having downtime that they there's a lot more literacy work that would be be pushing over the summer. And I'm not sure that you probably been able to dive into that, but considering what we're talking about, seems like we're going to want to keep on pushing it as hard as we
can. >> One of the I'm glad you mentioned that because one of the things um that we are going to be coming to the school committee with uh with a plan and probably an ask, but is an extended day, an extended year model uh for students that are going to need it. We're looking
first at at very specific schools, specific programs. Um, and we will be bringing forward a comprehensive proposal to the school committee for that. >> Okay. Thank you. >> Y >> Moving on, I have just a couple more updates for the school committee. The
first is around our ABAR antibbias anti-racism um practices in the Marbor public school system. So, our steering committee who met this afternoon, um co-chair Michelle Bodden Hedinger is part of that that committee. Uh we're preparing for our
next phase of professional development and priority areas for the 2526 school year. During this phase, our work will be rooted in Zoretta Hammond's book, Culturally Responsive Teaching in the Brain. Our first training for educators is on the November 4th PD day and will focus on independent and dependent
learners and how structures within a school system can create one or the other. Furthermore, I would like to mention that we are partnering with Dr. Chris Taylor from the Center for Behavioral Health, Equity, and Leadership in Schools at William Jane James College. Dr. Taylor, who joined us this
afternoon, will collaborate with the antibbias, anti-racism team, and initial meetings with Dr. Taylor will involve reviewing plans, providing feedback, discussing strategy, and guiding next steps. Additionally, Dr. Taylor will create materials and facilitate subsequent subsequent meetings based on
planning and strategy. I will continue to provide the school committee updates on this work as we progress through the school year. And then finally, bullying prevention lessons. As a reminder, Marorrow Public Schools uses
the Second Steps bullying prevention unit as our elementary, middle, and high school program curriculum. Lessons associated with this program, such as understanding bullying, factors that contribute to bullying, and how to respond to and stand up to bullying in a positive way, have typically started in
the month of October. I met with Lindseay Castro, and Lindsay was instrumental in making sure that this year the principles have accelerated the start of these lessons, and they began last week. Mrs. Castro and I are scheduled to visit classrooms to see bullying prevention lessons firsthand.
Dr. Dr. Defalco and Principal Sarapina were able to visit um a lesson in a freshman health class and Dr. Defalco and I were able to visit um a lesson in a fourth grade elementary classroom at Jarwick and we are very happy to see the
students talking about um how to recognize bullying and being an upstander rather than a bystander. >> Okay, thank you. Moving on. to the Office of Student Services and
Equity, Miss O'Brien. >> Thank you, Mayor Christian. So, in addition to the curriculum overview of the Marra Public Schools bullying prevention and intervention plan presented by Dr. Scaza, I'd like to share a few important updates with the school committee. Although the plan is
not scheduled for formal review until May 2026, the district has proactively submitted it to legal counsel to ensure compliance with any recent regulatory changes that may need to be reflected ahead of schedule. Furthermore, we've arranged for a refresher training
session led by our legal council for the administrative team. This training will focus on best practices in bullying prevention and intervention and will take place during our administrative dinner meeting on December 1st, 2025. This training will also include guidance
on compliance with regulations regarding investigating allegations of bullying. I also have a transportation update for the committee. The district continues to face significant challenges with the student transportation services provided by NRT. These include late arrivals, missed
pickups, delays and drop offs, and technical issues with student data transmission. These disruptions have impacted student learning and family routines. Key issues that have been identified include service quality. NRT has not met
district expectations despite repeated communications regarding unresolved routing issues and missed pickups. They have um there's technical failures. There's been problems with NRT's rooting system and data imports processes have delayed registrations for newly enrolled
students. There's been data transmission breakdowns that although there's verified transmission process was established in the fall of N uh 2024. NRT reported in September of 2025 that they were no longer receiving student
data files. Manual submissions were inconsistently processed. routing assignment and delays. Despite asurances from NRT, many students were not captured in their system even after timely manual data submissions by our district.
District response measures. Uh we have implemented daily coordination meetings with NRT to track issues and improve accountability. We have uh implemented a centralized communication channel via buses at nps-edu.org
or to streamline parent communic uh parent concerns in staffing enhancements to ensure timely responses to transportation inquiries. We've uh have established a staffing schedule to monitor that email address to respond to
uh the parent um response the parent concerns. Next steps uh include rebalancing the bus routes to address the overcrowding and underutilization with updated assignments communicated directly to families. We're working with
NRT to resolve issues school by school. However, that is taking a long time. Um we've set deadlines that have continued to not be met. No changes will be implemented without prior district notification to families. Although that's something that we've
agreed upon. Uh there have been changes and stops that have been implemented uh without notifying us and uh without us being able to provide that communication to families. And we have uh a launch of a GPS
tracking app for parents that's anticipated um midocctober of 2025 is the anticipation date of that uh which would uh help resolve some of those um miscommunications as far as uh late late buses and parents being able to track
where those buses are. The district remains committed to resolving these issues and ensuring safe timely transportation for all students. Advocacy with NRT will continue until services meet the standards expected uh by our community.
Before I go on to my second part of my uh report, uh does anybody have any questions about transportation? >> I got a comment. Thank you for the information first of
all. So, um, I'm sure you're probably expecting none of us are pretty happy about it. I'm sure that you're really pretty not happy about it. Um, I know that you all have been working
really, really hard. So, there is not a doubt from me that you guys have not been doing all you can to try and get NRT on track. It is completely unacceptable that they
are not meeting their contract. Uh we all voiced concern, but we had to follow the bid process. I'm reiterating this again just so we're all on the same page and they had done a
better job leading up to the bid because we all re remember when we had the driver strike and we all went out there with our little yellow vests and our stop signs all trying to help. Um lots of people got out there to help. Um this
is just unacceptable. I know you all know that. I'm publicly saying it so that you can once again let them know that the school committee will once again continue to say NRT is not doing their job. It is not acceptable that kids are not
arriving to school on time and when we are talking about kids needing their foundation NRT is causing the problems. They are not getting the kids to school so that they can do what their job is in front of
having the teachers to teach them. So, please express my dissatisfaction with their service and I appreciate that you all have been documenting this really, really closely
so that our attorneys can know exactly what's going on. This is not okay. They better get their acts together. this community and every single student from the top of that or chart deserves much better. It's embarrassing and it better
be embarrassing for them. I appreciate the drivers that have done due diligence to try and help when they are put in circumstances of not being provided GPS to get them on track to fill in. We all know that we're all
human. We all have days that we are off, but they better have backup systems in case. Whenever I'm doing my job as a producer, the person next to me better know exactly what my job is so that they can fill in, which means me doing my job of
making sure that they are set for success. NRT better get set for success. This is not acceptable. And again, this is nothing towards you. Please feel free to share my thoughts and if they want to talk to me, I'd be more than happy to
sit down and have a conversation. This is an embarrassment. Their company should be embarrassed at the way that they have handled things and they better get on track. >> Thank you. >> Thank you. >> Um just to reiterate, the superintendent did me today. So we are making the
proper steps to continue NRT accountable. So there is a game plan. We're working through that. Um, we won't share that publicly just because we're still talking to outside counsel, but um, things are moving along to hold the accountability for NRT. >> Thank you very much. I appreciate that.
>> Sure. >> Thank you. And, uh, similar to Dr. Scaza, uh, I would like to present to the school committee uh, an organizational chart for the office of student services. I have that included in your packet and I have that u
presented up um, on the monitor. slightly different uh though it's uh presented uh with uh buckets uh with categories uh versus uh personnel. So the office of student services exists to
ensure that all students regardless of background ability or circumstance can fully access learning in the classroom. We work to identify and reduce non-academic barriers that interfere with student success while also providing specialized support and
services for students with disabilities. Through collaboration with families, educators, and community partners, we strive to create inclusive, supportive environments where every student can thrive academically, socially, and emotionally. The Office of Student
Services has an interconnected departmental structure with inter interdisciplinary collaboration. Monthly individual meetings between the assistant superintendent and department leaders including the director of special education, supervisor social
emotional learning, SEAL, and supervisor of health services when we have one foster alignment across specialized areas. These leaders also participate in monthly attendance meetings alongside school adjustment counselors, nurses, wraparound coordinators, and
representatives from individual schools, reinforcing a shared commitment to student well-being and educational stability. Collaboration extends through structured departmental meetings. The director of special education holds monthly meetings with educational team leaders, one of which includes the assistant
superintendent, ensuring strategic oversight and consistency. Educational team leaders in turn lead monthly meetings with their school-based special education staff, creating a feedback loop that supports continuous improvement. Related service providers also meet bimonthly with the director of
special education to discuss best practices and service delivery consistency. The early childhood uh early childhood education center benefits from monthly joint meetings involving the assistant superintendent, director of special education and the preschool education
team leader ensuring ensuring early intervention strategies are aligned with districtwide district-wide goals. And uh actually something that is not included in here uh that I did neglect to put in here is that uh Dr. Scasa also has started
meeting regularly with the director um of the early childhood center as well to loop in uh curriculum as well. Uh I will make sure that I add that in. Supervisors of health services incl provide ongoing supervision and monthly
meetings with school nurses, school adjustment counselors, and wraparound coordinators who are embedded in individual schools and participate in weekly student support meetings with building administrators. These inter interdisciplinary touch points ensure that academic, social, emotional and
health related supports are seamlessly integrated into daily into the daily lives of students. The special education the special education team provides individualized supports to students with disabilities through a collaborative network of professionals led by the director of
special education. The team includes educational team leaders, BCBAs, school psychologists, special education teachers, rel related service providers, PAR educators, and behavior technicians. These staff members work across MPS schools as well as out of district
special education programs to ensure that students receive the services and accommodations they need to succeed within the early childhood education center. The led by the director of early childhood and the preschool education team leader
provides the inclusive highquality early learning experiences for all preschool age children. The center ensures that preschoolers with disabilities receive the support and services they need in an inclusive setting, fostering development alongside their typically developing
peers. In addition, the center offers a strong foundation for all preschoolers, equipping them with the academic, social, and emotional skills necessary for a successful transition into kindergarten through collaboration with families and community partners. The early childhood education center
promotes equity, readiness, and lifelong learning. Social emotional learning. Social emotional learning is led by the so supervisor of social emotionally learning and supported by school adjustment counselors at each school. This team focuses on fostering emotional
emotional sorry fostering emotional well-being, resilience, and positive relationships among students. Through targeted interventions and schoolwide initiatives, staff help create safe and supportive learning environments that promote student engagement and mental
health. Health and wellness is led by the supervisor of health services who oversees school nurses and licensed pract practical nurses or LPNs including those who accompany special needs students on transportation. The health and wellness department plays a critical
role in supporting students and families by facilit facilitating access to immunizations and physicals and general health care. This ensures that students are healthy and ready to learn, contributing to their overall well-being and academic success. The educational stability team led by
the assistant superintendent of student services and equity who also serves as the as the district's Mckin Vento liaison foster care point of contact in attendance intervention team lead ensures that vulnerable students populations have equitable consistent
access to education. This includes supporting students experiencing homelessness and those in foster care through coordinated enrollment, transportation, and trauma-informed services while also addressing chronic absenteeism through cross-dep departmental collaboration, proactive
outreach, and connection to resources. The Office of Student Supports provides comprehensive family support to ensure that all families are welcomed, informed, and connected to resources that promote students student success. The registration and parent outreach
center serves as a welcoming hub for families enrolling the enrolling in the district, offering guidance, support, and connections to both school and community resources to ensure effective communication between families and school staff. The translators interpreter call center provides
translation interpreting interpretation services in multiple languages. Additionally, wraparound service coordinators work collaboratively with families and schools and community partners to address non-academic barriers, connect connect families to essential services, and support overall
student well-being. Transportation services play an a vital role in ensuring equitable access to education for all students. The offices of student services coordinates transportation for students with disabilities attending both in district and out of district special education
programs ensuring that ed individual education programs requirements are met. Additionally, transportation is provided for students experiencing homelessness under the Mckin Vento Act and for students in foster care in alignment with federal and state mandates. These
services are designed to promote educational stability and reduce barriers to consist to for consistent uh school attendance. Other department oversight uh this the offices the office of student services is responsible for the
strategic oversight and coordination of federal and state and state entitlement grants including IDA McKini Vento and program improvement. The department collaborates with district leadership to ensure in the coffee is wearing off. I
am so sorry. To ensure efficient allocation of funds that directly support student programming and equity initiatives. Responsibility includes managing circuit breaker claims and Medicaid reimbursement processes to
maintain fiscal stability and maximize available resources. The department also leads efforts to expand wraparound services, develop summer programming for atrisisk students, and ensure equitable access to essential resources such as food, clothing, and healthcare. Through
data-driven planning and interdep departmental collaboration, the department ensures that grant-f funded initiatives align with district goals and meets the diverse needs of all students. Data systems. The Office of Student Services includes strategic oversight
and supervision of the data systems and analyst team to ensure the effective collection, management, and utilization of student data across the district. This involves aligning data practices with district goals for equity, inclusion, and student support services
while fostering collaboration between analysts and program leaders to drive data-informed decision-making. The assistant superintendent provides leadership in prioritizing data integrity and compliance with privacy regulations. In collaboration with the
office of teaching and learning, the data team develops systems that support early intervention, progress monitoring, and and continuous improvement. Through regular guidance, and performance evaluation, the team is empowered to deliver actionable insights that enhance
educational outcomes and supports the district's mission. Thank you. >> Thank you. You good? I >> I actually have one question. Okay. >> Um back to your first topic
uh about the bullying prevention and intervention plan. Have we kind of scrubbed all of our out or or documents that families connect with to make sure that all the data is accurate, phone
numbers that they need to call and staff people that they need to reach if they have issues. >> That's what we're currently doing. >> Okay. >> Thank you. >> Thank you for your report. Moving on. Acceptance of minutes. Minutes of the
school committee meeting September 9th, 2025. >> Motion to approve the minutes of September 9th, 2025. >> Motion's on the table and seconded. Is there any questions, comments, or concerns regarding the minutes from September 9th?
Seeing none, all in favor? Motion carries. The minutes are accepted. Thank you. Okay, moving on to public comment. Is there anyone for a public comment going once?
Anything regarding a public comment going twice? Okay, she is leaving. No public comment there. It's a very interesting time to leave. All right, if you're at home, someone just left. So, um, public comment going
for the third and final time. Any other public comment? Seeing none, I close the public comment portion of the agenda. Moving on to action items. Updated 2025 and 2026 MPS
organizational chart that we just talked about earlier in this meeting. >> Move to approve. >> Move to approve is on the table and seconded. Is there any questions, comments, or concerns regarding the organizational chart? Will we support and lift our students up?
Seeing none, all in favor? Motion carries. So that is approved. Thank you. Expanded hours for MHS career specialist was also talked about earlier today. >> Motion to approve. >> Motion to approve is on the table and seconded. Is there any questions,
comments, or concerns to move the 77 to a full-time 1.0? Questions, comments? Seeing none, all in favor? Motion carries. That is approved. Thank you very much. Next up is a Massachusetts Association
School Committee official delegate. >> Do you want to do it? All right. >> Okay. >> All right. Move to um >> delegate a delegate. >> Delegate Katherine Hennessy as the delegate. >> Okay. >> Delegate Katherine Hennessy be a delegate.
>> Yes. And do you want to be the alternate? >> Dan Caruso as alternate. Motion as on table to nominate Miss Hennessy as a delegate and Mr. Caruso as an alternate is seconded. Questions,
comments, concerns? Seeing none, all in favor? Motion carries. Thank you. >> One aside, can you get that information to Tammy so she can fill the form? Thank you. >> Congratulations. Thank you for being on
delegate and uh thank you for the life and the congrats on the lifetime achievement award. Correct. Yes. So we're very honored for that. >> You're welcome. More to discuss when that actually happens in November. So all right, but moving on. Massachusetts
Association School Committee resolutions. >> Move to table. >> Move to table is seconded. Questions, comments, or concerns as to why we're tableabling? just for the viewing public. >> So, it was a little confusing. Usually,
there are multiple resolutions. This delegate and resolutions just for the public. The Massachusetts Association of School Committees annual conference in November takes up a lot of resolutions
to help guide the organization in their advocacy efforts for the year. Usually there are multiple resolution new resolutions. Um I had to get some clarification on exactly what the situation was which I
now have but I didn't have it in time for the meeting. So we will take those up there. Just so everyone knows when you look at your delegate manual there's one new resolution. All of the other ones are previous resolutions that by
the bylaws of the organization are set to sunset after three years and the delegate assembly will vote as to whether to let them sunset because it's not a a a focus of advocacy anymore or
to reup those efforts. So that's what we'll be voting to um inform the delegate on how to vote at the delegate assembly, but we'll do that at the next meeting. The dele the uh conference is
not until the second week of November. So we have time. >> Okay. Hopefully that clears things up for people at home. So moving forward, >> we have to vote to table. >> I was just going to second. >> Okay. Sorry. >> So motion is on the table.
to table the Massachusetts Association School Committee resolutions and it's seconded. So there's no more further questions, comments, or concerns. So all in favor of tableabling. Motion carries to table the school committee resolutions. Thank you very much. Moving on to acceptance of donations and gifts.
So if you bear with me so I can pull that up. That is number eight. Going so quickly I wasn't prepared. >> Okay, there we are. Quite a few of them on the agenda today. So, moves residence for backpacks and school
supplies for Kane students for $500. >> Motion to approve. >> Motion >> with gratitude. Okay. Motion to approve and seconded. Questions, comments, concerns? Seeing none, all in favor? Motion carries. Thank you, President Green and Julia
Barbosa for backpacks and school supplies for Kane students for monetary value of $600. >> Motion to approve. >> Motion to approve a second on the table. Questions, comments, concerns? Seeing none, all in favor? Motion carries. Thank you, Anna. Moving on to donor's
choose special education classroom essentials donated goods for about $180. >> Motion to approve. >> Motion to approve is on the table and second. Questions, comments, concerns? Seeing none, all in favor? Motion carries. Thank you very much. So, title
one, entitlement grants through Desi Grants Management Systems for 1,184220. >> Motion to approve. >> Say that again. 1,184 $220. There we go. >> Motion to approve. >> Motion to approve is on the table and seconded. Questions, comments, concerns?
Seeing none, all in favor? >> Thank you much. We're just not used to that dollar amount. So, >> which is a it's a great great thing. Title 2A grant entitlement grants through Desi Grants Management Systems, $140. No. >> $14677.
$140,677. [Music] >> I have your cost to approve. >> It's trickling. $140,000 677. >> Motion to approve. >> Motion to approve and seconded. Questions, comments, concerns. All in
favor? Motion carries. Title three grant entitlement grants for desi $23191. >> Motion to approve. >> Motion to approve and second. Any questions, comments, concerns? Seeing none, all in favor? Motion carries. Title four grant. Entitlement grants
through desi grants 88 670. >> Motion to approve. >> Motion to approve and seconded. Questions, comments, concerns? Seeing none, all in favor? Motion carries. Fiscar 26 FC 240 idea the idea entitlement grant through Desi
1,610,970. >> Motion to approve. >> Approve and seconded. Questions, comments, concerns? Seeing none, all in favor? Motion carries. We are almost done. 1 2 3 four more. FC262 idea early childhood entitlement grant award by
Desi $70,959. >> Motion to approve. >> To approve and seconded. Questions, comments, concerns? Seeing none, all in favor? Motion carries. Fescar 26 Community Foundation for Metro West Grant for needs of homeless students and
families $17,525. >> Motion to approve. >> Motion to approve and seconded. Questions, comments, concerns, seeing none in favor. Motion carries. Early college support grant designated early college program support for $80,000. >> Motion to approve.
>> Approve is on the table and seconded. questions, comments, concerns? Seeing none, all in favor? Motion carries. And last, but certainly not least, targeted assistant grant for implementation of educational needs for $40,000. >> Uh motion to approve
>> is on the table and seconded questions, comments, and concerns. Seeing none, all in favor? Motion carries. Thank you very much for your patience with all of that. A lot of money coming into the district, which is always a great thing. Moving on to reports of school committee
subcommittees, Miss Hennessy. >> Uh so the policy subcommittee meeting that we had uh last Thursday. Um very good. We're moving and getting a few things done that um Desi has asked specifically that we needed to tackle.
Um some things teasing out um from the graduation our graduation requirements that we need to um really spell out about our competency um section and kind of move that out and
we're creating that and a lot of great collaboration around that. Um we're talking about pathways and um we have a CTE discussion. So it's a career technology uh yeah career technology.
>> Thank you. >> That thing whatever. So um we're working on kind of moving that out. It's really explaining about a lot of different options very similar to what we were talking about choosing MHS that we've got a lot of options um here but
obviously making sure that um pathways are known for all of our students um in the community of their choice options and uh you know we're also doing some work on just updating around social media our internet acceptable use things
like that and um also just taking a look at um our wellness um policy, if you will, um how we're handling that. Really talking about with the program of studies, making sure we're meeting our mass core requirements as necessary
uh on making sure we're all set. So, we'll have another follow-up meeting next week um because we're trying to meet some timelines. You'll see some policies then coming before you within the next um couple of meetings. Okay.
Thank you. Anyone else for reports of school committee subcommittee? Seeing none, moving on to members forum. >> Atul would like to speak. >> Okay. >> Yep. >> Let's hear it. >> Sounds good. Uh, next week at Mobile
High School is spirit week, which is the famous spirit week we always have. Um, full of celebrations and full of friendly competition between grades. And at the end of it, it's a big fun um like spirit games between all the grades and that kind of determines who the winner is. But um throughout the week, you'll
see different like themes students have to dress up as and those are winner every week. So you can keep updated on points and different kind of uh fun stuff going on. >> Okay. >> Um and then homecoming is the week after on that weekend of the 18th. >> Okay. >> Sounds exciting.
>> Yeah. Okay. Anything else? No warrant. Good >> swarms. >> No. Okay. Okay. Anything else for me swarm? >> Okay.
Last. There's nothing else. It's the >> move to adjurnn. >> Move to adjourn. It's on the table. Any questions, comments, or concerns about adjourning? Seeing none, all in favor? We are adjourned at 9:12. Thank you everyone. Have a great night.