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So, thank you all. >> Any comments? Dr. >> Thank you so much. It's been a pleasure having all four of you um reporting to us on a monthly basis. Um my question for each of you is what are your plans for next year? Um, I'm going to the University of Connecticut to study physiology and neurobiology on a pre-med track. >> Uh, next year I will be pursuing a degree in economics at Villanova University. >> Thank you. They're both staying in the big Ace, which is great. >> Any other comments from board members? Mr. Joe, >> again, just wanted to say, Maddie, thank you. It's been a real treat to have you report out and just speak and be in front of us and and to hear from you. It's been a true joy. Um I was reflecting um I just wanted to comment on last month's the uh high school showcase.
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And as they take their annual ELPAC, we hope to kick them out. And when um they reach the four, they get their ESBAC scores, they have their teachers recommendation, they have the parents uh approval, we go through that process. So technically when you're looking at the students that we're serving, we're what the number that you're looking at is not the true number of English learners that we ever had in the district. Right? So um when when we're looking at a decrease, we're looking at only the students that continue to test or that were newcomers into our system. So um we're still working on making sure that they're making that progress. And as you can see, um, our progress has been steady, but the biggest piece that we are working through is making sure that as they reach that proficiency and they have the skills that they need that they continue to be successful.
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Yeah. Anyone else. Why do we administration as it relates to the goals and the guardrails. Yeah. Anyone else. Why do we administration as it relates to the goals and the guardrails. Yeah. Anyone else. Why do we monitor? And I was just going the goals and the guardrails. Yeah. Anyone else. Why do we monitor? And I was just going the goals and the guardrails. Yeah. Anyone else. Why do we monitor? And I was just going to add that to give us a site of Yeah. Anyone else. Why do we monitor? And I was just going to add that to give us a site of Yeah. Anyone else. Why do we monitor? And I was just going to add that to give us a site of what's working and what's not monitor? And I was just going to add that to give us a site of what's working and what's not monitor?
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Um my understanding is the vice chair is sort of like the understudy would move into the chair role in the subsequent year. Is that that not I thought that's what you said about Brian. >> Well we have elections every year. So you mentioned every year. >> Sorry when you nominated Brian I thought you just said like he was the vice chair so he was >> so he's ready to take on >> he's ready. So, I worry that with no vice chair, who who would be ready next year to do the job is my own fear and concern about um having you do it again. Not that you wouldn't do an extraordinary job, but that's my only concern. >> I think the one thing I would say to that though is you also have the conquered chair and the conquered vice chair who >> you know are also getting that that hands-on experience as well.
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So I say thank you for the music to me to At this time, we will now hear our second declamation speaker, Caroline Hoe, representing the class of 2026. Caroline. Good evening, proud parents, family, friends, and Dover Sherborn's class of 2026. I'm sure you've all heard the idiom, don't hold your breath. Usually, it's a warning. Don't expect too much. Don't get your hopes up. Don't wait around for something that might never come. For most of us, holding our breath looks like patience, self-control, and waiting for that right moment. And over time, we get very good at that kind of waiting. Waiting to feel ready, waiting to make sure we don't mess up, waiting to graduate. But that perfect moment where everything feels certain and easy rarely comes. The longer we wait for permission, whether from others or from ourselves, the easier it becomes to hold our breath.
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I was just really reflecting on the belonging initiative and all the work ambassadors CHS rambassadors. Am I saying that right? Yeah. All the work that they've done. And I just think what an important initiative that is. So, thank you um for being part of that and for making that happen. And my question is I assume like next year that will continue on um for the foreseeable future. >> Yeah. So, we'll be passing the torch to a lot of the students that we had with us that night. Um I couldn't be more happy with the group that's taking it on. It's a group of juniors and and sophomores, too, that are are going to be fantastic. And next year, obviously, it'll be a little bit different of a message. I don't think we'll repeat the same one, but it will be again something along the same lines of just creating stronger communities.
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So remember, you're only looking at the ones that are still in the program. But in the last four years, coming out of the pandemic, coming out of one of the toughest times for our English learners in which they were not getting that practice, they were they, you know, I mean, it was rough for everyone, but imagine that all the things that sort of help you build that muscle were not necessarily there. So um as you can see we are progressing to really uh getting back to a place where we are reclassifying uh a a good amount of English learners and we're really making that progress. And beyond that we now have something that's called the alternative alpac which is really for our most significant cognitive disability students. So, you know, when you look at that number on the top, the first thing that like I was like, but you got to know the students are doing really well.
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And I was just going to add that to give us a site of what's working and what's not working in the institution. to add that to give us a site of what's working and what's not working in the institution. to add that to give us a site of what's working and what's not working in the institution. Yeah, it was a clear sight on what's working and what's not working in the institution. Yeah, it was a clear sight on what's working and what's not working in the institution. Yeah, it was a clear sight on what's working with not working working in the institution. Yeah, it was a clear sight on what's working with not working working in the institution. Yeah, it was a clear sight on what's working with not working with the idea that we can then Yeah, it was a clear sight on what's working with not working with the idea that we can then Yeah, it was a clear sight on what's working with not working with the idea that we can then make modifications, uh, in our what's working with not working with the idea that we can then make modifications, uh, in our what's working with not working with the idea that we can then make modifications, uh, in our strategies make modifications in with the idea that we can then make modifications, uh, in our strategies make modifications in with the idea that we can then make modifications, uh, in our strategies make modifications in our Dope Behaviors, uh, in the make modifications, uh, in our strategies make modifications in our Dope Behaviors, uh, in the make modifications, uh, in our strategies make modifications in our Dope Behaviors, uh, in the direction of things that might strategies make modifications in our Dope Behaviors, uh, in the direction of things that might strategies make modifications in our Dope Behaviors, uh, in the direction of things that might be more effective, be more our Dope Behaviors, uh, in the direction of things that might be more effective, be more our Dope Behaviors, uh, in the direction of things that might be more effective, be more working for our students.
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>> I see. I don't Yeah, I think some boards have that as a formal process. I've seen other boards where it's actually the other way around. Uh, whoever's chair then, you know, the next >> I think it really varies um board to board and Carile there's no >> rhyme or reason I will say. Um, okay. So, we have an amendment to for Tracy. Is there any other discussion? All right. So, all in favor of the amendment for Tracy to be chair, um, say I. >> Vice chair. >> Sorry, vice chair. >> Just like surprise you there. No, sorry. Vice chair. I'm so sorry. For the amendment for Tracy to be vice chair. All in favor say I. >> I. >> And opposed? >> Nay. >> Now a procedure question. So the amendment passed. Do we then vote it again? >> No. >> As amendment or >> that stands.
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It means ideas go unheard. Opportunities pass without us, and we slowly convince ourselves that our voices don't matter. But they do. And if there's anything the four years at Dover Sherborn High School have taught us, it's that the moments that define us are the ones where we never felt truly ready. They're the ones when we spoke, even when we weren't confident, when we asked questions, no matter how outrageous, trying when we weren't sure of the outcome. For me, one of those moments came this year when I joined mock trial as a senior. To be honest, I had no idea what I was doing. I certainly wasn't the most experienced person in the room, and speaking up, especially in a setting where everyone else seems so confident, was terrifying. But I wanted to get the most out of the experience. So, I spoke. And through all of our arguing and arguing and arguing, my uncertainty blossomed into excitement.
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>> Absolutely. I think it's so important that message and it's coming from um youth to youth. So, thank you for for doing that and good luck. >> Thank you. >> Any other Mr. >> Um thanks guys. It it's really amazing to see uh what our schools are producing and you guys are the best of the best and and it I sit here in awe, you know, premed track, you know, studying at Villanova. It's great stuff and uh just can't say enough how much it means for for us to hear your reports every month and uh the enthusiasm with which you deliver. It doesn't matter. I don't know much about you guys and what your act activities are, but you are you deliver. It doesn't matter if it's music, if it's athletics, it's you guys are are delivering with the same enthusiasm and it's awesome. Appreciate it.
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When you're talking about 24 students took that test, that they qualified to take, and that the team believed that was the right test for them. In California, reclassification rates are 12 to 14%. and our kiddos that are struggling and that you know are still working through all of the things that they're doing, they're still surpassing that. That's huge. So, it's a really cool thing to celebrate because they're making progress. they are really working through. And as you can see that our numbers are starting to diminish because we're we're we're making sure that if they do not need that language proficiency assessment anymore because they're me making that reclassification criteria with the three that we're making the progress and that we're monitoring them for four years. So technically the kiddos that we really want to make sure that they do not stay stagnant is those els those long-term English learners and those are kiddos that have been uh considered English learners for more than five years more than that sixth year is when they start being there which is about 19% roughly of our population and a lot of the work that we're doing um really is about making sure that if there's anything other than language proficiency that we're really looking at that Swiss cheese and that we're giving them those interventions because academic language is what we teach every single kid, right?
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And so, monitoring at its core really is is about the things And so, monitoring at its core really is is about the things And so, monitoring at its core really is is about the things that you described about how do And so, monitoring at its core really is is about the things that you described about how do And so, monitoring at its core really is is about the things that you described about how do we know, uh, what's working? How really is is about the things that you described about how do we know, uh, what's working? How really is is about the things that you described about how do we know, uh, what's working? How do we know it's not working? that you described about how do we know, uh, what's working? How do we know it's not working? that you described about how do we know, uh, what's working?
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>> Okay. Thank you. Um moving on. Um we will now do election of officers for the conquered school committee. Um and we'll start with the um nominations for the chair of the conquered school committee. >> So I'd like to nominate Sundep to serve as chair of the conquered public schools. Um over his first year on the committee he has brought a thoughtful and collaborative approach to the work that we do. Uh he has been highly engaged across our committees and liaison assignments and has developed a very strong understanding of our budget negotiation process and uh the broader district processes and has consistently approached issues with both preparation and perspective. Um, he also recently stepped in uh to chair for me in my absence a couple weeks ago and I think he did a really good job of of that meeting. I watched it afterwards. Uh, his ability to work collaboratively with our town partners combined with the clear understanding of our school committee's responsibilities will serve the committee and the district well.
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And what was previously unfamiliar became something I genuinely cared about. I found something I never would have discovered if I had kept waiting. Because the goals we chase, the passions we discover, the changes we hope to make don't come to us while we're waiting. And we didn't learn that lesson on our own. We learned it from teachers who challenged us, coaches who pushed us, families who supported us, and the countless staff members, guidance counselors, custodians, bus drivers, and administrators who made Dover Sherborn somewhere we could take those chances in the first place. In college and beyond, we're stepping into spaces where no one is going to hand us certainty. There won't always be clear signals telling us when to speak, when to lead, when to take a risk. More often than not, the responsibility will fall on us to recognize those moments and to choose to not let them pass.
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>> Mr. White, did you have a comment? No. >> Just thanks. Thank you very much for the past year of the updates. Well, this is probably one of my favorite meetings because it's such a celebratory meeting, but it's also one of my emotional meetings. And I did write a few words because um I it's just been a pleasure to watch you both grow. Um and and really just thank you for your service and dedication. You know, I know you were asked to do it. You had some excitement, probably some hesitation um doing this. Um, but again, I've truly enjoyed hearing your updates. Um, sharing in your accomplishments and your peers accomplishments, um, all the activities and daily happenings at CHS and just inviting us into your world. Um, and just sharing your perspective and voice because I feel clearly it's critical. Um, you are our future.
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And we're making sure that we have those supports for those students. So, but the other 80% they're moving along. They're making that progress. And I want to point out something really quick. 921 students are actually in our system as reclassified students, which is pretty good. It's a great number. But really, the impact of that is here. When you're looking at the CASP course and you're looking, no surprise, English learners such as one day myself, like when you're learning English, you're probably going to struggle a little bit with that ELA test, right? Like that's going to take some time for all of those things to to to really get in there and and be able to make sense and and sort of categorize. But then when you're looking at our reclassified students, we are 1.1 point below standard. They are 52 points higher than English only students.
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How do we know it's not working? Um, and what are we doing in we know, uh, what's working? How do we know it's not working? Um, and what are we doing in we know, uh, what's working? How do we know it's not working? Um, and what are we doing in response to that to really do we know it's not working? Um, and what are we doing in response to that to really do we know it's not working? Um, and what are we doing in response to that to really Empower that? That means Um, and what are we doing in response to that to really Empower that? That means Um, and what are we doing in response to that to really Empower that? That means monitoring reports that the the response to that to really Empower that? That means monitoring reports that the the response to that to really Empower that?
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I'm confident that he will do an excellent job setting our agendas, guiding our work, and leading us on the um, conquered school school committee. Um, I'm grateful for your willingness to serve if you are. Um, and I'm pleased to nominate you as chair. >> Thank you. >> Is there a second? >> Second. >> All right.
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So, think about that deep breath you take before something important, a test, a game, a presentation, or a performance. It's that breath that marks when the crucial shift moment h crucial shift happens when you take control and start deciding what happens next. So, class of 2026, when you find yourself in that familiar moment, take that same deep breath and don't hesitate. Speak when something matters to you. Act when something feels wrong. Step forward even if you're not entirely sure of the outcome. And don't hold your breath. Because every goal, every change, every future you're imagining starts the same way with that one breath and the decision not to waste it. Congratulations to the class of 2026. Thank you, Caroline. At this time, I have the honor of presenting the Longhan Award. Each year, two seniors are chosen to receive the Longhan Award. This award sponsored by the Dover Sherborn PTO is presented in honor of former high school headmaster Denise Lteran who served the Dover Sherborn school committee for 33 years with 13 years as the headmaster of this high school.
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