001uh with the meeting of the Somerset Berkeley Regional School Committee. I want to acknowledge that we have been joined by our student representative Isabelle here. Um the next item on the agenda this evening under student teaching and learning is in fact our student representative report. Um, at our last student advisory committee meeting, we didn't really have too much to update on. Everything seems to be going fine. All we really did there was just some basic housekeeping stuff for us on our end. Just making sure we're at Christmas. We just went over all of our meetings for the next few years and set up some Oh my gosh. Sorry. Created like some documents for everyone to be more organized in our end and just get a roll on for the rest of the year. So, nothing
002new to report on really, but all good. >> Good is good. Thank you. Um, the next item on the agenda, uh, recognition of our October visionaries. The committee would like to recognize Maggie Arena, empathetic. Savannah Battello, academic, Bina Ishach, digital citizen. Noah James, independent, Elena Martin, resilient, Payton Massie, respectful. Julia Morera, academic, and Llaya Trobridge, independent. Congratulations to those students for their hard work. The next item on the agenda is um public input. Um before Mr. Mashado goes, I just want to this is technically public input, but um I just want to acknowledge the committee on Friday, October 31st received correspondence from Mr. Patrick Higgins and to summarize his correspondence um and was drawing our attention to um some budget shortfalls in neighboring districts and he was expressing his concern um that we play close
003attention to our financial status. Um and an update on that is um shortly on the agenda. So, but I wanted to recognize that um we received his correspondence. There's um uh a link to a full story that if anyone has access to I think we've all heard the news uh regarding our colleagues in Whitman Hansen. We're happy to say that we are not facing similar circumstance at this time. So thank you Mr. H. Um okay Mr. Mashado. >> Victor Mashado. Um I'm It was a great meeting. Um you know, we got to acknowledge uh some hard workers uh that's been in distant uh the district for a while. Um I'm going to keep this brief. I just want to bring it to the school committee's attention that um what Mr. Skunova says that an average
004uh employee during that time worked 28 years. Um and Mr. Agia worked 57 years. Um in the next couple of months I will be presenting the board. Um I I think it warrants u for someone who's dedicated so many years and actually followed and was a really a driving force of so many kids to make sure they got into college. They even got their high school diploma and some of his students actually have uh moved on from college, you know, VCC. They got their two years degree and um and I don't think I have to say much, but I think it warrants the uh regional school committee to consider perhaps naming something after him. Uh I I would say, you know, perhaps he was a lover of all the tulips in the front. perhaps maybe
005call it the plaza of William Aguya or something like that. But um I I just wanted to bring that to your attention um so you're not caught off guard when it is being presented. Um and then the second item uh another that's another dear to both uh Dr. Brzford and I um unfortunately she was not able to join us. She wanted to join me today. Um, Decker today has been um as successful as it was because of in my opinion not only because of our leaders but also two community members. Um, two community members that I was very fortunate to get to serve with a as a school committee member but also eat her cooking during some of the uh during the events. Um I would urge the committee um to really consider looking at
006another nomination that this in this case Dr. Brzford and I will be submitting as co- uh presentator presenters to um really consider naming the school store after Chris and Marge uh you know from Berkeley. I think they are what we would call um a true community service. You know, this family bled blue before we were even a region. So again, um I hope you guys would consider those two uh when it's presented to you in a couple of months. Uh obviously you would have to have forum unless you wave these things which you have every right but uh at any point if you need more information after we present it please let us know and we'll be getting all the data for you. Thank you. >> Is there any other public input? >> The next
007item on the agenda business and financial matters is our October. So um the financial status report is um expenditures up until August 29th November 13th wants to be the most upto-date data at this point that 85% of the budget is either expended or encumbered. Um a few things that we wanted to focus on before we present budget amendments is the um certification of excess and deficiencies. Um it has been submitted to um do and we're awaiting certification. Once that's done, it'll be part of our budget amendment to bring some of the money up to capital to cover the cost of of the projects going on at the school. Um the second item that we're awaiting is full approval of our grants. Uh right now, our IDA grant has been approved, but we're still waiting um
008approval of our ESSA grants or our title grants. Um so, at this point, some of those expenditures charge to general fund until they are approved. And when they are approved, we can go retro back to the approval date on the grant award notification. Um after those two things are done, which we're hoping to be in the next few weeks, um we'll be able to bring budget amendments back to the committee. Um in order to align with the school committee's policy, what we did do is provide um narratives of any line item that was over budget and where we'd be taking the money from. So you have the narrative on what we're doing. Um but the formal budget amendment will be presented at the next meeting. >> Thank you. Does anyone have any questions? >> Thank
009you. The narrative is very helpful. >> Thank you very much. Okay. Um, the next item on the agenda under unfinished business is to discuss and act on the mathematics graduation requirement. This is an item we previously discussed and voted on, but we're looking for some clarification on with which graduating class should be implemented. >> Yeah, it was an oversight. uh when I think I believe this policy was had a second reading at the previous meeting. Uh but we did not identify with what class this will be implemented. Uh so we we really do need to understand uh when that would be uh my I I've had u conversations um but my preference uh my recommendation would be with the class of 2027 our current sophomores I'm sorry I'm sorry 2028 our current sophomores. Um, and
010I I've thought about this quite a bit with uh with our current juniors and and I'll have to say um with everything that we've I talked about at a previous meeting with the competency determination uh and my frustration from the state about changing the rules midgame and and having us react to that and really change requirements on students. Um, I feel like I would be a bit of a hypocrite if I recommended something um, starting with our current junior class for next year. And Mr. Lawrence, who's here, can answer any questions that you may have, but he compiled some data for our current juniors. Um, and we we have 20 22 juniors right now who are not on track um at fulfilling a 4-year math requirement. Uh, and of those 26, uh, four of those
011students are actually two years behind in math already. Uh, which means as seniors, if with a four-year requirement, they would need to take three math classes, take and pass three math classes. So please correct me if I if I misrepresent any of this. >> 26 is right and then 40 in two years. That's correct. >> I mean two three years next year next year four year. That's >> correct. >> Uh and then there would be an additional 10 students who are 10 juniors who are currently one year behind. So those 10 students would have to double up in math next year taking two math classes and passing uh both of those. And then there are another 12 students right now who are on the fence. Um right now they are uh we still have a
012long way to go in the school year. So I don't want to throw the towel in, but there are 12 students right now who are questionable about um what their status will be at the end of this year who may need to double up uh next year. Uh I'm I'm certain not all 12 of those will be, but we're looking at 14 students plus potentially uh trouble. So, with that and just knowing uh the number of students, if we were to implement this with our current juniors, I I think we'd be setting a number of kids up for really uh significant challenge to get their diploma at the end in June of 2027. U but I do understand you know the importance of a four-year math requirement um and ensuring that students are um college
013ready uh fulfilling the requirements necessary to attend Massachusetts colleges. Uh obviously that is our goal. Um, but I think we'd have more success with our students starting with the class of 28, our current sophomores, where there's more time to work with them and to to ensure that um they can be successful in in taking four years of math um with [snorts] fulfilling the requirements over their junior receiving years. >> Well, I concur with that statement. Um, I mean, I'm a big proponent of math, math in schools. I have a math background, a lot of math. It's my job. Um, so I think we're moving in the right direction certainly that we want four years uh four years of math for the students, but I don't I don't think it's fair to, you know, move the
014yard stick in the in the middle of the game. Um, so like Mr. Swoon said, we have approximately 22 kids here who would be at risk of maybe possibly not graduating because they've only done two years of math through this car. How are they going to get two more [snorts] years of math in their senior year? It's going to be extremely difficult for those kids and I I don't think we want to put any excess burden on them. So I I would take Mr. Sun's recommendation of starting this with the class of 28. >> Yeah. And if I can just add too, so Mr. Lawrence give us this information. Um, but we didn't take it to the next level to figure out of these, let's just say the 14 students who who definitely need to
015take at least two or or three classes next year with a four years requirement. Uh, if they're also behind in English or social studies, like we just don't know. We didn't go to that level to figure out what other courses they need. And we only have seven periods uh that students have, you know, can take these classes. So, um if someone needs to take three credits in math, um along with their English and PE requirements and um potentially uh social studies and science, there isn't enough room in their schedule for eight or nine classes without having online learning. uh the flexible uh the the flex programs in the afternoon and and uh potentially uh taking advantage of our community school offerings in the evening which we usually have students doing that to to you know
016one or two every year just to make sure that they can cross that finish line on time. Um but we would I think be expanding that more than what we typically do. >> I have a question. Especially the math courses. Are they all fourear courses that we offer? >> So, I actually respectfully disagree. >> I know. >> And the reason is um and I'm not to throw up impediments to students graduating. Um I'm And if I sound frustrated, I'm frustrated with myself as well, but I feel like this is something we should have honestly done a long time ago. I feel like for us, I think it was over a year ago when I looked at comparable districts and pretty much everyone else has had a 4-year math requirement for a very long time. And
017you know, shame on me for not pushing harder sooner. Um, I think and I understand because I have students in my who would have to double up on math and tech. It's interesting to me that like there's no argument about four years of English, but the four years of math seems to somehow be, you know, I I think that if we're graduating students who might have multiple pathways in terms of the post-secary pursuits, but we're really doing them a disservice if if we're not making them eligible for applying to Massachusetts State College and Universities. And you know, I know the number we've had before is like about 20% of our students typically are not graduating with a fourth year math. Um, and I think honestly we could be more innovative and I think we could
018I just hate kicking this can down the road. I understand what you're saying about moving goalposts, but um, they're not going to get their senior year back again. You know, they only get to be seniors once and they only get our support to get to that place once. Um, I would urge um us to think about semesterizing some math courses. It doesn't need to be a full year course. Um, and to show flexibility. We could have a personal, you know, personal finance class or business finance class. The 21st century applications of math class. You have math classes that are geared towards students who want to pursue the trades because math is electricians and plumbers and HBAC techs use math. So I think that I feel like and there's always a process there's always a process
019for a principal and a superintendent to wave locally requirements. I um I understand what you're saying and but I I'm frankly just tired of waiting. I think it's we're too late. We've already missed kids and I think we do them a disservice. These 26 students might say their plan is not to go to Bridgewater State University or something, but they also can change their mind. And if we don't push this and but also in a way that's flexible to their individual circumstances, which I actually think it's not an either or. I think we can do both. Um then we're then if they change their minds now they're going to have to enroll in BCC [clears throat] and pay for a course or take a nonredit math course or something else. So, um I know it's
020really question of timing and I suspect I'm in the minority and that's okay. Um but and it's also part of a much larger conversation about our need to raise the bar and expectations for all of our students and graduate them ready for whatever path they choose. And if 20% of our kids aren't have don't have that course math course and don't take math in their senior year, if kids who want to go to Eisenberg, don't take prec, they're not going, right? They're not admissible. So, um I worry that there's a little bit of the low the low expectations here like the kindness and like compassion is not always help in the best interest of the kids. So, that is my concern with waiting. Um, I think it would require us to change how we do
021some how we offer courses. Um, I don't want to see a kid, you know, taking three math full year math courses and one of them is online. That seems inhuman. But I also I'm not sure we've gone the distance in exploring what are some of the things that we could do, you know. So, and yes, there are seven periods. So, English, maths, you know, social studies and science are three-year requirements. Um, and I I don't want to sound like I'm insensitive to the plight of those kids, but we actually, I think, have a double duty, like even more responsibility to make sure that we're giving them what they need um for life beyond Somerset Berkeley. So, um I don't I would be in favor of um implementing it with the class of 2027. um with
022those with those caveats which is it doesn't have to be fullyear math courses and we maybe we need to do some work to give them some alternatives and at the end of the day there's always administrative you know for extenduating circumstances you always had that option and I as a committee member would support that but I just I just don't want to wait anymore and they haven't made course selections yet and it's going to be that time but it's not done yet. I think it's important that we say this is important and I know you know there might be an elective or something that kids would rather take but [snorts] um I think that's where the flexibility in the schedule comes in to better allow for because if you did have some semester based courses
023including electives and math classes it could better allow for students to take or or looking at part-time classes as opposed to having everything be full-time. Now, I know we also talked about previously having computer science count as a math course. >> Does. Yes. >> Right. So, it, you know, that's one way that we're being flexible in trying to accommodate students personal interests. And you know, I I would be inclined to support your position, Miss Andrews, and you know, maybe push the administration a little further to be a little bit more flexible with a scheduling component in order to both meet the needs of the students and hold them to high expectations sooner than kicking it off, you know, another kicking the can down the road another year. Well, I guess my question as from not
024being an educator though is if you're going to give a child two two semester courses and have that count for two years of of math, are they really getting that much more education in those two semester courses than they would be in a full year course of math? And is that just kind of, you know, pushing them through in that aspect? Do you know what I'm saying? Like if they're taking, you know, geometry 1, geometry 2, are they just really taking geometry, but it's divided up into two semesters so they can, you know, punch the ticket for 2027? Like, is it really giving them a better >> education? I in my experience, I think it can. So what I've seen a lot of students who they get through algebra 1, you get through geometry and
025that's when things start to get trickier, right? class. And so, um, I think that you can have some of those more like what I would maybe call sort of applied math courses that [clears throat] like personal finance. And if you semesterize your courses, then it also frees up in your master schedule, you can give kids the flexibility so they don't have to choose from, you know, either a math course or another elective. Um, so I I don't think it's just having it. I you know having the content it's identifying content right that is relevant for some of these students and I don't know these individual stories of these students my guess is some of them are in some of our um subgroups that we want to make sure we're supporting um with extra resources and
026flexibility and innovation. And so I think that it's incredibly typical for high school seniors to take a personal finance course for a semester. And the department of higher ed requirements say that a student has to take math in the senior year. It does not say it has to be the entire year. So just by doing that they could meet that requirement and make them eligible for a direct admission without having to jump through other hoops later if that were their choice. It's it's pretty standard in many would you agree in many local comparable districts and even not comparable districts. >> Right. I I would agree with that. >> I guess my question is how realistic is it to add semester based math classes for next year? Well, one of the things that we're looking at
027anyway is I'd like to add and I and I have uh talked to our content coordinators and administration here about exploring just offering more uh semester based classes. I think that uh offers some some good flexibility for our students, allows them to take uh not every kid wants to take computer science, but maybe they'll take computer science for a half a year uh and explore it rather than devoting an entire year. Uh so there I think there are some areas where kids can um we can get creative and having kids explore more topics by having semester classes. So that is something that we are looking to do that would require um I think a significant it'll be a a large investment in time uh to do that because it's not something it's not a way
028that we currently work our schedules except for PE health civics. So we have some um a few semester classes but not many. Um but I know Mr. Lawrence is also uh exploring a personal finance class. I don't know if you want to may I is it okay invite Mr. Lawrence to just share some of the things that Yeah, please. >> Um so I can answer a few of your questions. Um one of the questions I have is if we so my when I thought four years I thought 20 credits. So if we are going a semester based those are usually two and a half credits cuz they're a halfyear course based on our like the way our school runs. So, if they don't need 20 credits and they need, you know, it goes by courses
029taken, not what the credits are worth, that does change things obviously. Um, a lot of the schools that you're referring to that have half year, they still use some sort of a modified block schedule. So, they're taking classes if they're taking like algebra the first half of the year, geometry in the other, that's like a 90minute block of math like in that. One of the other things that we deal with is that like of the 10 like there's 25 top districts in the state. I did some research and of the 10, I'm not saying we want to go back this way. Five of them still offer CP, ACP, honors, and AP. So what we're doing is is we're saying we want you to have four years. We've removed all of our lowest level classes. So,
030we're asking the past four and some of the students would have gone to like summer school after grade nine, but knowing they had a three-year requirement, say they failed three classes, their guidance counselor might have pushed them to take like science and social studies saying, "You're never going to recover a full year of math in 6 weeks. Like, we'd prefer you to save that and take it next year." So, my hesitation is is we would have had these kids take math in summer school if they had a four-year requirement. I think what Mr. Skoonover said about freshman and sophomore year. I think that is those kids we have plenty of time to remediate to get them the supports that they need to graduate. But the class of 28, the 27 class, I'm concerned because we
031don't have all the pieces and we're down to 9.4 math teachers. So to offer these semester based classes, we just took on this year four subsepparate classes within the math department. It is going very well. I'm glad we did it. But we have math 1, math 2, math 3, eventually possibly math four. So we have teachers being pulled from regular sections. So if we go to semester based classes, I just don't know where else we pull from because we also are bringing back honors calculus. Um for a student who want to take calculus prior to college but don't want the pressure of the AP exam. Um we are also bringing back like we brought computer science as a part of the math department. As Mr. going over said we are looking at like a financial
032mathematics course whether that be a semester based class or a fullyear course just to give them like the skills they need like life skills investments like understanding how to put your money away we we're all on board on that but the problem with seven periods is there's only so many things that these kids can take. So as much as I'm not math biased I want them to come to the math department take financial literacy take stat we have more AP offerings than we've ever had. um I want them to do that. They also have other obligations and some of them have other interests and some of our like disinterested learners are struggling students to put them into three math classes next year. Even if it's one full year and two half years when some of
033these kids like genuinely want to do something else that we offer here um I think is where just pigeon holing them with the seven classes. So I think it's a bigger discussion. I know Miss Ashley you had mentioned like looking at our big schedule like we used to offer eight periods like that's a whole extra choice during the course of the year there just wasn't as much time on learning so like we have to I think you were here when you might have done that but we had we were able to offer more choices for them and with the seven if a kid has to take two maths next year two Englishes I don't know what else is left for them is what I guess I'm saying on the menu but we we're ready to
034offer like honors calculus next year, computer science, there's three choices. They have the project lead the way courses where it's just principles, then we have AP offerings, and then there's like the second piece of the project lead the way. Um, we also are bringing back like a class like pre-alggebra for students who we have a lot of students who either miss time in middle school, um, or out of school period or never passed the math class through middle school. So, this will get them the foundational skills they need and then they'll go into algebra 1, geometry, algebra 2 to have their four years of math. Um, if a student wants to go beyond that, like and get to a four-year, like a higher four-year college, they could take geometry and algebra 2 together, just like
035some of our students do now. Um, but we have a menu of options, but we also have 9.2 staff members or 9.4 I should say. So, it's just we can only offer so many things and the students dictate that. Like, if we offer a class that they don't sign up for, it gets cut. Um cuz usually the minimum is 10 to 12 students. If we don't have about 10 >> 15 >> well, okay, even 15. Used to be 10 to 12. So, now we're at 15. So, if I don't get 15, we can't run it. But I I'm willing to do anything. I'm willing to offer anything. I think though for the the kids that we have here, I don't disagree with you. I don't want to kick the can. I never was opposed to
036a full year math requirement. I think we should have that. Um, but we need the staffing and we need like I feel bad that we would have given kids different advice last year, the year before about how they could have gotten out of this hole, but having a three-year requirement, they were like, "Okay, like this is how we're going to map you. This is what their our advice was." So, I feel like we gave them bad advice now because now they need a fourth year and we're trying to fit circles into like a square hole or vice versa. But I want them to graduate. Like that's my number one thing. Um, and a lot of these kids like I think like personally like if you talk to those kids like hear what they have to
037say like let's some of those kids will say to you I want to do X and a lot of them unfortunately it is not a four-year college. They want to go to BCC or they want to go into the workforce. they want to pick up a trade and to prevent them from graduating because we changed the graduation requirement just I feel terribly for them. But I'm open to opening the full program of studies to provide our kids everything that other schools offer if we have the staffing. >> I mean just what Mr. Lawrence is saying I mean and and I know people in that situation. I mean, if you failed math as a freshman and then you didn't take it in summer school and you know, you've had difficulties your sophomore year and now you're
038a junior. I mean, really, what's the chance of that student being successful in their senior year? It's going to tax them so heavily that they probably won't do as well in some other classes that they may have a better interest in. And I I really think that moving the goalpost right now for these kids is not fair for that handful of children. And they and we really shouldn't do it. I don't think I think we I really still stand by Mr. the recommendation of 2028 because it gives those students if they're in this not quite a similar vote, but it gives them time to recover if they didn't do well in their freshman year or this year. >> And I think >> because they they know going forward and guidance can say, "Listen, you're going
039to have to have four years. You need to do this. You need to do this now." >> And I just think whatever we decide just to outline like if it's years or credits will make a big difference, too. Cuz if it's like you need 15 credits, you know, that's a big difference. Like that's three years of math full years. If you need 20 credits, that could either be three full years, two half years. But if it's 17 and 1/2 credits, but you just have to take math in the fourth year, then we're saying you need three years than a half year. So like that's something that you know with the half year offerings, do they have to take two half year maths or could you math partner up with PE? That's another question because like
04020 credits is very fixed. So if we're saying four years, 20 credits, half year courses are not going to solve our problem. If it's 17 and a half, then they would have basically two chances for that halfyear course at some point in time. That could be bumped on to a junior or senior class. But I think that's also something we want to establish like in writing so that we know exactly what that target is. >> I think that's a really good point. I think mass board language is about courses or units, right? >> So, I I think that's entirely fair and I don't I certainly don't want to impede anyone's graduation. Um, but I guess what I would love to hear is some of the things you alluded to, which is what do you need
041>> from us to make this happen? And so, that's why I feel there's a lot of urgency here. And if it's staff, if it's resources, then we want to know that now before because we're about to go have budget conversations, right? So if if what's in the way of making sure our kids are prepared because I again I would even if they're go not going into a four-year school, the math I'm sure your degree is important in a lot of careers. Um, if the if the impediment is the master schedule, if the impediment is staffing resources or other resources, then we can address those and I think as the adults we need to um and urgently I would argue. Um, I appreciate your uh the distinction between credits and courses and I think we can
042clarify that. I would say that I have experience in a lot of places that have seven periods waterfall schedule. Um Taton High School has six periods >> um with no rotation and um four year math requirement. >> It's not 90 minutes >> and it's an hourong course and they do that in the context of chapter 74 programs which also have tremendous hour um requirements. Right? So, you have seniors at Taton High School who are doing like a big chunk of their schedule might be in a chapter 74 program, but they have to take math and they have to take English senior year. I don't want to harm these kids, but I just I think we've already done harm because we haven't pushed this hard enough. >> That's my frustration. I just want to say I
043really I need this is me personally. I need to see a program of studies that is more flexible that has some of the things Mr. Lawrence referenced with relevant math courses for where you know a changing world and where kids are going. um that remains prerequisite, that is more flexible and that serves our kids for for the here and now and that does not um reduce the rigor or the expectations because at the end of the day, if we're graduating kids who who are struggling with it algebra, then we've already done them a disservice. And so that's I guess my frustration. I know I'm in the minority, so I won't belabor the point, but I'm very much asking the administration to please come back to us with a program of studies that enables our students,
044every single one of them, to get the math as well as the other things they need so that whatever their choice is, they're well prepared to do that. And I honestly think we haven't done that as well as we can. So, that's my frustration. Um, I don't want to throw out the baby in the back water and and hurt 26 kids, but honestly, we kind of already have. So, um, and I know Mr. Skoonver's goal involves early college. That's the other piece of this. So, it's broader than math. It's really about innovation, being flexible, and not continuing to do things because it's how we've done them. Um, but if everybody if Taton High and Derpy and and pick a town, they can do this, then why can't we? Our kids are just as bright. They
045deserve just as many opportunities. Our faculty is just as talented and we'll commit the resources to make it happen, but we have to push. So, that's just my soap box on that. And I think that's regardless of the outcome of tonight's vote, right? because I I don't want to vote on this and then we just we passed it so now we don't have to think about doing those other challenging things to make the program of studies and the schedule more flexible and and accommodating right like I I think that work still needs to be done no matter what the outcome of >> can I just so Taton technically though and I don't want to like go back to Taton but Taton only makes them past two years of math I know that's wild but their
046minimum requirements. They have to pass math and geometry since the MCCAST requirement was removed. It's on their district website. I've seen it on their so they have to take math. They don't have to pass those classes. >> When did that change? >> After the after the it's on it's it's like it's under their graduation requirements on their website. >> They did also after you left they went from >> they lowered the requirements. they they increased um they used to only have semester based right when you were there they have full year now but I don't know enough about the ins and outs of the schedule to know exactly what changed in terms of they also added in any case we can we can do we can do better and we'll and we'll provide I I
047think we as a community will provide the resources for that but I know I I think I can guess how everybody else feels so if I don't know is there a motion or is there anyone Well, I just wanted to mention one thing. I'm I'm looking at the policy as it reads. It does say 20 credits, which would mean they would have to do a full year. So, if we're going to in fact do that, >> right, >> we would have to change that also just [clears throat] >> down the line if we're going to change. >> And that was our intent was to require students to graduate from Berkeley. they take and pass four full years of science, >> not three and a half years, not just experience something in a year, but um
048four full years. That that's our goal. We believe I I I agree with what you just said. Yes, we need to um we should we should have established the four-year requirement earlier. Uh and that that is our absolute goal. So, it's just whether or not it begins with our current juniors, our current sophomores, that's really the question. And um you know, I think there is if we if we can implement a semester based personal finance class or or andor some other sections then maybe next year senior class it's a 17.5 credit requirement um where uh they at least have something in their you know or another class for this year because they would be taking it anyway but um >> offering offering something >> or maybe or or could you pilot like some of the
049options that you mentioned, Mr. Lawrence, for those kids and maybe cuz I know how to vote. Maybe um 10 of the 26 are able to maybe not do the full year, but maybe can be guided into a new course that you've developed that might be semesterized or something like that. And it is uh I believe only in the senior year where we have an opportunity for a halfyear class anyway where uh backed up against their PE class students um are are in here for a half year study for that period. Uh so there is an opportunity to back up one semester class against their PE. uh could be elective areas, but it could be math as well. >> And so even for those current juniors, if they did that, even if a few of them
050did it, they would be they'd meet the requirements for admission to college, you know, whether they choose to do that or not, but they would they would need that. So it's a step, >> but would they have the staff to support those classes? Well, for next Well, that's a conversation for the budget, right? >> Right. >> So, I it'd be great if when we have our budget sub those proposals or those needs, if they can be articulated, um that would be very helpful to our >> the new courses for honors, calculus, the pre-alggebra, the small group math that is like formalized now, those are all in the program of studies as well as computer science. The three options I talked about, those are already in the program of studies. Those are like solidified. We've already
051updated the flowchart to show all the options they have. So the only thing and I had talked to Mr. Spoon about it the other day um to Dr. Sonover. We talked about the possib we didn't think about a half year, but we already had talked about the possibility of just p like either piloting. We were talking about not like I was talking about the year after, but it can be for next year if we have the staffing. That's an easy ad cuz we have the content for it. It's just the person um to to do that because I just don't know if we would have this bathroom at this time. >> Make a motion. Well, if I were to make a motion, I would make a motion to just lost um to put the mathematics
052graduation requirements now to be at four years, but effective with the commencing class of 2028 because I just feel 2027 is too early for this handful of juniors. >> That's a motion. Second, >> a motion by Mr. Passner and second by Miss Solomon. Anything further on discussion? All those in favor? >> I'm going to vote no. Motion carries. >> Thank you. >> Healthy discussion. >> Thank you. >> Yeah. And I'm happy to come back anytime we have questions or whatever. >> Thank you very much. >> Dr. Gford, apologize. She was not able to attend tonight. U she she was planning on being here. Uh Mr. Lawrence, do you know the the current status of the program of studies? >> Do where? >> So, we had to submit our proposals. We've already had our meetings, but
053it is not like signal and delivered. It's just at the point now I think for review. >> Okay. >> So, all of like I have if I don't know if Dr. Russ would share it with you. I have the draft of it. If you want me to share it with you at this time. >> Well, I was just I was asking the question. Thank you. Uh so is that I I I know at the end of the meeting you'll usually do future actions but is that something that you would want um presented uh at the December 16th meeting at least the the current state of it at that point >> the draft program >> I would love to see it as soon as >> I think so that would be our next meeting. Okay that'
054>> be great. Thank you. Okay. Um the next Oh, could I also related to this and it could be for future things. I think it would be um wise for us to maybe go back to policy >> and um look at the language in terms of credits versus courses. >> Okay. >> Um so we can do that. IKM I and I I think that I can imagine where when we um become more flexible and innovative and when we are looking at early college and other things to the program of studies that language is not only going to be relevant to math it be relevant to other courses too. So courses credits units we want to think about how we talk about >> so to be more in line with what the state [clears throat] says.
055So if it's >> score >> one unit of or you know four units of math a unit would be the equivalent of a four-ear class. If there's a semester based class then it would be a.5 or >> we we'll look at >> yeah we'll look at >> okay next item in the agenda under new business superintendent report. All right. So, first of all, I do want to just um wish, you know, our our congratulations to our Somerset Berkeley field hockey team for winning uh another division 2 state championship this past weekend. Uh they not only did they have an outstanding season, but their um their uh playoff run was just remarkable. Uh I think I I was keeping track of it and now I I've lost track but uh nine nothing nine nothing I think
056it was like five nothing and then maybe a three to one three nothing they did >> they let up one goal in in the postseason um but they just uh what a what a great team um they did a phenomenal job and I would love to invite them in uh for some recognition at a future meeting if not our next meeting that >> last two games were extremely exciting exciting. I can attest to >> they were and then bunch >> of my daughters >> and on Saturday uh it was there was no score at the half and we're having a little sidebar with Mr. Francis and we're going through you know what is the scenario for overtime and we're saying okay 7v7 twice and still has the penalty um penalty shots after that. Um and
057then you know just a couple of goals and in a minute or so and then that was it. Um and they beat uh hanging three. So congratulations to them. Uh four four championships in eight years back to back. Um so that was up. Um, I will pass things over to Miss Haskell who will give us a PD update since we had our full day uh professional development two weeks. >> Yep. November 4th we had our full PD day. Um, so we had a little bit of a split um and a little bit of shift uh from what we have been doing the last couple of years. Um we have uh been doing ed camp the last few years but uh with our um PD pathways uh we decided to do uh the beginning of the
058day um in those PD pathways. So uh I know that I've shared them before but I'm just uh you know for at home audience right uh using technology to enhance learning reaching and teaching all learners. uh we have an SEAL uh pathway and um also uh building thinking classrooms and our uh guidance team uh has also been working together. Um we've brought in uh Throughline Learning and um they have come in to work with our guidance team and uh to uh really uh solidify our um uh curriculum for guidance and to really put together a scope and sequence and get counselors working uh in classrooms and pushing in um and and doing some of the planning uh in terms of career um SEAL and um Throughine is also working and and has been for the
059uh past three years uh with reaching and teaching uh learners really um centered on ensuring that we are uh connecting with all of our students um and that we are differentiating our instruction uh to meet students where they are and to really personalize learning in terms of a workshop model. Um and uh we the other three pathways uh we have some of our in-house team uh working with our teachers. They are really hardworking, super talented and are sharing that uh with our teachers. So Matt Croft is the facilitator for using technology to enhance learning. Uh this session they were focused on Google classroom organization um some add-ons, Gemini, um and uh p practice sets and YouTube questions. Um and so they've uh they have been working uh through all of the sessions uh together and
060really uh he works really hard to be responsive to the needs of the teachers who are in front of him. Uh so with each cohort they have the opportunity to ask some questions and really kind of uh he designs that professional learning for them. um our pathway uh we focused on deescalating uh deescalation uh techniques and Lindsay Sors who also uh works in district uh work with our um our pathway and building thinking classrooms [cough and clears throat] um we have uh Mr. Chase uh Miss Bergmmyer and uh Miss Cabraw and they are um really working with our vertical non-permanent surfaces or whiteboards um and uh building uh the opportunities for kids to really think through um problems and um and and get them where they need to be where the teacher is much more
061the facilitator of the learning and the kids are much more hands-on. Um and so they're working on designing those pieces. Um so those were the pathways uh for the morning and in the afternoon each of the departments uh worked together on um some goals that they had or a variety of pro um products um and there were some extended PD. So our social studies team worked on facing history and ourselves workshop um which is uh where genocide education and uh civics. We had received a grant and so they were working um together on that. Um our special education team was working uh with um South Coast Education Collaborative uh and assisted technology training. Um our ELA team uh is we may have mentioned they have designed writing rubrics and so they were working on the
062calibration of those new writing rubrics and that implementation um in the department. Um but we have also been uh looking at MCCAST versus our common assessment data analysis um and really rolling out those rubrics connected to to our common assessments and MCCAST throughout the school. Um there was math uh focused on some curriculum [clears throat] mapping science and technology. Um they were working on their midyear and final revisions um in terms of the competency determination requirements with that lens. Um wellness uh was uh they're working on the um new comprehensive health and fizzed curriculum frameworks making sure that we are implementing and putting those into effect and rolling them into our current curriculum. Um and world language uh has been working on uh really updating and ensuring that our curriculum is in working order because
063as you know we have our new resources um that we've been using the past two years. So um music worked uh as a team uh K through 12. So they were collaborating and working together and I think it's the first time that they've had the opportunity to do that really from K through 12 um in in a couple of years. Um and then our uh was really uh curriculum focused. Um our guidance team did stay in that PD pathway all day long, not just in the morning. Um and our leadership team actually was at the um the head PD at the police department and worked on uh the their video training. So um there was a lot happening. Uh but it was a it was a really great day. We always do our um our
064reflective surveys. Um and uh we actually uh did issue a a really quick three minute that I called it a three-minut survey uh to get some feedback on uh how people felt about the ed camp versus the PD pathways and and what their preference was. So we'll use that data to to make a determination about what we do for our full PD day next year. >> Thank you. >> Any questions? >> Thank you so much. Sounds like it was day. Uh let's see um for staffing appointments or staffing updates just to um to share uh a couple of the positions that that are there. Um you know really sad to see Lauren Meter go as one of our guidance counselors. Um but you'll see that there uh that her uh position is listed under resignation
065but under appointments um we're also at the same time happy to have Kelly Rendes return to us. Uh Kelly was a member of our guidance uh staff last year and then when we reduced from four full-time counselors to three full-time counselors uh as the um the newest member of that department she was uh reduced but uh within the SDA contract. If you if there was a reduction in force uh due to budget cuts, then uh staff members are on two-year recall. So, we're able to recall Kelly into uh back into her position to fill uh Lauren's uh vacancy. And um I was going to mention a couple other things, but I know under the next item is super categorical, so they'll tie in to that I think a little bit better. >> Thank you. Um,
066as Dr. mentioned, the next item on the agenda is superintendent goals, >> right? Uh, so I uh sat down with I met with uh Mrs. Andrews and Mrs. Ashley about maybe a month or so ago and presented uh some some ideas for goals. I think I had uh six potential goals just to uh to toss out there and the areas are professional practice, student learning, and district improvement. Uh so then you'll see the the outcome of that uh where there is one goal for each. So for professional uh practices uh deepening expertise and leadership in generative AI integration is one of the things that we are uh focusing on um pretty extensively right now. Uh we actually the work started last spring when I created an AI leadership team and we're meeting uh throughout the
067spring and then now into uh this fall and we've been working on developing a draft AI policy. Uh we we do not have uh those guidelines right now but uh we met last week I think two weeks ago uh to develop uh what I think is a a really um strong AI policy at this point. There's still a draft form, but that will be presented ultimately uh through our policy subcommittee for your review and approval before uh going to uh both school committees. After that, uh working with uh Miss Haskell um on bringing in some AI uh professional development, not just to build AI literacy for our staff, but then how how does that transition to AI literacy for our students? uh and we've talked about this I think at every one of our student
068advisory committee meetings um just the the impact and influence of AI and not just teaching but in student learning and uh student use too. So there's a lot of work there to be done and that's why um it's really uh it was my professional practice goal and then also connected into the student learning goal uh building AI literacy and teacher readiness. Uh so it's my own uh professional practice with that but then how does that filter go down into teaching and learning and then district improvement as Andrews uh mentioned earlier uh expanding early college access and we've already uh Dr. Croser and I have already met with uh representatives from Mass D and Bridgewater State University. I've had conversations with uh Rhode Island College as well uh just to um expand offerings and find ways
069of of introducing some early college experiences uh here beginning next year. We we have some of that happening now, but we really need to uh take what we're doing and really expand it uh greatly uh for our students. So those are the three areas that I'd like to focus on. for this next year. >> Could I just ask for the early college? Um, Dr. Skover, you mentioned I know that you and Dr. Brz have done have done some preliminary work on that conversation. Can you um can you tell me a little bit about the plan for sort of like the team at the high school in terms of implementing that? Like who's going to be involved? I would expect that the head of school counseling um would be crucial in that and sort of what
070the team is and also the person who's building your master schedule. So, I'm just curious to see if you've gotten that far in thinking about achieving that goal, who's going to who are the key players. Uh Kim Dudo, who does create our um uh our master schedule, uh is certainly a a big component of that because these early college classes gets into the previous conversation about semester classes because we know colleges only offer classes on a semester basis. Uh so uh having her involved in this work um and Miss Kugan, but not just Miss Kugan, but really having our our guidance staff uh involved as well. I don't know to what extent Dr. Brford has had conversations with uh some of those individuals. I have not yet. Um I will won't be able to report
071back to you. >> Yes. Thank you. I would encourage you to involve somebody from technology as the professors often need safe access to our students. >> So I know that I'm involved in that in my district. So >> good point. Any questions? If not, I would entertain a motion to approve the 2025 2026 superintendent goals for Dr. as presented. >> So moved. >> Second. >> Motion by Mrs. Ashley and seconded by M. Anything further on discussion hearing? None. All those in favor? I opposed. So voted. >> Thank you, Dr. Um, next on the agenda, strategic planning. So committee update. >> Do we really have? >> We we haven't met. Um, but I've been putting together the list of people to to invite uh to be part of this um uh the event that we will
072have in the winter uh both the adults and students uh and I expect uh those invitations to go out after Thanksgiving. >> Thank you. >> Okay, >> questions. Next on the agenda, um, uh, uh, OPED, sorry, other post-employment benefit subcommittee update. Mr. Pass. >> Okay. I think we had a pretty productive last meeting. Um, so we did have a presentation from Laura Strickland from Prim. Um, did very well. We're doing very well this year so far year to date. I think um, we've had positive monthly returns every month this year with the exception of February. So the investments are doing very well this year. Um we have approximately $1.7 million in the OPED trust. Um the big discussion at our meeting though was actually arose from the prior meeting was about expanding um the board
073of trustees so that we can have this hopefully continuous base of knowledge around what we're doing um so that if people come off the board there's someone there to kind of you know pick up right in their spot. Um so we voted as a subcommittee to expand the board to 12 12 members. Um where the increase was is um currently we have one citizen from each of the two towns Somerset and Berkeley. We wanted to expand that to two citizens from each town. Um and then currently we have one current employee of the district and one retired employee of the district and we also wanted to expand both of those to two. Um and [clears throat] the discussion was we felt it was very important to keep those um balanced because you know OPE is
074there for really the benefit of the retired employees of the school district. Um, so it's very important to have people from the STA or retired members there to um make sure they feel they're being served and then also citizens from the town because you know they're the taxpayers and they're the ones funding this and you know they should have a equal sight as well. So we did take a vote to expand it. However, I believe from our discussion afterwards with Robin is that we do need a full vote of the school committee to affect that change to the declaration. So, um, I I would seek to get a motion tonight or I'll make the motion that we expand the board to the 12 members as I had outlined in the update and also if there
075were and after that if there's any questions too about the we haven't answered them as well. So, >> I will second yours and but open it to discussion and questions obviously Mike and I would like to motion by Mr. pass second by Miss Fer. Are there any questions? Anything on discussion? >> I would just support it, you know, for continuity purposes. Um, I think it's important that we make sure that things don't knowledge doesn't die out as people move on to, you know, other aspects of life. >> Yep. So, I mean, and that's how we really felt is um you know, let's say you're a retired person, if he's there or she is there for 8 10 years and they're already retired, they may not want to stick around forever. So, it'd be good to
076have another one so that if that person abruptly, >> you know, moves on to, you know, another brighter horizons, there's someone there to kind of train the new person coming in, you know, from from their perspective. and elected officials are elected. >> Yeah. >> And so, >> well, it's always two. We We didn't expand any additional school committee members was just the two. >> No, it was just in terms of like the the knowledge, right? Because there's there's no telling whether or not we get reelected or get reappointed to that board. So, our hope was that, you know, say [snorts] like right now it's Kim and I, if we're no longer here, there'll be other comm committee members who've been on at least a year or two and have the the basic understanding of it,
077the other committee members. And I think the other discussion the only thing we uh we were going to put this out to anybody that wanted to apply and I think we were talking well first we were doing December 1st but I think we're going to bump this to the end of December but still before the end of the year so we can uh bring it back to and then decide who's going to be those members based on whoever's applies that wants to be on for and we also have to reach out to the STA because the SA will have to put something out to their their membership. to still be interested. >> Can I ask you a couple of questions? So, [snorts] should there be should the person have knowledge of investments already? So, I'm
078thinking just members of the STA um and and one teacher comes to mind our business teacher who has extensive knowledge. Would we want to almost invite >> he would hope that person that would he would wish to you know serve in this role right and you know put his name out there to be nominated however the teachers association holds their internal elections you know we would hope that maybe this person would come forward and you know choose to to fill the role and then hopefully the membership would would vote upon him or her Um, >> and also >> so that that's a great point. We would love to have someone who who has that. >> So it's not a requirement, but it's >> it's not a requirement, but strong recommendation to have some background in
079this area. Okay. And my other question is in terms of advertising, what would be the the best way for us to get the word out to both Summers and Berkeley communities through putting a posting on uh the town's websites, not just our own. I don't think anyone really sees people don't read the newspaper, but I don't think that's going to get >> I mean, the way things work in Somerset, my thing was, you know, like with the talent bank, they have on the on the town side, you know, on town website, you can, you know, citizens can put their name into the talent bank and when a board appointment comes up, they can, you know, apply for that position. So, I guess we'd reach out to M Mr. Luchcci here in Somerset asked him to
080put something on his website that you know on the top website >> you know seeking a candidate for that than his counterpart in Berkeley. >> Yeah, we don't have a talent. >> You don't have a talent. But you must do you have something where um >> um but we could definitely >> cuz I I know obviously Berkeley has probably as many boards and committees as we have here in Somerset and >> whatever process you would use for >> advertising in Berkeley >> and you need to try to put it in front of people's face faces beyond just the website because for me to see it on the website I have to go to the website >> know it's there already right So >> we could ask we could bring it to the map our town
081administrator Boris Slackman. They can make it an an agenda item on there next meeting and announce it. >> Maybe George Austin could do a little article in the Somerset Sentinel. >> Remember how many applicants you got for van drivers when I cl >> Okay. Does Berkeley have a Somerset Sentinel uh equivalent? >> The Sentinel. [laughter] No, perfect. >> We we'll definitely it put in a central place and then we'll we'll spread the word. We will get it out. >> Awesome. Thank you. >> I often hear from uh Berkeley residents uh following up on Oh, I I read in the Somerset Sentinel. >> Well, I take I take a lot of Mr. Austin's and put them on the page that I run. You know, school, it's school specific, the the page that I run. Um, so
082I take a lot of foot and he does the work and I just take the >> credit. [laughter] No, I do not take the credit. >> So that page would be great to advertise this. >> Yes. Yeah. Sure. >> Mhm. >> No concerns about maintaining a forum if expanding would >> Yeah. No, because it's still we're not adding any additional school committee members. So it would still just >> Oh, I just need to have Yeah. [laughter] Yeah. Yeah. I mean, so far we've had two meetings and >> we've haven't had any issues with that. >> Okay, great. >> Does it require a form? >> If we were to take votes on on things. >> Okay. Anything else on discussion? >> All right. So, do we have a motion in a second? There's nothing else on
083discussion. All those in favor? >> I opposed. So, >> thank you very much. Um, okay. Um next on the agenda we have policies for first reading. Um we have two we have competency determination policy IFE um which is uh an amendment and uh policy BEDH which is public participation in school committee meetings which was an amendment not really in substance but based because the schools amended theirs right so we made two separate policies but we didn't make any substantive changes did I get that right Robin Yes. >> Okay, great. >> Um, are we okay to take these together? >> Mhm. >> Y. >> Um, okay. So, I would entertain a motion to approve the first reading of the following policies. Competency determination IKF and public participation at school committee meetings behind. >> Motion by Miss
084Bur, second by Miss Ashley. Is there anything discussion? Hearing none. All those in favor? >> I opposed. So voted. And next we have policies for a second reading. There are several um access to building and grounds ECAB/ECAV R which is an amendment gifts to and solicitations by SA staff GBC. Student fundraising activities, JJ E. Athletic concussion policy, JJ. Relations with parent booster organizations, KBE. Parent advisory councils, KBG. That sounds ominous. We should come up with a different one. Um, and school visitor policy, KI. Um, are folks okay to take these together? >> Y questions. I just had one thing I noticed just a housekeeping on ECAB-R in the body of it. It refers to Somerset Public Schools and it means to say Berkeley Regional. >> Yeah, it was it's really just other than that I
085think it was like in the second part. >> Yeah. Couldn't catch any. Okay. Um if there's nothing then I would entertain a motion to amend or adopt those the policies as presented for second reading. So move second motion by miss seconded by Miss Corville. Anything further on discussion hearing? None. All those in favor I opposed. So voted our friends and policy. Um next on the agenda of the matter is anformational. Um we are uh pleased to have been presented with the donation of a bass guitar. um to the music department from Donna Souza. Um does anyone have any questions or >> if not I would entertain a motion to gratefully accept the donation of a bass guitar to the music department from Donna Suza. >> So second >> motion by Mr. and seconded by Mr.
086Pastor. Anything on discussion hearing? None. All those in favor? >> Opposed? So voted. Next on the agenda, Berkeley and Somerset updates. That's all. you know any updates from Berkeley? >> Sure. Um, so we had we just met last night. Um, there wasn't much to our agenda in the first place and we're pretty efficient group. So I think our meeting was all of maybe 20 minutes. Um, so really honestly there wasn't much our principles weren't able to attend last night. So we did have um some policies that we moved for a second reading. A lot of them are the same as what we're discussing here in um Storm Berkeley. Um, I did want to note that our superintendent today spoke at the governor's listening session for the chapter 70 funding um to advocate for Berkeley and
087um you know advocate fair and equitable funding. So she spoke on our behalf. We're so lucky to have her advocating for us. She's phenomenal. Um we had at the end of October we had an election for our board of selectmen just to um note that. So we now have we filled that vacant spot. So we now have a full threeperson board. Um Mr. Mark Horsefall is our newest member of our board of selectmen. And then just to mention we have our lights on ceremony on December 7th on the common and it's not just Berkeley specific. It's open to anybody who wants to attend. We light up the common. Santa comes. Fire trucks. It's great. It's fun. That's all I have. Thank you very much. Sun update 21%. >> Ours was in 20 minutes. [laughter] >>
088We're really quick. >> And so, um, we had our report from our our middle school rep. There's a lot of sports and um um there's a dance, there's PTO online store, there's donation drives, there's a food drive, spirit week. So, there's lots going on at the middle school. Um we also had a Chase student presentation that was fantastic as a former Chase mom. Um they came in and presented about the VIP lounge. They gave us VIP passes so we can all go there whenever we like. I'm looking forward to that. Um, a citation for a retiring teacher at Chase, Cara Hog Graves, who is outstanding. She's going to be missed by many. Um, we had updates from the director of building and grounds on facilities and the custodian staff. Um, the big topic of discussion
089was the custodial staff. So, we will be bringing that to the budget table to hopefully get some custodians on board. Um, uh, the redistricting committee, um, opened up the open meeting law complaint that was filed by Patrick. Um, we had some public input. We approved minutes. Um the middle school building committee, they're working on um improvements on HVAC microphones. The lockers are still sort of subject paint chairs for assemblies. They're getting some quotes for that and protected flooring. Um the superintendent report was very exciting. The MSBA approved the New York windows and doors. Um so we'll be bringing that to town meeting in January. Um, what else? Jen, Seth, um, appointments and resignations. Um, >> we also had a bunch of policies to amend that I had to read. And >> that's about it. >>
090Yep, that's about it. >> Thank you very much. Okay. Next on the agenda, topics not anticipated by the chair. I have nothing um action items for future meetings in addition to what we I was just looking at the calendar and and my friends in the budget subcommittee and I think we usually start meeting in January which is coming. So I'm thinking maybe we should do a poll to start to think about our first meeting whenever that makes sense for administration on the way here. Right. Any other items between anything later? Um okay. Next on the agenda is to consider approval of the open session minutes of October 21st, 2025. Anyone have a motion? Motion second. All those in favor. >> Um so voted >> and I would entertain a motion to >> so moved. >>
091Okay. All those in favor I >> we somebody motion second. All those in favor? Great. We are journed. Thank you everyone.