##VIDEO ID:KGXhU4iGl_w## [Music] f [Music] good evening everybody and um thanks for being here we'll call to order our meeting of the mil school committee for Wednesday November 20th 2024 and we will start with the pledge of allegiance to the flag the United States of America and to the repblic for IT stand one nation under God indivisible liy and justice for all before we begin our meeting tonight I'd like to um have a moment of silence in honor of Mary Cobb who passed away yesterday uh Mrs Cobb was the epitome of a true educator here in Melton and she dedicated her life to enriching the lives of her students and families throughout her long career with the Milton Public Schools Mrs Cobb taught both at the Pierce Elementary School and colie cot Elementary as if being in the classroom was not enough Mrs Cobb also served as the president of the Milton Educators Association and she was also a Milton School Committee Member for several years um she also acted as the secretary of the school building committee and was an important contributing member to the building of Milton's new schools 20 years back after her retirement in 1990 from the Milton Public Schools Mrs Cobb spent the next several years working at Curry College where she continued to impact the lives of students there and so our thoughts and prayers are with Mary's family we'll just take a moment to honor her right now thank you um first order of business will just be to approve our agenda for this evening and um as we look at this does anyone have any changes okay so then um we'll move straight into public comment which is a portion of our meeting where we welcome members of the community to share perspectives with us um as the school committee um do you see Mark if there's anyone joining us online few folks online don't believe we I think is any are any of you planning to speak at during public comment okay we have a number of site Council guests um from Glover who will be coming up after this but um if we have anybody online who would like to uh participate in public comment can you please raise your hand at this time no hands okay don't see any hands raised so all right we will move move along then um to the superintendent report so Dr buros hand it to you thank you good evening everyone it's great to be here um a couple updates U one I mentioned um in our last meeting our action teams were underway we've um taken a step further most action teams have met twice and I'm was going to just give you a quick update on the work that is happening in those action team so um academic Excellence which is prior area one is split into two groups one group is working on the instructional framework one group is working on multi-tiered systems of support um I'm leading the the first group The instructional framework group along with Dr Watts and um we just had our second meeting this week um it's been it's been really exciting um to to work together with this team to look at nationally how do different districts construct their teaching and learning systems what are included so we we're spending a lot of time really looking at what is the definition of an instructional framework before we move forward um I think if you look back historically at the development in a lot of school districts across the country um usually how development happens is piece by piece let's let's get a new math curriculum let's let's get that program and we kind of like do things like that we're now T taking a full step back and looking at what are all the components that we need to be aligned on and have systems around as we move forward the next step is going to be after we've got a definition we we have an understanding of what it is where we're building together and this will involve everybody so we're not keeping this within this action team this is work that all this action team work is is charged to these groups but then going back out again and I'll share a little bit as we go through about how some of the groups are working to engage staff and Community as they as they move forward um so with I think with a lot of our groups um and this question came up at the beginning of the year at our at our opening day with staff asking about like as we're looking at building these things what are we doing with all the the great work that's happening right now so we're not we never start from zero right we're so part of the work that these groups will be doing is looking at what's currently in place what can be used as we build the system so we may be looking at building a bridge and or a kind of a connecting node between two things that are already in place we might be looking at some system that we currently have that lives here that as we look at the entire ecosystem may need to shift slightly it doesn't have to change completely but it may need to shift slightly as we create this system that's coherent um so that work is really exciting um again it's we two meetings in but I have um I think the whole team feels like it's it's good work and it's going to be impactful um the mtss group is working on um they're currently doing a self assessment so they're looking at what what's in place they spent their first meeting talking about what's happening um Statewide primarily and looking at Desi guidance around multi-tier systems of support um I mentioned before that this is this was an area last year when we had our full day PD that the most staff signed up for we had a an a kind of a an optional um a period where you could select the topic that you were most interested in this this had the most interest for for staff so I think it says a lot to the importance of it um we have teams working on climate culture and well-being we've got a couple different groups um we've got a kind of a social emotional learning group and a A diversity equity and inclusion group um fa and um Jenny B are are both leading those those teams they're currently again kind of doing a needs analysis looking at what's in place uh I know they are kind of sooner rather than later going to be reaching back out to the community with questions to to kind of better understand where things sit and one of the things we're juggling right now is making sure that we don't over survey people and with the school committee you know taking all the taking all the survey responses there's not much you know there's not much left so the uh in in area in priority Area 3 which is our kind of operations systems U priority area um the HR work is moving forward we're looking at all our handbooks we're looking at our website to figure out how to make a staff sign in there so we're we're moving forward on things that we've been talking about wanting to do and haven't gotten to yet which is really exciting um Katie's here so she can share a little bit about the work she's doing so for our Focus are on creating operationalizing processes and procedures so all of our staff have a very clear understanding on when they're doing the important work um some of the process that they need to undertake in order to for example get credit for some of the work that they're doing so with professional development having a very clear process in place so that they have an opportunity to track um their pdps that they may need for their license and their certifications so just working to create definition around that and then also um in communicating what the process is so that everyone is um aware of kind of that standard process um we have a few other areas that we're looking at around tracking um some of the requests for the work that happens over the summer so there's so much that happens during the school year but there's also so much um curriculum work and professional learning that can happen over the summer so just making sure that we come up with a very clear process um just so that the teachers can TR truly teachers and support staff can truly focus on the actual work at hand and not focus on kind of the minutia that sometimes can get in in the way when are trying to um accomplish that work so um we've had a few really productive meetings and I look forward to continuing that work this year awesome and we're we're excited to share you know deeper dive U into probably one of our areas like we did with our first quarterly report and the second one which will be coming up so it's something for us to also talk about um so excited to to continue sharing and and digging and building and and um this is what kind of the work is about we are uh going to be posting for our assistant superintendent for teaching and learning soon so we're working on getting the committee together and timeline process we're we're hoping to post that uh probably by the end of this week um on school spring and then soon therea uh nail down our kind of team and structure in terms of uh a a screening group and probably a some group that I'm a part of about the second level which is the the selection group um so that's exciting and um you know one of the things we are wrestling with with this position um you all know that this historically has been assistant superintendent of curriculum in HR and you know I just the reason we don't have that one position this year and we have two part-time positions is because I don't believe it's um it's a viable position to put those two things together they just don't go together U and it hampers our ability in just so many ways to to have someone working on teaching and learning also working in HR it's just it's a they're strange it's a strange combination um so we because we haven't gone through the budget process we're not going to wait till May to post this position um so we are posting it as a superintendent of teaching and learning we're not posting it as that combined position and will problem solve at the central office level should there be some kind of budget issue or or however that you know will will problem solve at that point so I just want you all to know that's kind of where I'm at and what I think the right move is right now um tomorrow is um early dismissal just in case you didn't know and we have PD for the elementary and parent teacher conferences for 6 through 12 um there is not construction happening on guile Road it's actually a play I don't know where they got that but that was I know I was thinking thing I was like that is really cool I don't know someone's got connections with someone yeah I love that uh so yeah it's uh tomorrow Saturday 2 and 7 and Sunday too and every single production I've seen is amazing so for sure going to be great um and we also finally we have our um teaching and learning conversations we had our first one at Tucker um we've got uh the high school is on the 2nd of December December 9th at Pierce January 6th kott the 13th at Glover January 13th at Glover and January 16th at Cunningham um and this has been fun for me to to meet with principles and you know kind of talk about how are we going to to partner together to present and and share about the great work you're doing and I can also kind of lean in a little bit on the district level and talk about kind of how that work connects to the work that we're doing at the district level too so it's been the one that we've had this far I think was really Lizzie was there was really I think beneficial and and um and Powerful right so that's my report thank you any questions you on any of that a lot of good stuff yeah Main Event now though I think so thank you to the Glover site Council in particular for being flexible because um you were originally scheduled to go at our next meeting meeting and we asked you to move up and thank you for accommodating that request um and thank you for being here tonight it's great to see you all happy here so maybe we just start with some them introducing yeah and we can introduce ourselves awesome yeah great so in the presentation is up and we just can't see it is that correct it's going to be it will be up sorry no that's okay that's that's perfectly fine we're having a projector glitch zero worries so I'm Karen mavit I'm the proud principal lover school and I am joined by some members of our site Council but we actually have a really big site Council this year which we're really excited about we have more parents um and Guardians than we've ever had and I have two amazing ones here Lauren is here and she is a first grade parent and Zade is here and she's a kindergarten parent um I'm also joined by Bridget Dalton who is I'm still getting used to Dalton because she just got married um and Bridget is a special educator here at Glover in our language based program and Melissa Craven is our assistant principal so this is part of our site Council but the rest of members of our site Council I want to recognize and um they're on one of the slides um and they all contribute in very meaningful in important ways so are we ready to go all right so as as you said Lizzie we moved our presentation up a little bit so um it this is this is going to be the the quick version for you guys because I know you also have a really full agenda tonight I think there's a budget presentation on the docket so um we are we're going to move move through uh relatively quickly because we really want to save time for you guys to ask us any questions that you might have hear from the parent perspective hear from the teacher perspective um just anything you might want to know about us at Glover um so that is that is the rest of our amazing site Council and um Melissa is going to tell you a little bit about Who We Are by the numbers all right so we put um together just a school Pro profile of not only our total numbers but uh where students are receiving some supports as well so we also at the Top If you see next to the grade level uh there's just a number next with and that's how many classes we have per grade this year we are uh um we only have two grades with five classes which we in the past have typically had about three grades or four grades with five classes um and then you see all the numbers underneath each grade um I did want to kind of look into our reading support because this year we are so lucky to have um three reading Specialists we have our kindergarten reading specialist who supports both lover and Cunningham and then we have a grade one and grade two reading specialist for English we also have a French um reading specialist as well for grade 1 and two um she also then teaches fifth grade in the afternoon and then we have a reading specialist now for third fourth and fifth grade which is really great um our math interventionist as well uh she's just e lover so she's really able to support um a great a lot of kids so she's not going between two different schools and then we have our numbers for our El as well as counseling but for SST and vhst our students team is made up of myself a special educator a gen a gened teacher a counselor team chair um and our inclusion Specialists as well we meet weekly um and we take on new referrals but the numbers you see here are both for referrals and students that we've been following um a lot of those students have come from last year's uh referrals so some of those numbers are follow-ups as well as um new students so the numbers for SST won't grow as much as BHS throughout the year because our behavior health support team uh we talk about different kids each week and we might talk about some students um each week but we also are talking about new ones as well all right next slide please all right so we just wanted to give a quick little visual of how our Glover School Improvement plan um connects with the Milton Public Schools um implementation plan as well so we were looking at our goal one which is academic achievement and Excellence which kind of flows into the priority area one for academic Excellence for goals two and goal three are social emotional learning and safe supportive schools goal which is goal two and then our uh Dei and learning um is goal three those connect to our climate culture and well-being where we felt that priority area three for operations facilities and finance kind of is in all three um of those goal areas and then our next slide just shows a little detail about um why each of our goals are really important and critical for our Student Success at Glover and then in the next few slides you're going to get more details and some visuals of what it actually looks like in action but um underneath these three goals right here on this chart are just um examples of why it's they're important and we're trying to kind of pull language from the implementation plan um to show the the The Logical intersection between our three School Improvement plan goals which are um our plan is 20 uh 23 to 2026 um so we're right in the middle of it um but we've been able to really seamlessly integrate it with the implementation plan so that all the work that all of us are doing um in each of the priority areas are really also reflected in the work that we're doing at the school level so that's been great so on the next slide you'll see um there's two slides here sort of dedicated to what are we doing um to really prioritize academic excellence and what I really want to do is draw your attention to the photographs that are on this slide um and I don't know if you can see them on your computers closely but um those are kindergarteners and and that was on day 49 of school and those were kindergarteners who were writing words phonetically correct um and uh that is amazing and that's something that we have not always seen um so one of the things that I wanted to really highlight in terms of strategies that we're you know we're doing is is that early literacy and learning experience that our kids are getting that I've been here 10 years I have never seen them getting the level of early literacy um intervention but also just tier one um that is youly that you're looking at there and I could be a walking advertisement for you fly it is it is absolutely remarkable the routines that every kindergarten first and second grader in in in English are doing um is the the routines are are impeccable they are it's just they're doing more than they've ever done with um pheic awareness and and it I am so excited to see how that plays out coupled with the early literacy and learning intervention folks that are working so hard with our kids that we've identified um and then and then certainly the exploration like hegerty we use hegerty a lot with our kindergarten there are so many new programs that we're using that I think as the kids get older and we start looking at those mcast scores I really do think in a couple years we are going to be able to see the impact of this tier one um we're just it's a better level of instruction than we've ever had um so we're certainly very data driven um and that is that is that is a priority of the district all of our early release days so far have been dedicated to understanding our students through a data lens um we're we're conducting data review Cycles on students through the student support team process um really focused on lots of different sources of data so mcast is just one tiny little piece and we really are focused on on on looking as at as much as we can so our I ready our Dibbles our mcast of course but we have seal surveys and Dei Beach surveys that have just gone out that we're so excited to look at the vocal data has just gone in that's going to give us a better view on culture and climate in our school curriculum vetted assessment we're also really looking at attendance data this year I've been more on top of families than I've ever been in terms of let's get to school and why aren't we getting to school and what are the barriers and how can we how can we help and partner um we can't teach kids if they're not there um and and and then utilizing our new Tools in performance matters so our teachers all learned how to use these cool baseball card reports in the last half day PD where they really are able to take all of the data that they have about a student and synthesize it into one meaning piece that they can really use to inform families about how students are doing for years we've heard from families that you know they may not know how their child's doing until they get the Rapport card or until they get a until they have a conference and these these performance matters tools are really helping us to be able to more clearly communicate about data um in powerful ways like I said our robust tier one interventions and curriculum you fly I can't say enough I invite all of you to come see it it takes 10 minutes it is magical what they are doing what they're doing with letter tiles and with marker boards and and I mean the the teachers are just loving it in ways that they've never um really loved teaching this before so I really TR truly genuinely mean it like come watch a uly lesson it's it's it's really cool um certainly using all of our personalized and adaptive Tech tools our math and reading interventionists are amazing and they're working with more kids than they ever have um like I said 10 years ago it was first and second and that was it and if you if you if you unless you were on an IEP that was it for intervention and now the fact that we are providing intervention all the way up through grade five for our students is is um really exciting and then Bridget you know is one of our our language-based teachers we I'm really proud at lover we have some really awesome specialized programming that we offer kids um and we're able to provide uh a of support um that allows students to stay in District that allows students to really progress at at their level um and and provides very specialized um instruction we have a couple teams that are departmentalizing this year which is kind of cool and fun um one team second grade did it last year as well and now fourth grade's doing it as well where um our our our teachers are kind of partnering and one teacher might might um have an expertise in science so she's teaching all the science for the grade and the other teachers teaching all the social studies for the grade um we tried it in second it went really well the fourth grade team watched it and was like yes we want to try it now they're trying it um so that's really exciting just kind of thinking about how to how to hone individual teachers expertise and interest in a way that makes it um you know it's just they they're able to spend that much more time planning and preparing and really thinking about the lessons because they're teaching it twice but they're teaching the same cont content twice so um I'm partnering with the fourth grade team I spend a lot of time with the fourth grade team and you'll see when Melissa talks about the data we are laser focused on our fourth graders right now we have a funky little fourth grade crew she she has five of them in her language based um which is part of the reason I was like come with us tonight um we have we have a really interesting fourth grade crew and I think you can historically look back to where to how they were very much impacted by Co um and what happened was um unlike any other year we have very small French classes and we have massive English classes and we only have four classes in fourth grade two are French and two are English our French classes are 18 our English classes would love to be 18 they're 25 and 26 so and within that we have kiddos who receive a significant amount of support um through our language based program through other programming that we offer at Glover school so um we're really laser focused on our fourth grade so what we've decided to do is I I spent a lot of time at common I my shared goal um I decided to partner with them my student learning goal my professional practice goal along with the district's professional practice goal is is shared with the actual fourth grade team Bridget's on that goal too we're all working together on it we've created a an intervention block that um is sort of uh thinking way outside the box I I will be running a group Mel will be running a group Bridget's running a group it's like all hands on deck um really looking at what kids need in that grade because we see it we see it in the mcast scores we see it in the class makeup we see it in the dynamic in that grade um so so that's just an example of how we're really using the data all the data not just the mcast data but our I ready said the same thing our dibl said the same thing and our third grade teachers told us this right we knew this coming into fourth grade we knew this is where we need to put our effort it's a smaller class but they've got a lot that that we need to hit um and I I can't presume why but I do know part of it is just you know class size and I think part of it is how they started their educational careers five years ago um so there's that and then there is um on the next slide uh so those were youth live pictures on the next slide um you can just see some other awesome uh pictures of of kids doing really great learning that's my friend Nathaniel um and his Grandma makes him made him that shirt that's his I'm going to kindergarten shirt and every year his grandma crosses it off and writes I'm going to first grade second grade he's now in third grade and uh that shirt's gonna go to fifth grade but um I just think it's the cutest thing and great example be great when he gets to high school his his nanny is the best so we love we love her so shout out to Betty if you're watching she she watches a lot um and uh and then certainly you know a sort of a renewed focus on common planning time so um I I am not good at not being totally transparent and honest I don't know that every year I could say I am religiously committed to Common planning time like I have been this year um we made it our goal Melissa and I we said if one of us is in the Weeds about something the other one is going um and and and that hasn't always been an option for us but um this year we've really made a made it a commitment that we're at every common planning time we're a part of every team um I'm sharing that fourth grade goal around intervention Melissa is sharing a first grade goal um around restorative restorative practices in first grade and she's literally right alongside the first grade team well you can speak to it but um we're you know so we're really laser focused on that common plan planning time as being a real opportunity for us um and it's something that uh I think the teachers really enjoy having us be there and be partners in the work um you know it's not us coming with our administr agenda and saying this is these are the five things we want to talk about today it's us coming and saying like Okay where are we with this and like what can I do and how can I help and where can we go and what do we need um it was certainly uh lots of collaboration lots of really wonderful collaboration I popped into kindergart planning time last week and there was cat and she was sitting there already she was already there and she was already talking with the kids the kids the teachers about um the the report cards and this that and the other thing um Brian is is super involved chrisy super involved but then our restorative justice coach and um s Cyrus is is is always there Dean is always there so um really drawing on the structures that are outside of just Glover um to maximize that time and then certainly um maximizing also our professional development time and our targeted monthly faculty meeting so um in in the same vein of really making common planning time as meaningful as possible we're also trying to make our faculty meetings as meaningful as possible they're short they're they're really short like Peter says by the time we get in there and say hello and pass out the candy it's time to go um but uh but with what we have really thinking about how we can maximize that time with teachers to to continue the same conversations that we've been having so those are some of the ways that we're sort of prioritizing academic excellence and bridet going to share a little bit about um our work around safe and support of schools yeah absolutely um so our uh I believe Glover is the one place that really this is where we shine um thanks to Mel and Karen for building a an environment where we feel all kids and staff alike feel safe and supported um and everyone knows that the kids need to feel welcome and safe and supported in order to do all of those excellent academic things that Karen was just speaking to um so starting at a strong tier one sport we have a lot um of curriculum that all classroom teachers use so second step and everyday speech are both um curriculum that we're using for um social emotional competencies so they they do all the different things like lessons on perspective taking and conflict resolution um and processing your emotions and dig deeper into all of those um nuances that kids really need to learn um com classroom is also a great resource that we use to teach um mindfulness based techniques um so all the kids are getting that K through five in their classrooms and then having that shared language and that shared those shared goals that the kids are able to talk about then we're able to take that to um more Glover kid Community right so we then have Glover kid assemblies where Glover kids are getting recognized for being safe kind respectful and responsible um Karen and Mel um do morning announcements twice a week where they talk about these things and differental um lessons they'll Read's story books and they videotape themselves doing it um it's so cute the kids absolutely love it I know it's not their favorite thing to do but the listening to yourself talk is the worst thing in the entire world don't you think like if you hear yourself back at these recordings like oh is that what I talk like but it is really a great way to reinforce these things um with the kids and know that we're all it's not just happening in their classroom it's happening throughout the school the principes know about it the lunch staff know about it the pair professionals know about it so creating that shared language and um making sure that they know that all the community is expected um to follow these routines and expectations um we also have started this year um with lover kid Community assemblies so um once a month the kids come they get recognized for being lover kids kids will get called up on stage and get handed their duck feet for um doing something that was expected and responsible and um there's opport ities for classrooms to share if they've been working on something special um I believe uh one of our second grade teachers third grade Kristen Kelly um just did a whole kindness assembly for World kindness day and created a whole bulletin board to go along with it um we also have opportunity to do um full group bullying prevention lessons through second step and um all those great things um and all those trauma and formed practices that we've been doing um oural leads are Brian powers and Sarah Whitten um and they are amazing at cating with um teachers during common planning time and during our staff meetings to share the resources that we have and also are very supportive in helping Implement anything they'll come in and run class um lessons with your classrooms um if need be um and so the those that support from them has been amazing um and then um we also have a lot of before and after school enrichment opportunities that I know Karen will speak to more on her next side um but really making that Glover Community not just from the school hours the kids know that they are there in the morning they're they before school you should see like if you go into Glover before school it's it's it's crazy it's like there's a full group of kids in every single room um doing some sort of activity um they're choosing to come in before school to do extra learning and um extra fun curricular clubs like bracelet making and Taylor switch Club um which happens to be your favorite is my favorite um but that shows that the the safe and supportive programs that we're working with the tier one support that we're we're implementing really is working right the kids want to be there they're excited to learn um and Mel also spoke a little bit to the um behavioral health support team um or vhst um and again that's just a a group of people um that come together and talk about kids that need that more tier two or tier three support in these areas um so looking at any discipline referrals that we get um you can just email and say hey I need to talk about this kid I'm worried about their social emotional well-being and it's a whole team that puts their thoughts together and figure out an actionable steps to to make things better um for our students and it really does show um when they get the support that they need um the kids really do Thrive awesome and um in that picture you can't see her but I know we just got this really cool Swanky new duck logo right when we love it thanks so much to the logo people um but we haven't had a duck in a while at Glover and what we do have is a turtle um so Clark is down there in the corner and Clark is yes we may be turning into the Glover Turtles no I'm just kidding um but uh no that I just I'm drawing attention to her because she's she it's just a it's a spirited school it's a fun school kids love being there they're happy being there like Bridget said they're beating down the door at 8:00 and school doesn't start until 8:50 um and that's a true story they're rigging our doorbell at 7:45 every day to get in and do something fun before school even starts so um and part of the reason is because they want to come see our Turtle so um okay and then on the next slide um just real quick some just some uh for our goal three um and some fun pictures of who we are and how much fun we have that's our friend Teddy is Fabulous As Fabulous As she looks in that picture um but our de committee is amazing um they've sort of Taken on a life of their own this year they are working really hard and um doing some really cool things so if you haven't seen Milton Collective voices um they launched a WhatsApp group um that really is targeted to uh and and intentionally um designed to make sure all our families feel um a sense of belonging across the district so it's all six schools um and uh certainly partnering a ton with Tucker um I look at Lizzy because I see Lizzy at all of our fun events um that we do with with our Tucker friends um but beyond that um we have something really special that is unique to Glover um I started it when I came 10 years ago um and it's a student leadership team our fourth and fifth graders all have the option to be on student leadership team so it's not like an elected position or anything like that but we take it really seriously the kids have to apply they have to get a recommendation from someone outside of Glover um and I have 200 fourth and fifth graders 175 applied um and so I think that that's a real what maybe more 184 184 we got to get those last 16 um I think that's a really soft yet powerful sign of kids that want to do and be a part of their schools right so they're reading with first and second graders they're helping open ketchup packets in kindergarten they're standing in the doorway every day like what fifth grader wants to stand with a smiley face hanging off of his neck saying good morning but they say good morning and then the Spanish helper say good morning in Spanish and the French helper say good morning in French and like every morning they show up and they put these smiley faces on that say how can I help right and like and and they do that and they think it's cool and like for me that is just the best right they're their school spirit team they write with Bridget for the Glover Gazette which is our school newspaper um they're helping in PE in art and in music their safety patrol they and again fifth graders are putting on like yellow safety patrol vests and walking around like they're really official I love that stuff I think it's important I think it's what shows that our kids care about their school that 184 out of 200 want to do something to give back to our school Community is is amazing um like Bridget said we've got we've got uh a ton of extracurriculars but we also have an amazing book club that meets every Wednesday shout out to our book club friends they come every single Wednesday at 8: am they read books they meet with authors they do amazing activities we bring authors in and then what I think is even more amazing is on Monday mornings nobody wants to come to school on a Monday nobody these kids come to school at 8 am. every Monday morning to solve math problems we have what's called math Mondays and they come in and we're doing math kangaroo this year which is like the 2024 version of Continental Math League um we have these and it's I'm saying I'm telling you 60 kids K to five are coming every Monday morning at 8: am with parent volunteers who religiously come and give their time and they sit and they solve problems and they talk about math and they anybody can come anybody it's open to anybody and everybody um so there's just some really cool things happening you know not just in the classroom but also outside of the classroom um and I know I said I was going to move it along really quickly but if you just go to the one more slide there um this is just some of what we're doing right so we have our Lantern walk and we had our Glover Fair there's our Glover book club and we have um uh an amazing author Ain and trada Kelly is coming in two weeks she's coming to all four schools um uh there's the student leadership team you can see our Glee clubs that's our before and after school clubs the unity project which is an amazing Collective effort of um from all four schools uh to really revamp and bring into 2024 the reading about diversity and meet the author programs that's been incredible um so there's just a lot of really good things happening not just academically but also just developing each Glover kid into the best Glover kid they can be um we have some data slides but I know you've seen the data slides you've seen all of our data we're happy to speak to the data slides there's an laa a math and a science mcast data slide as well as a Dibble slide and an I ready slide um if you'd like us to to go into the data a little bit we can or we can um in the interest of time for you guys we can uh open it up to anything you might want to know about us it's up to you we did touch a little bit on the fourth grade data already um that is where our focus is um and that's that's not that we're not focused everywhere else but that certainly is something that uh we have prioritized thank you so much yeah so yeah certainly if anyone has questions pertaining to the data maybe that we can yeah um dive into it that way but um thank you just anyone have any who want who wants to start I know they or comments I feel like there's so much more we could share but like we could talk to you all night about it and invitation always open to come and see us too I'll just I'll just start because to just expand on my thanks while the questions get in order like every time you come here this there's such a palpable sense of the passion the excitement the energy which is within the building and Selena and I were just there this morning for the community input session and thank you for that and it was a great turnout and it was just um I feel like when you're sharing it's really poignant to hear you talk about all those fourth and fifth graders who are showing up with the you know when invited because I feel like you're modeling for them and all of you but like Karen you just the way you just told this story of Glover right now here it's like you are modeling how you show up with your whole heart like to that place every day and so it's really awesome that the students are like following your example and you're leading your whole team to to be that way which is um I feel like when we have these amazing bright spots it can be easy to take them for granted sometimes you know and as you mentioned like you've now been a leader here in nton for like a number of years but we're so fortunate to have you um so I get like chills when you come and you just share these uh great little anecdotes of the energy of the kids and it's fresh in my mind just stepping into the building um earlier today so thank you for what you do thank you I know Mark's got questions I did my homework I watched all the other presentations uh thank you so much again the work you're doing is incredible 93 uh achievement percentile rank this year 94 last year I think is one of the best performing schools in the state and so you're doing fantastic job really appreciate all the work youall put in and the experience you provide our kids uh so thank you it's great great hearing about all this I will try and take you up on the youly I'm not not familiar with that that sounds fantastic um you talked about common planning time I asked this about the other ones but like what does that look like across your your grades how many of the grades have the opportunity for common planning time each week and about how much time do they do they have yeah I was gonna say schedule expert so I make the schedule um and with a school that has um grade levels that has five classes as well as four it's a little bit trickier to give them a set 45 minute common planning time outside of the lunch and recess block to be honest um because we only have three specials that are consistent each week with 45 minutes we also do have Library um as well as Spanish for our English classes but um library is only a half hour block and Spanish and our younger grades is also 30 minutes so what we did is we still have our set common planning time at lunch in recess for each grade so then that way we know it's a set time that every teacher in that grade can um join but outside of that uh this year what I really tried to do was to give at least um the teachers in each grade another block within the week so multiple times throughout the week we have our second grade English teachers have the same prep time as well as our second grade French teachers um for fifth grade where we have five classes uh we have at any given moment like a day where three have the same prep time as well as like the other two might have it right after them so there's throughout the week they have a lot of blocks that they have overlap prep time but we do still have our common planning time set in the schedule during lunch and recess to add a um to add as well the service providers as well so speech OT special Educators reading inter interventionists um will all pop into um common planning times as needed as well so it's not just very level it's um the other day we needed cat cat D showed up like she was sitting on the floor eating lunch with us going over all the data um so it is nice that it's not just um the grade level team it's whoever can support the teachers and the kids and then whoever needs support from the grade level team as well uh only other question I had was your I ready data looks like based comparing that to last year you have seen a jump and kind of the kids who are already at Mid or above grade level which seems to be the biggest comparison point with like performance at the end of the year just like is there any particular interventions y'all are are seeing that are working well or is this just the compounding kind of waterfall effect of again obviously the work you do NE last year to build up kids then carries forward and it's that pin wheel effect I think it's that really I think we are really strengthening our tier one instruction I really do and I think that we are providing kids with um just a better at least you know certainly in in ela and math just you know we have a a strong new curriculum in math we've got our Ela curriculum that is being bolstered in very powerful way Ways by heg by youly um I think we've got more intervention than we've ever had before so we're able to really proactively Target kids and and and fill in gaps and holes um within the gened setting in much more intentional ways I don't know what else to Brian stag was U has been amazing as was well that's finding tier two and tier three Sports um for us um and getting us trained in them and helping Implement them so that has been I think instrumental as well from that those kiddos that need H had a PD on Monday about it yeah um so having someone that like finds the supports and like here Implement them is has been huge and I think like to I think the interventionists have really been pretty critical like this is our third year with the math interventionist and she's been really great at not only getting to know like all of like her students but then she's just there as a support for like the teachers for the entire class so last year when we looked at our like mcast grade three math dat we saw we see the numbers as well and we understand like where the need is and she was able to fully support and already get um like from day one and fourth grade with these um a couple of the classes really work closely with the teachers as well and the same with our reading intervention as well so I think like the longer we have these interventionists like each year we see more and more growth because it just kind of rolls over into the next year and there's also some really cool just sort of on the ground work that the intervent I know they're not technically coaches but they're teaching alongside our teachers and they are they are they are experts in their fields you know our interventionists and and I think there like the other day I walked into Heather Morris's room and um there was a special educator working with a group there was a math interventionist working with a group Heather was on the floor with a group I mean it was like the the perfect example of what you know really differentiated high quality instruction within the classroom can look like um and I think that when when everybody's working together like that we can't help but sort of learn from each other and and um grow alongside each other and that's another thing that I think is a real strength that Glover we have we have a pretty cool teaching and learning community like teachers are always looking to learn from each other to grow you know in their practice and they're always saying to me can I go watch how she does this I really need to see how she does that like I know she does it really well but like I need to go see it I'll be like fine I'll come in I'll cover your class go go you let take as long as you need right that kind of you can't plan that you can't you can't construct that but you can create an environment where that is encouraged where that is celebrated where we all learn from each other um and and I do think that that is also a byproduct just sort of the the general culture at lover is you know everybody pounds on her door like what do I do what do I do with this kid what do I do with that kid but like she's not alone like everybody nobody's afraid to ask for help and ask ask how do you do this I think you do this a little better than I do can can you show me um which is a really important thing to have have that safe kind of environment we want that safe and supportive environment for our kids but we really also want it for our teachers so that teachers don't ever and the same thing with like feedback and and when Mel and I go in to classrooms like there's no teacher that doesn't want us to say like what do you see what do you think I could do differently what do you think I could do better what do you think I'm doing well um and takes time that takes a lot of time and Trust to build up but I think we've built it at this point we've got that we're in that sweet spot now where like the teachers know we're not there's no gotcha game there's no anything like that but I might have something that I see a little differently and and the teachers are wide open to that they want to know you know they want to they want to do the best that they can and they do they're awesome all right I would be remiss if I did not say something because I love you guys know I can't believe it's been 10 years both of my boys had you and Melissa had you um so I can definitely attest to just like what an amazing school it was I still remember um when you started in would be like Mom she's always smiling so it was very cute he's like she's so so happy um but I I had a couple of things one is I loved um hearing about let was looking at the um just the social emotional stuff and the um programs that you have going through the school because I know for a long time it was um like zones of Regulation was kind of the thing you know is the language that everybody used and just to see that um different programs are being used throughout the school so that it's not just um kids who maybe need that added emotional support that the same language is being used for all kids because everybody gets disregulated right everybody needs those opportunities to to know how to calm their body or be a good friend or you know all of those things so I think it's it's great that that's across the district I mean across the school um what you talked about a couple of the programs so what is the comp can you talk about like compass and then you're language based and then I think you had a third one so Compass is um formally was formally sort of known as step step um and where where you know our amazing uh director of student services Danielle wmar is really working in streamline programming um and one of the things she realized really quickly early on was that was what it was called at elementary was different than what it was called at middle was different than what it was called at High um so we started with that um and actually we're phasing some of that programming you know that programming is evolving um in terms of compass our foundation's uh program is relatively new to Glover um and that is also still in flux and and evolving and then I think our our Crown Jewel is our our language based program which I'm not going to speak to because it's hers uh language based program is um it's in its third year I believe um and it's for children with language based learning disability so dyslexia disc calcula um and it's providing that support that's a little bit more than caught a little bit more specific um to uh learning differences um in terms of Dyslexia um and really supporting them outside the classroom with what they need um in terms of those interventions and then also implementing um things inside the classroom and making sure able to generalize it in um science and social studies um given that support that they're receiving um so are you guys the only one who has a language based program at the elementary school level so kids would come there if they I think um we have I believe 12 students right now um in fourth and fifth grade um and I'd say about half has come half of the students have come from other St schools as well and that's our our foundations um program as it exists right now um is sort of uh for our kiddos that are a little bit more neural complex um and we have five students in that program right now and um three out of the five are from schools other than Glover to so um it's wonderful to be able to to um bring bring and and have those students be a part of our our community um the last thing is you talked about the sort of some of the I don't want to say challenges but the like the fourth grade the current fourth grade so can you talk a little bit about some of the interventions or some of the things that you guys are looking at and you know knowing you said you got kind of the the heads up or from the third when they were third grade that recognizing some of the challenges of that class so can you talk a little bit about maybe some of the interventions or some of the things that you're doing differently to address some of those challenges yeah I think you guys speak to it too but I think we um a lot of what we did early on knowing what we were going to be trying to do this year with that cohort in particular was an allocation of resources so Bridget Works exclusively with fourth grade um and um our math interventionist and our reading Specialists like we are really working we're looking at how those people are being mobilized and utilized um in order to best support those kiddos and in particular in our two English classes um so you know two French glasses that are 18 and 18 um you know they're cook along um they they also need a lot of support um but with a with a class size of 25 and 26 in fourth grade um with a lot of kids with some pretty significant needs um it it it does come down to allocation of resources so that we can really personalize as much as we can what we're doing so the you know the idea of a whole class lesson where everybody's going to be able to receive and process and understand like it's just not it's not how happening in in our English classes right now so it's it's about making sure we have the resources in there to do a mini lesson and then a lot of really targeted strategic intervention in small groups um you know we just know we need to prioritize that and so we are um we have instructional assistance working in small groups with you know strategically supporting kids um so I would say allocation of resources and then I would say creative and flexible sort of intervention right so so Bridget's come in with a lot of her expertise in special education that she may be sharing with a classroom teacher who's then using similar techniques and strategies or maybe even some of the programming tools right with her small group because that's what she needs right she sees she needs right now a lot of progress monitoring a lot of really careful checking of like how are we doing this is what we targeted for the last six weeks how did we do and these three have it these three don't what am I doing with these three and where are these three going um and it's that sort of really nuanced work um that doesn't happen with one teacher and 26 kids but it does happen if we're smart about the way we allocate our resources and we're smart away about the way we put our human capital into those classrooms so um like we've gotten um Brian and Cat part of the conversations last year with one of our classes because in fourth and fifth we do still have a co-taught in each um a fourth and fifth grade class so last year Brian came and met with all of us um and the team in third grade as well as math intervention and then reading specialist and C came as well so like really getting everyone at as well as the district level involved in the conversation because everyone can kind of bring um something different to the table as well you guys did amazing work Glover and since there are two parents in here I would love to hear about the parents experience sure so um can hear me okay teacher boys um perfect trade uh yeah my son jack is in first grade he is in the French program um actually you can all laugh I left tonight before bedtime he was a little upset he said where are you going I said I'm going to a meeting with Miss mcdavin he goes I want to come um so you know to to Lizzy's point about like the way and the culture and the environment that is set by yes Karen but the the Glover staff at large the teachers everyone it is a space that is encouraging and supportive and welcomes opportunities for things like parents to provide feedback and whatnot um but also it's just a place where my kid is excited to go every day um I think a couple of funny anecdotes you know we were talking about some of the enrichment opportunities um Jack also um this even said Mom I almost earned my third ducka today um and so it is those things that like you know do get our kids thinking about how their actions every day impact um somebody else frankly um in the Greater Community and and those things make a difference and we hear about them at home um and then we can instill as parents those same you know pillars and values in the conversations we're having with our kids um and the other thing I'll just add is the other day I said to Jack he was getting you know six-year-old boy's getting over stimulated join the club um and he said I just I need a moment for like a calm classroom and I was like what is a calm classroom um so you know we are seeing how these programs and um strategies that are being taken in the classroom are seeing that trickle down effect and that is incredibly impactful so yeah I would Echo that that um within the first month of school I heard about C classroom duck feet the sort of traits of the Glover kid um and this is all from my 5-year-old kindergartner so it's really I think yall do an amazing job of kind of making those intangibles tangible um so my daughter really can connect those um kind of abstract ideas to a duck foot and that she understands that if I behave in this way um you know there's there's a there's I don't want to say it's a reward I mean it is a type of reward but but it's connected to something that she can understand so um yeah I've heard my daughter say that she wants to use comp classroom if she's um over stimulated at home she I think she's great at school and then a different aren't they we'd rather that way to the other way so she's been a hegerty hero a few times brought home the little hegerty mask character to color um so yeah it's been it's been really phenomenal so I'll I'll add um you know thank you again for hosting us this morning um and I think definitely just entering the school was a definitely a testament to everything we've heard um just everyone smiling everyone saying hello and you know that's something that I think I've always loved of actually every school that I've gone to uh here in Milton which I really do I think sometimes we take for granted that sort of creating that culture it's not easy it actually takes a lot of work and to know that all the adults in the building are showing the same uh showing up in the same way I think that's important um but a lot of it is to your leadership as well um you know I've asked this of other um you know principles or you know leadership and everyone that comes here I really would love to hear sort of what you see as some of the opportunities for us as a school committee as a district to keep supporting the excellent work that you do and where there might be um some areas where we perhaps can push um and have us I think I love sort of hearing the unity project um because I do think one of the things that as someone who's had a lot of experience working in larger cities Urban cities when I look at our town and I look at the number of schools we have it's like there's no reason why we shouldn't have just excellent out of the park you know just because it's a smaller district and sort of what is the opportunities to continue to build those relationships across schools and to um exchange lessons right across and so that we every single one of the buildings is it's an it's an excellent school um and so just if you sort of think about that and after 10 years sort of what would you say that you know we've we're doing well and what are some opportunities for us to continue to push forward yeah I mean I think you you you hit on Milton is a special place like there's a reason I do an hour and 20 minute commute each way every day and I've been doing it for a while it's I mean I Glovers Glover is my home but Milton is a special place and I think you're right we have a lot of opportunity here um I think you you guys are pushing in the right direction right like you guys are behind us 100% on everything that we need if I could wave a magic wand tomorrow I don't want a class size of 26 I don't want a class size of 25 I don't want a math interventionist in a hallway I don't want a reading specialist in a hallway in Ed of lockers I don't want my French teacher outside the classroom in the hallway at a little desk doing a French assessment today all day while kids are parading by him I mean you guys are pushing in the right direction right like we have excellent teachers we have excellent leadership we have an amazing school committee we have the most dedicated and supportive parents and we have the greatest kids like we really do like I've taught in three districts this is by far the the the greatest District I've ever taught or LED or whatever I still think I'm a teacher in whatever um and and I think we do have a lot of opportunity but I think there's some structural challenges I think that um certainly space is the biggest structural challenge we are blowing up because we are an amazing town and we are an amazing school system um but but for anyone who doesn't think that we don't have a space issue come sit in a class of 26 kids like really just come do it um and come walk the halls and I I have people have taken me up on that before and whoever's listening come come come and come and see it feel it um so you guys are pushing in that direction which is really really helpful I do think that there are more opportunities for teachers to come together um we we sit in silos because of of of um Logistics Logistics and and and I think that that's a place that I really appreciate Regina's worked really hard on trying to say like and Peter too how do we break down these these these silly barriers like a schedule or like a bus route or whatever it is that's making it so that Cunningham and kot teachers can't get together with lover and Tucker teachers and share best practices like we share within our school but in order to make sure that every school is getting the same experience and and and sharing the same you know practices they need they're begging they beg us can we just talk to our teammates from across town right um so so I commend these guys and I I I guess I ask you guys to support them in the effort of like we have to think creatively and um sort of outside the box on how we can get our teachers together more um our teams meet together internally all the time but see each other once or twice a year that's crazy we can do better with that um so I think those are those are two things from my perspective and my time here that um you guys are pushing towards and you guys you guys all I'm preaching to the choir here but um it it needs to be said out loud um you know we've got some structural stuff that that I think we can and are um working to pull apart in ways that make us more cohesive I think we're doing a lot of Grassroots stuff um Adena Shear is teaching lessons anti-bias lessons in all fifth grade classrooms across the district that are specifically designed and targeted so that when our fifth graders get to middle school we hear about it every year we've heard about I've heard it every year since I've been here you know what happens when they get to middle school and it's you know the Tucker over here and Glovers here and K's here and Cunningham's here um we're doing a lot of Grassroots stuff like that so I do think we're really working we're doing a whole Year's initiative around pen paling um grouping our kids together in fifth grade to make sure that that transition is seamless Bill fish has done an amazing job of restructuring and rethinking him him owning the sixth grade um was a a tremendous decision on his part so we're really working hard but do I think we could do better absolutely and do I think if our fifth grade teachers had more time together across the district could they create a more cohesive experience for their kids that's where it's at right that's where it's at it's at the teacher level but it's on us as the leaders to build the structures and systems that allow that to happen so I think that in terms of vision that's that's where we need to go to make that to actualize that I think she just wants her office back as well we share it gets really old although she's like my security blanket now she's not there I'm like oh no so I do have a question what is preventing what in like what do you feel is preventing you from getting together more than twice a year yeah so like a perfect example is tomorrow it's a half day in theory that means that every fifth grade teacher across the district comes together and we're going to calibrate tomorrow's goal is calibrating our assessment data to make sure that this with this new report card rating system that we are grading equitably that we are grading you know consistently oh my gosh this this this is an amazing opportunity right and then we're like oh gosh well Kai and Cunningham get out a half hour earlier than Glover and Tucker and then we have to make sure everybody gets a lunch and then we have to account for travel time because somebody has to come from one school to another school and then we have to think about contractual obligations and then we have to do and by the time you Whittle it down and believe me Regina is down to literally the minute I mean and I was on the phone with her today going I think we can e out two minutes here three minutes there I mean that's how important it is to us but by the time you actually get it done it's it's an hour it's an hour and it's a lot of work to get there and get it done I don't know what the answer is I do think the answer may be something around you know some contractual stuff and maybe some dismissal Time stuff um uh and certainly the work that you guys are doing around the school calendar and thinking of rethinking are we thinking about what half days look like are we thinking about what full days look like maximizing as much time as we can um but it is structural stuff it's it's it's as it's as simp simple as like the buses don't leave until 1:00 on a half day so my teachers who are on bus Duty are going to show up late to the PD right it's simple stuff like that that actually frustratingly gets in our way um it's not anybody's plan everybody wants to spend as much time as they can together but but we uh there's just limitations you know and I think it is something like if I had my if I had my Js I would say like I really think we really need to wethink all all of that with the half days the full days everything like that and really genuinely think about opportunities for teachers to intersect they don't want to hear from us anymore they want to talk to each other they want to share best practices they want to say what do you do what are you what are you doing in this lesson here did you teach this lesson yet that lesson was awful how are you doing it right and like that that's where they're learning that's where they're growing you know I'd like to think they learn from my presentation that I give but I think we all as teachers know we learn more from our colleagues a lot of time so no that's really helpful for for me um I also want to say phenomenal presentation you guys were very thorough my colleagues asked a lot of great questions so I don't have many questions but or any really because they did a very good job um I did I appreciate hearing about the interventionist and how you're using it and looking at the data and saying okay we really need to you know focus on fourth grade or what what that is because you know I've heard over the years from families who have really really struggled coming out of Co and kids being in different points and you know uh kids have really struggled and parents have kind of just lost hope in a way on how to get those kids cut up and so I really really appreciate you hearing like hearing from you um that you really focus your interventionist across all grades and kind of filling in those gaps and I think you know I mean I know as a member I would love to hear where else you need support and what how we can help you you know as we get through the you know get into the budget process like knowing what exact do you have enough resources like that is important for us to know because those are the things that we want to think through and make sure that you guys are supported and continue to do the great work that you're doing so appreciate everything thank you when when Katie presents about um the budget and I don't know if she's going to mention the the need uh Our Kind Garten numbers are scary big um and so I'll just lend my support on the I won't I won't steal your thunder but I will lend my support when you ask like what do we need um those kids are going to be first graders and they're not going to be in a class where they have an instructional assistant all day every day is alongside them they're going to be in a first grade class as it stands right now a first grade class with a Genet teacher with 25 or 26 kids learning how to read learning how to write learning how to compute um so when she gets to that part I will yes we'll Channel you in the presentation I'll stick around if we thank you guys thank you so much for all that you do thank you to this team for being here and come visit anytime see you fly it's really cool I sat in the calm classroom at Glover last year yeah and I I know what your kids are talking about boy boy I should I should do the C classroom myself I go into fourth grade every single day for C classroom just it's not part of my schedule it's for me do you want to hear just a 30 second fun story so our Turtle who I'm may be obsessed with and now I'm talking about Clark again oh I have a picture of Clark thanks to my son jack tonight is on my fridge so he came home and a big deal Clark's a big deal but Clark used to be in Mario Larry's classroom and Clark got transferred to the hallway and Clark got really overwhelmed and we taught all the kids because Clark KD for like the first three weeks of Clark's life in the lobby she just hid and then we said everybody needs a calm Corner everybody needs a calm classroom so we covered one side of Clark's tank and now she has a calm corner and everybody takes time when they need time and so now now even our Turtle does H just saying see it come see us thank you thank you that's a good idea she still sees a lot of activity that L yeah yeah is the unity project a districtwide thing or so to keep going yeah so we have four field trips here for you all to um vote and approve um these are field trips that are either have been happening annually or coming back online that were happening before are now coming back a Pierce Middle School's trip to Quebec City um and that's uh French related we have the DC trip which is an annual event you all know about last year was the first year that we flew and um that was a smashing success maybe smashing is the wrong adjective to use for that but um it it actually worked really well and we're able to get a lot done in three days I'm actually going on this trip oh this year so that will be fun yeah and um two high school trips one musicart trip to New York City and a world languages trip and you can see it's going to Paris pral and Barcelona you're not going on that one I couldn't get on both of them so I had to pick one with the stipulation we'll battle it up my daughter's going on the que truck so what did she say she said no oh the parent a war no she's like no way you're not getting on that coming on that trip with me do you need a motion okay yeah I mean um do you have great I'll make a motion for the point at least of discussion of somebody has discussion I'll make a motion to approve the following field trips mil high school music department trip to New York City on uh in April of 2025 mil High School World Language Department trip in April of 2025 the Pierce Middle School trip to Quebec City in June of 2025 and the Pierce Middle School trip to Washington DC in June of 2025 is there a second second second any discussion or questions is the Quebec City tra only for student who are in the French emersion program and the Washington DC trip is is the all students all eight graders so that's why they're in different we so is the World Language TR is that something new that we're are that's happened before and it it's um yeah it's driven by a few teachers here who are organizing it and working with a company to you know they put together a package for you they these companies work with schools and so do you know roughly how many kids go every year I think it might be like 30 maybe maybe the for the World Language yeah I think it has it say 41 students1 yeah yeah so it's not not a big group yeah yeah and does it say that there's um financial aid available like is that through the the company that they're planning the trip with it's not a small cost yeah I'm not sure I mean I think the the DC trip is slightly different as it's larger and and I think that that's probably more the the World Language trip because it's not it's a somewhat selective trip it's not like a every student is expected to go I'm I'm not sure the level of of Aid like if if someone said I want to go and I have no money I'm I'm not sure if the if that company would support that gotcha it says there was there's a scholarship fund through the company that they're about to share with families but it doesn't give any details on that's beyond that and fundraising I mean it is it's good to see clearly like each of these packets is a little bit different based on going with different groups and whatnot but it's good to see this level of detail to the planning so yeah hopefully everything goes to plan shun some trips in my days as a teacher yeah too all right well if there's no questions um the motion's been made and seconded so all in [Music] favor okay great unanimous thank you thank you um okay so is that all for your report that's it okay thank you thank you um so for the chair's report um one sort of General thing that I would mention that um connects back to what Karen was talking about just for anybody listening in just to sort of raise awareness of this information session that is happening on Friday morning that is hosted by the school building committee with Elementary PTO it's taking place on um Friday this Friday 22nd at 9:00 am. at Cunningham Hall um and it's a an information session about the new school project that is intended for Milton Public School parents and Guardians so just put that out there um hopefully they'll get a good group to uh comment the updated that particular topic of the new school is uh something that we will be discussing uh at this Committee in December we'll have some information about that um so the specific item under my report is just the calendar community outreach um update and the process um so just really like an couple announcements about that um we did this morning conclude our series of these Community input sessions that we have had at the very all six of the schools um so thanks to everybody because it was a team effort and um I think we had some really great conversations and attendance at some of the different sessions that happened last week through this week um we have the survey uh which was disseminated through principal emails to families um we have well over 700 responses so far to our survey which is great um and the survey uh is we're receiving responses from family parents Guardians as well as staff um that has been shared with all Milton Educators and staff um as well as students at the high school um have had the opportunity to fill that out as well um and we really appreciate everybody's input and it's really important for us as we're kind of collecting information to just consider um in this process preparing to um create the calendar for next school year so we will also be meeting um with the Milton Interfaith clergy Association members of that um group to get some input from some of our faith leaders and Community leaders in town that will be happening um for us on the morning of December 4th um and it will then be that evening at our school committee meeting that we will sort of be able to present the data from the survey the community input sessions themes that have emerged in these different conversations um we will present that be able to discuss it um in December ahead of hopefully looking at a draft calendar proposed in January um the survey is going to stay open for one more week so we are planning to close the survey a week from today Wednesday November 27th so hopefully it can go out in one more weekly email with the sort of update that that's the deadline because I don't think we had previously shared a deadline when the survey would close that will be November 27th that will give us a week over Thanksgiving to um analyze the results that we have there in order to um be able to summarize that for the committee uh to be shared after Thanksgiving break um so those are basically the updates that I have there we're not going to go into sort of what we're seeing preliminarily in our input yet we'll kind of save that for when we have the conversation um but we do welcome of course all of this input appreciate people taking time to share their thoughts about it with us and does anyone have anything you want to add about it okay so that will be continued um but thank you all for the community input sessions and you know Selena and I were seeing as we walked out of Glover this morning um just it felt good and you know I think was appreciated that we held those sessions so can be something for us to consider on future topics as well um and that's also something we can discuss further in our governance or treat um when we're talking about our goals of around Community engagement yes so I'll just hand it over to mark for finance subcommittee great uh before we get into the big presentation we can go ahead and just take care of some business and approve some vendor warrants uh so I will make uh two motions uh first I'll make a motion to approve vendor warrant 18 payable on 11424 in the amount of $262,200 all those in favor great so we've gotten that uh out the way so my next I will also get out of the way and hand this over to Katie uh for the level service budge presentation thank you good evening everyone um tonight we will be reviewing the fiscal year 26 uh level service budget and minut okay so if you want to move to the next slide please so the budget is a 6,348 684 increase over fiscal year 25 which represents a 99.44% increase Mark if you can just move to the next slide please so before we we dig into the financial details of the budget I just wanted to speak briefly about the budget process um the budget process started this summer shortly after my first day here in Milton and one of the first conversations that we had as a leadership team truly was about our guiding principles of budget development after some discussion we agreed that our budget should be clear trans trans arent and easy to understand not only for us as staff members of the Milton Public Schools but truly for the entire Community we also wanted to make sure that the budget articulates the current Financial State of the district um and that we're focusing on establish establishing levels of funding that will provide high quality education for all of our students districtwide um we want to be mindful of reallocation of resources so when we talk about the current Staffing levels and the current consumables and resources that we have at the district we really focused on being creative about how we reallocate those resources to get the most return and to be able to service our students in the best possible way um and also we just talked a lot about being mindful of our of our space so being mindful of space constraints and also being mindful of space opportunities um so this space does impact teaching and learning on a daily basis um we just heard a little bit about that uh for the Glover school and I think that will be a consistent theme as we hear from the other principles during our site Council presentation so just being mindful of that when we talk about the budget because a large portion of our budget does revolve around our people um and truly making sure that our staff um and our students have a safe and supportive place to learn um and a space that they can do that in the most efficient and effective manner so um I also just wanted to mention that this process was truly a very collaborative process and then it took um the feedback and input of so many people so you can look at this so you don't have oh thank you I have it on mine too thank you oh you you have what he's doing oh just so you can so you don't have to look back to see which one I'm gonna copy okay thank you the miring yes so I'm not like um it's not the same [Laughter] really I'm being really helpful sorry um just just very grateful to all the the efforts of everyone our principals assistant principals curriculum uh leadership team everyone played a really important role in um the conversations about the budget so I just wanted to truly thank them all uh for their collabor ation and hard work in this process um so when we look at the operating budget and when we talk about level Services just as a reminder um I think sometimes when we talk about the language there can be some confusion around uh a level service budget versus a level funded budget so tonight we're speaking about level service and level service budget is truly the amount of money that we will need next next year so in fiscal year 26 to provide the same level of services that we're providing this year so that's fiscal year 25 the school department does have hundreds of budget accounts so I've provided you all with a budget binder in that budget binder there is budget detail and that contains all of the budget accounts um that we have here at the school department they're consistent when we talked about about our our net School spending and the information that the financial information that we're required to submit to the state it's all uniformed by the Department of Education and so that's how these accounts in the line level detail or organized and so you can go through and see every single one of the account um that rolls up to the operating budget for the school department each account is reviewed annually so we look at each and every one of the accounts annually however what drives the budget increase year-over year is fairly consistent um and the budget drivers do focus on our salary increases due to our collective bargaining agreements any fluctuations that we may see in Revenue offsets our mandated expenses which include transportation out of District tuition and there's other examples that we'll talk about um and then any inflation adjustments and increases to current annual subscriptions and services so the school department is not unique in the fact that we are um subject to annual inflation and cost of living increases so in looking how the sorry next slide and looking how the level service budget is built this is a budget action chart um that shows you that our starting point is our fiscal year 25 budget and that is the 67 million number that you see at the top and each one of these budget action items will show you a very highlevel summary of the overall budget impact that the category had as well as the percentage increase um that leads up to the 99.44% increase so the first major budget driver that we just talked about um and the first major budget impact area is salaries and so our salary category includes increase in salaries it is not an increase in our number of FTE which is our full-time equivalency it's just the increase in the salaries for those individuals it includes steps lanes and those are just references to the collective bargaining agreements and where those employees fall in that salary schedule and estimated cost of living increases you can see that number is um $3.7 million and then another budget action or area of impact that we look at is our revenue offsets and so Revenue offsets when we see fluctuations they can either impact they can impact the budget in one of two ways either impact it by making the overall expense in the budget go down or impact it um in making the budget increase and so for fiscal year 26 we are um anticipating that we will have a decrease in Revenue offset for our expense accounts and so um and also a decrease in Revenue offset for salary accounts so that accounts for almost $800,000 of our overall budget increase we're also um we'll also be seeing an increase in Auto District tuition for special education students so that's again a cost in an increase that is set by the operational services division we already know what that percentage increase is so that is um that $293,000 that you can see as an increase is US applying that cost of living in increase that was um that will be applied that is set by the operational services divis division which is a state division um we are also see seeing an increase in transportation so this is for both our special education as well as our general in District yellow bus transportation and that is um just over 900,000 $925,000 we're also projecting that there will be increases in facilities um both in our utility accounts so we had talked a little bit about that in our finance subcommittee meetings we're seeing an increase in the cost for just general utilities lighting and heat um as well as an increase in some of our um General expense areas with our supplies um and then also just building in funding for any extraordinary maintenance that may come out come up throughout the course of the fiscal year and so that last category at the bottom of the budget action chart is just due to miscellaneous adjustments and that truly is drippen by inflation increases that we see um in changes to non-salary accounts so the cost of District textbooks office supplies some of the miscellaneous supplies um that are shown in the budget detail throughout the budget document Mark if you can just go to the next slide please so one of the major um budget categories that we spoke about that um is leading to a large percentage increase in the budget is salaries so for the school department um our one of our greatest assets to the school department truly is the staff that we have working here 81% of the overall operating budget is made up of salary expenses and typically when we look at salaries um from account an accounting perspective the salaries are broken up into three categories uh professional salaries Administrative Assistant clerical salaries and other Support Services you can see the largest portion here um is our professional salaries and that makes sense because uh professional salaries is reflective our our teaching staff our um Administration our support staff our special education staff um and that is the largest percentage we also have our administrative assistant and clerical staff um that is the smallest group within the school department and other support services so that is our um group that contains our instructional assistants our custodial staff and our technology staff that is non-instructional so our technology staff that is truly supporting making sure that we can um have virtual meetings and that smart boards are working and that all of our um instructional supplies are working the way that they were intended to work so the on the next Slide the more information on our salary budget so our salary budget is reviewed annually and again it's adjusted to to reflect the current staff at their full-time equivalency or FTE so there are um Financial exhibits that you'll see in the budget binder those financial exhibits do have columns in them that have references to FTE that's just a reference to the full-time equivalency and so we do have some staff members within the district that um are not fulltime so they're not a full 1.0 and so in some of the categories you may see categories that have a fractional percentage of FTE and that just means um that forina as a perfect example that just means that that staff member is not working um a fulltime equivalency salary expenses reflect the cost of annual cost of living increases and those are large l ly driven by our collective bargaining agreement so a large percentage of our employees um do roll up to our collective bargaining agreements um and step increases and the step increases are representative of um experience or years of service within the district salary expenses also include the cost of stiens substitute teachers longevity and other miscell ious payments those salary budget lines um can be a little more volatile and a little bit uh trickier to predict what the actual expenditure will be and what the projected budget should be and so as a part of this budget process um I did try to take some time in looking at threeyear actuals to be able to help um better frame and better project what uh an appropriate budget would be for some of those categories um but that did result in us making some pretty significant shifts to substitute budget line um and some other budget lines so you can see that again in the detail in the budget detail um and um in that budget impact breakdown and then the salary budget just in the level Services budget and in the operating budget it does not include the cost of employee health insurance and it also does not include the cost of facilities um of facility staff that is covered by the town's operating budget um by cafeteria staff is covered by the Food Service revolving account and then Milton Community School staff that is covered by the Melton Community Schools roling accounts so those salaries are not incorporated into this level service operating budget document the level service budget for fiscal year 26 reflects the current Staffing levels for fiscal year 25 it does reflect an adjustment to the substitute Staffing budget based on historical expenses and projected needs and it also reflects um stien and Mentor payments at a level consistent with fiscal year 25 so when we talk and when the um during the Glover presentation when they talked about class size having those um class size of 26 at different grade levels the F the level service budget does not take into account any shifts with those that just is simply um it's the same level of Staffing next year as we have this year which will result in pretty consistent in some cases we do have fluctuations kind of in our enrollment in certain grades when we talked about our larger kindergarten class moving into first grade but it does this budget presentation reflects the same Staffing levels so it will also reflect very similar class sizes another budget impact area that we talked about um and that was in the breakdown of the overall increase for our level service budget is budget offsets and so there are significant number of outside Revenue sources that are used to reduce or offset the school operating budget um those consist of user fees federal grants State reimbursement programs and other sources and so just in incre um important note is that a decrease in a budget offset or a redu a reduction in outside Revenue has the same impact on the operating budget as an increase in expenditures and so I just copied in um that area in the budget impact um slide that you can see we'll have a decrease in Revenue offset for our expense accounts um and that is is just a decrease in the utilization of circuit breaker and a decrease in Revenue offset for salary accounts and so that um is just pushing that impact into the funding levels that we need from the operating budget so this next slide shows an exhibit that's also found in the budget binder this is just a breakdown of the budget offsets that we use um that are utilized to offset the OV expense overall expense in the operating budget I apologize this is it's pretty small um but on the first line you can see the first budget offset is the special educ education circuit breaker reimbursement so in fiscal year 25 we built in an offset of $2.8 million and that money is used to cover the expense for our special education out of District tuition in fiscal year 26 we built in a $2 million budget offset and so you can see that's an $800,000 reduction in the budget offset so that is truly driving our expenses up this will allow us and that was done with the intent of allowing us to reestablish a Reserve balance for circuit breaker which are Reserve balance was depleted in fiscal year 24 as we fa those um 15% increase in out of District tuition costs and so we are truly trying to reestablish that Reserve fund fund balance it's not something that we we'd feel comfortable doing in one year and so it will be a multi-year iterative process um but this would allow us to potentially keep $800,000 um to reestablish a circuit breaker Reserve in fiscal year 26 so um two of the other budget drivers that we see are just increases in inflation and um State mandates that we um that are um driven by either state or federal mandates the costs I include but are not limited to transportation out of District tuition educational assessments and screening tools so in some cases the state is telling us that we need to utilize certain tools and able to provide screening um and assessments to our students professional development for staff so our staff our license staff is required um to attend a certain number or to have a certain level of professional development to retain their license building maintenance pay requirements um so because of the population in the town we are required to pay prevailing wage for any of our outside contractors and we are subject to annual inspections so we do asbestos inspections AER inspections on an annual basis and so those are costs that are incurred that we truly have um no option if we can perform those inspections or not in addition to compliance requirements School departments school department expenses are subject to annual inflation inflation adjustments um so just as a point of reference in recent fiscal years uh fiscal year 23 and 24 inflation reached L eight 7 and 8% um and each year a cap on the annual inflation adjustment prevented school funding or Chapter 70 which is um the largest pool of State funding that we receive for um education firm Rising more than 4.5% so we've talked a lot about the student Opportunity Act um and how that the change in that calculation is meant to truly benefit the schools and provide more funding um to each one of the towns and cities in the Commonwealth but there is um there is a cap on inflation at 4.5% that did not take into effect or did not take into account the seven seven and 8% increase and inflation that we've seen over the last several years price levels have not dropped substantially after the high inflation period so we are still dealing with that increase cost um and many of the goods and services that we purchase each year as subject to inflation updates including our curriculum materials instructional software Transportation agreements in our Auto District tuitions [Music] so um as one part of the budget process we were able to meet with our student Representatives um from the school committee and we talked to them a little bit about the budget process and about being able to collaborate with us um throughout the budget process and we had asked ask them if they could just reach out to their peers um and try to capture what the budget means to them through the lens of their student experience and kind of um looking at it from a positive perspective of what does this budget represent for for you as our students um and what are you excited about or what do you like about coming to school um and so they provided us with a few pictures there were actually several pictures so I wish I could have included all of them but um I just picked four for this presentation um and then also provided just a short kind of dialogue under each picture so we do have a number of activities that we um are able to fund through stien payments and there's a picture of the bana suture Lab at the after school Premed Club um there were a few really neat pictures that at first not having the context of the caption I was wondering why I was going to put a picture of a banana in the budget presentation but um I just thought it was really neat that that that that was something that they were able to experience at that Premed Club um also Athletics so we have a number of athletic um teams and so just a picture of our Milton High School varsity girls soccer team that I thought was really impactful um our students really are such a huge part of our community and so this was a great picture of um our best buddies members attending the girls soccer game and then also of course academics so uh um our Student Government members provided pictures from classes that they truly enjoy so um I just thought that was a a really important part and hopefully we'll be able to collaborate with those student Representatives more in the future so they can feel like they truly are a part um of the budget process so just um in taking time to talk about next step next steps in the budget development process I did provide the full budget calendar um in the budget finder so you can see kind of the more granular detail um but next steps in the budget development process we of course will um be able to answer questions and have discussion on the level service budget presentation um and then we will be presenting um the needs above level service at our next school committee meeting um we'll also as required uh by Master onal law hold a budget hearing and then um we will have town meeting in May and so still a lot of work still some time to do that work um but happy to answer any questions that you may have about the level service budget I was trying to piece it together right now but I don't think I'll be able to but what how does the increase the 9.4 compared to the increase for U level service last year do you know so last year I believe it was 88.6% okay and last year um included some of the positions that were previously SED so it's not ridiculously I mean it's higher but not yeah so I know with last year's um with last year's budget we had to kind of deplete our reserves so does that include the the 67 million include that like for fisal year 20 2025 so does that 67 million what we added what we went over and had to cover so fiscal year 25 um includes so there will be expenses in addition to the 67 million um we do have we will have some outside Revenue that we can utilize but not as much as we had utilized in fiscal year 24 okay and so was that what you're referencing Anna was that included in the 8 point like the increase yeah the 15 24 to 25 was was it actually higher than that 8 six or whatever you just said um when you include like what we had to kind of retroactively do so that so for fiscal year 25 I think that's something that we're closely monitoring now um just to make sure that because there are um when I looked at kind of the historical expenditures there are some areas that um there were adjustments in fiscal year 26 but they were not adjusted in fiscal year 25 um I would say Transportation was one of those areas and we're also uh for this year because it's going to be transportation and services that are consistent with what we provided last year um the number will be similar to that number um so we just are looking at if there's any way to utilize circuit breaker um offsets to kind of help with that the variance in the funding levels so I'm trying to remember and this might be what you were asking about so at the beginning right of the Year we're talking about I can't remember what the number was it was a three Mill two and a half million and it had to do with like an increase in the number of IAS that were hired over the year and so I guess that's where the qu so is that increase the money that I and this might be what you were just answering so that money that was allocated that we had to spend the beginning of this year does that percentage so then we are Level funding that like how do the P I guess I'm just still trying to understand the percentage increases so like if there was after the fact when we when and we're reconciling things and it was that increase how does that number that we had to reconcile reflect here from a percentage increase does that make sense so I think what had happened in fiscal year 24 is because we did have to use the um outside Revenue in excess of what we had originally projected so for circuit breaker using I believe it was close to um4 million to kind of close that Gap um that we we don't have that $4 million but the expenses um are still going to be shown in the budget right and so that's why for this year um we just have to really closely monitor that because um in some situations the expenses could be consistent with the expenditures just like I said the expenditures that we saw last year but I do feel that so the there were kind of adjustments in the uh that Transportation line that created that $900,000 increase so that is um one of the major drivers of that 99.44% of course the salaries it is a large portion of that um and then the circuit breaker r action as well I really appreciate Slide Five here I think that's so helpful when you're talking about the um goal of transparency and Clarity for the community and for us just really breaking down what that increase consists of um so thank you for including that and I think as you went through the presentation just even starting with that Top Line the 5.61 Cula increase for salaries that that is all-encompassing and doesn't represent a 5.61% raise for our individual educator so just making sure that that's understood um because that would be like a very significant one year increase but it it's the increase in the contract is are smaller than that that includes additional things added on so I felt like um I really appreciate your the breakdown and how you kind of go through that because we have to keep in mind when we're sharing with members of the warrant committee with certainly select board town meeting um like people who may not be as familiar with contracts Andor um like what those steps and Lanes represent um which is not Milton specific but that is like part of our industry so yeah and I think even just you know when you've done this with us in the finance subcommittee I think understanding that members change in our group obviously and in the mor committee I think this is a level of explanation that's really helpful because if if you don't do this and you're not in the Weeds on it like you are um even things that in your head obviously makes sense that you know a decrease in revenue is is comparable to an increase in expenditures but but pointing that out that you know I think going through all of these and showing where budget impacts are um is really helpful and then just explaining what the different levels are I don't think that we've and this is into criticism of the past but I don't think we've gotten this you sort of almost like a 101 on this that I think is very helpful as you go through and look at the budget so um you know I know you've done this with us before but I really appreciate that level of explanation because I think it it it adds context that we might not otherwise have yeah I agree I mean I appreciate all the work you've done leading up to this and now I think there's as you've said like just more conversations that we need to have internally within the finance committee and then back here excited to see what the needs based budget is obviously more conversations we me to have with the warrant committee uh I think this is you know we talked about the fact that we thought our budget was misaligned a bit coming out of 2024 so it's helpful to know if you take off the like just the offset change the 700,000 specifically which or like the $800,000 specifically you know you're at a low 8% kind of increase which is essentially what it sounds like is in line with last year so appreciative of the fact that we again trying to make sure we're not positioning ourselves to be in the spot we are in uh and we are currently in within the current fiscal year and I know you're managing us through so while that is has effects on kind of the budget as we're having this year I think that's important for the town so that we're not then positioning the schools to come back and have a late ask uh which again nobody nobody wants we need to be able to build a reserve for when those things those things occur and hopefully those aren't going to occur this year but they certainly could occur in a few years as you say with the if we want to get it to like 2.8 million three million that's a fouryear kind of process we're going to need to kind of start working our way and Di your out of that hole so appreciate you thinking longterm as well as shortterm um yeah I'll be really interested to see what questions we get from warrant committee on this when we talk to them be really interested to see what we hear from the town ad administrator about the ability to cover uh this within kind of uh current budget projections uh Revenue projections then and obviously very interested in seeing kind of what in addition to not just level Service as we talked about I think like our our kids deserve more we um the experience of the day they deserve is more and so what what other resources are you all highlighting that'll be a very interesting and uh great conversation to have in the next few weeks [Music] yeah I really appreciate this um in the level of detail um because I don't I don't think I've seen it explained so well in the past so and I mean this is numbers are not my area but I appreciate that you're making it very simple simple and easy to follow um and really just kind of thinking about it thoughtfully too and you know kind of um looking at all of the different areas that tend to fluctuate year over-ear um and and building those in it's very thoughtfully done so any other discussion on this okay thank you again Katie for all your work um and thanks to the finance subcommittee and um this will be something we keep talking about obviously as we keep going um but now we can um pivot to policy subcommittee still got the vendor warrants we did did when you were trying to trick me with your computer I think I [Music] was so then he he did them first because he knew that I would just I was think the order yeah um and the needs based level needs uh service budget would be next our next okay awesome okay all right so uh Lizzie markk pointed out that our facilities was not on this so I'll hold off on the update for that it's not a big update from until our next meeting okay gotcha sorry this was my week where all the Committees met so a busy week so I'm fine just reporting on one um policy I put in our folder um section I we are coming to the end of our section so you only have three more I think so we'll be able to finish it up by the end of the year um exciting first time we've actually I guess Glenn was sharing with us the first time committees have actually gotten through all of the policy so this is a big big big year for us uh we're excited to have been part of that process and obviously his central office team did a lot of the heavy lift um so um you will find in your folder the recommendations for each of um the policies in section I today we'll have a first reading of them um as always Clen has made it has given us a nice little summary sheet of what what the change has been for each of the policies um and then um he also did point out that this particular one and it could have been we had a couple of theories but I think one of them is like we just never got this far along in our policies that this one was a little bit kind of all over the place so he really went through and streamlined so this this particular section had a couple of you know old policies names that didn't match up so he really went through each one and kind of organized it and deleted uh and made recommendations to delete policies that didn't make sense um and uh policies that we didn't have um and so on and so forth and then um so there's a whole section you'll see of policies that need to be relabeled and reorganized which he did um so there's there's a whole series of them but um each one has a little um you know he's put a little note into what what has changed on each of the policies so it's really has been I have to say this process of really streamlining the policies and getting rid of and just doing like a whole like you know done some housekeeping and just really cleaned up everything has been really good because now you know once we go through this process we can go back and if there are specific ones that we need to focus on really focus on I appreciate Peter you kind of you know looking at this holistically and saying okay this is what we need to do first and and GL that your team has kind of taken us through this process so it's been it's been an interesting different different year with policies but a good one much needed that is my update so any questions there's a lot of them it's amazing how many old policies are in this I think a lot of school committees started with a and then got to like D and started and then like Let It lie fallow for a while then go back so back yeah yeah and I think that's where like we got to section I and it was all over the place so it was uh but he he has immense patience to go through each one and you know connect the dots and figure it all out so we've very appreciative of plan and the work he's been doing on this and I will add that the work that we will do as we go through this as an administrative team is is spend time with our kind of quote unquote new policies and and make sure that we as a leadership team are kind of well aware of what what we have what we don't have um you don't want to confront an issue and then look to see what the policy is want to have that as a leader you want to have that as like part and parcel of your kind of thinking as you're moving through the work and I think we found some policy in this process that is so outdated that no one's it's not it's not really a policy but it still exists as a policy so I think I would just say this is really important work to do to kind of align us operationally thank you very much all right so um approval of minutes we have one set of minutes did anyone have any edits to the minutes I want to I think you always check and see what you to um there's just one thing in it that when we were talking about sorry talking about the potential we're we're discussing the override and then it referenced the warrant committee would recommend the override it should just be the select board I think that's what I said it wasn't the warrant committee so it would be what page I'm looking hold on um do chair report the last so you're talking about talking about um sorry when we're talking about the recording sorry yeah bottom of page eight where it says this year there's potential the more committee will so select board yeah okay do you mind I'm just going to make a um I'm just going to suggest that as an edit did you do these things any other very detailed I'm very impressed whoever did them any other edits okay so I will make a motion to approve the minutes of the Milton school committee meeting of November 6th 2024 is there a second second okay all in favor great so for our next meeting we have our governance Retreat um our fall governance Retreat is on Monday the 25th so that will be our opportunity to check in on our progress toward our goals that for fy2 and to talk about um how we're doing with our government's practices relating to the implementation plan um we will have our next full school committee meeting on December 4th we will as we've heard talk about the FY 26 budget presentation above level service at that meeting um I think we're not yet sure based on sort of the timing of things um if it will make most sense to talk about the school building project at that meeting or at the following meeting we are waiting to hear back the um information from msba and we're also I think it's going to be the following meeting okay yeah um and we'll be kind of coordinating that with the school building committee um um votes around cost estimates and so on so that's on our radar and it may be the following meaning um we will talk about the calendar um as we've said and we'll have policy second reading of this section I we'll have facilities um will we so a couple things we haven't had so MF I know you went to a meeting and would there be like a report about anything happening at MF that we need to be updated on Grant meeting last night um so they're preparing to let people know what grants they're giving out you know the annual Grant cycle you know what the time frame on that is uh I mean decisions were being made last when we were together making decisions last night and then um they had some final work to do I think this week so I think it's soon we can just stay in touch about that I not sure if we need to have an update here um and if you want to join me I meet with Wendy during the day like you know at least once a month or or more often so if you want to sitting on one of those too you don't have enough meetings um do you know if the student service task for I can give you an update next time we met Monday okay and then what about the student Representatives we don't meet until December okay so then maybe our second December meeting they might come back yeah when is our next [Music] meeting December 20th December 20th oh yeah okay well that's we meet that night so it just let us you know we yeah um okay but that's these are a number of things that we have for next time so we'll just um see everybody then any other topics I think so I just had a quick question for Mark for finance sorry I know there's like two meetings on the calendar is there like one or the other but Tuesday and Wednesday so I wasn't sure uh we're not having one Wednesday it's Monday Tuesday is it Monday tues there was there was one initially on Wednesday yeah that's like the standard every other week Wednesday thing so there's a okay so that's what full school committee for um for Tuesday right Tuesday is in person finance committee okay is that just for sub yeah that one we are not crossposting okay we we talk about the bit at governance okay isn't there School building presentation at conningham Hall this Friday Also yeah 9: to 10: a.m. everybody if you're listening yeah all right so would someone like to make a motion to adjourn so second second all in favor okay thanks everybody thank you you [Music] he [Music]