Good evening everyone. Today is Tuesday, February 24th. We are welcome to our school committee meeting. I call this meeting to order at 7:43. My apologies for being a little tardy today with the snow and everything. Let's use that as an excuse. Moving on. If I can have
everyone rise for the pledge of allegiance. >> 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 everyone. Like to remind everyone that we are being recorded and streamed live by WMCTV. So, thank you very much. Moving on. We have no presentations as for this. So, let's jump right into the superintendent's report. >> Excellent. Thank you. Good evening, Mr. Mayor, members of the committee. Uh, we
have a um very important agenda this evening with a few uh updates on um discussions that we have had uh prior in our academic year. Uh the first we are going to hear from our director of English language learner services uh
Miss Lin Medal who's going to uh do an overview of the work happening within our ELLL department and some of the progress to date. So Lynn if you want to join us. >> I didn't get the regular agenda. >> Welcome and thank you for being here. Oh, I didn't. Hello.
Excellent. May or may not be up there. Excellent. Thanks for having me back. It's nice to be here. I was back here in November at that time with our tiered focus monitoring. We were in the process of the state was still writing their report
and we wanted to get on top of things and start planning out and fixing things as soon as we could. And so we do now obviously have that report. Here's where we are right now. Our action plan which we sent in um has been approved which is
great. And uh we are now able then to we've been working on our plan already, but now we're officially working on it and now we're in the progress reporting cycle. And so what that means is that we will have times when we give things to the state to show our progress. Those
were all in our action plan and we'll report to them in March. So I'll get some of those things in next week and then again in June and then again in September. So we the findings of the report when it finally came down and got back to us was in three different areas.
EL5, six and seven. So I'll talk about those. EL5 is the first one. It was the the heftiest if you will of them. And so the first area they wanted us to work on is under equity and inclusion or equity of services. They wanted to make sure
that at our Wickham school, our grade 6 to8 EL12 students, so those are our students at the very beginning of their English language journey, if you will, that they were included in grade level history and civics classes, which they had not been because that was when they were getting their English language
development class. So, we've moved things around a bit to make sure that they could take part in those classes. So currently where we stand with that is, as I mentioned back in November, myself and the principal Angela House and a few others are taking part in a cohort working with um the department of
education in which we get to speak with a lot of other educators, a lot of other schools who have their own different things they're working on, but it's always nice to sort of hear what everyone else is doing and get some ideas from them. And so that redesign cohort has been great. So we're working on the scheduling currently to make sure
we're ready to go for September. If I meet with you again in June, which I hope to to give you an update, I'll be able to tell you how our first meeting goes. Currently, I'm working on a companion document so that we will be able to work with the teachers on what
language already exists in history and social studies and civics and really overlay that with the social studies standards to make sure that we're helping all students with their academic language for those uh subjects. I've been here a bit. We've talked a lot
about how academic language is no one's first language. So, this in no way is just for EELs, but certainly when you have students who are at that beginning level of their language journey, you want to make sure that you're helping them as much as possible so that they're learning English throughout the day and
not just during their English language development class. And so, that is the work that we are doing on that. Currently in EL5, we also had the continued work that we've had as a district for a while to support teachers
in sheltered English instruction, SEI instruction. Uh language is a very interesting medium because it's invisible, right? And when you speak English as a native speaker, it's sometimes difficult to even know all the rules and all of the vocabulary that
you're following just automatically. And so for teachers, it is difficult sometimes in their academic teaching. They're mathematicians, they're historians, they're writers, but to really know what that means linguistically speaking and to be able to peel that back, that's where
hopefully we come in and can support. And so what we're doing currently, and um you'll hear from the building principal later about something else, but in his building at the high school as well as all the elementary schools, we do a lot of walkthroughs. And one of the tools we're using is up here on one
side of the board. And um we walk in and we're look looking at how the instruction is, what the students are doing, what the teachers are doing. And three of those areas on that look through or look for tool is talking about what kind of I'm going to say
language again. You could probably play a game and see how often I'm going to say that in my very short presentation, but we want discourse to be happening in classrooms. Once again, that is not an EL thing. We want students talking. We want them debating. We want them predicting. So, we want to make sure
there's discourse. Discourse is the best when it's planned out and supported. And so, a teacher would know what he or she is hoping the students would talk about in class. And then, you know, your students, you know, what support they might need. So for an an e student
perhaps doing cause and effect, we're working on very basic this happened because this but for higher level students or nonals we might be working with words like therefore, whereas um those kinds of words that students or
kids don't use with their friends but happen all the time in academic texts and we want them using in their writing. And so helping teachers realize that is how they want them to speak as a mathematician or as a historian um is the language objective. And so we're
working a lot on that. And what I really hope to do as well, I will mention a shout out to the assistant e director and all of our content supervisors because they have just been amazing to work with with this. They know their subject areas very well and really
helping the teachers as well focus on this. Um, and then to really hopefully help people who are just sort of stuck, I'll be in buildings sort of meeting with teachers one- on- one and available if they're just like, can you just help me with this one
lesson? Can you help me figure out why I don't my language objectives are just not working for me? And so that's something hopefully to have that individualized support for teachers as well is one of the steps of this part of the plan.
Another part of EL5 was just to make sure that we have sufficient staffing for all of the different types of EL services we have in the elementary. We do have co-eing happening for our three fours. You heard me mention one twos
before. Three fours are are speaking um in complete sentences. They're speaking with more difficulty in their sentences, but academic language is still difficult. And so in this co-eing, we have an ELEL teacher working with an elementary classroom teacher during
writing. And we really want to work on and that is what the plan is for the spring, trying to make sure that we can help those EL teachers and the classroom teachers have more time or more opportunities to collaborate. One thing that um I I was working on for February
vacation because I was mentioning the superintendent was kind of like Sudoku which I like a lot is playing with the scheduling to see if I can make it so that our EL teachers are grade specific for that. That would allow them to know that one grade in and out unlike now
where we're like they might be doing second grade and third grade and maybe one and fourth, you know, and trying to get to know all of that. It would just allow them to become experts in that as well. not to mention allow that collaboration to happen more. And we also hope um potentially to we
have amazing e coordinators in our district and they help the teachers all the time as well. They're in the buildings all the time. Um we hope to expand that support that they give to teachers a bit by allowing them to be part of more of the PLC's, the professional learning communities and
those meetings as well. And that's all scheduling, which can be kind of oddly fun if if you like that sort of thing, which I do. The last part of EL5 was to do with our prek and kindergarten levels. When students are learning English at these levels, the state does
not recommend they're pulled for any sort of EL servicing, but they do ask that those teachers uh could have collaboration and working time to talk about their lesson plans, how to help support the language development of those students. And so, right off as
soon as this was brought up to us, because we weren't we didn't have those opportunities for them on a consistent basis. So, our assistant director has been going to the prek and the kindergarten PLC's and that will allow more conversation
opening up any support that they need. And then we also want to develop a system to monitor the students language. Currently there's a big test called access that happens in January and that is the major monitoring that the K students the kindergarten students get
and we want to be looking at how their language is progressing more than that and so that is one of our uh steps for this spring so I'll be able to show that to you in June. EL6 has to do with reclassification. When you have a student in the EL
program and they reach a level of fluency, they are reclassified or exited. They will no longer be in the EL program, they will be a former English learner. And because we like acronyms so much, we, you know, it's a fell. Um, and then we monitor them for four years to
make sure that they're doing okay and the teachers aren't finding, they still need that support. So a few years back the state had changed their reclassification and we needed to catch up to that and so we had a bunch of students who had been exited without meeting the access exit
criteria. So the access to that test in January again there are four different tests speaking reading writing and listening and in order to exit you need to get an overall score of a 4.2 and a literacy score which is the reading and
writing together of a 3.9. So we had a number of students who did not get those two scores that we did exit. So I looked at all of those students um that in the past years looked at their data. I looked at their NOIA their reading test data their
grades. I looked at why do we exit them in the first place the teacher recommendations. I looked at their fellow monitoring forms which is the what we do every year to see how they're doing. The teachers give us input. Are they doing okay? Do we need to recollect them? We had out of those students that
I looked at 33% of them were within.3 of the second criteria and having met the first one. So those kids were right on the line of meeting that exit criteria and which was the reason where they were exited. They were so close it was felt they're there. Let's let them
you know move on into the classrooms. Another 35% of the students who were exited without meeting the score are consistently scoring above the district and state reading data which is is scores which is nice to see. They might
have exited when they shouldn't have but they had strong reading skills and they've continued showing that which was also very good to see. Another 17% of them are right there at that line of the average between the state and the district. But then there was 15% that
still were struggling. Their monitoring forms for the teachers, the teachers weren't feeling that it was due to language, but their grades, their scores, these things were still struggling. So, one of the tasks of mine was to reach out to the families, give
them all of this information, and ask, do they feel it's in the best interest for the student to join back into EL? Do they feel it was a language um issue with their students? And so we have, let me make sure I don't get this wrong. We have 16 students in the district who
will re-enter back into EL. And so that's about 8% of all of the students that we were looking at. And what's we were able to get those students to take the access test in January to get current data. Some of them hadn't taken
it in a few years. And so we'll know their proficiency level. And when I see you in June, look, I'm dropping all these likes so you get excited when I come back. You know, you like, when's Lynn coming? Um, in June, I'll be able to talk to you about the students when
we look at this year's access scores. We're not going to exit anyone who does not meet that exit criteria. But we need to be ready for these students who linguistically are doing really well, just didn't make that, and what's best for them moving forward to make sure that we are continuing on their language
learning in a way that's appropriate with them. And our last one is EL7. That's translation. As you know, we have an amazing and robust translation center. The state is asking that to ensure that
we have appropriately, not we only Malber, the state have appropriately trained staff as translators, they have three tiered system of translator training, which I don't think I could say three times fast. Tier one is just
for any student who not student, excuse me, teacher or staff member who speaks another language and might interact with families. That's an online module. It's free. And we're looking at potentially over the summer or during PD days getting a lot of our bilingual
pareducators trained on that to to be able to make sure that they're we we hear their conversations. They're doing an amazing job, but we'll be able to tell the state that we're taking care of that. Tier two training is when you're getting into parent meetings and IEP meetings. Um, mostly the parent meetings
for tier two. We do have an outside person coming in to train our translators April, May, and June. So, those are virtual meetings. It's nine two-hour sessions. So, they will be getting rid of taking care of our tier 2 training this spring. And our plan is
next year, we're not sure at this moment if it's going to be fall or spring, we'll do the tier three training, which is really the IEPs and making sure that in those technical conversations that our staff is doing everything that the state wants them to do. And that is our
plan for the spring. That's um what we're working on. And I am here if you have any questions. That was a lot of information. >> Just just a quick question on your graph. the last page. I'm assuming that tier one's going to happen before tier
two. >> Say that again. I'm sorry. >> Tier one's going to happen before tier two. >> So, interestingly, the our translators don't need to do tier one. >> Okay. >> And they told us they could just jump right over it and go straight into tier two. So, that was a nice nice thing to learn.
>> Okay. Thank you. Um, can so can the students can only be moved out of EL once a year after the January access test? >> Now, yes. Okay. >> We used to um we in the state used to be
able to use multiple data points and so we might have midyear transitions. Um, we will not do it midyear at all. We need to wait for the access score and it needs to be those two scores and the students. It's it's funny. We have other
districts who um hold on to them past the 4.2 and 3.9. We had the other issue where we were like, "Go children here." But so they it would only be once a year now. >> Could you use a midyear as a guide? >> Say that again.
>> Could you use the midyear as a guide? >> We have a lot of data throughout the year. And um so definitely. And even at the end of this year, what we used to do is we would have our EL teachers while we were waiting for the access data, they would look at all of their data and make their recommendation and then we
would get the access data and compare. And what we would ask them to do is if it didn't match up, tell us why then what's your reasoning? You know, so they had to have that data already. Um, I still want that. I think that's really strong and I what I really want to get
from that is who are the students that you're surprised about because I want to make sure we're giving them the correct servicing in the next year. >> Yeah. Well, and now that we are embedding them in non pull out academic
classes, you can make those adjustments in what they're being exposed to. even if they haven't moved out of EO. Right. >> Right. So the the difference um the students who we're talking about here
were level fours, let's say. So they were in their classes fully embedded, but the difference will be >> the um needing the EL instruction with an EL certified teacher is really what will be different when the students don't receive that score. The question
is, well, how are we making sure that we're still developing their language with EL services? >> Thanks, Bethany. >> Um, sorry, I do have a litany of questions. I apologize, but um, so I'll
start at the top. relative to the social studies and civics students. >> Um, how are we doing service to these students that didn't necessarily get social studies and civics? How are we now going back
and trying to rectify and catch up some of those students that missed things? So, it's interesting. you know, we have at the at the middle school level, there's different obviously curricula for the sixth grade, seventh grade, and eighth grade is civics. And so, as far
as um the sixth grade and the seventh grade standards, it might be ancient civilizations. Uh it may be where they don't have that at this time. Now, at the high school, perhaps they might get more of that when they get up at that level. I mean, they take US one and
US two maybe during world history. But if we have an entering seventh grader, they will have missed sixth grade because they weren't here then. And our students who were here but just didn't get it would be on par with that. They would not have had the sixth grade social studies curriculum. What I think
we're lucky about is it's all very important and very interesting for students. But the eighth grade civics is really to me that how to be a citizen and how to be a good citizen for all of our students. That's eighth grade. So no one will, you know, have missed that moving forward, which is good. And
actually this year, our and last year as well, excuse me, our ELEL teachers, especially at the eighth grade, were incorporating some of those standards into their EL classes, especially at the eighth grade level because there's the project that the students do as well at that level to make sure the students
took part in that. So, I would just ask if there's a way of identifying some of those students that have missed it >> so that we can see what we can do to fill that gap. I feel like that's kind of our responsibility that we need to make sure that that happens. I don't
know the where that's not my area but I would say I feel like it's our responsibility to try and find a way of satisfying what they did not achieve did not get at that point if possible because I would think we would be able to identify those folks.
>> Um and then um next up where um it was talking about um kind of like the walkthroughs. >> Yes. Um, I guess my question is is um, knowing that we've gotten our budget books,
do we have the staffing to be able to have the boots on the ground to be able to make sure that we are addressing the needs within all of our classrooms? Like, are you and the assistant director and your groups able to be in the classrooms regularly to be able to be
that support system? I mean, I remember when you had done your presentation at opening day a couple years ago and it was talking about word choices and how to engage the students and the staff needed to across the board, you know,
tier one, everybody needed to really grasp this language. >> What I think is great is is so to answer your question, yes and no, right? We could. It's one of those things. We're in budget season, but we do have current staff now who have been with us. And when I mentioned the assistant director
and the supervising directors, these people are so good at this now as far as it doesn't have to just be me, which is lovely. Uh when I talked to Heather Russo from math, you know, and and the others in the group, they can talk academic language and language
objectives very very very well. So, we do have all of our supervisors and directors in the assistant director. We're working on the superintendent and I were talking about this as far as our other administrative staff. They were part of course of retail training. They were part of our six strategies training. And we will we're thinking of
doing a dinner meeting and other things next year to keep that growth going so that you know any and every administrator feels as good as anyone else to to make these comments and to to help support teachers. Um, I think the
coordinators are incredible. The the they all happen to be women currently. The women we have in those positions are masters in this and they're they're wonderful. Whenever I ask them to do anything, it's done so well and so intelligently. It's it's very relaxing.
It's very nice. And so to allow that more to have that's why we're working to see if we can't get some of our teachers, you know, to have one per building. We've talked about that in past budget years. um they're the ones where they're 100% of the time in the buildings, you know, to
>> and obviously we need it when we're talking about our population to address the needs, we need to have people there and readily available so that they aren't I need you in a week or two. What's also great is every wave where we do these things when we did our six
strategies our six EL strategies a few years back is our district-wide threshold practice goal for a couple of years there were teachers who became experts in this and our leaders in their departments and so it's nice little by little that that group of people that you can go to is getting larger and
larger and larger which is also great because then any meeting any PLC we want someone in there at all times who can be that support in case you know I can't for example at that moment. >> Um, thank you. >> Can I just Can you just clarify when you said the coordinators that you were
praising? So lovely. Uh, you mean the EL coordinator? >> E coordinators. Yes. Yeah. >> Thank you. Um, then the next is about the um the co-eing methods. I guess I'm just interested in that because we have at times across the district not just in
EL but looked at co-eing examples and really it seems if I remember correctly I mean our data has really shown that that's been quite a benefit. Um, so I'm hoping that we're able to do this not just here in EL, but as we've talked
about in like expanding it, whether it's special education needs and support services or just across in tier one, you know, um, utilizing the skill sets where Denise may have an ability to bring to the table, something that I can't bring to the table, but, you know, vice versa,
you know, it's utilizing, you know, we've we've done that. I'd love to see more of that really be able to be utilized, you know. Um, and then when you were mentioning about the u prek and kindergarten levels,
>> um, how can we better support having more staff to help at that foundational level, right? Because as we've all talked about, if we can really make an impact at that foundational level and and get them at the right place there,
probably is going to cause us, you know, less headaches, if you will, later on. Well, and it was amazing looking at the the map data, the NEIA data, um looking at the kindergarten, there are which of course does not have the EL support currently other than um collaboration.
There are pockets where there is language growth happening exponentially. What I think we need to do is really look at those teachers and I think they're already leaders in their schools but really looking to grow that knowledge like what are they doing in
their classrooms certainly we also too could look at having additional staff to help because like you were saying having a different that that different strength or that different aspect but I think also at kindergarten um we have these pockets we have wonderful teachers in
kindergarten but there are some of these kids who just are going from ones to threes and out, you know, out into the to the higher levels and whatever else. And so I think there's a bunch of different things we could look at to really help get that instruction to where we want it to be. And certainly if
we ever wanted to look at having EL staff push into the kindergarten classrooms, we could look at when that would make the most sense and and how it would best support the teachers and the students. >> So that Oh, go ahead. >> I just want a clarifying question. Do we happen to know what percentage of those
kindergarteners went to our preschool? >> I could get that for you. I could get that for you. Yeah. >> Just curious. Thank you. >> And then um the translation information, which I picked up on that same thing. It's like doing the the two before the one
>> about that. Yeah. Well, I mean, it's, you know, I just I would think why wouldn't we want to spread having more people doing that tier one training across the board if we're looking for more folks to
>> I don't think it's >> that was just for the translators. >> I So, the tier one could be any bilingual staff. So, we hope to have our bilingual staff take part of tier one, >> right? That's what I'm that's what I'm meaning is instead of it only being translators and instead of it only being paras, why wouldn't that be something
that we would push out as an opportunity for expanding capabilities? >> I did talk with all the building principles about who would they be interested in getting that training and that's definitely something that we want to look into even the tier 2 training, tier 2 training, excuse me, because sometimes those teachers or um office
staff are pulled into those other meetings. We want to experience these classes first and how how they are and how much work they are for people. Currently, they're going to run from 2 pm to 4 pm and we would be able to pay people to stay after and take the class,
but we would have trouble releasing them at 2:00 during buses and whatever else. So, we have to play around with that a little bit to find the perfect time. Yeah. But I do agree with you. It would be great to have more people take part. >> Thank you. And then my last was Oh my And then my last was really around the
um the folks that were exited. >> I mean, that's that's a concern. >> Definitely. Um if I'm glad that it sounds like you guys have reached out to look at a number of students that we could get back to try and make sure that
we're helping to address. I I guess I'm a little fearful that we still have a good amount that aren't necessarily coming back and I'm concerned about them and their future. So, so >> there's a small looking at the the data
and the students were talking about um and looking at what I what was available as far as mapia data and their grades if they're in the high school or the middle school the vast majority of them are actually meeting with success which I was really happy about when we first started looking at this. It was a small
percentage um the 13% that really isn't doing what we you know what we would be hoping they doing at this time. We've regained 8% of those. So, we have that 7%. But here's the thing with monitoring. We're going to have to make sure that we're meeting their needs anyways. Yeah. >> Yeah. I guess my my hope would be that
that's going to be something to continue and go back and check again and again and again with these this group so that we aren't missing a kid because it's on us that we release them too early. >> Yes. Interestingly, so all these students have been monitored twice a year for up to four years. Um, so it
comes into um when they're meeting with difficulty, why is that difficulty happening? Teachers were reporting that they didn't feel it was language. But I think we need to do more work on that as well to make sure that we can really speak clearly what might be and what what
isn't. But I think that that 7% of students who are still struggling need a lot of our attention and we'll make sure that that we get them >> and the safeguards are in place so that nobody's going to get exited unless >> they definitely they definitely won't without that exit criteria.
>> Yeah. And even if they even when they are exited meeting the criteria, we still monitor them for four years. So any student meeting with any difficulty or really struggling um we can pull back into EL at any time. >> Yeah. Okay. Thank you.
>> Yeah. So, can you just clarify what the that FEL status is like that four years? What happens during those four years? >> During those four years, they're not considered an EL student. They're exited. They are put into classes as general as any other student might be.
The they still have every teacher is aware that they just exited or exited within the past four years. in our student plat platform we have little alerts and it will say exited this year differentiation is still still maybe necessary um and then we have the
teachers monitor or let us know how they're doing twice a year at grading time. So, we reach out, we have a list of questions, they bring it back, it's looked over through with the coordinator. Um, sometimes myself or with the assistant director, we would look at it and any questions we have
about a student struggling, we then reach out to the teacher or we have the question right on there. Do you need a meeting based on this? And so, either one of those ways, we might have a meeting. But I think it's a process that needs to be looked at because it hasn't often resulted in a student coming back and be
re-entering. And so therefore, I think there needs to be work done there to make sure that we're really going through the process thoughtfully and capturing these students who are struggling. >> I guess that's where I mean it sounded like you engaged with not only the student but the the parents or the
guardians in the process. >> Yes. >> I'm wondering out loud. I hope that they understand what that means to get them back re-engaged, right? and or what they might be missing. >> Yes. So, we went we I went through
translations to make sure. So, although I I like to think my Spanish is is incredible, sometimes I feel I miss things and so I don't like really important discussions to be with my Spanish. So, translations reached out. I had um a forum really of this is what your this is when your student exited.
This is what their score was. This is why. And they talked them through it. It was a long conversation. And then if your student comes back in, this is what it will mean. How are you feeling your students doing? What do you think? You know, what are your thoughts on this? And so it was hopefully something that was a back and forth and gave them lots
of information and didn't sort of lead them one way or the other was the hope. >> Okay. So those conversations were with that 13% that weren't doing well and you got 8% to come back. >> Yeah. >> Anything else?
Sure. >> Sorry. Did you want >> Thank you very much. >> You're very welcome. >> Moving on. So your report. >> Great. Uh moving forward. Thanks Lyn. Um we are going to ask Steve Sarpina the
principal MHS to join us for u a few moments to discuss some of the changes recommended changes to next year's proto study for Malbor High School but also to uh forecast a little bit about some of the new programs that are coming onto
the landscape at MHS that we're uh very excited about. We'll hear more about as we move through the budget cycle. Um but uh with that uh Mr. Spine I'll turn it over to you. Thank you. Good evening everyone. Thanks for having me. Um so I'm actually going
to start with um a little bit of the forecasting that the superintendent just mentioned. Uh we're very excited to be looking at a few things that are not yet in the program of studies. Um but we're hoping to get them in there um very soon. Um I know everybody received the
program of studies in the edits. Um, so I I hope you had a chance to kind of look through them and and if you have any questions, we'll certainly have time for questions at the end. So we're really looking at three I call them programs, three new programs. One is the accelerator pathway
for ELA and math. One is looking at a biotech focused course through project leadway and the third is a day alternative ed program at the high school. the accelerated pathway. We've um had a
lot of conversations about this between uh the high school, the middle school, with the superintendent, the assistant superintendent um looking to potentially start this as early as grade six. Um but essentially at the high school with eighth graders having the opportunity to take high school courses um in the
eighth grade for 9th grade, high school credit. Um, we think that'll be a great opportunity for them, but it would also towards the end of their high school career kind of open up some space within the schedule to take some classes that might be of high interest to them or to
take a couple another AP course or something along those lines. Um, we will ask students to commit to the program once kind of everything's finalized. Like if you want to be in this pathway, you're going to be in this pathway. Um, and as I said, it'll kind of allow for
opportunities out when they're upper classman. There will be on and off ramps, uh, meaning if we have a student who transfers in from another district in the ninth grade and is potentially looking to to jump into this pathway. Um, there'll be offramps as well. um
knowing that especially in the first year or two where we're trying to kind of iron out everything if students decide you know what this really isn't for me and figure out those offramps for the students. Um project lead the way this came about in
large part we did a survey to the students earlier in the year about their interest in specific internships and the biotech field was kind of far and away one of the top responses. Um, so we said, you know what, let's see if we can
offer something along those lines in our in our curriculum through our courses. And Project Lead the Way, it's it's a great organization. Um, so we reached out to them and I found out that we had kind of dabbled in this in years past. So it's a biotech course. It's really
engaging, projectbased. Um, there's a lot of there's grant opportunities for it because there are a lot of materials in PD that come along uh with this with this course. Um, we're currently in the process of getting the grant together. Um, so we can present that to Project
Lead the Way. I look at this as an opportunity for students who may not be kind of an AP bio student, that might not be of interest to them, um, but do want to take a science class. And this is again, this is very hands-on. This is very projectbased. Um, this goes much
beyond kind of the, for example, they have a mannequin and they look at, you know, a person who has been killed. It goes beyond the forensics. You know, we've had forensics classes in high school before, but it kind of goes deeper than that. Um, so it's really, it sounds like a really interesting course.
When I met with the Project Lead the Way rep, immediately when we talked about this, I had a group of kids in mind that I think would take this course. Um, so really excited about this. Um, Again, we're in the process of kind of finalizing the grant. Hopefully, we'll get that. Um, and then the next big
piece with that is the teacher who's going to teach the course. Um, there's a pretty extensive professional development um, training that we'll have to kind of we'll have to organize for that teacher. Um, but we're we're really excited about this. The third thing is um, our alt program.
So, as you all know, we currently have our our night school program. Um, we're looking at this ALEDD to be a day program. Um, not all students in ALED necessarily work during the day and have to be at school at night. Um,
we're also looking at this as a day program. You know, we want kids who maybe you need all dead, but at some point you're going to be able to kind of flow back. Um, it will be with us. It'll be taught by current Mro High School teachers. So, we won't we don't need any
extra staff to do this. Um, and there are clear entrance and extra criteria. I know Sarah Casey has been working on this for a very long time and has a pretty extensive criteria for the alted, but we think this will just be another great opportunity um for our students. And again, we already in our in our
heads, we already had a a list of students that we think this would be of great benefit to. Um, so really those three those three programs are things that we're we're really interested in. We want to get them up and running as fast as we can. Um, we're still in the
preliminary stages of some of this because we have to for the accelerated program, for example, we have to we're going to have to get in the weeds with some things logistically and to kind of figure that out. Um, but we're excited. It's just more opportunities for our kids, right? And it's not it's not the
same it's not the same things we're throwing at our students. We're trying to give them a multitude of diverse opportunities for our diverse learners with their diverse needs. Um so we're really excited about that and hopefully kind of as we go through the budget process a lot of this will be become clearer so that we can eventually get it
into the program of studies. Um with that and I feel like I just talked fast with that I can open up to questions on these three things and then move into that. It's if that makes sense to folks. >> So, any questions?
>> Um, the accelerated pathway is that if if students sign on to that, um, is it in all subjects? It is in all subjects. It's not like they can be accelerated in math if that's their strong.
>> Do you mind if I speak? Of course. >> Ju just to that question. So the idea is to um one of the things that we have heard a lot from our from our students from our faculty at the high school and also from our families is that they want
um a uh kind of a unique rigorous learning experience. Right? So what we looked at doing is really creating a 6 through 12 pathway that would start all the way uh in our middle school and would feed the kids all the students all
the way through. The idea is that you would opt into that entire process, right? to that to that entire uh pathway and all the courses that come with it with this idea that we would actually develop um essentially a skill set within the student that would allow them
an opportunity to apply those across the board in all the content areas. Sometimes when we think about um rigor, we think it means just going faster and we're actually not trying to go faster, we're trying to go deeper into the content, the material and the skills. So
the idea is that we would go across all the subject areas with that. Um, as Steve mentioned, uh, if our eighth graders, uh, that engage in this program take the courses at MHS next year as grade 8 students, but freshman courses, we would then open
up, um, allow them to be granted those credits and then open up their schedules essentially on the back end to take more dual enrollment or AP courses um, potentially for them to have a chance to, you know, complete up to almost a full year of college as a senior, right?
So there that dual enrollment through CCR um through CC, sorry, it's my Rhode Island hat through QCC. Um so looking at the different opportunities for students on the back end by taking the courses earlier. >> Okay. So I mean we have precedent. We used to have the STEM Academy that you
know the STEM pathway that started in sixth grade and it was a full set of courses not all STEM but they were all interrelated but they were in a cohort so this isn't really new to the high school just haven't been doing it for a
while >> and and I feel like and and obviously superintendent can correct me if I'm wrong. I feel I feel like to put we we can put this in place. I don't I I personally don't feel like it's a it's a real heavy lift to do it. There are just some logistic pieces we need to figure
out. >> Yeah. >> Um >> and I think it's great that we're starting it at sixth grade because >> we hear from families that their kids at the middle school level are not being challenged enough or aren't in
coursework that's as rigorous as the parents would like to see. So that's great. Um can I also ask about project lead the way? Is this a company? Is it a desi initiative? Like who are you writing the grant to >> to project lead the way? So the So
>> what is it? What is project lead the way? >> I mean it's it's it's a company. It's a >> it's a national it's a national nonprofit organization that is really designed to help um in the comprehensive high school space u offer students more
career opportunities and exposure. Um as you know um comprehensive high schools are now very competitive with vocational technical schools. We want to actually partner those and build the career uh skill set within all of our students. So
there's a variety of opportunities through project lead the way. Biomed's one. There's environmental science, u manufacturing, engineering, computer science. There's a lot of different kind of paths you can choose. We went with the biomed option uh because our kids were super interested in it
>> and we did have a course uh at MHS that was I think the principles of biotechnology or biio medicine or something. >> This would have taken >> have you taken that? >> I have not. >> Okay. So so this would be uh it's not just one course. It's actually a sequence of four classes. Um, one of the
other reasons we identified this pathway is the meeting with the MEEDC, uh, the Malbor Economic Development Corporation. Got it right that time? >> Yeah. >> Um, we had some discussions about where they could plug into our high school and, uh, there was a lot of energy and
excitement around the Malro uh, biomed industries being able to join forces with us in this space. >> Perfect. So to the the grants actually go to project leadway and essentially they have different levels of grants. Some
will cover materials which can can get pricey for some of the courses. We're lucky we have a lot of the materials already and then some will cover say a teacher for their professional development. Um it just kind of depends on the level of of grants, but we're in
the middle of of putting that together now. >> Awesome. Thank you. >> Y >> Steve, thank you. And Jay, appreciate the big picture context on the 6 through 12 learners journey. Um question for me is uh these three were identified sounds
like prioritized. Um what drove the selection of these three additions verse other choices and how do these integrate or fold into what you might look at down the road relative to a portrait of a learner? Are they
accreative or are they contributors to where you see that direction going? >> 100%. Um I mean for and Jake can certainly jump in, but for me the accelerated pathway to what the superintendent talked about, we we hear a lot about rigor >> and we feel like this is a way to kind
of ensure that we are providing that rigor that the students and families are craving. Um we also feel like we we talk about opportunities for students in different opportunities. we have different learners who are going to go in different directions when they leave MHS. Um, so that was one of the drivers
for the accelerator program. >> The project lead the way really came from that survey we put out when we were talking about internships and just the sheer number of students who mentioned biotech and then with MEEDC and kind of what we have in this area here. We have
our EMT program. So it all kind of to us it just made sense and it fit. Um, and alternative ed has been something I know they've been talking about it for a few years now. Um, but I know that that we started talking about it as soon as I
came on board here. Um, we have a great program now at the night school. It it it's fantastic. Um, but we feel the need to have another opportunity in terms of all debt because like I said, we have a lot of students in our night school program who don't
necessarily work and we have students currently in the high school that really would fit the profile of some of a student who would go into like a day alternative program. It's in the high school. They're still part of the building. So we just felt like that's we
had that opportunity now especially with uh the program we currently have in place and we have staffing and we have staffing we have the classrooms. So I I think to your question around um the portion of a learner and the strategic plan and where this fits um I
think for me the bottom line is we need to be the district of choice >> for our Malboro families. I think to do that we have to reignite uh some of the really strong programming that we had in place. Um I'm really glad that you brought up the STEM Academy. I know this
is slightly different but there's kind of a similar concept right like and again we had a a really robust biomed course that students I guess you know from what I've learned really enjoyed. Um so we've had some really good things like some amazing opportunities for students. So, the idea is to kind of
reignite some of that. But I also think as we continue to go through the spring, you're going to hear about some other innovations that we're doing um to really help families see that we can offer every student what they need. >> Um I think there might be a mindset
right now across our community that uh we're not doing that, that we are kind of customizing our academic program for maybe, you know, one kind of type of student, if you will. Uh and so what we are doing is really working to expand our options so that our students and
this shows more at our secondary levels. Typically elementary school kids are getting a really good experience. They're learning their you know their foundational skills. Um and we see it in our enrollment. We see a stronger enrollment at our elementary school level as everyone well knows. It's when you get to the secondary level that we
see our families starting to think maybe I want something different. um we want them to say maybe I want something different and that different is actually a program within MPS and so we're putting those programs back in place in some cases. >> No, I mean that's great. So market
driven and constituent driven feedback to bring these programs to light and a good indicator of staying disciplined to a north star. >> Great. Thank you. Anything else? Yes, sir.
>> Um, only thing is great that we're getting that accelerated pathway going again. I mean, as Michelle pointed out, and we've discussed, you know, having some of that start in the middle school, really, really critical and trying to hopefully
re-engage some of the things that were strong, whether it be in the the STEM element or um re-engaging potentially around world language, starting, you know, back into the middle school and getting that going. Love the biotech
area. I guess um a thought would be where we were having the discussion around the guidance counselors. This is going to be even more critical where we need to get on to the counseling earlier if we're having the accelerated pathways and the and the
biotech so that there is really a conversation about what is their intent and their pathway um early on. So, it can be really thoughtful about what that approach is and about their scheduling and what they need to do because I feel like
conversations I've had with my own child, you know, it's it's like sometimes unfortunately it's too little too late and it's hard to kind of change the course. So, you got to get on it earlier. So, I think we need to, if we're going to do this, we need to
adjust as well our support systems to make sure that they're ready to to help them on those choices, you know. Um, and and I'm happy to see that we're we've got that alter alternative ed program that we're bringing back in in a day
option. Um, we have the space and we have the staff, so why would we not do it? So, um, thank you. Appreciate it. >> I think I think awareness is key and however many different ways we can highlight these new offerings with the guidance counselors and through other
mechanisms um should take credit for this and make sure uh folks are aware that these these were coming. >> Anything else? >> Nope. All right. So, I can move on to the edits. You got it. >> All right.
So, I know everybody has the edits there. There really weren't a ton of big changes. Um, there were a lot of it was a lot of language changes in terms of the how the course descriptions were.
Um, but I'll start with early college. Um I have learned that through our early college program right now students can earn up to 33 credits not 36. Um and when I looked into that last year
we the high school proposed a public speaking course to QCC as part of early college to which QCC said no. So, as of now, if a student does all the QCC courses, then the student will have 33 credits. That being said, we are working
with our QCC person in um in our QCC person at the high school and at QCC because I know they're trying to bring on some additional courses um that they'll offer for us. Um so, that was just kind of a clarification for folks.
um EMT program. Basically, they changed some of the wording so that students knew know that if you're in the EMT program, your courses are going to be in the afternoon. Um so, if you're a senior and you're hoping to get early dismissal, your EMT courses are going to
be in the afternoon. Um they also have um an information session where if student is interested in EMT, they need to go to the information session with a parent or guardian. Um and I know that uh Pridear
will work with us to get all that information out to their families. Um as I jump into kind of the core subjects, one thing you're going to see is the addition of essentials classes under each of the core subjects. So the essential classes,
the description of an essential class was always written in the specialed portion of the program of studies. However, it they were never broken out into courses within the specific departments. So we're doing that for this year. So in English, if you see
addition of essentials pathway courses for English 9, 10, media lit, etc. So the b those are basically the essential courses mirror those courses. The students in those courses have an IEP. It's taught by a special ed
teacher, but their IEP goals and such are written to align with those courses. So each course subject, it's now we've always had them from what I understand. It was just never broken out in the program of studies. And this year in um
talking with uh Jody and my team at the high school, it's it just makes sense that we actually list out the courses in program studies. So you'll see that across the board. Um math, we removed algebra 2 pre-calc and
the multivariable calc because we added AP calc. And you can see um in the program of studies in the math section, you can see the the different math pathways. um that have kind of grown out of that. We've changed some names. Um and again,
there's a bunch of essential courses that were that were placed into the math uh program of studies which have always been there. Um history, the only additions were the US one and US2 essential courses. science and tech. They actually added an engineering innovation lab, which is a
new course, and that course is focusing on the engineering design process. It's it'll be very hands-on, very project based. Um, so we're we're pretty excited about this course. Um, and we added we did add a human anatomy and
environmental science essentials, which to my knowledge we didn't have before. um that's really looking at that course kind of examines the human body and how our decisions affect the environment. It talks about the biodiversity of the earth and recycling and pollution and
things like that. So, it's a pretty um it's a pretty relevant hands-on course. world and classical languages. We changed some wording uh in the descriptions to reflect uh like Spanish 3 and four just to respect to reflect some grammar topics that have shifted in
the curriculum. Latin 2 3 4 and AP we've changed the description to kind of better explain the trajectory of the Latin the Latin program at the high school. Um, and we did remove our conversational Portuguese heritage, Portuguese and heritage Spanish courses
for the mere reason it's it never gained traction with students and and the staffing we have now their courses they currently teach are full. Doesn't mean they can't when we take C doesn't necessarily mean these courses
can't ever come back. um business tech. One thing I'm really excited about um they changed some names in the courses, but we add we're adding an AP business and personal finance class which I'm really excited about those our business classes are pretty popular um among our students. Uh they do some pretty cool
field trips. Um and what I really like about this AP course, there's no prerexs. Um so again, I feel like this is just another opportunity for us to try to get students to kind of take a swing in an AP class. you know, we we we've in this group, we've talked about
kind of students, all students maybe taking an AP course at some point in their high school careers. Um, so I feel like this is this is a great opportunity to start looking at that in this course. Um, visual arts, uh, really again, they
just made some uh, verbiage changes. Um, we updated, for example, uh, video classes to include our Panther media projects. Um I don't know if anybody knows about those but we have those those kind of um panther panther casts
that we do that Mr. Lima does his courses which the students and staff love. Um music again uh just some name changes. They did take out um for example in wind ensemble they removed a minimum of one year's experience and again they're trying to get rid of those
I guess kind of prerexs to really try to get as much um attraction in their departments as possible which I think is a great thing u for the students. We also took out where it used to say music department supervisor we took that out because we don't technically have a
music supervisor. Uh so again just a lot of kind of a lot of wording changes. Same within wellness. Um they moved around some they moved around some things. For example, Project Adventure used to say grade 12, but Project Adventures has always been a
grade 11 course. Um and there is no fitness testing that comes along with Project Adventure. Um so again, some wording issues. Um, and one thing that we've talked about, uh, we used to have health issues reality check as a course
at the high school, which has gone away. Um, I believe, and I could be wrong, but it went away either budget cuts or repurposing of staff. So, we technically don't provide
um a true health course at the high school um because wellness wellness doesn't wellness curriculum typically doesn't touch on that. Um kind of if if we're talking like the old like sexed topics, wellness doesn't
technically touch on that. Um, so that's something I I personally think needs to be looked at. And again, I don't know why the course went away. Um, so Katherine looks like,
>> sorry, we're laughing at this. Not not not to just have our own little humor here. It it it needs to get embedded back in. You're 110% correct. >> Don't know why it's not there.
>> Reality check wasn't reality check wasn't specific course. And I know this because MEF bought these electronic babies that they used to carry around and take care of. And that was part of the reality check program.
>> Basket. >> Well, the eggs they did in a regular health class, I think, but that would be health and wellness. That was before electronics that I had the egg and that was a million years ago. >> Yeah. >> So yeah. So yeah.
>> So health and wellness is basically just gym. >> Correct. >> So when we had some discussions earlier in policy around the wellness >> we probably need further development around
>> absolutely >> wellness at the high school. How about that? Okay. Um and then ELD ELD changed some names of courses. Um and for example, ELD1 literacy removed master of phone names
of the English language. ELD2 literacy removes students strengthened in knowledge and use of English phonemes. Um and then changed the names of some courses. So with the exception of adding a few new courses, there really aren't any major
changes. questions. >> Uh if if I could just add uh for the essential special education classes in addition to those courses moving out of special ed into the core content areas, they also any course that does not meet
the competency determination requirements is also noted within the descriptors. So for instance, a general education algebra 1 class, if a student takes and passes and earns credit for that course, that will go towards the competency determination for me um for
earning a diploma. The essentials uh the algebra 1 essentials class does not meet the competency determination uh uh qualifications because of the scope of what is being taught is doesn't rise to that level. So, if a student, a special
education student takes and passes that class, it does not give them one of the um credits towards the competency determination. So, they would have to u make sure that they're taking and passing courses that are delineated as
um meeting the requirements. >> Thank you. >> Yeah, I'll I'll go back. I I just have a small typo which might not even really matter when I looked back into it. On your list of edits under music under string ensembles,
the second line it says um changed experienced to our interested. I think you mean are interested, >> but when I went and looked in the power in the >> POSOS, whatever it's called,
>> I think you actually changed it to the desire >> like in in the actual >> document. The actual document I'll go I'll go through, but just >> I'll go through and take little note. I just wanted to make >> We're definitely going to have to do another >> looks good.
>> Grammar spelling check. >> Go. I I just want to get a clarification, Jody, that um I I I want to make sure that guidance is having appropriate conversations with families
so that they are very clear about this because if we've got special ed students entering in 9th grade and their parents are assisting them in signing up for classes and then two years later they realize that the classes that they've taken for the last few years aren't
getting them a diploma. That's going to be a problem. >> Thank you. Uh that will actually um first be discussed in the IP team meetings. So uh as far as on the service delivery grid, any classes that um would
fall within that that pull out category. uh the the educational team leader would be having those conversations in the IP meeting to make it very clear that those specific classes will not put them on track for earning a diploma at that time. And then they would collaborate
with the guidance department on making sure that what they're signing up for courses is is in line with what is um in the IEP and they'll do that annually. >> Thank you.
Are there uh are there changes to the honors CP how they're combined or not combined in the underassman classes? >> So that that's going to be >> with the accelerated pathways program. We feel like that's going to be the
conduit to >> one of the Can I add on that? Yeah, of course. One one of the goals was to look at how we can utilize that pathway as the way of kind of creating an opportunity for kids
who want to engage in accelerated work so that we don't have the situation which we have now which is you have students that are in um kind of heterogeneous or like mixed groups for their freshman sophomore year. and they go into their junior year and they take an accelerated class and they're really
struggling because they haven't had that exposure the prior two years. Although we offer an accelerated math class in 8th grade right now. So you can we can have a student has accelerated math in 8th grade mixed class for 9 and 10 and
then honors in 11. There's like a problem there, right? So the idea is that we would create that pathway starting at grade 8 that would actually go all the way through. One of the things we have to tease out is if we want to create an eighth nth grade
cohort. So next year a group of eighth graders that would take an accelerated ninth grade class that could be and could include nth graders taking that accelerated class too. Right? So by nature of developing that cohort, we
could do an eighth ninth grade combination. The other thing we're looking at is do we want to create that program now with just a group of eighth graders taking an accelerated ninth grade course just as a group of eighth graders, right? or do we want to create? So, in other words, is the is the kind
of the is the uh legacy group going to be an eighth nth grade cohort kind of rolling together or an eighth grade cohort because we are trying to address the that exact issue. The thing we're trying to be very careful about um and I know this is also super important to our
community is not ending up with three or four different levels and all kinds of issues that come equity issues that come with that. So, that's right. Right. So, we're trying to create a structure that doesn't allow that to
happen, but addresses the acceleration and that rigorous coursework in 8th and 9th grade that we're trying to get at at the same time. Does that make sense? >> Yeah. >> Can can I jump on that because I feel like we have a huge opportunity in this
young man to gain as much as we can from you about your experience before you leave us. >> Of course. and and and I'm sure you have fellow students that could also speak to this issue because I know it's been for some
students these combined heterogeneous classrooms have been probably positive in some respects but also their challenges. So um I we really need to hear from the students and I know that you meet regularly with students. Yeah,
and we we've had we've had a lot of really good tool in in a group that we meet with. We've had a lot of really good conversations. >> Okay, great. I just want to make sure that's happening. >> We're going to squeeze every ounce out of you at before you leave us. >> Oh, so me. Okay, thanks. Um so
definitely with the where you were going with the um special education students um and the IEP meetings, is there any way that we can instead of making another part of the process to then get guidance
involved? Can guidance be involved like with the IEP meetings? So we're not trying to get somebody else to then come and get involved. like let's have them there so they're all on the same page all at the same time to make sure that student's successful.
>> They may be already invited. I'm not I'm not entirely sure. Um I can find out um if they are already participating in the meetings and if not I can certainly make sure that they um that they are. >> I I can I can talk to my my folks at the
high school too because it makes perfect sense. >> Thank you. I just it's like one more step to to potentially miss. So why don't we put everybody in the room and everybody's on the same page and that way that counselor then is ready to support them the whole way through,
right? They're not missing a step. Um >> I believe they are usually there. >> Okay, just cool. >> Sure. >> Awesome. um not on your list of changes, but I'm going to ask you guys, can you please
take a look um in the document that you sent through like the power, not PowerPoint, the the word doc or whatever, >> can you guys take a look at your course selection information around guidance counselors and their involvement? Y >> um only because when it's talking about
schedules will be provided to students during the summer and any adjustments and all of this about people being available. I have to say that it's like in an ideal world and like you're you may think that means that somebody might
be available from here to here, right? I may think it's like here to here. We need to help bring clarity so that families, students aren't thinking, I haven't talked to my counselor yet. Should I have talked to them or I can't get a hold of them and it's the middle
of the summer and who do I go to? >> I'd love just some more depth to help families. >> Absolutely can do that >> if possible. Yep. >> Um, in the EMT program about needing to have a parent or guardian of the interested
folks with them. Um, ideally that's wonderful. What do we do for the student that has parents or a guardian that aren't necessarily involved? Can we provide an option to figure that one out? Yeah, we
were we were we were actually talking about it as a team. When I see our EMT teacher, I'll have a conversation with it cuz I'm sure >> I'm sure there are options we can we can do. >> I'm sure there is. I just don't want to have the kid that goes I can't get like I can't get my person there. Yeah.
>> What do I do? Or use that as a stumbling block. >> Uh >> well, not use that as a barrier. >> Barrier. >> That won't be a barrier. I wouldn't think so, but I'd rather say it out loud so that way we recognize that we don't want that to happen. >> But also, how the students know that it
won't be a stumbling block unless Chloe say you need a parent or guardian, >> right? >> Or or come see administration should you need or whatever, blah blah blah. Um, love, love, love that you're you've got that AP business and personal finance added.
Needed it. That's great. Fantastic. Um, I love that the prerequisites are getting pulled back on some of the things, especially within music. Um, and I would, you know, hope in some cases with the arts and things like that. I love that you all pulled back the
unified programs back into the areas of study too as opposed to just being in special education because it just helps, I think. And definitely with wellness, let's have more conversation about that.
Yeah. How about that? There you go. Um, that's it. >> Thanks. >> Anyone else? >> No. >> Thank you. >> All right. Thank you. >> Thanks, Steve. >> Thank you. Um, the next item on the agenda is actually pretty quick, but I'm
going to turn it over to uh Muhammad who just give a quick very quick overview of what's in front of you. So, so you guys have a a draft copy of the budget book. It's a
that we've put together and um um if you have any questions with this, let us know. Um this is just a draft and and we'll have more discussion about this uh in our workshop that's coming up. So,
>> March. >> Is that >> March 4th? >> March 4th. Yes. March 4th. >> Thank you. >> Yes. >> Great. >> Okay. Thank you. It's beautiful. >> Uh and just last uh I had uh just a
quick update on our citywide PTO. Um Miss Tennessee joined as well. It was a really productive conversation we had on February 11th. Um and we covered topics such as FY27. We talked a bit about our strategic planning portion of Alurna um which our
steering committee met just this evening again. Uh very productive conversations I was able to uh lean into. Um talked a little bit about elementary playgrounds. I had a follow-up conversation with our uh DPW commissioner um the next day which was great to get his insight
around um some of the next steps there. We discussed uh transportation costs for field trips and uh gone need needs to be gone. The days where we have two classrooms that like to just buddy up and they take 50 of the 75 seats and we
get another bus for another two classes leaving 25 seats open, 25 seats open, etc., etc. Uh because the costs of our transportation have gone up so high. So have reached out to the elementary principles about ensuring we fill every bus, every seat um and not are ordering
uh extra buses. So we took care of that and discussed uh grade five step up day uh which those plans are um already underway which is pretty amazing seeing that it's February. But uh very productive conversations and Miss Hennessy, thank you so much. You added
much to the conversation and and a lot of insight. So appreciate your presence there. >> They did miss Dan though. They did. >> Anything else from you, Mr. >> That concludes my report. >> Thank you. All righty. Moving on to the
assistant superintendent of teaching and learning. Here we go. >> Looks like I'm batting cleanup tonight, Mr. Mayor. audience members. I I will I will keep it brief. Um I have a couple of items
tonight to report on. The first is the February attendance academy that was just held at Marorrow High School. I'm pleased to report that roughly six 60 Marbor High School students participated in the program last week. The days were organized into multiple sessions. One
session was Apex learning support based on a STO student students lowest performing grade in an effort to supplement skill development in that area. Um so for those who are unfamiliar, the Apex is the online learning platform.
Uh there was an essay submission contest. So this was exciting. We selected essays to be published in a literary journal. So, I'll circle back with uh Sarah Casey, who ran the program to see which essays were submitted, and maybe we can have a little followup from the uh the winning submissions um at a
future school committee meeting. An MPS guidance counselor taught a class on career and college pathways, interest based post-graduate exploration, different degrees that students can earn after high school, and how to navigate the free application for student federal
aid FASA process. So, a lot of what we've been talking about recently around uh messaging to students, making sure students understand um the process of preparing for the real world and doing that as early as possible in as many forums as possible. This is another
example of a step forward in that area. Uh for those 60 students, another session focused on mindfulness at school, which is great. Students were taught skills that they can incorporate throughout the school day to manage stress and demands, which is important for this group of 60 students who we're
looking to make sure are re-engaged in the school uh building, feel comfortable at school, feel as though they have some coping strategies to manage the school day, uh feel like they have a little bit more incentive to get up uh early in the morning and make it to school and do so
on a routine basis. And then finally, there was a session on financial planning and budgeting for the real world. So again, supporting this very crucial element in yet another setting and students rotated through all these offerings throughout the course of the 4-hour day. And I just want to send out
a special thank you to Sarah Casey and the four educators who staffed the program. >> I'm going to segue. >> Do you do like exit tickets? >> We do not do exit tickets. >> Be good to get some feedback from the students on how what they felt. Great
point, Miss Bonhener. I will mention that to Miss Casey. We have uh another administrator who has been running the program, the Saturday school program, of which I believe we have one more Saturday session for Wickcom. So, I will mention that to her
before that final session. Let me forget to do that. Middle of data presentation. So I'm going to give a very brief and kind of like highlevel overview of our um middleofyear data just so you have an idea of where the aggregate groups are
performing by the aggregate groups are performing by grade level. Um so this evening I'll be sharing student performance data in two areas both achievement and growth at each grade level that is assessed in the NWA test K
through 10. As you may or may not know, NWA stands for Northwest Evaluation Association Assessment. So, we use that acronym very loosely. This is a pretty common uh screener that's given across the nation.
Over 2,000 school districts use NWA. So, I just want to make sure I'm being very clear on what NWA is and how um popular it is as an assessment tool. This assessment tool is also referred to as MAP um the MAP test. So you might hear
uh someone who's presenting or or educators or administrators say, "Oh, we gave the MAP test or the NWA test." And and MAP just stands for measures of academic progress. So NWA MAP uh is defined there and >> or you'll hear NUIA. >> NEUA >> that was a new thing for me like we gave
him the NUIA. I'm like so that's Yeah, you might hear that. NWA. >> As a side note, MPS has utilized NUIA map NWA assessment system in reading and math for close to a decade. So, as you may recall, we used the FastBridge
universal screener for a number of years and then we transitioned to NWA. Uh so as I had mentioned over 2,000 school districts nationwide utilize NWA map and this assess assessment system provides us with nationally normed reference percentiles that you'll see in
my my brief presentation. The assessment is designed to track progress over time and assigns projected growth targets for each student in each grade level which is important. Uh we look at both achievement and growth but one key uh component of NWA is that it'll set a growth target for each individual
student. I'll talk about that a little bit more in a minute. During the presentation, I'll be referenc referencing the aggregate achievement percentiles by grade as well as the percentages of students who met growth targets by grade. Furthermore, I will highlight midyear success and areas of
focus based on the most recent winter assessment period and then I will include uh conclude with the current steps that MPS leaders have taken. So as you may imagine a lot of as soon as this data is released there are a lot of conversations at the leadership level
and then subsequently at the building levels and then subsequently uh in the classrooms with the teachers around this this data to make sure that we're using it in a timely fashion and making uh relevant and appropriate action steps uh accordingly.
So with that being said, some steps that MPS leaders have taken will be highlighted as well as action steps that the leadership team has identified to push instructional practices and student outcomes forward prior to the spring end of year assessment period. So uh I'll just give a quick kudos to Dr. Defalco
who has set up a new process for our leadership team where we're sharing uh the results by school. Uh principles are doing that in a in an open forum if you will amongst each other. So everyone is hearing like where the schools are performing. Um getting tips from each
other. Uh hearing about the uh immediate action steps that specific schools are taking in specific areas and perhaps replicating some of that. >> RJ just so everyone's clear is given three times a year. Correct.
>> Yes. Fall, winter, spring. As you may recall, we've had this district goal for a handful of years, and I'm very pleased to say that I believe this is the first year that we are going to reach this district goal.
So, just to reiterate for the audience at home and for the school committee members, at least 60% of students in each grade level K through 10 will meet or exceed the projected growth target as measured by the spring 2026 NWA assessments in both reading and math.
So, this is what we're using to to measure um students achievement with our district goal, with our um district improvement plan. We use it as a baseline for educators to build their
goals off of. So, we're in good shape as you'll see from this presentation um with hitting this goal and then building upon it. So, as I had said, you'll see from this slide that uh currently at the midyear
point, we have five out of 11 grades that have exceeded the 60% growth target. They're highlighted there on the slide for you. So you can see which specific grades and equally as important is that we have four grades um in
reading that are within striking distance and I define striking distance as three percentage points. So they're right right there. Um and then you have the two outlier grades that we will concentrate on that being grade nine and
10 at the high school level. grade 10 obviously being an immediate area of concern. >> Just to back up, so this is our district goal is 60%. >> Yes. >> Correct. >> How do we decide on that 60%.
>> Like why not 75 or >> I'm just curious as like the back how do we get to that? >> It was relatively arbitrary at the start. We set a goal based on data from previous years where we were seeing a
pattern of growth that was not hitting the 60%. So we wanted to set something that was attainable and 60% was the me was the number that we landed on. Since we set that goal four years ago, we have kind of teetered around maybe four
grades hit it, maybe five grades hit it. um one year I think it was 2023 24 we did pretty well where we had um maybe eight or nine grades that hit it but we we've kind of sat right at that 60% mark just because it seems like it has been an attainable goal >> uh in previous years
>> so and this goal was set four years ago >> yes >> okay >> can I just add two things uh the first the expected growth is 50 so I my sense is they the idea is to go beyond when you look at the way the department of education measure measures student uh
SGP student growth percentiles 60th percentile is what's considered like high or aggressive growth. So I certainly wasn't here when that was set but my sense is that might have been integrated somewhere. I will say this will be uh this goal will sunset at the end of this year.
>> And why is that? >> We're going to shift to achievement. >> Okay. >> And start talking more about grade level. I'm just trying to understand the backstory of like why that number came about because it just seems so random. So >> yeah, and it was it's funny because we had to clearly message what that meant
because 60% >> if you are a traditional educated mind like myself, you think D minus, right? >> That's exactly why I asked the question. I didn't want to have to go there, but I just >> Well, that's what I thought when we first said it, but it there's more to it
than that. As the superintendent had just mentioned, >> and there always is, and I don't think people are aware of >> and thank you for clarifying because quite honestly, Mr. Mayor, it it is relatively I I don't want to say lofty, but it is a rigorous it has been a rigorous goal. >> Sure.
>> But like the superintendent said, I think there is more stock and merit in a achievement goal in the future because we can correct directly correlate that to MCCAST performance and results. >> Okay. Thank you. >> Right. So just to be clear, these this
60% isn't achievement goals. This is a percentage of growth. Yes, they're hitting their growth target, which means that they are a different >> on a trajectory to to perform at a >> higher >> higher achievement level, but in my presentation, you're going to see the
percentiles that are nationally normed around achievement. They're lower in terms of number, percentage number. >> Growth is great, right? Like you can't get to your achievement targets without making growth. But the challenge for us
is when we focus solely on growth and not looking at the achievement, we're missing a huge piece. And thinking about the conversations we had at the steering committee earlier, the group that I was in for the uh strategic plan porch of a learner, there was a lot of conversation
about, you know, grade level academic expectations should just be the benchmark, right? Like that should be what minimum what we're shooting for. This growth helps you get to that. I'm not right. Certainly not minimizing that, but we don't want to take our eyes off the achievement target.
>> Right. Or limit ourselves with just on the growth, >> right? Correct. >> That's right. >> Okay. >> When we switch to achievement, will we also look at growth? >> Yes, without question. >> Okay. >> How can you not? >> Well, you might not be measuring it in the same way. >> We'll look at both. We'll look at both
the growth and the achievement. >> Right. So sticking on the subject of growth for the time being, two tested areas, reading and math. In math, we have as well five of 11 grades that exceeded
their 60% growth target. So that's a good midyear point with three grades that are within striking distance. Again, three percentage points. So you can see the five grades that hit their or exceeded their 60% growth target. And then the grade levels that are within striking
distance. And we have, I believe, grades three and five that are just below um and 10 that are below that three-point striking. So here we segue to the achievement portion of it. So you you're looking at
growth in terms of let's hit 60% and hopefully exceed that mark in each grade level K through 10. Uh as it relates to achievement now we're talking about a median achievement which is a percent of students or a number of students landing
at that midpoint in terms of their national norm reference percentile. So as you can see in this slide in this image for in the fall data
in each grade every grade level with the exception of grade 10 we increased uh the percentile rank which is a good sign meaning theoretically the growth that we are seeing as measured by the
60% you know, minimum uh target is theoretically attributing to a higher percentile rank in relation to the national arm. >> Can I add one piece, Dr. Scaza, to this? So, if we're So, just to our family and
friends watching at home, if you're looking at the reading scores for grade five and you're in the 46, it says 46. That's the 46th percentile on a nationally normed assessment as it relates to our achievement. So, that
sounds like word salad, but basically it's saying in the beginning of the year, our fifth graders on the reading test landed in the 46th percentile nationally. Right. Again, average would be 50. So those same group of students when they tested in the winter, they
landed in the 54th percentile. So that group, to your point, grew, right? We saw that student growth go up. We also saw that they started outperform some of their peers as it relates to where they land in their percentile ranking. So that same group of kids on that normed
test went from the 46th percentile with their achievement. So their actual score in the test, right, to the 54th percentile, an achievement to the actual score in the test. >> I'm struck by all but one going up in a
90-day period. Could you talk a little bit about what would have driven that? Well, there are but no, to your point about folks that aren't in the weeds of this every day, it's significant to me
that you see marked improvement in a 90-day period. I'm just interested to know more about that. I I'll just respond with two core answers that likely attribute to
better test performance and student outcome as measured by this test. It one is the strengthening of instructional practices districtwide as referenced and outlined in the road map. So all of those good teaching practices that we have highlighted in our road map uh that
are applicable and beneficial to all students. Since you heard Miss Medall talk about student discourse, we've talked about high expectations. We've t talked about high quality actionable feedback for our students. Really making that a standard of instructional practice districtwide, I would say and
believe attributes to better test performance on NWA. Um and then in addition to that, I would put a lot of stock in the core programs that we've introduced to the Marorrow public schools over the course of the
last three or four years. Um having researchedbased um curated very intentionally onboarded core literacy uh and math programs and then
supplemental uh curriculum to support that. gives everyone a consistent experience uh K through 10 with literacy and K through eight with math in particular. >> Yeah, to your point about math, you'll see that backed up on the next slide as well. >> Thank you.
>> Can I also just jump in and say being on the school coming out of my third year, I've never seen more data brought to this committee before in the limited amount of years that I've been on here. So, I just want to say that obviously data doesn't lie. So kudos to you
superintendent and to all the leadership team for actually recognizing acknowledge the data so you actually have a foundation where you can start from and then you can actually see the growth. So again we talk about finances and all that and how we need our finances obviously because numbers don't
lie. So getting this data so you have something to to measure by is extremely important. So kudos to to the three of you and that trickles down obviously. You know, we have extremely strong leadership team with our principles who understand and recognize the data so we can actually measure that. So I think
that would be a missed opportunity if that wasn't mentioned because I don't think we received that information. At least I haven't. I know seeing that number makes me want to be a better school committee chair, but also school committee member because we're adding value to the students by recognizing where we actually need the most support.
So, so thank you to that. So, >> we we appreciate that, Mr. Mayor. And, and just to build off it a little bit, this is a lot of this is the hard work of the educators and and quite honestly, the students themselves. Um you'll hear a little bit in my pres presentation that the principles and the teachers are
setting like targets through student conferences to kind of incentivize students using this as a goal or a measure of you know I'm on track to meet some academic outcomes and goals um if I am taking my
studies seriously and taking the assessments that show that I'm taking I study seriously um with some merit and and validity as well. So >> it's and just to our families to kind of
tuning in. Sometimes there's a narrative that people teach to the test. Our mindset is not teaching to the test. Just teach the right stuff the right way and the kids will get it and then everything comes with it. Right. Like whether it's this assessment or something else. And you asked a great question.
What Dr. Scaz was talking about is really like an instructional infrastructure. So all the stuff that's being built so that the teaching and learning can happen in a really meaningful way. Um things like your core programming, our roadmap that has a core set of instructional practices that
everybody is adopting. The professional development is now aligned to those instructional practices. So there's a through line. You can see it. Um and to your point Dr. the teachers are really working incredibly hard, but they're also
working smart. So, there's a lot of really good things happening that's leading to to the changes here. >> Yeah. I mean, we'll dwell on the success uh whenever we can. I I think the uh architecture or the scaffolding makes
this be sustainable. >> It's systemic, right? >> Right. And repeatable. And the data tells us where we need to lean in, where we need to, you know, maintain, um, which helps drive, you know, how we budget and how we invest. Um, I think
the other point that matters here, well, a lot of it, um, the individual student conversations, classrooms are not monoliths. They're made up of individual students. So, behind these scores are or behind these outcomes are individual conversations
with individual students. So, um, stating the obvious, but I think it's important to just look at these and and see students behind them. >> We've talked a lot as a leadership team about we get the outcomes for the system we've built. If we don't like the outcomes, change the system.
>> And that's what we're doing. So to build off of um the previous slide on the reading achievement percentiles, now just looking at the math achievement percentiles, which is very similar um
with all of the 10 grades with the exception all of grade one that was in the 46th percentile in the fall and then the 46th percentile in the winter. Every other grade level
did make growth in terms of their nationally referenced percentile rank from fall to winter. Um and we do have um two grade well kindergarten. That's something to really highlight too when you talk the superintendent was talking
about that 50th range, right? Like that middle ground, then you know you're in you're positioned relatively well at that point. But from there, every 5 10 percentile points that you can increase and start to get into the 70 75
range, you're you're really performing pretty well against the the nation um who uses this assessment, the districts in the nation who use this assessment. So to have our kindergarters at the 60th percentile at the winter mark is really a success.
So, just to conclude my presentation with um a couple of additional highlights that we may or may not have already mentioned, but 73% of students met their growth target in grade 8 math. Very strong number there. Kindergarten,
uh, as I had just mentioned, performing in the 60th achievement percentile in math is is a great, um, thing and a great number. And then 65% of grade 1 students met their growth target in reading. Um that's a strong outcome. And
then an overall uh statistic here of 20 out of 22 total tested grades/content areas improve their achievement ranking. Um so th those are some pretty strong numbers. So from this data and to
support the superintendent's point around strengthening our systems, here are some of our next steps that we have either currently started to take or plan to take. Each principal presented their school-based middle-ofear data to the leadership team. As I had mentioned
before, this allowed for team brainstorming and collaboration. It was a a very productive um environment where with a lot of good dialogue during that time. Each principal is
meeting with individual educators I had as I had mentioned to review class data and set action steps. The office of teaching and learning and the office of student services uh is reviewing data by subgroups. And we also have our um director of English
learners with us tonight. So for EEL and special education, we are making uh decisions around determining next steps with programs. So a lot of those conversations have happened uh to specifically make sure our system and our core programming is meeting the needs of our subgroups. That will be
something that you may hear me um and a guest a supporting cast speak to at a future school committee meeting. So I presented aggregate ga data tonight. We are looking forward to showcasing some of the performance of our subgroups as well.
And then student teacher conferences, I had mentioned with targeted goals. This is actually happening um across the board. I I have to confirm that we're doing this at the high school. I don't know for sure, but I know I've heard Principal House reference that her teachers are setting individual goals
and her guidance staff is doing that as well as elementary principles referencing that they have their home room teachers setting individual goals with um students in the classes. And then finally, NWA student progress
reports are being shared with parents. That's something that hadn't been standard practice in the past. So, it's really important that parents understand not only what this means and they're able to absorb and and comprehend all of the acronyms, all the jargon, all the
percentiles and percentages, but also be able to kind of offer some incentive and encouragement on the home front. These should these results should be up on the refrigerator, so to speak. So, we're making sure that parents have this information um and that they can h uh
celebrate and showcase it on the home front. Closing remarks and questions. Just uh as I had prefaced with, we are confident that we are headed in the right direction here to meet the district goal and I feel that we will be celebrating
that at the end of this school year when we close out the spring assessment period. We are identifying correlations between NWA performance, those ranges and projected MCCAST performance. So that that's important. You know, these percentiles uh in these growth
percentages on NWA, we want to make sure that that's correlating to performance on MCCast 2 because that means accountability that has a lot of of weight and implication. And we are strengthening our tier one
core programs to be accessible to all students. as I had mentioned before. With all that being said, open it up to questions. >> Okay, questions. >> All right, just one on um the reading grade 10. You guys are now talking, I'm guessing,
with the high school specifically about how to address that. >> Yes, >> because that's >> Yes. >> big outlier. >> Thank you, Denise. >> Um I just wanted to say thank you for the data. It was very easy to read and follow that and I hope that in the
spring when we have the spring data you can just put it right on the same presentation and we can compare it all. >> You got it, Mrs. Ryan. >> Very easy to read. So, I really appreciate it. Thank you. >> I appreciate that. I tried to keep this easy to read and I was a little offended
because Google kept on saying, "Do you want some design suggestions on your PowerPoint?" No, I I think it's it's clear. I will take your advice and we can just put them side by side for the spring with data. >> Yeah.
>> Can I just ask a question? So if NW if we want to correlate NWA scoring to potential MCCAST scores, MCCAST is aligned to Massachusetts standards. Massachusetts standards are different from other state standards.
But if NWA is a national test, how does it correlate to Massachusetts standards so that it will be an honest >> so comparison? >> So I'm going to bring a group with me to help explain that at a future meeting. My initial response to
that is when you look at as Chris Henry refers to them the rainbow charts that show like where they're performing within that range at the grade level in terms of percentile. Um there is a correlation chart that I believe NWA
offers that says if you're within this range and in this color the likelihood with great certainty is that you are going to be performing at this range on the MCCAST test. they have a correlation chart I believe >> but we can talk a little bit about that
when we look at subgroups because that's important to look like where they are hovering um in terms of achievement percentile and NWEA some of the students that are moving from one range to the
next. We are putting a lot of stock in that translating to now they will likely perform at a meeting expectations range maybe a partially meeting to a meeting expectations range which is a a strong
weight in terms of overall accountability percentile uh when they take the MCCAST test. So I think the two would do go hand inand but we can talk about that a little bit more >> and I just want to add one piece that's because RJ and I have had this conversation too. the thing for us to
this is going to come out kind of snotty. I don't mean for it to but Massachusetts >> on the national right the nape test we score usually it's us in Connecticut that are like right up at the top. >> Um so the challenge we have is this is a
nationally normed test. So, where our fifth grade in reading might fall in the 54th percentile on achievement, that's nationally against 2,000 other school systems that we don't know. When we take a Massachusetts assessment, right, if we
were to just isolate the Massachusetts districts, that could look very different, right? So, I just want to put that out there because I do think when you're looking at normed tests, your sample size and your sample pool is actually
significantly important. So, just a word of caution as we're thinking about that. >> Great. >> There's also philosophical question of relative to where we are as a district, where should we be? And and yes, the state is an important comparison. I
don't want to lose in our ongoing dialogue the introspection of but where should we be relative to our potential. >> Sure. >> Yeah. >> Anything else? Thank you.
>> Moving on to acceptance of minutes of February 10th, 2026 school committee meeting. I just roll. Um motion to approve. motion to >> the question you know motion to
>> he had one change that I sent you >> but we have to and >> when he asked his question then I will say that >> if there's a change you can also just you can motion to approve the minutes >> motion to approve with one amendment
which is in hold on I got to find it um under it's on a different page 9 D under the calendar. There is a typo um that we noted change.
The noted change is November 3rd, election day will be a professional development day for teachers. No school for students, not teachers. Says no school for teachers. >> Question. Yes. >> Okay.
on the table. >> Students here amended minutes and seconded questions, comments, concerns regarding the minutes. Seeing none, all in favor? The minutes are approved as amended. Moving on to public comment.
Is there any public comment? Going once. Public comment. Is there any public comment going twice? Seeing none, public comment. Last and final shot for public comment. Seeing none, we will move on from public
comment. Action items and reports. Acceptance of donations and gifts. Here we go. Marro Education Foundation grant donation on behalf of Danielle Cutella for sixth grade restorative
center for $2500. >> Motion to approve. Motion to approve is on the table and seconded. Questions, comments, or concerns? Seeing none, all in favor? Motion carries? Thank you. Next up is the MRO Junior Women's Club.
For clothing items for early education center and elementary school students in need, it's about $1,000. I believe it's just clothing items. Correct. 212 clothing items if my notes are correct. >> Indeed. Uh motion to approve.
>> Motion to approve is on the table and second. Any questions, comments, and concerns? Seeing >> um I will be abstaining from this vote. >> And I will be abstaining from this vote. >> Can the secretary please note that there's two people abstaining? All in
favor? Motion carries. Thank you to the Junior Women's Club. >> You're welcome. >> Moving on. Mro High School student program. Uh, no. This is not on here. >> Yeah, program of studies.
>> So, that's it for the donations. Just the two. >> Oh, yeah. Okay. >> Thank you. Okay. So, donations are good. Moving on to the Ma High School program of studies. We'll need a vote for that. Um, I don't know if you want to elaborate more on that or >> just the change as long as the my we I
wanted to vote the changes. My sense is once we finalize the additional pathways and uh that's why we kind of forecasted where we're going, we'll bring it back uh for an additional vote. So if the school committee wants to take action on the items that were presented tonight, we can make all those changes and then we can bring it back with additional
changes or we can table it and do it all at once. I see table faces. >> Yeah. >> Yeah. And so my my concern and I'll speak I I don't want to speak for everyone but I think the program of studies new programming was just a very was a great tease. So I don't really know what we're approving because I'm
sure there there'll be more information to come over the next >> few months I would assume. So, yeah, >> I'd love to I'd love to make a motion to table acknowledging that we're fine directionally with what was presented,
but we'd love to hear more. >> When is the deadline for all of you to have a vote? >> Uh, I think once we're through the budget process, >> okay, >> we can bring it back up then. So, like early. >> Okay. I just want to make sure that we're respectful of the timetable that
you all need to get things going and programs that >> it's a made up date anyway. >> Yeah, I think we'll be fine in end of March early April. >> So motion to table >> and seconded questions, comments or concerns? >> There are no questions on the table.
>> All in favor of table? >> It has been tabled. Okay. reports of school committee subcommittees. >> Yes. >> Um for policy, we are going to have um our meeting on Thursday.
So um that's posted and we're looking forward to a robust discussion on a number of different things. Thank you. >> Any other reports? Nope. Seeing none, we'll move on.
Members forum members I've reviewed the warrant and I'll be signing that tonight. Okay. >> Yes. >> I have a couple things. Um, first I want to mention that the Metro West Princess Boutique is coming up on March 7th. So
any students that might be in need of a prom dress, shoes, jewelry are encouraged to sign up and anyone interested in volunteering can also do that. We still are collecting donations. Um, this is open to all Malbor students as well as anybody any student in the Metro West area. Um, and then also want
to plug MMA Mia is coming up. It's the High School Musical. I haven't seen a lot of promotions on that, so I hope that our promotions team is out there going to be promoting it on the socials soon. Um, it's less than two weeks away now. It's um March 6th through the 8th
at Wickham. Um, so hopefully we'll see some promotion of that soon. Good. >> It'll be a great show. >> Yeah. >> Anyone else? Uh, just wanted to make sure folks were aware. I know I received my child's
schools report card. So, this is the report card on the school's performance, not on the child. And I think it's a great resource. I appreciate its transparency. I assume those are generally distributed for all the schools and I'd encourage families to
review them as they receive them. >> Thank you. >> Anyone else for members forum? Okay. I think that wrap ups the members forum. So >> move to adjurnn. >> Move to adjourn is on the table and six.
All in favor of adjourning. We are adjourned at 9:36. Thank you everyone. Have a great night.