--------- Good evening everyone. >> Good evening. >> Today is Tuesday, April 14th. The time is 7:01. I would like to remind everyone that we are being televised and replayed by WMCTV for our Marvel public school committee budget hearing and I'd like to
call this meeting to order. So we have the public hearing for fiscal year 27 school committee operating budget. So we have four stages to the public hearing. Those four stages are speaking in favor, questions from the public, questions and opposition, questions from the school
committee. All righty. So, we will start with speaking in favor. So, I'll turn over to Mr. Muhammad. >> All right. Thank you, Mr. Mayor. Um, so for those of you who've already seen this presentation, and for those of you who have not seen this presentation, I just put together a quick overview of
our budget. Um, so our total increase for our FY27 budget, uh, FI27 level service budget is $2,437,340. And this includes the increases to our salaries. This includes increases to our
transportation cost. This includes increases to our supplies and services. and also um out of district tuition cost and also includes our newly identified needs um which are middle school and high school attendancemies, new science
materials for open sed and after school music enrichment programming. Um so here are some of the areas that the budget impacts. Uh we have newly reconfigured positions which are six intervention coordinators, six
interventionists, five seal interventionist, one uh music teacher, one world language teacher, two preschool teachers, and one assistant principal. And as I mentioned in my previous slide, the newly identified um
needs also uh increases to our transportation. So we're for FY27 we will be looking to add four buses uh which will increase our fleet from 25 to 29 and which will increase the student
uh writership and decrease walkers and I have a brief update um in our next segment if anybody's interested. Um so the overall budget for FY27 is 85 million um199,324. That represents uh a level service
budget increase of $2.94 uh% over FY26. Um, and here is a quick overview of our revenue. Um, that breaks it down by the total state funding, city contributions,
and our general fund year-over-year. Um, I've added some historical data for some context, and this actually impacted our budget and impacted our decisions for FI27. And with that, uh, I will hand it back to you, Mr. Mayor.
>> Thank you very much. >> Thank you. Okay. So, anyone else speaking in favor? Anyone else speaking in favor? One more time. Anyone speaking in favor? Seeing none, I call that portion the
public hearing closed. Questions from the public? Are there any questions from the public? Mr. >> So, my name is Alton Thomas. I'm the president of the MEA. Um, we appreciate the district taking the time to maintain the same number of MEA positions overall. We've also seen that some unit
B positions are being reduced with those staff members potentially reentering the bargaining unit. We also want to recognize and highlight that this reorganization is intended to better support students, which we all share as a priority. At the same time, I'm wondering if we can speak more directly about how these changes will affect
current staff. While the total number of positions may remain the same, the roles themselves are shifting and not all staff may have the lensure to align with the new roles. Can the district clarify how that trans transition will be managed and communicated to staff?
Additionally, would it be possible for the budget to more clearly show where the new roles are being created? For example, identifying positions within new programs like Hildrith, even if they are funded through reallocation, so the public can better understand how staffing is shifting across the district.
Go ahead. >> A few things on that. First, we appreciate you acknowledging that we're working to bring more supports to our classrooms. That's the whole goal of the FY27. So, thank you for acknowledging that. As far as the process is concerned, if you look at the
budget book, you'll see that we actually noted in each of the cost centers where we are going to be changing FTE. the majority of those FPS are done through non rules. Um and so we would never publicly you know put that information up for public consumption.
These are people's uh employment. Um you know it's their their livelihood. So we certainly wouldn't put that information in in a public face document but we did identify the number of positions in each of the buildings figuring so that we're able to uh to take a look at that. Um so
though individuals impacted by any of those uh reconfigured positions will be notified accordingly uh with the Massachusetts general law statute around the non rule uh provision. So uh that will all be done uh appropriately. Um
as far as lensure if the budget is certified this evening we will be posting the position as anticipated tomorrow. Uh because of course this is all dependent upon the city council's approval of the budget. Uh we actually think that once we start that process that we will um I just
realized I was not on. Sorry. Um we actually um think that once we start that process and we start the postings, the interviews and the appointments, uh that's going to open up other vacancies across the system that we'll be able to then move other individuals into or they'll be able to apply for and move into if they're selected. Um so actually
think once this process gets rolling again assuming the budget is certified this evening um some of the kind of the angst around some of the reconfiguration will come down. If you look at the straight math we're going from um in our reconfiguration about 51 um additional
or 51 MEA positions to about 56 MEA positions which is actually adding >> um we're thinking about six um positions to the MEA. So I do think that we're going to have the room necessary for uh the individuals that you know would want
to want to stay on and and stay with the district. So I'm not too concerned that lensure is going to be an issue uh given all the factors that I just shared. >> Thank you. >> Any other questions from the public? If you want to step up to the podium and
state your name. Make sure the green light is on. Thank you. Hi, my name is Heather Rzley. I'm treasurer for the union. I also am a sixth grade math teacher. I live in Milbury. Um, I apologize ahead of time. My question is about halfway down there.
So, is there a little bit of story to front it if that's okay? >> Say that again. >> There's a little bit of a story line to front the question to give >> it to a two minimum. Two-minute minimum. >> I can absolutely do that. >> Thank you. >> Um, I want to speak briefly about instructional leadership and how it connects to student growth. Over the past several years, Marboro Public
School has made real measurable progress. And that hasn't happened by accident. It's come from a strong culture of collaboration, consistent expectations, and knowledgeable instructional leadership at the department and team level. As a member of the middle school math department, I've had the opportunity to see that growth firsthand, and it's been
incredible to see how far we've come. That leadership has helped ensure that when students need change, as they always do, we're able to respond in real time with aligned, highquality instruction. As I look at this budget and the proposed reorganization, I'm concerned about how that instructional leadership structure will function moving forward. With new leadership at
multiple levels, with the removal of department head roles and seemingly teacher leader stipens, it's not yet clear who will be responsible for consistently leading instructional work, whether that's within content areas at the secondary level or across grade level teams at the elementary level. We know the strong PLC's require more than
just time. They require knowledgeable leadership that can guide instruction, support teachers, and maintain coherence across classrooms. That kind of leadership is critical not only for student growth, but also managing teacher workload and ensuring that staff are supported in meeting increasingly complex student needs. So my question
is, how will the district ensure that each content area and grade level team has consistent, knowledgeable instructional leadership in place? leadership that can regularly attend PLC's, communicate district priorities, and support teachers in making real-time instructional decisions. I think we
should all share the goal of continuing the progress we've made as a district, and my hope is that as these changes move forward, we are maintaining the structures that have helped us take those steps forward so that we continue to meet the needs of our students at a high level. >> Okay,
thank you. >> Good to answer. So love this question uh because other than safety this is our work. This is exactly what we do each and every day. Um with our reconfigured positions we are actually going from four uh unit B positions and we will be
adding um as um Mr. Sadiki mentioned six um new positions. They're new to uh the kind of the volume that we're adding but we actually already have some of the positions within the school system. They are the intervention coordinators and those are
MEA positions that serve sort of kind of two roles. If you read the approved job descriptions, uh they actually outline the work that is done around instructional leadership. Uh both themselves as an instructional leader of their intervention group and working
directly with students, but also in working and partnering with um their unit A colleagues, which we're really excited about. Um and so if you um look back to the slide deck that Muhammad walked us through, we are adding six of
those positions. We already have uh one of those positions, actually two in our district. So we'll be increasing uh frankly doubling the number of instructional leadership roles that we have. But we took a different approach after listening to our teachers. Uh one of the things that teachers talked to us
uh talked to me specifically a lot about was this need of uh bringing more um kind of partnership into the classroom with modeling with looking at student work um with helping with our core curriculum and programs. Um and so right now we have three individuals who are
tasked with that and then we have an assistant uh director who is also kind of working in that space but sort of in a different lane if you will our ELLL lane. Uh we're actually going to be moving forward uh with eight individuals. Uh so we're doubling the number of instructional leaders to
ensure that we have um more help in our classrooms, more direction in our PLC's, uh more eyes on our student work and our content. Um so uh super appreciate the question and really excited to bring forward a model that actually doubles
the amount of instructional leadership that we have uh directly in our school. So thank you for that question, Heather. >> Thank you, Heather. Any other questions from the public? Questions from the public? Last chance questions from the public.
Seeing none, I will close that portion of the public hearing. Speaking in opposition. Is there anyone speaking in opposition? Speaking in opposition. One last time. Speaking opposition.
Seeing none, I'll close that portion of the public hearing. Questions from the school committee. Questions from the school committee. I know we've seen this quite a bit. One last time. Questions from the school
committee. Seeing that, close that portion of the public hearing. So, we've gone through the four stages of the public hearing for the fiscal year 26 2, excuse me, fiscical year 27 school budget. I now declare the public hearing closed. Thank
you very much. And so the next item on the agenda is to adjourn to the scheduled April 14th school committee meeting. So I just need a motion. >> Move to adjurnn. >> Move to adjurnn is on the table and seconded. All in favor? And we are adjourned from the public
hearing at 7:14. Thank you everyone for coming out. Have a great night. Part: 2
Good evening everyone. Today is Tuesday, April 14th. The time is 7:30. I call this Small Bro School Committee meeting to order. Like to remind everyone that we are being filmed and streamed by WMCTV. If I could have everyone rise for the pledge of allegiance.
I aliance to the flag of the United States of America, so we'll dive right in. Uh first up, we have the presentations from the Student Advisory Council. So, if you all want to step up,
you all you always do a different order, so I'm not going to call out the name. So, whoever wants to come up first. >> Um, good afternoon everyone. I'm Ala Gracia Tusin and I'm the senior cycle representative and I'm here to talk about my firsthand experience in the EMT
program. Um the EMT program is a program funded and controlled by pridear and the program is implemented in our school thanks to Mrs. Zero Racious um pridear and Tammy Hughes which is our teacher. The whole process start with applying to
the EMT class and we have letters of recommendations that we have to give. Then we go into um interviewing with the teacher and really the interview is about asking us questions to really make sure that we are doing it for the right reasons and not just because it's cool
because it is cool but because we want to be in healthcare or public safety or just to want or just wanting to help people in general. Um do and yeah we started the school year with class with our class decorated with
dummies everywhere. Teachers getting scared passing by because they see a dummy they think it's a real person. Um we start with um getting our CPR card. We are CPR certified in the beginning. We are also first responders.
And then the real EMT training starts with our big book and our workbook in which we have homework and every single day it's fun but also overwhelming because there's a lot of homework every single night on top of our school work and other classes that we have but it's
really fun. Um we also had tins giving by having purple pigs. So we had food as well in the class. As much as we are learning we also having food. um had a presentation that same day as well about medication. So, it's really fun. Our
teacher make sure it's a fun class for us as well. We some people um wrote a different lyrics about the medication, but it was with the soundtrack of Phis Navididad. So, that was fun to hear. Um we had another project about creating our own little town with a public safety
system. Some some people do it about flowers. The theme was flowers. Some people do it lean James. Some people had Minecraft. Mine was animals, bunnies, and lions being like EMTTs or police officers. So, that was fun.
We had we had Chris and we also made our own little program, too. And the whole entire program, we were the first class to make our own little programs where we had we made Christmas cards for um a nursing home called Merry Esther. There's a lot of nuns in that nursing home and we made Christmas cards for
them and we went to visit them. We made hot chocolate for them. We gave them cookies. So that was a really fun thing to do all together as a class and just talk to the elders and listen to the stories. It was really fun to see how we interact with them. So that was a good way to show how we interact with the
people and just practice interacting with people in general. And now for the fun part. Yes. Has been overwhelming. Bunch of homework, bunch of stuff. Now we're in the fun part of this um of the year. Now we're going to internships. Um, the internships are the fire
department, the police department, the hospital, and the EMS department. Um, I've been to the EMS department so far, the police department, and the hospital. And the hospital, you see all different kind of cases. We get to take their vital signs throughout the whole day.
Um, we also go to triage. So, we get to see the people, ask them what they have, and then say, "You're sick, go to that part. You're that sick, go to that part." We get to do an EKG on them. I saw somebody pull up right in front of me. That was close,
but it's okay. That's a part of it. Um, in the EMS department, went to different houses of different people. Um, help them with any different kind of cases. We have some really hard cases. We also have some cases where we just have to transport because somebody just doesn't want to stay in the nursing home. So,
um, we al we also went to the police department. I went to the police department and in the police department I got to wear um vests the the bulletproof vest. So that was cool. And I got to stay with them. There was a gun right behind my head. That was amazing. Um we get to go to different clothes as
well and they show they tell to us about how they do their job and what they do. Why did they give you a warning letter or why did they give you an actual ticket? If you're being to them, they're going to give you that ticket. Don't be your own. Um, so it was really fun being with the
different type of police officers and being in their cars because I was personally um scared of the police of police officers in general. So that was really fun to like see how they work out and together and stuff like that. So that's fun. And I still have to wait to get to the fire department. I haven't been there yet, but I'm excited for it.
My friend, one of my one of the person in my class, she was like going up a ladder in the fire truck. So that was fun. I want to do that. So, I'm looking forward to that week. Um, and and stuff like that. Here we went to um
memorial hospital and we saw a helicopter like medical. So we got to go inside and see how and here we're school and kids in the middle of the building and people would
walk. Um here we acting out like people getting sick like here somebody's eye just makeup here as well just make up just acting out so that other nurses that day other
nurses from the middle school from the elementary school they came and just started practice practicing so patient I had so I had school it out and yeah so that was fun but we
had fun so far so you know to where it's more fun. Thank you. Bye. >> Thank you. >> Any questions? >> Yes. >> Quick question before you run away. >> Um how many kids are in the program
currently? >> Um we have eight. >> You have eight? >> Yeah. We started the year with 10. >> Okay. But two left >> and everyone's interested in something healthcare related. >> Yes. Me I'm I'm going to premed and to go to in the health field like being a doctor and everything. One of my
classmates wants to be a police officer. One of my classmates wants to be a fire um yeah a firefighter. Another one wants to be a psychologist. Two of them wants to be a psychologist. Another one wants to be a pilot, a medical pilot. So we each have our different interest. >> That's great.
>> Awesome. Thank you. >> Alto Gracia. Is there a an exam that you take? >> Yes, there is an exam that we take. Um actually, um during the week of vacation, we're going to be practicing in the classroom because we have our practical exam um the Saturday after
break. Um basically, it's just doing the hands-on things and the ta test. And I can't take it because I'm not 18 yet, but all of my classmate will be taking that test. And there's also a Whitten test that we also have to take that we sign up for that we have to take, but I also can't take it because I'm not 18
yet. But I will take it after I'm 18. So >> once you're 18 and then you'll have a certification as >> Yes, I will have a certification and I can work in the ambulance and everything. Yes. >> Fantastic. >> Great. Thank you so much for telling me because we hear about this program a lot, but to really like,
>> you know, understand what what it's all about is great. I appreciate it. >> Of course. Thank you. >> Thank you. Thank you. >> Next. Good evening, school committee. My name is Jay Nyongo and I am the student advisory committee representative for the class of 2028.
Tonight, I'm going to be presenting on the high school perspective of the accelerated pathway being implemented into the middle school. Before I get started, I would just like to thank Dr. Scaza and Dr. Dr. Defalco for meeting with me and helping me create this presentation. For those who don't know,
the accelerated pathway is an advanced track open to all students starting in the sixth grade all the way through 10th. The program for now is centered around math, English, and world language. Sixth grade students learn on the seventh grade level, seventh on the eth, eighth on 9th, and these eighth
graders would be going to the high school to participate in these accelerated classes. The end goal of this pathway is to work to save space in students schedules their junior and senior years of high school by knocking out these credits earlier, allowing students to take more APs or electives suited for their career
paths, leaving students more time to find out what they want to do and discover more options without worrying about getting the credits needed for graduation. Essentially lessening the workload for students in their final years of high school, allowing for less stress as they prepare for life after graduation.
Now, as a high school student, I think that this program has incredible potential. As many of us know, MHS is often looked down upon by parents and students alike. The last few years, more than ever, students have looked for ways out. Trade schools, charter schools, and
often even going to private schools. My peers and I truly believe that this program will help to jumpstart our academics, boosting test scores and academic pride. When asking current students at MHS their thoughts on the program, one student stated that this sounds like a
huge step forward for our school. Another student agreed, saying, "I wish I had this opportunity when I was in middle school." Additional benefits to students who commit to the program throughout high school will receive a seal of distinction when they graduate.
Similar to the seal of biiteracy, the student would receive a special notification on the of the honors academy on their diploma. Overall, this accelerated pathway is going to be a great addition to our school system. And the addition of
midterms and finals will also help to shape our students academically, working to build a better study culture and academic motivation. And that's all I have for tonight. And if there aren't any questions, thank you for your time and I hope you have a wonderful rest of your evening. >> Thank you.
>> Thank you. >> Okay. Okay. >> Thank you. >> Thank you. >> Thanks, Jade. >> Uh, good evening, school committee. My name is Sophia Yves and I'm the freshman stack representative for the 2025 to the 2026 school year. My topic is on the use
of AI within um literacy and history classrooms. AI was originally introduced in education within the 70s and 80s for colleges for interactive tutors for students to experiment for students to experiment with and to assist them with their education journey. Eventually, as it went on, it spread to academic
websites that we use today during the K12 year, such as, Quizlet, and Khan Academy. These websites were made to help students and educators alike create practice tests, study guides, um, lesson plans, etc. However, with this technology constantly developing, it
begins to blur the barrier of it being a beneficial tool or a type of cheat code and how the user decides to use the resource. It's easy to put in information to create flashcards or practice tests, but it's easier for someone to take advantage of these resources or to take a photo of the work that they're working on to be given the
answer. However, these tools are beneficial when it's used in the right way. With the use of AI in um education, specifically in subjects where there is more independent learning with students or more writing, there's there's a right way to use it and a wrong way. I spoke to multiple educators within our school
system on the topic and specifically Mr. and I had a conversation about how consistent use of AI in an in an inappropriate way could harm a student's independent performance. He described um our oh I'm so sorry our conversation
consisted of um he described the like topic as um he was talking about how our brain is a muscle and how similar to other muscles if we don't exercise it it would weaken like it similar to sports you can't have someone else do the work for you than you play on the field you wouldn't be prepared for the game since
you didn't put the work into it like a sparter in the gym AI should be a tool to help you lift the weight off your brain to help you do the work for yourself and not to do the job for you. When used correctly, it causes the user when used incorrectly, my apologies, it causes the user to lack the preparedness
needed for the future. Similar to a conversation I had with Mr. Cobbola, um being exposed and being introduced to these topics on our own is important and um putting all our focus and relying on an AI tool to do the thinking for you would cause a lack of lack of information on said topic. However, when
AI is used in the intended way, it helps the user be the best learner they could be. Mr. Henry from our board and I met up on a video call on this topic and we sp and we spoke about how to use this to tool thoughtfully to further progress education. Henry stated AI is a useful tool for spellch check and work
refining, how to better phrase our thoughts into words. Our goal is to make ourselves and others be the best possible learners we can be and this tool can be a way to help us do that if used correctly. By being able to use these resources effectively, it improves class speed and cooperation comprehension skills and asserts more
education within AI use which could prove useful to future occupations and more death depth within the independent learning skills. Another topic that often emerged when consulting with the educators is the concern of safe AI used and student integrity. It's about the information being put in and how it can
be used. Each search in a stu in an AI such as GE for examples um Gemini or a chat GPT it's used it's saved in a type of history log these apps can track and keep the information that you put into it such as your name age location your school your family etc information that
the user may not have known had been getting logged in and I chat with Mr. Thomas, a history educator and member of the board. He shared his experience with AI and showed us an example of one of our classes. In the class, he um he tested the technology by putting in a search who is Elton Thomas and the
results showed his name. Sorry, showed his name, social media, place of work, years he has worked, and where they found their information. On conversation went similarly as followed. If I or another teacher suspects that AI is used in an assignment, essay, or DBQ, we're able to check history logs. were
able to tell how a student's sense of writing is based on their old assignments. So, it's not difficult to detect if it is used and who in fact used it. This follows along the lines of another conversation with Mr. Henry where he stated, "We don't want to completely replace AI in our school system. We're trying to promote safe AI
use since everything is recorded. We're having tools that will eventually branch out further for both student for both adults and students and the district and the district pays for specific AI so the information put into them is safe and secure." Um, this technology can in fact be harmful when sensitive information is
put into it. Following on, each of the teachers I interviewed have claimed that they have caught students using AI before. Whether it's essay, school work, or creative writings, each teacher had a story. This puts a concern with plagiarism, disregarding AI as a resource and more as a quick fix to a
problem instead. However, however, when people are taught how to use the AI in a way that allows them to think for themselves while not heavily relying on relying on it to do all the work for them, it's a really good resource. I'm currently aware of how this is still being discussed within school policy and how new rules are coming out for these
new techn technologies daily. Oh, um how rules need to be established for everyone affected students and educators alike. But overall, with these new technologies, there will often be pros and cons to every situation. However, these technologies can open new experiences and perspectives in writing,
helping to enhance an individual's comprehension of readings and discover new ways to better understand um new topics to further their journey of education. This may raise the concerns of many. However, the over reliance of these tools could cause um a lack of comprehension skills if used
incorrectly, cause a lack of creativity, and cause cause alarm with data privacy concerns. But when used correctly and we embrace AI the way it's made to be embraced, we can acknowledge the potential it holds to help advance our school community. And that's it.
>> Thank you. >> So yes, um I will acknowledge uh that is on our um plan for policy. We've um already had a couple rounds of discussions and we'll have a lot more coming. Um, I think some of the points that you made are things that we've
discussed um that we can't really um bury our heads and ignore uh AI. We need to actually embrace it and make sure that we're understanding how to utilize it as a a resource, not taking over for the human being either. So, um, thank
you for your points and definitely it's it's something which we're all having those discussions so that we can try and approach it as, uh, best as possible acknowledging that it's probably going to keep on changing and we're going to have to change with it, too. So, thank you. >> Thank you. >> Thank you.
>> Thanks, Sophia. >> Hi, good evening school committee. My name is Maggie Morrisy and I am the junior SA representative. Tonight I'm going to present on the struggles that many students are facing throughout the high school math curriculum. When I was asked my peers what I should present on,
the issues that they most often brought up was uh their struggles with their algebra 2 courses. Out of my peers taking algebra 2, there were main two main camps of issue. My friends in honors algebra 2 and honors algebra 2 precalc described struggling immensely in their classes. My friends described
being extremely confused by the material in class, struggling greatly on classwork and homework assignments, and consistently scoring poorly on quizzes and tests, even though they put a lot of effort into studying and seeking extra help. I spoke to a lot of my peers who had excelled and had A+ or Averages in
both honors algebra 2 and honors geometry and are now struggling in honors algebra 2 with C's, D's, or even failing grades. On the other hand, I spoke to some of my peers who are currently taking CP algebra 2 and they presented another issue. They described feeling extremely unfulfilled with their
class. Many of my peers expressed that they found the CP class to be too much too easy for them with some of my friends stating that the work they were doing felt easier than the others before. But that brings me to another issue that my peers are facing. My peers who feel are feeling unfulfilled in TP algebra 2 are not moving up to honors
algebra 2 because honors is extremely uh challenging and conceptual for them. This entails one of the biggest challenges which is the gap in curriculum. Rigor and expectations between college prep and honors is extremely large. The honors curriculum is set for very advanced students being
taught at a fast pace where students are expected to work through challenging problems and build their critical thinking abstract thinking skills. On the other hand, college prep curriculum is very basic, having to apply to a wide array of students. So, there are many students who need a more middle ground class, but are falling through the
cracks. Not not a very advanced class for students on a STEM track, but still fulfilling and that still challenges them. I believe that the new accelerated curriculum like Jade mentioned, it will be very beneficial to students with this as they transition from job to algebra 2. I think it will help students be more
prepared for honors classes without having the mixed C honor CP for algebra 1 and geometry. I also think it will help students be more prepared by having more access to rigorous and abstract curriculum earlier in their careers in their math. Yeah, but I do think there
are still going to be other issues to address. I think that there needs to be work done to the algebra 1 geometry curriculum to better prepare honors students for the nature of the algebra 2 class. So al algebra 2 students aren't blindsided like they were for my grade. I also believe that college prep classes
need to be made more like fulfilling for students so students aren't forced into a very basic class just because they don't want to be on the very advanced track. I think making the gap smaller between the honors and college prep will be very beneficial for both groups of students and help the culture at Malber High. Thank you so much and I would love
to take any questions. >> Thank you. Um, quick question and thank you. Um, really insightful and I guess I'm going to also say a little concerning about trying to figure out how to how to get that gap because um, you know, with you
being in 11th grade, >> I want to make sure that you're ready to get what you need right now and to move forward appropriately. So, I guess my question is you were talking about people re needing to reach out for additional help.
Do we need to figure out about other additional help to try and get people on track? >> I know there is a good amount of access to additional help. Like I know uh three days a week in the library there is math teachers there that can help. Um and I know a lot of math teachers are willing to stay after school and like uh I know a lot of people in my grade have study
periods so they can go and get extra help from teachers. So I don't know if it's about that. I just think that the curriculum like I think it's just that like my grade I think the students aren't prepared enough like cuz for us like our algebra 1 geometry like honors was very like procedural, very basic,
and then we got to this class and I kind of like got blindsided. >> Yeah. I >> Yeah. I just think that that it sounds like there's just more to try and figure out about how to >> how to get you there, right? Because >> you've got more time to go and and we
want you to continue on further. I don't know. it sounds like trying to figure out where to support where the where that that miss is to try and get you that additional help >> as opposed to you guys struggling. >> So, thank you.
>> Anyone else? >> Okay. >> Thank you. >> Thanks, Maggie. >> Thank you. >> Thank you all to the student advisory committee for being here and giving that update. Now we will move on to portrait of a learner strategic planning updates.
How do I follow that? I think the last time I had to follow the amazing students. Um so my name is Carrie Purcell. The last time I joined you I was somewhere on this screen um if you remember. So, it's a delight to be in person with you this evening to give you
an update on where we're at with the portrait of a learner and the strategic planning process. So, I'm going to do a little bit of teaching about what's happened since I was in this space sort of teaching the the idea to you and then talk to you about our next steps and
then I'd love to engage and entertain any questions that you might have. So, if we could go to the next slide, we'll go ahead and get started with just a reminder um about what we what we mean when we say portrait of a learner and strategic plan. So, we've been living in
the land of portrait of a learner right now. And that is to begin to define what we want for all Marboral students to know and be able to do from preK through grade 12 and beyond. So, it's sort of the definition of what we want for
Marboral learners to set them up for success. So, we're in the middle of that process right now, but we're about ready to shift to the right side of this slide where we're thinking about if this is what we want for students, what is our
role as leaders of learning both in the schools, at the district level, the community, and beyond to support those students in order to make that happen. So we are going to begin the conversation soon around how what are
the actions that we as leaders are going to take in terms of teaching and learning in terms of aligning resources in terms of using data etc etc to make sure that we live up to our promise as is defined in the portrait of a learner.
So I want to teach you just a little bit and talk to you a little bit about what we've been doing to get to this point. So Jod, if you would take us to the other slide that or the next slide, that would be great. So I tried to break down the process into three parts. Part one was about listening, listening, listening, listening, listening,
listening, listening, listening, and listening some more. So we gathered lots of information through one-on-one school committee conversations, through small groupoup listening sessions, through surveys, through meeting with students, thanks to Atul and his uh peer who
helped us organize that. That was our favorite session by the way. Uh we want to meet with those students again and again and again and again because what they had to share was so insightful and so powerful and so impactful to this conversation. So we did all of that listening. We did all of that learning.
We listened clearly to just understand what is it that Marboro is doing well that we want to keep. What quarter turns do we need to make to make the opportunities the learning opportunities better for our students? and what new things might we want to entertain. So
that took us a good little while. We were looking at data as well um in this whole process. So then we had to take all of that information and synthesize that and we have done that with the help of a steering committee uh and with the
help of meeting with principles our great principles and with the help of a group called and I don't want to get this wrong um the Marboral leadership team that meets um for dinner and does some really sort of amazing work. So
we've had two opportunities to meet with that group that is comprised of district leadership, school leadership, teacher leaders. So it's a big robust group of about 80 individuals who have given us some feedback and some invi in insight um that has helped us to take all of
that information and synthesize it so that we have developed a draft of the student competencies that we want for all students in Marboro. So, we're going to unveil that to you tonight on the next slide.
Oh, no, we're not. Before we do that, I wanted to summarize. Sorry, sorry, sorry. Uh, before we do that, I want to just summarize sort of what we learned. That's really important, isn't it? So, in all of these conversations, in these small groups, in the Google forms, the
surveys, etc. We um learned that in Marboro uh we are committed to making sure that our students are prepared for life beyond graduation. That was important to all stakeholder groups and all the
conversations that we had. We also learned that we believe that when we graduate students and that when we're working with them from prek to grade 12 that communication and collaboration are really important uh in our society today
and in the future that students really need to know how to collaborate together and communicate with one another in a meaningful fashion. We also learned that in the big scheme of things, the one thing that is really important is that
we grow students who are able to think critically and problem solve with support as well as independently so that they can use those skills as they graduate and move on into whatever they
want to pursue in life. Uh we also learned this idea that we want to equip and empower our students to be leaders of their own learning by instilling in them this sense of ownership. And that begins early on by having them be able
to make choices and then moving up to the grades really to have them grapple with really complex things uh and be able to learn in their own in their own way. And we also um it was very clear that uh we wanted people wanted our
students to be very adaptable with all of the changes that come their way both as a learner and as a as an adult. Uh last but not least, and this was talked about so much was this idea of the human that we're trying to um sort of help
move along in their journey. and that in this in all of these conversations that this idea of character, integrity, and responsibility really mattered to Marboro. And really, we think it's so important to work with our students on
and help them to grow in these areas. And so then after all of those big ideas, I would officially like to unveil um the four sort of student competency buckets that will begin to define our
portrait of a learner. So number one, we um have committed to helping our students become independent and adaptable beginning at prek. Number two, the second sort of competency or bucket is that we want our
students to be connected and collaborative. Number three, we're hoping to continue to build capacity and our students to be critical and creative thinkers. And last but not least, the final competency or
bucket for our students that will be a part of the portrait of a learner is to help them um become more engaged and more responsible. So this is sort of our shared vision, our promise for what we want for every Marboro student beginning
from prek all the way through their opportunity to be a part of this community. So as I said, well that's not enough. We've worked in a lot of places and if we stop here it just becomes wallpaper on the wall because we don't
have sort of a plan to support it. So while we haven't really started the strategic plan work yet, we can predict if we go to the next slide um some of the work that really actually is already happening just not in a strategic plan form and that will continue to happen.
So, as we think about this portrait of a learner, now we have to turn the mirror on ourselves and how what does this mean for instruction and what does this mean for learning and how do we continue to create rich opportunities for our students to get exactly what they need
when they need it so they can continue to grow and achieve. So, that's one area that the strategic plan will address. Number two, how do we continue to nurture um the student experience and their opportunity to engage in so many
amazing things that these high school students were talking about and even starting at the earliest grades. How do we give them opportunity to be curious and create pathways for them to lean into various kinds of learning opportunities? So, that'll be another
piece. One of my favorite pieces is how do we continue to work smarter, not harder, for the students that we serve by really thinking about our systems and our structures and how we continue to align that to the north star, which is
the portrait of a learner. And last but not least, how are we going to inspect what we expect? So, how are we going to create within our strategic plan an opportunity to measure? Is this working? Is it not working? And what are we going to do about both? So, those are some of
the pieces and parts that we're going to begin having conversations with the steering committee around with the uh MPS leadership team, with principles. Uh we're going to re relaunch some listening sessions and some stakeholder sessions where we're going to be seeking
some additional feedback around these areas. But that in a nutshell is sort of where we're at in this process right now. And if you'll take us to I think what's next. Um that is what we have to do next before we come in front of you
again um at the end of June is we have a couple of deliverables. We have to finish refining the portrait of a learner and we have to call it our final. Then we have to take that information and craft and develop a strategic plan that can be launched
beginning July 1. So those are our next steps. Those are the tasks that we have to complete between now and the next time we see you. Uh and we do all of this um sort of in closing before we open this up uh for questions because uh
myself and everybody on my team and all of the people that we are really fortunate enough to work with in Marboro uh truly believe this last slide that this work is truly about serving every student every class in every classroom
every day no exceptions and the portrait of a learner we think will be sort ort of that north star that will help connect all the amazing work that's happening in classrooms and it will connect it every day because every student in Marboro matters and this will
be an opportunity to lift up and elevate the amazing work that you're already doing. Further connect those dots and then turn that portrait of learner then into a plan that will help your students and our students grow and achieve. So I
thank you for your time. I know I've I'm one of many things on the uh agenda tonight, so I'm going to pause and open it up for any questions you might have. Uh so I'll just pause. >> Okay. Questions? Questions? Questions? Chris? >> Yes, sir.
>> I am so excited that we collectively have made this investment in time and resources. My question is help me with how to think about the four quadrants that you described.
Those seem like outcomes to me. So if we're successful, we will achieve these things. Um I don't perceive it to be a curriculum overlay, right? So we'll build the curriculum to achieve these outcomes. How does this plan
interplay with the curriculum design? Do you want me to take it? >> You want? >> Sure. Awesome. So, one of the things that's going to happen, that's a really great question. One of the things that's going to happen next um once we finalize the portrait of a learner is we will
begin to define what good work looks like and what student attributes need to exist starting in grade 12 because we want the end in mind first and then rolling it all the way back to prek. So
there will be a common um aligned set of expectations so to speak for our students as they relate to each of those buckets and then I'm going to tag team it because I don't want to misrepresent the great curriculum work that's
happening as well. >> Yeah, thanks Carrie. Um so a couple of things. Uh question is actually really timely. Um we are in the uh middle of visiting and meeting with all of our adjustment counselors across the uh school system and meeting with them kind of
school-based. And one of the things that keeps coming up, one of the issues that keeps coming up is there's this idea of are we doing enough around um helping our school community and each school is a little bit different but really
understand our norms and values, right? So schools functions as an ecosystem. There's a lot of things that are happening within that ecosystem and are we doing a good enough job of of being really clear about supporting our students, our colleagues around what we
value most. Um and so u as recent as today we were discussing these four different domains uh with one of our uh schools and the adjustment counselors in that school and talking a bit about how we would take those four domains and
develop those into actually something we can explicitly teach >> at each grade span with a rubric that clearly defines here's what these skills look like for preschool, for first grade, etc. all the way through. Um and then talked a little bit about the
importance of onboarding uh both staff and students >> so that when they start uh in Malboro they really understand what we value what's important to us u and they understand the community in which they are stepping into. uh we had a lot of
discussion around this idea of teaching really kind of the technical side of the work procedures and rules and those things and it's not that those are not important because they are but what do we actually value >> and are we doing enough work in that space so that when you're part of our
community you know the way in which we lead and you know the important things in which we measure um and so we're looking at how do we systematize that >> makes sense just to play it back and I'm looking at a couple of these slides. Competency stands out to me. I'm out of
my depth here, so just humor me. Um, it's almost as if there are three axes. The technical piece of the academics, the skills around literacy, for example. >> Um, the second axis around social emotional, which I would categorize as behavioral expectations.
This third Z-axis is either competencies or sort of cultures. and a a full portrait of the learner, a successful person, we think represents across all those three in a in a in a high order
way. >> And what I would actually add to that is it's sort of a yes and and so these domains >> um sort of bridge both of those spectrums. >> Yeah. >> So they live in some of the instructional and learning work. They also live in some of the social
emotional behavior work. In the steering committee meeting that we just had, uh, we were having some conversation around this idea of emotional intelligence >> and where this work actually fits to kind of bridge the emotional like your EQ with your actual IQ, right, in the
teaching and learning side of it. >> Yeah. Um, certainly a lot more to come. I'm excited to be part of the larger discussion around maintaining visibility to progress. >> Yes. across these. So, thank you. Great
job. >> Yeah, thank you for that question. Other questions? >> Very good. Anything else? >> Not really a question, but you know what pops out to me and and I know on the ABAR work that we've been doing, this has come up a lot is um the whole concept of students developing an
ownership for their own learning. And I think that's that skill is something that needs to be taught at a young age. So to focus on how how are you you know it fosters independence as
a human being but also taking that ownership and I'm I'm thinking about Maggie what you said about the students and you know the gap in you know how if your peers knew at third grade, fourth
grade, fifth grade that maybe things were starting to be a little bit different, you know, difficult for them if they had true ownership of their learning and the words to say maybe I'm not getting this or how can you explain this to me in a different way that I can
grasp it. Having that skill set to be able to advocate for oneself in a learning environment is something that is um I think critical in in this day and age >> because you can't really think critically if you aren't clear on what
your role is in that journey. And so this is really exciting um to be able to help define what our expectations are and then figure out how we're going to be able to give that to students. So >> yes. Yes. Thank you for sharing that.
Other questions or comments? >> Anything else? Seeing none. Thank you, Carrie. Appreciate the time. >> Yeah. Thank you so much. And I will see you um with an update come June. So thank you again. >> All righty. The next thing on the agenda
is the school building project update. So, we'll have and Christine come on up to the podium. Good evening. Uh my name is Christopher Lee from LA Associates Architects and with me is Christine Baselman's um
project architect. We're happy to be here again. Thank you for joining us to give you an update on the schematic design uh progression of the Richard School elementary richer elementary school. What you're seeing is a little fly over of a virtual model
that we've been developing of the building and we'll go into details of that. So, we formatted uh our agenda into four basic parts. So, we're going to look at the schedule really quick. Uh, we're going to define the goals that we were set out to achieve over the last seven
months. We'll spend some time mostly in part three, the design update, and we'll also hit on what's the next steps after today. As far as schedule's uh concerned, um, we're about a year into design and we're
still early. uh schematic design is is really coming out of two parts uh before us where we look at where the building's going to be and what's what's the scope, what's the building about. And so it was determined in the previous phases that it's uh going to remain on the Richard
Elementary School property and that's going to be 950 student enrollment K to 5. So the three parts that we're focusing on, we're developing the scope coming out of the idea that we're going to be building on site, establish a more
refined budget and also the the construction schedule. This image may be familiar to some of you. This is uh a site plan of the previous phase, the preferred uh schematic report where the only buildable area is the fields to the
south of the building. You can see the existing building dashed in gray there. This is common to build next to or behind existing schools. And this is considered phased occupied
construction where the existing school will be in operation while the new building is being erected. And so in this final configuration, the new recessed uh areas, playfield areas
will be uh put in after the existing school is demolished. And so we get a lot of questions about what what's life going to be like while the school is being built. And so uh strategically we're going to divide the site into two parts. We're going to fence off what's considered the
construction area or zone two. We also have to make improvements so that the school can operate fully and functionally. So, in zone one, you can see in the red arrows off of Foley Road that we'll need to establish a new uh bus route because currently they come in
through Ripley Avenue and that's not going to be available to them once construction starts. We're also looking to use funds wisely. Um so, in the final configuration, we're going to be needing to add more parking, but in the interim, we're going to build into the hill. You
can see that green swiggly line. Um that's going to be parking in the long run, but in in between we're going to use that as temporary play area and be uh developed so that uh kids have some place to have recess and
um >> some PE exercise uh opportunities. We also took a closer look at parking. There's big concern about parking because it is a tight site. Uh we've advanced parking counts and we're endeavoring to get enough parking again
so that the school can remain in full operation. Uh teachers can arrive at the school, park um have some capacity for visitors um as well. And any contractors will have to find different provisions, but
they won't be allowed to park adjacent to the school. In this next plan, we're seeing the the final configuration from our landscape architects. There are different zones um four in particular that have either a
flex field in green and yellow is a hardcape play that'll have a basketball court, a half basketball court. And then two blue circles are age appropriate play zones and play structures. What you're seeing in kind of that
magenta color are the drop off zones. What you're seeing in orange is an opportunity to have an outdoor classroom. So here's a slide where we dive into the circulation for buses and and parents.
We're going to maintain that the buses coming through Foley Road. Um, one question came up. How do we dismiss a little quicker? So, instead of just having all the buses up front, we activated the back of
the building >> so that we split the buses to expedite dismissal. Um the site's going to be flexible so that buses, you know, the bus route could change over time, but this is the current thinking that we can dismiss a little quicker if five buses
show up in the back and f and about six buses show up in the front because we're talking again 950 students in the blue pattern. Uh coming up Ripley and around the play area is what we anticipate uh bringing a significant queue capacity
for parents to arrive on site using the Ripley Avenue um access point. And so we anticipate about 70 cars needed for that and this queue can accommodate about 64. So that's uh hitting the majority
of the capacity we need and limiting kind of the overrun into the neighborhood. So again, here's a little fly over. We're coming over the the recess area, the two loops. You can see the the buses at the bottom of the page. Uh parents would be routed behind the building and
around the the recess area. Uh the building is primarily masonry um limiting kind of like exotic materials. We've practiced restraint according to the goals of the city, keeping this a straightforward building project. Uh the
scale uh we couldn't be more pleased with given the parameters in the site we're building into the hill. And so uh upon arrival, it's only a two-story building. And as uh the building slopes down, the site slopes, the building kind
of reveals its full three-story nature. Now I'm going to hand it over to Christina to bring you through the inside of the building. >> Sure. couple more um exterior photos for you that just kind of march around the building. So, this is the front entrance where you can see we have a prominent
sort of canopy that identifies the location of the main entrance. You can see in the front we have the bus loop and in the the far farther distance we have the parent pickup and drop off. Here's a view from the opposite side of that canopy. is kind of showing you that because we're building into the hill, we
have a more reasonable and approachable twotory massing and at the entrance. And as you go down the hill, we start to see that the building actually is three stories and built into the into the topography. Here's a view of the back area where where we do have three stories and
access to the roof and the loading dock and a little bit of sun shading because it is the the southern side of the building. And last but not least, the final corner looking back up to the front of the building here. Really quickly, I have a couple of small
housekeeping items. So, what you saw in the PSR in terms of our space summary template is on the left side in blue. And what we're submitting in the schematic design is in the orange c and in the orange column. Due to our extensive number of programming meetings and room data sheet
meetings, um we were able to refine the program for the educational space summary template and we had a couple of changes. So, a little bit of an increase in the core academic, a little bit of a decrease in special education, increase in medical um and admin and guidance leading us to a slightly larger gross
building. So, we just wanted to let you know it goes from 159842 up to 161800. And here are the floor plans. Now, they're a little bit hard to see on the screen because they're a little small, but I want to just kind of go over the basic gist of it. So, there are three
stories in total. And what what you're seeing on the screen now is the lowest floor. Now, what's kind of different from the PSR is that we still have um we still have this central atrium with a ramp in with a celebratory ramp that celebrates universal access kind of in the center outlined in the blue. But
what's kind of different from PSR is now we have the cafeteria and the stage on this level. So this is um what's shown in the purple square. Um also on this floor we have music spaces and other support spaces for the fifth grade neighborhood which is shown kind of on
the bottom right taking that corner. We had to move those a little bit to get daylight and views in all of those spaces. This is the next level which is the main level. So you can see the outline of the canopy and the arrow that's pointing in the red arrow that's pointing in at the main entrance. Here we have on the left
side our administrative and guidance our administrative aid areas and on the right side our nurses suite and our and our sped connections spaces and on this level we have the gymnasium and our smallest learners the kindergarten and the first grade neighborhoods.
We can see here that this central ramp atrium also plays a prominent part part in this floor as it goes into the next floor too. So this this ramp area connects all three stories. Here's our top floor and we have here in the pink sort of rectangle we have our
media center. So this is now on the upper level. We also have our art um classrooms and a couple of ST and our STE spaces here. So, our innovation lab and we have the neighborhoods for the second, third, and fourth grade. And so,
that sort of summarizes the floor plans. This is a diagram that tries to break that down a little bit to kind of show you that there's one you one core space on each level. So, you can see here in the middle, the purple is the cafeteria that's on the lower level. The green is
the gymnasium on the main level. And then above above the cafeteria, the red box, that's our media center. And you can see with the diagram that's a little bit down to the left that we have our classrooms ringing around those core spaces in those in that blue diagram
there because so that every classroom can have daylight and views. So that's the basic organization of the building. That hasn't changed too much. Here I get to share with you the fun stuff. So, here's a couple of renderings that show um so our just initial
thoughts on some of those interior spaces and how they might be able to be represented um in the final project. This is the first um space that you walk into right after you come through the vestibule. This is like the first lobby and as you can see here, we have an opportunity for a monumental stair that
connects right up to the media center and this concept here for a mural that really can celebrate the richer um school culture. This next view is in that same space, but it's taking a look at these fun little portals that actually are going
to be able to provide a little space for for a student to sit and read and actually look into the atrium space, which we think is going to be really fun and and and um whimsical. In this next view, I believe we're going to be walking through that door and now
we're in the atrium space. So, this is truly the heart of the school. This is a space that is three stories tall with a large skylight above it. And that is going to bring daylight all the way down to that first level to those interior spaces that are abuing it. The concept
here is that we're using earth tones and natural natural sort of colors and materials to really help this shine as like almost like you're in a a forest or a tree or there are trees around you. And you can see here to the right we have the media center and to the left we
have um our um monumental ramp. Here's another view from a little bit further down the way on the ramp looking up into the media center. Here's a view that's right in the media center. As you can see here, we've taken a lot of time to figure out how we can
get daylight into all these interior spaces. And this is one of the methods that you're seeing here on the screen. We have a clear story popup in the media center to allow for daylight to come in through those windows that you see at the top of the page. We also have some daylighting
opportunities as we have windows that go into the atrium. This is a space that we think is going to be really great to be able to bring back the media center and to be able to bring multiple classes here to collaborate. So that's what you're that's the space you're kind of seeing in the center.
Here's one more view of those little portals that look out onto the atrium. Here's a quick view of the gymnasium. Again, kind of taking a little look at the the playful acoustic panels and the natural tones. A little bit more blue in this area. We have a a divider curtain that
will divide the space into two teaching stations. And we have provisions for a horizontal sort of climbing rock wall. And here's our cafeteria. As you can see here, we have daylight coming in from the atrium on the left side and we have
our quiet cafe on the right side where there's more daylight coming in through that borrowed light. And here what we really see is an opportunity to bring in some of those really nice wood tones to kind of reference back to the existing richer cafeteria which is so you know
it's so beautiful and it's beautiful wooden ceiling. So, we think that there's another opportunity to create this even though it's interior, this this really warm and welcoming cafeteria for students. Here is a a view of an art room, which once again is one of those interior
spaces that we are illuminating through the use of skylights and and borrowed lights. So, the the circle that you see above is a skylight and the borrowed lights that you see on the upper left, those are borrowing light from the media center. You can see here we're continuing this notion of keeping these earth tones and
these natural sort of um motifs in in the classrooms. Here's a rendering of a kindergarten classroom which is obviously a bit bigger than your existing classrooms and has adjacent toilet rooms which is really exciting. Um, you can see here that between this
classroom and the next classroom, we're having this, we're looking at this concept of having colorass assisted wayfinding so that maybe all the floors are all the colors on the first floor are a certain color so that it helps the students kind of find their way through the school. And I think that sums up the
fun part, the fun part of the um, renderings. And I think you wanted to talk about next steps, Chris. >> Great. Thanks, Christina. So, this really concludes uh the summary of our schematic design phase. And so, we'll be submitting to the MSBA, the
Massachusetts School Building Authority at the end of the month where they're going to take some time to review and comment on the progression so far, provide comments to Marboro, and there's a series of votes and approvals that will take place in the next uh several
months uh to consider and push this project forward. So, that concludes our presentation. and I'm sure there'll be lots of questions. So, yes, Katherine, >> sorry. Definitely. Thank you. It's a an incredible presentation. So, very
exciting. Um, couple questions though. Uh, relative to the playground. Um, equipment wise, are we looking to try and have some kind of equipment for the kids on that temporary or is it really
just going to be more space at that point? don't know maybe >> right started to allocate the space what exactly is going to populate the temporary playground area is a little TBD right now so >> okay >> right
>> um and just special education I just want to make sure that we're keeping that involved that we need to have something to make sure that those children have something specific to their needs even if it's within that temporary space um parking in the neighborhood I guess
I'm thinking about um Jarrick and what we had to do on changing kind of the configuration of cars and stopping and the whole thing. And I guess I just kind of put it out there. I'm sure you guys have had that conversation, but I would
kick myself for not mentioning it because I know um the neighborhood is going to have concerns and we need to make sure we're addressing it upfront as best as possible. Um, and then my other question is, uh, music. Um, because
there really isn't a space currently that we're really highlighting to have for music. I know that currently we don't have something specific, but we're talking about fifth grade um, you know, doing more. So, I I bring that up because I don't want us to
create this incredible space and not have thought about where we want to put it. There is. Okay. Because I didn't hear it mentioned. >> I'm sorry if I missed it. >> Okay. Sorry. I can't see it. >> In the dark blue around the kind of
perimeter of the atrium >> are three music classrooms. >> Beautiful. >> And they're in close proximity to the stage. >> Sorry, I can't see that far. >> Oh, it's very small. >> We We didn't get this slide deck. So, can we get it? It wasn't in our package. I just got to peek on the mayor's.
>> Yeah, that would be fantastic. because I was like, "Okay, I'm not hearing it." So, thank you. That's awesome. That's my question. There you go. >> Anything else? >> No, thank you for the presentation.
Yeah, I I would appreciate that afterwards. >> Yeah. >> Um, >> right. >> Yeah. Thank you. >> Okay. >> Um, >> so no further questions regarding this that we will have to vote. >> Okay. So on this do we need to
>> do you want to suspend the rules? >> Like to suspend the rules >> like to suspend the rules. >> Okay. Motion on the table to suspend the rules. All in favor? One, two, three. Yes. >> Okay. >> Um so I'd like to move up item 9E,
schematic design for the new richer school project. >> Okay. Motion on the table to move up 9E to take the vote now. Any questions, comments, concerns? It's been seconded. All in favor? Motion carries. Okay.
>> So, to go down on 9E, >> need a motion, which I'm trying to get to it. >> No, we just need specific wording for MSBA. So, that's why we need to make sure that for the minutes, we just want to make sure everything is done
correctly. So, specific wording. So it is in your packet on 9E. >> Okay. So the motion is that the school committee endorse the school building committee's recommended schematic design of the new richer school richer elementary school project.
>> Correct. That's good for you guys. Correct. Okay. That is a motion on the table and seconded. Any other further comments, questions, concerns regarding the schematic design endorsement by the school committee building committee.
Seeing none, let's do a roll call vote just for the minutes just so we can uh make sure MSBA is happy. So, I'll do a roll call vote starting with Mr. Giri. >> Yes. >> Yes. >> Yes. >> Yes. >> Okay. Motion carries. It has passed.
You're free to go. Thank you very much. All righty. >> Um, >> great work. >> Piggybacking on the suspension, I'd also like to move up item 9D, robotics world 2026 trip, >> so our students can go home if they'd
like to. >> Okay. >> And not wait till the end of the meeting. >> Motion on the table to suspend the rules. Is there any questions, comments regarding the suspension? >> Um, oh, the >> just to suspend. Yep, just suspend. All in favor? >> Motion carries.
I need a motion to move it up. >> Oh, sorry. Now to move uh move to move up item 9D, Robotics World 2026 trip. >> Motion on the table and second to move up 9D, Robotonics World Trip. Questions,
comments, concerns? Katherine? Yes. >> Um the only quick thing I would say is I think there were just a few things on the um I don't know the listing of of the days and dates and times that were needed to be updated a bit. There were
some angels. >> So, we're just going to vote to move it up and then if you have questions on it. Nope. Good. Okay. >> Okay. Never mind. >> So, all in favor of moving it up so we can actually vote on it. Motion carries. Okay. So, now we'll do a motion to approve the robotics and
that's when you can ask those questions. Is there going to be a little presentation or >> to speak? >> All right. >> If you want to go to the >> Thank you. podium. That would have been great. >> Thank you. Thank you for coming. I know that uh you're kind of a pinch hitter
tonight, so I appreciate you. >> No worries. I was able to get prepared relatively quickly. It's been chaos, but I am very ready. >> Okay. All right. So, I'm happy to announce that for the second year in a row, one of our robotics team from the
robotics club has qualified for the VEX World Championship in St. Louis this year. We'll be traveling over April break. We'll leave on the 20th and we'll return on the 25th. Our flight on the 20th is like 8:40ish and then we'll be
returning kind of like end of day, leaving at like 5 on that Saturday and arriving back at around 900 p.m. >> Okay. >> Yeah. The only thing I just I I noted that there were a few places and it it's
nothing major. It was just um ams and pms on a couple things throughout the schedule. Again, like little minor things. >> Okay. >> Um and um and I hear correctly that you're going to be traveling um since Ms. Hony Mrs. Mahoney is not going to be
able to be there. So I which is lovely and thank you that you can go ahead and hop in there. So there's going to be a female and a male chaperone which I think is is great. So, >> um, >> and you folks will be there as well. >> Yeah. >> Yeah. >> Exactly. >> My dad will at least be going. You need
a photographer. So, >> he told me today that your mother's coming too for part of it. >> Yeah. For like a day. >> Okay. >> Moving. Moving on. Any other questions? So, >> thank you. >> There is a motion on the table. >> No motion. We just moved it. So, I move
to approve the Okay. >> Motion on the table and seconded. Any other further questions? Good. >> Would you like to see the robot? >> Why don't we Why don't Why don't we vote and then we can watch the robot? Yeah. Let's do the work and then we can play. Yeah. All right.
>> All in favor of sending the robotics team to win first place. It's just St. Louis. >> Yeah. All in favor? Motion carries. All right. Now, let's let's have some fun, shall we? >> I'm happy with your faith in us. All right. >> We brought our robot today. This is the
result of like a two-eek rebuild. We decided to rebuild when we found out where we were going. And we recently got it pretty much fully functional thanks to the long hours put in by the team, including a tool and the two students with us today, Maggie and Anderson, and the one that's currently not here,
Edgar. >> By the way, the robot's name is Jeff. >> Jeff, who you know. >> Did the other robot have a name? >> Yeah, last year was Shelly. >> Okay. Oh, I don't think I knew that. Okay. >> J E F or G E O FF? >> G E P A
G E P A. >> You win. >> I too often I fail both. >> The joke is we always have an unofficially official name. Um and it's always pretty random. So I guess they came up with it. So while they're getting that ready, I can briefly explain the goal of the game. So, every
year we get a new game um where it's a 2v2 match between you and a random partner and two random opponents. Um and this year's game you have to take these blocks if Anderson wants to you want to pick one up. Yeah, these blocks which are blue and red and you have to put them in this really long goal which we
sadly couldn't bring. Um and based off what colors in the middle teams get a bonus points and how many balls you scored, you also get bonus points. Um there's small small other various tasks like robot has to pick up the balls from a certain match loader where humans get to drop the balls in. Um as well as
autonomous portions where the robot has to do autonomous tasks um which are all the same as the driver tasks but fully autonomous. So um want to put it on? I can we can show everyone. >> So yeah, we get to pick up the here we can pick up balls. Um I can you want me
to drive? Can you can you put the balls in the mi like in the middle of the room so that >> everyone is >> we can see them but also the camera can see it too. >> Aha. >> They do roll. Uh that is >> So this is the robot that you actually
are taking down. >> Yes. >> So do you check it in the airplane? Like how does that work? >> We're going to put it in this big box. >> Check it as our luggage. >> Okay. >> Okay. And just hope for the best. fall out. >> Haven't had any experience yet. It's a lot of foam. Um a lot of cutting of
foam, which is fun. >> Um >> well, I mean, I've seen how luggage is being thrown around. I mean, that's >> we're going to tie it shut. >> So, here's what we got. Uh it drives around, which is pretty cool. But we can also pick up blocks. So, we can hold
them in this little container. >> Yeah. So, these are just six balls. We can hold up to eight uh and of a certain color. And if you want to chuck the box in the middle, we get to score them. This is our temporary goal. I told you we couldn't win the long goal, but we get to shoot them out. So,
>> oh wow, pretty cool. Um, so yeah, there's a couple other tasks. So, we can actually descore the other team's blocks um by doing this. So, we can push them down and we can shoot all the balls out of the top of the goal. Um, so we can put our color in, which is pretty cool. And to get the balls out of like the
human station, we can drop this down, which drops all the balls and it just sucks them all in. Um, so yeah, there's a bunch of other smaller stuff, but it's been a long two weeks. Uh, when we realized that, oh yeah, we made worlds. We're like, okay, might as well make it most of it. So, >> right.
>> So, when you So, do you steal the other team's balls? >> So, yeah, we can last year. >> Yeah. >> Yeah. There's a lot of fun stuff that we can do strategy-wise. There are a lot of descal. It's like five, four feet. Um, but you can put just three balls and just hold
the middle. So then when they put you can put back and then they keep shooting them out and it's a back and forth of like ping pong basically. So um, yeah, a lot of other cool stuff. >> Do you know when you're actually going to be competing like time? >> Yeah, we're going to be competing for
four days. It's going to be the 21st to the 24th, >> right? But like a specific like cuz like is this televised? Can people watch it? >> Um yes. So if you look up VEX Worlds, they have a website and there's a portion on that website that says VEX TV. They're going to be streaming it
from that link and they'll be streaming the various divisions individually. We're in the math division so you can keep an eye on that one and you'll should be able to see us. Our actual matches will usually on the first day they'll be after 12, but every day after
that they'll essentially be all day. >> And can you spell that again? You said vex v. >> I just want Okay. >> Yeah. >> So what So you might know what time you're going the first day, but then depending on how you do that will
determine when you go the subsequent days. >> Yeah. We're going to get our schedule once everyone is registered and everyone they like make sure all the teams are actually there. Then they'll generate the match schedule just in case anyone drops in the meantime. They can't generate it too early.
>> So, we're not going to know exactly when we play until we're there. >> Will they post the actual >> divisions and what times online >> or? >> Yeah, there's an app for that. It's called VEX Via. You can check like the
event. It's um if you search on that for VEX Worlds and then you can break it down by division, you can look at the math division specifically and it will show you like a big list of matches and then you can click into a specific team number and it will show you that team's
matches or >> could you guys tell us once you get it? So we're like reference we are 43440X if you desire to find us. 4 3 4 >> 0 X >> X. >> Yes.
>> X. Gotcha. >> Awesome. >> It's a zero. Not an O. >> Zero. >> Yeah. You're not an ox. Okay. >> Okay. >> Wow. >> Well, awesome. >> Well, thank thank you for the show and tell. And >> this will be your first trip, right?
>> So, good luck. Exciting. >> Exciting. >> Have fun. Tool's old hat at this, >> right? Been there, done. >> I guess so. It's my seventh year doing this. Really great opportunity. Um, got to meet with so many cool people, worked with so many my great friends. Uh, and yeah, got to build some pretty cool
stuff among many other. So, >> over the seven years, I'm sure you've talked to other students. Like, do you stay in touch with them or throughout? >> Oh, yeah. Totally. Andy graduated last year. Um, MIT. So, >> who's at MIT? >> Right. >> Right. Doing cool robotic stuff as well. Right. So, get to meet so many people. I
know one kid at Harvard who does some fun stuff. You get to see like oh what like robotics projects other people are doing and not just robotics other stuff too. So yeah. >> Sure. Wow. Well that's incredible. Next we wish you all the luck. >> Thank you so much. >> Can't wait to hear all about it. >> Have fun.
>> All right. Thank you. >> Okay. >> All right. So we did that one and we did that. >> Anything else? We are >> superintendent report. >> Going back to the schedule program of the superintendence reports. >> Well,
>> here we go. Top that. >> I don't know how I'm going to for the record. Uh, incredible evening uh tonight and just want to thank everybody for being here, all of our different groups and presentations and uh anybody tuning in at home. Uh certainly I think
would get the sense that Malber is on the move. uh many incredible things happening. Um so we're going to keep some of this celebrating uh keep celebrating the uh progress that's being made across the system. Um I want to
start I know we've talked about this a little bit um in in prior meetings, but uh to share a little bit about the Worcester County Superintendent Scholar uh award. This is an annual award that is given to uh two students at Malbor
High School. Um, and I did uh kind of foreshadow this at our uh one of our pre uh prior meetings. Um, and while I don't normally read anything from my report, um, I do actually want to read two things uh because I think it's really important. Um, so this year our uh award
recipients are a tool Mador and Shayla Raone. Uh, and I don't see Shayla here, so I don't think she could make it. But, um, I actually want to read uh, what was shared at Holy Cross during the March 25th Scholars uh, lunchon where Atul and
Shayla were recognized. Uh, they were among 75 around 75 of their peers. U, you have in front of you this evening the actual booklet that highlights all of the scholars uh, which is uh, which is quite an event to see. Uh but at the
lunchon um superintendents from across Worcester County actually kind of took turns acknowledging uh each of the scholars and read um kind of a short bio that was submitted by the school. I had the privilege of putting together the 75
um statements that were read for each of the uh scholars. And so I'd like to like to read a and shayla's um a mador has redefined what it means to lead through innovation. actually think we saw that tonight. Uh he guided his robotics team
to a historic first qualifying for the VEX Robotics World Championship while also earning state level recognition for his technical creativity. As class president, student advisory representative and co-founder of the STEM honor society. The tool has made a
lasting impact on his school community. His work even extends beyond the classroom, having interned in the field of emerging technologies. his journey is a powerful reminder to take chances and pursue bold ideas. Uh and that was read
uh in front of well over a hundred um individuals and so it was a certainly a moment of pride for me to uh hear that recognition and see come up and and be recognized in front of all of his peers. So congratulations again. Um, and then
for uh, Miss Raone, Shayla Raone has built an extraordinary record of achievement and leadership from earning numerous academic awards to receiving both the Dartmouth Book Award and the Frederick Douglas and Susan B. Anthony award. Shayla's impact spans academics, leadership, and service. At just 15, she
was already leading adults in a church leadership program and creating systems to support her community. grounded in gratitude, she recognizes the educators who have shaped her journey and continues to lead with purpose and faith. So, uh just two outstanding
individuals uh and could not be more proud to recognize them this evening. And unfortunately, Shayla's not here, but we thought maybe we could do a quick picture with the school committee and a tool if that's okay. >> Sure. >> Yeah. So, we'll join in the front to
take a photo. Yes. Everybody ready? Oh, wait. Catherine, I can't see. >> All right. Ready? One, two, three. One more. One, two, three. Awesome. Congratulations. So the reception was pretty cool. The
actually uh the students had a chance to we put all the kids together. Um and I mean I will just tell you like I felt smarter just being in that space with all of them because I mean just being around a tool and Shayla was amazing but they were surrounded by some pretty
incredible peers. You guys had some great conversations too. >> Yeah, exactly. Well, I got to meet so many cool people and then definitely talking about, you know, where we're going next year, too. And some people, oh, I'm going there, too. And, you know, got to connect and make some good connections. >> Definitely the leaders of tomorrow without question in so many different
fields. It was very, very cool. Um, so congratulations again. Um, moving on to my next item. Just a quick update on our student attendance and enrollment. Um, I guess probably two highlights here to just note.
um that the Department of Education has the Department of Education has put out the targets for what they are expecting um not just Malbor, all public school districts across the Commonwealth, but uh to reach as far as reducing its
chronic absenteeism. uh very happy to say uh that in both measures they look at non uh high school uh which is grades three through eight and they look at um high school which of course is the high school 9 through 12. Um they look at
those two measures. We are on target um to meet or exceed both of those um measurements. So, uh, while there's still lots of work to do, and there are grades that need more work than others, for sure, particularly our younger grades, uh, preschool, uh, for certain,
kindergarten, uh, we've got a lot of work to do to set a strong foundation for those students. Uh, but we're happy that we are on track to make the reductions at least as required uh, and expected by the Department of Education.
Just one quick comment. I especially after listening to the portrait of the learner um and we were talking about staff and student learning expectations and all of that. I would also say that we kind of need that family um to have
that same expectations because as we talked about before when we look at some of the attendance numbers um especially at kindergarten and with the chronic absenteeism that's where we really got to hit hard on understanding that it's got to start there
>> so we have the foundational numbers to understand how the importance of attendance you know um because then hopefully we catch it early and we kind of solve it there. So, um that was just something that kind of hit me the minute we were talking about the portraiture of
the learner that we've got to really set the right tone and expectations early. >> Absolutely. And I appreciate that. And not only from the attendance perspective, but the foundational skills like the instructional skill set there is is critically important for early
numeracy and literacy. Um and so we continue and I'll continue to update the school committee. this remains a very much a strong focus for our team. Um, and then the last item from my report is just a quick update on the Malbor High School uh principal
search. In your packet, we have a search timeline. Uh, the position was posted on April 2nd. Um, we will have our first committee meeting after April vacation, uh, which is around April 27th with interviews, um, following shortly
thereafter. The goal is to have the finalist in front of the school committee by May 26th uh so that we can start the onboarding and transition process and get the individual uh the selected individual up to speed so that uh thank you to Patty Brown and the team that is uh heading up that work. As you
know, Patty's also uh leading the charge for our middle school principal search. So um >> busy busy >> busy Patty. >> Yeah. Well, busy busy. Yeah. Thank you very much, Mr. Superintendent. Moving on to assistant superintendent
teaching and learning, Dr. Spaza. >> Thank you, Mr. Mayor. Two brief updates tonight for the school committee. Uh the first is on Richard School, school of which Atul Mador is an alumni.
I am very pleased to report that Principal Richards and her team have been making significant progress at accelerating student learning growth for students at Richer while simultaneously removing barriers that prevent students from learning. Based on results from
fall to winter NWA testing and reading, Richer's growth for all grades combined is in the 65th percentile. And I want to mention two notable points of accelerated growth that exist in kindergarten with growth in reading in the 70th percentile and in grade five
with growth in the 75th percentile. And if the school committee um members recall, we were very concerned about the current fifth grade class based on their fourth grade performance. So we have seen the results that we were hoping to see based on the supports that Principal
Richards and her team have put around the students. the teachers and the students. For math, growth for all students landed in the 64th percentile with kindergarten currently in the 85th percentile and grade five in the 62nd.
School committee members will also recall that alongside district leadership, Principal Richards placed additional staffing, programming, and structural supports in her grade five specifically. Additionally, I would like to highlight two recent staffing updates that will further support removing
barriers to learning. Starting this month, Richard will introduce a full-time BCBA and a newly appointed re-engagement coach to the staff. The Office of Student Services has worked with Principal Richards to make this possible. We are confident that the spring NWA
test results will continue to indicate accelerated growth and achievement for Richard School. And I will be presenting to the school committee uh the end of year NWA results for all schools and we will highlight um richer schools specifically.
>> Can I just comment? I this is amazing. I mean you told us what you needed, you got it and it worked. It's amazing. Like it's really these are incredible numbers. Congratulations. and she's building a new school as well.
>> Um, one other quick brief update. It's on the curriculum review and renewal committee of which uh Chris Henry and I chair. The MPS curriculum review and renewal committee is off and running and underway. The entire group has met twice
um to identify focus areas and a subcommittee has already been formed uh from this work led by Chris Henry and Jen Ryan. The K through5 literacy subcommittee has met separately to review the scope and sequence of the into reading program. This was necessary
because there was a lot on teachers plates. There was lot they were managing with year three of the program and sustainability. So that subcommittee has already done some some really important work to position teachers in a good place uh led by Chris and Jen
in that subcommittee. The entire group meets again this is everyone we have of it's roughly 20 to 25 members at the end of this month on April 30th. The goal of this next meeting is to form another subcommittee to begin work on a specific review of high school history curriculum. Although after Maggie
Morris's um pres presentation tonight, I think that Chris and I will talk a little bit about algebra one too and geometry. Um we do have representation from high school uh teachers and we have Heather Russo on that that group too. So uh and then finally our director of
instruction Chris Henry will present at a future school committee meeting to provide more detail around MPS curriculum focus areas for next school year. That concludes my report for tonight. >> Um, so that actually you you hit what I was going to ask you is really around
math. Um, I mean I know we've had a number of conversations around curriculum, all of the updates into math, the reading, the literacy, all of that. Um, it would I hope we're going to continue to get more updates as you guys
start to do more with it, but it does seem like math really needs to be critically looked at to see where that miss may be or what we need to do more to bolster just like what you did at the elementary
years, you know, making sure that we're we're not missing that block. Um, especially at the high school level. So, >> okay. >> Thanks. >> Anyone else? See now, let's move on to the school business manager, Mr. Mohammed.
>> Great. Thank you. Uh so in your packet you have uh the monthly expenditure report um that tracks our um spending and um it has the year-to- date expenditures and the FY26 expected expenditure that includes our
projections which we are um continuing to fine-tune and the remaining balances across all function codes. And the second item on my list is the transportation update. Um, as previously reported,
um, we are continuing to proactively look at, um, transportation needs for our upcoming school year. And as part of that effort, we're reviewing, we're analyzing, and, um, looking for potential adjustments for next year's
um, transportation needs. And uh based on um some of the data um that we've recently received from NRT, 560 um students are currently assigned transportation at Wickham Middle. And
with our prelim preliminary um projections indicating that an addition 91 students may become eligible next year. And at Malbor High School, 402 students are currently listed on active routes uh with an estimated uh
115 additional students ex expected to become eligible. So less walkers and we're looking at more data um to uh uh plan accordingly and align our resources and be well prepared for our FI27
um transportation needs. That concludes my report. Yeah. >> Any questions, concerns? No. Good. Moving on. Okay. Acceptance of minutes. Minutes of March 24th, 2026
school committee meeting. >> Motion to approve the minutes. >> Motion's on the table and seconded. Is there any questions, comments, concerns regarding the minutes? Seeing none, all in favor? Minutes are approved. Thank you. Okay.
Public comment. Is there any public comment? Public comment. Any public comment for the second time? Seeing none, public comment. Last chance for the public comment. Seeing none, we are closing the public
comment. Thank you. Action items and reports. Acceptance of donations and gifts. Mason's Angel Fund funds will go direct to assist families and students with eye appointments and eyeglasses for $139. >> Motion to approve.
>> Motion to approve on the table. Questions, comments, concerns, and seconded. Seeing none, all in favor? Motion carries. Friends of Malro funds used for five playground communication boards for $1,750. >> Motion to approve.
>> Motion to approve is on the table and seconded. Questions, comments, concerns? How does CPAC do fundraising? Like where does CPAC get this money from? >> Yeah, they do. Actually, I've been sitting on this group and they've been
doing an amazing job. I actually have to give huge amount of kudos. Um different, you know, different activities that they've been running and they >> is it like bake sales or are they doing grants? Are they applying for? >> No, they haven't. And so far they have not gotten too many grants. Um, but this
was a a a grant opportunity that I think that they had worked on specific. >> Yeah. So, we have one of these here at the preschool that MEF purchased, right? And so, that's, you know, to be able to get five more is amazing. I mean, that's kind of what MEF hopes to do is to,
>> you know, and things like that. I was like, where are they getting the money? >> Yeah. And they're trying to um they've actually been really proactive. Um John Fletcher um has been working with them and they've spoken with Andy White because they were hoping to get ahead of
this on getting one into Cana specifically I think fairly quickly um to try and get it in. Knock on wood um before the touch a truck or touch whatever it is event that's early May. So, I know that you know that >> yeah,
>> we were trying to get this all moved along, but they have been doing a lot of different things um to try and get families together and get some fundraising done. Um yeah, really, really great group. Um I'm really excited to, you know, I've been
able to pop in and out and they've been doing an amazing job. >> Great. Yeah. And Andy, kudos to Andy because when you go when the one got delivered here, he had to go and, you know, make some adjustments and figure out how to do it. And he's really creative and they part DPW and, you
know, their whole crew. They partner really well with us to help install things like this. So >> that is true. >> Kudos and thanks to Andy and his team. >> Okay. So there is a motion and seconded for the approval of $1750. $1,750 for the friends of Malro CPAC.
Questions, comments, concerns? Seeing none, all in favor of the donation? Motion carries. Thank you. Okay. Fiscal year 27, superintendent budget vote.
It'll need a motion to accept the budget that was presented during the public hearing. So if we remember about like 6 days ago, it feels like after today's meeting, we had a public hearing and uh so we are voting on the budget that was presented.
>> Move to accept the proposed budget. >> Okay. And I will need a second because I will abstain from this. >> Second. >> Motion's on the table and seconded. Questions, comments, concerns? Seeing none, let's do a roll call vote just because I have to abstain. Mr. >> Yes.
>> Yes. >> Yes. >> Yes. And I will abstain. >> Yes. >> Yes. >> Motion carries. Congratulations, superintendent. Your budget was approved as is. Good. >> All righty. Next on the agenda is fisc year 27
school choice participation. So this is a vote to see if we want to go into the school choice and participate or not. So I will need a motion to either go into school choice or not. Yes, Mr. G.
>> No, we do not. Okay. Okay. There is a motion on the table to not participate in school choice. Is there a second? >> Second. >> Okay. Any questions or comments or concerns regarding the school choice and not
participating in the school choice? >> Maybe someday. Got enough on our plates this year. >> Again, I mean, I think we have some room in our elementary schools if people want to join, but I highly doubt that. So questions, comments, seeing none, all in
favor of not participating. So yes vote means that we are not participating. All in favor? Motion carries. We are not participating in school choice. Okay. We have already approved the robotics world 2026 trip and the schematic design for
the new retro school project. So we'll move on to reports of school committee subcommittees. Yes, Miss Hennessy. um policy subcommittee will have a meeting coming up on the 28th of April. Um AI is our
primary focus on that meeting. Um we have two other policies um that Mr. O'Brien asked us to take a look at. So we will add those to our agenda. >> Okay. >> What date? >> The 28th first thing in the morning has
not gotten posted yet because we just settled on it. >> Okay. Anything else from school committee subcommittee meetings? Seeing none. Nope. Okay. Members forum. Anything from members forum? Yes, Mr.
Barzo. >> I just want to commend the team that presented the pathways program after the school's um lab day. You guys did a fantastic job. It was so fun watching things because you literally are around
the room watching you people bounce things around the room because obviously you had all prepared very well for this and I think you made a great presentation and the size of the audience that we had which is very unusual at many middle school events I can tell you as a teacher for many years was very good I thought and the parents
asked some extremely uh pertinent questions some were practical and some were obviously philosophical but you guys did a great job you just handled it so well and I was just impressed literally watching the ideas and and the commentary b bounce around the room. Thank fantastic job. Thank you so much.
>> Anything else? Oh, go ahead. >> Two observations. Uh as a still new school committee member, I wanted to acknowledge that I sit here with admiration uh as I notice the transparency and straightforwardness
with which we uh talk about our opportunities and our challenges. Um we saw that tonight in the student advisory council update with courage the young lady um I thought demonstrated to talk about perceptions related to our challenges and attrition in support of
the pathways program. Um, I thought that was noteworthy. I also don't know that we've been together since um, Jason your highlight from an April 7th email regarding the DESI statewide district rankings. Um, I will do a bad job of this, so please
correct me, but I thought it was worth noting the significant progress Marbor made as a district in the statewide DESIE rankings, rising to 46th out of 283 districts. So 16% and significantly improved versus a prior ranking of
bottom 10%. >> Right. >> That's right. You got it. >> Right. So So Marbor on the move. Indeed. >> On the move. >> Thank you. >> Excellent. >> Yes. >> Um two things. Uh day on the hill. Um we had that after our our last meeting. Um
it was great. Um Michelle and I were there and the kids that were here. um for the >> the >> presentations as well as a tool. Um we had great conversations
>> and um had a nice time with um getting to see one of our legislators at that time and uh getting to sample some of the meals from our technical um collaborative groups which was
fantastic. So really great day. Um, bless you. And then, um, the other thing I wanted to say is the spring concert for the high school is on Thursday night. Um, that'll be at WCOM. So, just putting that on people's
radars. >> So, you know the time? >> It wasn't on my radar. >> I'm going to guess, excuse me, it says six o'clock. I was going to say seven, but it said six. >> The 16th. >> On the 16th.
>> It is. I'm looking at the website right now. >> Good morning. >> Thank you. >> So, >> yes, and the citywide art show already happened. So, I just I was able to go >> and uh just to see the incredible amount of art that was displayed and the the
showing up of the community was great. And then the wellness fair after that. Both the cafeterias in the uh middle school were I mean different programs, different things, different activities. Uh it's really just great to see the community come together. when you talk about district numbers and you talk about the new school and you talk about
the robotics and then just the citywide and then the spring concert like there's always something going on with our schools. So, I mean to highlight all these different aspects, it's pretty exciting to sit here and kind of listen to all the all the wonderful things that MRO is doing as a district. So, it doesn't seem like it ever seems to end
because there's so many different facets which is pretty remarkable for for our district to continue to do so. So, kudos to all of you. It was great to see all the the artwork and seeing the kids excited about their their artwork being displayed. So it was really great. So >> that art show was amazing. >> It was the talent.
>> Yeah. Yeah. I mean I was just talking stick figures. I still do. I don't I don't understand the amount and the amount of media that they have is just very very encompassing. So kudos to to all of that. Anything else in members forum?
Seeing none. Yes. Nope. I think you did enough. Your robotics and the accolades like I think we >> can't be any more proud of you at fool. what else you have for us. But um having said that, >> move to adjourn. >> Move to adjourn. It's on the table and
seconded. All in favor adjourning. We are adjourned at 9:12. Thank you everyone. Have a great night.