Salem School Committee Meeting - October 20th, 2025

001It's Thursday, October 29th. All right. Calling to order the meeting of the uh Salem School Committee of October 20th, 2025. This meeting is taking place in person at 29 Highland Avenue, room 227. You can also join via Zoom using the link posted in the meeting agenda. Do do we have members participating remotely? Not yet. All right, we're going to keep moving then. Um, is there a motion to approve the agenda? >> Move to approve. >> Second. >> Motion made by member Campbell, seconded by member Cruz. All in favor? Any opposed? The matter is unanimous. Public comment. The Salem School Committee would like to hear from the public on issues that affect the district and are within the scope of the committee's responsibilities. Spanish interpretation is available for anyone who needs it. The members of the

002school 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. Public comment in the chambers. Seeing none, public comment on Zoom. Please raise your hand. Seeing none, next item is approval of the consent agenda. the minutes of the regular school committee meeting of October 6th, a field trip to Skills USA's state leadership conference in Marorrow, Massachusetts for high school students, November 23rd to the 24th, and approval of the warrants of October 2nd, October 9th, and October 16th, 2025. >> Move to approve. >> Second motion made by member Campbell, seconded by member Cruz. Under discussion, seeing none, >> there are members now. >> Okay. I was trying to get through quickly. All right.

003Um, do we have both both members online? >> Just stop. >> Member Manning. Okay. Under discussion, seeing none, a roll call vote. Member Hoffman. >> Yes. >> Member Manning. >> Member Campbell. >> Yes. >> Member Cornell? >> Yes. >> Member Cruz? >> Yes. >> And myself? Yes. The consent agenda is approved. Student representatives report. you doing that, Steve? >> Yes. Um, Sydney unfortunately had a family uh emergency, could not be here today, but she did email me her notes, which this has never happened to me that I have a series of notes to read off. Um, so uh this is what Cindy wanted to share this evening. The student advisory is now meeting weekly with their advisor, which is great. They were trying to struggling to find a weekly time. Student advisory is working on

004bringing in uh freshmen and um more freshmen into the group because it was um all the returning students are 10 through 12 and their focus is on a newcomer inclusivity project which we talked about last time or previous meeting. Um she wanted everyone to know that the senior SAT is tomorrow. Um and that she also wanted this I think this is very significant is that she is now a member of the student advisory council for early college. So, there's a Salem representative on the early college statewide um student group. Uh so, Cindy's a member of that. Uh CT programs have been securing co-op positions for their seniors. Uh parenting uh conferences are this Thursday from 2:40 to 3:40. And um our last meeting we had a a long conversation with students about facilities again gave

005us more feedback on facilities. We talked about food service, which is their favorite topic. Um, and then we also got feedback from the student advisory about the elementary reconfiguration process. And we heard a lot about their elementary experiences and their recommendations for what we should be thinking about relative to um uh the uh what what our consultants should be thinking about relative to the information they provide the school committee. So that concludes the student >> representative update. >> We'll move right into your report. All right. Uh, thank you, Mayor. Uh, let's see. I did just want to start before we get we have a series of presentations here uh that are um critical around uh the second round of MCCAST and we have two policies for consideration related to uh CTE and middle school exploration

006and we have uh principal soft and Chelsea Banks here to talk about the work at Collins Middle School. Uh the one thing I do want to just note to folks is that we are uh meeting with all school communities over the next two weeks starting with tomorrow night at Salt and Stall. Uh members of the school committee will be joining me to uh uh speak with parents about or and not just parents but any community members. We've invited our staff to participate as well to uh share a little bit about the process that we've undertaken. um what um what that's going to look like um what uh what was the drivers behind the decision to explore elementary reconfiguration and then give an opportunity for folks to ask questions, provide insight. We wanted to do that

007before November uh the November 3rd meeting so that we could um have one round of engagement before then because we know there'll be engagement after that as well. So um I just want to note that we're sending out the Zoom links via the school. We didn't want to post them for fear of Zoom bombing out there. So, we're not putting those out publicly, but we are sharing with all the school communities and we look forward to those conversations. We know it's a busy time. The recommendation we got from PTO's and school principles was to do it over Zoom so more families could be there especially during the month of October and also that staff would be able to participate as well. So, th those meetings are upcoming uh starting tomorrow night at Salt and Stall.

008There's also uh two meetings, two sessions about the uh report card, the new jump rope um uh uh grading uh program and platform we're using. Uh those there are some of the meetings uh are on the same night as some of the reconfiguration meetings, but we are running those that um uh presentation twice. So if there's a conflict, you can always attend the other one. So, no one's going to be miss out on a reconfiguration meeting um or a um a jump rope meeting and we're also filming it. So, if recording it um filming sounds like you know the 19th century film 20th century um and so we will be uh recording it and posting it online for um families that are not able to attend. >> Uh we're going to start with our MCAST.

009Yes, go ahead. Sure. So, just to clarify, the the jump rope is specific to grade the elementary grades to through middle school and Salem Prep. So, it's specific to how jump rope is being used. Um, so not the high uh Salem High School >> and Salem High School uh implemented jump rope last year. So, families somewhat differently. So, it just uh the target audience is elementary, middle school, and Salem Prep. >> Thank you for that clarification. Uh we're going to move to the second half of our MCCAST presentation. Um we uh shared with you uh the first half last meeting. We've also provided you with uh some of the comparison data that was requested at the last meeting in terms of subgroups and uh comp some comps that we thought were important to look like

010look look at. And Kate, you may want to say something else about that as you do. You want to add anything about that? >> Uh no. I I sent a message to members um earlier this morning that and there's 26 gateway communities. We didn't do a comparison to all of them. We picked a subset of four districts that we thought were closer in size and um demographics to Salem public schools um and did the um comparison so you could see the relative um disproportionality and comparison to other schools uh school districts um and if there are other communities that you would like we'd be happy to run those but we thought that made sort of made the point. Yeah. >> Okay. All set Mark. All right, we're and I'm fortunate to be joined here by

011um Andre Fana, our director of multilingual learning and Sonia Low again, our executive director of academics. Um and we'll wait for this to load. There it is. Uh next slide, Mark. Okay, we're going to talk about attendance. We're going to first go with chronic absenteeism. So, next slide, Mark. Um I I will say this is a very exciting slide for me to talk about. Um one of the pieces of the accountability system is absenteeism, specifically chronic absenteeism. And as you know from the many years we've talked about this is the percentage of students meet missing 10% uh or more of their of the enrolled days in a school year. So that's 18 days in a um in a traditional school year. Um and you can see the decline that we've seen over the last uh

012five years um with a high of 34% you know in the year after the pandemic uh to 19.2% in the last year. That's a remarkable decrease. That's a 15% decrease over that period of time. And I as I've said many times this to me matters so much because it speaks to the work that our staff is doing to get kids engaged in school. something is happening that's more than just kids are getting sick less. It means that um kids are more excited to come to school. There's something that's drawing them to school, particularly at the middle and high school level because they can't always rely on their parent to get them uh there. And we'll hear a little more from the middle school tonight. But um the reality is that there's a level of engagement

013that we've seen in terms of the type of instruction that kids are getting, the types of programs we're offering, and we've got to continue to double down. I'm not like ready to throw a parade for 19%. you know, I'd love to see that closer to 15% or down closer to 10%. But it's a huge um improvement. Um and it certainly uh even if you look at pre- pandemic, the numbers were higher than 19%. And we're number three out of the uh gateway cities. Um again, not the thing I want to celebrate. uh you know that u but and we're not where other suburban school districts are, but we also face a number of challenges that are our kids face challenges in terms of transportation, housing insecurity. All of that leads to challenges with kids getting

014to school. But uh we're definitely moving in the right direction and I commend the schools who are creating the conditions for that to happen. Next slide, please. Um achievement uh obviously is correlated to attendance in school. It's no secret that like if you're not in school, it's going to be hard to perform. Um and um you know, achievement begins to significantly decline after, you know, nine to 10 absences out of school. Um and then fewer kids meet or exceed expectations on MCCAST. And most students who are chronically absent do end up in the not meeting expectations category. Just uh last week I heard um the assistant commissioner of data and accountability talk about uh for any student that's chronically absent it represents a half of an achievement level decline in their performance. That's not a

015surprise, but it is and that's so that's not just Salem obviously that's statewide and they the the department has started to put front and center like there's no way kids are going to be at grade level if they're if they're not um in school every day. And again, I to any teacher in the audience or anybody listening, you obviously know that that's true. And we all know that's that's true. But we have to continue to remind people. I have this conversation with parents in Salem all the time. It's not that we want to be mean. It's not that we want to be bad people. But we do know that the stakes are high when children aren't in school. Obviously, we don't want them when they're sick, but the stakes are high when the the children

016cannot, you know, are not with us. And that's why we ask that you do everything you can to get them to school every day on time all day long. So with that, um I will pass it over to Kate. >> Yep. >> Okay. So the remainder of the slides in this deck um focus on grade 10. So students who took the MCCAST um last spring as grade 10 students and it in it's a combination of um students from Salem Prep, New Liberty, and Salem High School. So just as we did with the grade three to eight results with this presentation that now um centers on grade 10 students and you can go to the next slide please. Um we are starting at a high level by providing the committee with some comparisons about how grade

01710 students did in comparison to grade 10 per performance across um the gateway cities. And just as a reminder um Salem is one of 26 um gateway cities. So, the smaller um urban districts um in ELA, grade 10 students from our three high schools outperformed 23 of the remaining um gateway um students. And so, only um Ada and Quincy um fared better. So, this is a really powerful statement about the performance of our students um in comparison to other students across um the state. If you go to the next slide, things get even a little better with math. Um, so Salem grade 10 students outperformed every G gateway city except Quinsey um in terms of um meeting and exceeding expectations. And the next slide is science and they performed again every G outperformed to every

018gateway uh city except Quincy and they were even with Malden. Um so that's really um I think a powerful statement um and meaningful statement about um students performance. Um so now for a deeper dive and a look um under the hood I'll turn things over to uh Sonia who will take us through the next few slides. >> Great. Thanks Kate. Um we can go to the next slide or does this work? Great. All right. So this is again reviewing some of that writing data that we shared at the last meeting. Uh we're going to focus today on the grade 10 data. So you can see that only 22% of students in grade 10 were scoring 0 to one on the idea development metric on MCCAST. And you can see that almost a quarter of students

019were receiving max points for that essay. Um so just to reiterate from last time, you can see that the data over time uh actually gets better as students move closer to high school and into high school. What you're looking at here is the ELA 10th grade. And this also includes New Liberty and the prep. So this is all of the high schools all combined. And so what you can see from the data is that there is very very strong SGP in 10th grade ELA. So across the schools it's a 66 average. And I also want to give a special shout out to New Liberty uh who while they have very few students um testing in uh in ELA. I think they had approximately 15 students. Their SGP was in the 70s which is outstanding. 66

020is considered high growth. 72 is is excellent. So that's that's New Liberty and they're doing some some great work over there. Um for ELA 10th grade, we did see a decrease in the number of students exceeding uh and a and a slight decrease in the number of students not meeting. So that's sort of um I guess a net loss there um or keeping it even. But we do see those SGPS high and that is what we want to see. Um you might wonder like how would there be decreases in the number of students meeting or exceeding uh and that has to do with the scaled score. So even though the 66% is very high, that's showing like very strong growth in a school, if a student doesn't meet the threshold for switching categories, they're not

021necessarily going to change from say not meeting to meeting. And that's what um the proficiency shows there. So happy to answer questions there. Uh math and 10th grade also had very strong SGP with 67. And again you can see the number of students exceeding did dip slightly and the number of students not meeting did increase somewhat. When we dig into the subgroup data, this again is a a graph that you can read by color. So as a reminder for the committee and anyone tuning in at home, each color band represents members of the group and then non-members of the group. So you can see for example lowinccome is represented in blue. So low-income students are represented in that top bar and that shows their uh the percentage of students meeting or exceeding and then the

022blue bar below is non-members of that group. So students who are not considered lowincome and their uh their proficiency in terms of meeting or exceeding. What we see in the subgroup data um at the high school level is that we see really really strong strong growth for subgroups in in grade 10. So compared to the 3 through eight data, this really is a bright spot for our district. Um and we really need to see numbers like the these in order to close those achievement gaps over time. Um so we would want to see numbers like this across all of our grades in order to really start shrinking the disproportionality that we see represented here. Uh, so those are the ELA numbers. Take a moment there. >> Hold on one second, >> please. Member Campbell. >>

023Um, sorry, just confirming. Does this for ELA and math does I can understand why English learners would not have an SGP because of the sample size? But >> does this indicate that 0% of English learners met or exceeded in both ELA and math since they don't >> It does represent that as well as also noting uh that you need two years worth of data in order to show that. So even where there were students with two years of data, yeah, none were uh meeting or exceeding. So that would include your intermediate students, etc. Yep. Uh for math, we see a similar profile um in terms of the subgroup data. So again, very high SGPS and um a significant disproportionality in terms of subgroup data. Um, so despite the lower proficiency, subgroups did achieve um high

024SGP there. Um, great. I'll turn it over to Andre to discuss the access results for K through 12. >> That's great. Thank you. >> All right. So, I'll briefly share out on our access results from 2025. So we can see here that Salem marked over there by the red line is currently outperforming the state by four percentage points. It continues to outperform gateway cities such as Boston, Chelsea, Everett, Peabody, and Framingham. And right now Salem is in the top five performing districts of our gateway cities. When we take a look at grades 9 through 12 in particular, we see an interesting picture. We can say that grades 9 through 12 at Salem are in the middle of the pack. Salem 9 through 12 is performing only one percentage point below the state. And it's performing

025similar to cities like Boston and ll. Salem also outperforms other gateway cities like Chelsea, Fall River, Holly Oak, and Lynn. But it's also outperformed by some other gateway cities like Everett, Haveril, Malden, and Peabodyy. So again, Salem 9 through12 is kind of in the middle of the gateway cities. This is the five years of progress that the Salem public schools have made. So for the past five years, Salem as a whole, which you can see represented by the solid blue line, has been matching or outperforming the state, which is represented by the dotted blue line. In grades K to eight specifically, uh they echo this trend which is represented by the solid orange line for Salem which is currently outperforming the state and has been outperforming or matching the state for the past 5 years.

026Grades 9 through 12 in Salem have dipped below the state average in 2022 and 2024, but they've exceeded the state average in and this is for grades 9 through 12. In 2021, in 2023, and 2025, they were just one percentage point below the state average for grades 9 through 12. [Music] So, in terms of some highlights and opportunities for us, one of our schools that is a huge highlight is the Horus Man School. They are the highest performing school in terms of students meeting their access proficiency benchmarks with 67% of their students meeting their proficiency targets. In addition to 67% of students meeting their proficiency targets, five out of the seven multilingual learners that are in a subsparate program at the Horus man school are also making progress and that's due in large part to

027their collaboration with Horus man special educators in sub-Sparate settings which has been going on since 2023. Horus man continues to improve its access scores every year as you can see by the middle graph. And now Collins is also another highlight for us. Collins is improving and they're improving under target, but they're making significant growth. You can see that from 2024 to 2025, Collins Middle School made 11% growth, reaching this past year in 2025, 35% of their students meeting their proficiency targets. We also have some opportunities for growth. We know that grades 9 through 12, even though we've closed the gap and we're closer to the state with only one percentage point underneath it, we still have opportunities to grow even further. we can learn from our neighbors like Malden and Peabodyy and see what they're

028doing in grades 9 through 12 that's really advancing uh academic outcomes for our multilingual learners. Another thing that we can specifically do in grades 9 through 12 is investigate updates to our curriculum. We're currently investigating an upgrade to our curriculum called Lyft which is part of our National Geographic suite of EL curriculum that could further bolster student success in our ELD courses. And an important thing to remember is that we need to remain focused on ELD. We're not currently yet at 55%. And it's important to remember that the MCCAST and the Access are separate tests that measure different things. The MCCAST measures academic performance in specific content areas, whereas the Access measures English language proficiency across all content areas in four language domains. So, while we might see a pattern of students who are not

029making progress on access struggling on MCCAST, there's no defined causation or correlation between MCCAST and Access since they're not assessing the same skills or knowledge for our students. And with that said, we recognize the need for equal preparation for both access and MCCAST for our students. >> Great. If you There you go. Answide. So, I'll just bring things home. So, we wanted to end the two-part series um of our MCCAST presentation with some highlights on our instructional priorities that are being driven by the data. So, first and foremost um with you know, we're staying the course with data um informed instruction. Um and this is really a focus on using student work and assessment data to really understand what students know and need next from instruction. um so that we are more responsive and targeted.

030In that same vein, um we are working with teachers this year to be better ready to monitor learning during independent work during um daily lessons. Um, and so we're sort of fine-tuning our work with teachers around how we prepare and plan for delivering instruction with a focus on being ready to actively um check student work in real time. Um, you know, and in the moment provide quick uh feedback that either helps clear up misconceptions during the lesson or give kids a thumbs up and encourage them to move on. So, a little fine-tuning around our planning processes. We've talked about writing and we have a real concern here. The data is like telling us very loudly um that we have to dig into writing across grade levels and content areas. On October 3rd, we already had

031a district-wide um data meeting with all school leaders and coaching teams um to dig more deeply into the writing data looking at that disagregated by school. Um we're working with each school to have them customize a writing plan for their school. They're submitting those to us. Um we'll provide some written feedback. Um, and so we not only want to increase um the amount that students are writing, but we really want to elevate expectations with really clear and shared criteria for what um how we're evaluating um uh student writing and making sure students are getting regular feedback that is specific and actionable to grow them as writers. So that's a big focus for us as is this last item which is a focus on early literacy. This is one of the stu superintendent's goals as you

032know um and Salem is fortunate to be participating in the state's um prism work and that is the partnership for reading success in Massachusetts. So we've received a grant um and we are uh partnering with the state and uh an implementation partner the um new teacher project um that um is um you know working with our leadership team to um really focus on um different aspects of our early literacy and what we are doing well and what we can improve. Um we've already started um some high dosage tutoring focusing on grade one through support um from the state. Um, and we just finished um through TNTP um helping us develop some asyn asynchronous uh training modules for teachers that uh principles can use and customize for their um schools that focus on um uh the

033foundational reading skills and supporting all students to becoming confident and capable readers. So, we really feel like this is the right set of um priorities that will help us ensure that every classroom is a place where there's strong instruction um that leads to stronger outcomes for students in the coming year. And that brings us to an end for Empas. >> Some questions I think member Cornell, >> I just have a question about something that you just mentioned, Kate. Um you said shared writing criteria and you mean across the district because you you brought the team in. >> Uh well settling on sort of like what are the rubrics that we're using for analyzing student writing but we did we did have a district meeting >> right >> Sonia uh facilitated that um with school leaders

034and coaches. >> So those shared rubrics are districtwide is what I'm ask. >> Yes. Do you want to My the the question in the the next question is does that include Carlton because they're an innovation model like are they is everybody kind of included in these same criteria? >> Bentley was there too. >> Sonia's like all right. >> Yeah. I will say I'll plug for the jump rope webinar uh tomorrow. Um that's where the um vertically aligned writing targets will live and teachers will be able to score on a much more granular level of student writing than just the holistic standard. So, it's a real nice shift, one that we're really excited about and that is going to be happening grades four through eight and then K through three. It is they're writing smaller pieces.

035You don't have to be as granular. >> Yes. And all three innovation schools were included. Okay. Thank you, >> Mary Campbell. >> Yes. Thank you. Um, and apologies if you discussed this at the previous meeting that I couldn't attend, but I looked back through the slides and through the really helpful school committee packet that you had sent over as well. Um, and it's related to my earlier question around English learners. I saw that it's always disagregated at the level of English learner and non-English learner. Um, which I think can be really helpful, but in terms of concern around disproportionality, sometimes that can be pretty typical of students acquiring English. Um, and so I always find it helpful to see how our former English learners are performing as well. So you can kind of get a

036sense of like is this like just part of the natural trajectory of acquiring English or um is there actually disproportionality to worry about? Um, and so I think for me at least, and I don't know if you guys have looked at this yet, but I think it would be helpful to also see it's really frustrating at least from like my practitioner lens that they do lumps and fells together. I understand why they do it, but they're such different categories, it's really hard to look at them all together. And so I would appreciate being able to see not L's and Fels together necessarily, but also how FELS are performing in um MCCAST at each of the grade levels just to really see like I know and I think for the public too because I think sometimes

037to see a low percentage of English learners can look really concerning >> um and it and it could be really concerning but it could again also just be that natural acquisition of English language. So, I think being able to show school committee members, but also like the public who might be concerned to see like once students have indeed acquired proficiency in English and are exiting program status, this is how they're performing on things like MCCAST, it can kind of let everybody know whether there's like what is the work ahead and what are the concerns or no concerns perhaps. >> Appreciate that. Thank you. and we will dig into that going forward and maybe we can come back to the committee with a few slides to talk about that a little more deeply. >> Any further

038questions? >> Thank you very much. >> Thank you. >> Um yeah, I just before we transition to the next I do want to just call out horse man. While it has struggled on some of the MCCAST um uh targets uh and their achievement, they are uh really leading the pack around their support of English language learners, multilingual learners. And that is not something to uh ignore. That is some you know that is a critical uh they're a place that we can learn from around the district and I want to make sure they get the credit they deserve for the work that they've done with our MLS. Uh they are real shining light in that work and have been over the last few years. So there's some thing magical happening there and their work with MLS

039and shout out to all the teachers who are a part of that work at Horseman. Um want to shift to uh two presentations well one presentation but uh around a similar topic the state is requiring and there's a memo in your packet that we put forward two policies uh that are connected to CTE and career um development um workforce development. The first is a middle school pathway exploration policy. Uh not not exploration exploration policy which you have in your p uh packet and uh the middle school team will talk about that momentarily. But we be the department is asking requiring every district that um that sends middle schoolers to um career technical high schools um to develop a exploration policy that ensures that every child gets a chance to see what offerings exist. and in

040our case that's Essex Tech and most importantly Salem High School um as options for them. Um and so uh that's uh in your packet to be reviewed. And then we're not going to talk it talk about it as much after the middle school presentation, but there is also we are asking we've been asked by the state also any district that has CTE programs to um resubmit its um uh admission recruitment and retention policies for high school CTE. That is also due by November 1st. Uh gratefully we had done a lot of work on this Mario and his team at Salem High School. So there's just minor tweaks that have been made. our policy already really aligned with the state. But uh Mario will be available on Zoom if people have questions about that. I wasn't

041going to say much about it because there's not substantial changes to our policy, but we do need school committee approval of that as well. Um but uh to start, we're going to talk about middle school and uh we have principal Softik and uh Chelsea Banks who uh leads our innovation work here and has no longer a pilot but the work of the eighth grade. and now all of Collins Middle School um and to share I think some really really exciting data and promising data um that after years of hard work by the team here is really bearing out that this investment of people's time resources and focus is is benefiting kids. So with that, Principal Softic. >> All right, thanks for having us. Um good evening. Um so a couple things we just want to

042kind of give a like Dr. Reich was talking about give a brief update on the middle school CT policy update um and just give a quick update about where we are as a Collins middle school um and where we're headed in terms of you know elevating um our students and innovation at the same time. Right. So um as Dr. Also, you know, as you mentioned, um the state um said that every middle school needed to have a CTE policy um as the changes in admissions um as second and other schools have um evolved. Um and so fortunately for us in terms of um Collins Middle School, it hasn't changed too much in what we're doing differently. Um over the last two years we've put a lot of work into my cap which is DESI's my

043career and academic planning scope and sequence which elevates um career connected activities in SEAL um and for uh middle school students um six through eight um and so over the last two years we've been integrating those skills and those activities into our home rooms um so students have that experience um and at the same time you know taking advantage of everything that Salem High School has to offer and their CT programs and really building more alignment with the high school uh regularly um and also you know connecting with Essex Tech. Um in terms of how this policy kind of changes us um really all it does is Essex Tech will now provide funding for buses um for those activities when they are um there uh previously you know our students did need to travel over

044there and when they would visit. So it's just in terms of um transportation is the biggest thing including the tours um that changes for us. Um but in terms of our you know my cap work you know we a lot of it does rely on the retrust funding um and we've been very fortunate to partner with them and to you know learn from them and uh get that as well as add a city connects coordinator who's elevated that work build those activities into that scope and sequence of my career and academic planning for our students. So like I said nothing's really changed too much over the last couple years. It's a way to elevate and provide more opportunities for our students. Any questions regarding the CT policy? >> All right. So, um, you know, you

045know, this is my third year at Collins Middle School. I know Miss Banks has done a lot of work, um, as well in terms of launching the pilot and now we're at a great point in our in our middle school experience of how it's all coming together. So we always start with this vision um of how we want our students to feel that sense of belonging through trusted relationships um authentic relationships so they can identify skills and mindsets to empower themselves um into reach their full academic and life potential. Um and so the hardest part has been you know starting and building the foundation. So a couple years ago we really worked on how to make the building safe, make sure students were heard and get them engaged in the classroom. um and building that

046strong foundation, that culture of learning as we start. But at this point now, you know, we don't want just students in the seats. We want students in the seats um to be not student centered but learner driven um and we want them to really empower themselves to take on that um the academic lift um and ownership in their learning. So we always use a staircase which is similar to the science of reading I say and then we kind of we started out being safe but now we're at the point where our students are learning um and our data will show that um shortly. But we want them to be empowered and really take ownership of their learning. And I think that's where all the magic works and that innovation work comes into play um and

047how we can connect personally and with our community. Um and expanding the middle school experience not only in eighth grade but you know in sixth and seventh grade too. Um and how you know we're taking shape into some mentoring opportunities. So learning from um what's happened, you know, through the pilot in eighth grade last year and what really works and what is meaningful and how to um bring that to life in all grades and all students. >> All right. I don't know how to play this. >> You can't Steve or He doesn't want to >> Oh, we're not going to play it. >> No, I would just tell the school you're the boss. >> They they can watch it at You have the link. >> We were told to keep it short. >> All right.

048So um so you know the the proof is in the pudding if you will. So like the students are growing not only you know social emotionally which we knew was going to happen. We knew we're going to give them that opportunity but really uh you know to be an academic institution you know students need to build skills and you can see here in the data over the last two years um in terms of our accountability from last year to this year um you know grew 12%. I know Steve saw our thunder last meeting. Um but we just wanted to reiterate and talk about how we also, you know, hit 74% of our targets um from 22 23 to today. Um and ELA proficiency grew 13%. Um SGPS were 58 overall, which we're very proud of.

049Um in all grade levels, so it wasn't just, you know, eighth grade or one grade level one teacher. We saw these grow this growth across all grade bands. um uh science proficiency grew 9% um which exceeded every our targets and then in terms of you know Dr. Dr. Drake was talking about um chronic absenteeism over the last you know three years we saw a decrease in about 17% um or 18% from 35% chronic absence um to 17 over the last three years. Um still a lot of work to go. Um, we still want kids to be here, but we feel if they're empowered and they have that they're learner driven, that's going to drive them to come to school every day. Um, and then in terms of our some of our other data points, two

050time students uh said they're more likely uh said they are uh most of the time they love school, which for a middle school student is is amazing data. Um, and we should be very proud of that. So, not only students feel that sense of belonging, um, the data is starting to show that they're making that academic growth that we all want them to succeed. um you know once they leave Collins Middle School and beyond. Um so just you know over the last year a lot has changed. Um we've been very fortunate to become one middle school, one centralized middle school. The transition with S and Saul has been really great. Um like far exceeded my expectations in terms of the community. um the staff that has come um not only the the culture of the

051students but the staff and then the community at whole you know we had um the open house is a great experience at public supper so you can see that blend in that mesh um and it's been something that I think everyone has taken advantage of it's also allowed us to be more um flexible and maximize our schedule and provide more opportunity and more um personalized learning to our students and getting creative and innovative with our schedule. Um, not that there aren't things that we can improve upon, but it's been an opportunity that we're taking advantage of. Um, and then scaling the the student experience is something that I talked about before. Um, last year, you know, was really focused in going deeper in eighth grade, but, you know, in sixth and seventh grade, we're now

052starting to bring some of that to life. Um, especially with the mentoring. Um, we're the prek um and incoming fifth grade students will have a peer mentor at Collins Middle School. So, not only building, you know, someone they can look up to, but also creating that pipeline or that trust when coming into middle school. We know how hard that transition is from fifth to sixth grade. So, you know, having that someone in the building and know what to look for, um, is going to be a good opportunity, except for in seventh grade, which we have always found to be the most challenging school year, that kind of that developmental year, the middle child, if you will. Um, there's and we haven't put a lot of activities into seventh grade. It's the sixth grade transition. It's

053the eighth grade transition into nth grade. Um but for seventh grade um having the ability to connect with younger peers has been hu will be a huge uh asset to us. Um especially when they become eighth graders, those sixth graders will have that, you know, someone to look up to. Um and then piloting personalized learning in math and literacy. We're doing the personalized learning lab so students can progress monitor their own goals um set their own goals and like I said before really take ownership of their learning um using you know some online platforms but also um providing uh feedback from teachers and monitoring their own growth on jump rope um and setting their and setting a trajectory that they're going to achieve um at a high level. And so those are something that we've

054been able to add not only um as we grow deeper into innovation but because of that transition with salt install and creating a bigger community which has been a blessing. Um and so yeah so as we dive deeper um you know we're still fresh right we're two two months in so all the stuff that I talked about previously about you know providing more feedback and ownership to students we got to get better at that. um we just kind of you know get our feet wet and found a foundation but students need to build those skills especially in sixth grade where they are very dependent on getting feedback but how do how do when the our eighth graders you know how do they leverage their own learning and you know decide what they need to work

055on um so that's kind of the trajectory that we want to build in terms of you know continually improving and raising the rigor of students um in our school um and going deeper in personalization and partnerships in our community um so kind of you again taking the work of eighth grade last year in the pilot and how to really make it meaningful and integrate it into all grade levels every day not just the learning immersion in field-based learning but really that powerful experience in in our classrooms um because like and in the classroom that's where the that's where we are most of the time so fieldblades learning is great but how do we bring that in into life into our classrooms as well >> um to take the next steps in this it also calls

056uh us to ask questions about the broader system. So we are now one middle school, one system for the middle school. Um and so we have the opportunity thanks to our leadership to really think about this and step back as we finish this year's strategic plan as the last year of the superintendent strategic plan and think forward to next year and what's beyond and broadening that scope. you see that kind of cone on the side to go not just in the next the tactical and strategic moves in the next one to three years or two to five years for tactics and strategy but really thinking about that vision and goals of where do we want to be in 10 to 15 years when our prek students who are here with us now are graduating what

057sounds public schools need to be offering to them to make them competitive to make them have choice and opportunity when they leave our doors to do that that means that this strategic plan for the next three years needs to include the things that we need to be starting and doing and so we have the invitation from the leadership to the um strategic innovation advisory committee. The forms are still out there from Drs. Z's communications if you are interested. We have had interest. So, we'll be selecting this week a diverse group of teachers and parents and community members, student and uh administrators in order to come together to really learn and then uh design an engagement process around this uh broader vision for the next 10 years with the idea that if we don't take proactive

058action, the world is changing so quickly that it will happen to us. Um and so we're excited to be in a place where we can be thinking about the trends that exist and how to anticipate and plan for those. Um learning from the work that we have done with a pilot of how do you test something new and figure out if it works and then scale? How do you think about that as a system and as a district and think about how we can learn and grow together so that we can control and uh improve in our future and and address some of the systemic pieces that we were talking about in our data as well. How do we make sure that we're designing so that we have different outcomes um down the road? So

059we're excited to be launching that process. It'll be a year-long process from October um through June. Uh we hope to have that plan in June. It'll probably be August. We know that. Um that'll have a three-year strategic plan with what we're calling an innovation agenda. So, how do we think about the next 10 to 15 years as part of that work? What needs to happen in the next three years and where can it go? So, we're really excited about that work. All right. Thank you very much. Questions from the committee? Member Cruz. >> Thank you, Mayor, and uh thank you to the team at Collins for the presentation. Uh it's wonderful to just kind of get the early updates on this. My my request is um we've had a couple of opportunities to visit uh

060when we were in pilot status. Now, this is the middle school experience. I think with incoming new school committee members, it would be great to get something on the books um maybe uh sometime uh in the winter to just invite folks in to really see how the progress went. I learned quite a bit when uh we had that larger visit with stakeholders with WPS. Uh it was great to hear from both our veteran educators and then uh some of our newer educators about uh the ways in which the shifts were really uh transforming mindsets um and accelerating student learning and interest in the classroom. I'd love to hear a lot more about how all of our educators are experiencing this year. So, I think it would be great if we could organize a formal committee

061visit um and or just invite stakeholders again for that kind of conversation. So, uh any opportunity to do that, superintendent, I think would be welcomed because I do think what we have here is uh a model that's just uh really exciting and most uh districts are a little bit behind us when it comes to middle school redesign. So, uh I'm excited to see all the progress and just want to thank you all uh again for all the work that you do. Thank you. >> You're welcome. Anytime that we can organize it, too. >> I get an invite every year. So, you know, it's a it's great. I want to just share the love with the rest. >> Part of our learning in a very real way has that been that Representative Cruz and our other

062local representatives have invited the eighth grade to the state house every year um as part of their civics education and so that has been a very meaningful piece. We kicked off our civic action projects with Representative Cruz at the state house which is a very cool way to learn. >> And then the educators at Collins are not shy about inviting me to their classrooms which has been great. So I got to go to Rick Burton's class uh last year and that was also really cool. So just enjoy that uh that that level of uh interest from educators is also there to showcase what they have going on in their classroom. So I just encourage all my colleagues to just make the time for that too. Mayor Corno >> just on that. I think one of

063the best things that I've seen since I've been on school committee is when you came with that first group of pilot kids and they explained what you know how their experience in the classroom had changed and sort of the day-to-day. They were amazing. I would love to get that kind of update again from kids who aren't like in that like little bubble of pilot but this is their everyday life. Um, that was a that was just a great experience for me as a school committee member to to hear from them. So, if we could make some time um for kids who have now been kind of in it a little bit, I think that would be great. >> Yeah. I just uh two two things. Uh, you know, one um I think it's um really

064remarkable to see the changes in um the middle school over the last few years. I I can't um you know I've been a part of a lot of turnarounds in my uh career. Some failed, some um some okay. This is among this is probably the most impressive turnaround I've ever seen. Um in the la in the last few years to see the change at Collins Middle School and I said this to the staff last week when I spoke to them. Um it's a credit to all of them and to the leadership uh of principal Softic, but the team here has done a remarkable job of turning a school around that was in the bottom 10% of schools in the district and um they just deserve a tremendous amount of credit. I obviously have a front

065seat to to it every day and it's it's obvious the changes that have made here. I also just want to say to the the merger with Salt and Stall uh with Salt and Stall, I was so heartened that in the meeting last week when I um mentioned that the Salt and Stall performance actually was quite good on the MCAST and the improvement. Um this the Collins staff gave the teachers a huge round of applause um to is embracing their new members from Salt and Stall and I've just been very impressed to watch the Collins team embrace um you know their their colleagues from Salt and Stall. They don't have to they didn't have to do it. Um, and it hasn't always been that way. And they've embraced the I think the adults set the tone

066for kids and they set an amazing tone here um, for this year in welcoming a group of almost 150 kids to their new school. And that's why we haven't heard I haven't heard anything negative. All I've heard is positives about the experience. But I I commend the adults because kids feed off of the energy of the adults. And um it's been, you know, I it's been really rewarding to see. The school doesn't feel any different to me. It feels like just a what a middle school should feel like. Just a lot of energy um and a lot of vibe um and a lot of cologne in the hallways. Um so a credit to everybody involved in here. Um that that it's been pretty remarkable to see the uh transition. Thank you, Principal Softic. Thank you

067both. >> Continuing with your report. >> Okay. Um, so I think Mario Susa is on. Is that right, uh, Glenn? And it might be good for him to just give you a quick synopsis of the changes in the policy. Um, the CT policy. Mario, do you mind doing that for the committee? >> I do not mind at all. >> Okay. Thank you. >> All right. So the CT admissions policy uh was revised in order to strengthen the alignment between uh student interests, career pathways, and vocational program placement. While the admissions remains equitable and open to all, the program placement now includes a more thoughtful review of the student participation during exploratory. So essentially looking at our um previous policies, we had a very uh blanket admissions policy to CTE with a blind lottery um which

068is still the case for admissions uh but we added the component for program specific placements. So we accept everyone um and if there's an over capacity on seats it's a blind lot. Uh the only thing we added was for program placement. we went we wanted to make sure that there were some um parameters to make sure that students got into the place that was aligned with their career interests. So we included my cap into our rotations um as well to uh to make sure that at the end of uh our exploratory program students were making educated decisions and um being able to get into the programs that are aligned with their um post-secary education. Okay. Thank you. So, um you're going to that later on in the agenda, we you'll be asked to vote on

069the policies. Manny, I know you'll introduce that at that time. Um okay, one more thing before I transition to Elizabeth who has an operations update. I just want to um thank Salem High School today. They welcomed almost 50 people there from the Bar Foundation uh to visit classrooms, talk with students, talk to staff. is a very impressive showcase of everything that's good that's happening at Salem High School. Um I but I know it's a major shift for students, for staff. Um and to welcome I know there were scheduled changes result uh as a result. Um but we're grateful that uh we were able to showcase and the team was able to showcase all the good work happening in Salem High School. Bar Foundation is like the leading investor or support for uh high schools in

070New England. and the fact that they came they chose Salem in October to visit says a lot about the good work that's happening there. So, um that concludes my comments for this evening. I know um Assistant Superintendent Paulie has some updates. Um and then there's also quick MSBA update as well. >> Did you want to do the MSBA? >> I guess I'll do the MSBA update. Um that's in here. Uh Mayor, I don't know if you want to do you want to do that. You want me to do? >> Uh yeah, I can take it. So we had a our school building committee meeting and uh had additional present uh introdu introductions from the team from Shamut and WT Rich which is the uh joint partnership doing the construction management for the project. Uh the

071design team presented some further developed designs around the schematic design. Um so we're getting more details around floor plan treatments for exteriors, athletic fields, uh and working towards um submission to the MSBA for the December 17th date for uh the next milestone and and uh determination of project cost. There's been additional community outreach. Uh also we were at um Salem Rotary for a presentation uh since this committee last met. the Salem uh public schools parents advisory committee meeting with uh member Cornell and the superintendent. And then in November, we'll be presenting to the downtown neighborhood association. Um and we've also had a request from the Salem Chamber of Commerce to do something at the Black Cat um with their members to possibly come up and see the building and talk about the project. If you

072want to add anything? >> No, I I think that's uh pretty much it. The next meeting is November 6th, uh which is right here in the school committee chambers. And I think that that's our update. My updates for tonight. >> Great. >> Assistant Superintendent Paulie. >> Thank you. I have a few updates. Um the first is last week I mentioned that we were um repairing or excuse me replacing the sound system at Bertram. I'm pleased to say that has happened and there's been a training for staff. So we should have um a fully working sound system. Uh and speaking of sound systems, there is a new PA system in this building. the school was having trouble hearing any announcements and bills and so because that was a safety issue. Um we had someone out to

073look at it who said that the parts were obsolete and unavailable. So we replaced the PI system. Next step is to make sure the volume is right on this side of the building so that central offices can hear it um can hear both bells and announcements. So looking at making sure this is part of our safety work to ensure that there are p working PA systems in all of our buildings. Uh I noted and my memo is on page 60 of the um of the packet. I did note um that one of our strategic plan goals has been to respond to work orders within 48 business hours. And we've just figured out using the platform operations hero how we can actually refine the data to look at how many have been closed within 48 hours.

074And as it turns out in September there were 277 work orders opened and they were all closed within 48 business hours. So that is a reflection on our facilities and grounds teams really working to be as responsive as possible. We hope to keep that up for the rest of the school year. So the other item Oh, >> can I ask a clarifying question? So, is a closed request one that has been fixed? >> Yes. >> Okay. >> Um, thank you. That is an excellent question. Um, we were responding to them within 100% within 48 hours, but sometimes it was a whoa. We'll get back to you on that. Um, but we are now able to say with absolute certainty that 100% of the work orders open in September were closed, as in repaired, um, within

07548 business hours. Um the main item that I have to bring to you this evening um is the renewal of the license for Angela's daycare which is using licensed space at Salem High School. So this is an arrangement that began in December 2023. We had a 2-year agreement with um two optional years to renew and that comes up um November 30th, 2025. So we were working with city hall to send a renewal letter but the com the policy committee subcommittee of this body had asked to review the leases licenses and memorandum of understanding that we have with the different partners who use or occupy space in our buildings and so I wanted to bring it to the full committee um for discussion and possible referral to the facilities um and grounds subcommittee or um other

076direction. So, I will just note the this um license does not run on a school year basis. It's November to November. Um so, the committee could change the terms um of the the time um frame. If we change this to sync with the school year, and this daycare operates 12 months a year or so, um we would have to go out to bid in the spring because we would need to then reopen an RFP. So, if we change it to align it to our school or fiscal year, which would extend it through June 30, 2026, um we would go out to bid in the spring uh for the space. We can so this body can agree to we send out the renewal for November to November. You can refer it to the facility subcommittee. You

077can opine upon the time frame whether you want to align it to the school year or other. And I would just um invite if she's there member Miranda who is the chair of the facility subcommittee if you wanted to um comment before uh questions. Oh, she's not there. Okay. Well, I did have an email exchange with her uh so she was aware that this was uh on the agenda. >> Member Cruz. >> Thank you, Mayor. I'm happy to refer uh this matter to uh the facility subcommittee. I just named that when member Cornell and myself were discussing this in in the policy subcommittee. This is a part of our broader conversations about how we're using space and partnering with folks. So um you know I I do ask that you know members of the committee

078consider we have a couple of key intervals that are coming up including a presentation on a recommendation around reconfiguration. We have a lot of partners throughout different buildings. I think Angela's has been a great uh partner but as a committee we still haven't really figured out what's the real um value of the leases that we're currently offering uh to folks if they were out in the market. So, I just think that um I think we can refer today, but I would just note that we do need to um have some longer term conversations about how much of our spaces we're actually looking to lease out uh to external partners. Um you we started that conversation in policy. I think it makes sense for it it to continue in buildings and grounds, but longterm for this

079committee, we're going to have to sort sort this out because we have I think a variety of different approaches to leases within the district. Um and uh I think partners view them uh in particular ways and have assigned value to those uh different agreements. Uh but there is a lack of uh consistency and coherence across the different leases that we have. Uh and uh as we think about what's coming down the pike, a brand new high school and then we're going to get more folks that are going to want to request space and others who may request long-term leases. I think we're going to want to be very clear uh and judicious about how we use space because the priority should be um what our students need uh what our educators want to plan for

080our students uh etc. So that's my my major stake in the ground around this. So I think for now I'm happy to make a referral um to that after the discussion but um I just name that I do have general concerns about um continuing with these types of leases going forward. Any other comments? >> Move to refer. Um, >> well, when we get to motions and resolutions, we'll take we'll take that up. This is just a report. >> Thank you, mayor. >> Any further finance and operations reports? >> No. Thank you. >> Any subcommittee reports? >> Seeing none, >> sorry. I'm going to let uh member Cruz take this because I am stumped on the procedural part. >> Okay. Uh so uh as the superintendent referenced, there are two policies that are required uh to

081be updated by the state uh by November 1st. Um and normally under a policy in the 6000s 6,23 uh we are required to do three readings for policies uh that need to be changed and amended or introduced. Um and there's a variety of different things that are in here just with respect to who can initiate policy. The one thing that we don't have in this policy is what happens when there's a policy that needs to be initiated and it's not by the school committee or the superintendent but it's actually required to be initiated by the state. uh we don't have an option to fasttrack. Uh we do have a current uh fasttrack option, but that's only for policies that have just been reviewed without substantive changes. So today, uh, what we would have to do

082in order to be in compliance with state law by November 1st, um, and to kind of get through these readings, uh, and skip them alto together would be we'd have to suspend, uh, under policy 6,205, the school committee can can suspend, uh, policies by a simple majority vote of committee members, uh, present at a regular school committee meeting. We have a quorum today, so we can do this. So, uh, I'd move to suspend policy 6203 so that we can adopt, uh, the recommended policy from the state regarding, um, the middle school expiration, uh, and then additionally the updates required for vocational education enrollment. >> Second motion made by member Cruz to suspend the policy, seconded by member Cornell. under discussion. This is on a motion to suspend, not on the policy itself. >> That's right.

083>> Seeing no discussion, is Member Manning still online? Okay. >> Uh we'll proceed to a roll call vote. Member Campbell, >> yes. >> Member Cornell, >> yes. >> Member Cruz, >> yes. >> Member Hoffman, >> yes. >> Member Manning, >> yes. >> And myself, yes. >> And now we can uh move to the adoption of the two policies. So, I'd say uh first we can move to the adoption of the middle school uh exploration as required under state law. >> Second. >> Uh motion to adopt the policy for middle school pathway exploration for CTE regulations. Uh motion was made by member Cruz, seconded by member Cornell. Under discussion, seeing none, roll call vote. >> Member Cornell, >> yes. Member Cruz, >> yes. >> Member Hoffman, >> yes. >> Member Manning, >> yes. >> Member Campbell,

084>> yes. >> And myself, yes. The matters carries. >> And move to adopt the recruitment, admissions, and retention policies for high school CTE programs. >> Second. >> Motion made by member Cruz, seconded by member Cornell. Under discussion, seeing no further discussion, roll call vote. Member Cruz, >> yes. >> Member Hoffman, >> yes. >> Member Manning, >> yes. >> Member Campbell, >> yes. >> Member Cornell, >> yes. >> And myself, yes. The matter is adopted. >> Also, under motions, we have Do you have anything on this? This is the Hall of Fame. >> There's a letter in the packet about the request to serve alcohol at the Salem um high school hall of fame induction ceremony. Um, this was requested by the Hall of Fame committee and I, uh, the letter is in your packet for

085review, but that would ultimately need to be approved by the school committee and then ultimately I think by the city council, right, for an alcohol license or no? Is that how it works? >> The licensing board. >> Sorry, the licensing board. I'm not doesn't I don't request that often, but um, >> so I'll put it uh I I they wanted they wanted to be put forward to the committee for review. Motion to approve. >> Second. >> Okay. Motion made by member Cornell, seconded by member Cruz. Under discussion, I have a question, I guess. Do we have an existing policy around service of alcohol and >> we do not I mean other than you can't have, you know, students can't have alcohol on school grounds or there um but we do not have a policy >>

086that I could find. >> Okay. >> Any further discussion or questions? Seeing none. Yep. Member Camp. >> I just want to make sure is there any precedent for it having been approved or denied, but I don't recall any motion like this coming before >> Not that I'm aware of. I defer to the >> super my it's before my time. My understanding is that that one time they did have uh events at the Salem High School that they where they did serve alcohol. Um not in recent memory and the Hall of Fame has not had their re uh more recent events at the high school. Um they're asking to have it at the fieldhouse because it's a bigger space. Um that seems reasonable to me. I think what's uh you know what's up for consideration is

087whether alcohol is served at the event. But I believe that my understanding in asking the questions is in the past there have been events as long as there's been permission um and it's been outside of school hours. >> All right. Roll call vote. >> Member Hoffman. Oh. Manning, did you have a question? >> I I don't have any um memory of this either of it being done. >> What? >> And I'd really be opposed. I think that that it be done. I don't I don't want to break the chain, but um I suppose if they if they have it, if they have it, then they're going to get it. But um I' I'd be I'd be against it. Okay, >> thank you. Can >> can I I just uh did hear Principal Burns did remind

088me that in 2017 there was a reunion in the auditorium where they did s serve alcohol. So they must have come to the committee at that time to get permission to serve alcohol. >> Somebody must have. >> I don't remember that. Cruz, I >> I wasn't at the on the committee at that time. I've just named that there are other uh public buildings where u school districts have approved this. So, you know, our friends at Northern uh not Northern Essex, Essex Tech, as an example, they serve at some of their events. They get the same permissions from the town uh and from their board. So, it's not something that doesn't happen. Um I don't remember it happening during my time as a committee. I'm willing to, you know, support the athletics committee and moving forward

089to the licensing board and just making sure that they follow um, you know, with fidelity all appropriate controls and making sure that again there's no if they're working with a vendor that those folks are tip certified that there's no overs serving and that there's I think strict enforcement just with respect to number of beverages served. So, um, you know, that would be my my message to the athletics committee and to the folks at the high school is just ensuring that again that they're working with a reputable vendor when they do go out to make this uh event happen. Any further discussion? Seeing none, uh, roll call vote. Member Hoffman, >> yes. >> Member Manning, >> no. Member Campbell, >> yes. >> Member Cornell, >> yes. >> Member Cruz, >> yes. >> Myself, yes. The matter

090carries uh 5 to one. >> Um, a motion that we have the license renewal request for Angela's preschool and daycare. >> Move to refer this to the buildings and ground subcommittee. >> Seconded. >> Motion made by member Cruz to refer to buildings and ground. Seconded by member Campbell. A roll call vote on referring the matter to the subcommittee. Member Manning, >> yes. >> Member Campbell, >> yes. >> Member Cornell, >> yes. >> Member Cruz, >> yes. >> Member Hoffman, >> yes. >> And myself, yes. Unanimous. The matter is referred to the subcommittee. Any announcements? >> I am sweating bowls. >> You're what, Mary? >> No, >> you're still on. You're not on mute. >> Remember Manning? Hot mic. >> No announcements. Is there another motion? >> Move to adjurnn. >> Second. >> Motion made by

091member Campbell, seconded by member Cruz. Roll call vote. Member Campbell. >> Yes. >> Member Cornell. >> Yes. >> Member Cruz. >> Yes. >> Member Hoffman. >> Yes. >> Member Manning? >> Yes. >> And myself? Yes. We are adjourned. Thank you everyone.