record. >> Good evening. Um, we are all in person. Um, so I would just like to note that all school committee members attending tonight's meeting are here and in
person. All set with that. Okay. Being called to order at 7:01. Um, do we have any urgent business? >> No urgently. >> Okay. Public comments. No.
>> And no student report. I should not have that this meeting. >> What? >> I could read the student report for you if you want, but you want to. >> I do. >> She just sent it. >> I don't actually know. >> I don't have it. So I do. How do you how
do you have >> I have you have it. >> All right. So, this is from Harper. >> Okay. >> Uh it says, "Hi school committee. I am so sorry I could not make it to the meeting, but I wanted to talk to you all about the vegan Santa hell that took
place this past week over many months spent planning acts seeking auction items in this over $43,000. >> Yeah, that's for me during the holidays.
I have been part of this teleathon for three years with this being my second year hosting and I absolutely love it. The sheer number of students and parents involved in making this weekend a success always amazes me because everyone is truly committed to this cause. We raised more money this year
than we have in a long time thanks to Mr. This event truly would not be possible without him. He is incredibly dedicated to this. So much so that he does not sleep once throughout the 40 hours because how much
he cares for the students. Overall, the Intellathon is an event is an event that so many students including me look forward to every year and it was once again a raging success. My fellow host and I aim to start
fundraising even sooner next year and raise our goal higher. >> That's great. >> Recover after that. >> Awesome. >> Yeah. >> Well, I also heard that um alumni also
for the weekend. >> Well, that's awesome. I think I saw some um because I haven't been there and in the first 10 people or so that donated one of them was a young lady who
graduated recently at Amhurst. >> Well there but he was there he was there this weekend. So very exciting can be wonderful. Harper said it well. >> Yes, absolutely.
>> Thank you for reading that. >> Okay, on to the superintendent report. >> All right, thanks. I'm glad everybody's here. Uh we're going to talk a little bit more about the budget in a few minutes. So I'm not going to spend any time on the budget within my report. And
we have a data presentation as well involving MCAST and MAPS data from Blank. So I'll let M steer run that either. Next thing I had was about the vegan sanit teleathon which I said a lot about 100% better and she raised the
number to 43,000. So that's even better. Very exciting. Um there was a couple of questions throughout at school committee last week in between last week and this week. One was about attendance and kids that follow who who didn't make the bus and
whether or not they're attending school or if we have um concerns about that and there was one student whose attendance was impacted by not being on the following bus and that situation we were able to resolve. Um but that was the only one sort of that stuck out of that
police. So currently kids are coming to school and attendance is not being impacted negatively by lack of a bus. Um that's we had our safe and supportive schools
meeting this week and we finished the first first lever for section on the safe and schools grant self assessment grant the self assessment it was actually great so we moved our times going off script here
but I did the 10-second version we moved our time till noon and it's been a huge plus so we now have different panelists that I've had as consistently joining. We have two students who join because they can they can fit it in during the schedule and get excused from the class.
So we have we've had two students um staff members and we don't I would say we are running the part of about the same number of staff members sometimes different ones but they can fit that in they know when it is they can it's lunch so even the parents who are there like you can tell they'll go off camera they
eat but they're there uh and some of them are the same parents that have been on for a long time so as we've talked about we haven't found a perfect time but I will say I think this sort of hour lunch hour meeting is working well at this time because it certainly allows
students to partake um and several parents specifically parents that we struggle against these mean five six seven so we're making progress there um update let's see January 18th is Mayor day of the street hockey game so if you're a
hockey fan that'll be exciting middle school of course we will be performing American Beautiful pregame show that's the interest Um I think that's really what I have for you. We've spent a lot of time just on
budget and finalizing that for you tonight all sorts of fun. >> That's it. >> That's it. >> Okay. Then on to the Um the um so the father student couldn't
get transportation sort of sounds like that outside the school which worries me a little bit. Well, one of our actually it will topic because our employees was informed of
that. That's my question. I guess we're such a small community that it seems like we should be able to pick that up really quickly. Um Oh, the other one was accommodation because my facility was Yeah. And yeah, that's what I was going
to say. He also was very instrumental with the Christmas parade. Um they they had um a couple students that were talking about every one of us and that volunteers. So,
so just can the admin keep an eye on like if the kids out finding out if they do >> but they will continue >> particularly like transportation. >> Yeah, absolutely. >> I'm good. So am I. Um okay on the ELAP.
So we have an outpac and there's an outpac for present that to you that presentation will be up in just a moment. Uh all right so I'm Diana Le. the director of curriculum here in Mayard and I am
presenting on behalf of Mr. Amelio and his meeting. Um he is of course doing incredible work with the ELAC this year. Um and I will not do this the justice that he would if he were here. So I'm going to apologize in advance because I am just not as good at this as
he is. So uh but as you know Mr. Alio is our alpac liaison. Um, we have an interim president, uh, Betsy, who has been very active, has a lot of ideas about where things are need to be going. Um, her goal is not to be the permanently in charge person of that,
but right now she's got it and she has a clear vision for things. So, that's exactly what we need to get the work up and running. Um, we are accepting nominations. So, if any parents are watching or see this at any point, we are accepting nominations from president, vice president, treasurer,
and secretary. These roles keep the work moving forward. And of course, when we find folks to to take those positions, Mr. Amelia will be there to guide that process. Um, we've had several newsletters go out, and in fact, there's been one since
this. Um, and I'll talk a little bit about what's in there, but those are going out pretty regularly, monthly. Um, and we're using Reach My Teach, which is a great solution for making sure that our families have access to our communication and that it's translated
for them. Uh so reach my teach allows parents to opt for how they would prefer to receive their communication. If they would prefer WhatsApp, if they prefer text, they prefer email and it allows them to select so that they get what they information that they need and it's
trans for them. So that's been a really key component for us this year. Uh very recently back on December 9th, we had our joint CPAC and LPAC parents rights session. um at Mrs. Newman did a
fabulous job putting together this wonderful flyer. It was also translated into three other languages. The biggest thing about our joint CPAC and ALPAC is we have a lot of them. Um we have students who are dual identified a good number of them. So we thought it was really important to move this forward
and make sure that we were addressing the needs of our families. Uh and it was well attended. We had an evening event that was well attended and it was translated. Mr. Amelia was also able to send the recording as well. We are working on translating the uh transcript
for it. It's currently 21 pages. We're getting close. So that should go out in a few days. But we've got that information. We have the reporting and the ability to use it. We had uh Laurel Pelitier who's also been doing our new IEP presentations for staff was our uh presenter on parents
rights for special education and Albert Johnson who's uh who works out at the collaborative in Northampton and who has been teaching for many many years has also been an administrator or center for our EL families.
All right so looking ahead what's next for our ELP path? Um we're looking to increase involvement always um from the community. We're looking forward to providing an Aspen tutorial that again would be our aim is to have it translated so that families really have
a better idea of how to utilize that. Uh as a parent myself, I know that the student information system can sometimes be a hangup. Uh it's not always easy to navigate. So, we're looking to make that more accessible so that parents ha and families have information uh and know
where things are kept. Uh we are planning to make coordinate with each building's PTO this year so that we have a better sense of what events are coming up and how we can integrate. And we're excited to engage families about our curriculum and instructional practices. Our uh 181 grant, the supporting English
learners, allows us to dig in a little bit more with curriculum. One of the key components of that is making sure that it's reflective of our community. Okay. And then as we move forward later into the year, this is a slightly longer vision. We're looking to support family access to safe summer activities. It's
really important to think about what are the available links for students to continue their learning over the summer. Um discuss continue discussing transportation access for elves. We know that Mr. Millio has brought forward concerns as they come in. He is continuing to do that outreach, continuing to check in and we will
continue to look at and find that piece. Uh supporting families around absenteeism and how to reduce that chronic absenteeism. As we get into the data presentation later, you'll see that that is an area of concern. So, we're continuing to think about how do we support families to understand the
importance of being uh and then this one's a big one and kind of a passion for folks, which is supporting families around the opportunities and benefits of continuing education. Um, we're really looking at how do we encourage families to kind of see beyond the high school
experience at what's next for students. There's so many cool opportunities. Massachusetts has done a great job in making community college accessible to all. Uh, but there's also there's so much in there. You can do certificate programs. There's going for the two-year degree, but there's also trade schools
and many other opportunities for students. So, we need to kind of highlight there are many different pathways to continue your education beyond high school. Uh, so that's kind of a passion project for some of us as well this year.
That ends my slideshow. So, if there are any questions about answer, Um, who does the ELPAC newsletter go out to? >> That goes out to families and Amelia does kind of that.
>> Okay. And it also is linked to the principal newsletters. >> Okay. So, if someone isn't on the existing, they can get they're still getting it from. Um with do you you might not know but with the reach my teach uh language
options do you have any idea of how many different languages people are accessing? >> There are three that are accessing access very very regularly but there are additional ones that are being accessed. So yeah we are seeing pretty significant
>> great. Um and then for the continuing ed piece is that for the parents of the students or the students when they graduate? That is knowledge for anyone. We do of course typically try to you know really target students but it is not limited to that. Seeing ourselves as
learners notice is really the passion project like that's for everyone. >> Cool. Thank you. >> I don't think I have any question. >> Yeah. Thank you. Um the I just had a question about um how many families
would you say are actually that is especially in today's climate that is tricky question to answer so we are trying to hold things virtually to that um just to ensure that safe environment that so for instance at the capac
parents rights we had about 14 so that was good to see uh at any given point when we're doing meetings on Zoom. We're still trying to find that perfect time. It can be as low as three families. It can be as big as even 14 families show up. So, we haven't found
the perfect, but we're working on it. And we're sure that um that all parents um that are second that they all have access to the internet. I know they're in they're
also getting >> they're also okay if that okay all right so one so we're sure that every parent is getting some kind of mutation yes we're we're as close to confident as we can be about that but we will we do continue that and that's one of the
things that's a huge strength he does a lot of one out he has he has done still so we are trying our very best to make sure we have No. Am I ready for a second?
>> All right. This one I need next. So get myself off that. All right. So we're here to talk about data. Guys tired of hearing from. So here is our mayor data presentation
for 2526. Uh and really it's going to center around MCAST and MA testing. Uh and feel free at any point if you have a question on any given slide. I don't want to make you try to wait till the end. So please stop me and ask a question. It's much
easier when the data us. Uh so let's dig right in. So the first lovely chart is our accountability report. So this tells us um that we are not requiring assistance or intervention for 2025 26.
Um in order for that to change we would have to have either have the aggregate population or a subgroup above the 15 percentile. So uh that is not a place that we are in right now. Uh we are currently considered making 44% or moderate progress towards schools but
we're going to dig into that a little more. Go to the next slide. Uh so back on there we go. Okay. So the first thing to know about how they figure out this percentage because it kind of seems like a mystery number at first um is
that they actually do it through waiting. So our accountability percentage is calculated you say we're at 2020 our data from 2025 is worth is weighted at 60% of the total and then our data from 2024 is weighted into it's
40% of the total. So this is important to note because our criteria referenced target percentage it's a really fancy desi term for the percent they're assigning us um was 23% for 2025.
it was 75% over 2024. So that 75% actually brought us up this year. That 23% is still going to be tagged on to us next year, too. It's going to impact 40% of the weight of our
targeted uh percentage for next year. So this that or data from last year will impact us again next year. Um, and they do that so that if you have one wacky off year, because things happen in schools and things can be wacky at times, they don't want that to
completely tank your spreadsheet. Um, because things happen. But it's important to know that when it happens, it impacts you over two years. All right, we'll go to the next one. This is another really pretty department ed chart. Um, and this is how they
calculate our accountability. So, it kind of gives you the all the different things involved with that. So there's achievement, growth, high school completion, progress towards English language proficiency and what they call additional indicators. Uh so additional
indicators is always the murky one and that is chronic absenteeism and advanced coursework. So they want to know are our students coming to school and are we getting a representative percentage of students in advanced coursework? That's what they
want to see. So the chart front is our 2025. So, if you recall, our total um percentage was 23. They weigh it. So, now they break it down even more, right? They weigh the um non- high school students and the high school students separately. So, you'll
see that the um all students, non- high school grades were in the 12th percent, uh lowest performing students were in the 36th percent. And then all students including high school grades were in the 22nd percent. They mash it all together,
do some calculations, and we get to 23%. Couple of other things under there that progress towards attaining English language proficiency. What they're using to measure that is access test and they're looking to see how many students are making what they consider appropriate progress towards uh English
language proficiency. In the event that a student is not, they have us do what's called u an English language support. So that is one step that we take to ensure that we are starting to drop. High school completion is pretty straightforward. That only impacts the all students high school
category. Growth is an across the board looking at that. So they're looking at what's our ELA growth, what's our math growth. Uh and then achievement can see that was not a big point in 2025. So then that same chart on the next
slide is for 2024. And so this kind of shows where some of the differences were. So in 2024 we had more points in achievement across the board. We had broke points in there too, but
not all of them. Um we had more points in high school completion and then we also had one addressing crop gap. So that's the big difference right now.
>> It's a great question. back. >> So, we're going to dig in a little further because I cannot answer that off of this chart, but but there are going to be some data charts that are going to answer that better. Um, all right. So, let's go on to the next
one and dig into that achievement because the achievement is really the one that, you know, we need to kind of take a curve. Okay. So, if we look at our ELA performance, um, this is grades three through eight. Okay. So, if we look at that, the curve looks kind of like the state. We got a a few less in
exceeding expectations. We have a few more in partially meeting. We are a little below the state's number and not meeting expectations, but overall there's not a big difference between those two charts, which tells us we're sitting about the Okay, so that's kind of where
we're sitting for ALA performance. And the question be why? We know that we just implemented a new process. We know that an implementation dip is going to happen. I want to say this go through this
presentation. We're going to talk a lot about growth and achievement. And so this shows where we're achieving now. What we're what we need to see in order to see our achievement grow is our growth scores going because where growth goes, achievement is going to fall. So
we see this this is not encouraging. This is not where we want to be. but we need to talk a lot about how we're going to take steps to change that. Um, so we have some really cool things happening right now and we're going to continue to push forward with that. Um, one of the things we're looking at right now is is
kind of beefing up our interventions, but as uh, Principal Lquis pointed out last meeting, you can't intervene your way out of tier one instruction not being where it needs to be. So, we've taken the time over the past two professional development and really honed in on how are we supporting
collaborative practice for teachers for them to really look at their curriculum, work with each other instead of being siloed trying to do it in a 30 minute prep period, but actually look and dig in. What are our assessments asking students to do? What does that mean for what we're teaching dayto-day and how
can we really think about that? Um, so providing collaboration time, providing some support to actually dig in and do that work. And then we're following that up with our data meetings right in January. So our next round of PD is going to be looking at that data and again now digging it. So we just did a
look at the unit we just worked on. Now we're going to have data to back that up. Then what are the next steps? And so we're going to kind of hit this continuous cycle throughout the year. professional learning support, look at data, make adjustments, keep going forward, do the same thing again. We're
going to look at that data again. We're going to collaborate together. We're going to continue to make adjustments because we know we can't just do the same thing across the board and expect different results. But are all teachers doing that? Yes. Thank you. That is the goal. That is the work.
>> So, that's kind of my question is don't they get to pick what they didn't they get to choose what they want to do? >> Back in November, they did. Not so much in December. We had two backto-back PD days. They were very intentional this collaboration planning and targeted support for how are we addressing our
needs in ELA and math. >> Okay. So, not those same choices. Now, if you're a middle school science teacher, you did not do ELA or math. You science instead. So, but the achievement focus is still there. How are we backwards betting? How are we looking at assessments? Figuring out what what are
the key pieces? What do students need to know in order to be successful on this? How are we adjusting our instruction to actually go and so maybe I'm so concentrated our professional development um with the
teachers assessments and that are they just collaborating among themselves or is there an outside source that's helping sometimes don't know what don't know you know doing it all the same for one time. >> Exactly. So yes, we have some additional supports coming in. So for instance, on
the 12th, we had two math consultants come in and actually work with teams. I was also working with teams. Principles were getting in there and work team. So we're trying to bring in additional supports to really dig. We're currently targeting math. Right now we are going
to switch focus to ELA. We did uh we we have done one collaborative planning on ELA that's going to cycle its way back in January and we were able to bring in consultants to support that. >> Um we want to make sure we're supporting both but we also don't want to like
our elementary teachers are kind of twoations at once. So trying to tell them okay split your time between math and this afternoon. We want them to spend the two hours. we need to be focusing really thinking about where to make adjustments. So, we're trying to be intentional and thoughtful in the time
so that we're not asking people to split focus as much and trying to give them real chunks of time to do something adjustments because it's great to have 30 minutes to collaborate, but you can't make big
adjustments to what you're doing. All right. Sorry. Bye. Hold on. Now I'm trying to phrase this. I guess my concern is that we're in December. It's almost January and we're doing the work
now for the teachers, but the students have been in class since August. So how it will be extremely helpful for the teachers and it will be it's wonderful professional development but when you're
doing it this late in the academic year how are you able to actually affect as much growth and change that need for a student when half of the year because they're ke
so are the teachers H they're counting. Uh >> we all are seven basically. >> H you know how how we're running out of time to be honest within within the
academic year to be able to affect the change and affect the growth that we need uh for students. when we've started it feels like the timing of the work is off that we're off to we're off cycle.
Uh so I'm trying to think of the word as long term and that we're going to continue this growth and this targeting. This shouldn't be a one-off. It should it should be continuous. So right now we're building muscle for this network. We're going to need to do this over and I completely get that. Absolutely.
However, are we losing are we losing the battle at the moment with the students because wow, we're starting this and these students that need this additional help and support and all students need it even, you know, the students will be
fine on their own always need additional and more. uh are we no matter what are we going to have to be playing catchup for a really long time to get them to where they need to be. So I would say to you that as we go through this
presentation you're going to see that the growth numbers are much higher than the achievement. So where we see growth achievement typically follows. So I would say there is a level of yes we're going to have cash
not going to tiptoe around that. we are going to uh but if we build that muscle up and we keep doing that work and we continue to see the growth numbers that we currently see, we should see this start to go in the correct direction. Um I would be a lot more nervous right now
about the implementation of it and everything else. If I did not see growers where I see that so that at least gives me that okay, we're heading like we're starting to see the shift direction. Now, that doesn't feel good when we're facing PGs that we are and I
understand that completely and we are really trying to look at how we're doing intervention um and really kind of retooling looking at groups seeing how we can fit more students in but again that does that has some impact but it's not the same as impacting
whole group instruction. So we're trying to put our eggs in the whole group instruction basket as much as we can support professional learning now to keep building those muscles and then really to our and intentionally to allow our interventions so that they support
as many kids as we can to start that that push exciting developments that we'll be sharing in the new year about intervention which we're super pumped about. Um, but we do have a lot of things moving forward that I think are going to help this kind of underprint.
So, I'm excited about the undercurrent of what we've got going right now. Is it perfect? Absolutely not. Are we going to have to sustain work for a while to do this? Absolutely. But I also really appreciate that our staff are on. And I really appreciate that even in December
when it's really hard to be excited about things. The amount of positive energy coming from teachers about this and the positivity around we are so glad to have the time to collaborate schools to do this and they were excited to work with consultants even on December 12th.
That's about as encouraging as as it gets from my perspective. So I'm sitting here with hope right now. >> Okay. So the part of that that confuses me or worries me is so if each like say grade
teacher is improving their skills with the curriculum that's wonderful. But then they say like a child that's in second grade that's not meeting second grade expectations
goes into third grade and now that third grade teacher has gotten better at um the new curriculum and so they're learning a little bit more of the third grade. Then they get out to fourth grade and by fourth grade the fourth grade teacher is doing really well on that curriculum
but they're not teaching the stuff from the second grade that the child didn't learn well like and where does that get caught or absolutely so part of what part of the work that we're having adults come into support is how do we steps how do we do that in our core
instruction so for instance if I'm in second grade and we're already on subtraction great we're we're starting to subtract But if last year the only way students really kind of where it really stuck for them to subtract is to literally put out, you know, put markers and then
count those. That means that they're actually adding to subtract. So we now know that when I when we present subtraction in that classroom, we know we have to work quite literally from right to left with it and show them subtracting by one at a time to get them to start thinking about going backwards.
So it's right now what we're trying to do as we're bringing in those uh consultants to support is how do we scaffold in the moment and support the growth of that understanding even though in second grade we're not on single digit subtraction anymore moved on. We have to scaffold in the moment. We have to put those supports in place but okay
we have several students who don't necessarily know how to subtract yet. They've only learned how to do it through addition. So we've got to push forward with that. How do we do it in the moment without basically retaching the entire prior year story? And that
great for math. However, a third grader for ELA, that is the transition of learning to read to read to learn. And if a student is coming out of third grade struggling with learning to read
and they are supposed to switch now because that's where that dynamic switches, they are supposed to read to learn, we have no choice but to actually continue to teach the student to learn
how to read. So how are the teachers dealing with that? because there are a lot of students right at the moment who are very much struggling and have not been able to make that transition >> from learning to read to read to learn. >> So third grade in particular is digging
into looking at uh how to integrate more decodables to support the foundational skills. How do we bring in decodable readers to support those fluency skills? Because you're right, they have to be able to read tomorrow. Third grade is where it kicks into high gear, right? They go from we're doing our foundational skills. We're doing phonics
lessons. We're really learning morphology. You know, they start doing a little bit of morphology before that, but third grade it's like, okay, here's your here's your root word. Let's do the prefixes, suffixes. You should be able to take this on right now. And by the way, here's a reading passage and we need to get information out of it. Right? That's third grade. So, third
grade teachers are working really hard to integrate decodables, which are texts that are strategically look at specific skills. So, for instance, if you're doing vowlets, okay, great. basically, you know, they're looking at having a set of readers that support the content that they're doing, but also are
specifically and strategically using valable apps and trying to set us home for reading practice, also integrate them into the lesson so keep building skills because we know they don't. >> But what about the kids that are in fifth grade that have that same Yeah,
>> it's a great question. So, we're starting to we're starting to think about how do we bring that upward. So right now we're we are targeting a little bit more of that right now at third for logical reasons but we need to keep pushing that. We do have an interventionist in fourth and fifth grade who is doing a ton of targeted
work of students who are who are identified as struggling. We still have to think more and more about how we can support. So it's a work in progress and we are trying to grow it as we go. And I and I'm only and I'm only harping
on it because right I mean I am middle schoolers at the moment and what I get from them is it doesn't matter it doesn't matter if you really get to uh and which I have a whole conversation about you
need a base and build off of a base and we do so well in high school and all of all of those sort of pairings are supposed to you know that you're supposed to say my concern is some of the things that I'm hearing about what
going on in classrooms and from other students those sort of that's why I'm that's why my concern this is great but I also have my hair hat on and I'm hearing all sorts of things uh which is making me nervous and
concerned uh about what is actually happening So it's going to be a work in progress and we're going to keep working on it. But the more that we're all partners and start to hear like okay this is what I'm hearing this is where things are going
the more we can forward. So my hope is to work in partnership as we hear you know this is what students are bringing forward this parents are bringing forward that helps us to shape okay this is what we so even just this conversation says okay I need to check in with my fifth grade because I have
been focusing a lot which is good I should do that but it shouldn't be so we're going to keep moving that work forward keep pushing and it's going to take a little while but we're in it for the long haul we're going to keep All right. Shall we venture to ELA and
high school? >> Yeah. All right. Let's do it. >> Okay. So, this is our high school curve. You can see this is where we differentiate a bit from the state. You can see that red that not meeting is lower than the state level. You can see the green is higher. We like when we see
that on the right. >> Yeah. Of course, not in my own slideshow. I said, "Whoa, what happened there? Don't mind me. I have my own slides up here because I have my notes and mine didn't match that." Good. Okay,
just um the area that we want to see continue to grow is that exceeds expectations, right? We want our students to be we want them following the map, right? We want them exceeding expectations. We want them making a farm. So, that's an area we need to continue doing doing work in. Uh,
Principal York is doing a lot of work with the um, English staff right now around curriculum. So, I anticipate you'll see some some changes through that over the next several months. Uh, and I look forward to maybe getting to talk to you more about that down the road. But for now, you can see what the
high school is looking like. Um, any questions about high school? Now let's look at math because as I said we have some encouraging pieces about growth and I think this is a good time to talk about it. Uh so our map scores show a similar picture 719 students who
took the reading math test specifically the top chart is our students who took it in English. The bottom chart is our students who took it Spanish. So that's an important differentiation. So in English our 719 students that took it. You can see that uh in growth we're at
the 52nd percentile. Achievement we were in the 60s. Math is a nationally normed test. So we have to take that into account. Uh growth and achievement in Spanish a little bit lower. Need to kind of target that. We've had conversations this committee and in many other places
about how we need to continue to support intervention opportunities for our students in Spanish which just further fortifies but that is an area that we talk about. >> Oh, so is the Spanish one of EL or
>> No, that's our Spanish. >> Okay. >> Right. So if you are an EL identified student who is in Spanish or you would take it Spanish. If you're any student who gives their instruction in English, you're going to take the test. >> And is this normed against the new math
uh percentages because they >> this done based on last year? >> This is last year. >> This was last year >> because they reormed. >> Yes, they have. So when we get um we can do the growth one with the new norming after our winter benchmark but we
couldn't you can't do growth across the win the spring of last year and the uh fall of this year because of the rain. So I unfortunately had to do the historical back of the data because of the remark. All right
that's the ELA map growth just in a quick look. So let's keep moving and let's talk math for a minute. So here is our grades K to eight or sorry 3 to eight. This is our three to eight. You can see again it mirrors state closely we have a
little bit higher well we have a good number higher of meeting expectations. Um so that is an area that we need to target and explains why we brought in that consult. We targeted that first. Uh given that we are in year two of implementing party B, I do fully expect
an implementation dip and again a dip until it's not. So we need to be seeing those growth scores going up so that we can quickly start to see achievement go up. Um so with that said, if we go to the next slide, look at 10th grade
for our math. Again, that number the partially meeting is too high. Uh but we can see overall having uh fewer students in that not meeting expectations very much. So that's our overall map.
So now let's take a look at the map data and the growth is in the 58th percentile. >> Yeah. We just go back to absolutely pass. So 10th grader between the 10th grade like it just seems like they all of a sudden do I
mean I know the the previous slides that spring three to eight. Yeah. But the difference between that and then going on to the 10th grade it's like all of a sudden somewhere between they just kind of take off. They do. And the eighth grade math test is particularly tricky
because as far as the items on that test, they are not very different. that interest question is does that mean that we aggressive enough and not teaching it from eighth grade math?
I think that the eighth grade math teacher that any eighth grade math teacher in state last year has just about one of the hardest jobs that I could imagine. >> Yeah. To no reflection on anybody. I'm just wondering if it's a curriculum. It just isn't quite >> I would say there is a level to which the curriculum is a concern. Uh I think
the way the standards are set up is tricky too because there are there's a full gamut of eighth grade math standards plus a percentage of our students take algebra 1. So you kind of there's no way I can't imagine a person with a 43minute
instructional block could handle 100% of the eighth grade standards and all the algebra one standards in my shop. So they are doing a herculean effort in order to make sure that our students have again math standards plus the additional standards
for output one. when they retoolled the math standards back in 2011 or 12, uh, they basically took what used to be a fairly moderate load for eighth grade and they frontloaded several of the geometry standards back
to eighth grade, several of the algebra standards back and really like beefed up eighth grade. It seemed like a good idea sort of except that in many places we have teachers trying to cover eighth grade standards and algebra standards. Uh so
it is huge. So it goes back to last week he's talking about hoping wanted to get to a point that they add a class to one. sort of think math better home in on well that's
a great conversation and real realistically if we were doing that we would look at an accelerated path throughout middle school where we would be pushing st some additional standards into six additional standards >> but there's an accelerated credit is there not an accelerated
>> yes but we'd be looking for everyone to be involved in that >> okay >> yeah it wouldn't so much be just a few we' be looking to accelerate for everyone um and that would allow us to have a much more cohesive scope format where we know everybody so there's not these gaps in standards because right
now let's say you started in um in a typical section of sixth grade math then seventh grade you're like I think challenge let's do this right there's going to be a gap between points to the other so for a lot of these situations
we have a lot of kids that have gaps because the way that our trajectory works it kind of happens So we're looking at how do we do this in a way that supports kids, builds up kids so that they have both the opportunity to take advanced math in the high school
they want to but also the confidence they can be math learners. We want every kid to feel like they math. So this is where this is the time in their trajectory where they go I give up. Uh this this is where it starts. I see it on the college side because we have
students in their senior year who can't graduate because they can't pass that uh and they've made it out of middle school, high school, and cannot actually pass a college level math test. Um, so
because the eighth grade math because there is this this issue, have we looked at other schools that are doing better with their students taking the eighth grade math and pass and doing professional development amongst those
teachers to try and figure out what are they doing differently in their schools? What are those teachers doing differently in their classrooms to see are there things that we can use? But are there things that we can borrow
borrow from them? >> But we're learning from them to be able to implement in what we have and the resources that we have here and what the teachers are able to do here. Have we looked at >> So in fairness, principal Kitty is the
parent. So I want to be really >> respectful of that piece. Um we are at the absolute infancy of starting to look at this. We have not yet engaged that because we are just starting to talk about starting conversations. Yes, we will engage in that. We're not going to just go we want to do this boom let's go. Um we are going to do this
thoughtfully and intentionally and it will be a multi-year roll out. So if we were going to make changes, it would be it's like for instance, not saying it's happening yet because we are just at the infancy of having the conversation, but we would start like sixth grade next year that work to seventh grade very
slowly and intentionally that trajectory upward because we don't want to overwhelm everybody. And what we don't want to do is come in and say, "Look, we're changing everything." Boom. And then create even more gaps for kids. So, what do you do with the kids who are
going to be in seventh grade next year? >> If you're going to if you're going to move to a new model, >> which a lot of schools do, if big hypothetical big hypothetical big if there was a
change, >> you've got one group of kids coming through one path, but you still have students here in this other path. What are you going to be doing with them? >> Yes. >> Who are still there who are not part of
this poo p that you've created? How >> we aren't necessarily sold that they're not going to be a part of that path. That's the difference. We're looking at does it make more sense to have everyone on the same path?
>> Kids who didn't have the base for math. They're going into eighth grade. they're not going to be prepared potentially because they didn't have what they needed as a base and the gap for them will be rather large and potentially like surroundable in one year.
>> We won't be doing that. So if so if we start a group at sixth grade it will be two years till we have that path differently. We won't start off because that is we send kids up to we're not going to do that.
>> So what so Will there be two plans? >> Yes, there will be. >> Yes, in the interim, we will maintain what we're kind what we're doing now for the kids that are already done sixth grade math as it is. They will continue to do that in the same set of
>> in the same way potentially in a slightly better way. >> Yes. As you continue to do work. as you continue to do work, but it will be different than the >> next group coming along that we can do if we do >> if you do make the change.
>> But we're still in our infancy and we're still kind of talking about what does that look like because there are a lot of different mods out there and I don't want to say that we are sold on what we aren't. We want to explore this with our teachers. We want to get people but we want to be intentional and the last
thing we want to do is just rule something out and cause more gaps or anxiety about that. So we want to be really intentional. Hope that makes it happen. So
here is that growth piece again and as you can see 58th percentile for growth which is again that indicator that okay where growth goes achieve it shall follow. we can see that the spring achievement was getting on crazy um which is what once so overall we're
starting to see that growth starting. So I that gives me that kind of hope and that piece of okay we are in the right trajectory we're in the right direction now we need to keep moving it now we need to push this was why we're doing math consultants to sit down do that
collaborative practice really think about how do we move things forward how do we keep pushing when you look at the more finite data in map we can see that there are a few particular strands where things are lower than other places and so that's really where that focus is and where we brought brought in books where
we brought in two experts in the field to really dig into like talked about subtraction. So I'm sure it's not a surprise for me to say the subtraction piece thing. Um I tell you fractions is a thing anyone's surprised by that but it is. Um so there's different areas
where we know there is so we're starting to dig into that think about how do we really address that. Um and then we're also thinking about how do we do intervention in a way that we support against a big growth because what we
need to see now is big growth not see. So that's kind of where the push is. >> All right. >> Go for it. >> Sorry. >> No. Um, is it possible
and has no program? The only thing that for some school districts that helps competencies use it as competency. If you get a certain score in your MCAPS, you get a tuition wiper that you
have in the last. >> Yeah. It's a whopping $857 a semester. Uh I know it well. Uh it is not a scholarship no matter what they say. >> Yeah. Uh >> that's correct.
>> It is not. It is a tuition waiver. Uh so that is that's the financial benefit as a student knowing that it really doesn't have there is no like carrot and stick it
there. There's nothing there. graduation. It's not a graduation requirement. Uh they don't need it to graduate. Is it possible that we will continue to see a divergence in our math scores versus what we're seeing on MCAST
because students are going I I don't have to I don't have to focus on this. I don't have to put much effort into this because there is no reason for me to because I can graduate because the school district
has said I need to do this this this and this to graduate and I can show my skills in other ways and I can just sort of put my hands up and say I don't why am I putting all the effort in that
we've had to before and is it possible Because I'm wondering if that's what we saw in some of this from the spring was this divergence where they don't have to put in the effort. So
they're not going to anymore because it's not a requirement. Are we potentially going to see that in what we're doing? But we see it and everybody else >> everybody else is everybody else should see. But >> but yeah, right. So the good news is
as I'm looking at the 10th grade math just because that's what I pulled up first still out of state. >> So but are we going to this >> I and I and I don't know because we're having a discussion about that there's
that there's a certain level of correlation between what we see in a map score and what we see in MCAST. So, is it that we're going we're still going to see growth in math, which leads
most times to achievement. Are we then also going to see sort of this divergence where we start to see this happening with our scores? I'll be even within 10th grade. I will be honest, I'm super curious to see where 10th grade scores go across the state.
Personally, I'm very curious how this is all going to play out. With that said, the C is relation all together and they haven't yet put together their longing districts to have a competency
determination in place for a few years. Their hope is to take it back at which point they would be looking at a combination of what how are we assessing for this? was capstone project. So I'm not sure what relevance will have when
that how several years down or the interim of that is I have no earthly idea what's going to take on that and so I'm wondering if we should still continue as time goes on continue
looking at map and MCAST together. We may not and it the data may lead us there naturally. We may be having that conversation very much next year. Uh I will be curious to see and I think what
we would see in 10th versus what we might see in three through eight could be quite different. So I do not know where this will go. I mean I know for a fact my kids are like what was the point? that their what map said they
should have gotten on MCAST and what they actually got were two very different things. So I'm wondering you know >> will we see a diversion >> will will we start to see that happening and as parents you sit there go oh my
god what happened but then you think about it for a little bit but there are a lot of parents who have cast and are not thinking in this way where this might actually start to cast might
start to dis >> you don't know what's going to happen but it will be interesting to watch. So just on that same widely uh so there um you have to be accountable we have to be certain point but um so is
desi using the other cats to do that because that speaks to what we're talking about if we're not taking seriously and they're trying to make growing well might not work well together they won't
it'll be very messy for a It won't be just us. It will be everybody. And so the biggest thing is like we're sitting around state average, right? As we're looking at these data points, we are sitting around state average. I don't want our students to change the average. Let me be very very
clear. That is not what we want to. With that said, I don't want to be in the beginning what will happen if this guest is not seriously those types of things because we are looking just
we had a major divergence and we saw 10% for it not meeting expectations I would have a different but that's not where so I don't know that I would put a lot of worry into that right now I would rather us look at how do we boost shape and if
the metric we're going to use long term to say we can see kids growth is math great whatever metric we decide that we have good faith in that's what we should measure we should see our students demonstrating mastery of their
standards. That's really where our focus needs to be. We can't navigate there in times past some of the schools um of course we're not one anyway but Western for instance was great about saying we feel we just sort of do our
thing and oh by the way the kids doing great so not even yeah changing. >> So, let's just zoom down. Let's do less. >> Okay. So, mine's different. It's like back to just like more specific. So,
thinking about the 10th grade, like the kids that are in the blue, the 24ish 10th graders that weren't there. That's showing that they didn't understand the skills from like nth grade and 10th grade. Now, the blue is 16. Oh, never mind. Red.
I was like, "Oh, who's got it?" >> Like, um, those kids then like they don't take the test again and they go on to a different class that teaches different things. And I get that to some extent it's thought about with the little kids and there's interventionist. So, if they don't learn to read well in
third grade, there's they can get intervention after fifth grade. But like what happens to the kids that never learn all the things they're supposed to learn in 10th grade math and then they move on to 11th grade math and they're not doing like the same type of interventions that they do when they're little
>> geometry intervention when they're in algebra 2. >> Yeah. Yep. um like what if there some of those skills and are things that they really need to have as an adult that they never learned and that like I'm I'm I'm getting it with little kids and I'm
getting it on the like wide scale. I'm concerned about like the specific kids that are in the red >> as are we like to be upfront we are concerned and I think this is an area where we still need to grow because our MTSS our multi-tered system of support
is strong at early grades really are thinking about how we interven there there is some level of it teachers often do it within their own classrooms and try to target the skills that they need to but if you in if If you talk to any district across the state, I can say this pretty confidently because on the
list serves, there's literally emails about this all the time. Does anybody have an MTSS system that they're really talked about in high school? Um intervention in high school is like a really hot topic that I I haven't found.
Um, so we know this is very and a high school schedule is tricky enough as it is, but finding a way to support interventions in a meaningful way. It's a really difficult thing to do. So I think a lot of people are putting a lot of their individual efforts and time to helping individual kids. The beauty of
being in a small high school is the teachers know everything and they can do that. of thought. I have some really strong teachers, especially in ninth grade, who are really trying to make sure that they close those gaps for kids because that's important. But do we have
miles to grow? Absolutely. That's their job. But they don't seem like they have time within their class. And there's no like poor like ninth grade home room teacher that's like looking at the kid in the hole and then how do they like if you have to teach geometry, you can't
also teach algebra 1. That was missed. I think high schools doing a really nice job right now evaluating their schedule trying to make shifts including the tiger block including pieces like that to start to really think about how can we do this for so they are again early stages but you've got teachers who are
really motivated to help those kids that are missing cases and you've got leadership who's trying to really think about that schedule in a meaningful way to support kids. So we're at the early stages but I do think that we're beginning to address that and The thing
that gives me like, you know, a little bit of like, oh, again, who apparently that's my theme for the night, it's a good one, right? Um, is that we actually have had a a couple of districts reach out to us for uh to talk about how we're adjusting schedule. So, they're saying, "Oh, what are you doing
differently? We see that you're doing something different." So, it's starting to get recognized that we are thinking about that. What is our chair of support? How are we working? Absolutely. So that's kind of the where we where we can start to work together. We are meeting with uh leaders from the show
next week to talk about hey let's talk schedule. >> What are you doing that's working? What can we like where can we borrow ideas and what do you have going? >> Do we have anybody that does like that is an interventionist at the high school or is it all up to the like the geometry
teacher to catch on to algebra? It's currently with the content teachers and especially at the high school level when you specialize in content it is difficult to bring in intervention spec that gets really tricky >> and that's one of the tricky parts about
high school and why TSS systems are so intricate and challenging at the high school why we haven't found model believe you the first high school that finds this model that works we're all jumping on board everybody's going to They found it. We're going.
>> Our school is trying different things currently as opposed to just like waiting. >> There's a No, I don't I don't want to say people are waiting. They're trying different scheduling models to try to figure out how right now they're trying to figure out how we carve out to do. Big question is how do we carve out the
nature of a high school schedule time? We know what the content experts because once you have people like how do we give the time to doing really data analysis? So that's
kind of that's the big overarching question that I was a not sure if I answered it or made it right here. >> Yeah. >> All right. Here we go. So, this lovely tiny chart is the student growth percentiles. Now, I put it all in there,
but I did specifically box at the bottom um because I think these are really important. And these are our average student growth percentiles. So, student growth percentile uh measures how a student is scored did on the MCAST in ELA and math compared to their academic peers. And what I mean by that is they
compare, let's say you got a 520 on your MCAST, you got it. You got a 520 on your MCAST. um they compare how you did with other students score. So they didn't com in this student growth percentile they're not comparing
you with somebody at 460. They're comparing you with your your similar acade what the state advises is they want you between 40 and 60. 10th grade we are above 50 in both ELA and math. That is great. That's where we want to be.
That's awesome. Um, in grades three through eight, we're at 49 and 46. So, we want to see that jump up a little bit, but our growth is still in that range, that 40 to 60 percentile, which is where we want to be. That's telling us we're making a year's worth of growth in here. When you see outside of that 40
to 60% range, whether it's too low, and believe it or not, too high can be really tricky, too, because when you've got kids making exceptionally high growth, you can only do that for so long. cannot make 7% decimal. So we want to see that range.
I'd like to see our third eighth grade a little bit higher especially if we want to see that achievement go but we are heading trending. So I know when we talked about this with the strate with the strategy group we talked a little about so what are we
doing best? So next slide. So what? Now what? All right. One of our most consistent findings and this is right from the Michael Fen leading leadership change book uh about change process and education is that all successful schools experience implementation dips as they
move forward. Here's the problem with the dip. If we don't watch carefully and push growth, it's not a dip, it's just a downward trend. So right now we have got to capture this momentum and move forward. We see some growth. We need to capitalize on it and keep growing.
Teachers are excited to be engaged in collaboration. We're thrilled to have people spending time really digging into curricular materials. We're happy to use some resources through grants to bring in consultants to really help push our mathematical thinking, our thinking
literacy. These are where we're going to push. We're going to continue to look at interventions. We're going to continue to push that direction. Um, we are gathering all the resources we possibly can to do that. May hear about some really interesting interventions going
on. I know I'm taking a group of first graders right now. Um, we are going to move it forward and try to do as much as we can to move kids forward. Uh, that starts with teacher prep, but it also is also means taking care of kids who are struggling. So, we're not waiting. We're not holding
moving back. We are pushing forward as many resources as we can. I am excited to be able to share that we build be able to share a lot more broadly about some additional interventions in the future, but we have a lot coming, but I think it's going to be really helpful. So, I'm happy to answer
questions about so what, now what, but you probably heard a lot from me now, so and then we can This is my last slide. Important next steps. Oh, important next steps. Okay, sorry about that. I just talked about them without an actual look at them.
>> Um, so I spent um my I spent my first couple months really spending some time with teachers doing listening sessions visiting class understand math instruction instruction. I'm excited to do that too. I started
with that focus. Um, and during that time a lot of things pointed out where we're just not sure where our HQIM is. What are the expectations? Can you clarify? We haven't had the time to dig in as a we're not quite sure how, you know, where things are at. So, those
were some really big pieces uh that I got the chance to hear and teachers were really great about sharing. They were very generous and sharing like feedback on how things working, what they were looking for. Um I asked the always dangerous question, if I had unlimited
resources, what would you ask me for? Um and really collaboration time and professional ask. Um so yes, we can do that. We can move that forward. So we're starting with collaborative unit planning time. We're looking at possible coaching opportunities. We're getting as much
time in to do that. One of the things about bringing in consultants is they have the opportunity to go in and do some coaching with folks too, which is an in the- moment support that can help kids. The goal of having so many additional come is to point out things right in the moment where you make shifts in instruction that make a difference for
kids right away. Not weeks down the road, but like if you think about subtraction in this way, this can make a change right now. So those are the kinds of things that with my goals and my work are completely subject. So literally the
PLA and math instructional support is my question. Sorry. >> Anybody have any extra that we haven't already just such and not contract not there at every
single and that's I know I know that yeah it frustrates me that they are they you know out but um too but also how are you taking advantage of the times that they are there? It's a great question. So
really right now we're looking at their um pedagogy and really trying to look at how how are they responsive to students and what students are bringing to the classroom and we're trying to fortify the instructional teachers so that they can the hope is that these collaborative
planning sessions will include Paris. We just want teachers to have kind of that instruct the chops to dig into this and have that confidence and then we'll be adding to that one. Um so right now it feels a little disjointed and we understand that but we want to make sure
because it's it isn't fair to say you should need we need to be at a point where we can say and Paris this is your role that instruction piece. So we have to be solid and these are the activities we want happening in the classroom. These are the shifts we're making because we
can't just say to them they're follow that's not helpful. We need to say we this is where we're utilizing the program as these are the shifts we're making because we know that there are additional needs. So we have to be solid in that so that we can bring them in to do that work. So right now we're focusing on pedagogy with them and
looking at how does trauma informed instruction look like? What's how do we meet kids where they're at? How do we address behavior so that as teachers are thinking about how do we advance our instruction so the kids are more engaged? Then we can shift to the instructional piece of Paris. Come on in. We want in our planners
look like when you take it when you're working with a small group of students in LA. What are the what should the question like? How can we script that out so that it very intentional? >> If one comes up, please don't. I want to answer as many questions.
Thank you all so much. I think that was a great idea. I bring my computer so I can see because I can barely see that. I don't I don't know what that's about. that. So based on our last meeting, we made some revisions. I'm not going to go through the whole entire presentation
slide by slide as we did a week ago. Uh but I will point out the differences and focus on a couple of SL what I would call the key slides. U the cover we had the B school, but we had school last year. So I was very excited to put pictures of metal for you.
>> I can't believe that that >> I drive fast. In my head, that's not what I'm playing right now. >> Yeah, right. It's beautiful. >> It's like a school. >> Oh my gosh. >> I know that's not the budget, but it's a big deal. It is certainly part of
>> what you >> What's the blue? >> That is like >> Oh, that's like the >> stuff underneath what the thing that they put on. >> Yep. >> Oh. >> All right. So, we'll keep going. Yep.
Yep. We have our goals, our uh explanation of expenses and why things are as they are, which has been pretty consistent. That's for every district. And then our enrollment, I'm a little surprised with that. It has to be changed to the week. But the good news,
if you remember, is it is trending up. So, we'll take that as a as a plus. Who our students are again. It was just in I think it was informative to the entire team to really take a look at who our students are and how they match up to
surrounding schools. That was informative for us. Um some more demographics just about class size. Super interesting. Student services known and unknowns. Again, they didn't change but it was a great
reminder of what's happening out there in some of these things. uh we don't have control over we know that they're going to change but we don't know exactly how or by how much or when but they're going to so it's again interesting this one was really
encouraging because it does show even just on a very basic level that we've worked really hard and I know you know this because we've talked about it every year about student support services and all the work we've done to really maintain as many students as we can internally because it's good for them
and it's good for our programming and you can see the number of students has decreased from 30 to 22 yet we're spending significantly more money to educate less students. So again it's an expense but it's what we have to
do. Imagine if it was still 30, >> right? >> Right. We want to guess because Yes. But that is >> absolutely. And then if you remember, we talked about grants and entitlement grants and our competitive grants and
we're super excited this year still even though it's a week later that grants keep coming and principal has been working really hard with lots of different constituency. Um, we have more access to more competitive rates this year than we've had it quite a while and we're using
that. That's just that's good news for us. Uh, preschool program was an added slide. So, I just pointed out I >> Yeah, it's so we recognize how important free school is. Um it is a tuition based
program and tuition covers some of it roughly half not all of the expenses but it's really the way we want to start in a permanent world all kids school like I don't have that magic wand but we
expanded as much as we can because we want as many kids as possible to participate in preschool and even if they don't participate in our preschool okay but I want them in preschool somewhere So we're excited about that. >> Absolutely. Yeah.
>> Oh, when you say the 50% for the class, is that because 50% of the kids are getting it for free through an IE and 50% are paying or is it like kids that are paying are only paying for 50% of the class? >> Kids pay whatever the the going rate that we charge.
>> But certain percentage full >> the full amount. Some pay a less than full at least on a sliding scale. Some are free based on special needs, but overall the money we bring in supports about half of the expense for all the teachers, pair of professionals for the
program, and it's a combination of what you just listed. >> Okay. >> And then we add >> but like sorry like for a child that's paying the full tuition, are they covering like the full amount like that they're child costing district?
>> No. No. Okay. >> It would be costly asking them to cover the full sales. >> No, I think she's >> How much does it how much does it cost to educate them? So, does it is it
$20,000 per child to cover the budget? And if we're only charging $15,000 for preschool, then no matter what, they're never going to the per pupil delta. >> Like, I totally get that we're covering kids that we need to cover, but for the
kids that were notific, >> is that for preschool, too, or preschool? >> No, that's the overall average. >> Oh, preschool's higher. Oh, >> so I can get back to you on that specific number. I don't have that or what not something with me tonight, but
I can definitely get you. Um >> I don't need specific numbers. I was just wondering like kind of in general. >> Yeah. Well, we can talk to um we also added >> Yeah. So just so people recognize that our families do contribute and again it
doesn't pay for the full cost of that but it is a contribution. So not only are they contributing via their taxes they are contributing to an activity help support that. So we appreciate that as well because we wouldn't be able to do everything we do without that.
And then we've added >> a slide just to say and and let people know because as they see this, we're not here to talk about it, but it's posted online as we have tomorrow. Um to say thank you to the community because they have supported the schools. Uh they've
supported it through the metal process. They've supported it last year through an override. And we are as successful as we are because yes, our teachers are professional, work exceptionally hard. We had good families, but the community as a whole also supported us finally to
allow us to do well together. >> When I got to this slide, I thought was it was the end. >> Well, I did too, actually. I'll tweet. >> I'll tweet the thing. >> It's the right message. >> Yeah,
>> maybe we add >> just move it. >> It could be in the front. >> Yeah. And maybe if we do change not thank you but we're great or something like that. Yes. >> No, I don't think that it should be at
the end. >> Okay. >> I do think that it should be >> maybe where but like more maybe like >> the beginning like thank you for last year. Now here's the story that sent a message that but we're
coming back. No, >> I was trying to learn about learning the sites. I don't think it's over there at the city. >> Yeah, >> not a problem. >> This is the one slide that you know there are a few slides where we actually talk about them in the end. Quite frankly, uh our revisions did not
involve changing what we're asking for or why we're asking for in terms of salaries, expenses, and budget. So, we are still asking for $25,575,000. Uh we'll probably get a slightly different number from the town, but it won't happen until after the new year
because all of our budgets um are due to the town manager in the next couple of weeks. Um and they believe the initial number is $25,27,000. And then you'll see as we continue there's the pi the pi slide and then our
recommendations which you can see the light blue the main state grade five teacher me state the MHS health PE teacher and athletic trainer are hyperlinks which go to the next couple of slides with an expanded explanation so when we're not here to talk about it
people can actually see what will the like why is the fifth grade teacher why is the NHS P teacher important to us so that it's no mystery. Want to spell that out. Why is the athletic training important? And then
we nicely put some lines on here to make it slightly easier to read this slide. But again, this is the same dollar figure just broken down by this function. And then we have our statement of impact. And then if we go to the appendices, the very first couple pages
of the appendices, we did add in the cost for some of the things that we really wanted and recognize, hey, these are important to us. >> If the bus new, I don't remember that. Okay. So, I was not losing my mind. >> You talked about it. >> We didn't have it. It might have been in
the proceedings, but it wasn't taken it off. Um, >> I feel like it wasn't in what I was loser. >> It was. Yeah. So it did have a bus and at some point I think and obviously it's not that we really dug deep and try to prioritize
it. I do think what's on this list will be above above the fold if you will for next year. It'll be in the what we need will be the bus will be the interventionistic father and will be the intervent interventionist equity metal.
I think those will just bounce back up. But we recognize sort of going back to that thank you slide. We don't want to go to the town with the number that's so large that we put ourselves in a position where we know that as much as they may want to or Greg may want to, he
doesn't have the ability to fund us at that level. So we made some really difficult decisions, but we wanted them in here. We wanted dollars attached to them so people know we're coming back next year and this is what we're asking for and this is why. And it sort of nicely followed the data presentation and discussion we just had with Mr.
Blank because lots of what we talked about were interventions and interventionists. So by moving those up for FY28, we'll be in a good position. Well, we also talked about tier one instruction. So reinstating that grade five teacher is part of that tier one instruction. Reinstating that P health
teacher is part of that. So in our minds it makes sense to tear it this way. But I think it's a nice precursor to this is where we're at. No surprise there. I guess I'm not sure why we have two different segments for positions wanted
but not I guess wanted versus needed. What physicians wanted just sounds it doesn't sound they are very substantial. If we really need these things, but we're not, you know, the second five positions need it but not requested, that's okay. But can we just make
>> Yeah, they should be the same. They they should also need >> No, no, they should also need oversight. >> Absolutely. You catch I that was fine. Uh then we have our FTV page. We have some more maintenance spending and things like that. It's again just more
charts that look like slides. So we try to pull out enrollment um low income things compared to the state so that people can quickly access it. English learners and again you can see our trends are trending up um
nothing and if anything our disabilities are not trending up as quickly as the state we're working everybody is working really really hard to help everybody help each and every student make progress so I guess tonight the purpose of
tonight will be our second meeting and it will be to ask you both on this budget number to that move to town. >> Um, does anybody have any questions? >> Yes.
>> Yeah, they're little ones. First of all, I'm very grateful that we're in this situation reading about other towns. >> Yes. >> I keep I'm so glad we're like in this billion dollar. >> Yeah.
Um, how confident are you in Greg's number? Um, like do you think it could go down enormously? >> You know, I never count on completely because I very initial number in October. I'm cautiously optimistic that
it could even >> would not surprise me if it goes up a little bit. >> I would not be confident that it's going to meet our delta. >> Yeah, but he's usually pretty conservative. like it's probably unlikely that he would give up. >> I don't think he would have given us a number that was not attainable for him
unless something happened on the town side that was unexpected that to the best of my knowledge doesn't know. >> Okay. So like false >> competing for knowledge. Yeah. >> But he's pretty good at spreading that.
Um, can you move the slide with the school signs to after the slides for those positions that are not being asked for >> one more time? >> It see >> I feel like that's again saying like
we're done >> or after the after >> the position's needed. Oh yeah. >> Like I don't want it to sound like we're done. >> Thank you. >> And then oh yeah, there's also these other things like I want those other things in order.
>> Yeah. The rest of the stuff the FTE and the then the chart charts can be appendices. >> Yeah. No need but not requested. >> Yeah. I did it in house. >> Well, it's not the one on the screen, but I did it. >> Okay.
>> Not the PDF. And then um just thinking like from the conversation earlier too for those positions not for the presentation but thinking about the next year with those requesting Dream Meadow and Fowler can we also think about high school and how we could be fab support for
>> I think one of the things they're thinking about I >> no so I think you know I think that a lot of our thoughts high school is about like the pathways and like the kids that are doing well but to like catch the kids that are struggling. Yes, we will we look at that as well. One of the
things we're currently doing is really evaluate schedules. >> Yeah. >> In order to really do what we're talking about, we need we need that schedule to be modified so that there's time to do that. So that is certainly part of the sort of pre-planning this year. >> Yeah.
>> Yeah. So there Yes, >> that's nice. Thank you. >> Yeah. I have some Um I have some I spoke with Natasha earlier. >> Okay.
>> And so she had some suggestions that she would like to put in. Um one is she would like to see the percent over last year's that that number like what the difference between what we're
asking for and what we got. 3.5 like whatever that percent is. >> So yeah 3.5 >> we can put that in. >> Yeah. So if you put that in u
and then you need just to remind the what the what the teacher contract was. What percent is it? 3.25 more time. Okay. That's what I thought of what I um
and then she also just wanted to uh she mentioned to me that um the town is asking for five positions five positions on their side. So just to keep that in mind for what
>> what for what we're asking. >> Okay. >> That's the town is asking >> the town is asking new positions. Um what they've been asked for
>> well actually first to get us to the new removal service. >> Oh yes. >> Thank you. >> Yes please. Right.
Yeah. I'll make a motion administrative recommendation budget of 2565,000 favor. Oh, wait. Sorry. Discussion. All in favor
of very much. And now we're on to policy. policy in case there's questions. >> Oh, all right. >> There's a memo that explains that policy and simply adding the retention of students in our programs, right?
state updated what their expectations were of this policy to add helping students >> in the middle. >> So the only program that it affects for us is the 74s
don't follow. >> Is this something that we have to for tonight? >> And this isn't what's currently happening. it's what's going to happen or is this documenting what's currently happening? >> The memo said that it's that it's
documenting what needs to happen but also that what would its policy policy for vocation education programs. Second. >> Um, any discussion?
>> All in favor? >> All right. Cheers report. Um, I just wanted everybody to just remind everybody that on January 22nd, um, which is our second meeting in January,
uh, we'll be doing the, um, superintendent midyear evaluation. Um, and so we we because we're using the super val. I'm not entirely sure whether or not
we're using that like putting stuff in. Okay. Go ahead. So, here's what I would suggest for this year is we are using that. I'm putting things in there and I've talked a couple ways to do this for this year. I will and I will finish
putting things in here and then print out a PD print out a doc sort for you and then you'll be able to see that the other way just means you all have to sign in all your account that way
done which my god which is not a bad thing as long as I'm going to do it because you're not connected. If I give you a P, then you're not you don't have to worry about
>> we're going to need to do that, right? >> Yes. At the end of the year, you will need to make sure you have an account and if you forgot your password or number, they're super cooperative to set it anybody. at the end of the year in order to access that information that
you provide we would be locking it or >> do what? Like if it takes like three days to do our piece at the end of the year, are we each locking it from everybody else at that point? >> Once it's so it's either unlocked, it's I have access
>> or it's locked and you have access and tomorrow as chair unlocked >> which is okay. >> So we'll be able to like see it simultaneously >> at that point, right? I'll be working on the same time. >> Yes.
The next three days, right? Okay. Well, >> that should make it easier. >> So, the PDF >> Let's do that. I don't think anybody's willing to know. >> No, you have a lot to >> Yeah.
Okay. Um, and then I also just wanted to um remind people that if know of anybody that is potentially might be interested in serving Is that you?
That's that's >> Yes. You'll have to I know how that goes. They make it sound so >> Okay, that's all I have. So, um Mary, do you have anything? >> I have nothing. Okay, Alexis, I have
nothing. >> I think we just met. >> You're right. Okay. >> Okay. So, and no minutes and have warrants. So, um, without
objection, I'd like to accept warrants 2635 and 2636. No objections. So, awards are accepted. I like meeting.
>> Um uh uh motion to adjurnn. >> Okay. Uh all in favor. >> Great. All set. Uh we're done at 8:40. >> 810.