on the nose here and uh the camera's on. So, I'm going to call to order the regular meeting of the Noba Regional School Committee at 6:30 p.m. on November 5th, 2025. As always, we start with the pledge of allegiance. So you can all join us if
you care too. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all.
>> Um so first matter on the agenda is citizens comments and as you can see the room is a little bit smaller than it normally is. And I think that I have two people who are interested in speaking to public comment. I just want to make it clear what public comment is. There's a policy on this. We ask that each person
take three minutes. Um and you can use the three minutes as you see fit. Uh the policy also asks that we don't hear repetitive information. So if one person is speaking on behalf of one issue and you think that person has covered your sentiment, then you can pull back if you
um think that that is sufficient. Otherwise, please feel the next person to feel free to step forward. When you step forward, can you please just tell us who you are and then your three minutes will begin. So, our first person is Kevin Keveny. Welcome, Kevin. >> Thank you, Madam Chair. Uh my name is
Kevin Keveny and I am the uh president of the show regional educ education association and I have prepared a statement for this evening. Dear members of the school committee, in the superintendent's update, he informs all of you that he's exploring options
to contract out our food services and extended day programs to private vendors. As president of the NREA, I ask on behalf of our membership that you question the motives of this effort. Why is the superintendent exploring a potential end to a negotiated collective
bargaining agreement? Why is the superintendent willing to end a relationship between UNCC members in the food services and extended day programs that has been in existence since at least 1994 when we regionalized? What concerns does the superintendent have
regarding the food services and extended day programs that would warrant potentially ending our collective bargaining agreement? What steps has the superintendent taken to remediate any concerns he has with the food services and extended day programs other than
outsourcing the work of the district? Why is the superintendent exploring the option to stop administering the food services and extended day programs as part of his responsibility? Will this exploration result in a commensurate reduction in pay for staff
who administer these pro programs, including the superintendent? What will be the impact of this exploration on the local community that has provided us the valuable staff members who are employed in the food services and extended day programs? The show regional education
association has always negotiated in good faith with the school committee in all of their collective bargaining agreements. There is a strong wellestablished relationship that is now jeopardized by this proposal to explore the outsourcing of the food services and
extended day programs. This request by the superintendent to explore the outsourcing of food service and extended day jobs is a short-term proposal with a limited goal of possibly saving a few dollars. This proposal only serves to take away the staff who've worked for
many years under a fair and negotiated agreement and replace it with an organization or organizations who have no ties to the district who and who only serve their bottom line. Please your use your power to stop this misguided
proposal. It is not right for Nishoba. It is not right for its employees and it is not right for our community. Thank you for your time this evening. [Applause] >> Okay, thank you very much. We have one other person interested in engaging a
public comment, Russ Willis. Please let us know who you are and where you live. >> I'm Russ Williston. I'm a parent from the district in Lancaster. I want to express my opposition to outsourcing our cafeteria workers and the before and
after school program staff. These are the people who are these people are part of our community. Many of them are our neighbors and friends. They notice when a child hasn't eaten enough or is having a tough day or needs a little extra kindness. And that level of care doesn't
come from a contractor. It comes from relationships built over years. Outsourcing might look like a cost savings on paper, but the real cost is in what we lose. Stability, continuity, and trust. When turnover goes up,
quality and safety goes down. When wages and support are cut, we're sending a message that the people who care for our children every day are replaceable. I don't believe that's who we are as a community. Every morning now, my daughter is
getting onto a bus with a helped wanted banner covering the district name. It would be a shame to see the same thing happen to these two programs once a company with a profit motive tries to squeeze out every dime. A strong school is built on strong
relationships, and those relationships begin with the adults our kids see and rely on every day. I'm asking the committee to reject outsourcing and keep these jobs in house. Our children deserve consistency, compassion, and the
sense of community that comes from knowing the people who care for them are valued right here at home. This initiative is DOA. any resources spent on this are wasted. Commit to setting this initiative aside
and let these employees and our district enjoy the holidays. Thank you. [Applause] I think that's the end of public comments. All right. Thank you everybody. Uh, so
just so that everybody is clear, I know that there are a lot of new members on the school committee right now. So I sent you guys the policy on public comment. I just want to make it clear to you, but also everybody here that public comment is not an opportunity for discussion or debate, unfortunately. Uh, so I just want I don't want to sound
callous as I now move on with the agenda. That's just what has to happen. But we appreciate you voicing your opinions. Uh so in that vein everyone, we're going to move on to the next item on the agenda. It is the consent agenda.
I'm going to ask for a motion. >> I move to approve the consent agenda of November 5th, 2025. >> I'll second that. Any um discussion? All those in favor of the consent agenda?
Thank you, everyone. Uh so the next is the school committee chairperson update. They have nothing beyond the actual agenda. So, we're going to move on to Oh my god. Sorry guys. I need to be somewhere but I don't. Um so we're going to move on to our favorite part and that is the student
representative report. I'm going to um welcome Ryan and Maria to our meeting. Hi guys. >> Thank you. Um obviously there's some bigger things going on so we'll keep it brief. Um but uh the first topic for our student advisory council meeting to the
superintendent and the principal um was designing and kind of formulating a plan for the time capsule that we're going to leave in the new school to be opened in 50 years by um kind of the next generation of Mishoba students. Um and just kind of what that conversation
looked like um was we kind of split up into different groups um and people kind of propose what they want to see um in the time capsule. So, an idea that I remember coming up with with my group was handwritten predictions about what we think the world in school will look
like in 50 years. So, we think that would be something kind of neat um for the kids to look at. >> Well, my personal favorite was when we my group and I came up with the idea of of current politics of current events
that are going on for f for the future to see or um interviews. So, a flash drive of interviews of videos of the school building, of our teachers, of our students, our staff, and just some interviews of um where do you want to be
in 50 years or um what's going on right now that's like important to you or relevant to you that you want people in 50 years to see. So there was there was a few things that we discussed and talked to the superintendent and we found out the size
of the box because we came up with so many things that I don't even know. Yeah. So that was about it. And then for so last October 25th we had our homecoming which was really successful. We had roughly 270
prepaid tickets and then another 200 at the door. It was really good. really good. And um coming up November 21st, we're going to do our Powerpuff. >> I I take my coaching job on the Powerpuff pretty serious. Looking forward to that. Um I was just
going to give me a quick update on the Massachusetts Association of Student Representatives and what they're doing. I'm going with a group of four to Elms College in Chapie on Friday um to give a presentation in front of some investors to try to get
investments and funds for the next year of um the association's kind of efforts and also to grow membership. Um and then just a quick sports update, soccer has their playoff first playoff game tomorrow. Field hockey was playing tonight. I just left and they were up I
think 5-0. >> So that's all we got. Good luck to you tomorrow night, Ryan. Hope you guys kill it. Uh, do we have any questions for the students? >> How big is the box? >> Yeah. >> 3 by3 by five.
>> Hi. >> Um, will you will you tell us what you put in the box? >> Oh, yeah. I you know, next week we're going to >> sort of whittle the list down. >> Yeah. >> Maria and the group are in charge of figuring out what can go in a 3x3x5.
Yes. >> box that will be embedded in a wall somewhere. >> Yeah, we have pages of ideas. So, >> this is very cool. I love this idea. I'm glad you guys are in charge of it. So, thanks for that. Any other questions or comments? >> All right. So, I know that our student
reps at Ryan, I think you are able to stick around for a little bit. Maria, are you also awesome? So, we have the school improvement plans being presented. So, we thought it would be a good idea for for them to stay for that at noon. Um, so we're going to move on on the agenda now to the superintendent's report. And I wonder if
without objection I could move a few of the announcements around. If it's okay we could. Okay. So, and uh so the order that we're going to go in is we're going to hear um a request for proposal the food services and extended date program. Uh then we
will have an honor that we hope to bestow on one of our fantastic students. Uh and then we will hear about the school district calendar. So, we're going to go in that order. Okay. Okay. So, um I'm going to turn it over to Kirk for the superintendent report and to go in that order. >> Great. Thank you, Madam Chair. Thank
you, committee and everyone that came out tonight. Um as uh noted in public speak and also in your report in the meeting materials. Uh we'll be moving to go out for a request for proposal for the two sectors of extended learning and
food services. Uh it is an exploration. Uh this is one of those times where as as we have been uh working hard over the last couple of years to meet the financial constraints that we have in our three towns, there's been conversation happening throughout our
three towns around are you examining all sectors of your organization around um the programming in your district and the cost of that programming. And so without the request for proposals, we don't have a comparison analysis to give to that. So we really need to do a deep dive into
that to understand it to know it uh to know what the story is to tell and we don't have that today. So we don't have a recommendation. We don't have uh any uh move to to outsource programs. uh we have to do this study and the way that
you do that and the way that you do it in the public eye is you do it through an RFP process because the RFP process ensures that um uh any examination you're doing in any of your programs is done under the importance of those uh
elements and I'll turn it over to Mr. Moaring to describe that process a little bit. >> Yeah. Thank you, Superintendent Downing and to uh the school committee. Good evening. Um I know that there's people here and obviously the district who want to know more about what's happening. So
uh so the district will pursue the RFPs as the superintendent just shared. Uh RFPs allow us to evaluate both uh qualitative and the financial uh possibilities and uh implications uh with this process. It's different than a
typical bid only where you're just looking for a lowest bidder scenario. uh with the RFP, it gives us much more flexibility to understand what those options are and what the analysis would be. Just like Superintendent Downing said, uh we've been working with our legal council at the onset to understand
that making sure that we're within compliance in that regard. Uh for those of you on the committee, uh know a little bit about the food service procurement uh process as we did that a couple years ago for the food service director position. So that's very prescriptive uh with mandated templates
and requiring DESI's approval at different steps uh and certainly at the end. So we'll have to submit our RFP uh to that office, the office of food and nutrition at DESIE uh to have their commission to move forward with the different steps along the way. Uh the
procurement for potential before and after school care will have to follow general procurement laws, but we'll still use the RFP process. uh we'll want to involve our legal counsel on this as well uh because it's not prescribed by Desi. Uh but we'll also study how other districts have handled this in the past
as well and what the outcomes were for them. Uh so with both explorations, we'll prioritize understanding what change if any uh there would be on our student experience, the family experience for before and after school care and certainly our current employees. Uh in the case of our employees, we do value the good people
in both of these programs. Uh we'll enter into both of these processes uh with the goal of understanding how they can be prioritized at any potential transition um along the way. So the district administration will update the school committee uh and those potentially impacted employees and
families obviously on the progress of both these procurements and provide uh updates along the way. So, Madam Chair, we'll take any questions from the committee uh on that item. >> Any questions?
>> So, from your standpoint, is this primarily due diligence? You know, because the towns are asking for it. There's no other impetus. You know, you don't have concerns about performance in the programs. >> This is this is due diligence. Okay. Um we believe in our programs and we believe in our people in the programs.
This is due diligence and as I reviewed with the town administrators in all three towns, it's exactly what it is. So, >> and my question maybe even for Leah is what is the school committee's role? I'm new. This is the first time I've actually heard from so many people who I
had like constituents emailing me to be like, I feel passionately about, you know, the people who serve my kids food and take care of them before and after school. So people obviously really care about it and I just wanted to make sure I understand could the school committee
say no if the district came forward and said um we do want to outsource cafeteria work or before or after school care. >> Yeah. So I'll let Kirk answer it. >> Okay. >> Yeah. The the role your administration team plays is we provide you with the information and provide you with the
options. It's the school committee's role to debate that to look at that and make the policy decision moving forward that we would make forward. So this is not an administrative decision. Okay. >> This is a collective decision school committee. >> Thank you. And u my question is just to piggy back on Julian is that this will
kind of come out in the budget workshop. Do you expect it will be clear at that point? >> Ross. >> So that there's a unfort there's a yes and a no to that question. So yes, depending upon how far along we are in
the process and what financial information we would know and what the possible financial implications are, you know, one of the things that we understand going into this is that we do use, you know, um, you know, for example, extended learning funds to help offset some of the utility budgets
within our schools because of the use of the the program. Um, so there's there's the the yes part of the answer and then the no um would be is if we're not far enough along, we wouldn't know the implication of that.
So I I will say it will help the school committee when we revolve excuse me when we review the revolving accounts at the end of this month for last year. So you'll have an understanding of the balances at the beginning, what was brought in for revenue, what that was used for, the offsets that are already
planned in the budget that you approved, and then what the final balance was. So that's part of I think helping the school committee with a picture on it. Um, however, without the offset, like putting the offset aspects aside,
um, food services is a line item in the larger budget document. And so would we be able to do is that what you're going to be doing with the RFPs to to investigate the pros and cons or the cost benefit? >> So there would there's a financial
when when companies vendors submit responses to to requests for proposals they do it under twofold. One is a non-pric which is the qualitative which you get to set the criteria and evaluate those criteria. The second one is the
the price. So that can be considered but it's not the end all be all of a final decision if there is any on that >> hoging all the time. Any other questions? >> It just occurred to me when I was rereading this and then researching the
topic. The way that this is currently written is that we would look at the benefits and implications of having the entirety of the program. Would we ever consider or look at hybrid options? >> I guess I would have to know what a hybrid option would look like.
>> Yeah. >> So, currently our food service I think would probably fall under what you're describing as a uh hybrid. So, we have a food service director that's contracted, right? And along with that comes the menu planning. Again, this is a a desi food and nutrition sort of like uh
stipulation or guideline. So along with that comes those those things the procurement is done by them etc etc. So uh I think to some extent we're already under that. Um I don't know if it would make sense to pursue that on the same
end with extended learning because we have somebody in place right now. There isn't a lot of oversight of food nutrition mandates or regulations or anything like that that has to do with with extended learning. It's
operated in-house. So, um we'll certainly keep the idea the question on the table. I just my my first reaction to you is that that probably is not likely a pathway. So, and there's still the pathway to continue with what we have now with our
current food service company. Does going down this RFP process path obligate us to um you know continue with that if we decide not to >> not at all. >> Okay. >> Not at all. Right.
>> So the the question asked earlier there's there's nothing in place in final until the school committee would approve uh the superintendent to sign a contract. >> Um any timeline?
>> I would say on food services I can get you an easier answer uh when I reach out to them probably next week just to say this is what we're interested in. Uh typically those things have to be done by April, but to your point ear earlier uh madam chair about the budget uh we'd
hope to maybe have that done ahead of that. The extended learning before and after school care I'd like to say we can do it quicker than that but not knowing what the market is on response or even having written the RFP yet I I I wouldn't say that but I think we would
want to put a timeline in so that we have those both both earlier than that April date for sure. Yeah, >> I guess one other question. Not being familiar with this process, um you talked about qualitative and
quantitative aspects of the RFP process. >> With the qualitative aspect of it, um how are those criteria set? Like is it possibility
to influence those? And >> I guess the other part of that question is, you know, could one of those qualitative criteria include something like, you know, um, retaining a certain number of our existing staff?
>> Yeah, absolutely. So that's one of the questions that we are going to be understanding through the process because other districts that have done the food service switch they do have from my understanding staff continue with the the contract.
>> Yeah. So we could put that in there as >> yeah I've heard assumption of assuming I've heard models of assuming uh solder structures as well. >> Considering the timeline is not ideal with regard to our budget cycle because the regional system has to submit middle
March. >> Yep. >> Um is this something that you could be planning maybe rolling out not next year but the year after? Is that also on the table? >> So FY28. >> Yeah. Um, >> I know that that the prices shift and change, but
>> yeah, I I think yes, we we could do that. Um, I don't know if we could do it this year for FY28 for the very reason that you're saying that uncertainty around fiscal components. I don't know if a company would be willing to sign a
contract for FY28 that far ahead because models on things change. I'm just saying that the timing is not great. >> Yeah, I think one of the first the first things we need to get back to the school committee with and obviously you know
our our folks as well uh is what does the timeline look like now? So >> any questions or guidance? >> Um I would say that my final comment is that uh qualitative aspects are hard to quantify
>> by nature. Um, and so knowing who's in the room >> and understanding how important you are, you are to the district, that's hard to put on paper the value that is brought. Uh, so that will certainly be at the forefront of our minds as we move
forward. I know that we are all under a good deal of pressure to bring the budget number down. We are under enormous stress constantly to do that. all of us are in our homes and um at the municipal level at the national
level so that is also a pressure but that I don't think can supplant um the more important aspects which is bringing a program to our kids that is topnum so >> we agree >> I know you do yeah I appreciate that you
saying it um all right guys so if that's if there's nothing more on that issue I'm going to move the agenda Uh and that brings us to another element of
uh the superintendent report. And so Kirk, I think we're going to move now to um a slight a small an amazing honor from one of our students. And so uh we have somebody if anybody wants to leave. I I am not going to be offended if you want to, but we welcome everyone to stay
if you would like. Uh, but we're going to do a little honor now and the two overlap. So, feel free to stay or leave us a Thank you. Would [Music] you Yes. Thank you.
All right, everybody. Um, so Shandra cracked the window for us. Hopefully there's okay hanging in there. Okay. I know this building is so old. Uh, so everybody, we're going to move to a celebratory moment in in our
agenda. And I'm going to turn it over to Kirk. Well, I am going to call the Albanese family up to the table if they don't mind. [Applause] >> So, um, as you know, as your
superintendent, I'm also a member of the Massachusetts Association of School Superintendent. And every year, superintendents across Commonwealth hand out awards to our well-deserving students who meet the criteria of excellence in their school districts according to the MASS criteria. So, I
have a statement here. I'm going to read it aloud, Sarah. if you don't mind me embarrassing. So, um, the Massachusetts Association of School Superintendent Award for Academic Excellence is an annual award given to high school seniors who excel in the
classroom and make positive contributions in the community. As superintendent, I have the privilege to award Sarah Albanesey's this award. Guidance counselor Kathern Kai Kendall has written on behalf of the Nshoba Regional High School educators the
following acknowledgement of Sarah's accomplishments. Sarah Albaneseise has excelled in some of our most rigorous courses, dedicating herself to hard work, collaboration, and a commitment to learning. Her powerful communication and leadership skills are
evident both on the ice hockey rink where she mentors young players and leads with confidence and in the robotics club where she guides her team with strategy and vision. Her creativity and learner mindset extend beyond the classroom as she dedicates her spare
time to writing a book as well as projects as crochet, origami, and art with empathy and a global perspective. She also gives back to the community through her volunteer work at the library and local food drives. Today we celebrate a student who embodies
perseverance, creativity, empathy, communication, cultural competence, and a true love of learning. A remarkable student in every sense. As I may read, uh, this certificate of academic excellence is presented to
Sarah Albanese having duly qualified under the standards prescribed by the Massachusetts Association of School Superintendent is hereby awarded this certificate of academic excellence. In witness whereof, the seal of association, the signature of the superintendent schools are here and two
fixed. Your superintendent, Mr. Kirk. Congratulations [Applause] and congratulations to >> you. Congratulations. >> If you guys will come on over here and >> congratulations,
>> Sarah, this is for you as well. >> And a mug to have your cocoa in later. So please right here >> Dr. Please. [Music] >> Congratulations. Congratulations.
[Applause] >> You're welcome to, but by all means, you don't need to stay for our business unless it interests you. >> I'll send it to Dr. >> Congratulations. because I have college jobs to write.
>> Thank you guys. >> Thank you. >> Congratulations. >> Well, that is a nice pickme up and I appreciate that. So, thank you for sharing that great honor with us. Uh so we have our next item of the superintendent announcements and that is
the school district calendar. Uh it's not completely ready fully baked. Uh if you want to share progress. >> Yeah. And I just want to want to have some discussion with the committee to get uh some feedback. Um so currently we're developing our calendar
recommendation for the FY20 school 7 school year. We're a couple months early on that uh for good reason. At the end of the 2027 fiscal 27 school year, deconstruction of
the current high school will begin. >> So we need to maximize >> which means June 2027. >> June of 2027. >> So we need to maximize quite literally every minute that we can in the summer
of 2027 >> to get that done. And so in looking at this year's school calendar and looking at some of the uh complexities we have to address, uh I want to bring that forward to you and then also collect some feedback from the committee around
early release dates and how we're currently utilizing them and some of the things that that we have questions about. Um so uh with that what would be necessary I see that the calendar has been pulled up. Uh would you mind zooming in just sort of into the August
month a little bit in order to or actually go to June 1st. >> June 27th. >> Yeah. Go all the way just scroll down to June. There we go. So this is actually
the key time. We need to start as early as we can in June in order to get the process uh going of deconstructing um sections of the building that will allow us to put in the next section of parking and those things to open up the
school for the next fall. Um working with Dr. Bon and her team. Uh we're going to be uh working with the finals schedule at the end of the year when seniors is gone are gone as well uh to section students and section off
portions of the building is it's it's the >> the I don't what do we call that section of the building Kate it's where the library and social studies rooms and science rooms below that section that's closest to the project obviously is the first part that would be um torn down. So by doing some
work there, we'll be able to reposition uh reassign where maybe some finals classes happen. So we begin the embaitment process in that section so that deconstruction can begin as soon as we're out of the building.
Then as you as you are deconstructing one part of the building, you're evading other parts and you you work your way down the building to ultimately the building will be fully uh demolished and removed by about midocctober is what the plan looks like today. So we
need to maximize every minute we can in that summer. And so under uh the proposal that you'll receive at the next meeting, uh the end date would be June 9th if there were no school days. The purple days are um the that's finals
week at the high school. >> So in order to do that, now we can go to August. In order to do that, we would want to start school a week earlier than our typical pattern. >> Okay? Our typical pattern is students
report the Wednesday before Labor Day. >> Well, as our luck would have it, timing, I guess, would have it. Luck has have anything to do with it. I guess Labor Day of 27 is September 7th, the
latest date that it can be, >> which means school would start um on the 2nd, thus pushing the end of the school year down to the 16th, possibly the 24th. >> So, if we start a week earlier,
um we're able to gain five days there. Uh and just because of where we fall in the calendar year, it's actually only one calendar date earlier than what we did this year. >> Yeah. >> Great. >> As a result, so it's not going to be a dramatic shortening of the summer by any
stretch and the year after it's going to be quite a lengthy summer actually um as a result of that. So that's one factor. The other factor I wanted to share with the committee um is that it will be uh
an offcycle election year uh and including the state primaries that are set for September 1st as well as the national elections that'll be happening in November. And so applying the strategy that you approved in the previous calendar where we had this, we
would utilize the September 1st date as the professional development date for the school district. That helps us because then we don't have to cancel school, thus adding another day to the calendar, thus less time to
do the deconstruction of the the high school that summer. So we would move what is typically our professional development day in March to September 1st. So faculty and staff are in session. Students are not. Um and
knowing that that we have some complications particularly in the town of Stow around that matter. Uh we've already you know we devise our activities in the other locations so as not to disturb that election process. Um and then uh you would see on November uh
3rd, Tuesday, November 3rd, we would move our conference times to those days, designating November 3rd as the day when we do uh remote conferences over Zoom >> so that we are not bringing traffic into
the schools where voting is happening and and we can you know section off where those locations are. we've done this this model worked well the last time we had to do this cycle um so that's the biggest factors uh there the last piece um that I wanted to
talk about and then the other calors of the calendar just reflect what is the typical pattern of the calendar when we have uh you know uh government holidays and things of that nature um currently um on the calendar where
you see um like on Oh, excuse me. This isn't the the the correct one. This is a model that expresses the early release periods on Wednesdays. >> It's currently Fridays
>> and some things that we've discovered in doing data analysis on student attendance. And as you know, we talked about the importance of student attendance of which we're tracking well. I checked it today in the show. We're have an attendance rate of 96.2%. Today, so that's good. It's onetenth
higher than previous. Um, so we're tracking well on our attendance, but it's something we always want to monitor. On those early release Fridays, we are seeing an increase uh sometimes uh in some locations double the number of absences than on an average school
day uh on those Fridays. Uh one of the interesting things to note in particular is that when we do uh the conferences in March for K to8, the high school is still in session >> and on the Thursday
when we have an early release um compared to the next week when we do the Friday, the Thursday is half the rate of the Friday. And with Nishoba Regional High School not having those early release dates,
their absentee rate is almost double on that Friday when the rest of the district is uh on an early release than typical. So it does present the idea of does our
structure, the way we build our calendar um not encourage but at least in provide an opportunity where where people are more likely to bring their kids out of school. >> I can't answer that question
definitively, but the data suggests that early releases on Fridays could potentially meet that point. the we don't have comparative analysis of that data going back to the last time it was on um Wednesdays years ago I believe uh
it goes back to 2011 uh we just had those moments when we've done them on Thursdays due to conferences so that's the the debate that we've been having that's the debate that went to the calendar committee and just looking for some feedback from this group um prior
to us bringing forward uh recommendations at the next meeting. And we certainly can bring two calendars that show the Wednesdays and the Fridays um as as the best days to do our early release professional development.
So, that was a lot to talk about calendar, but we're looking for some guidance on that before we formally bring you the calendar. >> And you're going to hope to bring it to us on the 19th >> 19th >> and have a vote early December >> and then we would have a vote at the meeting after that. So there's two more meetings where we'll
be bringing this forward. Okay. >> What questions do you have if anything? I think the only thing I would I imagine that it came up in the uh calendar committee too is I know for people who you know do sort of traditional office work in a hybrid setting. Friday is
often a work from home day which may make child care easier um if the child is you know at 12:15 as opposed to you know 3:05. That's sort of my only thought around Fridays maybe being a little bit easier particularly for
parents with elementary school age kids. >> Jackie, when was the last time we had the Wednesdays? What year was that? >> I believe it was 2011. Mr. Cubin, is that about right? That sounds about right. 2011 or thereabouts. >> Yeah,
>> 2011. I think it was proposed once before since I've been on the committee and it was or right before I joined the committee and it was really not wellreceived then but yeah um that's all I remember about it but I share the same concern like with that the Fridays tend
to overlap with people working on a hybrid schedule >> tend to be home Friday. And then my other question is related to um the September 1st full day for professional development. Um with any
consideration given to stacking that in the week of August 24th so that it would you would have the three days of professional development. >> If we did that, it would extend the school year another day. Y >> and we're trying to capture as many days as possible because let's say I put it
in on the 26th, >> we would not be able to have school on September 1st because we have to avail the Stow school schools to the town of Stow to move that day. >> I brought it up. Sorry. Thank you. >> Good clarity. >> Go ahead, J. >> Um my reasoning for asking was one of
the things that had come up in the equity audit as like a thing that we're doing well is closing the gap on attendance. So based on the current model, there's a lot of different factors that go into great attendance. So I just that's where my head was going
was if if it's getting better, why change it? I don't know. >> I don't know. Yeah. >> Is it getting better? >> Overall, it tends to get better. >> Uh it's getting better postco. >> Um I I I don't think there's any
question about that. Um if this is a community values judgment like do we want to build a calendar that encourages going to school um or gives opportunities where maybe because the the data doesn't lie the absent rates go up on on Fridays on early release days
more than on Fridays that are not early release days. So that's a question for the committee to consider and I I hear the there are seven of them right so those are seven days throughout the year. So it comes down to the a value judgment from this committee about we'll
be happy to bring two forward. Um but it comes down to do we build uh because sometimes it's our practices, sometimes it's our structures that assist or impede. And so if our early release days are discouraging attendance, it's from a
policy setting standpoint, it's our responsibility from policy setting to to ensure that we're doing right by what we're supposed to do. >> It doesn't have to be an either or. I mean, in theory, you could have a Tuesday conference day, a Wednesday conference day, a Thursday conference day, and a Friday conference day. I mean, you could put it all over the
week. It doesn't always have to be Friday, always have to be Wednesday. So, I mean, >> I don't I don't particularly have a point of view on that particular issue, but >> it could work. It sounds like either way has its pros and cons, and I think the rest of the committee needs to weigh in
on that particular issue. Um, I do have some other, but I'd like to thank Amy for asking about the September 1st issue because I have similar concern there. And by the way, I love the orange. >> It's really easy to find those days. Um,
so you say even closing um the first week in June, if there's still going to be deconstructing through October. >> Oh, yeah. >> Um, begs the question, why even bother closing then if we're already running into the school year? Alternatively, why
not close six or seven weeks earlier? >> You know, start the next school year in July and then you can have all the work done before we go back to school or whatever. I mean I just help me understand why closing earlier is necessary if there still be disruption
when school starts. >> Yeah, I think the objective is to do as least amount of disruption to the regular routine that people have in their community as possible. So that's the general idea there. Uh another factor is we do have an agreement that we start school no earlier than uh one
week prior than this current agreement. that's actually in our contracted agreement with both of our bargaining units. And the third piece is we don't need to get the whole building deconstructed in order to move into the new building. We just need the
significant portion that's in the plan to be deconstructed in order to put the parking and roadway structures into place that need to go into place. So, um, working with, um, our design team, the construction team, with the OPM, um, that's going to give them ample time to
do those things and to be prepared for September 1st. >> Yeah. And there is a clause too in the current contract that says under like extraordinary circumstances like construction that we could have that start date change. The other piece too
is it would be the impact on the community, but it's also the impact on our school community and that you have educators who are in spaces and having to move things. So, I think having that flexibility is kind of nice. >> Any other comments or questions?
>> Can I just say um not necessarily for our family, but multiple families. I know a lot of crazy sports schedules, tournaments on the weekends, you know, where sometimes, you know, I've had many families who say, "Oh, thank God we have a half day on Friday. We can travel to,
you know, wherever they need to go for a tournament that starts on Saturday, you know." And addition to that, I think too, like on a half day, if we're going away as a family for the weekend, it's nice to say, "Oh, we got a we got a half day on Friday." Like we can get on the road early and it encourages people to
be away together possibly. So, I think it works better this way um versus having it in the middle of the week where you're just kind of scratching your head and trying to find something for your kids to do. You know, >> I just wanted to say I love the early
June uh end date. Even though I will not be impacted by the high school construction and I live fairly far away, my kids are not there. I think that sounds fabulous. >> Yeah. Uh what if we have really a lot of snow days or something like that?
>> Yeah, it's a great question because when we did the modeling with the construction team, uh we modeled out with the five snow days. >> So we built so in their schedule, they're building their schedule off of having those five snow days.
>> So you'll be under a lot of pressure not to call snow days. >> Well, everyone thinks I am already. Uh but the fact of the matter is we call snow days for one simple reason, safety. Um and if our roads are are able to be
cleared and and normal traffic can go, we have school. So >> any comments or considerations you'd like to put on the table? >> Well, I I just like to observe. I don't know that it's obvious yet to the administration what the committee's preferences >> for some guidance, right? So, I think we
need to do some sort of poll as far as this whole Friday um early Friday, whatever the rate has early release days to get give them more guidance. >> Say you're going to bring both. >> Happy to bring both. Happy to bring both. >> What do you guys think about him craft?
Sorry, Alita. I know your color coding skills are amazing. >> Okay, Jess. >> Great job, Jess. >> I'm glad you like the orange. >> Would you guys like to see both? I I don't almost like to see three
because I like the idea of not going all in on Friday or Wednesday potential hybrid >> Wednesday and Friday >> to really test the kind of >> two then you'd have some data on if this
actually doesn't have the way you think it does. >> Miss Hawk, you're on that committee. Wasn't there some conversation about testing a model where there are some Wednesday surprise? >> Three versions.
>> I'll try not to screw it up. >> I mean, there's certain things that we see like uh the Friday before Martin Luther King holiday tends to be a popular day for people to hit the road and not go to school that Friday. um our absenteeism is about 10% that day,
>> right? >> So we'll make that one Wednesday. >> So there so you know we could we could build a model that's based upon that. >> Any other thoughts? Three versions. I just have a question. Was there any I know this is I don't know how well this
will be received this question but was there any um discussion about the breaks break April break even >> uh no there's been no discussion
>> um >> that's not something that happens in other states >> I I know that's why I'm asking >> okay >> no there was none Okay. Next. >> This is why I like to remind the committee that they set the calendar.
>> One more observation though is that you know the administration has put together a calendar based on our preferences and I don't think we've clearly articulated data for preferences to maximize attendance or to maximize family convenience to have long weekends.
>> I I thought that was the same. Well, but if you know if we're doing this alternative version where summer Wednesdays and summer Fridays, what should be prioritizing when they identify which Fridays and which Wednesday? >> So, Sean, would you like to cover that? >> No. >> Oh, I think that Kirk said he's going to
try to strategically choose which ones will be Wednesday. I think it's actually a great opportunity to test the theory >> to see if attendance does actually settle out. And I mean, I guess my preference is really just making it as easy for families to cover child care.
>> And I guess that would really be my biggest thing as someone who's always trying to cover childare. >> Well, I would want us too to think about the academic impact for the high schoolers and like the timing of I know that some of the some teachers do make
really strategic decisions around when they have certain tests and how they're prepping students. I don't want to make it too challenging for the calendar committee, but I do have I guess some thought there around like making drastic
changes. I guess we would know ahead of time anyway so they could plan around that. But >> making drastic changes what? >> Like like playing around with the days and when what like just picking like >> I'm going to say the Wednesday before Martin Luther King Day, you know, like
that kind of thing. But they would know ahead of time if they were going to add in anything academic. And the high school half day is all the blocks need. >> Yeah, that's true. >> And so they just shrink them down to this really >> um interesting amount of time. Am I right, guys?
>> Half days in the high school are >> 24. So just settle down. >> Yeah. At least from like the student perspective, there's no like really different one in the classroom whether it's like Wednesday or Friday once you're actually there. Like I think whenever the half
day is, it's just going to be a half day and just kind of go about it. So it's like and I think when the teachers are at least told in advance, they just kind of plan around that. So I don't like like changing it will be like a crazy impact whether it's Friday or Wednesday.
>> Okay. Um, any other thoughts? Okay, so good luck. Thank you, Sharon, for representing the committee and to all the people who sit on the committee doing the hard work. This is always a surprisingly complex task.
>> So, to be clear, our committee has done their work. We're just down to isolating the half days. So I am looking for direction on what you want to see if we bring the calendars forward at the next meeting. >> So you're going to give us one version
with Fridays. >> Okay. >> One version with Wednesdays and there's seven you said, right? >> And then the other version you toss the coin. Three versus four on Wednesday versus Friday. >> That won't be hard just because we broke
down the last two years of attendance days on those Fridays so we can see like which ones peak the most. Okay. Is that good? >> You bet. >> Can I ask a question? Since it's it sounds like there's a a lot of hesitance to change
the Friday voting instead, maybe we put together two proposals. One which is with the Fridays and one with Wednesdays and Fridays. >> That's what she said. >> Well, that's what she's saying. No Wednesday only version. No, I just
>> I mean well the Wednesday only one is is already completed so I guess it's no more work. >> I I was just thinking if that one is not >> it doesn't seem like that one is something that the committee is really interested in. So why have that third option? That was my question.
>> But it is already created so we'll keep it uh as an option solely because there's no extra work needed. >> I'm interested. >> My feelings won't be hurt. >> Yeah. Um, I'm interested in hearing from the communities. Uh, so if anybody's
listening out there, uh, please let us know what your preference is. You can shoot us all an email. You can plan a public comment, of course, at the next meeting. So, >> yeah. >> Okay. >> And we wouldn't be doing again our due diligence if we didn't show present this to you and let you know
that there is impact when on the days that you set your basis. >> All right, guys. We're going to move the agenda to update on strategic work. Kirk, this is still your show. So, >> yeah. Uh the the school improvement plans will be coming uh in new business. So, we'll just move on to that. At this
point, I'd like to turn it over to Assistant Superintendent Laura Friend. >> Great. Thank you, Superintendent Downing. Um two brieed updates this evening. One is just to elevate approval. Thank you. That was in your
meeting materials. approval of two grants to support our strategic efforts. Um uh both of the grant submissions for approval to you were intended to support our real word and we're real world and
connected learning. Um both were competitive state grants. So, the first one was Manoba Regional High School was awarded a $50,000 innovation pathways implementation and support grant which was announced during the state's celebration um during STEM week. Nobo
was acknowledged um at that time. This funding will continue to support the development of our innovation pathways programming, including our curriculum work across all three pathways, field experiences, and access to advanced coursework for our students and support
for the funding um in part for innovation pathways coordinator. And then the second grant that Noa was awarded was the uh skills capital technology and equipment grant in the amount of $96,425.
That one was supported through the executive office of education. This grant will fund new equipment and technology upgrades to strengthen hands-on learning with updated and advanced technology. And we are very pleased to share that all of this new equipment will find its way into our
brand new building. >> Yes. Great. >> Thank you, assistant superintendent. >> And the se the second up, >> why don't you go ahead and and move to the >> second update is an overview of our professional development um that occurs
during our full day of um professional development in March, but also during our early release days throughout the year. And we had our first district-wide early release on October 24th where all of our faculty and staff took part in our first early release professional
development session of the year, marking the beginning of the full year of learning during early releases for for our community. Each session in this year's calendar is designed in the hopes to advance our strategic efforts while also supporting the unique needs of our
grades fans and our specific disciplines. Of note, um we're pleased to share that we had nearly 20 teacher facilitators leading professional learning across K to8 helping to build coherence and share ownership of curriculum implementation.
In K to 3, our teams are focused on structured literacy through our prison grant and our prison partnership um and continuing to delve into our all block curriculum in grades three through five. while our middle school teams are engaged in professional learning with
their job alikes relative to specific components within their content areas. And at the high school, our department heads are leading curriculum work and deeper learning work, including two departmental book studies. Um, our specialized groups such as our
counselors, nurses, and student service staff are also using this time to strengthen our systems, our programs, and our protocols, and strengthening their knowledge around evidence-based practices. And so, we have included the overview for the committee and our
communities awareness hyperl into the update as well. >> I'll conclude the report this week. >> All right. Thank you for that everyone. Any questions on the remaining items there with the strategic work? All right. So, we're going to keep
moving the agenda here to new business. We have a couple of items. The first one, very exciting, is the introduction of our school improvement plans. >> Great. Madam Chair, I would like to bring forward our fabulous principles. Uh, Mr. Jates, Mr. Sh, Mr. Scott
Mansion, Mr. Karen Carpenter, Mr. Kyle Green and Dr. Kate. This is our annual school improvement plan presentation to the school committee to show you uh the work that has been done thus thus far this year.
Uh the school improvement plans are a device of the school and through the work of the school council are the principal takes guidance and advice uh from their school councils where they collectively come together on what is
the plan. So the way this typically goes is the principles working uh through the administrative work that we do that starts in summer at our retreat uh goes we look through our uh strategic plans. We bring forward these items to our school committees of which then they
debate and ask questions and drill down to help inform the plan, ensure that indeed we are aligned to our strategic work as we move forward. >> The school councils >> school councils did say committee. >> Yeah, forgive me. >> Okay. >> Um and so uh tonight I welcome our team.
Thank you for coming and I'm turning it over to Mr. Bates. >> Well, thank you very much. Thanks for the opportunity to present tonight our school improvement plans. Uh my colleagues and I appreciate this chance to outline the comprehensive work that's
underway across our district to ensure continuous growth and success for each and every one of our students. >> Forget what I just said. I'll start over. >> We're all visual learners. >> Yeah, you get it.
Yeah, >> yeah, we got to go to the PDF version. We're having a technical issue, so we'll scroll. >> Okay. >> As opposed to turning the pages on there. >> Yeah, your amazing transitions will be observed later. Edit this out.
>> All right. >> And there's 25 people watching live. >> Is that right? more than >> All right. So, let's rewind and uh start again. Principal Bates. >> All right. Well, once again, thank you
very much for having us here. Um we are um excited to share the work that we are uh proposing for your consideration um to outline the comprehensive work that's underway in across our district to ensure continuous growth and success
for each and every one of our learners. Tonight, our presentation will um highlight the specific goals and ongoing initiatives for both our prek to 8 schools as well as Nishoba Regional High School. These plans are aligned with the
broader NRSD strategic plan and focus on critical areas that we will uh highlight for you. Um we look forward to reviewing this work with you and hearing your feedback. And with that, I will turn it over to my colleague, principal of Hail Middle School, Kyrie. Thanks principal.
Would you mind going to slide three? Oh, >> so uh what you see here is just a visual representation of how our goals um are similar in each of our schools and towns. Um with the exception here of
high school, you can see it's prek to 8. Um so it just it demonstrates that there is some horizontal alignment between the schools and also if you see in the middle of the puzzle piece there there's the NRC strategic plan. So again it's just a representation that those four
goals are derived from the strategic p plan. So there is a a vertical alignment as well as a horizontal alignment between the K8 schools. Would you mind going to the next slide? What you're going to see here is a
little bit more um fine detail about each of the four goals. I'll go ahead and just, you know, quickly touch on on goal one before I uh pass it to Principal Blanchard. Um we've made some significant progress in goal
one since we last um presented before this group. um a couple but not an exclusive list. A couple noteworthy items is um a considerable overhaul of our our grade reports in kindergarten um uh kindergarten through 8th grade. Um
also we've um solicited a quite a bit of feedback from our families around our communication and um with your help we have implemented some communication policies and expectations for all NRC employees. um looking ahead and and what
you can glean here from what's under goal one is that um we need to educate our parent base on how to read and understand how these changes have uh affected the report cards uh in elementary and middle school um and to
kind have some agreement and understanding between our staff and our parents and when those go home. Um and uh we will continue to survey our families after our fall conferences uh and move forward with some recommendations on possible enhancement
and changes that we might see in the future for our conference model. Um let's talk a little about about goal two. I'll pass it over to principal. >> Thank you principal Brady. Um our second goal is aligned with strategic initiative 2 uh to develop professional
learning community cultures across um all schools, departments and grade levels. Um this goal has remained the central focus of each school's improvement plan uh with an emphasis on building collective efficacy and deepening our team's collaboration around student learning. Um across our schools, grade level teams are
consistently engaging with the four essential questions that guide the PLC work, which are what do we expect our students to know and be able to do? How will we know if they've learned it? How will we respond when they haven't learned it? And how will how will we um enrich and deepen the learning for those who have demonstrated mastery? These
questions paired with the three big ideas of the PLC which are a focus on student learning, collaborative culture, and collective responsibility uh are becoming incre increasingly evident in our meetings with teacher teams. Uh over the past year, we've established uh essential standards in ELA and math um
that serve as the foundation for our guaranteed and viable curriculum. Uh this in turn supports our district's commitment to equity by ensuring that all students regardless of their school or grade level have access to the same priority learning standards uh learning outcomes and uh instructional
expectations. We continue to strengthen our ability to use the data from our universal screeners and our curriculum based measures to identify specific learning needs and to provide uh targeted tier 2 and tier three interventions. Uh our efforts are further supported by the
professional development we are receiving through crafting minds. Uh and through the ongoing work of our instructional coaches uh both of which continue to help us deepen and refine our instructional practices. Um our partnership with solution tree continues to provide us with valuable individualized coaching to support our
efforts in cultivating effective PLC cultures within our buildings. And additionally, district and school-based learning walks have strengthened our shared understanding of effective instruction. and we're now exploring ways to expand these opportunities by facilitating learning wants for teachers across grade levels. Um, as a result, we
now have a strong foundation uh within our PLC's that includes structures and systems that are in place um that we can now build upon as we refine our practice and uh increase our collective efficacy as we work to ensure positive outcomes for each and every student.
And with that, I'll hand over to principal O'Shea to talk about goal three. >> Good evening. Um, I'd like to talk about goal three, which is our work to uh integrate social emotional learning practices into daily instruction and student life. Last year, we built a
strong foundation with our building based equity teams getting established, the addition of middle school advisory curriculum and the calm, compassionate teaching. This year, we're looking to expand the and continue that foundational work that's been developed
in the past couple years. One area of change and alignment uh is with the middle school advisory programs. The middle schools are transitioning to using school links which will replace the MEPA program. Uh this creates a direct pipeline with the high school. It
means our middle schoolers are now on the same career and college readiness pathway that they'll continue when they get to Nishova. Uh giving them an opportunity for a stronger sense of where they're headed. the um the schoolings program to help students
learn about their strengths and their areas of interest. In addition, it provides lessons that go beyond uh path pathway exploration into topics such as managing emotions, goal setting, and practicing self-control. And all of the work they do in schools stays with them
right through the high school. Um so that they're able to help choose their best path uh for themselves. Uh continuing with the middle school advisory program, we'll be looking at the curriculums that we use in our schools this year to ensure its effectiveness and we're be gathering
some feedback from the teachers and students and make adjustments if if needed. A new action step in the school improvement plans this year for the three middle schools is implementing the no place for hate program. Uh we're all building on Hail's successful use of the
program. The studentled initiative from the Anti-Defamation League empowers students to create a more inclusive school climate through schoolwide activities that address bias and promote respect for all the members of the community. on our building base. Um,
also our building based equity teams are actively uh in practice now and they're examining uh data and developing specific strategies to implement within the building and staff also continue to participate in district level workshops
with Dr. Warham which helps then come back and inform the the local work at each school. So uh the work of goal 3 is about building sustainable systems and a culture where every student feels they belong, know their strengths and has supports and needs to pers persevere
through challenges both in school and beyond. With that I will turn turn it over to principal caring. Good evening. Um I'm going to speak about goal four which is focusing on safety across our schools. Goal four is to continuously review, adjust, and evolve our safety
practices in alignment with both our district expectations and best practices from the local safety organizations. We're building from a strong foundation. We currently have established practices for regular safety drills and communication for unification um protocols and the active use of our
Raptor system across all schools. We're also already engaging with safety committees in each of our schools in monthly meetings and working to build collaboration with our local first responders. Our desired state is to move from these good practices to next practices. We want to ensure that all of
our protocols are implemented with 100% fidelity and that we're strengthening our partnerships with local police and fire departments so they're more integrated into all of the decision-m pieces. To achieve this over the coming school year, our action plan is very focused and clear. We're going to
continue to practice our ALS protocols at each of our schools and we're going to systematically collect the data and feedback after our drills. The data will be analyzed in our school um safety committee meetings so that we can make immediate and practical adjustments to our procedures. Finally, we're going to
increase our direct involvement with local first responders, ensuring that they're present not just for consultation, but to be active partners in our drills, and most importantly, the brief sessions that follow our drills. Evidence of our success will be clear. We'll have detailed drill logs, committee minutes showing datadriven
changes, and documented feedback from our first responder partners. Um, this year, this year's goal really represents our priority, which is ensuring our student safety across the district. It's our number one goal. Going to the high school. Thank you, Principal Coffinger, and thank you very much for allowing us
the opportunity to present to you this evening. Um, the high school is kind of its own entity. However, you will see some through lines um that carry over from uh the KDH to the high school. Um, the high school has a revised school improvement plan which is aligned with
our NEAS priority areas which were identified during our collaborative prior to our self during our self-study as well as the collaborative conference visit last spring. Um, the themes are ensuring current uh coherent curriculum and instruction that's aligned to the portrait of anoba graduate competencies.
continuing to build systems of support on MTSS to meet all of our students needs, strengthening our prof our collaborative professional culture through professional learning communities and shared leadership, and then preparing for the new high school building as catalyst for innovation and
deeper learning. The plan includes four interconnected goals that will guide our work through at least the spring of 2027, which is when our dennial visit will take place with Niasque um and likely beyond. So the idea is that we are making progress through towards these identified goals. Um MIAS comes in
the spring of 27 and then we move forward um continuing on um any further areas. Um there are through lines that have also carried over from our prior school improvement plans. So goal one is around engagement, belonging and portrait of anoba graduate and the goal
is to strengthen student engagement continuing on that path. Um as well as strengthening belonging and integration of our portrait of anoba graduate competencies more fully into instruction and school culture. Um, some key actions in that goal include launching school
lynch, which is a connection to our middle schools, a student experience tracker that connects portrait of Minnesota graduate artifacts to college and career planning to continue um our innovation pathways expansion um to offer authentic hands-on learning
opportunities, maintaining a laser focus on classroom engagement um in our um instructional areas, as well as enhancing student voice through instructional shifts using our um and meeting with our student advisory group as well as the building based equity
team and then our shift from guidance to a counseling model that ensures more proactive student centered support and contact with our counselors. In goal two um it centers around curriculum instruction and assessment and the goal is to develop and implement a fully
aligned standard standardsbased viable curriculum with equitable access to programs and pathways for each and every student. Some key actions in this goal are to continue our partners partnership with Desi's Kaleidoscope Initiative for deeper learning and to continue to and
in um expand districtwide and building wide learning walks to strengthen shared instructional practice. Our department heads will be leading those with our teachers as well. um also to begin implementing common assessments and integrate high quality instructional um materials HQIM across
disciplines which we have begun with our integration of next generation science standards um as well as illustrative math in um algebra 1 thus far. Um also our math and social studies um departments are launching book studies focused on inquiry based learning and we
are expanding our dual enrollment opportunities with Middle Sex Community College um to offer um higher level course offerings for all students beyond advanced placement. Goal three is centered around equity and multi-ter systems of support. And the goal is to
create equitable access for to advanced coursework and ensure a robust MTSS frameworks for all students. Some key actions are to continue to refine our staff process for student support and intervention and using data um to determine which interventions are
working to implement a co-eing model in core content areas in particular at grades 9 and 10 and provide related professional learning to co-eing. Continuing to conduct conduct leveling audits to remove barriers to advanced
coursework for all of our students. Um we are looking to expand on the K to8 um MTSS handbook to create a comprehensive high school handbook that's uh around centered around MTSS um as well as PLC structures to support datadriven
collaboration and um to help with that work we have a design cohort um participating in a desi sponsored MTSS um training series um to align our supports and structures. And then finally, our last goal is on collaboration, schedule redesign, and
new building readiness. And the goal is to build a culture of collaboration through professional learning communities at the high school and to prepare for a redesign schedule aligned with the new high school facility and use of the new building. Some key actions continue with that um design
schedule team and the DESIE cohort to explore flexible scheduling and support models to train the instructional leadership team and all departments in PLC at work structures and data inquiry cycles for implementation and then provide professional learning for building readiness including use of
innovation spaces, flexible spaces, technology and safety protocols for our new building. Um we're we're headed into a new a new realm at the high school. So changes um is pretty exciting and um as we prepare for the opening of the new building in 2027. So thank you so much
for allowing us to present and I'm going to turn it back over to Principal Bates. >> And just simply to say thank you again for the opportunity. We we really do appreciate um both our process in collaborating together and the leadership from our our our district
leaders um and and we think it makes for stronger uh school improvement plans and certainly better aligned plans and we're happy to entertain any questions you might have. >> So just from um a procedural standpoint, these are something that we will vote to
approve at the next meeting. >> It'll go on the consent agenda next week. fixed. >> By law, the high school school improvement plan is actually the only one we need to approve, but Kirk always likes to bring it together as a team because it al it is also interconnected.
Um, so if there's any feedback or questions that you have or want clarify, this is the time. I wonder if I can open up now. Yeah. Uh, first off, you know, it's obviously a lot of work. Uh, and I'm uh going to give a
more nitpicky uh thinking in reading through these preparing for the meeting. It's very acronym filled and you don't explain what acronyms are and palm took me a ridiculous amount of time to figure out what it stood for. >> I thought I wrote it in there for a
graduate. >> Oh, no. I I got there in that. >> I am happy to add that. But there may be a little acronym expansion to help it make more make it more accessible for more
people. >> Um, so I I'm struggling with how to articulate this particular thought, but I think it's great that the schools are working together to come up with goals they have in common, but it begs the question to the extent that the different schools have different strengths and weaknesses. may not also
have some different goals to address those weaknesses. >> Well, that's why we have a strategic plan, right? So, that's what we came together 5 years ago to build, which is what guides the work that we're doing. I would agree with you. Um, one thing that
is common is we want to see improvement in student growth across all schools. And so, the baseline work, the foundational work that they're talking about in these goals supports that underlying principle of advancing learning in schools. The nuanced element to that is that the
challenges that say our three elementary principles have in order to reach those goals are independent of the schools. Those are the operational steps that they're taking locally at their buildings to reach those benchmarks. So I agree with you that the challenges are different but ultimately the the goal is
common for us to reach and so they have latitude in terms of what they're doing in their school buildings to do that. So for instance, we have an aligned schedule across the district for basic principles that allow us to do the PLC work that we want to do. The principles
apply their academic schedule against that common um planning time schedule in a way that best meets the needs of their school. >> So that's one example of other >> because there are some resources that are shared across the three.
>> Correct. Okay. >> Correct. What other uh I think Sean were discussing this. I just if my ignorance is going to show because I know nothing about middle school or high school, but the middle school transition to school links to align with the NRHs pathways. Could you
just ex to Shandra's point just explain it for someone who doesn't? >> Yeah. Um >> not familiar with the concept. Um so um in past years we were using a program from the state called MEIFA where students would go on and take
assessments or surveys and so on to to like figure out areas of interest possible like eventually career paths. >> Okay. Okay. >> And and they could even dig around about like colleges and >> and uh amounts of salaries and things like that. Um it was a little clunky,
but what has come uh the high school did a a large study and found school links as a a better alternative and not just for them to use, but it transfers to us. So students can do some of that work at the
middle school advisory >> and then it transitions into like picking courses from 8th grade to high school. And it's a it's essentially I don't want to call it a portfolio, but it it goes right up through high school and and eventually I believe it can be used for like college recommendations.
So there's this longitudinal, you know, they and they and students can see how their interests have changed over time. So um so it's a program. >> Okay. Awesome. Thank you. >> Does this link with Naviance or is it >> I'm happy to expand. This will um as of
next year take the place of Naviance. Do you have a plan for the kids to transition who are younger? >> We do and we we've been implementing actually starting this fall with our grades 9, 10, and 11. We're not touching our 12th graders who are fully embedded in Naviance and um and that's it. So I
have to give a >> I have to give a shout out to um to our counseling department and in particular to Joct for the taking the lead on this. Um it ultimately is going to be pretty amazing because the students will come with them following their wolf tracks.
Um and to be able to create a a curated um 8 to n you know middle to high school plan exploring their interests um and in sort of you know inventories and careers and the platform is very user friendly for students. There's a parent component
too that we'll be rolling out for families. So you'll be able to see that and then once they reach high school it's really robust post-secondary planning allowing students to curate and and really individualize that plan and document um in within a portfolio um
that and that and that plan we're calling wolf tracks um to align with our wolf which is great and then yes our teachers will be trained on this as well because this is where the college recommendations and and Navian just has not kept up with the times and this is a
platform that once you see it your your mind's going to be blown because it's amazing. Um, and so Naviance is phased out as of and you know this year with our seniors, Ryan, you are the graduating class with Naviance. Um, and then phased in with with Maria's gra graduating class. Um, and it's it's
pretty incredible >> and just because uh the door got opened a little bit there. Um, something that we've talked about regularly is the transition from 8 to 9 >> and the role that parents play in helping their kids choose classes. And
so do you imagine that as that parent component of schools comes on board that parents will then be invited into that process? >> Oh yes. Yes. >> Okay. >> Yep. >> Um did one of you guys sit on the school council to help form this? I can't
remember who was No. Ava. Ava used to Ava was on both. >> Yeah. But I did um I have a really robust bunch of students on my current school council and this was shared um obviously the school improvement plan was shared at my my first meeting in um
early October. So >> do you guys have any uh thoughts on the school improvement plan that you like did anything peak your interest or a question in your mind? >> How do I know? [Music]
Yeah, if anything else >> hearing about the school links was making me a little jealous, but >> I'm right there with you. Having had two kids who changing we will get to use it. Your
sister >> um >> I have a question about uh one of the goals. So, I didn't I didn't know that you guys were reshaping your student school improvement plan to meet NEAS. >> It's a requirement.
>> Okay. And so, you said that this these goals are going to live for 2 years >> or longer, but we we have to be prepared for NIAS to come visit. It's a 2-year time frame from when they visit in the spring. Uh they visited in the spring of
25. They will come back in the spring of 2027 for the dennial. It's a 3-day accreditation visit and we're required to have an improvement plan that addresses the focus areas of focus and then when we come when they return what
what have we done for those areas of focus. >> Okay. And then I guess my my real question is about goal number two for the high school. So this is obviously near and dear to my heart. I talk about it endlessly. Support and inspire
learners through aligned curricula and equitable assessments. And I guess Ryan, Maria, you could weigh in on this too if you want to. Um, so this is kind of the meat and potatoes of public schooling. It's, you know, what are we going to teach kids? How are we going to teach
them? And then how do we know that they learn the thing we wanted them to learn? So that's your goal number two is huge. Huge. Um, so indeed, >> right? and your goals are never uninspired or >> and you guys never lack um some serious
aggression in laying these things down. I salute you. Um how do you know when this is happening? How do you know that um that your educators are actually
living the curriculum documents and engaging in inquiry based instruction and not just lecturing and multiple choice questioning kids? >> I think that if if I may answer and then I'm going to turn it over to Ryan and Marina. Um it
it comes with our presence in the classroom >> and those learning walks. um that that's really having having presence in the classroom and then providing that feedback um and then using our leadership team as well to
continue to move that needle >> and insist on on change. >> Right? That is >> I'm going to add as well. You're going to see a competency determination policy that comes forward in December. >> And in the competency determination
policy, we have to have common assessments across those key courses to demonstrate competency. And so that's going to be a great tool for us to utilize across courses and across the school. So, I'm all for consistency, but whenever I hear common assessments, I
think that the default setting is a gigantic multiple choice test. So, um that is not I hope where we're heading. >> Then the way the competency determination language works is it's common assessments, projects, uh
>> portfolio portfolio. So, it's >> exactly what >> do you do you guys hear what I'm saying? The high school to our high school reps. Do you hear what I'm saying? >> Yes. Um I think just one example of that of like kind of goal two in action was
on one of our student advisory council meetings which we had dedicated to talking about learning styles um in the classroom and teaching um and different ways of teaching. We talked each student kind of talked about um like how their preferences with like the AP classes,
how they're consistent with one another, how certain teachers would assign a test, but um for every one test they assign, they also assign like a different type of work or project or something like that. Um and especially in that group in particular, all the students know that nothing like they say
or any opinions they express are going to be like judged or taken outside of that um group in like a negative fashion if they don't want to. So I think having that is definitely a big part in kind of measuring and getting real student kind of input um in that regard. I also think
we can add the teachers to relationships where you can just go and talk to your teacher and majority of I mean I can say for myself majority of my teachers are excellent and I know a lot of them have been really flexible with me in multiple situations. >> So I think that really adds to it too.
>> So I would agree. I think that we have fabulous educators. I think the systems are what I'm more concerned about and um I know that there is push at the top level for this to happen. So I'm I'm happy to to see it eventually move out
through the classrooms and then create consistency across teachers because it's also important for equity. Um and I look forward to the uh NEAS process. What role does the school committee play in that? At the denial visit, there is um a
a meeting time for school committee members to meet with the denial visit. Unlike the collaborative conference, which is really more digging into school days, there's um time and time and space for district level and school committee um participation, parent participation,
which happened the last time as well, student participation um in the ask. So they want um pretty much all stakeholders. Yeah. Um, I think my comment, it's not really a
question, it's more of a comment on the school improvement plan process and and how it works because um I I don't I don't know if there's a way for us to incorporate feedback on the school improvement plan
into the process. um where we get an update on some of the evidence of the effectiveness of school improvement plans. Um when I when I look at the the plans, I see that there's um each one of these plans has a
category called evidence of effectiveness. And there's in some of the plans it's I think it's interpreted as showing how you're going to be effective with the goal that's listed. And in some of them, it's showing examples of evidence of effectiveness at
each goal. But I think we're now in a process of having multi-year plans. And for the way that I guess my brain works, I would almost like to see a category that shows what progress has
been made in year one >> towards evidence of effectiveness towards the goal and then what remains to be done because right now it's kind of hard to parse out and um I think I always
struggle with trying to understand how you know we have these full crew plans each year and they are really well thought out and they're ambitious and um I just have a hard time understanding what we said we were going to do last
year versus what we're saying we're going to do this year >> if I may >> please >> that's the oversight of the superintendent so I'm the one that's responsible for doing that that's not the committee's responsibility the committee's responsibility is around
ensuring that the planes that are bringing being brought forward to you are matching what our district aims are. You've hired me then to make sure they're doing it and through our supervision evaluation processes. Those are the things that we specifically do. So that's how it becomes operational to the district.
>> Do you um uh we used to do thought exchanges. When do you accept parent feedback like you you are you are going to share with >> you're going to get that on the on the 19th. Miss Henrian who's actually here tonight, she's going to be joining us at our 19th meeting and we're going to talk
about uh the feedback loops and the survey loops. >> Okay. So that we understand when as parents we weigh in on the experience because I think that there is a consistent tension just for anybody who
cares about public policy here. there is a consistent tension where a school committee body is is asked to approve something and then we like set the ball rolling but we're not there when the ball comes in. Um and so that is a tension because we're approving
something and then we are trusting that the thing is happening. We're trusting our professionals. We're trusting our superintendent that that thing is happening. Um, so I think that it always consistently comes back to Kirk saying, "You can evaluate me on it."
>> That's right. >> Because that's the operational aspect of it. >> Yes. And because all the school improvement plans are plugged into the strategic plan and and Kirk's evaluation is the strategic plan, it is um interconnected in a way that it never used to be.
>> And so it there is so much more synergy in the process. Um, so >> but just on on that note, I have to say um I'll I'll I'll redacting thoughts from my head for confidentiality
purposes. >> Good luck. >> We had a fabulous walk on Tuesday at the high school uh with myself, Dr. Bdon, Mr. Alia joined us for this particular walk and uh assistant superintendent
Fred and so we took our in order to use our look through documents and calibrate with ourselves instructional practice and the evidence that we're seeing according to the the performance tables. And so those are those are not evaluative conversations. We got to go back to faculty and staff around because
what we're doing is tuning our thoughts, our analysis and also tuning up how do how do we offer good productive feedback to our faculty and staff around those practices. >> So those are all the those are the things that we do that like I said I I redact a lot of thinking in there just
because we want to protect those practices because we our educators are amazingly welcoming when we go on these walks um and we want to protect that. So that's just one example of of of how we look at the types of things that are in school improvement plans and
how they are happening pragmatically in the schools. >> Um, no, I I appreciate that it's all tied into this strategic plan and then we can evaluate you based on the evidence you provide the school committee
>> um from probably all the stuff that's built into these plans. Um, But I I was I was making notes as these were being presented. And um I think that the more that that can get
embodied in embedded into these documents, the more useful it will be for the school committee and its review of them >> at the EAL stage. um like the high school I I like how the high school plan
kind of points out the steps that have been taken showing um the evidence of what's been done related to each goal. >> Um it's just helpful to see okay these are the steps that were taken as opposed to like how they're going how how the
effectiveness is going can be demonstrated. >> So we did that. So last year we had our meeting to come back and do a revisit to the plans. Um and that's what that meeting is intended to do and why we do that is to come specifically back to to
show that. So we'll keep that in mind as we we look to those small bits. >> Any other questions or comments? >> Yeah. Could the second part of that B2 as part of the evidence that we review in the evaluation process be
specific to these some of these tangles, right? Like things that we say, okay, we did you did this in conjunction with you. Here's how we show that. >> Yeah. Like what is the deliverable? And it's it's ultimately evidence that Kirk
puts in his evaluation. >> Correct. Okay. Okay. So, any other questions or comments? All right. We appreciate your time, your energy, all your work. >> Thank you for the opportunity.
>> Seemingly endless. Thank you guys. >> All right. So, guys, we have what appears to be just one more item on the agenda formally here, and that is a new job description called the student services coordinator. And for those of you who don't who don't know, the school
committee is responsible by law for um approving any job description that newh and by our policy. Um so hi guys. Thank you. >> Thank you. Um so we have to approve any
change to a job description. Um so Kirk has a proposal for the committee. Kirk has already um asked the personnel subcommittee to address this because that is where these things are supposed to generate. Um and so I'll let Kirk set it up, but we'll also hear from the
personnel subcommittee. >> Yes. >> Okay. Go right ahead. >> Um we're a little bit I want to invite our director of student services to the table. Um and I'll just set it up for her. Um we finally placed in this position today not because we plan to. Uh we did have uh a resignation. Our
design our director of uh early childhood took a position in another district >> and so uh we have posted uh for a replacement already and that posting is currently running. What it does is it
gives us an opportunity right now to uh examine closely the work and so Mr. Manch is here today because as you mentioned, Madame Chair, it is in our policy. We as an administration don't make arbitrary changes to job descriptions. We bring them to the
committee for approval, particularly when there's a change in title andor compensation. Um so with that, um I am going to turn it over to Mr. De. >> Thank you, Superintendent Downing. Good evening, school committee. Um, you know,
I'm happy to be here to talk a little bit about this, but also, um, recognize that it's not probably the best opportunity to bring a new job description, um, in November. Um, we unfortunately did
>> um, lose our current uh, director of early childhood, Kristen Ryan, to um, another position. Um but it afforded us the opportunity to really examine the current job description and really take the feedback around since I've started
from the community um from from families from staff to really explore what would be a accurate job description for the position um that uh this particular role holds. So I took the opportunity to
create this job description. Um it is a new titled position and the new title is uh student service coordinator. Um you have this in your packet. Um and it clearly outlines uh or I believe more clearly outlines the position
responsibilities under this position. Um this position uh would not only entitle these responsibilities but this particular job um description is centered around the preschool early childhood. So, preschool and kindergarten.
Um, and this would be a more accurate um description of the position that we're looking to hire currently. >> So, I welcome any questions about the >> um I will just add on to that. Uh we have a new
sorry I lost my train of thought. Um, this particular job description, I believe it's not the same work, but in terms of the rate of the work lines up with what assistant principal responsibilities would be. So, we would put it on the assistant principal scale,
which is a range of 115 to 138. So, because we are in a situation where we need to make a hire, um, typically what we would do is present this job description and put it in the consent agenda for the next meeting. uh but we need to be expeditious in searching for
the candidates. So we're looking for a vote this evening. >> Can you tell us what the current range is so that we understand the fiscal implications? >> The current >> I believe the current range on that position right now is 115 to >> 128, isn't it?
>> No, the the salary ban for assistant principles is 115 to 138. We didn't have a salary band for a specific director title um in in the bands. >> Oh, that's right. Cuz the curricul we used the curriculum director bandwidth
last time, which was the what was that? The one that's the 115 to 12. >> I can check that really quickly. Thank you. >> But I mean what you're saying here is that this is not necessarily a huge
fiscal shift, >> correct? >> But that it is more a philosophical shift in in what you're going to be looking for position to do. >> Well, I'm going to poke fun at myself for a minute is as I brought the director of early childhood position to
the committee. If you remember, that was during the transition time when the superintendent uh had a short window to imitate a special education director at the time. >> Miss de Man's in here now. She understands, knows the work, knows what needs to be done, and so I think the job description best matches what that looks
like. >> Uh so I think Scott's hand was up first. >> So I'd just like to know why we think someone needs a master's degree to do this job. So the work that sits in front of this position really is someone that has to sit and make decisions on a regular
basis around um the needs of really diverse and uh students and students that come in with very intensive needs. and they need to be able not only navigate those needs, but they need to be able to make
decisions that align with um potentially bringing in some resources to support those students. So, you really are looking for someone that has a a deep experience and level of education that can make those decisions on a regular
basis and not someone that might um have a limited experience under a bachelor's degree. they really need to understand the work that sits in front of them to make those decisions on a regular basis. >> I I also believe in and please correct me if I'm wrong, Miss Murdoch. Um to
obtain your administrator license, uh you have to have your master's degree to demonstrate that through the licensing office with Desi. >> My knowledge might be a little out of date. you might do but I think there are other criteria besides a master's degree that you could use to set aside that environment.
>> That's why I'm deferring to Miss Murdoch but they have to be able to demonstrate and complete the competencies in those tasks. So for instance the PAL tasks that are required for lure of an administrator in Massachusetts are requirement and those exist within master degree programs.
>> Yeah. To get the certification you need a master's degree period. Correct. >> That's probably the best reason. But I like your answer a lot. Thanks for having me. What other questions do we have? >> Oh, it was just um
more specifically related than the conversation that we had when we met with this personnel. Um, we talked about this particular position was specifically for early childhood and putting some language in there that it
was you were looking for someone with those requirements in but with expertise with early childhood. And I thought that you said that you were going to put a line in there that said um
focus on early childhood or something to that effect. Is it in there and I missed it? >> No, >> it's in if you recall from our conversation that we have we that will exist in the posting. So it's the posting of the coordinator for the early childhood role because this
applies to the duties is assigned by that. So that's what how we gather specific >> Okay. >> Uh folks to to early childhood. >> But this position is specific to early childhood. >> Yes. >> K to or prek to >> Yes.
>> I >> No, it's it's K. >> It's preK to K. >> PreK and K. >> Oh yeah. >> Yeah. That >> the position covers the IEP responsibilities for kindergarten. >> Not prek.
>> Yes. all of prek, but that the position for prek not only does the IEP responsibilities, the programmatic responsibilities on developing the preschool model based on student needs um uh dealing with all of the lottery
and students coming in and um in addition to parent um professional development groups. So why did you decide to leave it out of the job description? >> I think what it does is it as as you know we updated the policy on that that
going to the committee every time you change a a line or a different thing in a policy can be uh can slow the work down works down considerably. So we said let's make sure >> we write a job description that is all
that is encompassing and we apply the utility of that job description. Then if there's changes to it or if there's other applications in the future, it's already there. >> Jackie, I I was going to say the same thing because I I would have never put
this together with that position. Based on how I'm reading this, this is a coordinator position and then you're serving as the LEA and that's a huge responsibility. So I understand like to to your question about the master's degree and the relevant experience, but
there's also more direct services supported by the previous position that then are we backfilling that that's the part that I'm not seeing in this and >> what what services have
>> um you like all the fun stuff there's a lot of fun stuff right um this feels very administration heavy whereas some of the roles and responsibilities that um
this is rain may have looked different. >> Can you give an example of something that is not in this that the previous position was doing? >> Mr. >> Yeah. So maybe some clarification on that and it may seem administratively heavy and this was based on some of the
feedback to be transparent about that what the role is because the the role is very administrative heavy. There is a lot of management around um preschool the program development running of the IEPs um managing the
entire IEP system evaluating the preschool staff hiring for the preschool um as well. The fun stuff is a lot of the what we have we have a early childhood grant
>> and so that's the fun stuff. So she was responsible for applying for that grant, but we have others that administrate had go through the process of a kind of she oversaw pieces of it, but we have other people um in the day-to-day activities
running our um town plays doing our parent um um like the mommy and me groups, the fair, those are all run by the grant >> and those are that's a little bit of a separate tashy did the administrative
part by writing the grant but the implementation is actually other people that still u maintain that responsibility. >> Thank you. Yep. >> So yeah we are looking for a motion and okay
>> I wonder if Amy has the guts to do it here. >> Question. >> Oh question. >> We did vet this with the personal subcommittee. want to solicit >> their feedback. >> So Sharon Oh, Robin's the chairman's here. Sorry,
Sharon. >> Sharon shines. You know, >> Robin's taking the reigns. So, chair, >> no. As Sharon said, I mean, I we talked about it at length >> and we got our questions answered. So I think the personnel committee is
supportive of approving the job description >> and we don't normally rush to vote on things in one meeting but we are going to do that now just because of the urgency of the matter. >> Okay. Okay. I move to approve the job description for student services
coordinator that's included with the meeting materials. >> I'll second that. Any further discussion? All those in favor? Any opposed? All right. So, the eyes have it. Um, thank you very much for that. So, guys,
we're going to move the agenda one more time, and that is to We have no unfinished business, but we're going to, uh, ask the subcommittees if there's any other sheriffs you'd like to bring to the reporting committee. November 20th, no. And
November 20th, um, just as a reminder, is when we will be viewing the costbenefit analysis for the >> No, the topic will be solar. It there won't be a costbenefit analysis at that meeting. Yes. >> When do you know when we're going to vote on that?
>> That's a good question. It'll be a couple months down the road from that. There are some steps that have to be done before that that uh the chair will bring forward to that committee. Excellent. At the next meeting, >> so there's time. Uh, any other subcommittee reports?
uh policy. We met with um superintendent and assistant superintendent friend who will be meeting again on the attempt to finalize the documents for the school committee to review on the 19th.
Excellent. Anything else? um communication subcommittee met and we'll be working to invite Superintendent Downey and possibly um Kagan to an upcoming meeting so we can talk about survey data and our recommendations and
findings bring you to the committee and remind us what the survey was um communication survey on the school committee website and its effectiveness and possible ways
is reorganizing it. >> All right. Anything else? >> All right, everybody. So, um, items for next agenda. If you guys can see, is that working? Oh, I ran out of >> Oh, no. Um, do you want to send the cord
over to me? You want me to drive? Lost the juice, did you? >> It's been a long day. >> Have some security measures. Respect here. Uh, so guys, here you have the parking lot.
These are things that Kirk and I will try to work into the um agenda, the future agendas. Um obviously we're heading toward budget season, so time is getting kind of gobbled up by other things. >> But here we have the 19th.
>> May I address one? Yeah, that's on the parking lot. >> Sure. is that once we are done with our graduation requirements and competency determination work after the first of the year uh I'll be taking a policy subcommittee we need to have a
conversation around use of district branded mascots those types of things uh for groups that request the use of our our colors and our our logos and such >> $1 million [Laughter]
>> so I'll be right away. >> I will talk with Dr. Reiner about getting that on the agenda after January 1st. >> Oh, good. Okay. Um, so here are the other things that we have. The ABC update is um mandated by rule. >> That's just the and I have an upcoming
board meeting. I have not received the AFC update yet. So, we hope to have them by that meeting. So, >> and that opening just so so the committee knows the opening um update is always an update about the general
programming of ABC and the types of things that they offer. >> Okay. >> Uh anything that you want to see added to the parking lot or to the next agenda? >> All right. As always, you can email me if something comes to mind. I know it's been a long day for everybody. I
appreciate your time. You're doing okay. Uh, I'm gonna move to ajourn. You got it. Sharon. Um, any discussion? All those in favor? Any oppos? All right, everybody. Have a
good night. Thank you.