001Good evening. Uh calling to order a meeting of the Salem School Committee. Uh this meeting is taking place on May 26th, 2026 at 7:00 p.m. in person at room uh 227 at 29 Highland Avenue. You can also join via Zoom using the link posted in the meeting agenda. Uh Our first order of business is approval of the agenda. >> So moved. >> Second. >> Motion made by member Miranda, seconded by member Hoffman. We have a member participating remotely, is that correct? Okay, so roll call vote. Member Bias. >> Yes. >> Member Cornell. >> Yes. >> Member Hoffman. >> Yes. >> Member Manning. >> Yes. >> Member Miranda. >> Yes. >> Member Stott. >> Yes. >> And myself, yes. Um I will entertain a motion to take out of order item one under section six of
002the agenda for the Superintendent's report, which is the student presentation. >> So moved. >> Seconded. >> Motion made by member Miranda, seconded by member Hoffman. Uh roll call vote. Member Cornell. >> Yes. >> Member Hoffman. >> Yes. >> Member Manning. Member Miranda. >> Yes. >> Member Stott. >> Yes. >> Member Bias. >> Yes. >> And myself, yes. We will take out of order the presentation from our students. >> Yeah, I'll just introduce um that I saw them outside practicing and I heard that they were practicing today in school as well. So we're really excited. This is a big step um in the Carlton-Saltonstall merger. We're joined by several students and I think some family members um who uh they are student researchers who have been learning about Sarah Parker Remond and who she is and
003what makes her an important historical figure and they're going to share some of what they've learned tonight. They're joined by their teacher Miss Buford Kate Buford who is currently an art teacher at Carlton but will be the digital library digital media specialist um at the Sarah Parker Remond school and she's been working with the students to do some research. So we'll call them Miss Buford maybe you want to come up and do an intro. I know this The slides are in the presentation. Do you need those pulled up? Just so everyone here can see. Mark, can you do that? >> [clears throat] >> Okay, so this is our pilot project. We did E2 so that's fourth and fifth grade all together and everyone was tasked with finding out three important facts about Sarah Remond and
004why she was important. So when we started our research process Should I tell you slide when >> You can use the clicker. >> Oh I can use the clicker even better. Okay, I went too far. All right, so when we started our research process the students learned simple googling search terms and keywords to refine their searches when we went online. We talked about choosing safe sites. We talked about choosing good sources of information and what to look for as far as academic societies and museums and everything else and where you could get trusted information from. We decided to bypass Wikipedia completely since other people can change what's on there and we used a really safe and simple kid search um search engine so that they were we knew we were protected. We knew that they
005were fine. They weren't finding anything crazy. And we got really a lot of really cool information. Um and we also talked about verifying our information cuz there was a couple times that we had conflicting information, like how many siblings she had and what was another one? Do you remember? I think I don't know. [snorts] Emmett found something that was different, but we couldn't figure it out. All right. So, the next thing we did Oh my goodness. Uh we collected and recorded our information. And we did that by learning how to use a split screen. And then we had a Google Doc. Each of them had their own Google Docs that was already populated with um information about what they could look for and what they could find. And we learned how to copy and paste
006certain information and we also learned how to take the URL and put it with each fact and information. So, if they needed to go back to it or they needed to use a citation, which I don't think anyone did. Um we had everything right in front of us. Uh we also had a simplified hard copy actually that Miss Christie helped us make. That was great um for our students who were having trouble on the computer or that needed a little bit of a scaffolding to make it work. Maybe. All right. So, then we planned our layout um and after they got all their information, we tried to paraphrase as best as possible. We talked about copyright laws and why you had to change information that you found. You couldn't just copy it. Um we learned
007a little bit about how to do a citation, but everyone was doing such a good job at paraphrasing that we didn't really have to use it, which was great. And then they had to take their facts and this is Lucas's example right up there uh of what they had found in their document and actually make a drawing layout of what their slide was going to look like. I lost a page. All right. So, the next step and the last step, where is my page? Sorry, I'm out of order. Here we go. Um was actually making the presentation slide. I gave them the option to use either Canva or Google Slides, whichever they were more comfortable with. I'm actually learning a lot more about Canva than I ever thought I would. I'm traditionally a graphic designer,
008so I don't use Canva or anything else like that. It's been interesting. Um we had a checklist to make sure that they knew everything that they needed to have on their slide, what it needed to look like. Our big thing was that it needed to make sense and it needed to look good. Um and then we had an exit ticket to see what we learned and if everyone could do identify their search terms and keywords and refine their searches. Um the lovely blue slide up in the corner, that's Emmett's. Okay. All right. You guys ready? Okay. So, first we have Nashly. Go ahead. And she actually has her slides in English and in Spanish. >> Do I start? Okay. >> Nashly, you don't want to read that one. You're going to read this one. They're
009only going to read their one fact, so each of them have a different one. >> Sarah Parker Remond was born on June 6th, 1826 in Salem, Massachusetts. She died on December 13th, 1894 in Rome, Italy. Oh my god. Sarah Parker Remond nació en junio 6, 1826 en Salem, Massachusetts. Y ella murió en diciembre 13, oh my god, 8094 en Rome, Italia. >> [applause] >> Next we have Brutus. >> [clears throat] >> Um Sarah was an abolitionist woman, suffragette, and fought for a school deseg- desegregation. >> [snorts] [applause] >> And Audrey. >> Sarah Parker Remond was expelled from high school because of her race. In 1853, she refused to sit on a segregation station of a theater. They made her leave and pushed her down the stairs. She [snorts] sued the theater owner and won. >>
010[applause] >> Unfortunately, Naomi is not with us. Um So, um Carolyn's going to read it for her, but this is done by Naomi. >> Uh some people believe that the that she was on the only black woman to vote for women's for the women's petition in Massachusetts. >> [applause] >> Her anti-slavery campaign uh campaign uh campaign, which she started when she was just 16 years old, took her across America into Britain and Europe um where she gave three 52 lectures. >> [applause] >> And Audrey. >> Sarah settled in Florence, Italy. Then she studied medicine and was able to be free from segregation. >> [applause] >> Caroline and I agree with you. Okay, so I Your first person >> Sarah Parker Remond was an important historical figure because she fought for the rights of African-American people,
011slaves, and women. >> She persisted even when treated unfairly and never gave up on never gave up on her beliefs. Never gave up her beliefs. She helped seg- desegregate Salem public schools so they could be what they are in today. >> [applause] >> There's Emma's slide. Again. Wave at us. Emma did a beautiful presentation, so but we wanted to recognize her work. >> [applause] >> Well, thank you very much for that presentation. That was fantastic. Both the facts of Sarah Parker Remond's life and also what you learned about how to put a presentation together and do research and use sources. I will open it up if there's members of the committee that have questions or comments >> [laughter] >> or reflections. Member Court Oh. Member Scott. >> Thank you, Chair. Mayor, I just want to
012say I'm extremely impressed by the presentations this evening. I mean, some of the things just getting to the research that you are learning and that you completed yourselves. I'm going to tell you a secret. I taught my boss last week how to do the split screen. >> [laughter] >> So, you guys are like light years away from CEOs. So, it's really impressive skills to learn, to tools to have, and then on top of it, teaching us all about Sarah Parker Remond is very exciting. So, thank you. >> Number four, now? >> Um I was wondering if all or any of you could maybe come back up and tell us a little bit about how you feel about having your new school named after Sarah Parker Remond now that you've done all this research. >> Uh
013I like the idea and I I mean I thought at first like it's going to be like a long name like what am I going to say it's going to say like I go to the Sarah Parker Remond school. But I really like it and I like how um it's like named after um a great black woman who fought to like make Salem public schools how they are. And I like it. I like >> That's awesome. >> [applause] >> I like um when they named Sarah Parker Remond um and because they basically um like introduced us more about Sarah Parker Remond and that's what I like about like us emerging into like Sarah Parker Remond because it's really got like like really excited to like meet other people and I like how she made other
014like schools not racist anymore and that's what I like about Sarah Parker Remond. >> [applause] >> Anybody else? >> I'm going after. >> And I just want to say one more thing which is that when you all go to Salem High, there's this really great class called AP research and you are going to be so ready for that class when you are in the ninth grade. You're going to be like head and shoulders above everybody else. So really great job. >> [applause] >> Any other members? Is there a motion to take a brief recess? >> Motion for a 3-minute recess. >> Moved by member Miranda, second by member Hoffman. Further discussion? Seeing none, all in favor. Any opposed? All right, brief recess. >> Mhm. >> And we're back. The next item on our agenda is
015public comment. The Salem School Committee would like to hear from the public on issues that affect the school district and within the scope of the committee's responsibilities. Spanish interpretation is available for anyone who needs it. The members of the School Committee would like to remind the public that Salem Public School students regularly attend School Committee meetings. We encourage all meeting participants to model respectful and productive public discourse for our young learners. We'll start with public comment in the chambers. Yep, come on right up. >> Hi everyone. My name is Cara Bixby and I'm a caregiver at Carlton and I have two children, um one in P1 and one in E1 um and they will be attending the new school. Um I was a member of the Innovation Committee. So I just I know that's one
016of the topics tonight, so I just wanted to briefly make a comment um as one of the caregiver representatives um I talked with many parents and there was definitely disappointment from the Carlton families around some of the changes um as part of the merger related to the innovation plan. Um some of the elements that we um did not move forward with were definitely something that they are grieving. However, I do want to say that as we work together on the merger um we got a lot of really positive feedback in those one-on-one conversations with parents. Um they're excited about bringing two the two schools together and taking the best from each school and really thinking about how the innovation plan can look. Knowing the staffing situation and the capacity that we have and the future
017financial outlook, I really feel like this plan is a strong plan and it adds new things that are really exciting. So, I just hope that you all consider that um as you review the plan today and make the vote in the future. So, thank you. >> Any further comment in the chambers? Any public comment on Zoom? Please use the raise hand function if you wish to provide comment. No hand. Next item on our agenda is approval of the consent agenda. These are the minutes the school committee meeting of May 11th, approval of a field trip to Providence, Rhode Island for high school students on August 28th to 31st, acceptance of donations and approval of the warrants of April 30th, May 7th, and May 14th. >> Motion to approve. >> Second. >> Motion made by member
018Cornell, seconded by member Hoffman. Under discussion. Seeing none, uh roll call vote. Member Hoffman. >> Yes. >> Member Manning. Member Miranda. >> Yes. >> Member Stott. >> Yes. >> Member Bias. >> Yes. >> Member Cornell. >> Yes. >> And myself, yes. The matter carries. Student representative's report. >> Good evening, everyone. I'm joining over Zoom tonight. Um >> [laughter] >> So, a lot has happened over the last 2 weeks and a lot will continue to happen at Salem High over the next couple of weeks. Um the student advisory held their elections last week and we had our senior celebrations as well. Um the election results should be coming out very soon, either by the end of this week or by the beginning of the next week. So, we should be knowing who is going to be
019the new chair, vice chair, secretary, and practically all the roles that are opening up once the seniors um graduate. Um in our meeting last week, we did meet with member Hoffman to discuss the superintendent search and the ideal qualities that students tend to look for in a superintendent. Um beyond just the student advisory, um freshman biology MCAS is going to be um in the coming weeks. Um this is also the last academic week for seniors. >> [snorts] >> Um with senior recognition night being tomorrow, and the CTE awards were also last week. Um yeah. And a number of students were honored with awards and scholarships pertaining not just to their programs, but to the CTE program in general. Thank you. >> Thank you, Cindy. Any questions from the committee for our student representative? All right.
020Seeing none, our next item is the superintendent's report. We've already had our student presentation. >> Uh and before I get to the Sarah Greenwood K-8 presentation, I did want to just start my report with a recap of some good news that was shared last week by the Department of Elementary and Secondary Education when they released their charter school cap rankings. I know this is something that the mayor wrote about in his weekly community update memo, and it was also featured in our our weekly family newsletter from the district. Uh but there's a chance that not everyone saw that and it never hurts to tell a good story more than once. So, I just wanted to take a minute to highlight the district's significant progress in this area. Just for a little context, annually DESE ranks
021districts based on a metric of two years of combined MCAS data and this list is used to authorize charter school seek expansions in districts that fall in the lowest 10%. So, this year Salem Public Schools ranking improved from 47 to 84 out of 287 districts and that means that we went from the 16th percentile to the 29th percentile, which is a significant jump in the right direction. Salem's ranking just in context to other gateway cities was the highest except for three other gateway cities, which were Malden, Attleboro, and Quincy. For MCAS growth, Salem ranked the highest out of all of the gateway cities jumping from 31st to out of the districts and that means for that part of the metric Salem outperformed 215 other school districts in the Commonwealth. So, this is really encouraging news
022and another strong indicator that the as a district we're moving in the right direction and it's really a reflection of the impactful work that our educators do every day from pre-K to grade 12. So, our work isn't done until we're at the top of the list, but for now we'll celebrate the significant improvement. So, I think members know that last week I was out of the district and Deputy Superintendent Pauley along with our principals and our central office leaders skillfully held the fort down and I just want to express my gratitude um for their um expertise and their their leadership. It's really a demonstration of the depth of our leadership team. Um and as I said, I'm just really grateful um for the work that they did every week, every day, but especially last week.
023Um there were a couple of big events that happened last week. As Cindy mentioned a couple of them, and Deputy Superintendent Paulie attended them, and I would comment on them had I been here and attended. They are um two events that are really dear to my heart. One is the student voice project that has become a real trademark of our uh student advocacy in the district, and the other was um educator future educator signing day, where seniors um who are um planning to become educators as they move into the next stage of their um trajectory after graduation um did a signing, and um Superintendent uh Deputy Superintendent Paulie is going to talk about her experience in those two wonderful events. >> I will, and they were wonderful. Um so, on um Thursday night, we had
024the annual student voice summit. And this is the fifth year of the event, and it was organized by our very own Taylor McDonald, and it was spectacular. We had 100 students in grades 4 through 12 who participated in a research research project where they selected their topics together. They uh learned about research methodology, and then they went out and did their research to answer those questions. We had almost 300 people in the Saltonstall auditorium um there to hear from their students. And some of the topics they addressed were how does gossiping affect student emotional well-being and sense of safety? What factors contribute to a strained relationship between students and teachers in the school? And how might those factors impact classroom engagement and behavior? Why do students avoid work and class? How can we build students
025emotional regulation skills? What is dark matter? Why do kids struggle to solve conflicts? And one that really they all resonated with me, but one in particular was why does the food at school not taste fresh? So our food service department I will be pleased to report back to the witchcraft school is already thinking about how the food can be prepared closer to lunch time so that it does taste fresh because we take pride and great interest in that. So it was a really wonderful and joyful event. And you could just feel the pride that the students had in their work and so it was a pleasure to see. So that was Thursday night. Friday morning we had the future educator signing day at Salem High School. We had about a dozen students who have said,
026yes, I would like to become a teacher and in fact I am going on to higher education to study and become a teacher. We had out of the dozen we had I think five or six who are going into early childhood education. So that was exciting. To see we had students planning to study music education, elementary education, studio art, and education so in addition to early childhood. One of the nicest things about this event at which they say, yes, I'm going to do this and we say to them, hey, if you come back we'll uh move you along the pay scale as our contract allows us to do because they are a self-graduate. Um but one of the nicest things was they named the teachers that that really inspired them to become um or to
027enter the field of education. And those teachers were Ms. Fitzgerald, Ms. Clinton, Ms. Jeffers, Mrs. Napierkowski, Ms. Edwards, Ms. Candelario, uh Ms. Peebles, uh Mr. [clears throat] Tovar, um and there were there were several others. Those are the ones I got down quickly, but um it was really just a beautiful event and it I'll end with this uh on the signing event, which was they also included quotes from the students. And um one of the students what talked in his quote about how he wanted to do something that would help people, but had never thought about education as something um that would do that. Uh he didn't think it was for him, that he was smart enough, or that he fit the look or image. But all within all of the opportunities he had this
028year, he has realized that education is for anyone who wants to make a difference. So, it was really just a beautiful event. Um and thank you to the high school for putting that on. And there was one other, which was Unified Sports Day, which was also a truly joyful event. Hundreds of kids from around the districts came to participate with their peers in the Unified Sports Field Day. Schools sent fans who would cheer on their classmates and colleagues. And to me, it was just an absolute model of what inclusion looks like when it's done well. So, it was a terrific week last week. >> Mhm. >> Great. Um and there's just more to come, as Cindy said, um on Saturday, uh this coming Saturday, May 30th, is the Rolling Rally, where we're going to um
029celebrate the state champ championships uh for the boys basketball team. We're going to Alexia Coleman, Grant Twyer are going to be present to we we recognize them at the last school committee meeting and also the Salem High School marching band and jazz band, which we actually are going the mayor and member Cornell and I are going to the high school tomorrow. There were too many of them to recognize them here. So we're going to go to the high school tomorrow and give them seals and tell them how important they are too. But all of those students will be recognized in the rolling rally, which will start at 11:00. It'll kick off from Salem High School. It will roll down Lafayette Street onto the Salem Common for a ceremony, which is expected to start at 11:45.
030So we encourage you to be along the street, bring your cowbells and all the things and it'll be a joyful event. Also, we have all three of our high school graduations coming up next week. So on June 3rd, which is Wednesday, is New Liberty. That starts at 5:00 at the Peabody Essex Museum. Salem Prep High School's graduation is June 4th, which is Thursday. That's also at 5:00 and that's going to be at Turner Seafood. And then Salem High School, weather permitting and it's looking good, June 5th, which is Friday, at 6:00 at the Bertram Field. If we do have some inclement weather, it'll be moved into the field house, but that's not going to happen. So we're excited about all of those upcoming events. And so without further ado, we I I think what the
031students did was a great job. I know that there are also a group of students at Saltonstall that are doing their research and that was really informative. It was it was great. We'll have to get that posted. Um, and um, but we also um, have members of our innovation team. And thank you, Ms. Bixby, for um, speaking on behalf of the the team. I was part of the team at the very beginning and then sort of stepped back um, from the team when I transitioned into the um, the interim superintendent um, group, but um, you know, I thought that um, also from firsthand experience that the meetings were very data-driven, um, included lots of open and in some cases hard conversations and honest conversations. Um, but there was always good intent and with the um,
032desire to sort of come to a common ground around the traditions and the practices from both schools that could be carried forward um, to form a new and forward-thinking um, plan for the Sarah Parker Redmond School. And so I really commend the team led by Principal Beth Angelisano and Associate Principal um, Lauren Weaver. Together they led a team of I I don't know, there were still maybe close to 20 people. Um, but I know there were school committee um, Bias was a member. Bias was on the team. There were two staff members from each uh, school. There were I believe a total of six caregivers, three from each school and a couple of district um, staff members. One was uh, Sonia Low, who brought some curriculum um, assessment um, expertise um, to the conversations and
033Chelsea Banks, who really helped with some of the facilitation so that our two leaders could participate rather than facilitate. I often find it's really hard to do both. So it was great to bring her in and she's done a lot of work around the innovation uh, work here at the middle school Um, and so she brought some knowledge and expertise to the conversations as well. So thank you to to Chelsea. So without further ado, I'm going to call Beth Ann and Lauren to present the plan. The full plan is in the packet and so we will call up those slides if you can Mark and we'll turn it over to you Beth Ann. >> Thank you. You guys do have the plan in front of you. So we're just going to give like an overview
034of some of the things that we really want you to hear about and then we'll take questions afterwards. So Sarah Packer Ramon, I don't know how to change this. >> [laughter] >> So these are this is our agenda. Lauren and I are kind of kind of go back and forth and just kind of talk about the school, the process, what is new, what you guys should be looking for and you know what to expect later on and then we will wait for questions. >> Perfect. So I'm going to kick it off. One of the things that we just wanted to highlight is Salem's portrait of a graduate and I know this is something we're all familiar with in the room but knowing that these competencies is kind of the end game, what we're looking for
035with our students as they leave Salem Public Schools. So really thinking about what can our littlest learners, what can we start with this starting kindergarten and having this in the back of our mind as we formulated the plan to think about these competencies and try to make sure that they were woven in to some of the different components of the plan. >> So we we put together this just so you could see the process that we had. So back in December when we heard that the two schools were going to merge, Lauren and I immediately got on the phone with each other. And I think it's funny because at 7:30 my phone rings almost every day and I can count on Lauren being on the other line and we just touch base to make sure
036everything is going. So when we found out we were going to be together and we were teamed up together as you can tell we didn't plan this but our new colors and so we immediately formed our teams. We asked for people to volunteer to be on the committee. We were looking for caregivers. We wanted staff members, we wanted community members, we wanted district members, we wanted just to hear from people. So we kind of selected that team for both transition and for the innovation. We also sat down and we really looked at the staff in front of us. We wanted to make sure that the staff we have at Saucon Valley Elementary they're going to be inclusive. We want everybody included. We wanted the best people in front of our students to make sure that
037they get what they need and they can move forward. So planning the transition team and the innovation team we really also had that in mind what what caregivers are going to be here and support and be really willing to say what's best for every single student at our school. And we have great teams. We're going to talk about the transition and the innovation team in a minute but the final plan that you have in front of you it we went back and forth and we took you know different people's opinions and we really worked it out so that we came together and I feel like we came together with a plan that really is going to work for us for the three years that the plan is here. >> So like Beth Ann mentioned even
038though today we're talking about the innovation plan we couldn't talk about the innovation plan with also highlighting some of the transitional activities that have already happened. Again, we want to name this is a This is a new school. This is a merger of two school communities coming together. This is the Sarah W. Winn School. Um, so yes, we have the innovation plan, but also we need that culture and community in place and we needed it in place almost immediately. Um, and it took a little bit, but we had some of these activities that you can see up there. Um, morale pals, which was a staff activity. Pen pals from students which took off even that they're excited on our joint field day to maybe get to meet their pen pal. I was over at Saltonstall
039last week and the students there were asking me about their pen pals and and certain kids. So, that's exciting to see the kids pumped about that. Um, we had a joint pottery night. We had over 300 um, caregivers, staff members attend pottery night. It was probably one of the largest events that we've had and it was super successful and a ton of fun. Um, we have our joint field day on Friday. Um, we had a joint staff meeting already. Um, classroom spaces have been assigned to teachers so that they already know the space that they're going to be in and that's important when building um, community. Um, we had that joint research project like you just saw that our students are engaging with. Um, the farm school, that's a field trip that our fifth graders
040at the new school will have the opportunity to take in the fall. Staff from Carlton came over to Saltonstall to talk to the fourth graders to be like, "Hey, this is this really great opportunity." Um, so we have all of these positive um, kind of structured transition events that have happened, but Bethian and I have also commented a lot about more of like the informal transitional events that have happened, too. Um, you know, with all the different committees that we have, the innovation committee, the transition team. There was a curriculum committee, our ILT. There's been a lot of opportunities for staff to already overlap and staff are already forming relationships and becoming friends, which is fantastic. Um, same thing with some of the families at the pottery night. Once it was over, there were tons
041of families out at the playground together hanging out getting to know one another. Um, I've heard that there's been some informal kind of playgroups happening at the playground at Salt and Stoll, too. So, there there's a lot of good that's coming um, as this transition is happening. >> So, I just want to quickly touch upon the innovation in how we came up with our plan. Um, we started with data, right? So, we wanted to look at our both schools and see, you know, what strengths do the schools have? Um, so we looked at both Carlton and Salts and when we came together to look at that data, it was evident that there were strengths um, and challenges at both schools. And so, we were really um, we stressed the fact that we're coming together as
042a new school. We're not going to be Carlton coming into Salts and we're not having Carlton come in and be Salts. This is a new school. And so, by looking at that data, it was really good to see that there were strengths at both schools that we could melt together and create something even better. And I'm telling you I'm so excited for this plan. Um, I think it's going to be awesome and um, I can't wait for it to come to fruition. Um, but so we used all of that as our start our starting point and then we collaboratively worked together. So, we didn't just, you know, tell or dictate based on this data, this is what we're going to do. We actually worked really well with the the committee um, and we went back
043and forth and people people were really concerned about transition kids and we made a plan for that. People were concerned about what's going to happen, you know, how is my kid going to be in a classroom? And so, we've really thought really a lot in depth about those students to make sure that we have a plan for every single student. Not just the transition kids, but all of kids, the kids that really, really are excelling, the kids that are struggling a little bit, but need a little bit more, or those kids that are doing well academically, but might need a little bit more social emotionally. We've really thought about that, and we've created a plan that's going to help all of our kids, and not just a few. Um, so hopefully that will happen. >>
044Think. Where is that thing? No. >> [clears throat and snorts] >> Oh, so right now we wanted to bring up a couple family members to talk about their experience about being on the committee. So, if Liz and Megan could come up and just share a little bit about their experience. >> Hello. >> Hi. My name is Liz. >> And I'm Megan Stasio. >> We're just going to talk about what we think about the plan, right? >> How how we came to be a part of the um, team that made this. But, you can start. >> Um, so when we first heard about the innovation plan committee, the process actually began with an application. Um, families and staff member had to apply, and um, in that application they were asked to explain why we wanted to
045join this work, and why being part of the planning process mattered to us. >> This was important. It meant that everyone in the room genuinely wanted to be there, and wanted to help shape the future of the school community in a meaningful way. >> During our first very meeting, um, we had the opportunity to really dive in into school data. We heard people talk about data before, but for many of us as caregivers, this was the first time that we were actually sitting down, um, looking closely at the information, and trying to understand what it all meant. >> It did feel empowering to have access, and to be able to openly discuss this information. We were encouraged to ask questions, pause for clarification, and talk through what we were seeing or not seeing. There was
046a real effort to make sure everyone understood the information and had opportunities to meaningfully contribute to the conversation. >> What became very clear in all of those conversations was that everyone shared the same goal, no matter the role. Caregivers, teachers, staff members, we all wanted this innovation plan to improve outcomes for all students and create the best possible experience for kids. >> The community included stakeholders from both Carlton and Saltonstall. Because of this, we were able to share experiences. For families coming from Saltonstall, we were given an overview of Carlton's current innovation plan and the work that has already been happening there. >> That was really helpful because it gave us a starting point. We were able to talk up all the parts of the current plan that we're working on and that we should
047and keep and continue, while also identifying areas that we felt that could be modified. >> The team was also able to spend time brainstorming new ideas and components that reflected the vision for the merged school community. One example was community-embedded learning, which I'm sure you'll see a lot of, and thinking about how we could create more authentic connections between students, families, the school, and the larger Salem community. >> The process itself was very collaborative. Some meetings involved full group dialogue, where everyone shared ideas together. Well, other times we worked in smaller groups, so people could really dig deeply into specific topics and provide detailed feedback. >> There were also multiple opportunities for reflection and revision. Ideas were shared, discussed, revisited, and refined over time. It felt like a process where everyone's voice was valued and
048where feedback actually shaped the direction of the plan. >> Eventually, all of those conversations, brainstorms, and feedback sessions help create what we also call the bones of the innovation plan. Um the core components priorities that will guide the work moving forward. >> And once uh the draft was written, the committee members reviewed it carefully. We read through the draft together, discussed it, uh and provided suggestions and feedback to strengthen the language and make the plan reflect the values and priorities that we had talked about throughout the whole process. >> I think one of the most meaningful parts of this experience for us as caregivers was that it became more than just committee work. It also gave families an opportunity to connect with one another and begin building relationship with staff members from both school communities.
049>> In many ways, this process became an informal transition activity. As caregivers, along with educators, we were getting to know each other. We were learning together and building trust throughout the process. This will help make our transition feel more personal, uh collaborative, and community-centered. >> Overall, being part of the committee gave us real sense of involvement and investment in the future of the school. It allowed caregivers not to only learn about the innovation plan and process, but to actively help shape it. >> Everyone had a seat at the table, and everyone worked together with students at the center of every conversation during this valuable experience. I am proud of what we have accomplished. >> Okay. So this is one of um the uh bones that they were just talking about, um our core plus more.
050Um so the academic vision for the school is that we will have this core, which is the um academic where all students will receive grade level instruction using high quality instructional materials. So, we are going to be using Illustrative Math. Um, we are not using Eureka this year. We're going to use Illustrative Math. Um, I'm excited for that. Um, it looks great. It also will tie in some of our community embedded experiences that Mrs. Weaver is going to talk about. Uh, My View will be for K to 3. Benchmark will be 4 and 5. We are going to use Investigating History. We're going to use Amplify Science. Um, and everybody in the grade level will get instruction using this material during their core block. Um, and then we have the plus more. The plus more
051is where we are going to differentiate for those students that need more. And more meaning not necessarily more work, but maybe they need enrichment. Maybe they need to fill some gaps. Maybe they need social emotional help. Maybe they are, um, someone who just needs a little bit more time with grade level material that they learned that day. All of that is going to be driven by data. We are going to have data. Um, we're going to use assessments. We're going to use exit tickets. We're going to use formative assessments. We're going to use, um, teachers and, you know, what they've noticed in class. We're going to use all kinds of data. We're going to come together. We have a data block in our schedule as well so that there's time for us to look at
052student, um, data and drive that instruction. Um, it's really important that kids get what they need um, because, you know, if kids sit there and don't get what they need, they can become behavior problems or they can become disengaged and then get bored of school and not want to continue. And our goal is to keep students engaged and wanting more. And so, our core plus more block will offer that, both the grade level and the what you need um, in those two. Um, I did um, have a schedule that I wanted to show you guys. And every grade level will have a specialist class. Every grade level have lunch and recess. Every grade level will have that core block. So, if you look at third grade, we have four teachers. So, there'll be two teachers
053teaching humanities, two teachers teaching math and science or STEM. And so, during the humanities, they'll get their ELA and their social studies. And here they'll just reverse in the afternoon. So, in the morning they'll get one block and in the afternoon they'll get the other block. And that middle block, that yellow, is the core. And everybody has anywhere from 50 to 60 minutes of a core plus more block. So, every student in the building will be going 5 days a week to this core plus more, where we are going to have more teachers. We have academic support teachers that will be there. We're also going to have our ML teachers, our special ed teachers, all with if they have pull out, they will be pulling out during that time so that we have small groups
054during that core plus more block and kids can get what they need. I think you're next. >> So, another big part of our new innovation plan is something called community embedded learning. So, what community embedded learning is, it's real-world learning that's connected to what students are learning in their HQI's in the curriculums every day. It's hands-on experience. It's tied directly to the academics and the standards that students are working on. They're applying skills through authentic projects. They're problem solving. There's reflections. And one of the biggest parts is there's community partnerships, which I'll talk about again in a moment. And it's really learning that extends beyond the classroom. It's different than a field trip. It there's cohesiveness in regards to what they're learning in the moment in the day and in their units. So, examples, field
055trips right now today my kindergarten students went to the Stone Zoo, which was awesome and they had a blast, right? They had a blast. However, we went to the Stone Zoo today because with the timeline this was the window for us to go, right? And of course the teachers tie it in to what they're learning, but this is different. So, some examples is a first grade the first grade unit is on neighborhood and what makes a neighborhood. And they're engaging in that essential question. They're reading texts about components of a neighborhood. They're writing about neighborhoods. And then they're going into their neighborhood because as you know, the Sarah P. the location of that school is fantastic. We have so much at our fingertips that we can access and this is the prime time for us
056to do it. They're going out into the neighborhood. They're looking at the components of the neighborhood around them. Maybe they're going to see the fire station, then they're coming back and they're writing about it. Another example, grade four in Benchmark has a unit on how government can influence a place that we live. Another perfect example of students engaging in that thematic idea throughout the entire unit, going out into the community, applying their learning, coming back to school and going deeper with it. So with the community embedded learning we really wanted to showcase what this would look like before, during and after to really make sure that we're giving a prime example of it not just being an isolated field trip. So, I'm going to elaborate a little bit more on the first grade example that
057I just gave with my view. Students would begin the unit by exploring that essential question about neighborhoods and communities. They're reading about that in class. They're writing about that in class. They're working with their teachers and having discussions about different components of communities, all literacy activities um, are enhancing their learning. Then, during the community embedded learning experience, they might have a little clipboard. They're going outside. They're walking around. They're looking for certain things that make a community, right? And make a neighborhood. They're coming back into the classroom after doing that learning outside, and then maybe they're picking one thing that they saw that connects back to what's in my neighborhood, drawing a picture, and writing a cohesive sentence about it. So, it really is a process that again, I'm using that word cohesive a lot,
058um, but connects to the real-world learning that's happening in the classroom in the moment. Um, again, we have so much at our fingertips that we can access. Um, that being an IR plan is for the first trimester, we're going to plan out some of these community embedded learning experiences for our teachers, knowing that starting off the school year at a new school is a lot. We can take that off their plate, but then giving them voice and choice. Already, teachers have started hearing about this and are coming to us with fantastic and partnerships that they know about. So, this is a great opportunity, and again, we can look to all of you as well. If you know people that would want to partner with us in the community that we could bring our kids to,
059absolutely, we would greatly appreciate it. And then, this is still me. So, where does the innovation fit into this plan? So, as you know, it's a three-year outline of our vision and a path. Um, it outlines who how our school essentially is going to be organized for the next three years and developed. There's certain autonomies that we're asking for in our plan. Curriculum, like Beth Ann did mention, we're going to be using IM Illustrative Math for our curriculum. Um, there's many more assessments built into it, and as she mentioned with Core Plus more like that's a thing. We're going to need some data. Um, and it also lends itself some of the units lend it lend themselves more to those community embedded learning experiences. Um, we're also asking for a schedule. Again, our schedule's a
060little different where we're going to have that core plus more block built in. Um and staffing. So, Bethian did mention that during that core plus more block, we have our academic specialist. Previously at Carlton, those were known as the math specialist, reading specialist. Now, they're academic specialists that will push in and flood so that we can have those really small groups working with at times two of the classroom teachers so that students are truly getting what they need. Um those specialists again are also going to really be working with the data, looking at the data daily, and being able to talk with the classroom teachers about that data so we have a firm understanding of where all of our students are. And then, how are we going to measure this? So, there's multiple ways that
061we're going to measure this. Um MCAS proficiency for one, for everyone, for all students. We are looking for our improved student outcomes for everyone. Um then, we're going to really look at how about our high-need students? Are they What what's our proficiency with those students? Are we moving them in the right direction? Student growth percentile, are students growing? Um student participation in the community experience. Um we feel very strongly that we are going to get every single student 100% participation in the community embedded learning. Um at least, our goal is probably once a trimester to get started with, and I think we can we can do it. Um but really looking at that data, too. How often are we getting them out into the community, and who are those partnerships? Um and then looking at
062individual student data, are they benefiting from the core plus more block? Are we noticing an increase in some of their data points? Um and then one other thing that's not on here is one big component of the community embedded learning, too, is we are going to have surveys that students are going to complete once they come back. So, after they've gone out into the community and they've done their community embedded learning, every student is going to come back and complete a survey, including our kindergarten kids. We want to hear from them. Are they finding this to be powerful, impactful? What ideas or suggestions do they have? Because as we get going, they're going to see the different themes in the units and be like, oh, Mrs. Weaver, you know, we could go here. This is
063around the corner from my house. I have a connection. Um so making sure we have some voice from students as well. >> And so we just wanted to show you what we were planning for year one is we just want to build the community of our school and launch the core plus more in the community embedded experiences. That's our goal is to make sure we get those all up and running successfully so that we're doing what's what's best for students. Um years two and three, we really want to deepen those experiences that kids have. We want to really dig deep into data and make sure that our student outcomes are really where we want them to be. And we are also hoping to work with the Rennie Center to get to mastery based. Um which
064is, you know, a a better place for some kids because they can really show what they know and be able to move forward if we are able to, you know, on have the kids understand that and take ownership of their learning and then move forward based on that. Um so that's our hope and dream for years two and three. Um and that's our presentation. So thank you. >> Thank you. >> Um do you guys have questions for us? >> Thank you very much. It earns a round of applause, all right. Uh it will open up >> to read anything now. We just told you all of our stuff. >> [laughter] >> I open up to any members that may have questions on the presentation. We're this is being presented for informational purposes tonight. It's going
065to be on the vote for a future agenda, but Those member Miranda. >> I just wanted to ask, um can you just clarify in terms of, uh, the trimester enrollment? Is that something that we, um, plan on having like the three times per year? >> We've gotten rid of that. >> Okay. And then just wondering if you could briefly tell us, um, what are the the elements that, um, families were most upset about losing in this new plan? >> I think the transitions, the um, trimester transitions, they really were upset about that. And I do think that there are some trimester kids that, um, have learned part or a lot of some grade level and now have to go back into that grade level. Um, so I think that's upsetting for some families, um, but
066we really do have a plan. Lauren can talk about it if you need to hear about it, but we do have a plan for those kids. Um. >> Okay. Thank you. >> You're welcome. >> Uh, I had that question, too. So So it it looks so the core plus more program is the way is kind of a it I wouldn't say a replacement, but like an improvement on continuous progress, right? Um. So which makes sense to me. Um. And and I assume that like the conversations you've had are around, you know, when when you have those trimester sh- those trimester shifts for kids, it's very individualized, right? So it's like it's a real analysis of the whole kid and they're moving on. So I'm just wondering like if you could just speak to that a
067little bit more. So if the core plus more is going to replace that and like full disclosure, as a parent, I loved I liked that. Like having those one-on-one interactions where I knew that my child was being really considered on a personal level. Um, so if you could just speak to like how how that gets accomplished with this new improvement. Am I making sense? >> Yeah, so I think we'll piggyback on each other. So whatever I miss, she can fill you in. Um but I definitely think with the the five academic specialists that we're going to have and the classroom teachers and um we'll still have meetings together that we will be looking at data um individual student data every single day. It's really important that teachers are looking at that data every single day
068anyway. Um but this is just a way to make sure it happens because you have to plan for that core plus more, right? It's not something that you can just wing. And so we really want to make sure that we're on top of that and that we are really driving our instruction through that data that we collect every day. And so each individual student uh they're going to be the groupings are going to be so flexible that kids are really they need to get what they need in those core plus mores so that they can be successful in the classroom. >> And then sorry. So speaking specifically to the transition students, so we actually sat there was a team. It was the two of us. Sonia was on the team, too. Um Mary McKenna um
069we all sat and were like we need to make a plan for the transition students and what does that look like? Um so we did. We actually went kid by kid um and made cohesive plans for each of those students. Um and then I today and tomorrow and I think the following day have had one-on-one conversations with those caregivers to be like, "Hey, this is the plan for your student." And two of my biggest things just piggybacking on what Bethian said, we want to make sure every student is getting what they need to achieve, right? Also, I don't want students sitting through an HQIM that they may have already gotten and seeing the same thing again. So what does that look like? Um and again, we have a plan in place for that, especially in
070um first a kindergarten first second and third grade where we're using my view where we're taking the HQI am and we're changing up some of the units that haven't been taught yet. We're changing up the text the plans in place so students are not sitting through the same thing. Math it's a little bit easier because we're using I am. No one's seen I am before. So that's helped to process. >> Number start. >> Thank you. I also had a lot of questions around the change in the transition as a former Carlson parent. You answered a lot of them. Just nomenclature so getting rid of the P1 E1 and going to traditional grade levels. Great. So my other question which it might be in here and I just haven't fully dived into it yet but the
071core plus more there was a brief comment about pullouts like specifically special education services that might be provided. Would they specifically just be provided during that core plus more block? Okay, I just wanted to make sure that it wasn't there was thought around that. Okay, thank you. >> Number Hoffman. >> I don't have a question but I just wanted to say that it sounds a lot like the pilot program a little bit the the outside learning immersion which my son was a part of it here at Collins and I'm super excited to to hear about some of those and I hope that you some students will come and talk about them cuz you have the Punta Art over there. You have the community gardens. Like there's so much where your school is centrally located that
072you can walk and and see. I'm very excited to to see that happen and and see what the kids think. So thank you for putting that in there. >> I can tell you we've had two classroom teachers this year that have like just jumped on this and they've taken their kids out of the building and done some work to tie into what they're doing. One of our fourth grade teachers was talking about pathways and how the Native Americans when they came, they they would follow the path and then people started coming and ruining the path and they couldn't find where they needed to go. So, she took them for a walk around the neighborhood showing them how some of the paths have been destroyed because people cut through lawns and whatnot and kids were like,
073"Oh, I get it." She was out for 35 minutes and came back and the kids it was like boom and it was fantastic and she's like, "Now I see what you're talking about." And so, I just think it's going to be really great to give experiences to kids that when you're reading something and you don't really know about it and then you experience it, you're like, "Oh, I get it." And I just think it's so powerful. >> Can I say one more thing? >> Yeah. >> Um I exactly like my kids are hands-on learners so, like going out and learning in the world is really important to him. Um but also, I love the way you use the word inclusion. I congratulate you. I've been pushing that word for years now um and how everyone
074was at the table and I think that's really good thing. Um and I'm thank you for that, too. Let's not every time everyone gets invited to a table but it's super important that voices are heard and are and members who aren't at the table get to the table. Thank you for that. >> I just >> Yep, remember Croff. >> I just want to make one last point because I I think that's really important when what um member Hoffman pointed out about how this is going to create a really nice transition for kids into into Collins and we needed that time to do that pilot program to you know, do it on a small scale and I think that you know, the innovation program has been around or Carlton has had innovation status for what 15
075years now? 16? And so, I think sometimes you can lose sight of why that status exists which is to create um which was to create innovative programming that can then bleed out or you know, be adopted by other by other elementary schools or you know uh make its way north or south and I think for a while the things that were very good about what was happening at Carlton were not getting adopted by other schools. There wasn't enough of a connection going forward and then sometimes some of the things that maybe weren't working great. You don't want to necessarily out them because it's important to protect your innovation status, right? So it's like I think I really commend all of you for taking a hard look at the things that that you want to do
076going forward but also seeing some of the things that we've we committed to 15 years ago maybe didn't work out exactly the way that we wanted them to and now it's time to to either drop them or adjust them in meaningful ways for kids. So I really I really appreciate seeing an evolution in in the innovation um program for this new merged school. So thank you. >> Member Bias. >> I just want to say thank you to the innovation team and you two for all the work you did. So I appreciate it. >> Yeah, I just want to also express my gratitude to everybody who was on the innovation committee the caregivers, the educators, both of you. I think that and our school committee participants. I think it was a a challenging enough thing to
077take on an innovation plan while also planning for the new school while also dealing with the day-to-day of of school heading towards the end of the school year. So just a big kudos to to all of you who participated in that. Um I'm looking forward to looking through the plan in more detail. I wanted to ask about the community learning experiences and specifically you mentioned that participation is one of the metrics that you would be looking at. Is it just whether or not students participate or is it more about like the quality of the outcomes or experiences? >> I think it would be more about I think both. I think actually student participation cuz it is really important to us that every student participates in these community embedded learning experiences. So, yes, but also what's
078the product? Really looking at what cuz they're coming back into the classroom and they're doing a thing. And what they're doing is connected again to the learning that's been happening in the classroom, to their standards, to the HQIM, but now really looking at that product to be like, "Okay, do we see um a difference >> with the outcome since they got to go out and have that hands-on experience too. >> Thanks. Mhm. Thank you both very much. >> Thank you. >> You're welcome. >> Yeah. I just want to also thank the team. Um I think it was a really iterative process. They were very open to feedback and really took a hard look at the feedback um to incorporate revisions. And I think this is just a a big step forward and a big win
079for for the merged um school. Uh the team is planning a retreat in August. I might have mentioned this before. Um we've kind of gone back and forth. I think we've landed on three days um in August. And um one of the days they'll be doing uh some team building at Salem State in the ropes course. Um uh they'll have a pizza lunch together. Again, it's bringing the two faculty together um on that first day. And then the other two days will be about planning um so that they get uh those are additional days in addition to the two days that um uh the the days that we get before the opening of school. So, they'll have a a series of days. Um and then just as a reminder, um we have the hearing by
080um regulation there needs to be a hearing. Um and so that's planned for a special meeting on um June 1st. Um so if any members have questions you want us to come back, um, to, you know, clarify, we won't have a presentation per se, um, at the, um, meeting on the 1st, but it'll be an opportunity to, for the public to make comment, um, and, um, for you to hear that, and then there will be a vote on June, um, 8th at the regular school committee meeting. That's it. >> Um, that's it? >> Uh, yeah, I think there are some other items here. Um, great. So, the next one is, um, So, I'm making a proposal, um, on behalf of Principal Gavin Softic, um, to reschedule the professional development half day for the Collins Middle
081School only. This was canceled as a result of us needing to extend from a half day to a full day, the day that, um, Trooper Trainer, um, had the services here in the city, um, and that half day was really important to the, um, Collins Middle School. We were having a an expert come in that has worked with the, um, Bentley Dual Language Program, um, extensively, and she was coming to work with the Collins Middle School team around the launch of the Dual Dual Language Program, and, um, we don't want that to just be about the teachers that are work going to be working with the sixth graders. We want it to be the whole school. It's really important that the Dual Language Program be embraced by the entire school and not felt like it's
082sort of a a sidebar. Um, so, it's important that we have the whole faculty, and in order to do that, we really need the PD day, um, and we wanted to get that launched before the summer. They are also doing a retreat in the summer, too, and there was some pre-work that was going to happen on that half day. So, uh Principal Softic put out a um a survey to families. There were 148 responses. There were nine no's and 139 yes's. So, overwhelmingly um families were supportive of us rescheduling this. So, the proposal is for the committee to consider and vote vote on an adjustment to the Collins calendar, which would make a half day PD half day for kids, full day for staff on June 11th. >> Did you say June 11th? >> June
08311th. >> Okay. So, that's uh for you to consider during um motions and resolutions. Um and then um our regular update on the MSBA um work. The last meeting I was not able to go to. Um I had a conflicting meeting. I was here, but um Deputy Superintendent Polly did attend and so she's just going to give a brief update and context to the memo that's in the packet. >> Uh yes. So, the memo is at the very back of the packet and there's a a short summary of what was a brief meeting and um as well as the milestone chart. So, on Tuesday, May 12th, the Salem High School Building Committee met um and discussed where we are in the process. So, we are moving into a new phase, the design development phase. Um
084we are on track uh as the process has been laid out for us by the MSBA. We did discuss the local funding authorization, which passed um on May 5th. So, that was exciting and a big step forward um for the new high school. We then talked about future meeting dates um Um, had an update from the finance working group, which is just approving the invoices, um, for the project. So, the summer meetings will be held on Zoom. Uh, the next one is on June 18th, and then we'll resume our in-person meetings, uh, beginning in September. And I think members thought was also there, so if there I think you were, so if there's anything that you would like to add, that is my summary from that most recent MSBA meeting. >> I actually unfortunately missed
085it. If I but, um, I did watch the recording and I will say I'm excited for the work that's going forward, um, to really kind of get into the, I'll say, nitty-gritty now. Um, and one comment that I liked at the various committees that are being formed in to to really work on the different design elements was the comment that it's the first, um, branding of a a witch logo that they get to use at a high school. So, the design team was excited about that, but thanks. >> Great. And then, uh, finance and operations report? >> Um, the only, uh, item that I have are the budget transfers which are on the agenda for you. They're at the They're at the very last page of the, um, the packet and there are two. And
086as I have mentioned before, these fall under the threshold that requires School Committee approval, but it is our practice to bring transfers to you when we are transferring two or from personnel to non-personnel expense. So, the first is transferring from a stipend line, from the student support stipend line, to their contracted services. The funds will help with a license renewal for a tool that we use to measure, um, social emotional learning, uh, for students called the DESSA. The second transfer is from, uh, from contracted services to stipends at the ECC, which will support, um, stipends for end-of-year PD. So, they total just over $5,000, $5642.09, but because they cross personnel and non-personnel, we are asking for your approval this evening. Thank you. >> And that's it? >> That concludes the report. >> Our next item
087are subcommittee reports. Do you have any reports from subcommittees? Member Hoffman. >> The screening committee for superintendent had their um last meeting on Friday where we deliberated and we have sent our recommendations for candidates to school committee and all that we have to um call and confirm with them that they're ready for the next step and then uh we'll bring it to school committee June 7th to discuss. And I'd like to make a motion to dissolve [clears throat] the screening committee. >> Yeah, we'll we'll take that up under motions and resolutions. It'll be a motion to dissolve. >> What's that? >> I second that. >> Oh. Any other subcommittee reports? Okay. All right. Next item, motions and resolutions, rescheduling the May 13th professional development half day at Collins to June 11th. >> I motion motion
088to reschedule. >> I'll second. >> Okay. Motion made by member Cornell, seconded by member Miranda. Under discussion? Seeing none, uh roll call vote. Member Miranda. >> Yes. >> Member Stott. >> Yes. >> Member Bias. >> Yes. >> Member Cornell. >> Yes. >> Member Hoffman. >> Yes. >> Member Manning. And myself, yes. The matter carries. Uh next item is approval of the budget transfers uh that were just discussed. >> Motion to approve the budget transfer requests. >> Seconded. >> Motion made by member Miranda, seconded by member Hoffman. >> I was so quiet, couldn't hear. >> Under discussion? Seeing none, uh, roll call vote. Member Stott. >> Yes. >> Member Bias. >> Yes. >> Member Cornell. >> Yes. >> Member Hoffman. >> Yes. >> Member Manning. Member Miranda. >> Yes. >> And myself, yes. And our last
089motion on the agenda is the dissolving of the superintendent screening committee. >> So moved. I'll second. >> Motion made by member Bias, seconded by member Miranda. Under discussion? >> No discussion, people. Move on. >> I just want to take a moment to say thank you to everybody who served on the screening committee. It's a significant task, and I appreciate everybody who took the time, um, to be part of that process. So, thank you very much. >> Can I say something? >> Yeah, member Miranda on the >> Um, that was my first time going through that that process, and it was difficult, um, at times. And also just super grateful for my colleagues on the school committee, but then also for all of the brilliant people that we had in that space, um, making hard hard
090decisions, but, um, in the best interest of our educators and kids. Uh, so, yeah, that's all. Thank you. >> Member Hoffman. >> I don't mean to joke. It was a It was a really great learning experience for all of us, and it was It was hard. It was a very hard process. Um, but but I thank our community members that stepped up and had their voices heard. And everyone for that matter, like everything we asked, people sent in questions, and it was it was very um, um supportive too. So, I appreciate that and I appreciate you too for being on there. I don't think I could have done that without you and nor do I want to do it again. So, >> [laughter] >> Right? Is there no further discussion? Roll call vote on the
091motion. Member Bias. >> Yes. >> Member Cornell. >> Yes. >> Member Hoffman. >> Yes. >> Member Manning. Member Mariano. >> Yes. >> Member Stott. >> Yes. >> And myself, yes. The matter carries. Uh next agenda item is newsletter items. >> Uh okay. >> Vice chair. >> I was not at the last meeting, so uh I will take any any input from from the last meeting, but what I have for updates are the MCAS improvements, which are obviously really important. Our update on the Sarah Parker Remond Innovation, uh maybe just the highlights of that plan. Um that's all I have for updates, um but I'll entertain other people's uh suggestions for upcoming um we have well, I'll actually I'm going to sort of cover that in the calendar section cuz it's really complicated. Uh for important
092votes, I think the most important one is the dissolution of the of the screening committee. Um and then for the calendar, we have a kind of packed agenda for next month. So, we have the special meeting, I think it's on the first to on the innovation status status for Sarah Parker Remond. On June 8th, we have a lot going on. We have the uh Pathways and Pipeline to Teaching update. We have a discussion and vote on the superintendent candidate finalists, so that will be a big meeting for the public. Uh and uh we I think actually that's it for that meeting, but it will be I think it'll be a long one. And then the 22nd is something that community members have really expressed a lot of interest in, which is discussion of technology in
093schools with a specific focus on the elementary grades. Uh so, if there's anything else that I should put on here, >> I I I I I just want to flag that um New Liberty is also working on their innovation plan and needed a little more time. They ran into a a few glitches. They were planning to present tonight, but we're not ready. Um and so we're hoping that they will be ready, and so that would be also on the June 8th. This is uh not a new plan. It's a renewal. Um no hearing is required for that. Um so, I just want to put that out there that we just should um put a pin in that one. If they're ready, we will need to move forward with that as well. >> Right. >> Thank
094you. >> I think, if I'm remembering correctly, and and Mayor correct this, the last thing that we spoke about um where these two members were unable to be here was the college and career counseling. Was that? >> It was the >> Yeah. >> Okay. Um perhaps I don't I don't know if there's anything that we um might want to like add a hyperlink to the newsletter, if that's possible on that presentation. I think um I took a away a lot from that and and felt really good about that presentation. Um and the um prioritizing relationships with the guidance counselors um with our with our kids as a part like the most important part of the process. Um it's just like one of the key takeaways for me. >> Thank you. >> Good suggestion. >> I
095would >> Remember something? >> Thank you. Um I would just if we could possibly highlight, I know tonight and at the meeting that we missed, they were great student presentations. So, just to give a shout out to them cuz that's always a big task to get up in this scary room. So, >> [laughter] >> want to give it the acknowledgement. >> And I just a clarifying question, when you said the MCAS MCAS scores, you mean the um the district rankings? >> Uh yep, that's what I meant. Thank you. >> [snorts] >> All right. Nothing else on newsletter items? Any announcements from committee members? >> It's fine. >> And we're hopping. >> Uh Saturday from 5:00 to 8:00 at Ames Hall, NAGLY is holding its queer prom. It's for students um 14 to 23. Um it's
096a super fun event, so if anyone in the community is they're all welcome. And then I also wanted to share a um an announcement from NAGLY. Um recently there was uh Congress passed a bill a bill that's going forward to the Senate and um it's harmful to our non-binary and trans students. So, I just want to um to kind of read what they said uh cuz I feel it's important for our students, too, and I want them to know that I support them. And I and we also, I don't want to speak for any of you, but I'm pretty sure you all do as well. Forcing schools to out students with who wish to use different names or pronouns does not does nothing but harm children. Most trans kids tell their parents that they are
097trans, but some keep it a secret out of fear for how their families will react. 70% of trans youth who experience homelessness do so because they have been thrown out of their out onto the street by their families. When schools are forced to out kids to their families, trans kids don't stop being trans. They They just remain silent. The presence of supportive adults in the lives of trans kids is literally life-saving. Youth who are supported are 40% less likely to make suicide attempts. The answer to kids being afraid to tell their parents who they are is not a takeaway is not to take away their school support. The answer is to create homes that feel safe. Thank you. >> Any other announcements for members? Member Miranda. >> More of a question as we're coming up
098on Pride Month. Um any updates around like crosswalks or anything? Do any members >> Crosswalks for Pride Month? >> Yes. >> Um I don't have a meeting with someone this week about that, but we'll I'll definitely let people know when that when that's happening. We'll have like a sign-up or something. Maybe I can send it out through um through Chris. >> Okay. Awesome. Thank you. >> Any other announcements? Seeing none. Is there another motion? >> Motion to adjourn. >> Second. >> Motion made by member Cornell, second by member Hoffman. Uh roll call vote. Member Cornell? >> Yeah. >> Member Member Hoffman? >> Yeah. >> Member Hoffman? >> Yes. >> Member Manning? Member Miranda? >> Yes. >> Member Stott? >> Yes. >> Member Bias? >> Yes. >> Myself, yes. We're adjourned. Thank you, everybody. >> Thank
099you.