We're trying to move away from making that a um a source of of revenue to to cover teacher salaries, right? and operating expenses. >> I guess a a comment and then a question. One is certainly that I think that the concept the way we've talked about this before sort of to the same point that Paul was raising incremental cost of single school choice student >> may be something approximating probably not true truly zero you got supplies and all >> yeah there's going to be something sure >> but um but when you think about it and I think illustrated good have an empty seat the teachers work anyway um so that's one thing but the other thing I wanted to ask you to speak to um just for clarity also is um special education costs right so we talk a lot about out of district costs we talk a lot special costs um and they can be substantial >> so who bears the cost of 30 students >> sure >> and few of them special education >> I would say 20% right >> it's it's it's pretty much in alignment with almost a little lower than our our normal special ed population, but it's pretty close, right?
Our speech and language uh pathologists have developed a website that um has been pushed out to families. They can access all kinds of activities. This is one of the things that's great for every kiddo even if they are not receiving speech and language services. These kinds of things are building that foundational literacy, building that vocabulary, um and building the social emotional piece as well. Then we have three and we go back to the diagram. Three sort of bubbles of of uh that kind of all mixed together. Um one is around routines and expectations. We spend some time at the beginning of the year where teachers talk about what would we like to roll out in the first 20 days of school? What routines do we want to build? How can we uh be proactive and invest the time upfront to practice um you know what do you do at school?
Our speech and language uh pathologists have developed a website that um has been pushed out to families. They can access all kinds of activities. This is one of the things that is great for every kiddo even if they are not receiving speech and language services. These kinds of things are building that foundational literacy, building that vocabulary, um and building the social emotional piece as well. Then we have three and we go back to the diagram. Three sort of bubbles of of uh that kind of all mixed together. Um one is around routines and expectations. We spend some time at the beginning of the year where teachers talk about what would we like to roll out in the first 20 days of school? what routines do we want to build? How can we uh be proactive and invest the time upfront to practice um you know what do you do at school?
Um and we want to be, you know, responsive to the to the concern. Excellent. >> don't I had a quick question. Um and this is I don't know, it's more unfinished business than like in the superintendent report, but we had talked about um the survey of, you know, feedback on Shipman and Goodwin. I wasn't here, you know, when we I think Wendy, maybe you had sent something out, but it was something else happened, and we didn't collect we didn't collect all of that at the time. So I think on our end, we should do that, and then have them come back in and have a review a formal review session with them. Pass that document [clears throat] on to um Rob. Yep. Okay, great. And I think Stephen, what you mentioned also, like it's important to understand our structure, cuz I think understanding that will help provide more clarity.
But there is a lot that we can control. And so we need to be paying attention to what we control, what we can't control, and how we're controlling it so that we can minimize these expenses to the best of our ability. >> And keeping our students and our staff safe. Yeah, absolutely. And just making sure that we're if if we can handle these things in house or we can find this information another way through a resource that we already have here that on one of our campuses versus their calling an attorney that's going to charge an exorbitant amount. Well, we have been using our insurance offered a free legal services here just for this year. And we have been utilizing that very regularly. But you can only use it for human resources and employee issues. So, we've been leaning on them when we've had different questions or concerns on that side of the house.
Like come home from eight hours of work and fall into Hana traffic worrying about putting food on the table for us at dinner, and she relied on our sex ed course in school to teach us. However, it did not teach me anything about the menstrual um health and menstrual cycle. Regardless someone has access to menstrual education, the period will come anyway at any age. It's best to go in prepared and to know how to manage one's menstrual cycle. Thank you for your consideration. Thank you, Joelle. Can you imagine some of us here who's been a lot older than you and we went through that. We didn't know anything. There was no There was no Google. There was no internet for us to find out what was happening to ourselves. But But thank you for that. Okay. Um Mahela Kamehameha Kamehameha now O Kalani Matthews. On Zoom.
What isolating the secondary component, the elementary component, what's causing some of the challenges that we're seeing. Um so we were tasked as a committee to kind of evaluate it. And actually at the off offsetter when we started it was um to innovate it. Well, it became pretty clear that at the secondary level we needed to kind of stand up straight and get things aligned first before we could look at innovating. And at the elementary um it was a little easier because I have direct access and work very closely with those title one principles and they were providing a lot of feedback along and having been a title one principal we were able to very easily say these are the things that we don't think are working. And so we you'll when we get going here that there's a little more innovation on the elementary side, little course correction on the secondary before we can start innovating this slide and I know it's small um you have it in your packet.
So if somewhere along the way I'll use my favorite example Great Gatsby. Uh if somewhere along the way someone said, "Hey, we want to read Gay Great Gatsby. It's not on the list." um we have a process that we would go through um that would involve putting that out to the general public of hey we have an interest in reading Gate Great Gatsby. We have any parents, community members who want to be a part of this. Do we have staff that want to be a part of this? We bring those folks to the table. The obvious requirement is you have to read the novel. Um and then we have collaborative conversations about what is the appropriate level to use that novel. Um, and we look at the Lexile level, we look at where it might align with the curriculum, and we look at the content of that novel and what age might be appropriate for that.
>> That is true. Something we we're not even sure >> if Jaden has done before, but we're going to be sure if he does it today. We're definitely going to be sure. >> Write it down in the history books. >> In the history books. That Yep. Yep. That's going to That's going to be a This That'll be a historical moment. Oh boy. Jaden's getting all giddy. You can see that little smile on his face. >> He's locked in. He's ready. He knows >> what's at stake here in this last match. >> All right. >> Potentially. >> And our opponent our opponent is the same one we started with. It's Falco back again. He was first in the first round. He's last in the hopefully last round. All right, let's smash, bro. Let's smash, bro. >> Oh, yeah. It's time to get locked in. So, Jaden got got his stock taken away.
Um, so we have the opportunity through the school choice uh reimbursement to to um and we've got to do proper accounting of it, determine what the um services are being provided and you can build that back to. So, not every kid is 5,000. There are some kids that were getting seven or 8,000 for, right? Because we can we can bill back to the sending community some services that we provide. >> Yeah. So, and I think that's probably the point just for community members who might worry about that. >> Sure. >> Is you that that >> that cost is really borne by the sending district, >> right? And same with EL services. So, >> yeah. >> So, now I do remember the other question I had because you talked about there being like 30 applications. >> Yeah. >> Well, no applications yet, just 30 inquiries, >> right?
How do we how do we treat each other? What what routines are going to be in our day? Um so we share uh our teachers collaborate and come up with those things that they want to prioritize to set the tone for the year. And those things are repra uh revisited throughout the year. Every time we go on break and we come back, we kind of have to start over and that's okay. Um that's what we do. One of the other components I talked about mentioned earlier, universal design for learning. This is a big one. Um because we have such a wide variety of learners in every classroom, we want to we've done a lot of professional development around um accommodations and supports for students. It's um we want to be proactive and anticipate what kinds of struggles our kids may face. um things they may or may not understand and how can we build in supports for them to help them to be successful?
How do we how do we treat each other? What what routines are going to be in our day? Um so we share uh our teachers collaborate and come up with those things that they want to prioritize to set the tone for the year and those things are repra uh revisited throughout the year. Every time we go on break and we come back we kind of have to start over and that's okay. Um that's what we do. One of the other components I talked about mentioned earlier universal design for learning. This is a big one. Um because we have such a wide variety of learners in every classroom, we want to we've done a lot of professional development around um accommodations and supports for students. It's um we want to be proactive and anticipate what kinds of struggles our kids may face. um things they may or may not understand and how can we build in supports for them to help them to be successful.
Um and maybe understanding the protocol for it accessing legal. Right? Understanding how that all works and breaks down. And a finance and that be compared to financial. I'd be >> [clears throat] >> Yes, I'd be happy to share that with the board. >> Bring that all together. Yes, absolutely. Yeah, and we can look at all of that together. I think that's a great idea. And I just have a comment earlier. Is there anything we can do to help the playground equipment at CLES or it has to be replaced? Like because we were looking at the like the playground our playscapes have limitations and I know our swings, you know, kids can't access the swings, they can't be adjusted. Is there anything we can do to make those more usable for children? Um I mean we I think we Yeah, we we would be I think um and I'll ask Casey to chime in on this and Dr.
But you can't use it for anything student related. So, but you'll see there's not as many things that are labeled that are that used to be more employee issues. Whereas now we can reach out to that free legal service. And and out of everybody in our insurance JPA, we've used that service the most. Pointed out the last meeting our district had used something like 40 hours of the free legal services. Well, good. All right. Well, thank you. I appreciate you labeling these in more detail just so we can really understand what we're what we're paying for. I just I was going to say this in my board member comment but I'll say it now it seems to fit in. I requested more information from CSBA because they have a Julie and I went to a legal symposium a while back and the attorney there was telling us about this new program that they have for school districts and it's um um it's a legal service program so it's a sub subscription based program that provides CSBA members with cost effective legal advice and legal services.
Not present, Chair. Not present. Okay. Uh Leila Mae Gonzales. Not present, either, Chair. Not present. Okay. That's all that I have that asked to testify in person or on Zoom. Anyone else in this room? Would you like to testify in this room, too?
It's really just to try to understand um in working with the business office it became evident as well that we have all these different titles for what we offer in the summer. And so from even a marketing standpoint, we would say you have community and enrichment, you have title one intervention, you have summer, you know, lift lab or COA. So the the discussion became how do we create something we can market, but then also we can track expenses by program to see what's coming in, what's going out. So the proposal there or the the concept became calling it summer academy overall. Then we have summer academy enrichment through community. We have summer academy enrichment title one and under that even further we have our program this coming summer will be at and then we also have destination college our summer academy intervention what does that look like in elementary secondary just to kind of show you that chart this is just an more of an organizational how it's breaking down Patty and Renee will share with you more of the details and the proposal for this upcoming year um my my piece I was tasked with bringing that group together and getting the feedback far more logistics um idea getting things together and then they have the opportunity to execute it as a good collaboration across our so president members of the board my name is Patty Fernandez assistant director of curriculum instruction and I have the pleasure to to work with different departments because this has been a collaborative effort to make sure that our summer learning experience is uh productive for our students but also brings them opportunities that they may not have throughout the year.
And then we would come to you and say, "Hey, we had a request for The Great Gatsby." Uh, the committee reviewed it. We think it's appropriate for nth graders to read Great Gatsby. Here's why. Then you as a board say, "Yep, cool. Add that to the list or nope, we don't want it on the list." And then we, you know, adjust accordingly. So that's what we're working on um to move forward to make sure that we have a process in place. Um but there was definitely some miscommunication and misunderstanding about don't read novels. Um so we had folks who are not reading novels and that's not what we want. Um but we do want to make sure we have a broad enough choice for them to work with um to give them some options to teach from so that it aligns to those units. It's a lot but questions.
Does a little taunt. And they both do a little taunt to um you also do a little taunt to uh let the other person know when they're ready to play. >> It's game on. >> It is game on. And Falco's got the pressure at this point. And Jaden has to just keep that pressure going. He's got plenty of projectile. He's got a reflector. So if is So if Jaden sends off his uh So if Jaden sends off his fishing rod at the wrong time, it can get reflected. Now that won't actually uh grab Jaden with the fishing rod, but it will Oh, sending him straight to the top. Uh but it will uh make put him in a bad position. Dodging jumping. Oh, plenty of attack from Falco, though. He's doing pretty good. >> Fal making a pretty decent comeback here. >> That is pretty good.
Is there um you have any historical data about the sort of relationship between those types of inquiries people actually do apply? So, you think about 30 up can can actually apply or >> I don't um I I would say it's it's less than 50%. I mean last year we probably had more inquiries will come in after we approve right this is beforehand 30 before um but again we have nine like I said almost a third of them are coming just from the freshman class all from Framingham. Is that right? I think I think think every single one of us Framingham yesterday we shared. >> Yeah. >> And we know their budget process over there is really a struggle right now. Right. We don't feel comfortable opening up 10 seats. We'll leave it at that. So >> So what I need is a vote to one uh enter into uh school choice and to adopt the number of seats uh that I've recommended here.
How can we remove anything that might be a barrier for them to access what we're doing in the classroom? Um it's um you know it's around I said firm goals and flexible means it's we have firm expectations but we can find lots of different ways for students to access um and meet those goals. And then the other piece is um really working on knowing our DESIE standards and the district strategies that um we have worked on since I've been here, the um instructional strategies. And um this year we were lucky enough to um be awarded a chance to work with a Prism grant through Desi. And so we are we've been working all year long to look at different high quality instructional materials um for uh especially focused on literacy um and to there's a list of different curriculums that Jesse gave us and and our teachers have worked to um select from that list and narrow down which ones we would like to pilot.