--------- their district um student showcase showcase yeah they they will be at the district showcase too may so you'll see it okay good each school is doing their own and then they'll all those all will come to the high school
correct may they had a little computer there you can play with there says he said "you want to do it?" i said "no if i break it dr kelly's going to call me up and expect me to pay for everything." i said "i'm not touching anything." that's love okay stacy's joining now and we are live
okay great so well we can wait for stacy to fully log in she's in okay great then we will go ahead and get started folks it is april 15th calling to order the committee of the whole meeting at 502 those who can please rise and salute the
flag i pledge algiance to the flag of the united states of america and to the republic for which it stands one nation under godisible with liberty and justice for all
can we please have a roll call yeah okay uh mrs brunson rizzo here uh mr kingston absent mr mr kajiano here
mrs milellis present um mrs montto rosso present mr sella present mayor keith absent and can you note that um committee member mr kingston yes thank you mr kingston is
present thank you great uh so we have mr sella miss bronzo joining us virtually and we have a quorum so the mayor will join soon the first up were the minutes any questions on the minutes no
uh next were the warrants any questions for mr cruz i just have one yes um i realized the way i'm sitting no worries sorry i just want no you're fine i just wanted to understand what it was that's all um it's number 50 and 51 oh
actually that's not the i don't know if that is the item number is it yes it is item 50 51 it appears on page two of 18 um it's 50,000 and 25,000 respectively plumbing co-op program what is that so that's the plumbing program that the the
northeast runs for us here at the high school awesome and it pays for the staff member which is part-time and the supplies and materials needed for the course part-time staff and supplies thank you so much that's what i was asking
anything else 111 112 the nursing services is that they have to go for nursing services but they got to go for at the state to be certified or what is that no that that's services provided to
students who are being educated at home with special needs okay so we have have nurses go sit with them periodically until we have an outside firm that handles that as a contracted service dr kelly you'll monitor if anyone yeah i
was going to say stacy alfred any questions on the warrants all okay next are the financial reports any questions on those no i just had one for you matt um i see the items that were in
red were the substitute expenses my question is are we estimating a higher expense for this line item for next fiscal year or how are we planning to have more accurate projections yes so you will see uh a
multi00,000 infusion into substitution accounts for the fy26 budget so you'll see that when we're working through our budget conversations and the reasons are varied on that so that corrective will happen in the upcoming budget in this budget
we're showing these deficits at the end of the third quarter which explains why we need that but also there's surplus in district-wide substitutes account so that will cover the rents that you see are covered from surpluses that we build
into the district-wide account we never know obviously exactly who's going to be on loa when for how long in which school so we don't budget the individual schools with the loa buffer it's budgeted separately so you see red here but there's black and other places to
cover for it thank you anyone else okay and we have no can i just one other final comment so unless it's good news traditionally the house will put out its
budget the wednesday before the spring vacation it's possible that tomorrow or thursday we'll see the uh the house's budget figures and if we see them we'll communicate to the committee if there was any um changes of import either in
chapter 70 funding or in cherry sheet chargebacks or i know there's been conversation about funding circuit breaker and transportation reimbursements higher so we're we we've done work with the budget ways and means subcommittee on the first version of
that budget but we've kind of been waiting for this week to see what's changed in their deliberations and then be more aggressive about moving forward it's not they don't have to publish tomorrow but traditionally it's been in that time frame so we have our eye on that
thank you hopefully and we have no food service financials communications or it's a late communication yeah that's um under number two and uh no enrollment update so then we'll move on to personnel items any
questions there and then nothing on donations or school field trips you can tell the school year's one name down so uh just to let you all know we added in this new agenda item which is number two it's basically any late communications that come in but
we're mirroring how ashley city clerk does it so now if you see that that's what late communication means which like mr kingston said i believe we have one you want me to talk to those um i can i have it in front of oh you can please thank you um officer the governor
commonwealth massachusetts mara haley governor kimberway district lieutenant governor dear diane kelly congratulations we are pleased to notify you that river school district has been awarded a summer food service program expansion access training and startup sfsp eats grant for new and existing
sponsors for $17,133 we want to thank you for your commitment to expand the mass summer of food service program by increasing total meals served extending the length of the sfsp and are creating new sites through this funding and your continued support we hope to increase the number of free nutritious meals served to children in
needy areas during the summer vacation you will be receiving further instructions from the department of elementary and secondary education on next steps and please feel free to contact kristen torres powers at kristen torres.gov or sally tuxer at sallym texer mass.gov if you have any questions sincerely governor hilly lieutenant
governing we'll accept that when we accept the consent calendar okay i had one other one that i um wanted to add in and that is i don't know if it's actually a gift or a grant maybe it's a donation i'm not quite sure what it is but um the lincoln
school um has received a the the duncan drops is working with the boston celtics and they're going to do a um an assembly for the fourth grade at the lincoln on friday um and they do give some little prizes out to the kids and they have um lucky
the leprechaun is gonna be there um he's like the mascot for the celtics and so it should be a fun little event that i wanted to both make you aware of and then um also if you know that could be considered i think a gift yeah that's wonderful great you going to give us a
time or something or um i will find out okay thank you are there any celtic players coming i don't know i don't i think they don't they're vague on that the only thing they would submit was lucky the leprechaun so great we'll take lucky
okay anything oh then we have class size data in middle schools yes and i have a um graphs here that i put together and i'll share this on the screen so that um fred and stacy can see it um it's just responding
to the request that um i share the information the way that i did for the high school last month um and i did it as a three separate um middle schools so at the top graph you see the
garfield middle is first um the middle is rma and i'll point out a higher incidence of very low class size of the rma the 0 to 10 category um which is because they have so many more special
needs small learning groups that have fewer students in them and then um the bottom graph is the susan banthony so nothing crazy both the garfield and the um susan b have a handful of classes that are over 30
which we don't like um but that's a function of of scheduling and dr kelly do the classrooms that are like even starting at 21 do they have more than one adult in the bu in the classroom it depends on the structure of the class if it's an el inclusion or a
special ed inclusion there would be two adults in there but not there's not necessarily like we would at the middle school level um it would be relatively routine to have 24 25 kids to class okay um dr kelly what do we have an idea of what types is there a pattern of like the
types of courses that are 30 plus or is random they're typically uh fizzed classes uh every now and then there is maybe one history class or one math class it has to do with the electives that the kids choose uh and especially
if they're in honors classes they can get pushed into one there's only one open spot for them to have math in um so that's where those things happen any further questions on that
since we got through this pretty quickly would folks like to move maybe the subcommittee reports over to this meeting sure is that fine with the folks on zoom um let me stop sharing for a minute um fred and stacy the question is
um could we do the subcommittee reports now instead of at the six o'clock meeting since we were so quick finishing up this meeting i am fine there's only two subcommittee reports and i wrote back um
that when it comes to the river high school um project that usually goes under your superintendent um report because you're on all the committees whereas um school committee are only on one or two so you usually
put it in your superintendent's report every other month usually i don't i don't mind doing it either way however okay the committee feels it was just more if we have a school committee rep on there we want to make sure we're hearing back from you so you're not
attending and representing the committee and there there's no report back but as long as we we get the updates from you either way so it was just more to discuss how we wanted to do that as a committee we're not but the school committee person is not on all the different
committees the subcommittees for the project so we don't get all that information like dr kelly and matt cruz will go to city hall and um work with this cfo and other people um we have an
interior design committee not everyone's on that so we don't get all the information that's fine i think the committee members that have been requesting this wanted more to just hear from the meeting you are attending what's happening there since we're not all
there well also remember anyone is more than welcome to um join those meetings but i can understand wanting some information it's just we we might have a meeting but it might only be to pay bills like it
was this past month that's the update it's just if you are on there as the rep then yes we can watch but you are the rep of the committee on there so that's why we're asking you to give updates when you attend those meetings can can i suggest that maybe we do it together that um i can because that way i can
incorporate the stuff like we had a design committee meeting today um i wish you could have been here because they made a scale model of the whole thing they wouldn't let us keep it they said they're still working with it so they had to take um but we should have it um they wanted to get through the 60%
design documents they figured around july august we can have it and i'm going to talk to the mayor about putting it under a glass case up at city hall so that the community um can see it when they come in it was really cool and then uh one of the designers said to uh the
person who works for the design team they have an intern who actually built the model um and said "i told you she was going to ask for it." so we whipped out this little do you want to go get it off my desk oh yes u gave me this little tiny model richie you'll go get it and show you but um even it is pretty cool
just to see it as a favorite right um yeah so we can we can set that up from now on that we can stacey and i can give an update and i can fill in the gaps on the subcommittee meetings that we have and she can talk about the main meeting
that works yeah that works and and i do appreciate that dr kelly um i just would have appreciated a heads up on what they want wanted prior to this meeting um instead of being reprimanded about what my job is because i do know
what my job is i sent i sent the email miss bales you did a few few hours ago so i don't need to be reprimanded okay i was just going to add that if if there's anything that we can cover during this meeting you know what just
to use our time efficiently then i would suggest that we do that okay thank you and then uh we just the only other subcommittee that met this month was ways and means the ways and means subcommittee met on april 7th 2025 the meeting was called to order at 1:25 in
attendance was myself john kingston as the chair and member anthony kajano member stacy rizzo was absent school committee member jacqueline matrosa was also in attendance dr kelly dr macaba mr cruz and miss dean were also in attendance there were two items on the
agenda one was buzzer presentation by mr cruz business administrator the second item was yonder pouches yonder pouches up to put cell phones in during the day so that students don't have access to their phones we took the second item up to allow miss dean assistant principal to get back to her regular duties miss
dean assistant principal talked about the high school cell phone committee and would report back to us about the committee's ideas on the cell phone policy dr kelly said she would provide the committee with yonder pouch costs and other information related to implementing yonder pouches if we decide to go in that direction which matt cruz is working on i know he met with
danielle yesterday on that mr cruz gave us budget 1.0 and we discussed the budget in length lot of discussion about federal funding and state funding there was an overview of where we are now with subsequent meetings to follow the meeting was adjourned at 2:50 p.m could i just ask
one question didn't we already pay for some type of pouches or or um some type of mechanism to hold the lock boxes yeah we do have those in the classrooms now and um afton assistant principal dean brought them down to show
whoever was present what they looked like and um there were two versions one is a small box that's in each classroom that holds about 15 phones but when teachers take phones away from kids and then they had a larger contraption that each office has for kids who are
multiple offenders when they take their phones away they can fit like 35 phones and the larger are they using are they using them and finding themselves in the need to use them say again are they finding themselves in the need to use yes especially the office ones
the the teacher classroom ones she said is there are some teachers who haven't even picked the box up but the there are some teachers who use it regularly there are some teachers who still pre prefer to just use the shoe holder on the back of the door um method so they're doing
all of it and they're collecting that data and um what she said next month may she'll have a report right and recommendations to the i didn't yes will you push that down to me jack okay thank you i just want to show um i don't know if you guys can see this this is this is
the little model that they gave me as token so i wouldn't try to take the big huge model that they had here today it was pretty cool though and even this i know you can't really see it online um but it's pretty clever i think you know it's cute now between the two buildings
and you mentioned is that like a little park or something this right here that's the outdoor learning space and that comes right off of um so this is the academic wing here and um this is the gym and this is the auditorium and this
is um more like the social services wing and this is the heart of the school which has the big open cafeteria the second story that that goes all open and then this right here is the outside so when they come out there'll be tables that'll be the outside cafeteria and
then as you move through there's different learning spaces and it comes down to an outdoor classroom um over over here so it's pretty cool yeah but it's exciting um they the plan right now the schedule is still to do the begin
deconstruction of the old track in june and have that done by august when construction of the new building will begin yeah exactly anything else for our way of the main chair no
well in that case can we have a motion to adjurnn motion to adjurnn second all in favor i okay so we will adjourn at 5:21 and we'll come back we'll see you at six roll call
oh we do need a roll call because there's people online uh mrs bronson rizzo yes mr kajiano yes mr kingston yes mrs milellis yes mrs monttoo yes uh mr sella yes mayor keefe
absent see what it's like Part: 2
okay Hello everyone We are going to officially call to order the school committee regular meeting It is 6:00 p.m uh April 15th Those who can please rise and salute 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 Okay Could we please have a roll call Mrs Bronson Rizzo present Mr Kajiano here Mr Kingston
here Mrs Milellis present Mrs Monttoroso present Mr Sella is joining right now So give it one second Okay I don't know if his audio is on Mr Snell can you unmute
and present He's here Okay Mayor Keefe Oh thanks Mr Sella And the mayor is absent Thank you Okay we have a quorum and we have Miss Bronzen Rizzo and Mr Sella joining us via Zoom
So first order of business is any recognitions from any members No Okay Uh now we'll have the consent calendar Can I have a motion to approve Motion to approve Second Can we have a roll call please Mrs Bronson
Rizzo yes Mr Kajiano yes Mr Kingston Yes Mrs Milburyis Yes Mrs Monttoo Yes Mr Sella Yes Mayor Keefe Okay Consent calendar approved Next is
our student representative report All right Uh hello We are going to have a very brief student rep report Um and this is one out of the last two that we have for this school year Um all right
So uh moving on with our report We have the student advisory board set up in compliance with Massachusetts general law Um and then with our club report actually we we've had a pretty exciting month for the
clubs at our school So um model United Nations participated in the northeastern conference on uh March 29th in which Mahili and Salah Hosha were uh had one
best delegation with our own uh junior student rep Jala winning the best position paper Um also Nasu has had their potluck uh from the previous month of fasting to celebrate Um and it was a
pretty nice celebration I saw the photos I was unable to attend but it looked pretty fun from the outside Next one is RHS Robotics So the RHS robotics team attended the district championship in Springfield
Massachusetts and are actually currently right now on their way I don't believe they've arrived yet to Texas in order to compete in the world championships for robotics So very exciting Um and speech and debate has concluded their season
unfortunately um with state finals with our own Nora Shore taking fourth place in oral interpretation and artilly taking uh fifth place in congressional debate All right Um so we just had our production of Greece which I believe now
is our third production that the school has hosted Um and nights uh nights ended up going really great And a big sh thank you to everybody who came to support our school And there's also the um the Rummy
Marsh drama club's production of Disney's Beauty and the Beast which has already passed All right Uh again this student rep report is pretty short so I'm going to end it off with uh Massachusetts Student Government Day in which our own junior representative
Julia Figueroa um ended up being named the Lieutenant Governor of Massachusetts So pretty fun Um but we were able to send two of uh two of our own students uh Adam Ashure and Jala Feroa over to the Massachusetts State
House That's it for that Yeah Yeah So just I'm sure the committee has heard but um Julia was also one of two students in the Commonwealth who were selected to actually give a speech um on this day and that's from students in over 350 different districts So really
proud of our representation and I'm sure it's their involvement in speech and debate and student government and all of these different pieces that prepare our students to do so well at events like that So congratulations to everybody Great Thank you Any questions from the
committee Okay Next we'll move on to public speak Do we have anyone signed up Anyone on Zoom No worries I think we lost Nope No one else Nobody else Okay Can we
have a motion to close public speak Motion to close Second Okay Since we have folks joining us virtually can we have a roll call for this vote Mrs Bronson Rizzo Yes Mr Kajiano Yes Mr Kingston Yes Mrs Milellis Yes Mrs
Monttoo Yes Mr Sella Yes Mayor Keefe Public comment Public comment is now closed Now we'll move on to the superintendence report so you can guide us through the presentations Thank you Mrs Bontroso Um so we have several reports tonight um to share with the
committee Uh and we have different folks from different departments and schools in the district who are going to come up and talk about the great work that they're doing Um and we're going to begin with uh the Ramash Academy which is going to present on the work they've been doing all year around the power of
presence Um you might recall I shared a posting from the Department of Education where they celebrated the work that the Romney had been doing on student engagement and attendance So uh without further ado I'll invite Principal Bob and her team up to
share Thank you so much And it's um much appreciated that we are here um in the spring We typically are in the winter and we uh have less to report So this is going to be sort of a two-fold um double meaning power of presence So our wonderful support team who are going to
introduce themselves We have staff members and students that have been working on the power of student presence And then in the second half of the presentation I will come back and talk about the presence of instructional coaches and administrators in classrooms with teachers and the academic impact
that that has had So without further ado I will turn it over to Miss Gregorio one of our wonderful guidance counselors So I'm Miss Gregorio I'm the guidance counselor for seventh and half of 8th grade I am Taylor I am the school adjustment
counselor for seventh grade I am Marilyn Bayas I'm an eighth grade student I am Jaden Wixson I'm also a eighth grade student Um so this year our school participated in a month-long initiative um with Desi
and the power of presence Um so for the month of November we created advisory lessons that were pushed out to all the advisory classrooms and students to go over the importance of not only being in the building but also understanding the impact that their p their presence has
inside the community Um we ended the competition with a door decoration creative component which is um what Desi was looking for and that's how we ended up as finalists Power of
pre power of presence means having the ability to command attention to influence others as well as encourage our peers and show that we are committed to school not through just words but actions too We believe power of presence allows us to become more involved and feel more supported and cared for in the
school community So this is the advisory outline that every day had a different theme where kids were able to collaborate with the teachers as well as peers to learn more about what they can do to attend school what motivates
them One activity we discussed was what motivates us to come to school For us it is seeing our friends and getting good grades and making our family proud The door decorating contest allowed students and
teachers to engage creatively within the school community through team building So these are some of the creations We just put picked like four of them but these were mo many of them that were around the building which was really inspiring to the students So they
saw these on everybody's doors Um and they were also featured on the Desi website So these are just four that were featured And then in the springtime we worked on a power presence part two where it was focusing on tardies to
school Um so during that time so this is go still going on right now So it's a four-week competition where each week there's an incentive for the students to be on time to school and on time to class The first week was popsicles So if you're advisory one you would win like
popsicles during um lunch If you were the winner for the second week you'd get outdoor lunch The third week was a free dress down day for the advisories that would win And then the fourth one which we're still working on is um turf day with slush So that's the overall grand
prize Um we have seen a decrease So the first week we started the highest amount of tardies we had was 81 And then the second week we saw a decrease to 31 tardies which was a significant improvement We're only on week three now so we don't have the statistics yet but
we just keep seeing it trend in the right direction The initiative is important because it teaches how to respect our own time as well as others We learn responsibility and develop life skills for our future For example like an
interview or training for future careers The tardy competition gave students a chance to earn rewards because we were receiving positive attention from our teachers and peers Also made us as students more attentive to being on time and holding
our peers accountable making tardies a thing of the past We hope our advisory wins the free dress on day I believe that showing up in school is crucial for academic success social
emotional development and our overall well-being Sure Thank you Um thank you so much So I do have some data that is attached to the attendance piece of this And you can see we have a new platform this year called Who Knew
It um that all of our staff in the district is able to tap into As a school principal I'm able to log in any day every day and see the metrics as compared to this time 2 days ago 30 days ago and last year So our chronic
absenteeism rate in April of 2024 was 23.2 22 Um when I pulled this data just a few days ago it was actually down to 17.25 which is almost a 6% um improvement in chronic absenteeism And
we know um when students are chronically absent to school Other there are other effects that um come handinhand with that in terms of their social emotional health and their academic health So we're super proud of that metric I actually repulled the number just before
I came over here Um and as of today it's actually over a 6% improvement So we are really working hard I think that Miss Gregorio and Miss Tumayan are very humble because they actually led the charge on bringing this to our school And as you said there are 351 districts
in the state and only five were finalists in this power of presence competition So that was due to their great work along with the rest of the team Um our year-to-ate attendance trend is up by 8,400ths of a percent which doesn't sound like a lot but it's it's a
huge jump um in overall attendance So we are at 94.13% attendance rate um which matches or betters the state average at this point in the year and we are just building on this momentum I think having students involved and understanding the
impact has been really important Um parent square is a new communication platform for us this year as a resource in the district as well and it's really been a gamecher and having every staff member um be able to communicate with families in real time to say "Hey we
noticed that so and so isn't here today Is everything okay?" Um it's really been extremely helpful and a wonderful resource So thank you for that Um if we could if you guys want to take a seat we would appreciate you and thank you for
being a part of that This is the Yeah Um I should ask if anyone has questions for the students before I start to talk academics or Mr Kajiano thank you for the presentation Uh the one thing I wanted to ask you on the tiness they say it's decreased Do we go
for when they just come in or do we go when they're late for classes in the second third fourth or is it just uh when they first come in It's for tardy to school and tardy to class So we're actually focusing on both of those metrics Yeah Thank you again Sure
You miss Bales Sure I just have um one question How how's the parental buyin been It's been actually really good I think you know parents and caregivers definitely appreciate the communication and want to see their students doing well and want to just knowing that
somebody has noticed your child whether you know instead of always getting calls about negative things We care We love our students I say that unabashedly and I'm not embarrassed to say that That's one of the first things I say at fifth grade tours We are going to love your child the whole time they're here Um so I think they just really appreciate that
we care and we want to see kids in school Yeah What to you guys This was this is good news This makes us feel good And um you know it obviously lends some truth that we can do this right Kids can come to school on time They can come to school Yes There's less maybe
barriers than than we think with a little bit of incentive So this is this is wonderful news to hear Thank you Great presentation Good public speaking by the students Thanks Um if if you would oblige me I do have a part two that focuses on academics As you know um
we are have DESIE supporting us this year um due to some of our testing metrics which I am I know I'll be back here in the fall to report that those are also improved since kids are coming to school more regularly Um but there is just maybe about five more minutes that
I can go through this and you certainly have a copy of it But there are other things that we're proud of as well So um students coming to school and their presence is super important Something that we've been working through with our DESIE coaches is administrator and instructional coach presence in
classrooms So um as part of that work from the mid the middle of January and Mr PZO our assistant principal is also here um supporting as well He's uh always here for us and and and a huge part of this too So from mid January to
about the first week of April the four school administrators and multiple instructional coaches observed 428 classrooms in a formal way with either email or other written feedback Um we also attend PGT meetings every
single day and provided and continue to provide feedback on teacher lesson plans and the components of that And so we're going to look at a little bit of data and the overall impact um on our school that we feel is attached to this pretty
closely When we first in October walked through um a great number of classrooms we determined that we had three focus areas as a school or three questions that we needed to ask Are students engaging with grade level materials and
tasks that are rigorous and aligned to the standards Are students and teachers able to articulate why and the purpose And our students could probably tell you that I ask that question often when I'm in classrooms Why are we doing this Can you tell me the purpose of the lesson And then who is actually carrying the
cognitive load Are the teachers doing most of the thinking or are the students doing most of the thinking And clearly through all of our deeper learning initiatives we want students carrying the load and doing the thinking So again um we've logged 428
uh observations with feedback being in multiple classrooms each day And so on all of those observations we asked each of these questions after conducting the observation Um we would then go back and log on a Google sheet
whether it was yes partially or no And so green would be yes yellow would be partially and red would be no I know those numbers are hard to see So the next slides kind of break it down So in terms of the first question around rigor
and alignment with standards um from January to midFebruary 50% of the observed lessons were rated as being rigorous in grade level by mid and then looking at that same metric from midFebruary through
April 8th that actually increased to 60% of the lessons that we observed Um so the percentage of no responses meaning this is not rigorous or it's it's not clearly aligned to a standard declined from 30% of the obser observed classes to
20% which reflects a positive trend in in planning and executing standardsbased instruction around the second question around purpose Is this lesson or the activity grounded in a clear purpose Is it
obvious invisible Was it co-created with students Can students tell us the purpose of the lesson In the early observations it was that number was 40% of the lessons that we observed And by the first week of April that number rose to 60% of classroom observations
indicated that students were able to tell us what the purpose of the lesson was or it was otherwise obvious which is pretty substantial growth in a short period of time And then the proportion of no ratings um also went from 30% to
20% And so clearly we are still working but we're definitely trending in the right direction And then finally who's doing the thinking in classrooms Our teachers work really really hard and we want our students to be able to work really really hard as
well so that they can really engage in that deeper learning that we're looking for So this area is actually the most um significant growth that we saw So initially in the first few weeks 40% of lessons indicated that students were
doing most of the thinking and as of the first week of April that number jumped to 70% of classroom observations indicated that students are doing the bulk of the thinking Um and so that indicates stronger student engagement
and cognitive ownership And so there's there have been a lot of um instructional strategy shifts and conversations in PGT meetings and a lot of really hard work um and collaboration from our teaching team that we are extremely proud of um because you know
the when I thought about the theme and the power of presence it certainly is powerful but it's powerful when we're all kind of doing this together And then there's one more little metric Sorry Dr Kelly Um this is our round of applause Yeah
Um so just an idea of what what I mean by behavior referrals When a teacher uh has an interaction with a student that maybe indicates some kind of disruption to learning they log it on a we have a Google sheet We use Google quite a bit
Um and this time last year so through April 8th I believe 2024 we had over 1,700 uh lines on that Google sheet It could be that a teacher was had handled something was just reporting it because
we keep track of that as well So don't be alarmed by that number Um but it was over 1,700 It was 1707 I believe at last year Same exact date in school day This year we were down to 700 which is a
56.6% decrease in behavior referrals Um so yeah so clearly we are working really hard And then in terms of reportable behavior incidents the these would be major type classroom disruptions that
would prompt a meeting with a family perhaps a suspension hearing You can see um that two years ago we we had 23 as of this point last year we had 15 and this year we've had only three Uh so although
it's been daunting at times I think for everybody to feel sort of under pressure and you know what's going to happen desi is here we have taken it on as a great support to our school and really changed our culture about being present in the classrooms and I think students could
probably attest to that as well that we are in the classrooms a lot more and it's having a great impact on our school Thank you so much for your time and your support You're welcome Questions
Thank you Romney family Awesome job by all of you Amazing [Applause] And if I can compliment the two students I know uh Miss uh Milbury Ellis mentioned this at the very end of her comments but I want to reiterate what
great orators I know you both are going to be Uh very convincing eye contact great job So we look forward to you being on the debate team and going to the state house next year Um let's see here Um the next item on the superintendent report is an update
on health and wellness Um and we're going to have our director come up and share some data and information on everything that they've been working on So Jill come on up Well we're we're a friendly group I know they're never
nervous They're after their experience that we're going to share today They definitely trust me they aren't nervous They've been doing an amazing job this year with this work Um so today I love to come to share with you some of the work that we've been doing with some community partners because I feel like
in the world of health and wellness this can be so many different things and without community partners in support of community whether it's Lauren Bucket the department of public health um it is really we can't do this work alone and I want to share with you guys
this year this has been a two-year process getting this to happen and this work started this year we were able to put it into practice was we created the high school with the support of Dr Chris Bowen um Principal Bowen as well as Megan Gruoritz and Diana Finn in the
guidance department we created a RHS youth health equity core So I wanted to share that with you all today kind of talk about what that experience is where it came from a little bit about our partnership and then I also want the students to share their experience this year being a part of this internship
that we've created So um Dr Kelly whenever you're ready to put up the slides Perfect perfect perfect Um so first to highlight where this came from is our partnership with River Cares is about three years ago coming onto this role I was presented with this grant
that River was already a part of through it's called the mass call 3 grant um it services Chelsea River and Sagas and part of this grant was just they really focus on mental health and substance abuse prevention and talking with them
through the first year of their work got this kind of idea percolating ating in me regarding peer-to-peer support and really having peer role models especially in the health ed world Our peers have a perception that like everybody's doing these bad things where really there's so many kids doing great work and being healthy individuals and
making good choices So with the partnership with River Cares we were able to create this health equity internship Also with this partnership I have to highlight that through the last two years they've helped us administer last year's youth risk behavior survey
to the Rivier students Also their annual self-care fair is through them as well So if you've gotten a chance to stop by the RHS self-care fair it's an amazing event with so many different vendors that come in from all over the community Um as well as they have offered this year another big piece of our focus with
this grant work is parent engagement and supporting our parents in health and well-being practices So we have engaged over the last two years with parent engagement nights focused around vaping We're hosting one in May that's focused around parent self-care just how to help parents and caregivers kind of navigate
the day-to-day of being a parent Um as well as MGH has also hosted some coffee hours here at the high school with principal Bowen um surrounding this hope curriculum as well as MGB's immigrant health came in and helped educate parents on different health resources in
the community which was great Um we've also offered through this grant and we're going to continue to do this next year through a Desi grant is youth and teen mental health first aid Youth first aid is for adults and staff in the district Anybody cafeteria worker custodial staff teachers can engage in
learning about how to support youth and try to find signs of when maybe a student is maybe in kind of distress or maybe some signs that maybe they need a little bit more support as well as teen mental health first aid Miss McCoy at River Cares has pushed into our health
ed classrooms at the high school as well as last year Crystal Gerarchis u Melanakis Ger pushed into city lab and trained our high school students in teen mental health first aid and our youth equity core was the last piece of this They actually got to be trained in some
of these things as well So to speak a little bit about the main focus of the youth health equity corps this was a self a semesterl long internship that we created um where the students would engage in different training opportunities whether it was teen mental health first aid or certain leadership
trainings that would help them build their leadership skills as well as their ability to work with others maybe in a classroom Um they also this was they had seven interns in the fall and then this semester we actually upped it to 15 interns this
fall which is great to see which helps us actually expand our model um to two different middle schools not just one So and we have five some of the individuals up here are actually returning from the first semester So it was really the first semester was really the the
getting going but feel like the testament with them coming back and having more students I feel like this has been a really successful run So what this looks like is basically our students have been trained in all of these different trainings They have been working with Miss McCoy from River Cares
along with myself to create different learning opportunities for middle school students And then we've worked with Rumy Marsh Academy and Susan B Anthony this semester to push into a few health classrooms and have the students actually lead the learning some of the
self-design lessons that they've come up with because they have worked together to actually identify some of those things that they wish they knew and they could talk with other teens about when it came to their health when they were in middle school So they engaged in these opportunities We're trying two different models this semester where at
Remny Marsh they're continuing to be guest speakers into classrooms where at SBA our returning interns are actually a little bit more consistent in the classroom and there I'm going to have them speak about that opportunity um now So I would like to share with you this peer-to-peer model The goal of this is
to provide positive peer role models for our teens and our adolescence as well as get our teens to be able to sometimes they don't want to talk to us adults sometimes especially our middle schoolers They they kind of shut down So having this peer-to-peer opportunity where they can maybe engage in more
authentic conversations with their peers And then lastly for the actual interns is really start to just get them comfortable and push back their comfort zones in the classroom talking with others being creative and trying things out in the classroom and problem solving when they do a lesson and come back and
think about what worked and what didn't So really trying to encompass not only building the skills of our high schoolers but then just creating a positive opportunity for our middle schoolers and positive role models for them So I would love to introduce my three interns our wonderful interns um
to describe some of the work that we're doing So I have with me today I have Endurance I have Adriita and I have Miss Aya So I'm going to let them kind of come up and just speak about their their opportunities and their learning for the last some of them the whole year and
Adita during this semester So Dita you want to jump on first All right I'll get out of your way [Music] Hi my name is Adriita and I'm a I'm a second semester intern and so far I have I've really enjoyed this I've really
enjoyed this experience I've been going to Romney Marsh which is where I also happen to go to middle school And uh one thing I like specifically enjoy is I just I enjoy talking to the middle schoolers And it's and I really love giving them like advice on things that I've like things that eighth grade me
had like similar like anxious worried about like oh I'm I'm worried about high school like what is going to happen And I enjoy like learning from my experience like these past three years And I'm and I like being able to help them to the best that I can to help them succeed in high school Thanks
Uh my name is Endurance Uh this is my second semester participating in this internship I knew Laura last year and she started to mention this internship which is why I initially got very interested I also really like working with kids I've been doing so for like the past two summers So this was just
kind of a great uh you know just continuing that Um so last semester with RMA it was the piloting of the internship and so it was a little more rocky trying to you know align with the middle school's schedule and align with our schedule because we could only go
during period 4 and things like that And so this semester it's a lot smoother because now the RMA schedule is kind of set for the new interns and for the SBA schedule You know we started going there It just got really quiet Sorry Sorry like for
um we the first four or five times that we went to the SBA we were just you know helping out in the class just connecting with the students we would talk to them about their class projects we would talk to the teacher and so we just built this relationship with the students now so when we've taught them three lessons so
far so we taught them um a lesson on marijuana and drugs and um mental health and you know how that all connects we've done two relationships lessons with them with our last one focusing more on self-worth um and boundaries and consent And we are now creating a lesson on
surviving RHS as kind of our last um lesson with them since there will be freshmen next year Um I thought we actually just created this lesson today which I thought was really cool because um I also do the mentoring program here at the high school and I've noticed that
a lot of our freshmen don't know like a lot of the resources that we have here at the high school So we want to start teaching them about those resources in middle school so that when they come in they know who to go to Um so that's going to be our last lesson with them But yeah I've just loved being able to
build a relationship with the students before teaching them because now when we go into the classrooms they speak to us more They answer questions They ask questions that they wouldn't normally ask their teachers or would be too uncomfortable to ask their teachers And yeah so when we're in class you know it's not just kind of like a I'm your
teacher thing you know it's just peer-to-peer We're just we're all learning here If you have a question that I can't answer I will find out I will let you know or you can ask your teacher right now And so it's just been a great relationship with the students because you know I can just call someone out in class if I have a question and no
one's raising their hands and we just laugh together and you know it's just a learning experience for all of us So hi guys I'm AA Um I'm also a returning um sorry a returning second semester um intern Um I've really enjoyed myself during this internship I truly think
that as a returning member um the SBA model works a lot more at least for me personally I've loved being able to build like an actual connection with the students and coming back to the same class consistently I feel like makes them kind of like respect us more kind of because we have a connection with
them and they have real conversations with us And I just think that um being able to speak with them more freely has really helped especially since we're able to call them out more personally if they do something wrong But um yeah I've really enjoyed myself I've loved the lessons that we've been doing Um I truly
think it's making a difference with the students as we're kind of their peers as well Um but yeah as a whole I think it's great Excellent Sorry I will also add sorry I will also add something that a said as well like the rel the lessons have been
having an impact on them but it's also kind of made them share more I remember with the RMA lesson the marijuana lesson that we did with them um I was very surprised and very happy with the results of that lesson because a lot of the students in the small group discussions that we did shared a lot about their personal lives and I feel
like that's not really something that you just blurted out to the entire class or something that you say in front of your teacher but they felt comfortable with us enough to let us in and just like share about their personal lives and how you know drugs and you know in the people in their lives and how that's been affecting them So I just thought
that was really cool So thank you Thank you This is like an amazing They're really an amazing amazing group Um to add to that too there's also the health educators in the classroom I've pushed into a few classes So if there are things that pop up like so like students are sharing and they
feel comfortable but there's something that maybe an they need an adult to help them navigate that there's still an adult in the classroom to help engage as well And then Miss McCoy as well pushes in and supervises them throughout the classes as well which is great Um so just to kind of share this work this is
just kind of the start Like this is the start this year and we're hoping to continue this through the internship offerings at the high school next year Some of the future goals for this is to continue this offering next year but also thinking through trying to expand this to the middle schools with whether
it's an afterchool club or maybe it is something that is happening during the day which would be a bigger conversation with our principles at the middle school level but really trying to expand and build that leadership role with our middle schoolers as well as expand these peer-to-peer opportunities at the
elementary level So and maybe that's our high schoolers going there but also thinking of leveraging our just our relationships with the Garfield and our West River complexes where they're connected It's very easy for our middle schoolers to go down and maybe engage in some health lessons and things to supplement the health ed classes that
are happening So that's kind of our overall g um game plan as well as trying to figure out are there other ways that the health equity corps can support their peers outside of just these pushins Is there anything after school clubwise or things like that We're
trying to look at different avenues that this peer-to-peer model can work um in particular talking with the Department of Public Health um and through BSAS grant funding is thinking about thinking peer-to-peer models of how to support our students that are kind of struggling with maybe making decisions around substance use Um thinking through some
of the things that they're navigating with their um just the societal norms that are being pushed at them all the time So trying to help them support our students in that way is one of the other ideas that we're trying to come up with So um but I'm really this idea pretty much came from an experience I had when
I was in elementary school where our high school is pushed in and I thought it was the I thought they were the coolest people I thought they were I would listen to anything they said and talking through these ideas with our with our River Cares team They were like "We can make this happen." So and they were just they're so supportive and
they're like "We love this Let's do it Let's make this happen." So I have to say the kids are really the students are what make it They're I can't do this without them and they're amazing human beings but also the community as well So okay M Miss Malbury Ellis and then Mr
Kingston So this is like an ask and you shall receive moment because I'm thinking back to when I was um at the both RMA and SBA during their civics projects And one reoccurring theme that I was hearing from the students is that they wanted more um mental health
programs but more so in the sense of exactly what you're describing right where they're where they're able to talk to their peers In in their minds it did come in the form of a club Um and it wasn't necessarily a a a guidance
counselor or a therapist It was exactly what you're describing It was their peers somebody that they can talk to with a little bit more experience but who's still on their level And so everything that you're saying I'm just like "Oh my god ding ding ding ding ding." Like this is exactly what these kids were describing what they wanted So
I really really hope that and would support the idea of expanding this into the middle schools I I just feel like it would it would definitely fill the hole um and the need that was described to me by by many kids So this is awesome work
Um kudos to all of you for for that kind of work that you're doing It's wonderful So thank you She said what I was going to say We were we were at civics last week at the Romney and the kids the eighth graders really have some apprehension
about coming up here It's a much bigger building They were a little concerned for their safety There was a lot of things So I think this is great My only suggestion and insistence is that when you three graduate from college you come back because we're going to hire you You're very well spoken You did an awesome job You obviously care about
kids and as Dr Kelly would tell you we need staff every day So please I'm begging pleading please come back and work with our kids But as Miss Millo said I we heard that loud and clear And I don't think and and I'm I'm chair of Ways and Means Um we the kids were
talking about some more after school things Kids are looking for after school things They were like crying for it And I'm not saying it's going to work or maybe we don't maybe it's going to take us some time to figure out which ones will work But almost every kid that I talked to when we talked about 75 kids three classes they all talked about more after school stuff And not that we don't
offer stuff now I'm not saying that But not some not what some of them are looking for So I'm hoping we'll hit on some things But I really appreciate what you're doing And I totally echo cuz we were just there last week It was it's it totally fit It's almost like when I left there I said "We got to do something and you guys are already doing it." So thank
you very much I mean that Thank you everyone Appreciate it Thank you You're fine Mr Kiana No thank you for that presentation and but one question I just wanted to ask you when you approach the students and on the first initial
you know sit down and talk to receptive do you get push backs or I'm just Yeah Um I think um I will say I will say there is a little bit of push back just because these are completely new faces coming
into our classroom and especially coming in second semester now It's like they've been with this teacher they've been with this group for so long So there definitely were some push backs But that's what I think I really loved about the SBA model was we just went around to every single kid We learned their names We introduced ourselves We asked them
they were working on a project at the time so we just asked them about their project And a lot of them were really excited about their projects because they you know they were very creative with it and they drew a lot on their posters and so they were just really excited to tell us about that project and that kind of helped break the ice So there was a little push back at first
but I think going back over and over and just meeting them first and just you know speaking to them without teaching them initially that helped break the ice for all of us So thank you for all your work Okay you want to say sorry um I completely agree with Endurance Me and Endurance actually teach in the same
classroom at SBA Um at the SBA I feel like with us being there for so long and coming back and being continuous we actually get to like be with a group of students like more so like there's a group of girls who are in that class that I kind of like gravitate towards if we're not if we're just observing and not teaching a lesson And just sitting
with them doing their work with them talking with them and then coming back next time and continuing that conversation really helps when we're actually giving lessons because then they feel more inclined to actually answer our questions or talk to us But I would say that we did have a little bit more of a difficult time at RMA where we had to just go to a class like once or
twice and that was it Um of course people were a little less like receptive to it But I think building that relationship generally does help and if we do continue the internship after we leave school Um I think it would be great if they did the continuous going back to classes But yeah thank you And
then I just had one question Do the high school students get class credit or community service So they actually get all the things I feel like I think they get class credit but also through this grant that River cares has there's actually a stipen involved in it as well
So they get stipened for this opportunity as of right now So yeah they they're getting they're getting a lot of things for they deserve all the things for this I should say So doing it's amazing the work and the only other thing I was going to say which I think people started to allude to was the potential of a homegrown educator
pathway right like the love that we're instilling in the high school student So as we continue this it actually would be really interesting if if it marks like any interest in students to enter the field so we can really help expand and support that as well Yeah Well I've actually had a lot of conversations with
principal Bowen about possible pathways health pathways and principal pathway or teacher pathways So this is definitely on his radar as well for those those possible pathways in the future So love it Thank you Thank you Um okay the next item on the
superintendence report is a presentation by Mr Sheay who's going to share some updates on um the athletics program And I'm just finding a Okay Good evening Thank you for having me I'd
like to share some information some statistics on um our sports particip sports participation trends and how to best support our athletes in the future I believe we may be at a crossroads um being an urban district at this point
and sports aren't what they used to be years ago Um we are losing subvarsity programs due to lack of participation Currently this spring
and in the uh fall season we lost junior varsity baseball junior varsity softball junior varsity girls and boys lacrosse and junior varsity field hockey There are a number of reasons Malden Catholic has just started a girls
uh programs St Mary's always is out there looking for good athletes We have a number of kids that attend Northeast Vogue We have the pleasure of having such strong JOTC and robotics programs
here which are pulling some of our athletes and having them make a choice that they never had to So some kids are choosing those over sports and we do our best to try to have kids be able to compete in both Uh however it sometimes
puts us at a disadvantage and you a problem that's been in our district for some time We have many students who are needed at home for family support to work other jobs or just just don't have interest in
sports As a school we are still a very large program We offer 27 of the 31 MIA sports programs We don't have skiing rugby gymnastics and uh diving actually But
what we are seeing is we only have 36% of our students participating And if you take out our indoor and outdoor track teams which are very popular uh numbers wise we go down to 25% And I didn't even want to do the
numbers if we put soccer in there as well But we are trying to do a lot of programs with less participants Some of our suburban neighbors have 70 and 80% participation rates So um they
are able to fund a lot more programs because they have a lot We're trying to get a lot out of just a small amount of of our kids and our kids are doing fabulous job We recently added girls flag football which was a good thing We had
40 girls try out and we kept a team of 18 They opened last night and they went one and one It was well attended Flag is um it's growing in popularity statewide It's only a club sport right now but it has grown from nine teams statewide two
years ago to 28 teams last year and with our addition and several other additions where they're probably in the low to mid30s this year And I anticipate that it'll become an MIA AA sport in the future
However for our kids Flag is a club option and we're doing it um we're doing it on a pilot basis to see where we're at and we'll monitor this program next year to see if it returns It certainly after last night's
attendance it it looks like it it went over quite well Um but it's a less less of a commitment The team currently practices twice a week and plays two games a week So it's a 4-day commitment as opposed to some of our other sports which are five and six day commitments
It's a short season They play a 10 to 12 game schedule Uh we're fortunate this year that most all fees were covered by the New England Patriots organization They supplied us with uniforms equipment
um referees fees and we have two coaches currently who volunteered to coach this year our our only cost right now is our busing which will be approximately $4,000 So that that's a
positive of the next slide And I know it's the font is bad but what that is is that's the GBL league in all our spring sports The white boxes are programs that
aren't running The one thing you have to understand you look at an Everett or you look at a Medford and you see oh wow they're doing very well But this is only for spring So if we had the data on fall and winter some schools do better in
different seasons than others So as you can see Chelsea really doesn't offer much in the spring season but it's hitting everybody It's hitting all our teams in our league and in the urban areas
Uh you can see Lynn Classical in lacrosse They have a three team co-op between classical English and lint which you're talking probably 5,000 students and they have to co-op to create lacrosse and they don't offer girls
lacrosse They have four or five girls on their boys team Um there's also talk of after next season classical and English co-oping in football which they have almost a hundred-year tradition on Thanksgiving Day And there is talk after
that of possibly them co-oping both schools and all sports So it's we're not alone We discuss this at our meetings We try different things We we share options Um so some of our next steps I think that
are important for us going forward uh more aggressively continue to promote sports opportunities in the middle school Currently we offer some middle school sports I go out with some coaches in June to each middle school We have a slide presentation We share coaches
contact information However it seems like from that presentation to when they come through the doors in the fall a lot of that information gets lost So I'm thinking of possibly bringing some some athletes with us this time that can relate and the kids can
actually recognize a face um and and maybe when they get up to the high school they'll they'll reach out and recognize that student that presented in in June Uh we're going to continue to encourage our coaches to run summer and weekend mini clinics We have great
collaboration with the parks and recck department And I know we have our girls lacrosse program our tennis uh um tennis teams our boys basketball our football teams They all run clinics uh in the summer or on weekends uh with the parks
and recck department We're going to add the non-traditional sports that we offer at the high school level but we don't have youth programs in the city We're going to add those sports and encourage our PE teachers in the middle schools to do
lessons with those uh activities What we see at the high school is kids come up they don't know what field talk is so they they get a little intimidated by it Um they don't know what lacrosse is So having them have a 5-day PE unit in the middle school may reel in some of those
kids and give those kids an interest that they'll look for when they come to the high school uh continue to we encourage our middle school PE teachers also to speak to students especially the eighth graders on what we offer what the values of playing high school sports is
Um and we're going to increase our advertising of sports opportunities with parent with uh the addition of parent square on on daily school announcements on our bulletin board out here Um and we have a school bulletin board in the east wing The next the next slide is going to
show our recent participation uh in each of our three seasons and particularly we're looking at the sports in yellow which have noticed a significant drop since four years ago coming which was our first year coming out of co
um and you can see that the drop cross country 11 to3 in boys field hockey 27 to 18 golf 12-4 next Uh next slide Our winter
participation is is pretty good with the exception of of ice hockey which is going to phase itself out unfortunately Um our swimming numbers are down Wrestling I highlighted in yellow We really never have had many wrestlers but
we still only had one participant this winter And in the spring which we're really getting hit hard this year in particular with baseball 30 to 16 boys lacrosse is
always in the in the mid- teens but that's really not an ideal number We really need high teens or low 20s Uh boys tennis is way down Girls lacrosse is same as boys lacrosse Um and in softball just a huge
huge decrease from 41 down to 14 Our next slide is some possible next steps and some cost cutting measures if this trend continues and we can't offer everything that that we want to Um we should eliminate our assistant
golf position Right now we're in a co-op with four golfers We have a head coach and assistant coach Malden has a head coach and assistant coach There's really no need to have two positions for that sport We have currently have eight team
assistance stipens at $1,000 each I'd like to move to eliminate these for the following reason These positions are basically part-time positions These coaches come and go They usually don't stay more than a season They're not
people who um they're people that were trying to get into coaching I want to have want to help out but don't want to make the commitment that coaches do um on a daily basis So I I really don't think those positions are really necessary because some programs utilize
them some programs don't What some districts do no one in the GBL does this but some districts assign a number of participants for a sport to run So we'll never need the number in soccer or basketball but in
some of the sports like cross country it takes seven runners to score in a race So we could propose you need seven runners If you don't have seven runners that program is not going to run I think it would also incentivize our coaches to get out there and beef up those numbers
so that they get more than that Just an example Um currently in three sports we have subvarsity positions where we've maintained our coaches and that is in freshman football JV baseball and JV
softball And our rationale for that for keeping them was in football some of our schools Malden Medford Everett they have nine or 10 coaches on staff that are paid We only have five So my rationale was let the
freshman head coach um help let the freshman coach help our head coach give out give some more individual instruction to some of our our students But we can eliminate those positions if those teams don't run and we would still have a sufficient staff at the varsity level to run our varsity
programs If our cross country numbers continue to be where they're at we could possibly combine the girls and boys uh like we do swimming right now So having one coach for 12 to 14 athletes Right now we have
two coaches for that number and we separate boys and girls but some schools only have one and we do that in swimming Like I said we're currently uh ready to renegotiate our hockey co-op where we're in a a co-op with four uh three
different schools We pay 25% of ice cost with no coaching costs and no transportation costs Um we're going to phase that phase out probably after this year We have two seniors but the cost
the last two year last this year was $7,200 and the year before was $8,600 our share And that's the same cost we were paying with six or eight skaters That now we're paying with only two So I'm going to propose to the three other schools that we renegotiate that to pay
on a per person um rate rather than a percentage We may have to look into other co-op opportunities so that we can keep offering these sports to our kids Um and again I look at the boys and
girls lacrosse in particular Um the co-ops they allow you to keep offering but they don't they they cut your cost And uh the last piece is we have some eighth grade waiverss in place The MIA has
a system where you can have eighth graders play up It's not the answer because if you only have a varsity boys lacrosse program to have a eighth grader playing varsity boys lacrosse it's really not a good fit It works in some
sports It it doesn't work in others but we could actually increase the applications for eighth grade waivers to try to get some more kids interested but having the eighth grade waiverss we have now we really don't see a big increase
with having eighth graders on the team Um the last piece is not on the slide but those are the approximate uh cost savings If we were to if we were to eliminate some of those seven bullets and again down the
bottom with the RTA stipens going up the cost would actually be a little greater than that Yeah I just want to add uh obviously athletics is very important to a certain number of kids Um and I don't want anybody to come away
from this thinking that this presentation um doesn't recognize that or diminishes that But I think it's really relevant in light of the presentation that we just heard where um both Miss Milbury Ellis and Mr Kingston heard when they were
speaking to middle school kids we need different kinds of after school clubs We we we we do need to acknowledge where we are financing and supporting programs for kids and whether or not they are aligned to student interest Um and that's a conversation that Mr Shay and I
had a few weeks ago when we were going over the budget and talking about um the stipen changes that we're negotiating now with the teachers union um and how that might impact and we talked about all of these pieces that I asked Mr shade to go through with a fine tooth
comb and see where might there be some um places where we can think differently about whether or not we should be running programs and in that way we can boost up the programs that are heavily supported by students that students really do want to be a part of and so that's where this is coming from and I
think historically we've looked at athletics as something we should just nurture and hold on to um and I think a lot of times depending on who the coach is kids are drawn into that program or not And I think of softball as a perfect
example because I know that when um Joe Cherello was the coach you we were pulling kids away from softball You know everybody wanted to be on the softball team and we see that change as that coach moves on and maybe there's a different relationship between newer coaches and the students at the high
school and you know there's so much that goes into it I do think it's important that we take a look from time to time and say where is it that our kids want to be What do our kids want for their athletics and for their activities after school And make sure that we're being
fiscally responsible in how we allocate that funding So I if I could just add one more thing I mean you know I don't want I don't want our current softball coach to think she doesn't work hard No not at all Sorry No but um we have had turnover in many sports and and when
when we see turnover sometimes like Dr Kelly said a very popular established coach when they leave sometimes it takes a few years to build that program I also think the answers lie in the middle school if if middle school kids get more
involved at a younger age and make the connections with our varsity coaches and we're able to offer whether it be intramural whether it be middle school verse middle school um I think that's where the answers lie um and and again maybe we just
reposition some of these costs to middle school programs build them and um you can't we can't rely on varsity teams we have to have kids coming up that build those programs Miss Malbury Ellis and then Mr Kingston
Um so my my comment is that first I mean I was like deflated hearing this right Because it's like sports were always so important I know just growing up in general Um but I I just hope we're not accepting defeat and like what I'm hearing is that like we kind of lost our
rhythm during COVID right So we had kids freshman who were never in the building no sports whatsoever and then we're building off of that right So it's almost like you're starting from scratch So So I'm just I just hope my hope is that we do make the effort to provide
more exposure to the middle school kids to the high school kids as they're coming in like having a a you know during orientation getting the information out there so kids know what's available I know that kids freshman year miss out on a lot of a lot lot of opportunities including some
sports just because they don't know about them and maybe some of these sports are foreign to some of the kids like they have no clue what it's about you know what I mean so I just hope we don't we make that effort at least to try to do everything that we possibly can and then in the end if it's just not there it's not there you know absolutely
I didn't want to come off as doom and gloom because we're not some some schools are worse than us it's just trending this way and we have to try to think outside the box than just have a signup meeting where we get 30 kids and now we have three teams like we get 25
kids at a signup meeting then tryyous only 15 show up So where were those 10 kids going We have to think outside the box on how to get these kids engaged and sticking with programs Yeah And the incorporation of of PE um in the middle school is brilliant Yeah absolutely It's you know just to
keep and even in the elementary school we can have smaller um you know doses of exposure Middle school a little bit more involved So that way these kids grow up with at least a um an idea mentally as to what that sport is correct What's
involved Thank you Um I totally agree I think fizzed's the way to go the kids are already in the in the building and if we have to buy some equipment we buy some equipment but they learn to play lacrosse learn to play field hockey maybe um that type of thing I think it might help I looking at these
seven proposals some of them I totally agree with but some of them I don't So um I mean some of them are kind of obvious I mean renegotiating the hockey co-op if there's less players but um I'm not sure about cutting the freshman coach or the JV baseball or JV softball coach I mean the problem I think is if
this if this if this trend reverses itself a little bit you're going to be looking for coaches and sometimes they're hard to find and sometimes you don't know what you're going to have You put a signup sheet and 40 kids show up all of a sudden you need a coach in two weeks you're not going to find one So a couple of these I just don't agree with Um and hopefully you know some we'll
have more conversation But um I think what what I want to say is I remember my brother coaching years ago and we I went to an ad meeting with him and this has got to be 15 years ago and they were talking about urban sports at urban schools are in they were in decline then people are working people are doing
other things I mean I I agree with the co thing I don't think that helped But I also think urban schools is just a different different um different thing altogether In urban districts have less participations than suburban districts unfortunately Yep So I totally I'm glad you gave us this presentation Um you
know on over 100 over on a budget that's well over $und00 million There isn't a lot of money here And I'm not against saving money but you know to to eliminate a couple of coaches that might help the varsity program Um because I've I've been involved with sports for years before I was on the school committee and
I know that you know sometimes an extra pair of hands is helpful I remember traveling I remember traveling with the freshman basketball team with the boys because the person had 14 kids and he was one adult on the bus So I was at least an extra adult So sometimes it's difficult to be the only person you know
the only adult on a on a team I agree And in my discussion with Dr Kelly she said see what you know what you could come up with So that is not Yeah No we have to make all those cuts But those are just some ideas Cutting one cutting one coach for $3,500 isn't going to you know isn't going to make if if we
thought you know I think we just have to think long and hard before we make even because it's it's you know it's not like we're cutting $3 million here And again I just hate to see um you know sometimes it's difficult for one adult to handle kids especially today You know we talk about all the issues that kids have I
can assure you that we don't allow one adult to be alone with kids That's not the case the the only the only I think what Mr Kingston's referring to was the cross country going from two coaches to one Is that what you Well I mean for instance say a freshman
for the freshman basketball team's on the bus going to a game at 4:00 That that freshman coach Yeah The sub the sub varsity team that freshman coach that all I'm saying is that freshman coach is by himself on the bus with 14 kids approximately It happens It does I'm not
faulting anybody for it It's just life And then the JV and varsity usually go together That's always the way it always was It was like that way for a long time So I'm saying my point is that sometimes adults are alone with kids You know it's just the way it is And it's just unfortunate Sometimes because of our
transportation situation we have all three teams going together So some of that has changed but I agree with you Okay Madam chair lady Oh yes Mr Sella Uh through you to uh Mr Sheay Uh I I I think that that part of
this is not just the school department Uh years ago Revier had a tremendous um little league program and the uh stadium that they used to have uh off of Winter Babel That was a great feeder season They had a a great parade at the
beginning of the season All teams uh Pop Warner is drawing football So I I I think that that to to pick up an interest it's it's the city in general Um you had the American Legion baseball
team reveal was always topnotch So true everything changes The time limits time restraints are great Who has to be home Who has to work Um the idea of of middle school is great
Get them in get them interested in it Um but but I think knocking the coach off here and knocking the coach off there is minimal Um probably more on a lower level you'll get better response Um so again it's not just the
school department The city um has kind of dropped off on supporting different programs Um maybe we can talk parks and recreation start a summer league baseball or something of that nature Uh but it's interesting Mr Sheay that at
least you're trying to be current and you're trying to um draw into to continue doing rather than arbitrarily saying "Well that's it Let's pack it up Just keep up the good work." Thank you Thank you Um do you have anything Mr
Kajana Thank you Mr Shay One thing I want to ask was uh the idea of bringing it into the uh you know the smaller schools you know the third grade fourth grade I think would be a great idea especially when we're all talking about afternoon
programs what better is it than just have the kids doesn't mean they have to play a sport they can do something athletic become competitive whether it be like kickball when we're young and stuff and then you know evolve that into soccer and so on So I think if we can kill two birds with one stone by having
some of those afternoon programs but have them athletic and where they can compete Good point Thank you And then if I may one question I had with possible step three if there aren't students who sign
up and show interest if there's like a participation uh minimum is there is there still the possibility that it opens up next year if students are interested Is it more of a close shut case Yeah I would never want to just shut something down I I think what history shows is once you
shut something down it's very difficult to build it back up Um and I I never thought that I never took that real seriously until we dropped girls freshman basketball probably eight years ago and we've never gotten that program back We just do JV and varsity now So
it'll be like a case by case per season or semester Yes I would always leave the door open Okay And then I think we're all still just taking the feedback from students from civics day and eighth grade engagement was a big thing students lifted So it's great to of course like you are the expert here so
that you already thinking ahead of that So if there's anything you all need from us like an extra letter of support for more waiverss I'm happy to bring that forth to the committee But what's important is that like Dr Kelly said "We're basing ourselves off of student needs and desires and of their desires
elsewhere shifting in seeing the calculated thought that your team has made to come to these possible decisions does not go unnoticed." So thank you so much Thank you Okay the next item on the superintendent report is from Dr Ryan Huppard who's
going to share the results of his research that he's done in the Riviera public schools um for the last year Uh and I just want to congratulate Ryan on officially earning the title of doctor yesterday Congratulations
Yeah it's still uh sounds a little it doesn't quite resonate in my in my mind yet but we'll get used to it Uh yeah I can't believe it's already been 10 months uh since I started and so officially coming to the end of this chapter with with Revier Uh and so
wanted to share some information around the work that I've been doing and just also take a moment to thank you all for the opportunity uh to to work alongside the school community It's been uh it's been an an awesome opportunity and the learning's just been so rich So uh yeah
I'm actually officially finishing but unofficially I still got some irons in the fire around here So you'll see me around uh periodically So it's not an official goodbye but uh an update as I close out the chapter And so primarily going to be
sharing kind of the main bulk of work I did with the strategic project on a professional learning structure for principles school princ school leaders principles and assistant principles called a community of practice And so we'll share that out And then also a little bit about redesigning trying to
relaunch or reboot uh what some of you may recall the realm the River Educational Leadership Board Uh and so I'll share some ideas that have come up around that as well So the the again the strategic project
the main bulk uh and you'll see pictures of the the principles and assistant principles collaborating uh was to to design and facilitate this community of practice for RPS school leaders and the focus on this collaboration was around leading for deeper learning So how do we
realize and create the conditions for deeper learning What's the role of the leader to do that And so this was an uh a concern that had come up with principal sharing that wow it's hard as a principal and that you're you know you're quite isolated and they were
seeking opportunities to collaborate with one another and share practices and share strategies and and have support for one another And so the project really came out of interviews uh uh with them and I thought well what does the research say about you know the power of collaboration and you know what role
does that serve I think we we feel it has value But uh research clearly supported that the the most effective school leaders have systems of collaboration and for sharing practices officially And so um they really need to be well supported and connected to
thrive in the role Not to mention the challenges uh of the role and the kind of the the community support that that that can help relieve some of that stress Uh and just to kind of reiterate the last point there you know how important is it that principles are well
supported Well one highly effective principal can add nearly three additional months of learning and reading and math Much like a highly effective teacher can do for a classroom but for a principal they have that effect for the entire school right So
supporting our leaders is is crucial And so this is a peer network approach Maybe you've heard of a professional learning community Those are quite common in education That's more of a top down What's you know things are decided for the learners who you work with what you're going to study Community practice
the opposite It's bottom up It's what is the interest that you all have How can I facilitate your learning so that you guys can learn about the things that are relevant to you and your school the initiatives you're working on and leading as a principal So they have that voice uh to help drive their own
learning which is very much aligns with deeper learning So again deeper learning it's the outcome and if if I you know I don't want to assume folks know exactly what deeper learning means Uh it's probably not a term that we grew up with In fact uh it really is very different than the
education I think we all had as kids So you'll see in some of the the pictures uh there's preschoolers They're working collaboratively right They're they're creating something They're being able to follow their curiosity They have to communicate There's critical thinking You see it with the high schoolers again
collaborative creative and then also those are adults working together and and really uh exercising the same principles It and that I just want to reiterate deeper learning is something that if you know if you change the word deeper out for powerful or impactful
it's excellent teaching and learning and all learners deserve that adults down to little kids right It's not memorizing It's not that shallow rope memorization It's really getting into things in depth And so if you actually just humor me for
a moment there's a kindergarten example of what does a deeper learning lesson look like maybe in kindergarten students interviewing family members about culture tradition cultural tra traditions creating a classroom culture quilt middle school combined science and
and English language arts inquiry researching a local environmental issue writing about it presenting on it and then the last two are actually examples that took place in the community of practice this year so uh teachers engaging in deeper learning around
learning walks and visiting each other's classrooms learning from one another and And then school leaders deeper learning and professional develop for them through the community of practice where they're they're bringing leadership problems that they're really experiencing in real time right Real issues in their buildings and then
they're testing out solutions piloting solutions uh seeing what works what doesn't and learning from that and then coming back and and and debriefing about it So that's really at the at the heart of it And so with the community to practice uh
we had 22 uh principles and assistant principles sign up out of the 30-ish or so in the district which I thought was a great turnout And we got together as a whole community of practice on five half days throughout the year And then they
broke into smaller groups around these specific problems of practice they want to work on whether it's professional development or improving instruction or creating learning walks They formed teams and then we would meet every other month in the small teams as well So
there's kind of the whole group There's these practice groups and the whole system is set up to really be modeling deeper learning as a principal If you're charged with creating you know classrooms and teaching instruction that is that is deeper learning if you're not
really familiar with what that is that's very hard to do right So this is modeling that so they can model it for teachers and teachers can create it in their classrooms And then in the end they're putting these uh plans and activities that they've designed these
kind of tests to to try out solutions to problems They're putting those in practice in their buildings So it's not hypothetical learning right They're actually designing solutions to real problems trying them out seeing what works They're creating tools in these
sessions to use They're involving teacher leaders getting teachers up to speed on these initiatives and then they come back together and they share out what worked for you what strategies worked and then they're sharing those resources ideas and strategies uh so
that everybody's growing together So I uh wanted to see what was the impact on really two things What impact did the collaboration itself have like what value is there in that and so collected a lot of survey information and uh did so uh in kind of pre and then
mid So I did took uh survey information before we started and then again midy year And these are just a couple of the quotes but I've got uh hundreds And and it's just uh really impactful to see how much they value being able to exchange strategies problem solve things together
uh refine their approaches to leadership collaboratively Um just very beneficial to really have new perspectives right that working collaboratively in a structured way can bring And then the next slide I wanted to actually see uh
how what was the impact of this focus on leadership for deeper learning So the gray bars you'll see is actually uh in the fall The pink we did the survey the same survey again in February And the question we asked them to to self assess
on a scale of one to five how how familiar you how familiar are you with what deeper learning is and what it means for students for teachers and then for you as the leader And we saw good gains In fact the the largest gain was
around deeper learning and what it means for them as a leader that the most increased uh familiarity happened in that and so it was good to see they were they were taking away some real gains from the work that we were doing So moving forward uh the feedback has been great They very much are uh
making great use of the time uh very productive useful space It's responsive because the learning the work they're doing they're designing it right it's relevant and applied to them and so it's very responsive uh and and they're hoping to continue that uh and I just
want to share with you all uh I heard the the word homegrown mentioned earlier around talent and revere and uh being here this year I honestly have been very impressed with just the amount of folks that are from here uh that went to school here that have spent their
careers here from teachers to principles to district leaders Uh it's remarkable and I think it speaks volumes about uh you know the special school community you all have here and those folks are a rich resource you know and I felt that uh really coming into a place not having
been here before uh wow there's so much to learn and the different connections you're trying to make and for people that already have those established I mean it's just a real resource right and I I felt that acutely so kudos to you all for creating that environment where folks want to be here Uh just an honor
and a privilege to work with them The goal is to continue it and so I won't be there to facilitate it but we're working on plans Got a couple uh uh ideas that I think will come to fruition and we'll be coming together as a whole group uh with the community of practice uh one more
time in May And so I look forward to wrapping up the year with them Uh but yeah it's just been an an honor and a great opportunity And then briefly the the other piece that's been fun to work on is is this rever educational leadership board trying to revive it So
you know briefly the history it actually started with the previous superintendent administration but it's basically a structure uh for employee participation you know their input their engagement their problem solving to help with strategic decision-m for the district
The previous formation they had about six leadership councils There was one on professional development right Another on uh teacher evaluation etc And they would meet and tackle real challenges There was a board uh of kind of leaders
that would sort of serve as a steering committee for the for all the leadership councils and they created a lot of great things the uh self-directed study program for teachers uh the cooperating teacher program the exemplary educator profile There's various social
initiatives that these committees came up with and these are teachers principles central office folks working together on these right It's really a bridge builder But kind of like we talked about with athletics uh pandemic hit and uh folks weren't able to come
together and it it sort of went out of service some of the things were needing to be updated as well Um so Dr Kelly asked me to look into is there interest from folks to come back together uh and do some of this uh this collaborative
work Absolutely there there is So I brought together focus groups of people that participated it in the past and said "Hey what what do we think Is it time to get this going again?" And people were absolutely excited about it And these are you know teachers
administrators folks that are participating in the union leadership right Really a cross kind of uh uh crossroll group And so now we're coming up with some ideas on what would the new form look like because it kind of needs
that reboot that rebrand Uh and there's some great ideas uh the more of an adaptive approach where uh the the the structure meets the needs instead of you know just having the structure to exist just for its own right So in May uh
we'll we'll share those official or formal recommendations to district leadership uh and hopefully move forward with kind of a scaffolded rollout approach that can begin next year Thank you Yeah And then lastly I just
wanted to officially thank everybody for the opportunity to be here Uh first and foremost those school leaders who who signed up to be in the the the community of practice Uh thank you to the RPS leadership team Dr Kelly Um I mean uh a
million lessons that I've taken away from her amazing leadership She is uh um one of a kind in in in the best way I think I couldn't have had a better a better person to to learn from an amazing leader truly And uh thank you to the central office team and all the help
that that everybody provided Uh the assistant superintendent thank you to the school committee and uh to the entire river public schools community Thank you Thank you Thank you Anything Um well I'll say Dr Can you say
Hopper Yep Hard Yep Well it's honestly it's been a pleasure to get to know you I think we got to bond a little bit more during negotiations but yeah exciting times Uh it was just you know when you first came here you shared how you've heard so many great things about this district and you were really excited to
be paired up with us So it's great that you got an opportunity to see it and that we really got to show you how special we are and I hope you stay in Massachusetts and we find a way to bring you back to this district at some point But congratulations on everything It's
been great to just work with you these past couple of months Thank you so much It's been an honor Thank you Good luck sir Thank you all All right So the last item on the superintendent's report and I apologize this is much longer than I thought it was going to be tonight Um but this one
is going to be very very brief Um I wanted to introduce the committee to some of the data that came back from um the department of education the vocal survey that students complete at the end of MCCAST Um and also um connect you
with the MCIA data that just recently came out And my goal would be that we can spend some time tonight I can just spend a few minutes taking you through those two pieces of data and then the MCIEA data you actually have access to And I've included a link in the
slideshow which I know that you don't have um but I'll forward to you after this meeting and then I'm hoping at the May meeting if there are any questions or discussion points that we could take those then Um I will say that the
um we saw this here slideshow the the vocal data you don't have direct access to that's in the security portal So I tried to summarize some high notes and low notes um from that data and then I um the MCIA I'm going to leave you with
the link and you can look through it and let me know what you want to talk about more specifically next month Um I don't know why it doesn't look like this I think it's doing the whole presenter view versus your view Okay So let me see
here Okay Let me try to just if I just present it this way maybe it'll work That's fine All right Let's try to do this again Paul can we see the slideshow please There we go
Okay Um so just a quick update Uh the first slide talks about the school climate measures from the vocal survey They come into three categories: engagement safety and environment The the descriptions are here on the screen Um some highlights for Revier public
schools We are consistently within one to two point range of the state average in each category Environment and engagement are two areas that the district was above the state which is pretty exciting Um there's a consistent feeling of safety across all demographic
groups in the district We did notice a continual decline I'm saying continual because it's been over the last couple of years and the average index score for Asian subgroups specifically around school climate engagement and environment So in other words our our
students who identify as of Asian descent are not feeling as comfortable in our school or as engaged in this environment So that's something we need to tackle Um it is interesting that our English learner students and our students with disabilities have higher
average index scores than students that are not in those two groups with the one differentiating point being fourth grade Um the students with disabilities and the students without disabilities were the same equal for grade four Um and the school climate category has been
relatively consistent over the last three years which is also good to see Um if we look particularly at the high school where I know there have been concerns in these areas um I wanted to just highlight a few key points and how
our data relates to the state data Um so what you see on the screen here and I won't read through them but these are prompts that fall under each of the three categories of safety engagement Oh I have a typo I'll have to look at that
Um one of these is supposed to be environment I'll fix that before I send it to you Um but you can see that there are a lot of um areas of strength where we do better than the state There are areas where we're right on par with the state and there are areas where we lag
and those are the areas that we're going to need to focus on um a lot more And I'll highlight under safety the sense of belonging um it's high 78% but it's still five points lower than what high school students are saying across the state So that's something that we have
to look at Um if I go into even some more fine-tuning um I went for each of those three categories and gave some particular examples You'll notice here if I if I left it black it it means that there was virtually no difference between us and
the state If it's green it means we were higher Um and if it's red it's lower Um so there's some information there on safety This is specific about engagement The extracurricular is is
interesting It's still high 84% but four points lower than the state So still something to think about Um and then environment still Yeah Right There's still kids out there That's right
Yep Um this slide here I took because it gives some information um at the elementary and the middle school level Of note I see that the secondary schools in general so Romney Marsh Academy is up at the top This is just the way the
state organizes the schools I don't know why they don't do them alphabetically but this is a screenshot from the state data And you can see the first place where we are falling off Well actually let me start at the top The school climate data we're one point behind the state overall for the index We're above
for engagement and we're two behind for safety That's districtwide And then if you look below the blue bars are for each school So the the Whan is actually five points ahead of the state for climate They're five points ahead for
engagement and they're four points ahead for safety That's how you can think about looking at each individual school compared to the state averages And you'll see that our elementarymentaries So this this the vocal survey is administered in grades four six eight
and 10 So it's only certain kids that are taking this It's a snapshot of the data from certain grade levels It's questions that students are asked to answer at the end of their MCCAST exam Typically elementary kids who are a little bit more compliant are going to be more inclined to answer those
questions But we did have participation rates um at the 10th grade it was 87% and at all other grades it was over 90% So still significant The kids did answer slightly fewer at 10th grade than at the other grades but still significant Um
that's where all the data from what we're looking at comes from Correct The surveys Yes That's the vocal survey And then um the last slide I want to show you this is the one um that shows you the MCIA data and it's similar to vocal
It asks about environment um sense of belonging sense of well-being safety all of that kind of thing And on this slide I gave just the overview of the MCIA I know you guys have heard me say that a million times They are the backbone of our deeper
learning work along with the deeper learning dozen It's where we work out our create our performance tasks that engage kids in tasks of high cognitive demand Um and there are two links when I send this You'll have these two links The first one takes you to the MCIE page
in general if you just want to read up a little bit more And the second one takes you directly to our dashboard And I intended to click this right now Let me see if I can just do it this way um because I wanted to show you what it
looks like Um oh let me see if I can stop sharing this And then I'm going to Okay now let me see if I can share my screen again Okay So when you click that link it's
going to bring you to this website This is a school quality measures dashboard And all of the member districts have agreed to have their data be public Anybody can access this Parents people at students folks at home teachers the teachers all get it directly from us We review it with them But if you go here
you can select any one of the member districts Um and here's Reier One thing I do want to highlight about the MCIA data um the school quality measures are intended to be measures of what is successful in a school not how does this
school compare to that school Um so just keep that in mind You will see differences and there are reasons for a lot of them Um but I'm going to just go to the Beachmont school first It's the first one on the list Um and it will bring you to this screen
And there's a lot of data here This what we're looking at right now is the overview You can go in and browse the data and you can analyze the data And what you can see right here is when you have only one piece of the yellow circle it means you're in trouble If I go down
to academic learning that's the ranking that we have for performance at the Beachmont And as you progress to purple or a double purple with a double check mark like the Beachmont has in student commitment to learning that's the strength That's where we want to go And
if we go click into performance and one thing I have to uh also tell the committee is because our 2025 MCCAST data isn't released yet none of the numerical data is in here All of what you're going to see is the result of
student and staff surveys So if I click on performance um you can see that um there's no school data resources which is probably why this is so low There were not questions for students which is why no students responded but all of the teachers did
respond And if you scroll down it'll show you these were the questions that the teachers were asked Um and once the school data gets added it's likely that this performance rating will go up So just keep that in mind as you um look
through all of these pieces So the the two the two pieces that were measured here in standard 4A a the first one is overall performance Um and these are the questions that teachers were asked and their response got them to this level of
measurement The second category was what is student commitment to learning And here you see 96% of students responded this was questions to students not teachers which is why there's a 0% here Um and the school data source is one of
one Um so if you come down we can see these are the questions the kids were asked that led to this overall rating I was going to say that critical thinking to do so well in that area it doesn't it doesn't um reconcile to have
such a low performance right you know Yeah Right And you mean up here this one Yeah Right And when see how it has school data exclamation point and there's nothing in there when we get the 2025 So obviously grade 9 passing rate doesn't count for an elementary school
So that's not going to go in there But as they populate with our student data which will come out at the end of the year this will get updated So just anywhere that you see school data know that that's not in yet School data is it always MCCAST scores School data it's
not necessarily just MCCAST It can be um participation rate it can be attendance rate all of that But it all comes directly from the state not from us So they have to wait till the state releases it before they can upload it into the dashboard Um
correct Yep Um and then if you go to analyze this is pretty cool uh because it looks at all of the same criteria but you can measure it over years and see how has it changed at the school over
years So this is professional qualifications where all teachers about where we were school data Um and again you see there's nothing here for the 23 24 or the 2425 because the state hasn't released that yet Um but just so that
you have a sense there's a lot here You literally could spend days looking at this data Um I would suggest if you only have a little bit of time if you just look at the overview and you look at where that school is in general um that will give you a
sense a a a strong enough overview I think um that we can talk about it So I know you'll go into depth next month but are there any initial questions right now time to process it And and if anything comes to mind when
you do get a chance to process it just find me an email and I can have that queued up because the same thing like if I even just tried to give a summary of this page it would be impossible There's just too much data here But um if anything comes to mind let me know and I'll have it prepared for the main
meeting Thank you Okay Well thank you so much That concludes the superintendence report We don't have any hearings We move the report of the subcommittees to the 5:00 PM meeting Uh any unadded
motions Any unfinished business Any new business No Okay we are going to reschedule the executive session because the mayor is not here So with that uh can we have a motion to adjourn Motion to adjurnn Second And can we have a roll
call Mrs Bronson Rizzo Yes Mr Mr Kajiato Yes Mr Kingston Yes Mrs Milburelis Yes Mrs Monttoo Yes Mr Sella Yes Mayor Keefe
Okay We have adjourned Uh we wish everyone a safe and happy April vacation and we will see you all next month