Do you know how much you can make? And this is this is what you do and you actually work with the people. And so I think it was really helpful to her um to have that hands-on and she said it was f it was her favorite day. She was like so excited about it. So anyway, I just wanted to say good job. My daughter who thought she might go into medicine now wants to be a DEA agent. Okay. still that's amazing. We'll see what sticks, right? Yes. Uh uh Denny. Yes. A lot a lot of work. I appreciate it. Um what So the elementary ELA, you know, I'm going to talk about it. So the program review potentially triing at that point. So it depends how far we get. Um, we'll give a presentation on the criteria that the committee has established on what they want from an ELA program and then we're going to take our existing programs and measure it up against that criteria.
All right. So, you can see um various positions here and the level where they fall on the uh salary schedules. Um, so facility positions and other positions on the ESP salary schedule are too entwined and needed to be separated to address compression. Um the com the committee and HR will continue to work on the salary schedules and bring recommendations for compression fixes back to meet and confer as needed. Um the request is $20,000 to apply to compression as work is completed on salary schedules during the fiscal year 2526. All right. Educational secretaries or eds sex. Um here we're falling a little bit higher on this graph in uh in the comparison to other districts and Tom we can't see you didn't it didn't oh sorry about that Joel's screen is very small so I can't really read it but um just a quick note this is linked thank you Joel in the um shared drive so if you need to see it closer it is there I know some people are looking around okay sorry about that all right yeah So the ads are a little bit more competitive compared to other districts.
Um, so then it'll go one or two ways that our current programming of units of study and foundations integrity matches up with that criteria so we continue on or it doesn't match up with the criteria. That's when next year would be the process if we go down that route of looking at different programs. I I guess I think so on June when you come to us, you're just going to say where we currently stand when when what has the community um what have teachers and what is the research saying are the most important parts of a high quality literacy? Gotcha. When is where we're going to meet the road to bar like these are the curriculums we're going to trial sometime next year. Again, I don't I don't know what's going to happen. It might when we go through the process, it might say that units of study is meeting that criteria.
Um again sort of flat on the bottom there um when you look at the salary average by experience. And so the recommendation here is no changes at this time. So out of 10 ed secretaries, three of them are entry level staff with one year of experience and they're making less than the surrounding districts. Uh but when you factor in longevity, all other staff are above that, the average of the other districts. So this is a zero dollar recommendation. And then here's your number that you were looking for earlier, 97,460. Um and you can Oh, sorry guys. So there's that previous slide and here's the total cost 97,460. at the various um various position groups there. Yep. And that's my last slide here. Any other uh Amy, did you have your question answered? Okay. Any other questions? Uh you guys need me to research or any concerns?
Um, we'll kind of figure out that, but then next year it would be and we've kind of started poking around a little bit at other districts and seeing what programs they're using. Um, but we would do research on other programs in the fall and then um to the Dover and the Sherborn school committees next year. We would make some recommendations on programs to potentially pilot. Some of this could go faster. um it's kind of at the seeing the pace that the committee can work on because it's a lot that they're doing right now and I couldn't actually go to the first meeting. So, Superintendent McCoy stepped in and she let it for me. So, I'm very appreciative of that. You know, if you need uh CPAC, many other CPACs have written to the school districts on their students behalf saying that units of study should be removed in an expeditious manner.
Um do we have nextgen data on the other positions we asked for? Joel, can you speak to that? Um those were the positions that we looked at. So well like at the beginning of the year we asked for nextgen data on because when we asked initially the very beginning of the year um because we had all the nextgen data last year from like probably a couple dozen positions. We were told that not all of those positions were comparable like those facilities positions are an example. And so we said okay can we get some that are the same? They're not related to compression just for salary data. Um so we asked for teacher, assistant principal, principal, um psychologist, bus driver, right? We got but do we have those other ones? Yeah, that wasn't part of the work of that committee because we are we were specifically compensation and compression.
I would second that motion. I think the research is clear. We're not helping our students. The supplementation with foundations integrity is certainly barking up the right tree. And so, um, I would say any type of expedited review process would be in the best interests for all our students. And I know that, you know, I have heard from some people in the community that want the process to go a little faster than it's going. But in some ways I think that we have benefited by kind of being a little bit more judicious because we're seeing this play out in other districts and you know a lot of districts just dropped units of study very quickly and jumped on another curriculum and there have been a lot of growing pains and there have been a lot of issues in their implementation of curriculum. So I think we are learning a lot by watching that all unfold.
Yeah. So yeah, I that didn't happen in the committees the committee meetings we had. Yeah. I'm just asking. So um I I'll check with Vanessa, but it sounds like you need data on teacher, principal, assistant principal. Yeah. The facilities and stuff. I think we're already addressed there, but that sound right. Okay, I'll look into that for you. All right. Well, thank you guys for your time. I feel like I'm talking a lot this morning, but I would like to add just one more thing about the bus driver situation. Um uh because when we talked about extra roles and responsibilities that teacher or staffs have when we're short bus drivers and we have extra bus runs and there's teachers or office staff or administrators watching the kids in the office um that takes on extra roles and responsibilities for supervising students that's not necessarily a part of the day because we're short drivers and we're doing extra runs.
even some of the districts right now that are piloting. I think in talking to different assistant superintendents, I've learned a lot about as we go down this road what to do and what not to do. So, I think that, you know, I understand the impatience that people have because it's their kids and they want their kids to get the best possible education, but I think we're going as fast as we can and I think we're going to make a good decision because of the way it's all unfolding. Thank you. I was like, I'm from Philly. Ben Franklin said, "Don't be the first. Don't be the last moderation. So don't be the first, don't be the last. Never do moderation. If I could just re reiterate what you said too is that we have been supplementing with kind of the science of reading through Hegardy and the foundation programs and K to2 we're using the revised units of study which are revised based on more of the science of reading and our a lot of our teachers have done professional development around the science of reading reading and both of our literacy coaches are um very careful.
So just another little um plug for that. Well, and I think that's what the committee was looking at where the two areas just right. Everybody's role is super important, right? That goes without saying. Um, us drivers and psychologists are the ones we spent the most time on because we are seeing the hit that not having those positions filled is taking on the whole system, not just, you know, those individual jobs. So, that is why we focus the most on those. We tried super hard with facilities. The there really is a problem with our specific naming way of naming things. I don't know exactly where that stems from, but there seems to be this attempt to be very creative with naming our positions. So, we call things positions differently than 95% of other districts call them, which makes it very challenging. So, that's something that um Vanessa was going to take back to the district leadership and try and figure out how we can address that.
one who went to um learn about literacy at MGH for her program. I mean, she gets it. Um they have moved away from anything that is um harmful to kids or not advised. So, there've been a lot of revisions. It's been a lot of work. It's been very comprehensive. So, they have a lot of lesson plans now, particularly grades three through five where the the units of study aren't revised yet. And they work well with kids and kids are learning and and succeeding and and becoming fluent and um comprehending information and becoming, you know, continuing to be lepers of learning. I think the, you know, having chaired the first meeting, it it's just it it was a lot to get there and now there's a lot of different places with a lot of different lessons plans. If we could just kind of gather it into a few programs that, you know, did it well, that'd be great.
But, it's not an easy fix. It's not like just snap your fingers and change the names of some things because they're so tangled in there. And there there would there's often multiple levels of employees grouped under one category. So, there's a lot to detangle to fix that, but that is definitely a top priority moving forward. But yeah, we we focused on those two areas the most, psychologist and bus driver. We spent ex a lot of time on them. Um, I just wanted to ask real quick, so since I'm new, is this usually the time? Because my concern is we're already April 2nd, contracts are already out by the time any of this is finalized. Like it's not going to be impactful for next year. Like the reality of it's not. I I can speak to that. I think every year there's a sort of um I don't know it's like a push and pull because the budget isn't done soon enough for us to make super concrete decisions.
So, just wanted to make sure everybody knows that we're doing the best we can with what we have and we've made revisions, but perhaps somebody else made better revisions. I just I have a comment on a question. Um, one about the class program, the se second grade Spanish teachers invited parents into the classroom two weeks ago at this point. And um, I just want it was a phenomenal opportunity for parents to get to see what the program was like. She gave an overview of the class of the kind of approach to the Spanish curriculum and then the um parents had an opportunity to watch the the kind of the standard um classroom experience for the kids and I think teacher uh uh parents sorry walked away from with from the experience just totally in awe of what the kids were learning. So if any way that could be expanded next year or shared amongst other um specials I think it was really really really appreciated by parents.
Like our last meeting would probably would have been the earliest that we could have possibly come up with salary recommendations and we were still waiting for salary information and are still waiting for salary information for some positions and things. Um, and so the goal every year has just been to try and have our options um, finalized by before contracts are due because contracts are out, but they're not due yet. And so whatever we finalize today, people will be able to um, take into consideration when choosing to accept or reject their contracts still. 30 days, too. And it's the same usually with most districts. So it may not help us because the salary schedule won't be publicized but the following year it would for sure. Okay, wonderful conversation there. Um, I put the slide in, but the next one we actually because we are finishing up our revision of options and we do have two teams that need to share their revisions and we have to come to consensus on the revision of their options.
um and answered a lot of questions about what the kids are learning. Um and my question was with regards to um your comment about the potential for there to be not the strongest MCAT scores with a new curriculum. Do you have data supporting that in other schools where perhaps they didn't do as well but then they they um course corrected and did well sort of in the longer term. Should that happen in the dober shoreboard, we just have the data to point to the fact that this could be sort of the baseline and students scores should are expected to improve. It's hard to tell specifically with reveal because not a lot of other districts have done reveal. I mean the big like trendy one has been illustrative which is the one that we didn't choose. And in those cases of implementation, we've seen a drop and sometimes the drop has stayed there.
If you would pull out of your folders that option paper that's in there, Maria. um typed those up for us. Well, Maria printed them. And how we're going to do this because all groups, we didn't have time for all groups to finish. What we have there is what we did agree on. Um, so you are actually going to just to have to you will need to write the options as we go along onto that sheet if you wouldn't mind as we are revising them because we will be using this handout to priorit not to prioritize to determine the options that require funding. So, what I'm saying is all the options are not on that handout because we didn't finish revising all the options. As the groups share their options and we agree to the revisions, would you write them on your handout, Katie? Um, I'm wondering if now is the right time.
I mean, I'm not trying to bash illustrative at all, but there there's not a lot of experiences. A lot of the districts that are using Reveal are either in their first year like us or in their second year. Um, so I guess kind of we'll see where we're at. Um, you know, I would say from being in the classrooms and having taught some of it, a lot of the thinking and math practices that are really emphasized and revealed, I think are going to give our students a lot more tools and resilience when they do take the MCCAST. um you know we had you know some students it was a hard adjustment to the new curriculum and there was a lot more writing and reading as part of it but there also is on the endcast and I told some of the teachers like I would rather have them be frustrated in the care of your classroom where you can support them than for the first time on this big scary test that they're taking.
It feels like uh there's like kind of an elephant in the room with the and we need to talk about the board meeting comments and what and and how many just even like the sheer number of options that were presenting. It feels like there was some really strong messaging from the board um at the board meeting and one of the messages that I heard, I don't know if everybody else heard was that they want a very limited number of options. And so I think even just looking at this list, it's a lot of options. And I I just wonder like is right now the place to have that more generalized conversation and come to a consensus about that or do we just want to continue going through the process as is? So I appreciate that and I'm aware of the issues. Um but I don't want to have a conversation now regarding that.
So, I think we're giving them like better coping strategies and problem solving strategies that are going to serve them well if they even see a piece of math that is foreign to them on the MCCAST. I think they're going to be much better prepared. Um, so we will see. And it was a small sample size, but when we were doing the pilot, you did have students take MCCAST type uh or complete MCCAST type questions and exams. Can you speak to that a little bit? Yes. Yeah. Part of the pilot process was um looking at the three programs, Everyday Math, Illustrative, and Reveal, and doing common assessments between those three groups of students. Um, and one of the reasons why we chose Reveal is because our students in Reveal outperformed the other students. Um, so I'm just trying to set expectations. I I it would just be great to be able to advocate as advocate on behalf of you know the program and the community that if students don't do as well as we would expect or the community expects that there is a a longer term trajectory of good trajectory for them in um and the program so we can sort of support support you guys that's all and I think we will do a lot of looking at the specific units and standards on the math MCCAST because there's stuff that teachers spent a lot of time on at the beginning of the year that I would expect our students to do just as well on if not better.
I want to finish the wording of all of our options. I want I would really like to get that finished and then as we go through our options then I think we need to have that um discussion but because we haven't finalized our options yet we don't even know which ones to eliminate. That's usually part of our process as we go through and we talk about the budget and we first we'll talk about the budgetary ones and then we'll talk about the other options and some of those options we may say we don't need that this year. So that's kind of how the process goes. So even though we have 20ome options now we may not end up with 21 options and we are going to have that conversation. I just do not want to have that conversation right now. if you don't I want to finish where we started.