Good evening. Today is Monday, November 10th. It is 7:39. Apologize for the delay. This is the Marvel Public School Committee meeting for November 10th and we will call this meeting to order. I'd like to remind everyone that we are taped live and streamed by WMCTV. Can
have you all rise for the pledge of allegiance? >> Ready? I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and
justice for all. >> All right. Thank you. We will jump right in. So, we have the presentation for the MPS recognition for the Unified Champion School District. So, I do believe they are here today. So, if you guys want to come up to the
podium, just want to make sure the green light is on. If so, you you can begin. >> Uh, hi everyone. My name is Nicholas Rolando. I'm one of the special education liaison at Marbor High School.
Hi, I'm Michaela Mahoney Dilva and I am the special education leazison in the um we're the special Olympics kind of coordinators for the district and I'm at the middle school. >> Amazing. Uh so um we had the pleasure
from Special Olympics to be awarded as a unified champion district. We got a really awesome plaque which is really cool. Um and we wanted to take a moment to just highlight some of the things that our district is doing right from the high school to the elementary schools. um in that unified nature.
>> Um so the high school and the middle school have been unified champion schools for the last um couple of years. The high school much longer but um because we've had different things like inclusive sports um I can look over here too. um inclusive leadership in whole
school engagement. Um but with the addition of the unified game day for the whole district last year um we met these expectations as a district. So we were um able to be honored as a unified
champion district this year. Um and you know all of the schools are doing a lot more work to bring inclusion um and have different initiatives within the schools and it's just a nice way to recognize that all of the work that everybody's been putting in um including the
students um and kind of the next step and I think maybe the high school has been recognized as like um a unified national banner school that like we want to keep going. We want to um you know do as much
as we can as a district. Um but the core expectations for a special Olympics for unified champion districts are to have collaboration between school leaders and the Special Olympics. And we're lucky to have a Special Olympics headquarters in Malro. We have a close relationship with
them over there. Um sustainability. So the first couple years of unified sports there is like some uh funds from Special Olympics and they really help you out a lot. But then they want you to kind of be able to stand on your own feet as a school as as a district. Um and then the
quality standards of collaboration for respectful culture and that goes to like whole school engagement for um inclusive activities and um you know kindness initiatives um advocacy and reporting back to the Special Olympics. They take
data from us at the end of every school year and um they use it, you know, to better their practices, too. >> Uh we want to take a moment to show you some of the amazing photographs. We have some of our different events. Uh this past June, we had the Marboro Public
Schools Unified Game Day, which all of our schools, elementary to high schools, participated. Uh we all have the fun, we are unified shirts, as you're seeing them worn. Um it was an awesome day of unity and all of our kids had a lot of fun. Um it was a champion of an event that we got to plan along with um many
of our uh sites as well. It was a beautiful day. Um continuing on some of our other events that we have going on, right? Uh we do have a lot of different unified sports that are happening in our schools from botchi, from basketball, track and field, right? Happening um across our schools um that they're
really awesome. I recommend going to check them out if you get the opportunity. Um beyond that our unified sports we also have some unified electives right in which um our students are getting to participate with um their peers right from anything from culinary to music to uh art and all these
different things. Um so it's a really awesome opportunity for our students to see. Thank you. >> Um inclusive leadership is something that we um recognize that we want to have more of. We do have at the high
school the student council and >> best buddies >> and best buddies um you know it's not closed off to anybody and there are some students who have disabilities that are um taking advantage of those opportunities but having a more um you know almost reverse inclusion type of a
model for inclusive leadership. The middle school went to an inclusive inclusive leadership conference last year at the Special Olympics. Um, and there were partners and players that went and they took a lot back from that
um, conference to their school. Um, and these are just some pictures of students working together. >> That's our presentation. I would like to add that uh the for the elementary schools uh this past year we were able to take some of the special
education grant funding to have school-based liaison at the elementary school and the early childhood center to start looking at in taking the these same activities that we're doing the secondary level and and really start exploring opportunities at the
elementary level. uh those will be posted in the next couple of weeks to continue that work uh this year uh so that we're doing more than just a unified game day that we're looking at expanding those unified opportunities uh at our elementary level.
>> Excellent. Catherine, >> I'm just going to say I I have to say the experience that I've seen um as a parent watching my kids um have the opportunity of being involved with all kinds of students at all different
levels starting with like lunch bunch um at the elementary level um working through field day programs at elementary and then continuing on to all different kinds of programs the whole way throughout whether it be through special Olympics or others has been absolutely
absolutely fantastic. The um I think empathy but support of anyone um really that they learned early on and I think it just became kind of second nature. It's not something that had to be told.
It was worrying about your friend and I think that that kind of kindness um and working together has been amazing. Um, Risha, who you all may remember who sat in your seat, um, has continued in
college to be a huge advocate for Special Olympics and, um, was actually selected on the national level, if you will, to um, continue on and it really all germinated from here, which I think is just an amazing testament to what we
started here. So, thank you to all of you because it really takes a village and I think it's just seeing what she's doing um on the national level. I just blows me away. So, thank you.
>> Anyone else? Nope. I was able to partake in somewhat by showing up and seeing game day and it was a lot of moving pieces, the map and everyone. So, kudos to you. It looked like a very welloiled machine. And I don't know how anyone could follow that
map, but uh you all did it very successfully. Um and it was a really great day. So it was great to great to be there and see everyone seemed happy and plenty of water cuz I know it was a little bit of a warm day, but um kudos to all of you for um actually being unified. So thank you. Um hopefully I'll
be able to come to next year. So So thank you. >> Yes. Please make sure you let us know when the events are so we can >> come. And on that, I would say too with um because I know that you have like the as you were mentioning the different um sports activities like the botchi or the
basketball and things like that. That'd be great if we can get any heads up about those throughout the year. So it's not just necessarily waiting for like the Special Olympics, which is amazing to be able to be a part of, but um knowing um some of the different events that happen throughout the year. And that way we can also make sure that
we're making people aware so that we can get other community members to attend as well. So, uh, the date is already set for Unified Game Day, uh, June 5th, 2026. It's a Friday, so um, made sure that that's on the books. Uh, that is on
the district calendar. Thank you. Okay. Anyone else? Nope. So, we'll see you all on June 5th. Yeah. All right. >> Happy. >> Thank you. All righty. So, we'll be moving on. Yes. Okay. Superintendent
report. >> Great. Thanks, Mr. Mayor. Good evening, everybody. Uh just a couple of items on my uh report this evening. Um you'll notice uh before I jump into them, um as my goals were approved, I did list next to each item the focus indicator that
the um items in my report will be connected to. So, just to help kind of keep things uh organized and running. If you were wondering what that meant uh when it popped up, that's where it came from. Um great suggestion, Michelle. Thank you. I think that was from you. So, moving forward, we'll keep labeling
labeling them, excuse me, so we keep it uh all focused. Um but my first update is on the Richard School. Um the office of teaching and learning and I have been working very closely with Mrs. Richards um and frankly the whole school community. Uh we've been attending
weekly meetings with the principal, doing learning walks, going through data analysis review sessions, talking about how we're going to utilize that data. Uh also of course reviewing the uh spring of 2025 uh MCCAST and accountability results uh with the school staff as well
uh to make sure that we're all plugged in and getting the same information. Um and recently reviewing the beginning of year NWA um results actually uh districtwide. So we had a data presentation um at our leadership team meeting last Thursday
where each school presented their beginning of year results and talked about next steps. Uh the richer school was very much included in that. Uh additionally have been spending some time looking at um just student demographic data and really trying to
kind of get a very clear picture of where we think some of the challenges are and how we landed where we did as far as um the achievement and accountability data. Um, so each piece of information that we've been reviewing has really helped to paint a more clear
picture uh of some of uh just the work that needs to happen but is already underway frankly in some respects under Mrs. Richard's leadership. Um, and additionally thinking about what are some of the other systems and structures that we might need to put in place at
the Richard School to help support uh their turnaround efforts. Um, and so that work is very much underway. Uh we additionally had a launch call with the Department of Education um on Thursday, October 30th to discuss what uh being in
targeted assistance means and the level of support that they will be providing to the Richard School. Uh and we have our first on-site school visit with our targeted assistance liaison on Tuesday, November 18th. Um I will say I'm very
proud of Mrs. Richards and the work that she has already started. Um, and the work that frankly the team at the Richard School has really dug deep into. Um, as you know, we've had one other school uh that was in the targeted
assistance that came out um the Witcom school. Uh, and I would pose it came out pretty quick. Um, and I think that's important to note because it means we know how to do this. And so, uh, I have full confidence in, uh, Lisa Richards and the team at the Richard School
leading these efforts. Uh, so kudos to, uh, to you, Principal Richards, for the work that you have started already. Um along those same lines, um the mayor and I and members of our um owners project manager firm, architecture firm, um and
members of the school building committee for the richer school attended the Massachusetts School Building Authority facilities assessment meeting. Um last week we presented our initial preferred building design uh which was directly informed by our education plan which we
know was created by you know kind of boots on the ground uh educa educators and leaders uh putting that work together. Um, I will say the part that I think has been very cool for me to see kind of coming in like midway through that movie uh was how um the education
plan uh really has come to life in the initial design. It's actually pretty neat to see the connection between what the uh design team put together as it relates specifically to the teaching and learning plan that the um educators and
administrators uh so so well crafted. Um so that's been a lot of fun. Uh we are waiting for some feedback although we did get many questions uh during the um during the presentation. I think all in all that went well. Yeah. Yeah. A lot of
questions and a lot of compliments. So, which was very nice to hear. So, it went better than expected in my opinion. So, which is always good to >> definitely. Yeah. >> Um so, lots of good work happening in the richer school community. And so, uh
it it does it takes a village as as cliche as it sounds, but it truly does. >> Um as we continue to work on the structural building and the instructional part of the building. So kudos to Lisa and her team. >> Yeah.
>> Um the next item on my report uh is multiaceted. Uh I just want to give a brief update on our enrollment and our attendance. You will see the enrollment in your packet and I'll review the attendance with you um because I wanted it hot off the press from today. I'd
like to do the year-to date uh info. So uh first with enrollment uh currently the high school is at 765 students. Um our middle school Wickcom is at 939 students. Uh and behind that you will
see uh the enrollment for each of the elementary schools. Uh Jarwick is at 650. Kain is at 470 students. The richer school is at 518 and good now is at 774.
Um ECC is hovering just under 200 at 197 students right now. The total district enrollment is 4,364 students. Um so holding steady for attendance. Uh as you know we track our
attendance every week by school by grade. Um and have some good news to report on the attendance front. Um our high school attendance has uh ticked upwards just a bit. uh we are uh just over the 93% attendance average daily
attendance average rate um and each of our elementary schools is just over 95% daily average attendance. So again holding strong uh across the elementaryaries as well and Whitcom is just under 95% daily average attendance
uh at 94.7. So, um I would argue 50 days in, today was day 50 of the school year, um our attendance is holding strong as far as those daily averages being uh well up into the 90s. Um so to our uh families
listening uh thank you very much for getting our children uh to school each day and um we want to keep pushing towards 100% attendance but uh so far we are making some good headway in our uh student attendance and I'll continue
those updates as well. Um shifting over to our assistant superintendent student services and equity. Uh we are going to hear from Jod this evening around our special education redesign efforts. Um you did receive some information in your packet
uh that Jod is going to talk us through. Um the Department of Education has identified Malbor as uh in uh need of targeted assistance in our area of special education. Um and Jod will talk us through how we are realigning redesigning and realigning those
efforts. Um at our next meeting we will hear from the leader of our English language learner department. Uh while they were not deemed uh in need of targeted assistance, they did uh our ELLL department did get uh some significant feedback from our tiered focus monitoring review from the
department of education. Uh that will require uh some significant changes. So we are going to hear about that on November 25th. Uh so with that uh Jody, I'll turn it over to you. >> Can I can I just ask one question? I know you're going to address it R.J. J um in your report, but when you do the
attendancemies, do the kids get credit for the attendance that they does it affect the attendance numbers at all when they do the makeups? Do you know did I articulate that question? >> Yeah. As long as they are there for 4
hours or longer, which is the minimum time that we set, then it counts as an attendance credit. >> It does. Okay. Thank you. >> Sorry. And I actually had a question on another portion of the report before we go to special um education if that's okay. >> Sure.
>> Thank you. Um so um thank you for the information about uh Richard. Um and and the work that you're doing there. I I guess one question I have is just from a community standpoint um obviously I think it can be kind of shocking
whenever you know any districts receiving that kind of information. And I'm just curious how how have people been? I mean, because it's really a collaborative effort on needing to, you know, figure out where we all can can take steps of improvement and I'm just
curious about how how things have have gone because sometimes it's really hard getting that kind of information. >> I'm happy to answer some of that, Lisa. I don't know if you want to come to the podium and answer some of that too, but I think >> yes, >> I but I think you hit the nail on the head uh from the perspective of it's
it's tough, right? So when when you have individuals like our staff that are working really really hard every day and they're just not getting the results that we would uh hope they would get, it can certainly feel defeating. Um but one of the things I
have learned about our staff in a short amount of time is they are very resilient. And so, um, you know, when I had an opportunity to meet with the richer staff and go through the accountability results and the MCCAST results, uh, with Lisa, uh, one of the
things that we gave them, not that we needed to give them permission to do, but we said was like, it's okay to sit in your feelings a little bit. Yeah. >> Right. Like it doesn't feel good. And that is healthy. Like, let's process through that, right? So that we can kind of come to the other side. Um, and
I think we're I think we're getting there as far as working through those. Lisa's put a lot of systems and structures in place that have helped teachers have an opportunity to talk about the work, talk about the results, talk about the next steps, uh, but also frustrations when things are not working the way we want them. >> And I think that that's why I'm just
trying to say it out loud and acknowledge it. It's not easy sometimes. um reflecting that we need to reflect and and maybe take a different step or a different approach. So, I'm just curious because sometimes that can be defeating yet our purpose is is to
find success for the students. So, you know, I I'm just looking because it I don't want it all feeling like it's all in your shoulders, you know, like we're in it together. So, how can we collectively work together to get there? >> Thank you. Yes. I just want to um
reiterate everything that Dr. Depelco was saying, you know, the staff worked so hard across the whole district, but um when you get the results that we got, it was a bit alarming. Um and it was defeating, but
they're not sitting there, you know. Um they are doing the hard work. You know, I think right now we're still in that mode where it's a little frustrating because we're not we haven't seen the results yet, right? We're starting our progress monitoring and we're starting to see that our kids are moving. Um but
I have to say um Jay, RJ, everybody, Jod has been so supportive of Richard. You know, anything that we need, we're asking for and they're guiding me through um what we can do, what we're able to do. We we got that um interventionist position. We got the
intervention coordinator, which has been great um in helping us really dig deep into our data. Mhm. >> Um we just started a before school tutoring program. Today was the first day um focusing on grades three and four because we know uh those are our
students that were are struggling and they're going to be testing uh for the state and a lot of our intervention during the school day is happening in fifth grade which is why we didn't target fifth grade specifically for this round. So I'm curious to see how our progress monitoring um data is reflected over the next couple weeks with that
before school intervention happening. But yeah, I mean it's it's uh a bit of a challenge trying to keep staff motivated as well because they really are working so hard. Um but they're resilient just like the kids and
they're stepping up. So I'm proud of them. >> Yeah. No, and thank you. I I think that that's part of part of it is acknowledging how hard it is and how hard people are working and so how can we all work together to make sure that you have what you need so you can get
there. So, thank you. I appreciate the time. Thank you. >> Anyone else? Nope. Let's move on. So, the assistant superintendent of student services and equity. >> Uh, thank you very much.
So, uh, tonight I'm going to, uh, discuss with the school committee, uh, a strategic action plan that I've developed, uh, to address student out, uh, student outcomes outcomes for students with disabilities. So
this is my going into my ninth year at Malber public schools and as a central office leader overseeing special education. I have really spent a lot of time focusing on along with uh our director of special education doc John Fletcher on
improving and strengthening our substantially separate programs really reducing the needs um or referrals for out of district programs and keeping those students within the district in addition to focusing on compliance
procedures uh timelines the paperwork piece of it and uh really developing our educational team leaders at the building level to be able to have those systems in place to be able to respond to um the audits that we have. And over the time
over this time, those audits have been really well um well received. We um got great reports as far as our compliance. But during that time uh I would say I really as a leader I haven't really focused and emphasized on curriculum and
instruction and that is is really impacting has impacted our students with mild to moderate special needs. The larger majority of um our student with disability population that are really uh
within our general education classrooms. So while the work uh is really important to um continue and we will continue working on our substantially separate programs and continuing that work really um going
to also focus in addition to that um in alignment with the superintendent's goals and the work of the office of teaching and learning work to create systems instruction uh in structures to better support students with disabilities and increase their student outcomes related to um achievement in
academic growth. You've heard uh over the last since um Superintendent Defalco has started, you know, the uh the phrase, you know, if we're not getting the results um that we need, then we need to do things differently. And that's also uh true
within the Office of Student Services. A couple of weeks ago, I had participated with Department of Education on a convening looking at students with disabilities data. Uh Chris Henry, our director of curriculum and instructional technology came with
me and uh during that time we had uh worked on looking at some of some of the special education data and came up with uh developing some success gap statements within our academic performance. our students with disabilities um are
underperforming in ELA and math MCCAST assessments across grades four, eight, and 10 compared to the state targets. Uh but overall for grades four, and eight, I'm really uh kind of widening that to students grades three through eight that
are taking the MCCAST. Uh this is uh this slide is a little bit different than the one that's in your packet. I added uh where those um where the performance is currently for students with disabilities in those areas. So for ELA um grades 3 through 8 in grades 10
and math grades through three 3 through 8 and 10 those uh the current performances are up there and in a future slide I have those current performances um next to the target so you can see where we need to be for
those. Our inclusion rates are currently below the state targets. Uh this is for students that are in full inclusion. So uh 80% or more of their time is within the general education
classroom. Uh we're about 57 about 57% of our students with disabilities are in regular classes which is below the state target of uh 67 and a half%. Just to give you an idea of what that means is uh full inclusion would be mean that uh
students with disabilities are only are receiving pull out less than an hour of day. Uh and then partial inclusion which is that 60 to 80% is really where we're focus where we need to focus our um
looking at the data. that is students that are receiving between an hour to two hours of pull out which means that that's an hour to two hours of not being in the general class receiving core instruction. Uh also our chronic absenteeism is an
area of concern. Uh we have uh continued over the last three years to improve our chronic absenteeism. uh will have a decline in chronic absenteeism, but also improved um student attendance. That's something I've reported to the
school committee um over the past couple of years. We have a district-wide attendance team uh really focused on uh buil building based student attendance uh teams where they're looking at the data identifying trends be able to do
best practices based on attendance works which is a resource that the state um has directed uh districts to be able to look for best practices uh around developing relationships with students
uh which is part of like frequent contact um that that's starting with the classroom teacher as far as students that have five or more absences using talking points is an example of that. Uh in our graduation school withdrawal rates I want to clarify that I had a
major typo in this as far as 63% of our students with disabilities did graduate within four years. Uh I accidentally had did not. That's a big difference. uh and 2.3% um of our students with dis disabilities
uh had dropped out based on the 2024 data. >> Um with with that the dropout rate just to kind of put things in perspective that is based on
the um the total number of students with disabilities enrolled 9 through 12 and how many students dro um had dropped out. uh last in 2024 our enrollment of students with disabilities was about 124
students. So that dropout rate of the 2 um 3 2.3% is uh was was two students uh that uh while it is was two students that's two students too many that um that we would
be focusing on um decreasing that um that rate. um the graduation rate within four years. What that means is uh like the class of um so the class of
2024 there was uh 20 uh 25 students with disabilities and did they all graduate earning a high school diploma? So if students with
disabilities that are going on to postgrad who do not earn a competency determination, they do not count as part of that during their 12th grade year when they do not earn a high school diploma. That does impact the graduation rate within four
years. Um so that is something that uh that will impact and if we have a currently we have I believe um so there's 35 seniors this year and one
will is targeted to be in postgrad. So if there was a class of 20 seniors and five of them were postgrad, then we would be below the state target regardless of the rest of the class being on track for graduating with a
diploma. So that's some of the data that we'll have to be looking at when we're looking at the graduation rate within four years and the um and the dropout rate. This is at the district level. Uh so our outofd district students also are part
of that data. So it's not just students that are at Malboro High School. So as part of that convening we had potential root causes. Uh so these are not necess necessarily the root causes. These are potential ones that we are
looking at digging into the data over the next month. Um the first is our discipline data, high school discipline data uh not being tracked, disagregated and analyzed to identify and address trends that m may impact graduation and school withdrawal
rates. Our discipline data has been tracked as far as the number of suspensions. uh that is absolutely something that we're doing and keeping track of how many students with disabilities um are are suspended the number of days.
However, what we haven't uh done a great job at is looking at analyzing patterns and trends to be able to develop specific student interventions. That's the piece that has been missing. Our restorative center has been a step in
the right direction. That's something that was implemented both at Wickham School and the high school as an alternative to in-house suspensions. However, we need to develop um more aled programs that are during the school day and we have a meeting this week uh to be
able to start looking at that. We have our evening um alted programs for the mantis and ALA program. uh over the last couple of years, we really um need to work on on improving other options based on data. So that's the piece um that
we'll be looking at for that discipline data for student supports. We are looking to strengthen and uh strengthen and provide additional supports for different differentiated
instructions and scaffolds uh for our classroom teachers as they hold high expectations and rigor within the general um general ed curriculum. We need to provide those supports so that students with disabilities as well as our EL students um uh in order for them
to be successful in accessing grade level content within the general classroom. This work will be ongoing and it will involve strong collaboration between um the office of student supports and the office of teaching and learning.
A potential um root cause that we need to do a deeper dive on is our MTSS. We do have uh a strong PBIS system that's in place. Uh that has been something that's been worked on for uh for a number of years even prior to me
being um um part of Malro. And we have some really strong tier one and two um interventions in place with uh particularly at our elementary level and uh K to8. We need to be looking at uh
our MTSS uh stronger MTSS supports within our high school uh and really uh looking at what is our academic uh tier 2 and tier three um systems that are across our schools. Are they consistent?
Do we have them uh you know documented where they're readily available and accessible to uh to teachers to be able to look at to choose like what are the interventions as we look at our data our chronic absenteeism uh as I said before every year our chronic
absenteeism um has has declined and our student attendance has improved. However, our students with disabilities is still higher than our aggregate and that is an area that we need to be able to um do a deeper dive on and so it's uh
continuing to develop those relationships. Uh looking at those attendancemies, uh identifying students and families that need wraparound supports. Uh re uh looking again at a re-engagement coaches. Uh the high school was eligible
for a grant uh two years ago where we had written it for re-engagement coaches where uh they the re-engagement coach worked with 30 students that were identified and developing relationships but also getting into the root cause for individual students as to why they're
they were chronically absent and then developing specific plans for each of those students. that was highly effective to the point where the high school worked itself out of being eligible for that grant. But that's something that uh we'd be looking at seeing, okay, that was something that
was effective. Do we have uh do we have funding available to be able to implement that not only at the high school, but are there other targeted uh areas within our elementary and middle schools uh specifically for our students with disabilities um disabilities also?
Um so again looking at pulling out and specifically looking at students with disability data and developing plans um targeted to improving chronic absenteeism with that um with that particular subgroup for our systems and structures. uh
looking at um just really having that systems and structures structures within the office of student support looking at our student achievement data uh similar to the systems and supports that we have in place for our compliance
uh and being able to um meet all of the need uh all the compliance of the IPS developing timelines and taking that and putting it in place for our um our academic data. Um,
so as far as our goals and action steps, so looking at our a academic proficiency targets, the district aims to meet the DESIE targets for ELA and math, MCCAST proficiencies for students with disability across um key grade levels.
And so for our ELA um ELA and math grades three through eight and grade 10 I have uh what where we currently are and then what the uh the target is is right before the current um the current
data and we're not too far off. So um it's really taking this year to be able to implement interventions and then looking at progress monitoring and then uh taking a
look at our midyear data and endyear data to see make sure that we're trending in the right direction. We're also looking to in um improve our inclus inclusion rates uh those moving those partial inclusion students into uh full
inclusion which I will um speak about supports with that and um and ideas to improve that in a subsequent slide. Improving our attendance and absentee rates uh to the state targets of 18.4%
4% for our non- high school and our high school students did meet the state target. Uh but we're looking to improve that by 10% with um a target of 39.4% uh which is above um the state.
Still not great, but we're looking to continue to move that in the right direction. and then meeting our graduation rate targets of 80 um.3% and lowering our student withdrawal rates uh to support student success and completion. So our ear early warning systems we are
looking to aim aim to identify atrisisk students with monitoring behavior attendance and grades. So, I've been working with uh with uh Superintendent Defalco on creating a system within the office of supports
for each of our schools and supporting our building principles and our building leadership team on specifically with our students with disabilities and having a system in place to look at their attendance, their discipline and
behavior behavior data. And then uh the on the academic side not only looking at MCCAST and NEIA data but also at the secondary level uh the number of students that are failing courses and are they on track for graduation or not and what s what identifying those
students that are are at risk for not graduating and what plans are we going to be putting into place. So far I have met um we have met with uh the MA um the Malbor High School team started looking
at their data for students with disabilities and starting to develop what those action plans would be for those students and then uh I have um scheduling those those monthly data cycles with the um with the other
building principles. Uh we have um one scheduled with the Wickcom team uh later on this week. Uh so the weekly behavior attendance uh so those structures are in place uh in many of the schools. Uh we need to
strengthen those in some of um some of our schools. I've worked with uh principal subpoena uh to be able to uh have a more systematic approach at the high school in looking at um more than just attendance and layering in uh the
students um in the grades that uh failing grades as well as um the behavior and the discipline data. So with the discipline uh data we are focusing on the secondary level through this work we are aiming to
support the identification uh identification of trends and patterns to be able to allow the director of alted to be able to develop the pro um programs for these students and uh collaboration uh with our data systems manager and the high school
administration team to be able to uh be able to look at not only the suspensions, but what was the cause? what was the behavior or the incident that caused the caused the suspension to be able to look at those trends. And we're also looking to be able to
identify the root causes um to be able to promote positive behaviors and min minimize um those exclusionary uh discipline practices. really um trying to um looking to reduce the out of school suspensions. We are looking to in uh expand our
inclusive practices. Uh so taking our inclusive uh inclusion task force. So we have uh a dedicated task force to review our placement and achievement data to guide inclusive education practices. Uh that will involve uh myself, the assistant
superintendent of teaching and learning, our director of special education, director of curricular instruction and technology, our supervisor of math, supervisor of literacy, and our educational team leaders. So really taking um a whole group approach as to
um working collaboratively to look at our inclusive practices. This is different. Um, we have been focusing on inclusion practices really as I said before like those substantially separate programs and building um inclusive
opportunities for us students and students in substantially separate programs to be able to have more time within the general education classroom and having meaningful inclusive opportunities with their typical peers. But now it's like it's looking at our
partial inclusion and having them um increase their time with students with um students increasing their time within the general education classroom. Uh special education is u meant to be a supplement not a supplant of general
education and we're really working on not having it be in addition to and not instead of. So uh some of those I uh some of those practices will be uh strengthening our co-eing model really training up our
pair pair professionals and having them increase their skill sets to be able to uh effectively work with small groups of students within a general education classroom to have a better impact uh increase the impact of their work within
um within the general education classroom. We uh have an early release day coming up on December 10th. We had a uh a collaborative meeting last week where we have planned out uh for our K
to5 prof uh pair of professionals to be able to uh work with um our d um sorry uh within um with our director of um sorry
uh our director of of instructional technology curriculum and instruction technology specialist um along with our curriculum supervisor of math and supervisor of literacy they're developing a plan to have the HMH um sorry I am losing track
sorry um uh to have them trained on our HMH the in reading the into math so that they can have be able to run those small groups >> to how you set it up for the five days prior. >> Yes. So so we had this five days prior.
Thank you. Um the 5 days prior to the start of the school year, we had them rotating through they'll be rotating through um like three or four different topics uh on the professional develop um the early release day over at Hildrith. Thank you.
Uh the curriculum adaptation support uh we have been working with um Dr. Scaza on making sure that our special education teachers have the same uh HMH materials that the uh classroom teachers have and they are have been working with
them uh starting to participate in the class the core content PLC's at the grade levels and really developing um their skill sets as far as what the core content is and what those what the expectations are so they can either
support special education students within the general education classroom or if they are having a a a small group in a pull out that they are using those same materials and and being in line.
Uh we are going to have ongoing work with our ETLs and special education teachers throughout the year on that. Uh as far as uh collaborative leadership and professional development, we are
also uh some of the examples are uh working on our co-eing uh we had a meeting last week with principal house uh as well as the office of teaching and learning staff administration and our um director of e to be looking at our
co-eing model at Wickham. uh they uh we've been doing co-eing with our EEL department and classroom teachers and how that looks the same and how is that different with our co-eing model with our special education teachers and
classroom teachers. So we are starting those conversations. As far as progress monitoring, uh we'll be looking at a lot of different uh data sources. Uh we over the last three weeks have uh implemented
uh a data dashboard through open architects. They had a uh there's a free version of open architects which uh principles have been able to use as as well as uh um our central office administrators at looking at at our MCCast data. Uh Mike
Lasser has been able to uh provide uh and work with open architects to be able to have other data uh readily available to us. So that's included our attendance data, discipline data, uh our NWA data,
and we are working on having at the secondary level uh the the um grades. So, uh whether or not um students are failing uh what uh failing or passing their grades at the secondary level so that we have it all together at our
fingertips to be able to look at it across um across all of those four individual students and um be able to look at a three-year history. Up to this point last year, I had been doing like individual spreadsheets by hand. Look,
pulling uh exports of attendance to be able to cross reference that to um to MCCAST data or um or failing grades. And now it's it's all right there um to be able to uh utilize. We're able to
identify groups of students. So, we'll be uh using that as part of our monthly data teams and having uh interventions identified, putting those in for students with disabilities and then each month be able
to track and monitor that progress and then adjusting interventions as needed. Um as part of this uh plan we'll have regular checkpoints with data in uh reviews with um with our meetings. Uh doc uh uh superintendent DeFalco had
talked about our our leadership meeting that we had last week where uh we had presented our beginning of year data. We'll have um our middle of the year data and end of year data that we'll be doing as well. uh and using those uh the
benchmark the baseline data from the 2425 year to be able to see are we making progress with our students with disabilities and then have those findings reported at the end of the year to the school committee and informing our strategy refinements for the next
academic year. So I had talked a little bit earlier about our week one activities within a monthly cycle having a data meeting specifically looking at our student with disability data. Uh principles within
their building leadership team have monthly um data cycles that they're already looking at student data. This is specifically for students with disabilities so we can really look at whether or not we're moving the needle with that subgroup. Uh in as part of
that looking at at the data we'll be um planning interventions having focused skill groups that will um include uh before after school programs uh are we doing programs uh during uh during vacation weeks? What does uh our ESY
programs look during the summer? And then weeks two through four uh week two will have uh walkthroughs where uh the office of support team office students office of student support uh team will will be working with the building administration to do
walkthroughs of our special education classrooms including resource room uh and support uh supported general education classes. Uh we'll have a debrief of those sessions. During week three, we'll be uh working with our
building ETLs to make sure that they're monitoring the intervention plans and and determining whether or not we need additional action steps or professional development needs um uh based on that data. And then week four would be
another followup of the walkthroughs. And this is work that uh the walkthroughs and the feedback to teachers is work that started last year across the district. And so this is aligned with the roadmap work. Uh the the teachers already know that this is
in place, but now we're looking at it through an the lens of um having the support of the office of student services, having a deeper, more involved um support for our building principles and the building based team. um
specifically for students with disabilities and really uh looking at focusing on um student outcomes uh beyond just the IEP itself. And that is it. Thank you.
>> Any questions? So, thank you for this in-depth lengthy report. Um, this was sorely needed and I'm really thrilled to see us really focusing on it in this way. Um, while
you're assessing and this may be, you know, towards the end of the year, whatever. Um, I would ask that you add in the staffing piece and making sure that we have enough paras um to support general ed teachers. I
mean, if we're going to do a teaching model and bringing special ed teachers into the classroom, that's would be the ideal, but I know that that's cost prohibitive probably in a lot of settings. So, um, I just want to make
sure that we have enough support in the academic piece and training those paras and making sure we have enough in each classroom because I know particularly as they get older, the only time there's paras in the classroom if it's want if they're assigned to a student,
>> right? And some of these special ed kids, if we're going to be including them more, they may not necessarily be coming with parah. So some of the ideas uh you know that we're looking at as far as additional supports uh to classroom
teachers around differentiated instruction is uh also looking at uh instruct you know the use of instructional coaches you know uh additional teachers what does that layer look like um not it doesn't necessarily have to be special education teachers or
IEP service driven but what um what interventions such as additional um certified teachers um can we put into place as well? >> Yeah. Okay, great. Thank you.
>> Um so, thank you for pulling this all together. Um obviously with some of it not very easy to necessarily tackle just like we were talking about with some sometimes the information that we're talking about that we need to do a better job of. Um, I would really be
remiss if I didn't say that I thought that some of these things were already happening and maybe they are. I guess probably, you know, maybe a little bit on me. I thought that in some cases they were more robust than potentially they
are at this point. Um, especially where I'm Thank you. I sent a bunch of questions just so you all know to be a little bit more upfront. So, I didn't ask a ton of questions here and Jody was not necessarily prepared for some of the things. So, some of the different
numbers, thank you for adding it and that'd be great to be able to get those slides to make sure that we're on the same page about um because such as the work I feel like we were doing around MTSS um back in like 2018 where we were
looking at the interventions for the different tiers. Some of it's been done, some of it has not necessarily been done. And I think it may be helpful for all of us. And I mentioned this when I was speaking with the superintendent
earlier today. Um, we're not supposed to be in the weeds, but I'm making assumptions then that some of this stuff is going on. And apparently in some cases it may have happened and it may not have happened. So I think it may be
helpful if we get a little bit more active reports of understanding where things are going, what's successful and what's not successful and how it's also dovetailing with um the work that we are doing in our general classroom and with
EL. So all across we're making sure that we're kind of hitting on all cylinders and how it's working together. So I think that would be really helpful to hear because if we need to make sure that that integration is back into the classroom more that means that
everybody's got to be working together and the curriculum is hitting whether we're doing the in math or the literacy that it's hitting everyone and all of the teachers are prepared whether you're in special education whether you're e or
your general education right we've all got to be working in with the same information >> as we lay out the calendar for the uh school committee meetings um which is already underway. We can add a quarterly update if that would be helpful and to the work that we're doing here
>> just to share Jody has a very detailed progress monitoring um mechanism already in place. So we're already collecting the information. So we certainly could share out how we're progressing with it. >> And I I want to say that I there it definitely is happening. uh the the work
is happening. But as far as consistency and continuity, I think like putting systems into place to make sure that we have consistency and continuity across >> Yeah. And I think that that's what um would be helpful to do. Um I I really looked back at some of the notes around
MTSS and frankly we had um some of those things that we had started to establish was around um behavioral um evaluations so that we would have a common language that would really be able to push um vertically and horizontally
um so it could be shared. I can remember having some discussions around making sure that from the elementary that we were sharing information moving from the elementary to the middle school so we would ease that transition and that the teachers were prepared for what was
coming their way and similarly from the middle school to the high school. So my hope is that we're we're you know looking back on some of that and maybe it's not perfect but we need to make sure that we have that common language and it's passing along. so that it's
effective. So on that piece, I can uh confidently say that for K to K to K to 8 that that is very very strong. uh the majors and minors. Uh all four elementary principles have a shared uh document that has all of the behaviors
uh majors and minors um common language and then that's tied into uh with uh principal house uh the the same type of system as far as how that translates into the middle school level. It is a very strong system K to8.
>> Great. That's awesome. you know, so I think it's just continuing to kind of keep pushing it across the board. And I think um probably I would say at least for me I definitely need some more um education I guess I'm going to say
around the graduation numbers and really trying to understand because um I I can't exactly put myself in the shoes of a parent of a student who may need more assistance past their four years and
then that time from like a graduation time period of the four years until they're 22 because in some cases I'm I'm thinking about where I want my child to get as much exposure and education as possible and if they can get additional
services to support them on that path till 22. I'm thinking that I'm going to probably want that now. That's layman. I don't know all of the special education in and out, but I I think that that's something where um at least for me, that
was an interesting area to acknowledge that I don't have enough insight on because for me as a parent, I'd want my child to get as much as they could out of it. And if by staying a little bit longer they could get more, boy, I'd want them here. So, not necessarily
understanding how that's going to affect our numbers. That was something that I think was different news for me, I guess I would say. >> The competency determination piece, which I know we have coming up later, is uh is a large piece of of that.
>> Yeah. and and that's actually where I was thinking about our discussions that we've had around the competency competency determination and and uh what are those benchmarks that people need to reach and um then the discussions that we've had around the table about whether
some of the students within special education have they met those benchmarks or not right or what are we setting so I don't know more to learn about I guess at that point but thank you >> so there's a slide that says as potential root causes. So, have those
been identified? Cuz I thought you had said that you had to go back to the data and do some more digging to see what those root causes are. >> Right. Those are just potentials. They're not >> right. So, >> so uh they they're they are potential root causes. Some of
some of them I think were more confident about um whether or not it is a root cause. Uh this was at the uh like 3 weeks ago when I had gone to a two-day um workshop with Desi. We didn't ne uh
Chris Henry and I didn't necessarily have all of the data to be able to go through. So uh >> it was like just brainstorming and and looking at um just different aspects to see um >> no >> what may be. Uh, so >> so I I I guess my question then if we
don't I know what the actual true root causes are because we're going to go back to the data. How can we formulate goals based upon how to fix the potential root causes that we don't know what they actually are? >> So does that make does that like for
instance I I can I can confidently say that chronic absenteeism is definitely impacting student achievement. So, so um >> I'm guessing the more we dig into the data, our goals could potentially change based upon those root causes.
>> Yes. Or or the interventions. So, as we're looking at root causes, uh for instance, uh root causes of some of the suspensions, uh as as we look at trends, then an intervention out of that could potentially be the development of a a a
specific ALT ed program. that's um meets the needs of five or six students. >> Okay. But do you see where I'm going? So I mean I don't want this goal I guess to be set in stone. I guess if we have to move them based upon what the actual causes are.
>> Correct. >> Adjusting the goals. Yes. Um so I So if there are any adjustments I can report out. >> I'm not concerned about I'm not concerned about like what you're reporting back to me. I just what I'm trying to understand. It was a very well done presentation but What I'm trying to
understand is that we're setting all these goals on something that we may not have all the answers to. So, we're trying to figure out what the goals are based upon the data that we don't necessarily have yet in completion. >> Go ahead. Yeah. >> Yeah. But I think to your point, if as Jod and the team go back and keep
digging, if we see that we need to make some adjustments to the goals, we will. >> That's what I'm hoping to hear because again, I just don't want to have find out that we're missing the mark and like, oh, well, we can't do that because it's not part of our goals. We don't have all the data. It would be surprising if these change significantly
because this is sort of the work, right? There's discipline, there's instruction, interventions absenteeism building the structure so the work can happen. I would be surprised if there were like major changes to this, >> right? >> Maybe fine tuning, >> but there may be some there may be some fine tuning.
>> Sure. >> As I look at the presentation again, really comprehensive. Is it right to think about pages 8, nine, and 10 as the potential menu of action plans based on the root causes?
and that in a subsequent discussion, Jody, we might know more or less which aspects of the potential solutions on 8, 9, and 10 are more pronounced or more
directly connected to resolving the underlying root causes. Yes, I I would uh I would agree. What what I would anticipate is in future updates to the committee would be able to say, you know, uh through, you know, the last
couple of months, uh like this is where the data is data is pointing. And so therefore, these are the action steps, you know, that we developed uh an afterchool program focusing um on on on this at at this school and focusing on
these skills. Uh maybe it's uh you know, proposal of uh of staffing position. Uh those types of actions based on this, I would be reporting back and updating the school committee. >> Okay. And a followup to that, are there
any resources or constraints that come to mind when you look at the page about expanding the inclusive activities or are we kind of in good shape there
relative to whatever the expansion from X to Y might need to be? >> I I think that we're in good shape. Uh one of my strengths is reallocating resources. So, um you know, if we need to change um how we're how we're using
um resources to be able to um support inclusive practices, then we'll do that. >> Thank you. >> Thank you. >> Yes. >> Sorry, one more. Um just relative to um at the end where you're talking about
the um oversight and the um walkthroughs monitoring debrief all of that section. Um, I guess I would just say that I am a bit concerned that we have a lot that we're asking of the
staff to need to do. Um, especially if we're um trying to address some of the needs specific to special education and moving the kids from an into more of an inclusion time period. We've got the inmath, we've got the new literacy.
There's a lot there's a lot on people's plates. So, I just want to make sure we're all being really cognizant about how you've mentioned about the supports, but if we're also providing the walkthroughs, the feedback, the this and the that, that everyone really is collectively
understanding that the feedback that's coming in is to try and help us to improve, but an acknowledgment that there's a lot on everyone's plate. Right. >> Absolutely. And if I could just briefly speak to that, um, our teachers, and I
think you heard a little bit about it already this evening, um, our teachers have a lot going on in their classrooms. Um, they are doing incredible work across the district. Um, we're in every school every week and we are in
classrooms almost every single day, multiple classrooms. Um, and the teachers are working really, really hard and working smart and doing their best to meet the needs of the students in front of them, whether it's an inclusion classroom or any other setting for that matter. Um,
one of the things that I would say, and this is more of a plea to our teachers, um, next week I am starting school visits with just just the teachers. Um, after school, they're optional. Check in, grab a cup of coffee, and I want to hear from them like what's working, what's not, what's next. Those are sort
of the three big questions. Um, so I would ask any of our staff to share that. Um, I think it's fair to say they're probably overwhelmed. Um, there is a lot coming at them in a short amount of time. Um, but again, I would
go back to that notion of the resiliency that we've seen in our teachers and they're really committed to doing what needs to be done. But that being said, I do think there is an important aspect of ensuring we're extending the grace necessary,
>> right, as people are learning new things and trying new things and implementing new practices um and being really collegial and supportive but still on the quest and journey of improvement which we all need to do. >> Yeah. Because bottom line, that's the success of the students is what we are
all looking for. That's our goal. >> There's always a little tension there. Yeah. >> Okay. Thank you. >> Right. And and I think with you know with increased visitations in the in the building um you know I know Mary always
did walkthroughs so it's not new but um you know I I want us to be mindful that we're communicating what you are communicating what you see back to teachers in ways that are not feeling
like a gotcha or like that they're not doing what they need to be doing in in in a way that might feel that it could affect their job performance. Right? I mean, we're trying to build a new culture that includes more people
being involved in the education of students. It's not teachers just working in a silo by themselves. There's coaches, there's, you know, administrators, there's a a it's a new day in some ways, right? and you're
trying to build a new culture. But I just want to make sure that our teachers don't feel that they are being like in a fishbowl and being watched all the time and feel anxious about that. >> We're definitely trying to build a
culture of collaboration and improvement. Um I won't sit here and pretend that people aren't feeling what you're saying. That would be disingenuous and dishonest. um not entirely sure how to fix that. Uh we're trying so that you know our educators
know it's not an I gota um and we're having lots of conversations about the level of collaboration that's necessary. We're only going to get better together and we're all part of a solution. And so I think until that
is felt and we say I always say feelings aren't facts. I can't really change how someone feels, but I can only lead and our team can only lead with authenticity and and support. Um, and people will
interpret that in the way they do. But we're going to we're going to keep trying. >> Yeah. >> Yeah. >> And I think just talking about it helps to diffuse those feelings. I mean, you're going to feel what you feel obviously, but the more we talk about the fact that this is we're all in this
together and the purpose of the exercise isn't to be critical of the way things are being done. It's to change practices to get better results for children. >> That's what it's all about, right? We are in service of children. Exactly. All
of us together. And the more we talk about the fact that we're all in this together, I think that will help to alleviate those feelings of concern that people are being judged for not being up to snuff.
>> Okay, moving on. >> Thank you. >> Assistant Superintendent of Teaching and Learning, Dr. Spzo. >> Thank you, Mr. Mayor. PD update. Last Tuesday marked the date of our first full day of professional development.
The morning session consisted of antibbias anti-racism otherwise known as ABAR training with our entire faculty. The AAR training was rooted in Zarretta Hammond's work the culturally culturally responsive teaching in the brain. The
specific focus was geared around how schools can either create independent or dependent learners. The initial feedback received from participants of this training indicated that it was found to be valuable and practical for next day use in the classrooms.
The second portion of the PD day was choice sessions organized by the district roadmap priorities. Each session had a connection to either student discourse, high expectations, well ststructured lessons, student ownership, or high quality feedback. We
also offered sessions specifically geared toward tier 1 and tier 2 interventions in both academics and behavior. Our joint PD committee meets November 13th, that's this Thursday, to begin action planning steps for the professional development day on January
20th. I should note here that we are hearing um and receiving an appetite for a bit of a change to our structure. less choice more um direct options that are designated
for educators in specific priority areas that both educators and administration have identified. So that joint PD committee um and I will be working through those next steps in that process for a a structure change starting this Thursday.
Saturday, attendance academy. So, kind of working off of assistant superintendent O'Brien's um points made around attendance, what we have done through our targeted assistance grant is we have been able to fund attendancemies for our Witcom Middle School
specifically and the targeted assistance grant was initially intended for Wickcom Middle School. So, we we just kept pace with offering those attendancemies for the Wickcom Middle School students. Um they have already held two sessions. The first session got off to a great start. We ended up with 32 students attending
and the second session was even better with 42 in attendance. We had guidance counselors meet with students to get to the root causes of their absences. And I spoke with Terara Soleski who's running the program. Heather Roach is one of those guidance counselors. She said that Miss Roach had pulled students
individually to have kind of a heart-to-he heart with them about what the roadblocks were to getting them uh to school. And then she set um goals almost like you would have kind of a chore chart at home. So they they come into the office, the guidance office,
and they have incentives and goals for the week uh to meet their their attendance targets, if you will. So um along with getting to the root causes of what's prohibiting kids from getting to school, they're also making up school work while they're at these attendancemies. And in many cases, these
students have gone from failing to passing grades as a result of that extra work. So good things there. Uh we will continue to update the school committee on the progress and effectiveness of the thesemies and we have our next one this coming this Saturday. >> That concludes my report. Happy to
answer any questions. >> Thank you. >> If you have any more of the the book that I can borrow, I would love to read it. >> I have to say because I sit on the AAR committee and Ruple's probably laughing at me because I was geeking out about
this book. I feel like we just we read the the first couple of chapters and I I'm just like devouring it. It's a short little book, but for a non-educator, it is helping me so much to understand a
lot more about what the go like how to do what you guys do. And I I highly recommend this book. It's very easy. Like it's written in like layman's terms. It's >> I was geeking out looking at the PDF we got. So I I was like I want to read the book. So
>> yes, I highly recommend it. >> It's uh tell it's culturally responsive teaching and the brain and the brain and I just you know I love all that brain stuff. So um yes Zaretta >> Hammond
>> Hammond is author. >> Quick shout out to Principal Patel who's in the audience tonight. Um along with the steering committee, Principal Battel was instrumental in making sure that we rooted our aar work in Zoretta Hammond's text and it's been wellreceived so far.
>> Awesome. Nice job. >> It's really great. >> And um I just wanted to say thank you. I had asked for some information about the um PD attendance um just numbers to understand and you're kind of reading my mind where you were going is I wanted to
understand like who was going for some of the PD courses that we really need like we need people to get focused in on some of those and I'm happy to say that some of the numbers in those certain areas were really pretty high. So, yay. Good for self- selection.
>> And Superintendent Defalco had a good idea, too. We haven't done this yet. Kind of um previewed the options with a poll, if you will, for the educators prior to even creating the PD offerings with the
joint PD committee. So, essentially taking a temperature of what is desired and what would be attended. Um, and then building the PD options from there. I I like that a lot only from the standpoint that while I like variations and you all know I love having choices,
>> there are some things that we really need to get focused on, right? So, this may be the time that we have to kind of pair back our options and get really focused. So, >> but thank you. >> Thank you. >> And can I just make one more? I am
always I I love that you share with us what they think what the different options are and I don't know you know if the general public knows this but the overwhelming majority of the people that are conducting these professional development sessions are teachers. I
mean, it's we're not hiring lots of outside specialists once in a while if there's a topic that needs outside support, but the majority of these sessions are run by peers and and administrators. So that to me just
speaks to the quality and the you know professionalism that we have that not only are they able that that they have enough mastery to then teach to their peers but that they're willing to do that and I that
always really impresses me. So >> true true dedication to the district >> 100%. >> Okay. Good. >> Yeah. >> Okay. Moving on to acceptance of minutes of the October 14th, 2025 school committee meeting.
>> Uh motion to approve the minutes of the October 14th, 2025 school committee meeting. >> Motion is on the table and seconded. Questions, comments, concerns regarding the October 14th meeting? Seeing none, all in favor?
Carries. Minutes of the October 28th, 2025 school committee meeting. Motion to approve the minutes of October 28th, 2025. >> Motion's on the table and seconded to approve October 28th school committee meeting minutes. Questions, comments, concerns?
Seeing none, all in favor? Thank you much. Motion carries. They are both approved. Moving on. Public comment. Is there any public comment? Is there any public comment for the second time?
Seeing none, last and final chance for public comment. Seeing none, we will close the public comment section. We're moving on to action items and reports. Policies for first read policy ILC competency determination.
>> Um, thank you so much. So, tonight you have before you um policy ILC, which is a new policy uh competency determination. and it's something that uh we needed to pull out from our graduation requirement policy and have
it as a standalone. So, as you can see, um you have some black and basically the black information is stuff that was elsewhere and then you have other portions of red that are that's in there. I really want to um thank um not
only Steve Serpena, right? I'm gonna mess up the name, but yes, Steve as well as um Jody O'Brien and R.J. Scaza as well as the superintendent on um really working with the policy subcommittee on this. Um so you have before you our
first hopefully for first read. If you have any questions, please let me know. >> Okay, first three. So there's no action. So read it, review it. Questions, reach out. Moving on. Reports of school committee subcommittee. Seeing none. No. Moving on.
Members forum. >> Yes, Miss Hennis. >> Um, I've reviewed the warrant and will be signing it. I do have a couple questions, but nothing that I think should preclude um signing and >> Okay. >> Uh, Dr. Defalco is helping me on getting those answers. So, thank you.
>> Anything else from me for? Yes. >> I have a couple things. Just a reminder that the high school dessert theater is coming up on November 21st and 22nd. I believe it's at 7:00, but I don't know for sure. I haven't seen it advertised yet, but I have a child involved, so
that's why I know about it. >> Okay. >> And you said a few things. Yeah. >> Oh, and just a a happy birthday to Julia Marshall. >> A >> happy birthday, Julia. >> Okay. Julia is our scribe secretary
doing our minutes remotely. >> Yes. Happy birthday. She just won an award at the Boys and Girls Club Gala. >> Did I was able to go there which was great. >> Um moving on. >> Yes. >> Uh I had one thing just for awareness. I filed a disclosure of appearance of
conflict of interest uh GLC26A reflecting uh the fact that I'm a parent of a child in the school system and a member of the PTO. Got it. >> Wanted that to just be part of the public record. >> Thank you. And lastly, Veterans Day is
tomorrow. So, the parade will kick off at 10 o'clock. So, if you're around, please support our vets by showing up to the wonderful parade. Um and that's about it. Anything else? No. >> Move to adjurnn. >> Move to adjurnn is on the table and
seconded. All in favor adjourning. Motion carries. We adjourned at 9:04. Thank you everyone. Have a great night. Stay dry.