Everybody, it is 6 o'clock. So, I'm going to call to order the regular meeting of the Sher region on on May 13th, 2026. Hello and welcome everybody. Um, we're going to start with the pledge of allegiance. So, you can
join me with that if you'd like. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
>> Thank you for that. So, we we're mixing it up a little bit because I think Ryan has practice. Um, we're going to hear from our student representatives first. And so, what's going on, guys? Hi. Hi, everyone. So, um, next Wednesday is going to be
our last student advisory meeting with the superintendent at the high school. Um, AP tests have been going on for the last two weeks and according to Ryan football. >> Um, and sports update, college commitment day will be Thursday where the athletic department will recognize
our athletes who will be playing at the next level. >> Um, so next week is seniors week, uh, last senior week. Um, so they'll be doing kind of like a spirit thing which I'm looking forward to. Uh, we like have a day uh kind of a theme for each day.
Um, and then the Massachusetts Association of Student Representatives has a conference on um, Saturday which will be like combining all the different regions and they'll be meeting. I'll be I'll be going um I'll see if Maria's around. I have to talk to her about that
and then I'll have I can send a report back for you guys for the next meeting. Um, which I won't be at cuz this is my last meeting which is it's coming to an end. Um, and then Deca Nationals. Um, we had a group that finished first place for the um kind of first time ever for
the show. So that was really cool to see. >> Yeah. And a whole like stadium full of people like we heard their names and everyone was kind of cheering. So it was a fun experience. Um, and then we also had another group in the top 10 and then another group in the top 20 which was awesome. >> Great.
>> Yeah. So, that's what we have for you guys today. Any questions or anything? >> Uh, any questions, guys? >> All right. Well, we totally appreciate you guys being here as always. I know Ryan, this is your last meeting. I wanted to just say a couple of things
before Ryan departs. Um, Maria is going to soldier on and we are so grateful to have you, Maria, for the remainder and then throughout your senior year. Um, so, um, I just wanted to remind everybody here, but you guys pretty much know, so for the community, um, that
Ryan's been an Ashoba, uh, student representative to our school committee now for two years. His service to our high school, to our school committee, and really to the broader community, um, is commendable. Ryan is a positive role model for all of his peers. He's
constantly inspiring everybody to be better and do more and he's provided us with honest and thorough feedback on the student experience at the high school and we really appreciate it. It's helped to guide our decision- making on multiple occasions. So, it's been our honor working with you, Ryan, and we
wish you the very best of luck at Boston College next year. And it's my pleasure to give Ryan this gift. And Ryan, we like to see you open it so that you can show us what you get. >> This is going to be funny. >> Oh, look at that.
There we go. All the full wardrobe. Awesome. Thank you guys. Where's the Where's the camera? Can you make Can you do it? >> Yeah. >> Oh, that's awesome. >> The receipts in the bag. >> Different.
>> Oh, if you want to get you want to get some running pants or something. >> And we also know that college kids don't always do laundry, so it's probably fine. >> Sure. >> Send that off to Bridget. Thank you. I'm doing a great job. >> Thank you. I appreciate it.
>> Thank you. >> All right. >> Thank you guys. >> Wonderful. >> All right, guys. We will see you on the flip side. Okay. >> Meetings on YouTube. >> All right.
>> Bye, Ria. Oh god, >> that was okay. I feel a little about that. Ryan's pretty great. So, um, next on the agenda is executive session. So, I'm going to move to enter into
executive session at 6:05 p.m. pursuant to national law 38 section 213 to conduct strategy with respect to collective bargaining or litigation if an open meeting may have detrimental effect on the bargaining or litigation position of public body. The chair so declares which I do. This is about
litigation and van poolool. the session to include school committee uh superintendent downing and assistant superintendent of finance and operations Ross Malcurren committee will reconvene to open session at the conclusion of executive session hoping that will be around 6:40
second >> thank you very much any discussion Jillian >> n yes or no >> oh no yes oh I'm like I have no questions yes I'm in favor yes >> yes myself Yes. Scott,
>> yes. >> John, >> yes. >> Yes. >> Yes. got the shields this afternoon. move the agenda for the next item which is public comment and anybody for public comment. Yes, go
right ahead. Go to your desk. Just tell us your name, your town, and then you might have three minutes. Good evening. My name is Pam and I live in Bolton, and I'm here following the Bolton town
meeting, which many of you hopefully, if you haven't yet, you've looked at the recording of the town meeting. I attended it and I spoke at it. There were a number of residents who voiced their concern over the year-over-year operating cost increase
from the district. The allocation, which resulted in a 4.2% increase for our town versus a 3% revenue share in guidance. Following comments of taxpayers related to the district increase, there were
others who spoke in response, believing greater fiscal responsibility, collaboration will destroy our school system. I think we all know that's not the case by any stretch of the imagination.
It's important to note Bolton's advisory committee held twoformational sessions to review their plan budget presentation. The presentation highlighted the importance of a revenue sharing plan with the district. These sessions were
open to the public. I'm unsure if our school committee reps attended any of them, but I will say that my takeaway from the town meeting and subsequent Facebook post, some very troubling I must say in
nature, guides my message in recommending the school district consider expanding on two key committee goals. increased accessibility
and engage in regular communication with our communities and our constituents. So, here are some ideas to consider. Budget plans should include a budget draft reflecting
the revenue sharing year-over-year goal number through a strategic financial planning budget process versus any incremental budget practice. I also think the school district, as the
town did, should work on a five-year budget forecast. We have a new high school coming online. Plus, this is to kind of impact everyone. And we can use it to have more active discussions with the town.
I also, this is, I've said this more than once, video record the budget warrants committee meetings. It's about financials for many people. So, make them available for replay. Greater
transparency. It's critically needed. provide concrete responses to financial and budget questions and concerns from the public throughout the year rather than a generic we'll take this under consideration and advisement.
I'm still awaiting answers to very specific financial and budget questions that I asked two months ago. While the meeting held for the school committee to vote on the final budget, draft budget is open to the public. I get that.
I believe you would agree it's the end of the process and would not result in budget modifications or changes. Hold inperson community-basedformational meetings a month before the final budget
committee vote. Engage community members. get their insight into the t get you should get the insight into taxpayers concerns, questions and recommendations and and the community can learn from all of you. This isn't an
us versus them. Great ideas may result from these interactions along with positive changes. In short, the town's financial commitment to the school district is a public trust.
The district must honor it by using funds for education, managing them prudently, and reporting on their use in a wa way that maintains public confidence. I want to thank the school district
administration and the volunteers, each of you, for the work you do. I recognize the responsibilities are so much greater in every aspect of your work as compared to many years ago when
I had kids in the school system. I believe as Leah stated at the town meeting, we're all neighbors and we need to work together. Thank you. Okay. Thank you so much. So, I don't think there's any other public comment.
Nobody else is here. So, we're going to move the agenda now to the consent agenda. And I have a motion for the committee. You can see that there's a lot in the consent agenda. Um, does anybody want to pull anything out? Okay. Uh, so I move to approve the
consent agenda of May 13th, 2026. Do I have a second? Second. Thanks, Jackie. Any discussion on the consent agenda? All those in favor? That's unanimous. Okay. Thank you everybody for that. Um so moving on to
the school committee chairperson update. Um we are ahead of schedule. This is good news. >> Um so I just have a couple of things that I wanted to share with you guys. Um so the first part is uh gratitude.
Um we're entering the last two weeks of the school committee season. Is it shocking to you guys? We only have two weeks left. meeting after this crazy. Um, so I want to take this opportunity to recognize three of our members who are retiring from their positions.
The time and energy they dedicate to the schools and our children deserves all of our gratitude. So, first is John. So, John McFarland joined our committee about a year and a half ago, as you guys probably remember, filling an important vacancy for Stow. Um since then John has served on multiple subcommittees
including personnel and communication bringing about the website design. So John your perspective has proved very valuable to all of us and the questions that you ask always push our thinking as a group. So we are going to miss having you here and we are very grateful and we say thank you.
>> I get a sweatshirt. Is that awesome? >> Maybe even at bottoms. >> Yes, >> it's unnecessary. Thank you very much. >> No, we're grateful to you. >> A very sexy
picture. Thank you very much. >> We remember our time here. Yes. Thank you. >> Thanks, John. Um, so I am also going to reserve my comments for Amy because she couldn't be here tonight due to a work commitment. So we'll get her next time,
everybody. Um, but um, I would like to also recognize Jackie. So Jackie Reiner joined our committee from Lancaster three years ago is when we got to meet Jackie. I got to meet you. uh your work on policy, dearj and most recently
negotiations has been a tremendous asset to our community. Uh you bring a wealth of experience and knowledge on special education and it just continues to contextualize matters for us constantly. So um we rely upon your perspective and
you always help us see the bigger picture. You are kind >> and we are going to miss you. So thanks Jackie. Good luck in all your future. It's not a sweatshirt. >> I was going to say like um
like in a show of the school committee like school of >> It could be it could be a a non-fiction book. >> My time on the school committee. Yeah.
>> Yeah. If you want to leave the double gift, thanks. That's quite lovely. >> A beautiful. I love it.
>> When my time comes, can I get this? >> You want the crystal bowl? Do you want a crystal bowl? Um, so thanks Jackie, thanks John. We really appreciate you guys. And as we um bring this season to a close, I remind you that you're not done yet. Okay.
>> Um, so again, I will torture Amy next time. She'll just be able to wipe her tears cuz we'll be on Zoom. >> Um, okay. So the last thing that I wanted to kind of burden you guys with, I have a little uh reflection on the last couple of weeks. It's been
tumultuous. there's been um some feedback that has been provided. Some of it really positive, some of it sometimes negative and and at times a little ugly, but I think that this is my seventh year and I'm no stranger to that. So,
uh this is what I wanted to just say and and then we'll kind of move on. So, I'm actually happy to announce that all three towns passed our budget. Um all three votes, yay, all three votes were um resounding and um this is the end result of many months of tireless work
on our our school community's part, but also on our school leadership uh to create next year's program for advancing the strategic plan that is uh focused on teaching, learning, and community connection. So, I'm excited about that. That's great. Um each of the three towns
their meetings unfolded in really different and unique ways uh for a variety of reasons that I won't go into but uh what resonated for me is that all of the residents of the three towns expressed unwavering support for the
schools and for all of our educators. >> Um so that I was happy to hear. So um I heard it at the microphone. I also heard it in all the messages that I received in various uh ways. But I do want to recognize there was an important
viewpoint expressed by some that the school committee needs to remain cognizant of current fiscal limitations during this time of extraordinary inflation. Um it's kind of hard out there. So I think that we all agree
um because we pay taxes too. But we must also face we must also admit that we face incredible obstacles regarding exploding costs without a lot of help from the state although they're trying and very limited
economic growth in our towns. >> Um so that's not a great recipe. So, as we have every year, the school committee and the district leadership will use this summer to reflect in order to improve our processes so that we can serve our communities to the best of our
ability. I know our town's leadership will also do the same. Uh before I conclude, I just wanted to address one misconception that I've heard at Bolton Town meeting, which I was at. um that misconception was that the school committee is not listening to
the concerns of the towns and the town leaders. So the problem with that claim is that it assumes that the town leaders and the school committee are actually speaking >> and we're not >> and that's actually by design and it's an unfortunate design really uh but the
regional system is built that way. So, if we're not speaking, then it would be hard for us to listen or not listen. Um, so I'll give you an example. In January of 2026, the Tritown meeting was scheduled
>> uh by all of the town leaders, but nobody from the school committee was invited. >> Um, I ended up finding out about it and I joined last minute. Um but that structure that was in place did not allow for any discussion or any
collaboration at all. Um there was some information sharing and I tried to get it all down but it was really not collaboration. So as we go forward I would like to see this change. Um communicating in silos is
unproductive no matter how hard the people within the silos are working. So um on that note, I hope that um new seasons bring new advancements for all of us uh for the betterment of our kids.
So thanks everybody for listening and um hearing me now. >> So onward and upward, Superintendent Downing, here we go on the agenda. Next is the superintendent report. So I will turn it over to you. >> Thank you, Madam Chair, for that
recognition. Um, we got a lot in the superintendent report uh for you tonight to share and we're going to hear from our two superintendents on the vast majority of that work. Um, but I first just want to remind people that uh as
the committee requested we have updated the core materials and the field trip materials for both the hail Washington DC trip and the Mary Rollins and out classroom trip. So those are there. Um, and I think we'll just kind of go in order of how we are here on the
superintendent report. And I'll begin with uh, assistant superintendent friend to talk to you a little bit about uh, some grants our EO program and then we'll shift to capital. So, assistant superintendent friend. >> Thank you, Superintendent Downing.
Right. Uh the first update is an update to the committee and to our community um about our program reviews um specifically two separate federal and state program monitoring reviews that were recently completed for NOVA this
year. Those include our ESSA federal grant program monitoring which includes title one, title 2A and title 4A and the English learner education targeted and focused monitoring and review which um provides an in-depth
review of how we are supporting our English learners and our families in the district. Both review processes are extensive. They include document submissions on multiple criteria, student record reviews,
staff reviews, classroom observations, parent survey and focus groups for our um e program review and follow follow-up evidence requests. Both reviews are conducted on a six-year cycle for every
district in the Commonwealth. So, we happen to have both reviews in the same year. Um but I'm pleased to share that for our ESSA federal grant program review again that's title one 2A and 4A
um the review assessed 28 compliance criteria and NHOA met all 28 criteria with no findings and no followup required and I've included the outcomes report there for the committee and the community in in this update. In addition, we're proud
to share that Desi designated NSOA as an exemplar district in federal grant program administration. And as a result, we've been invited to present as a panelist at DESI's federal grants conference on June 9th, sharing our practices with other districts across
the state. So, I'm pleased to be on that panel. >> That's a big deal. Well done. The other review is our English learner education targeted and focused monitoring review. In February, Jesse's Office of Language Acquisition completed
our targeted focus monitoring review and then followed up with a request for additional documentation. The re review covered 12 compliance criteria. Noba was found to be fully implemented in 11 of the 12 criteria.
There was one area that Nishoba was cited as partially implementing and that was relative to ELE6 program exit and readiness. The department found that some students and specifically I share with the
committee there were two students were reclassified before fully meeting the exit criteria. The department uses access assessment information as the sole criteria for exit readiness for
students. Access is similar to MCCAST in that is it is an administered assessment provided at the state level and um is administered annually for all of our language learners.
I will share that those two students were onetenth away from exit criteria on one of the multiple criteria and that the teams involved with both students made decisions to exit both students
using other metrics such as MCCAST star assessments and performance in their classroom and the teams had made a decision um that the student no longer required direct language services and that was the reason the reason behind the early exit. With that said, we're
still found to be partially implementing this criteria and so in response, we've developed a continuous improvement and monitoring plan to address this finding. The plan has been approved by the department and we are on track for
completion by December of 2026. >> That's the update for both the case program reviews. Since this is such a long report and it's so dense, I think just pause before going into the operational piece and take any questions on the program reviews for assistant superintendent.
>> Any questions? >> So, first of all, great job. Congratulations. Um, just a procedural consideration. It's it sounds like you said you have two reviews this year. If I recall last year, there were other reviews that also were like simultaneous. And I wonder if you've looked at like the schedules of reviews
and audits and you know like if you looked at the next 12 years like if you see a spike in years where a whole bunch are happening at the same time and if there's any way to like smooth those out. I mean I don't know that how much of a burden it pushes on you or the department. If there's any way to >> choose you don't get to choose >> you can't say can you do it yearly
that's you know >> I I have actually brought the topic up >> and they they said thank you for the feedback. Let's try. >> I have a question for you.
>> I agree with you. It's >> Y. You said that you have a plan in place. Um Desi has said that it's on the way to being implemented. I I imagine it starts in September. >> It's already starting because the kids are being placed for their classes next year.
>> Right. So, so basically what the plan includes is a reiteration of the the exit criteria and saying that there's no way around it. The exit criteria is the exit criteria and we need to be strict in that. >> Um so there's really no leeway person
for the ident based on any kind of information and the criteria is the criteria. >> When do you get the access score results? We have them now. You do? >> Um they were released a couple weeks ago. So we're reviewing those. We're also we've also increased monitoring for
those students who were exited early and we're providing that as part of our compliance in our in our plan. Okay. >> It's been approved by the department. Um the department has shared with me that by December we'll be out of out of this
phase of the process and we'll be on our way. I mean, I recognize that the department has to cut a line that says kids who scored this need to remain in the program and it's actually not a huge tax on the school system to keep them in the program. I don't imagine that's why you would early exit them. It's because
they were probably performing at a very high level. >> Yes. Yes. >> And it didn't make any sense to keep them out of electives or other looking at it from the student experience and readiness and of course communication with the family. Of course, in both cases, there was communication with the family before
that decision was made. >> Jackie, >> maybe just for the goodness of anyone watching and for the school committee, just speak a little bit to like that families can opt out of access of um e services.
>> Yes. Um there is um quite a robust process um when a student is identified as speaking a second language right from the beginning of the registration process. As part of the compliance, there are forms in in family's home
language that is communicated in a shared with a family when the family has uh an opportunity to opt their child out of receiving uh the services for English language education. And that process actually happens annually. So every year
a family has the option to opt their child out of receiving services >> and some do. >> You still have to test them every year. >> Correct. Yes. >> Okay. So it's all there for protection. So I appreciate that you guys are
walking through that process. >> So thanks Laura. And again congratulations on the other >> piece. That's exciting. >> See um not not really the first time you've been recognized that way. We appreciate that. Uh so let's keep it going. >> Great. At this point, let's bring forward assistant superintendent
McCarron to talk about the capital update and the treasury appointment. >> Great. Thank you, Superintendent Downey. Thanks to the school committee. And with further gratitude, we want to thank uh our member towns uh for their support uh at town meetings relative to our capital requests. um and that happens uh on
behalf of our students and staff and communities that use our facilities uh and uh use them to learn uh and start their futures. So, this is wonderful news. Uh as you're aware, the district administration made a deliberate effort to increase the school committee's
involvement this year um in the capital process through the ongoing updates and facilitate facilitating building tours that allowed for that director observation of the facilities that we were talking about for capital for FY27
but also 28 29 30 and 31. So um we look forward to continuing this approach uh and being collaborative enhancing that approach with our towns. Um, and it was successful and that's what's most important here. So, uh, below are, uh, on the superintendent's update is the
updated table of what was passed at town meetings or deferred. Um, and what you see there represents over $1.8 million in commitments from our member towns on improving the facilities and uh, addressing capital needs. So, we're very thankful. Uh, we look forward to doing
all the work now that needs to happen. Um but again this is a great partnership and you know some some good back and forth with the towns on relative to what should be able to move forward this year and not and what can we defer uh as we work to be fiscally responsible partners with them.
>> I'll say just briefly on that um kudos to Mr. Karen um and uh our our representatives who did the capital walks. The feedback we received from the towns was extremely positive in those walks helped them feel informed and and
take that to their various boards uh for recommendation. Also where you see the very last one, the scoreboard of replacement hail of no action. >> Um that actually came in partnership with assistant superintendent McCarron's office in the town of Sto. So we knew that well in advance. It was just one of
those things that was already out on the warrant article >> when we made the decision. We're going to wait to put that off uh till >> Yeah. We'll see what what how we can problem solve that together. >> Yep. >> So, we are happy to see that that our towns passed all those capital items for us.
>> Okay. >> Any questions? Yeah, Jack. >> So, I apologize. I would I I probably should have like talked about this a little bit before, but when I was reviewing these materials, I think that to
Superintendent Down's point, part of that capital planning meeting was a really great opportunity to ask good questions and to hear the kinds of questions that our town leaders are asking. Um, one of the things that I
think I'm seeing more and more is that there's people who have a seat at the table who are um, giving of their time and their energy in service of these types of activities that their time is
limited right when they are serving. And I wonder if there's some way for the work that we're doing in those meetings to live somewhere so that it can be accessible knowing that people are asking questions or making um misguided
comments in public forums about the reasons why certain things are um prioritized or addressed or upkeep. And I feel like the conversations that we had and the information that was shared like that was so rich >> that I could then if somebody was to ask
talk specifically to >> the I I think like the fire suppression system is a great example, right? Like I would not be able to speak to that prior to that meeting, but I could after that. And so I just wonder if there was if there's a way to like I don't know have
access to that information publicly >> almost like the narrative or explanation behind it. Is that what you mean? >> Both that piece and then if we if we're making a a fiscal decision to not move on it that like that's a shared there's
like shared decision making in that process. >> I think it's just refining the capital update through these reports. >> Right. So the talking points are available and then so whether it's somebody who's from school committee doing the tours and the walks and wants
to speak to that at the soccer field at the you know PTO event or whatever it may be. >> Uh but then also it's available for the public. Um and then as we get further >> a little bit more potential refinement of that is when things are on the warrant or not on the warrant why and
then what's the plan moving forward. So yeah definitely listening on that and I think there's there's space for improvement. Thank you. >> I agree. I think this process was really uh it was huge especially at center school where the building's so new and to actually take them into the space. Correct.
>> And and help them understand various things like in the space was huge and they and they had this greater understanding. So working with the town leaders that way was really important. >> I I I Mr. Jelik who's the uh Stow Capital Planning Committee chair and has been for since I've been involved in it.
Yeah. Uh it resonates with me that at the end of the tour he just said we should have started this years ago. Um and you know Mr. Jol makes a he's a tough cookie. He scrutinizes on purpose uh because that's his that's his public role. Um and for him to be able to get
in there and see it um and ask more refined questions I think is very helpful along with any member of the select board fincom you know the numerous folks that that joined us. So it was great. All right. Want to keep it going for to
the treasurer appointment? >> Sure. So, this is annual and in compliance with uh school committee policy AE. Uh it's the recommendation of the administration that Victoria Chartier be considered for renewed appointment as the district treasurer uh
for fiscal year 2027. The treasur is responsible for the receipt, custody, and dispersement of all district funds with signatory authority granted annually by the school committee. Uh this includes bonding for the new high school which Mrs. Charter has been significantly and extensively involved
in. Most times I'm on the phone with the uh financial adviserss relative to that. She's on the phone as well. Um she's also a Massachusetts certified treasurer which you don't always find. Um and her work is also reviewed as part of the annual auditing process which receives a
significant amount of sort of compliments and praise uh as they as they see her work. Um, and this is something that we might find in the consent agenda next. >> Correct. >> Do you guys have any questions about this?
>> Victoria is not an employee of the district. >> Correct. >> No, she's under contract. Yeah. >> Isn't it that the policy Does the policy allow for it to be an employee of the district? >> It does because she used to work in HR and
would do this off hours. Correct. >> Got it. Okay. So we can track her services. >> Y >> um for So are you able to share with us what the cost is? >> Uh I think for FY27 it's approximately 30,000.
>> Okay. >> I I will share when when there was potential of this charter leaving. >> Um I found significant difficulty in trying to find a new treasurer. So it's a relatively rare role. uh municipal
finance is not a very doesn't draw a lot of people in. Um so we're lucky that she stuck out stayed with us and is doing such a great job. >> Is this peculiar to regional districts? >> Most likely because in a in a in a municipally based town based you're
working with the the town hall. >> Yeah. >> City hall. >> Okay. Any other questions? >> Have a quick one. So, if we're contracting her services, is she sort of like insured and bonded? If she were to
>> Yeah, we have a I'm sorry, Jackie. I apologize. I jumped. Sorry. >> You're good. No worries. >> Jillian, sorry, I jumped back. We have a separate treasurer's bond every year that's renewed. >> Yep. >> Thank you. >> Okay. Any other questions?
>> All right. So, let's keep it rolling with strategic work. Thanks for that, Ross. I think we'll roll it back to assistant superintendent friend again to talk about the prism early literacy uh program and our teaching and learning grants. >> Um so the first uh update is really just
an update relative to prison one and the committee is aware of that substantial grant um that we are currently um utilizing and benefiting from. Um, and we like to just let the community know
and the committee know that recently we had visits from uh local legislators. >> I know we highlighted this in the common, but we wanted to elevate it because we felt it was important for our legislators to see the work of the grant
around early literacy in action in real time with our teachers and our students. So recently, Senator Cronin, Senator Kennedy and Representative Meg Kilcoin visited Mishoba classrooms and toward kindergarten, first and second grade classrooms. Um, and we were very pleased
to um visit with them in the classrooms along with the building principles in those spaces. So they observe literacy instruction and action. And we were also afforded an opportunity to meet with them um after the visit to talk to them
um around um the you know the impacts of the grant and other items relative to school and district needs. So I don't know if you want to flesh out any information there superintendent down but I know we appreciated those opportunities. >> We're very grateful to our state
delegation. They are highly engaged with us. They have many conversations. even had an opportunity to engage with Representative Hogan at Story Town meeting this past weekend. >> Um, and I know right now Senator Kennedy's working hard for us because the literacy launch um funding of $25
million that was in the governor's budget was reduced to zero in both the house budget and the ways in and the senate budget >> and that is the line item under which prison is paid for. So currently, uh,
Senator Kennedy has signed on with Senator Lewis to amend, uh, the budget that will go to conference committee to reinstate, uh, funding for specifically for literacy. So, the relationship that
we have um, cultivated over the past few years with our our legislators is is paying off in the form of engagement and and we hope we can get those funds reinstated. But I will say they are at risk right now. >> What's the number?
>> Uh the number for our our prison grant funding, Mr. M is 240 Laura >> this year is 338 >> 338 but for the upcoming budget year >> it 280 I think >> 28 28 >> right?
>> So >> we were grateful ahead of this to bring them into our space and so they can speak firsthand. I know they also asked me for talking points. >> Um I recorded a video um as well for them to share with their um
colleagues so they can you know speak to you know the real world application and impact. So we remain hopeful that there will be funding supported through literacy launch in some capacity. >> I'm kind of mystified by this cut. I mean, isn't this not a priority of the
state to boost literacy after the failings of the last several years? And >> you're just as mystified as my fingers were when we started shooting off communications to folks that are in those rooms. >> It it was it was a surprise to us.
It's one of the governor's top priorities and her recommendation was $25 million and the govern the governor's recommended budget line. >> There are se several mechanisms and I know as they're talking about um other
budget letters at the state level that they can use particularly as um I'm forgetting that the funding source again Ross where we got the grant funding insarks. >> Yeah. So, we got $100,000 in ear marks last year to augment our technology
replacement specifically for quote unquote smartboard replacements, right? >> That helped augment that. Um, so there could be other mechanisms which this is funded. Uh, but that's being chased down right now and our advocacy circles are fighting for that.
This is why in the budget we didn't put those personnel positions into the budget >> because it's never certain when it has to go through these processes later on. >> So that's why when we get the let's say let's say it's happy days and it's reinstated and refunded, we won't know
that until mid to late June and then the budget's ultimately not voted until July. So that's why you get the September emails of guess what happened over the summer. >> Yeah. >> Um and we we move on with our plans.
>> Just so I make sure the bottoms correctly, if this funding doesn't come through, then we'll have to discontinue the program, >> the tutoring program. Yeah. >> Yep. The only way it can continue is if we assume that cost uh of our students
as well. What I'll remind the committee is that our uh intervention levels are at a three-year low >> as we've been able to move students off of the warning and um uh some risk categories into higher levels that that
are needing intervention. So, this tutoring program goes to that and if we don't fund it, uh we won't have those tutoring supports. >> And just to be clear, the warning level is recognized through the STAR assessments. Correct. >> Through the Renaissance learning platform. That's how we assess if kids
literacy scores are dipping and need intervention. >> I did hear somebody at town meeting question the legitimacy of that program and this is it right here. >> Oh yeah. >> Um that platform is it is new since you've been here. >> We didn't have one prior.
>> It's new to us, >> right? But like we never really were tracking. I mean, we would use dibbles or things and other kinds of methodologies, but this is like a dashboard that shows where kids are across preschool even through 9th grade.
>> That's nationally and no locally normally, >> but you're saying that the intervention levels are dropping >> for kids in what K to three, >> right? We uh I I know that it's in the superintendence evaluation evidence, but we've seen a reduction 27% reduction in
students requiring intervention or urgent intervention. >> Well, spoiler. >> Yeah, >> sorry, superintendent. >> I was in suspense. >> That's great news. I would also say that screener approved by the Department of
Elementary and Second Education. >> Yeah. >> Okay. I have one other update relative to prism if I may. Y >> um and that is uh Nishobe has also been selected as one of only four districts
in the Commonwealth to serve as a prison one focus district. Again, this designation is an honor and reflection of our teacher and our building's hard work and commitment. Um Jesse um the department selected the
showa specifically to study early literacy implementation through the lens of our rural district with a goal that our work can inform and benefit other districts across the commonwealth. Currently as a f focused district, we are currently participating in evaluation activities which include
classroom observations, educator knowledge inventories and interviews and focus groups and that work is happening now. But that's an honor to be selected from the 15 um account for. So we're very grateful to the hard work of our
teachers uh and and all of the providers in our buildings to make that happen. on to the next item. Do you like me to speak to? >> Okay. So, um the final update is just a summary. I know that we have spoken um
numerous occasions around competitive grant funding that we've been able to secure um through the work of our department and again the work of our hardworking leaders and educators. And so we have provided for the committee
and the community here a competitive grant funding overview and I'd like to thank uh assistant superintendent for his assistance with organizing this information. >> You're welcome. >> Um and what the competitive grant
funding that we've been able to secure has looked like since the launch of our strategic plan in FY23. And this work connects directly to strategic objective four of our strategic plan which is maximizing potential through effective resource
allocation. So the data we're sharing tonight in Alita if you can scroll down reflects competitive grants that have been secured since again the onset of our strategic plan in FY23.
We share this information as a means of overview and information for our community. And so with the graph um I'm going to turn it over to you Mr. McCarron to speak to the graph. >> Absolutely. So the light green uh represents so this is 10 years total uh
just on the graph uh the light green is prior to the strategic plan and then the dark green beginning in FY23 is the strategic plan. In the chart below, in the table below, um you'll see each of the grants, their amount, uh as well as
how they're tied to the strategic objective or initiative. So, you know, the purposeful work that's happening out of the teaching and learning department um that we support and are happy to support uh is all tied back to the strategic plan. So, this is not
entitlement grants. So, this is not our IDA special education grant. This is not our ESSA titles grants. Um, but this would be work that either otherwise would not happen without grants or if we wanted it to happen, it would be in the operating budget reflected in the
variable assessment. So, if you break down the 1.32 million that's here over four years uh across three towns, that's about $110,000 a year per town uh that either would have had been paid or not done if it wasn't for the grants and the work done by teaching and learning to
get this this happening. I would argue that this is the good stuff, right? These are the enrichments that our principles and our teachers are bringing dayto day. I see the pathways are in there. Um,
yeah. Kudos to you guys for this additional work that not every school district does. And and we don't Laura, do you do all the grants? Your office works on all of these grants. >> Pretty much. >> Um, we don't have a grant writer.
>> She's over here. In in large part, I would I would like to say that Miss Hanigan um has been instrumental in supporting our work now as she's transition into a role with the
innovation pathways grant. Um and um it's a team effort, right? you know, I'm I'm constantly seeking feedback and input from our educators and our building leaders and uh it's reflective really of a team committee and an
effort. >> It's pretty impressive. >> I just want to um highlight and draw the community's attention, everyone's attention to three different parts of this report. Um the first one is was at
the very beginning of this report um that Nishoga has been recognized as an exemplar district in federal grant program administration and has been um invited to present at DESI's federal grants conference
um which is a recognition of the work the great work that's being done. Another um portion to highlight um it's in the prism section. NOBA has been selected as
one of four districts in Massachusetts to serve as a prison one focused district. Um and that Desi will study um the work that we're doing to be implemented and and in other programs to
be a um a resource to other districts. Um that is an exemplar program. And then the third is the in the teaching and learning grant section. Um as educators were compelled to provide excellent education for each and every
student. In order to create avenues towards success that are budget neutral to taxpayers, teaching and learning has worked tirelessly to secure fiscally significant competitive grants. Um and again grant writing is is
not an easy task and it's not a fast task. um and the work that has been done to support our students. Um should be I guess what I would say is you know
Desi is seeing Nishoba as as a lot of strength at Nishoba and seeing Nishoba as a model district and I really hope that that will be shared and as um one of the reasons teachers would say loud and proud um in our communities. Our community should be proud of what our
district brings to our children and our families and our communities and um I am proud of that >> and and grateful for our initiative team. >> Great. Yes.
>> So, as you you look at this work, I I do want to take a a moment to acknowledge the assistant superintendent. Um she's a very humble person. community. But um >> we as a matter of fact, we've reduced that team. Um and this is a team of
people that through their efforts and their sweat equity have been able to bring these things. >> It's a great example of how they are fiscally responsible and thinking about what can we do to make sure that every
single nickel we put towards education has value. and and thank you for doing this and for for um bringing these programs. Not to mention, as you were saying, this is the stuff that lifts the work. >> Um going all the way back to when we
initially walked into um the open site grants, I I think was maybe the first grant we brought forward when you became assistant superintendent uh to to this day now. So, uh kudos to that entire team. >> Amazing. >> Yeah. All right. Thanks, guys. So, we're
going to now move the agenda beyond the superintendent report to new business. We have three things here. And the first thing that we're going to be looking at is our high school principal. Dr. Boon is joining us. You f up. Dr. Come on down.
Right. Um, we're going to look at the student handbook proposal. And again, this is something that you will probably find in the percentage on the next time, Kirk. >> Yes. >> Okay. And so we're not necessarily working on anything tonight, but Kate, you are um here to take maybe a little
bit of feedback or questions. >> Questions, absolutely. All right. So, Dr. White and take it away. All right. Thank you, Madam Chair. Thanks everyone for the opportunity to to share today some changes to our upcoming uh handbook
for the 26 27 school year. um you have before you and in the packet the change memo and I believe in the packet is also or late is the the draft. Um so we um working with my school
council um the handbook underwent several revisions in preparation for this next school year. Um I took the time to update the principal's message which had not been updated in a number of years uh in recognition um that this
will be our last year in the current school building. So I wanted to memorialize that and and honor that and then um and bring forward our portrait of initial graduate competencies as well in the message. Um and so then I'll be creating a new message when we enter the
new building. So this kind of closes out that story of of Mishoba with the principal's message in the handbook. Um added the updated academic calendar uh at a glance um from the district level. It's just a nice feature to have in the handbook. So
I do that every year. Um I did also include a revision of um the bell schedule to reflect our implementation of green whoops green and gold days um which will help kind of visualize our every other day um classes um and also
the bell schedule pilot which and I'll explain a little bit more about that in um the NEAS section which will um be implemented fully second semester. So, I wanted to acknowledge that in the handbook that will in fact be using two different bell schedules next year. Um, so that was in uh in the handbook. We'll
also include a link once the rotation is fully complete. We'll add that link into the handbook over the summer. Um, I added in the links to both of our programs of studies. As you may recall from a prior presentation, we have two programs of study um for our students.
one for our current grades 9, 10, and 11 moving up to 10, 11, 12, and one for our incoming 9th graders because of our level restructuring. And so we have those two programs of study linked into that the handbook. Um, the two documents really should complement one another.
Um, throughout the document, I changed uh or we changed guidance to counseling to reflect the shift in our counseling model to bring counseling forward. And um also you will notice an addition in the policy language for graduation
requirements and competency determination to reflect the changes made by this body earlier this year. Um so that's front and center uh in the handbook as well. Um uh under early dismissal. Oh uh yeah under early dismissals um I removed we
removed the language um and had a great discussion with school council um with all of my students there um that that indicates students who are 18 years or older can dismiss themselves with administrative approval. Um and our our our practice has not been that for many
years. So that was outdated uh language in the handbook that that we discovered. um you know, as you continue to do reads of handbooks, you you find things. So, that was removed. Um I'm very happy about that. We no longer have that to refer to. Uh in our class officer
section for class leadership, we we've shifted to a um a more broad leadership structure for our grades nine and 10 students instead of elections for only four individuals. Students were not necessarily filling out paperwork to sign up for elections. It was a little
scary. And so we felt it was appropriate to open up um just anyone who was interested to become um part of a class leadership council in grades nine and 10 and learn leadership at the school level at the class level with our dean with our assistant principles um and then
move on to more elected um positions in grades 11 and 12. It's worked out incredibly well with our 9th graders. This is the first time we've done it this year. We're going to carry that forward in grades 10 and 12. um or sorry in grades nine and 10 next year.
Um based on feedback from this committee and I want to thank you for this. Um we took a really deep dive as a a school council this year into our code of conduct. You'll notice a a name change to the section. It's our behavioral code
instead of code of conduct. Um really reflecting a more um restorative approach. Uh and then what we attempted to do as a a school council is to bring forward the restorative approaches front and center and then ensure that the
language was really consistent throughout while maintaining there's a section at the end of the of that um portion of the handbook that really does need to speak to the laws um of Massachusetts and um and desi expectations but making sure that the
restorative language was really embedded within Um we also made sure that any of of sort of that the charts were clear um emphasized restorative approaches and then the formatting um uh my students
and my u parent representatives in particular um really spoke to the formatting um not only in the charts but some clear bullet points. It just made it much more readable um and they were instrumental really uh in that. Um
we will be updating uh our leadership team and department heads at the beginning of the the program studies and our protocols for communication. We have several retirements um and so we're in the process of identifying new leaders and um so those names will will be updated. Um as I mentioned before, we'll
add in the rotation calendar um link when that's completed over the summer. And then also I turn my the document over to Marsha Winter, my administrative assistant, who does um you know a final review and edit just to ensure that
everything looks great. We always find something but spelling, grammar, font style, size, spacing, all of it so that it we end up with um a professional final product and we continue to improve on it year by year. Um, Madam Chair, if
I may, I would like to um talk about one item that did not make it into the handbook this time around. Um, and as if you recall, I think it was back in the spring, March maybe time frame, where um you and uh vice chair Cohen um attended
a student council meeting, a StuCo meeting where they proposed some sample language around um uh passes at the end of the day. It was a 10610. No passes at the beginning of the class for 10 minutes, only gone for 6 minutes, and then no passes at the end. And this
was in response to a practice that we implemented this year, which was um seeing a lot of kids in the hallway at the end of the day, no passes for the last 20 minutes of class. Um so they presented the um the idea to to us at a
StuCo meeting. I then took that idea um and u and their proposal to my um my school council for feedback um and universal feedback from all members um was that we need a little more exploration um of this. They really
wanted my student council, our student council to um lead the communication effort for this and not just have it put in a handbook. So, what we're going to be doing is um StuCo is going to be going back and looking at the policy, maybe making or practice, maybe um
looking at refining some language, communicating it to students when we begin the school year, then trying it out and getting full school feedback um before we put this um in in a handbook before we sort of capture it in policy. So, that'll be one of the first things
that StuCo works on next year. And it was it was um pretty universal. the the um my parent members didn't have much um feedback, but the students um and and the teacher uh members of the of uh of school council, especially the students
said, "We really want to dig into this a little more and and let them let's let our student lead this." So, that was sort of the biggest piece and I'm that did not make it this time, but um >> maybe next time. Well, I imagine that we'll give an update because you'll be
coming in the fall. So, I hope that the school will be able to give an update on that um on that proposal. >> Okay. >> And I will turn it over to any feedback and or questions. Thank you. >> No small task this annual initiative.
>> Um how many students do you have on the school count? >> Six. >> Six. >> Unusually, which is great. >> Um questions. Uh I just had a quick question about the
focus on restorative language. >> Just if you could maybe redefine that a little bit. >> So part of um when a student breaks a school rule um we want um that student to be able to learn from their um their actions um if their um their actions
have in fact harmed someone um we want there to be a a way forward for that student to take responsibility and and repair. And there may be some traditional consequences attached to it, but it always come down comes down to educating the student and really um
ensuring that they're able to perhaps make amends um if they in fact have harmed a member of the community. >> Yeah. >> And Dr. Bdon, it also reflects what's written in law 37 and three quarters. Do you want to speak to that for a moment? >> Uh absolutely. We always have to take a
a progressive approach. Um and we have to ensure that we are exercising and utilizing um all of those restorative options um that are available to us before we take um any kind of a more harsh uh traditional um disciplinary or
consequence measures. Um that is absolutely something that that schools um are required to do. We also believe it um as best practice uh ourselves because we want students to be able to learn um their teenagers, you know, in in high school and they make mistakes and and we want them to learn and grow.
>> Great. Thank you. >> I will point out though that there are some offenses that will will surpass all the restorative practice because they present a danger. Makes sense. The harm is far too great. >> Absolutely. Any other questions?
Can can you maybe um Kate, I know that we talked about this briefly, but can you talk a little bit about the academic integrity section and just where the AI guidelines are that we heard about at the beginning of the year and like where that's going to land in the handbook? >> Well, I think I imagine it landing in
the academic integrity uh section or we have the the acceptable use section at the end. Um I feel like that's something that's sort of the next step that we'll take and um I I look for for guidance. I think that's something we would be talking about since um we just had our
AI sort of um guidelines um communicated this year. I feel it's something that our district leadership and and certainly meeting with my school leadership um to have as our sort of next year in in the handbook uh as language it gets more codified. I
imagine as well based on the cell phone um law uh that there may be some changes um in that realm as well still to to come, but So yeah, so that that's a completely different animal, but I hear that is advancing
>> the bell to bell. >> So we're just we're watching that, you know, it's not codified yet because it's not there yet, but it's it is advancing. So more to come on those and and yes, AI is on my mind as something to capture um in a future handbook.
>> Great. So I think though we still have the stage, Dr. Buon because the next item on our agenda is the NRHS MIAS update. >> Thank you for allowing me to present the I'm going to try to go off the slide so
I like make eye contact and not read. Um so uh NEASK uh stands for New England Association of Schools and Colleges. It is our accrediting institution and um schools are member schools are on a 10-year cycle. Uh and very recently um
just before COVID in the 2017 18 time frame, NEASK did change its methodology um that is uh more supportive for schools. Um so just wanted to name that and uh we are in the the middle of our accreditation cycle. Um uh Alita, next
slide please. So here's our timeline uh of our most recent cycle. Um in the spring of 2024 um we were identified as a a spring of 27 dennial visit. So dennials every 10 years and in that
spring we had our self-reflection committee and our steering committee identified um steering committee was myself former assistant principal uh Miss Boule uh Mr. Xeri and Miss Davis. Uh and then the self-reflection committee was our leadership team. Um so
department heads. Um so that was formed in the spring of 24 and then we uh underwent some training exercises um and uh and sessions with NIASK and then um on the first day of school we formally unofficially launched the NIAK
self-reflection process with Allison Giri um who's our NIASK representative. she uh came and presented to our school and and spent time with um teachers and our leadership team. And then we engaged in a very robust fourmonth uh self-reflection process. Um and as a
school, we identified priority areas. We identified ratings for each of the standards. And then um we wrote our self self-reflection report multiple parts to that shared it um for feedback as part of the process with our staff and and
then uploaded it and prepared for the collaborative conference visit. Um and that's sort of the midcycle. Collaborative conference is two days that happened um April 30th and May 1st of 2025. Um following the collaborative conference um that team uh writes a
report or and uh submits that I've submitted that over the summer uh to the superintendent and myself for review and and out of that um has identified priority areas and um that we as a school develop and then begin to implement a growth and improvement plan.
And so you will have seen in the high school's current improvement plan a reflection of the goals um and growth uh areas uh identified out of our NEAS process. And basically we identify as a school our priority
areas and and NIASK reviews those and and um in this case and if we do our job well they agree with our self assessment. Um and so 25 to 27 we are developing and we are now implementing our growth and improvement plan. And
then um starting next year and and really uh kicking in full year in the winter through February of 2027 um we will prepare as a school. So we'll reconvene our um our team of department heads and and school leaders. um will
prepare and submit a school summary report um that documents our uh progress and uh on our growth priorities and then in April your the packet says May I went back and looked and and ensured we are we are an April school so it'll be three
days in April where our NIASK team will visit they try to get the same folks who have um you know in part who visited us two years ago so that they have some some history. Um the visiting team will review uh evidence. They'll visit
classrooms, look at programs, um talk to constituents including schoolboard members, district leadership, school leadership, parents, students, um from the collaborative conference and then there's an accreditation determination that uh is made by NIAK based on the
visit findings and supporting evidence and they issue a a report in the summer. Um we were found needing all of the foundational elements. Olivia, you can go to the next slide because that'll show those. Um, those are the foundational elements. Um, any school not meeting a foundational element um
would be given some feedback at the collaborative conference and then they have two years to meet the foundational elements. We have met all of those. The one that's crossed out is for CTE schools, so does not apply to Nishoba. Um, and so we're in really good shape there.
Next slide, please. So, next steps following this annual visit. Um, in the summer of 2027, the accreditation report will be shared. We'll communicate that out. I'd love to present um to school committee in the fall of 27 um to share that. We then do
a revised growth and improvement plan. And then there are um submitted into the um NIAS portal one year, threeear and sixyear updates. Um and then we begin the process all over again. So there um next slide please. So here
are our priority areas. Um and really u priority area one is around our new building. This was in our prior NEAS report um 10 years ago. We were found not meeting this foundational element. That was one of the driving factors for proposing the new school. So they
recognized that while we're still in a a a current building that doesn't meet the educational needs of our students, we are building and thanks to the community support, we're building a new a new school. Um so we are now in the the steps to prepare to move into the new building. We have been making curricular
shifts focusing on student engagement and we are also exploring a lower and upper school model um in terms of our instructional approaches and and support for students. Um Alita next slide. Priority area two is all around
curriculum and instruction um student engagement and portrait of a graduate. All the steps there are things that are currently ongoing um to help us achieve
this priority area whereby a fully enacted highquality curriculum and high quality instruction is available for each and every one of our students. Um I'll just read a range of those things. So teach co-eing um within grades nine expanded to grade 10 next year. Our
continued partnership and deep work with kaleidoscope for deeper learning. We have our our illustrative math curriculum for algebra 1 that is involved with coaching support. Um we have a relentless effort uh within our classroom observation cycles on student
engagement, well ststructured lessons and student discourse. Um we have uh planned professional development in social studies um on inquiry and social studies following a book read. Um we're deep into a 6 to12 writing working group. Um excited about uh innovation
pathways expansion, dual enrollment as well. Um we restructured our course levels and then we're making curricular shifts in science um and a world language proficiency model in world language and then in in science is the NDSS standards. Um
Alita next slide I'll take questions at the end on priority area three is really around our communication and uh expansion and embed embedding of the portrait of anoba graduate competencies um really fully within the curriculum
for all of our grades. Um and we have taken some steps um where we've remodeled our counseling seminars. Um they're smaller and they're more intentional for grades 9 through 12 grade specific developmental curriculum. We have phased out Navvian the senior
class is the last class um using Naviance and we're implementing school links. We are still working out some some of the kinks with school links. Um, so more to come, but we have a a great uh uh like assistance and and support from the school side of things. Uh, and
then I know that there's um a great team of of staff members on our end um working on that. We do currently have portrait of an HSOA graduate um time frames scheduled monthly with very intentional actions um that our students engage in. Um we have portfolio
development for post-graduate through school link. So we're working to bump that out and um and have robust portfolios and then we are really exploring senior project evolution. This priority area does need a little bit of work. So we need to much more fully
embed with intention um and integrate and track the student progress on the course of competencies across all grade levels. And I would say really that integration and tracking we're still figuring it that out. So that's something that my leadership team um department heads and administrative team
will be tackling and taking on because we want to make sure that it's seamless and embedded within our students experience and not something seen as as other um Alita next slide. Our priority area four is really around our multi-tered systems of support. Um
our bridge and student uh success staff has been working with faculty and have done a number of presentations uh around the tiered supports that they um provide and offer. As mentioned in a prior slide, we are expanding our co-eing model with coaching support um in
collaboration with we have a planned implementation of common planning time, PLC time as well as tiered supports in 2026 27 for teachers within the core academics of uh English, math, science, and social
studies, removing them from a traditional study hall duty and repurposing that time um for um PLC's and really looking at tiered supports for students. We are seeking early college designation
um with grant funded career counselor and we have not heard yet if we have been brought into uh phase one of that process but we've submitted uh our interest there. Um and then we had a team of uh six uh uh individuals
including um assistant superintendent friend myself um some teachers and our guidance department head uh and Mr. Walker one of my assistant principles we participated in um six sessions a really robust desi workshop on MTSS and schedule models which helped inform um
part of what um what was developed for priority area 3. So we worked with Desessie and uh a scheduling consultant um over the course of this year to help that development and Alita I think this is the last slide. Um and prior priority
areas four and five are are intrinsically linked, right? Um so priority area five is to identify time during the during the school day for staff to analyze student work. Well, that's the work of a PLC, right? and then collaboratively plan units, lessons, assessments, and interventions
within and across departments. So um we have a goal of broader implementation of that tier one and two academic supports with using our teachers um instead of a study hall in those core academic classes of English, math, science, social studies um in working in PLC's um
and then some common planning time in addition for our co-teers um and then our bell schedule pilot the second semester of next year. And I think that's the last slide and I will happily take any questions.
>> Okay. So, busy busy busy. Dr. um any questions on good stuff? You >> got your hands full. >> Yes. Five priority areas is quite a bit, but um >> yes. Um, in light of the timing of their
visit in April of next year, which I assume a non-trivial part of the point of coming is to evaluate the facilities, >> we will be in the waning weeks of that facility. How are you going to handle that situation? >> So, uh, I actually think I'd like if
with with permission from our um our building partners to take them on a tour >> uh of the new building, of the new facility. I think that would be part of um they they always go on a tour part of the experience for both collaborative conference and dennial is a tour of the
facility not not just um that's aside from going into classrooms um it's just to see the physical plant so that I think will be part so it may be a little bit of a longer tour because they'll need to probably see both um Alita can you go to priority area
three for So this is just an observation and I'm um I'm wondering the portraiture of a learner is something that we have implemented as the kind of K to2 vision for student learning.
Are you finding that the teachers feel prepared? Right? they if you're a I'm just picking out of a hat a chemistry teacher and then you are being told that you then have to pivot to teach them about the portrait I'm going
to show the graduate like are the teachers feeling prepared to do this work because they are your emissaries you can't teach all 800 kids >> you have to rely on the chemistry teacher and like all of the teachers to make this come alive what kind of training are they experiencing are they feeling prepared to do this I think
there quite frankly is a a varied levels of comfort. Um, we're not delving deep into anything controversial with with our students, but if I'm a chemistry teacher, I may not feel comfortable necessarily talking
about creativity >> as an example, right? Even though I think chemistry is inherently creative, right? Um, so we talk about it at staff meetings. Um and then we have a carefully quite carefully with a a team. We have a portrait of an Oba graduate.
It's mouthful um design team um that curates these lessons that um that teachers implement. Um I think we need to improve. So this to me is an area because it is um the having a vision of
a graduate um is one of those priority standards in NASK. So this I think needs um a little bit more attention for us um to ensure that everyone really feels that comfort comfort level and also can see the connections within their own curriculum um because there are natural
connections really across the portrait competencies. >> If I may >> just to educate the community and any committee members that weren't here as part of that justice our portrait work isn't a 9 to2 effort. It's a pre-K to 12
effort. And so we look at this across all school systems so that we are bringing forward to to the high school students that are hitting these multiple elements of of culturally competent, citizenship, empathy, and so on and so forth to build
those skills. And I know assistant superintendent friend and her team and their professional development and curriculum work that they've done have looked to think what are those transfer skills across our competencies that can be applied throughout the curriculum. >> So it's it's work that that is growing
and embedded in many elements of of what we do. And I I will share that in our um in our curriculum work and our curriculum design and and um unit and and lesson development, we we do embed and and really speak to how are we
pulling in the portrait competencies within those and teachers have really begun definitely more work to do, but have begun identifying and making transparent to students in this assignment here. I'm really honing in on a learner's mindset for you. And so be
thinking about that as you're doing, you know, this particular work. So where we continue, there's always work to be done, but we're continuing with intentionality to work on. >> Do you ever envision um so K to8 this is landing on the report cards? >> Yeah.
>> Right. So we're assessing students on the report cards for communication, creativity, empathy, culturally competent, global citizens. Right. My daughter's report card. right? Their report cards had those check marks. >> Um, do you think the high school will ever have that?
>> I would love to see that. We'd need to, you know, obviously engage in what that would look like, but there are different models for um communicating out student performance at the high school level. Um, I've I can't name them off the top of my head, but I have taken a look at a
variety of different um ideas. Um, so yeah, that is something that kind of excites me. So, >> yeah, cuz it was pretty darn awesome for the K8 report card to see that. >> I loved it and my and my daughter loved it. >> She really appreciated >> versus a letter grade.
>> Yep. >> Um and then I just have one more question on four Alo that one. >> Um and actually it's five as well, but if you go to five too.
>> Um so much is dependent upon a pilot. And so what I'm noticing is that two priority area areas are dependent upon a pilot schedule. What if the pilot does not succeed? What will think about that a year
beyond? That's hard to say. I I think that um we will certainly need to respond to that. um if uh the pilot does not succeed, they may give us some feedback to say go back to the drawing board and and try again. Um I think the intention behind
the semester is to really be able to fully compare two different schedules as give them equal time and and let let it sit with folks and live it for a full
semester. Um, and I'm I'm hopeful because the schedule that that we're proposing to pilot is not completely revolutionary by any fashion. And I I think it's quite quite beneficial for students and staff um for fewer
transitions as well as um longer class time to really dig in. Um but you know it's something that you know I um I work have worked very closely with Allison Giri and um who's our NEAS um point person and and so she and I she and I
would likely have a conversation and we'll know shortly after the NEAS visit whether the pilot um passes per our contract language right um as a schedule moving into the new building. So, she and I will likely have a conversation
about um what guidelines or what guidance um they will they will provide. It could likely um go into a new, you know, a continued improvement plan. Any other questions? >> All right. Thanks so much. >> Thank you all so much as always. Your
your plate is very full. We appreciate you. >> I appreciate the time to share. Thank you. >> Thank you. Awesome. All right, everybody. So, we're going to u move the agenda to um our favorite topic, and that is policy first reading. Jackie, what do
you have for us to provide? >> So, I actually I was trying to figure out what would be the best way to address this. So there is some important information that I need to just um kind of highlight and pull out for the team
and also for policy subcommittee. Um because one of the things that happens on an episodic basis is that updates to policies are recommended by MASC and two
of the policies on here have updated recommendations. Um, so if it would be okay, I'd like to talk through some of that with the group. Um, based on our conversations >> from a process standpoint, um, Jackie is going to walk us through it. We can give
her and her policy subcommittee feedback and then they are going to bring back to the next meeting revised versions of them. um they will be in the consent agenda and um unless you guys want to pull them out of the consent agenda and still revisit them individually or after
another meeting >> but not for you. >> I was just going to ask um Joan to do that. Happy to take you. >> Okay. So, walk us through. So, let's tackle the easier ones first. Um specifically ECAB, access to building
and grounds. This is a new policy that the policy subcommittee met and reviewed um with assistant superintendent Mo Curran and then a second time prior to bringing it for our first read um as part of the May 2026
policy updates from MAFC in the fifth paragraph of the proposed policy. It's a little bit further down, Alita. They are recommending in that second, sorry,
the sentence that says access within the building will be limited to to only those participating in the authorized event and to personnel whose work requires it. So there's one word um
added to this. So, I think part of our our ask is that when we come back um for this second read, you'll see one redline version with the inclusion of it. It's not a major um change.
Another um policy just to pull out. And so the other thing too that's more important I guess to this is we had some really great conversations knowing that we are bringing a new high school online and we want to be really um conscientious of that that access to school buildings. So I think that that we spend a lot of time like just talking
through this and this is the policy um in the clean version that we're recommending um the school committee vote on at uh upcoming date. The second one um >> go questions for each one. Oh yeah. Yep.
Any questions on building access? >> Okay. So, >> this is the only one I haven't edited on. >> Oh, good. Let's go. >> The fourth paragraph. >> Yes. >> Take out the first word, please. >> We can consider that. >> Instead of saying during outside of
school hours, just say outside of school hours. >> All right. Good. Good. >> That's it. >> Yep. >> Anything else on this one? We're going to move on if there's no other questions to KBG.
Um, so we had the opportunity to review this um with Miss Deanch and then we talked about it as a group. So we reviewed it two times. Um so this one was really useful as a conversation
um with our leadership team and the policy subcommittee um and using and taking into consideration use of the equity decision-making tool that has been provided by DRJ. Um so as we were going through this if you scroll down
Alita so the major thing that policy talked about um a little bit further is that there's a piece where they are referring to the English learner parent advisory councils and multi- language learner parent advisory councils. Um so
when we were talking through that as a group um at this time we do not meet the requirement um put forth um regarding m maintaining um an elpac or anac melpac
um because we at this point in time we have uh I believe it's 3% of districtwide e students um but we are making the recommendation regarding ing ret uh retention of that language.
However, what what was really great was um MASC it provided a lot of additional edits in this May 2026 um policy update to include best
practice for um all the different parent advisory councils as well as additional guidance regarding um that parent advisory councils are not subject to open meeting laws. And so there is
specific guidance there. Um so at this time as chair of the um policy subcommittee, I'm recommending that we consider the proposed changes in the clean copy that we provided to the school committee and then prioritize
addressing review of the updated guidance with the new policy subcommittee at a later date. questions, concerns. >> Yes, >> I take it back. Sorry. Sorry. >> You're fine. >> You're good. >> I'm just trying to
comprehend. So, there's several places in here that are quotations, correct? >> Yep. >> Are those straight out of MGL? >> Same. >> Yeah, same. >> Could we add citations like >> Yep. If you scroll down, >> no, I know there's I know there down
there, but it's not clear what which quotations are from which source. >> Can we like do like an enumeration or something so we know which quotation is from which source? >> So, I think that the majority of the quotations are at relative to language
opportunity for our kids. I'm happy to do that, but that's not the precedent that we have currently. And I I think that that should be a conversation for uh future policy subcommittees um
members because it would set a new precedent that then we would have to go back and and think about are there other areas within the existing policies that use quotations and and like like having those footnotes or references. So, >> I think that's
>> I don't remember seeing quotations before, but >> I don't either actually. Um, on the on the top of the second page, Alita, uh, scroll up just a tad. There's like a quotation mark before schools, but no end quotation. >> It's a continuation.
>> Yeah. But then there's an open quote after LPAC and L ML PAX right before the R and then there's a closed quotation. like the fatter paragraph seems to have the open and close quotes, but that one line above it is um just hanging out
there with an open quote and a close quote. Do you know what I mean? >> I do. I I question whether or not that's one of like just edits that they included. >> Just a typo. >> Um no, in their original
it did that is exactly how it is. But in the update with the clean version, they um they fixed that and they also took out a lot of >> the quotes. So
>> wait, is the clean version in the in >> No, because it has not been reviewed by policy. Got it. >> So I think if we want to make this like from an edit perspective, we can address those changes. I also think that if
the ask is that we just do this in one clean like we can table this one and address it at a later time. >> I I I might make the recommendation given that we just got this guidance. >> Yeah. >> Since this is already codified in CMR,
>> we're not in a pressure situation to pass this policy this school year. So, I would make the recommendation that we just table this one for now and forward it to the committee to they we know which one they start with next year. >> Okay. Oh, they have more than that. >> Yeah, we do.
>> I'm in favor of that approach cuz I it this whole thing feels strange to me like it's like the whole thing got passed down to us and including quotation marks and it's like well wait a second are we doing our own policy or we're just taking the law in which case why do we need policy? The other thing >> there's nothing compelling us
>> to take care of this before the school year closes. >> Absolutely. And I think that the guidance pieces that are included in the policy um the proposed edits I think will be a really rich conversation that I I think that we should consider and
then from an editorial perspective take out anything that is irrelevant for us as a district. Um, so I'll update it on my end as long as the we're all right. Um, the other
major um, edit that I want to pull out is policy JKA and that is the physical restraint and seclusion of students. So this updated policy were was driven by um amendment
to 603 CMR46 um made by the board of elementary and secondary education in June of last year. Um so in the meeting materials these are redline recommendations based on both the crosswalking of current NHOVA policies and the amendments that
are required to be implemented on or before August 17th of this year. So, this is a very time-sensitive um policy. It was reviewed extensively by Miss De Manch. We reviewed it as a policy
subcommittee with her and Superintendent Downing. Um and then a I want to say their second or third time to review the proposed changes. Um and we are recommending that NRSC adopt the changes as proposed. But if there are specific questions,
edits or things that we want addressed, happy to talk through those now. >> So my only comment would be I I consider you our strongest member in these types of situations. Are you comfortable with what's being promuggated here? >> I am. I think that
from from for me from a process perspective, I was very confused initially when I was walking through things. And what had really solidified it for me is that we currently have JK AAA and J K A R. And so they're two
separate but related um policies that are specific to physical restraint and timeout physical restraint and seclusion of students. And so I felt like once we were able to meet as a subcommittee and walk through those um I think that this makes not only does it make sense, but
it really is taking out some of the procedural things that I don't know need to be in policy um and creating I think more clarity for students, families, and our communities when they read the policy.
>> Okay, great. Thank you. Do you think that JKA R is still fine and >> that will be removed? >> Oh, thank you. Yes. >> So, this update to JK AA >> is going to replace our JKAA and remove
the AR. >> Thank you. And because this is how things work, this is a very time-sensitive policy that we need to look at and vote on prior to the conclusion of our time um this year.
There is updated guidance and a um a clean or model policy that MASC released as part of the May 2026 update. I think that at this point in time based on like a very preliminary review of what they're
proposing, it would be the recommendation of policy to look at and approve what has been presented this evening in a second read and voting and then at a later date in consultation um with Rowan is to really take a deeper
dive into whether or not there are any recommended updates to that policy later. Okay. Any other questions? Okay. And that those are the major ones.
>> Okay. So, um there are two others that we haven't necessarily called out specifically, but are there any um >> they are student fundraising activities? I think those are just minor changes honestly. >> And then K I will say KI
maybe Alita if you just bring that one up. I We felt like this was a really appropriate policy to have because it just really cleans up a lot of information regarding anyone visiting the school and it actually um
I think is is we made a recommendation that we should adopt it but there's no I mean does it completely it completely will eliminate the current KI and this is the total rehab of this.
>> Yeah. And the way that KI so I think this is what happens when there's so many iterations of a policy that then is addressed. So that really was looking at like observations and people coming you
know to observe students for programs things like that that really are um felt very they are more operational I think in nature that this is just a very clean proposed um version of KI for all
schools in the district too. I can remember building this old KI and it was um it was a really tough conversation um because there's a lot of sensitive practices here. >> So I appreciate the new version. Any questions on the new KI and then student
fundraising? It's just my Yeah. Okay. No raffles. Anything on policy first read? All right. things policy. As always, I just want to take a moment to thank our director of student services. It's not
an easy undertaking to go through what our existing policy was, what our current practices are, and this new guidance. And um I just want to say thank you to her for the work that she put into this. >> Thank you. You're welcome.
All right, guys. So, we're going to move the agenda again um beyond finance and operations because we've already heard a little bit of that and we're going to do um this is kind of our finale. Um as Kirk likes to say, he's the lucky duck who's the only one that's um evaluated in public.
>> It is the favorite part of my job. >> I was uh hopeful we'd be walking out into sunlight like we did in our May meeting last year. So, >> sorry. Alas, >> um Chris, before you get started, um Robin, do you want to just help the committee remember what they are going
to need to do >> um in just a couple of days for you? >> Yes. So, um you should have from um the new and improved ability to use the Google sheet to do the evaluation. You put that in here.
>> Okay. Perfect. Right. It looks like that you guys. It's the survey tool. >> Yep. that's there. So, and I also attach uh Alita put in the training slides in case anyone needs to go back to that. Plus, there's all the really great resources on the final page of the training deck. Um, and just remember
that just given the time frames that we have with the Memorial Day weekend, if you guys could get your responses done maybe over the weekend so we have them by Monday, which is the 18th. Um, and then the personnel subcommittee is going
to meet and put it all together. Any questions about practice? All right, Kirk. I wish I had a drum. I would roll it. >> Uh, take it away. I'm sorry. >> Oh, pressure. Well, we have 42 pages to go through line by line. >> I will say. >> So, if you can all just refer to your
document. >> Um, I say that in just Thank you, Madam Chair, for your introduction. And, uh, I am just going to breeze through the document. I think you all there's nothing in this document that has not been presented to you previously. Couple
of data sets that I've included that that we haven't got into um and I'll point those out. So as you know the structure that we have in our super you saw it today in the superintendent report is we point you to the strategic objectives and initiatives that that
work is going to in that section. So we're always appraising you and updating you on the strategic work of the district. this captures that. And so I won't go through all the items. I don't think that would be a good use of our time, but I will just certainly point
out some areas for you to look as you're reviewing and assessing. Um, I also think it's important to recognize that while I'm humbled by the evaluations and what the viewpoint of this committee has been historically, this is the work of an entire school system and our
educators, our leaders are all reflected in uh the work of the district. So, it is not just the superintendent's work. My charge is to oversee that we are doing the work and that we are aligned
to the strategic plan that we have laid out um and are able to adjust as as curve balls come to us throughout that period as well. So uh in that spirit you'll see that um it is for the years 24- 26. This is the second year of the
2-year cycle thus being summitive. The initial section is uh simply defines uh many elements of the um the evidence before you. >> Can I just interrupt very quickly? Yeah. And say,
>> can this go on the meeting materials? Am I just missing it? >> Oh, >> you did share it. I did see that just come across. >> Forgive me. I'll ask Miss Masten to put the PDF copy into the meeting materials. >> Yes, that was my error. I sent it out to
everybody on Monday. Um we can post it to the meeting. >> So it's in your drives everybody if you want to actually have it on your screens as Kirk presents it on the screen. >> Okay. Um so our student learning goal is based upon our universal screeners and how we are looking at uh growth metrics
and the typical statistical growth metric for meeting typical and high growth is 65%. We set a district standard of 70% because we're trying to close some gaps. Earlier tonight, you heard us refer to uh we've been able to reduce the number of students um needing
urgent intervention as an example of that as we are shifting students from along the curve in their learning. And so uh this is something that we always always look at and we shared some of these things in evidence last year. I'll
just scroll down uh to uh some of our um evidence here that you can see um in our fall screening data which is a 12 month look. I look at the I gave you two pieces. The fall to fall data is a good way to take a 12-month look. Um and then
it's set up where we can look from our benchmark data in the fall and compare it to the winter benchmark. we are currently in our assessment window um for the the spring benchmarks. So this is the best data I can give you as evidence towards those standards and I
will say by and large we're meeting that goal. Um I list it as significant progress because I take it quite literally in every sector we're not meeting the goal. We're not meeting the goal. Um, so when you look at that in our our 12-month looks, fall to fall,
that would be fall 24 to fall 25. Um, excuse me. Uh, 74.7% of our students make typical growth for reading, 67.5 for math, and 72 of our first grade students uh met their growth targets for
early literacy. We of course don't have growth data for our kindergarten students because they're just starting their journey. So we don't have the the first data point for them. When we look at our winter benchmark data, you can see that uh we are at 71.6%
of growth uh in reading and 72.5 in math and at that 65.2 mark for our early literacy screening. Uh but I think it's important to note that this is where you see that 27% decrease in students requiring literacy intervention in grades K to three. Uh I wouldn't say
that is uh the the um what's the right way to say it totally define that word there. It is an indicator of the programs that we've implemented
being positive. Uh the true test of that would be how we do over time. with with our efforts. Uh the second goal around professional practice is equitable access to high level learning experiences foster
engagement and academic growth. And looking particularly at our subgroup data for that. So you can see the activities that have been conducted over the last couple of years and we uh loaded this up with some significant evidence uh last year. uh some of the work of our walkthroughs,
the work that we've did done with um Dr. Larry Epstein, the work that we've done with Dr. Keith Warren uh have been the activities that have uh worked us along in developing some capacity in our educators.
Uh the cycles of our multi-tered systems of support and the what I need to know now blocks I think also contribute to our efforts in um addressing student needs. uh particularly students that are needing some extra or urgent intervention.
The implementation of our EL curriculum is in our second year with the full implementation of the all block and our literacy curriculum K to 5. Um the collides scope work that's been conducted at the high school. Those are all things that we talked in the
formative year but that of activities have been going on. Uh I wanted to add in the 2526 evidence. Uh this is where the area of the evaluation where I did use an AI tool. There's a link there to the advanced placement data set. And
I'll just pull that up real quick. Uh there's there's tabs going back to 2021 and you can view this uh for your own consumption. What I will tell you is that while we have advanced placement data in 2025, students had already selected those
courses at the high school in the spring of 24. So our efforts in uh taking down some of the barriers, uh recommendations, overrides, things like that to access AP courses wouldn't be reflected in 2025 numbers. And right now, as our students
have been completing their AP exams for 2026, we'll collect all that data, of course, when it's complete and and have that for next school. Um, but here's just some basic trends of what that 21 to 25 uh process looks
like. knowing that there has been a narrowing uh for the high needs students um in terms of uh their percentage points of participation in AP courses. Um I wouldn't read that however as a
result of the effort of the work for the reason I just stated our data. This is one of those data sets that lags behind as because of the course selection process. Okay. So those are the two elements that are based on the student learning goal and the professional practice goal. The
other elements uh that are required in the evaluation are the power standards which you all identified. There were areas that I need to look for. But what I've done uh historically here is to point out that's reflected in our strategic plan. So, I put all the
evidence in the strategic plan section and then just make notes down below uh so as not to just copy and paste and make this document 60 pages. Um just make note of see this section above for more evidence to those uh superintendent
uh performance standards. Uh so when we look at strategic uh one objective one we think of this as our communication objective. Uh and I think as we have demonstrated through the years, we've made really a concerted effort in our communications
uh for our families. Uh the most recent work I think uh is around you decided on the chair the report card tonight and the report card is a tool that has been revised in an effort to better inform families and also help students lift their own learning as well as a major
communication tool. you can see the weekly efforts that are put into the common to educate our community on all the things happening across the district. I have to tell you uh that piece and the work of of Miss Hanigan in our communications office. Um it's
exemplary. I I go to other places and have had a chance to speak in some roundts and it's been cited by their superintendent as we're just copying what they do now. >> Um because it's it's such excellent work. Um, not to mention that uh we've
taken over the communication responsibilities of the building project and keeping that updated as well. Moving into strategic objective two, this is a really beefy section. It's it's uh the teaching and learning um
section. This is where you see a lot of the conversation we had tonight about grants, lifting the curriculum, doing the professional development, uh the alignment of scheduling is all reflected in here. Um, so that's where you see the professional development schedules,
development of curriculum guides, um, the math and science updates. Scrolling down to 2526 being the newer the evidence. We cited the work around the prison grant. Cross our fingers that
we're able to keep moving that and and uh some effort on the uh early literacy impact and the work that's been done with our district learning walks. uh this has been tremendous. I I can't emphasize enough uh how this has had an impact I think in the overall
educational pedigogy of our leadership team which has resulted in much better feedback loops for our educators in their evaluation cycles. So as we've been using these tool DESIE tools on our walks, assistant superintendent friend
leads our work. We do cross building walks. So our evaluators from one town come to the other town and and cross buildings to share those practices. Um, and now we're talking about, okay, how do we take what we've learned from these things and bring these trends back to
our educators to say, not you, educator A in your classroom, but to say here is the pattern that we see across our schools and highlight where we see the things where we're really lifting learning and highlighting the areas where we say here's an area where we
could put some more emphasis. This is all in a spirit of learning uh to be more effective educators. it has been a primary focus of of uh our work this year as we visit our schools. Um engagement in the schools from the leadership team I think is critical to
excellent schools. Um and so I I should have included this uh perhaps in in one of the sections as well. I have bi-weekly consult meetings with uh our principles in their buildings. uh assistant superintendent friend
capitalizes off of that in sort of a yin-yang way where we do the learning walks in the buildings. So, we're able to get in there uh weekly uh to our schools to support the learning that is going on and as a result have been able to build
relationships with our educators and some students. Uh one of our students was walking down the hall just yesterday and said, "Hello, Mr. Downing." One of our teachers said, "She knows you." I was like, "Yeah, that felt good." >> Uh, you don't get that a lot as the superintendent. >> Um,
>> and then of course here's a citation around some of the work with digital learning and artificial intelligence also. I'm going to pause for a breath. >> Mhm. I would look at equitable opportunities and outcomes for all through increasing
awareness and representation practice communication around diversity, equity, inclusion. You can see these are some of the things that are tied up to the professional practice goal that um I cited earlier. Um
so um bringing in the cult of responsive professional learning series you can see we've trained over 72 uh of our faculty in that process. Um I have also included uh the links to the state of the school from summer of 2025 along with the
midyear updates that our principles gave on their state of the school presentations from last summer. Um if you have uh the opportunity to to read through those and grant those you are going to see six entirely different presentations. This is an opportunity
for each of the schools to really focus in on what are the conversations and things that are happening in those schools. But it is evidence it's important evidence to look at so that you can see how we're taking that work and walking it through our leaders to the schools. um and you'll see some
emphasis and looking at some uh subgroup data so that we can start uh pinpointing uh areas where we're going to need to be focusing. I will share with the committee right now as we are preparing for next year for our retreat this year and for next year.
Uh Mr. Man gave a presentation on some of the shifts we're making with our specialized program for special education. We're not stopping there. We're taking it even a step further. We're going to be doing a leadership series for our our principles and for
our leadership council to sharpen, sword, deepen their understanding, not just the law, but effective ways to lead your faculty. Every member of the faculty, not just special education teachers, but we are all special education teachers. Each and every
educator in our system is >> And so our work next year is really going to be focusing on that. And so I'm kind of um queuing the committee to when you make some decisions on on the elements you'd like to for me to focus
on next year. No, that's going to be a real focus for us and because I think that comes back to our whole approach of focus on each and every uh so carrying through into strategic uh objective four um we it isn't just the
budget section. Uh it goes into other elements as well in terms of hiring practices, HR, operational elements. Uh this is an opportunity to once again highlight the exemplary work of our finance office led by Assistant Superintendent Mccarron and his team
that have done a spectacular job for the school system. Um, I had a chance to attend the Lancaster town meeting and I was um, uh, very humbled uh, by the praise that our Lancaster leaders uh, gave to the
school district uh, and even said that our budgeting processes and our budget book was a model that they would like the town of Lancaster to look at for future uh, ways to to build their budgets. Um, and that's not a site on uh a citation against the Lancaster
leadership and how they build their budgets. It was directed more as a compliment um to the school system and the work that we do here. Um so I think some of the efforts that we added to this year in an effort to further deepen people's understanding of
uh the fiscal state of the district was cited in uh the the partnerships that we offer for our towns. I think one important element to point out is that uh assistant superintendent Karen and I meet with our town administrators monthly. We start those meetings in
September. And yes, we start talking about budget as early as September with our town administrators uh because we believe it's our town administrators charge to take the conversations we're having in my office back to their uh committees and inform them of of the
things that are happening in the school district and the processes are coming up. Uh so we had those uh we had meetings with our town leaders uh the fincom chairs, the select board chairs, the advisory chairs um and the they all
accepted invitations to come in sit down in the process uh as we were looking uh throughout the winter and uh ultimately up to the budget season. Uh Mr. Ro Karen. Uh you all participated. Some of you participated in the capital walks
that happened and uh the praise that that was given uh uh is meaningful because it validates uh the impact that those walks had on people in advancing forward the needs of the school district regarding capital. Uh so I think that
again strengthens the exemplary work of that that department as we move forward. The last section I won't spend a lot of time on uh because it is the elements uh that this committee pointed me toward to focus on along with some elements that
were added at my urging. Uh so you'll see I just put some notations in here. See documentation under standard two of the strategic plan as the primary area you can look at to look at the language of these proficiency standards. Um what I did do under standard 2 management and
operations as the committee uh took out of that the social emotional well-being of students sharing I remember particularly our conversation about that element. Um I grabbed things from a couple of different places which is why I did make some notations back up
because they lived in a couple of spots um as just reminders of some work that we're doing towards that standard. Again, family engagement, student support, you can find primarily in objectives one and two and in the three I can argue also and in professional culture looking at standards two and
three the strategic plan I think will give ample evidence to show the fine work that um all of our educators, our teachers, our principles, our district level leaders are are um doing to make Nishoba a model outstanding school
district. that I'm sure I yield my time. >> Very good. That was quick. >> How did I do? Did I get in 10? >> No. But >> uh do you guys have any questions? >> Yes. Julie,
>> um I noticed in your goals for one and two, you indicated um sort of how you had had rated yourself, but perhaps it's just something I'm missing. But did I not click my boxes >> at three and four? I just didn't see I didn't see anything clicking. >> Um, thank you for pointing that out.
>> Of course, >> I look at all these areas as significant progress. >> Okay. Thank you. >> Um, so thank you for finding that error. I I will click it on my my doc that I have shared with you and and let me speak to that for a minute because
and and I think as as we're preparing next year as our fifth year in this to plan and thinking about uh how we're moving forward this I I put a concept forward to you this past year of when you're talking about learning I I can't
ever get myself to a place to say met >> because it it implies done and we're never done. Um but I think uh when we identify some of the things that we're doing, they become operational. So as we talk about some of our
standardized benchmarking practices for learning, they're now operational. Like we're not introducing that uh and re retraining folks on that. So as we look come to the retreat, I think that would be a good place to examine and set forth
uh in our strategic plan. Okay, what do we established as operational? What do we see walking over? I still continue to to move on with how do we get this foundation established for our school system, right? It's the one thing I just
can't get traction on. Uh we got a sniff out there in the world and hopefully it's it's it's going to grow. Um but anyway, so I see that as significant. >> Any other questions? I have >> Yes, go for it. This is just maybe more
of a process question because I've never done this before. So perhaps this is maybe better uh geared towards someone else on the committee. But if we have questions about maybe a piece of evidence, I'm just thinking like for example, if I you know I saw a mention of the podcast, I've always been curious
like what could we get information like what's the listenership for the podcast? You know, um are we allowed to sort of delve into follow-up questions or is it sort of like this is the data and this is what we're assigning? So, I was that was going to be one of my
questions, Kirk, and that is how would you like us to address questions to you? Because I think Jillian's question is a great one, and if Kurt can find it, he'll send it to you. >> Um, how do you want us you want me to
follow a questions into maybe a spreadsheet and then send it to you? I'm looking at Robin only because I I have fear of this sort of spiderweb this >> of information that could get lost in the wash. >> Um we have our process of funneling
things to the chair. So if if you >> like like maybe we can forward the questions to Robin >> and you can just put them in a shared dock. Um, and then, um, I would be happy to take any email from a committee member
to say, of course, I want to alert you I've put some questions in the shared dock and maybe that'll and then I can just put it right back in that shared document. Now, here's the here's the issue with that is we it
could be an open meeting violation if we're collaborating in the shared doc, particularly with commentary. So um >> I mean if people have multiple they come through with the same kind of questions. >> Yeah.
>> If I pose the question to you and you give me the response I can >> Yeah. >> Does that work? Just want to be mindful of that that >> so like if Julian asked a really great great question and she is provided with evidence >> around the listenership of the podcast
you wouldn't be able to give that to the entire committee and so now Jillian's in possession of additional evidence. >> Okay I see. >> Yeah. >> Um so we want to be mindful of that because we don't want one person having extra information that will weight their
responses. Um, I think Jeff when he was here said that their ownership is not as robust as he >> he's going to walk into my he's he he you know he he'll be able he's going to walk into my office at some point tomorrow morning and we'll say something
like 16 last week you know something like that you know I I can see it now but um >> it is problematic >> it's problematic but um you know I'm going to rely on Robin to use her best judgment and if you need any help with that Robin let me
clarifying questions 100%. Funnel them to Robin and then Robin can get clarity for you, but asking for additional evidence might not be a great idea. Okay, >> I like your question. What other questions do we have? >> I'm really hoping I completely drown you
with evidence. >> I'm sorry, I have one more and then I promise I will be done. Um again this is just maybe more for going forward not for this particular cycle but um having
you know sort of people managed when I'm doing evaluations one of the perhaps sometimes the most important piece of evidence I might get is um an interview with my subordinates subordinates uh we call 360 feedback you
know kind of getting some some insight ITE uh from the people who actually work for the person that I'm evaluating. And I wonder if that's ever been considered or if it's done or if it's not something that >> we do we do it annually. As a matter of
fact, >> we are I think we're bringing Are we bringing that tomorrow? I think we're bringing that tomorrow. Right. So, we've already >> worked on those with Bridget. She's got the surveys set up. So, yes, I do collect those. >> Do we get access? and I begin I I'm
happy to give you access of mine. I I don't provide it for the other leaders in the district. >> Okay, that makes sense. >> Because that's that's part of their process that we talk about in their growth and development, but mine. Yes, I'm I'm happy to provide that to you. >> So now they're I'm not going to have
that in time for you to give me feedback on this. >> No, absolutely. Those again in the in the future. I was just curious. Um, but perhaps that might be a good element for the retreat >> where I could bring the 360 data back. Happy to do that.
>> And this is something that I actually prepare and do and share in the retreat with the administrators. So, they give me feedback on these things. It was it was I did this the second summer I was superintendent. First summer I hadn't been here yet. Um,
as as a way to sort of say this is how we we do this. And I will say that um in that first year as I was uh fishing around that both at the time principal friend and principal Mo Karen shared information about how they collect their 360
feedback. So it's not new a new process for us. >> Great. Thank you. Good question. >> I'm not done. >> I came across a couple of links that are not open but it's from like 24 stuff that we've already seen. So maybe the
sharing just got shut off. So, it's the SEAL surveys and maybe the state of the union, but they're all cates. >> If you if you um Yeah. And I went to the principles last week and said, "Make
sure your salary settings are on." So, I will remind them at the principal meeting >> again. I will also let them because they'll they'll put they'll set it to NSD can view or no those with the link can view so they they they know that um
madam chair if you press on the link and Dr. Boon sees that she'll open that up. >> Oh, I can send a request. >> Yeah, but I'll I'll remind people um tomorrow at principal's council to to open those docs up. Um, so timing is never our friend because a lot of the
like end of year stuff is not quite done yet, right? We still have another month of school yet. We're evaluating superintendent before everything's completely done. So, one of the things I think happened in all the schools is that you did like a spring survey of the kids around belonging.
Right. At the high school, we did it by department. >> Um, that's not included in your data because, you know, you guys haven't probably been poured over it yet. Can we look at that at the retreat as well? >> Sure.
I It's great. >> And we're taking some of the feedback from the committee off of the um and assistant superintendent friend if you can help me. We're taking some committee from some feedback from the committee after conferences. It was one of those things where like it was so
overwhelmingly positive. It's like how valuable is the feedback, right? And so that's where we're going to adjust that and we're going to do our initial parent feedback post conferences uh with a followup later in the year. So we'll actually have two data points in the next school year.
>> Okay, great. Any other questions? >> So we have our work cut out for us. Uh we thank you Kirk for that very thorough um compilation of all the hard work of you and your team. Uh Robin has said to us that they would like our surveys done
by Monday. Right Robin? >> And this is part of our personnel subcommittee goal that we all participate. So do your very best to get that to Robin and her team so that they can at the next meeting build that composite.
Um I think that is that. >> Thank you. >> Okay. So, um, as you guys can see, the agenda is kind of wrapped up at this point. We do have an option for subcommittee reports. Anything that anybody wants to share about their subcommittee work?
>> I want to put in a commercial for the seven people that are watching us right now. Dozens of people who are going to watch our replay in the coming days. >> The audit advisory committee is still missing a Stow representative. So, if
one of you is interested in helping on the audit advisory committee, please email me or chairperson to let us know that you're interested. Um, and a president um and that committee is also having um a meeting in two weeks on the
27th where we will get our the readout on the state audit and the federal audit. It will also be we've got the we got the financial audit back in January and that meeting in a couple weeks. will be providing any follow-up questions you might have for the auditor as well as
discussing our report out to this committee. So, if anyone wants to come and share in all the fun, it's at 11:00 on the 27th. >> Um, and that report out that the audit advisory committee is going to give by regional agreement. It's required >> that you are going to share with us at
the organizational meeting and you're also going to share the audits with us which is also required. >> The financial audit was actually shared in January. It was completed. But yes, we will also share the federal and estate audits. >> Okay. >> At the next meeting. >> Thank you. Okay. Um any other
subcommittee shouts? >> Building committee. >> Yeah, building committee next Thursday night. I think it it next Thursday is looking like a boilerplate meeting. Uh so passing of invoices and some updates on the building would be pretty exciting. >> Madam Chair, there is one thing I forgot
from my superintendent report and we can >> Yeah, go right ahead. >> You don't mind? Go back to that. um is to recognize and in the show we're kind of unique. We we celebrate teacher appreciation week over the course of two weeks. >> Um and a lot of that has to do because of MCCast scheduling and things like
that. So I wanted to take the opportunity and I'll be sending my message out this Friday to our educators. Um but just to to really show um how much we appreciate all of our educators that includes our teachers, our nurses, our psychologists, our
chairs, those things. Kevin, you're here tonight as a representative of all of our educators in the district and >> um we're only a great school system because we have great people in the classrooms working with our kids and and so I wanted to recognize them and we'll be sending a note out this Friday uh
thanking them for all their work. >> Great. Teacher appreciation week. Go teachers. Go ahead. I was going to say too, a thank you to our PTOs and a lot of the volunteers across the community and
making um a concerted effort to also include the high school this year. And that was really nice to see. >> Hopefully we can get more over time. So, >> yeah. Um the building committee, aren't we doing
a tour this month? >> Thank you. I don't even have my calendar, but >> we are doing our tour. So, school committee, you are invited and you should have received the invitation from Miss Hanigan. Uh, our tour is going to be a little bit earlier because frankly, there's a lot more to see than the last
time we toured. Everywhere you walk, there are cement now. So, that's good. Um, and uh, it's going to be very exciting to see. We begin that. We want everybody there, I believe, at 5:15 to get your PPE so that we can begin the
walk in earnest at 5:30. >> Is anybody able to go? >> I want to go so bad. >> I know. You really should try. >> Amazing. >> I want to go, but I will have my my seven-year-old me, and I don't think
that he's going to be cleared to go in. >> All right. Well, bummer if he can't go, but he'll see you one day. In about a year, you'll all be able to go in there. >> So, um, okay. So, that's the building committee >> and we will be hosting our our state delegation on June 1st for a building
tour. So, our state delegation is coming back for the building tour. Some tells me we'll find an opportunity to have some more conversations about finance. >> Yes. Um, any other subcommittee sheriffs? >> All right, guys. We have done a ton of work. This meeting is always one of the
longest. >> Lots of important stuff. Thank you to um the entire team. I'm looking at the agenda for our final meeting here. Um Alita has it pulled up. Thanks, Alita. Um equally large. So we have um ALS. Oh,
very exciting. We have um a kind of truncated DearJ presentation there. They said that maybe two people are going to come. Okay, maybe not. Let's you and I chat about that. >> Okay. Um but maybe uh Lindsay was going
to touch base with our CPAC chair Pam to see if they would like to take advantage of it um in this meeting or in the next. All of the subcommittees need to bring their goal reflections. Um you probably still have access to the
spreadsheet that was shared so long ago that outlines the benchmarks. So, if you could just get ready to share out your accomplishments and if there's anything that you didn't um quite complete, that's okay, too. Um and then, uh that's
a Zoom meeting and it'll be our last meeting for John, Jackie, and Amy. >> Yeah. Uh so, that's that. But then, um again, June 10th is the is the organizational meeting for the next league. If you scroll down just a little bit, you guys will see that it is really
an operational meeting. There's not a lot of substance here except for the audit advisory group coming to hang out. Um, the educator evaluation update just snuck in there. I'm not sure what that's all about, but we can chat about that later. Um,
yeah. Um, little school choice update on the results and then that's it. >> U retreat is already booked on the calendar. It's in August, >> Madam Chair. Yeah, >> since you brought it up under future business, >> um the committee asked if I would bring
back um an amended recommendation for the freshman >> of school choice and I may have a a need to do that knowing this has to be decided by June 1st. A vote will have to be taken that night if we adjust the number.
>> Yes, >> on the 27th. >> So just >> settlement It'll be um unfinished business, right? >> Yeah. >> Can I just remind everybody that Memorial Day Mondays counts as 48 within
the 48 hours. If anybody any subcommittees are planning a meeting, can't count Monday through your 48 hour count. >> Oh. >> Um, anything else for the good of the order? >> I'm going to move to adjourn.
>> Second. >> Got it. All those in favor. Next time. Next time. Got all the other ones.