3/25/25 School Committee Meeting

001Are we good? Great. Thank you, Ryan. Hi everyone. Thanks for having us. We love coming to the schools. It's so great. Um, so thank you for hosting us. I call the meeting of the Fel public schools to order for March 25th. Please join me in the pledge. I aliance to the flag of the United States of America and to the stands one nation under God indivisible with liberty and justice for all. Thank you. I know we're not looking very graceful with our with our chairs. The wheels are stuck. it out. Uh Melissa, will you start us off with the mission and vision, please? Now, public schools mission. The Fouthmouth Public Schools creates worldclass student learning experiences. Our Clippers are empowered to pursue their goals with curiosity, integrity, and resiliency. Fmouth public schools vision. Clippers are

002creative, inquisitive, and engaged learners who participate in their community as socially responsible citizens. Clippers effectively communicate and solve problems that impact the world around them. Thank you so much. Uh, in accordance with Massachusetts open meeting law, I remind everyone that the meeting's being recorded. Any member of the public who would like to make an audio or video recording of the meeting, please notify me by uh by raising your hand either in person or remote. and tell us that you're recording and what the purpose is. Anyone recording today? It's okay if you are for your kids. We totally get it. Anyone have? No. Okay, great. Thank you. Okay. Um if there's no objection, we're going to take um our presentation of school highlights first. So, we can start off with our kids. So, uh, as part

003of our series to demonstrate, uh, excellence, opportunity, and student engagement, and supportive learning environments, tonight, North Balmouth Elementary students will share how their school cares about every student. Can I introduce um, Principal Vieira, come on up. Oh my gosh, there's so many of you. Yay. Excellent. Good evening. Uh Rebecca Vieira, principal of North Bowman. Tonight I have a whole crew with me and this is the kindness crew. And um this is a group that we started two years ago. Um our school motto here at North Bowman, work hard, be kind, and have fun. So it was a way to bring kindness into the school. And also um I I think it's really important to start to give leadership to students at young age young ages. So our third and fourth graders are here. They are

004representative representatives from each of our third and fourth grade classrooms. We do have some fourth graders that were part of the original crew last year and then some new members that joined this year. So, the kindness crew keeps growing and we're really excited to uh share some information with you. Thank you. Hello, my name is Parker in fourth grade. The kindness crew was created last year with a mission to spread kindness wherever we can, both at school and in our community. Hi, I'm Lily and I'm in fourth grade. We'd like to share some of our activities that our team organized for no gut week. Hi, I'm Katie and I'm in fourth grade. Our team got together and we brainstormed ideas for no gut week and the theme of be kind and came up with the

005idea of creating a blizzard of kindness. Hi, I'm Ruby and we are both in fourth grade. We kicked off our community meeting to share our theme of blizzard of kindness with this announcement. The National Kindness Service has issued a blizzard of kindness warning as the powerful storm of kindness is sweeping through North Elementary School. Expect heavy snow showers of compliments, overwhelming acts of goodwill, and spontaneous outbursts of your amazing moving through our Hello, I'm J. We are both in third grade. After we announced the kindest vision was coming to NFB, we sent a snowflake challenge to the whole school over no. One of the students, they added a snowflake to our [Music] fines that were completed bus drivers cafeteria staff. and custodians for inviting some of you to sit with you. We are excited to

006report. All right. So, as they explained, we took on that no gut week theme of be kind and created our kindness blizzard. And I have just a very short video for you of some of the slides to show what we did over the week. Thank you. Awesome. [Music] Oh, down. [Music] Heat. Heat. Heat. Heat. N. [Music] Yeah, yeah. [Music] down. Hey [Music] You can see um our kindness crew has done a lot of work um in our school community here taking on some of those themes. How no gut comes alive in the school is really what we wanted to show you tonight and um you know they they are an awesome group and I'm really proud that they came tonight and did such amazing job. Thank you for little treat out left Hawaii if you

007haven't already. Uh or another one. Some of you know this out there. So anyway, so please enjoy. Thank you for being here. Thanks for sharing your kindness with us. [Laughter] Thank you, Mrs. Oh my gosh. Adorable. Okay. Um, all right. We'll move on. Um, we don't have a student advisory today because sports season. Um, so she's super busy. But we'll move on to public comment. Members of the public are welcome to speak about items that are not on the agenda. Comments should be limited to two minutes and length. Uh, and due to open meeting law, the committee cannot act on public comment. For items on the agenda, the chair may accept comments from the public following the committee's discussion. And you can always send your comments and feedback to school committee at balmouth.k12.mma. us. Anyone

008for public comment? Come on up. Before you start, I just want to let you know I'm the timekeeper and um it's a twominut timer and I um so that everyone has enough time and then you have enough warning. There'll be two timers. So one at one minute 45 seconds and then um one at the end of the 15 seconds. So you have a little warning. I appreciate it. Yes. That's my drink. Oh, behind your computer. Behind your You may not have my drink. Well, I liked your flavor, I guess. Sorry. My name is Megan Zodie and I'm here on behalf of students to draw attention to the dress for success initiative at Lawrence School. The school was approved as an innovation school in 2011 and the dress code was part of this proposal, but it

009was not however a requirement for funding. The place to begin that is the easiest and the clearest is with the law MGL chapter 71 section 82. The statute ensures that students rights to freedom of expression in public schools are protected provided such expression does not cause disruption or disorder within the school. MGL chapter 71 section 83 school officials shall not abridge the rights of students as to personal dress and appearance except if such officials determine that such personal dress and appearance violate reasonable standards of health, safety, and cleanliness. Felmouth public school handbooks currently state that students in Felmouth have the right to determine how they dress for grades K through six, 9 through 12. How is it that they lose this right for two years? What I witnessed while visiting Lawrence school, one, there's inconsistent

010enforcement which can and will clearly lead to bias and as a result discrimination, which I saw firsthand. Two, students are uncomfortable. My question is, is this conducive to learning? Three, there are no efforts to gather feedback on the dress code, leaving this committee unaware of the student warrant committee at Lawrence challenging this in opposition. Four, Lawrence school handbook co dress code currently reads that it is a recommendation and not a requirement. So when the school forces children to change, it is in violation and contradicts the very handbook for the school. My proposal is to implement the Falmouth High School dress code which can be found on page 119 to 120 of the FHS handbook which acknowledges both both the first and 14th amendments as well as the state laws referenced previously. Please know that the

011same rules and laws apply to both middle schoolers that apply to high schoolers. I'm requesting that you bring this to school committee vote as an urgent matter. Thank you. Thank you. Anyone else for public comment tonight? Com member and volunteer. Um, good evening members of the school committee. Thank you for the opportunity to speak. As we consider the financial future of our district, I urge the committee to take a thoughtful and strategic approach. Given the uncertainties in the political climate and future funding, it may be prudent to pause major plans until we have a clearer understanding of available resources, which one committee member suggested last week. Additionally, another community member or two weeks ago, another committee member committee rent member raised the importance of a proactive financial plan, one that would help ensure long-term stability

012while allowing us to continue delivering highquality education without the risk of unexpected cuts. It is essential that our district remains fiscally responsible while also planning ahead to meet the needs of our students and staff. On a personal note, I want to express my deepest gratitude for the incredible work being done in our special education programs. My children have a tend Mullen Hall and Lawrence schools. And while navigating um the system as a parent can be challenging, our experience has been overwhelmingly positive. The teachers, therapists, and staff have gone above and beyond to support my children, not only academically, but emotionally as well. Their dedication and compassion both in the classroom and in IEP meetings demonstrate their unwavering commitment to our children. I have sat in meetings where these educators not only advocated for my daughter

013and daughters and son, but also shed tears alongside me, showing just how uh how much they truly care. Real tears. Like they really care and they do such a great job. Their work transforms lives and I cannot speak more highly of the incredible professionals who make such a difference for families like mine. in one last minute ad um the high turnover rate in administrative positions to uh the finance director which we heard about last week and then the most recent HR not to mention the two principal positions that are open as a growing concern that warrants the school committee's immediate attention consistent staffing changes that disrupt disrupt efficiency and stability impacting both educators and students please investigate the causes and potential solutions. Thank you. Anyone else for public comment? Can I make a motion to

014add an agenda item after the uh 810 update by superintendent striking uh one and two from that meeting in the future? Um yeah, I mean it's totally within your right to change the agenda. You just have to decide. Anything else you want to say about that's it for now. Um can you tell me again where it went after the 810 superintendent update? I would like after that before routine business um just the discussion of deletion of one and two from that meeting in the future. Okay. Thank you. Uh all in favor say I. I opposed. I'm opposed. I'm sorry to add it to the agenda for tonight. Okay. Uh any obstensions? Okay. So, the motion carries real quick. What is that sound? I know it is hard. I don't like the heat. Probably not something

015that can be turned off. Oh, okay. Everybody try to speak up. Do I have really blocked up ears? So, I'm just gonna go like this. It's really hard to hear. Okay. It's probably better for people who are zooming in. Uh, okay. Uh, the first item is acting on the KPOG collaborative amendment agreement. I'm sorry. I'm still Can we go back to what we're amending because I wrote down delete one and two after the superintendent update. Right. So Mike, do you want to explain your motion? Yeah, it's adding an agenda item and the purpose is to delete uh one and two for navigating the future. Oh, I missed the navigating the future. Yeah. So it's a whole new agenda item under the 810 superintendent update but before we Oh, okay. Yeah, please. All right. So, I'd

016like to introduce Hope to come up. You don't have to talk if you don't want to, but she's the director of the Cape Cod collaborative. She began in January as the new director. Congratulations. Yeah, congratulations. Prior to her appointment, she served as the assistant superintendent for Mashby uh school district. One of Hope's first acts uh was uh to open a discussion to invite Plymouth U public schools into the Cape Cod Collaborative. um school committee vice chair Terry Maderas um discussed this matter at our last meeting uh and then shared the Cape Cod collaborative articles of agreement uh in order to include Plymouth into the Cape Cod collaborative uh each member district uh including us must vote to do so. Uh tonight the school committee will vote on accepting Plymouth into our collaborative. Hope or Terry,

017would either one of you like to add anything? Um I already said my point and I gave a couple of um bullets from the agreement is that you can do more in a group um you know spread out services and I'm sure you'll go on from there hope. Sure. Hi everyone. It's been a real dream to work with Hope as our new director. Oh Terry, what kind of dream though? Let's No. Um, thanks for letting me come tonight and um, and for that lovely introduction. I have to amend some of what you said. I did not open the discussion for Plymouth to join the collaborative. That discussion's been going on for about a year and a half, I believe. Um, and what I first I heard was when you shared something when I walked in,

018it was this is happening. you need to open the articles of agreement, get them fixed, sent to Desessie approved, and all the districts have to vote so we can get the signatures to Desi by April 1. So, I this is my 17th school committee meeting this month. Not an exaggeration. Not a drama thing either. Just uh it's actually been a great opportunity because I've either I've been in person for most of them. Some are happening simultaneously, so I've had to be on the phone or whatever, but I've gotten to actually say hi to people and meet you. So, that is phenomenal. Um, and I'm really grateful for that. The vote tonight will be to amend the articles to accept the amended articles of agreement as presented. Um, in order for Plymouth to join, uh, 10

019of the current 19 districts need to vote to approve the amended articles. Um, so far, um, all but one have voted to approve. Um, and Plymouth has also voted to, um, to join. The Cape Cod Collaborative Board of Directors voted uh unanimously to accept the amended articles of agreement to include Plymouth on February 26th and um as I said this is the 17th. So tomorrow night is Sandwich and then Cape Tech and Monoy on Thursday. Um and then we'll have had all the meetings and all the votes. Um, I also just will add real quickly that I'm really, really, really excited for the opportunity to work at the collaborative because um, I've been a special educator all my career except the times that I the eight years I was in MASH. But um, I think

020that we have the potential to serve Felmouth in a way that um, can really change outcomes for kids. And so I'm really looking forward to um, working in that direction. And I say that because in a year from now or maybe a little longer, I'll probably be back looking for some additional amendments to the articles of agreement based on the strategic planning we're going to do. So I don't want you to think that I I came once and that's it. I also can always come I live in like right up the street, but I can also always come even if I didn't um and answer any questions. So I I'll leave it there and uh and say thanks. Any questions? I have just if I could um through you uh chair this says on I'm

021gonna look here at uh three dot 2 F which is on page 10. It just it has some dates here about April of the previous fiscal year. So my only question is would Plymouth join the collaborative as of July 1st or the following year? It is uh if the towns vote or the school committees all vote to approve the amended articles of agreement and we get it with live signatures. So I'm going to grab you um into by April 1st July 1, 2025. No, thanks for the question. Any other questions? Yeah, I was wondering if you wanted to share anything about um your thoughts on the strategic plan, the strategic plan or the collaborative. So, um I like uh Dr. Dor said, I've worked in MASH as assistant superintendent for eight years. Um and um

022so we've been members of Cape Cod Collaborative. Prior to that, I worked over the bridge and I worked at North River Collaborative and then in West Bridgewwater public schools where I was a member of Reeds and North River. Uh so when I interviewed for the Cape Cod Collaborative, I I went looking obviously online to for their strategic plan and there hasn't been one since 2010. So, what I'm excited about is the opportunity to come in and really listen to the 19 almost 20 member districts. Um, all of the sort of collaterals within those communities to find out what are we doing well, what are needs that are not being met and then how can we meet those needs. So, I'm really excited about it. Um, I get super dorky about strategic planning in a way.

023That's probably why I don't have a lot of friend. No, I'm kidding. Um, but it's something I truly enjoy doing. Um, I think we have a lot of work ahead of us and um, for me that's why I show up every day. So, thank you. Sure, Glenda. Um, I just would like to know if our legal council has had the opportunity to articles of agreement that we would want to Well, nothing has changed. Correct. only the only addition is that's a thank you for asking that question because I have gone to a lot of meetings and have said the same thing and I didn't say it here. So the only substantive change is Plymouth being added as a member. The other changes when we the last time these articles were opened was 2015 DESIE requires

024that in addition to whatever the reason is you're opening the articles any regulatory changes that have happened since the last opening need to get corrected or updated. And so there's one other addition uh there were some typos but also uh an addition where we had an adjunct membership that was in our articles of agreement that's not allowed so that's been removed. So those are the only two pieces. So um we have Murphy Hessie Tumi and Leah are are the collaboratives attorneys. they've reviewed it and then Desi gave us their updates and um but I I also understand like if I am I tend to always want our attorneys to look at things too. And they're also our attorney. Technically, our attorney did review it because Okay. That's the same lawyers, but not with the understanding.

025Yeah. Not with I Yeah. Any other point? So move. Any last questions? Mike, you want a motion? Motion to approve. Is there a second? Second. All in favor say I. I. Any opposed? Any abstensions? Unanimous. You have my paper. sign. I do. I know. Like, am I allowed to like approach the bench? Oh my gosh. But with 17 meetings, not mess it up. Is it above or below? It's above. Below. Yeah, above. And you don't have to print it. I'll You don't have to just copy it. But I Yeah, I have to literally physically cut out all the signatures and glue them on to one piece. Oh my gosh. Seems really silly in 2025. Yeah, that's you send it by owl. I I was going to but yeah, thanks for coming. Okay, next up is

026acting on the transportation vendor selection. All right, thank you. At our last meeting, uh you received a letter and recommendation from Alliance Education Associates, uh consultant in the transportation bid and selection process. senior associate uh Richard Lee uh conducted a thorough analysis of bids and re recommends approving Lucini Bus Company to serve as a Thomas Public Schools bus vendor. As you consider your vote, um you have two options, a full five-year contract or a three-year contract plus a two-year individual option years. uh at the end the total cost of the five-year contract is 12,912,650. As you consider the five years or the 3 plus two year, we should consider the service um we've received in the previous five years. As you know, um Lucini has been our bus company uh for five years. Um they

027have been providing reliable and safe transportation for our students. They have been very collaborative and responsive to the administration. Uh when we hired Lucini five years ago, it made sense to do a three uh year contract. They were a new company for us. Um so a 3 plus two made sense. They've been with us now for five years. So I'm I'm going to say that it's your recommend it's your option that you could make a motion to vote for a fiveyear or make a motion for a 3 plus two. Your recommendation? I do have a recommendation that we have had great service. We've been reliable um and safe transportation for our students and I think a five-year contract is uh appropriate. Can I ask a question? Um so is there any difference in if you

028if we do three and then two at the three-year mark is there adjustments to the yearly rate or the fuel rate costs or anything like that? That's why I gave you the total overall. So like it doesn't matter. Okay. like then that's that was a good question. That was my question. My one was the options who individual options for them or for us those last two. It's just in favor of the scope would have to vote. It's a three and a two, not a 311. It is a 311. It is a 311. Yeah. And there's no cost differential at all versus No. Okay. What the u would there be an advantage or maybe well in the the first round I think the advantage was it gave us three years to see what type of service

029we have right and um but after having five years of good service I I just I don't know that there's an advantage at this point um you know we can lock yeah I don't I don't know that there's one now we know the service that they provide okay thank We work well with them. So, all right. Is there a motion for one of the options? I'll make a motion uh for the fiveyear option. The option number one, the fiveyear. Is there a second? Second. Uh any discussion on this one? All in favor say I. Any opposed? Any abstensions? I'd like to stand on that. Sure. Thank you. And I should have voted I. I would say I but I wanted to vote for it. You did? Okay. I I I was moved guessing from the

030quickly. Yeah. Sorry. Great. Oh, that's great. Now we're all for next year. Well, and we also don't have to take a vote in three years on it. Just to do the same thing over again, which is always nice. Uh school choice. Uh yes. So, my recommendation is to accept four seats per grade for grades uh 1 through 11. uh kindergarten will be accepted um to the degree we have seats and we do not accept school choice for grade 12. So I ask um for a vote on school choice. So moved. Is there a second? I second that. I feel like we've kicked this around for a number of meetings. Any last discussion? Okay. All in favor say I. Any opposed? Any abstensions? That's unanimous. Thank you. Okay. Now some money. Let's let's accept some money.

031All right. Let's do it. Um so 4,000 mini grant from salt pond sanctuaries uh for our science department. The mini grant from Hollison level uh future fund of salt pond bird sanctuary supports a number of activities for our science department and they have done so for many years. Um today's grant uh 2000 will support needed supplies so students can continue with the drifter project um in our marine uh engineering and technology uh course. We've heard lots about our drifters um over the time and it's a great activity for our students. Um 1,000 for a telescope, camera, and other supplies that will allow students to understand data at a more sophisticated level in our astronomy um course. 700 for a new eighth grade meteorology unit um to study the weather and 300 for gardening supplies for

032hands-on learning of soils um agriculture, photosynthesis, and plant life cycles. um part of the seventh grade stand and uh learn regenerative agriculture and food justice in the seventh grade. Um much of the student learning will be outside in the uh Lawrence greenhouse um that we just um was able to put up last summer. And again, another shout out and thank you to FF um for providing that um grant funding for the greenhouse. Awesome. Thank you. Yes. I just was going to ask Sonia and Henry were the drifters that from Kate Birdie part of this too or those were additional drifters. The drifters that this funds are in largely pocket. Okay. Thank you. She question. Yeah. I just noticed that the grant period is from January to December. That's not the academic year. I was just

033wondering about the dates. It's probably the fiscal year for Salt Pond. I would guess it's the fiscal year for Salt Pond. Okay. Who gave the money? I'm sure I don't have any trouble spending it since they already said and because it's all supplies. Yeah. Motion to approve. Is there a second? Second. Thank you. Any last comments? All in favor say I. I. Any opposed? Any abstensions? That's unanimous. Um, next is the mini grant. So, $600 from Cape Cod Pod mini grant for the literary um food truck project. Um Lawrence presented last school year at Lawrence. So, some of you um that were here may remember u the students um shared their um projects and uh with us, but this the students pick a a companion text in addition to the grade level um assigned reading.

034when they have completed the reading uh the companion text their report is created a food truck um that uh summarizes what their reading is. So it takes their creativity and they um are able to share what they've read uh in their own design um features of what they pull from the story. So um the se this is all seventh grade uh students participate. Uh so the funds help purchase the items for um the students food trucks. Can you just give me a visual what that matter fact I have some pictures. So since you were I was wondering just we got to see them once at I know is there can I can Brian did Brian leave me can just share me I can Yes. So here's a couple pictures there. Will it let me No,

035that's right. Okay. I'm sorry. Thank you. Thank you. Yeah. Thank you. All right. Here we go. This is away. Thank you. So, um can you see it? Okay. So, there is uh one picture. Um this was last year at uh Lawrence when we're in the school. The students were sharing You can see, you know, they do the trifolds and they they do the um the work and they present. Um it maybe hard to see right there, but each each student has a food truck and then they um is it a like a picture of a truck? Yeah. So, right here's one. I think you can see a little bit better. And it's um if I zoom on this, my guess is I think one. Yeah, got a couple more here. Here's one. Is this the

036one from the Lawrence school? Yes. We saw those at the Lawrence school. Yeah. So, this is some the information on there is about a book they read. So, Okay. So, it's um they have a the text that they have to that's required to read and then they select a companion text and um pull pull from that to create and this so I'm trying to so they make menus. So, this one is I'm gonna guess it's clothing because we've got pictures here. I can't read it. Yeah. Um this is a grant from KCOD five that um use the for all seventh grade motion. Thank you. Any last comments? All in favor say I. I. Any oppos? Thank you very much. Any abstensions? I know. Thank you so much. Say thank you to Salt and for their

037continued generosity through the years. Definitely. Okay. Uh, robotics can pause. Sure. Um, because not here. Oh, they're coming. Okay. Okay. Yes, we got up. Okay. We'll just take it out of order. Sorry. Move on. Yep. We'll just skip that. Come back to it. So, um, Henry, your update. Goal two. As a reminder, we shared uh updates on goal um, three and four at the last meeting. And, uh, Henry will now give us some update on goal two. remember it's about our discipline and we've made quite a lot of pro um progress since our last update. So Henry, thank you. Absolutely. So just a reminder, we we had this um we're always we're always dedicate in academics and student behavior. I we we say that last year in our equity audit, we saw that far needed

038to set a clear expectation about student conduct. uh based on a lot of feedbacks we identified there was a need a greater need for consistency in and across all schools and so to address this we said let's let's really ensure what are the rules what are the supports that we have that are fairly and equitably distributed to to the uh school I'm going to say support a lot so me because I I I'm like this aspect of this uh of this uh goal so our goal which we said last time is if I'm discipline code of conducts along with multi-tiered support of uh tier sorry multi-tered systems of support MTSS will be consistently applied across all schools to ensure equity and effectiveness for all students. So that was our our goal um and that's what

039we had. So what we've been doing is uh our action plan is we we've been implementing uh empess which is a framework students to achieve academic and behavior expectations. The past year uh Thomas schools is focused on systems of support in student behavior. One of the one of the things that they did, one of the things that they did was uh a consistent let's make sure that we have a consistent data gathering system platform and that's with power school behavior support. We'll talk about a little bit more but it's a data that shows uh educators what we need to do for support. The next is uh monitoring and evaluation. Uh we want to make sure that we have proper supports and monitoring. uh we want to recommmit IST our instructional le uh support team to

040make sure that it's dealing not with academic but not only academic but with behavior so it's a recommmitment and data analysis in there we wanted to make sure that we have district guidance and practices that was another thing so we held many meetings uh throughout the year one of the most uh I think more powerful one that Dr. tell your um led is our uh instructional leader team where we really start looking at what are we doing and make sure that we have a consistent practice in uh throughout this district. So throughout we saw different groups of people having different ideas and then we came together and said this is what we're going to do that was powerful um getting the whole group in there and then professional development throughout the year there multiple professional

041development to make sure that we are um successful in gathering and using the tool and referral system. So we are implementing a powers school behavior support platform that's it's part of powers school it's a platform and it basically it's a centralized database uh to manage to track to analyze student student supports and to address student behavior. So that little system is one of the things that's going on. Um, as of uh this year school year, Vomit High School, Lawrence and Morris Pond has been fully transition to this this uh this platform and they use their discipline uh referral process in t in tangent with that since this beginning of year uh there's been MTSS groups team groups uh throughout the districts which is learning um with Katie Novak with uh PD of um building success

042NTSS learning what that means that framework to support our kids and so that's been a powerful uh great discussion not only having not only having the group uh classes but then coming together and saying okay what about invalment how is going to be in so those are powerful uh situations we've um powers school has given us a lot of of of um professional development as well and uh there's gonna be one that's coming up in April 15th where uh we want to make sure whatever we're doing it aligns with Desty's expectations. So that's another um another PD that's coming up. Um and in 25 26 next year uh we will have the four our our hope is that the four elementary schools will be transitioning to the power school behavioral support platform as well. So

043this year it's all secondary. Next year it's the uh it's the elementary. by that time the entire district will be all set. Um we believe I believe that behavior is a form of communication. Behavior is a form of communication. There's good bad but whatever it is it's a form of communication. And so the MTSS basically captures that and says okay if that's communication how do we effectively address student behavior? And this power this powers school behavior support behavior support basically helps educators track patterns uh stores interventions and guide student growth. They're like this is this is working oh this is not working and so this data gathering analysis tool is really a powerful thing to help students grow. Um it improves and I love the al aspect is that the the platform also improves communication

044between teachers uh teachers can see hey what's going on what behavior sports what behavioral supports that other teachers were doing um and what about from other grades grade to grade and from school to school. So these supports are powerful ways to make sure that we're we're not forgetting but we're gleaning from our past and saying yes this works better information better supports um somebody may ask what is our behavior expectation what is the one thing that we want to build make sure that every kid is hitting our standards what is our graduation standards and I and you have to always say gota remember we got to clip expectation We have clippers are they're creative learners, inquisitive partners, uh participants, effective communicators, and resilient. I think when we talk to kids about their behavior, we have

045to always come back and say, how are we matching up with our expectations that this is a process doesn't come like they already know how to do it in first grade, kindergarten. No, it's a learn process. And I hope that we look at all behavior as learn process and we want to make sure all kids are successful. So, I put up I didn't tell Lori, so she's gonna be like, "Oh my gosh, what are you doing?" I went rogue. She's I went rogue and I'm gonna give Allan is good on this. So, Allan does this all the time. I'm gonna talk about Lil Henry and it's gonna be on there because I want you to know that Lil Henry is why I think about behavior. When I'm thinking about behavior, do you get it? Get

046playing Little Henry coming up. All right, good. Um, when I think about tier supports, I'm always thinking about Lil Henry. I'm not as cute as those kids that are up there. I understand that. I will commit to that. Please don't ask me what happened to me. But anyway, um thank you. Thank you. So, this is Lil Henry first grade. And so, when I'm talking about behavior, I want us to think about us ourselves. Don't look at someone else. Don't look at that other person. When when I talk to parents about behavior, I'm thinking about that parent who's looking at their kid not as a 17-year-old, but as first grade. And so we have we have to always really think about um when we deal with dis uh discipline and behavior, let's make sure we have

047little Henry in our um in our our mindset. So if we think about MTSS these supports that we have the first tier is a universal foundational tier. So every teacher is going to instruct behavior clipper expectation. Here's your clipper expectation. Here it is. These are the patterns. And if there's anything that goes a little right, a little off, um a teacher can go into this platform and start tracking. Hey, this is not going off. and they can, you know, track and see, okay, what what interventions I can do. And at certain points, they may have interventions and they put it in there and it's stored first tier. Everyone gets it. Everything's all set. Little Henry over here, this is Allen. Allan uses little Allen, but I'm going to say little Henry over here frequently cuts

048in front of the line in school. He's a north, he's cutting every time. And the teacher recognizes the pattern, not just one time, but it's all the time. And so this teacher will initiate a call home and say, "Hey, listen. This is what's going on." And maybe we'll start putting whenever there's a line, maybe stickers on the ground. Uh there's a consequence to it. Uh as well as a learning partner, um a learning structure. And I would say this is Henry learning to be good partners. You can't cut people if you're not you're not a good partner unless you do this. And I think that needs to be communicated at the at the um the tier one level. Tier two is uh a little bit you know targeted support and so um what might happen

049is that uh a teacher will educator will start saying okay I'm seeing bigger patterns I'm seeing this uh more than I need I need some maybe someone to come out outside to come and talk to me and maybe we can deal with this uh and an IST would be a great format where we're going to say let's study Lil Henry there's something going on here let's study him a little more and let's make some recommendations, more interventions. It's in the classroom. Lil Henry's still in the classroom. There it's going on. So the example is here uh I start pushing. Lil Henry starts pushing and maybe what was decided at the an intervention might be a restorative circle and say, "Hey, let's talk about what happens when you push. What are the harms you have?" And

050the the circle may have a consequence. Lil Henry, this is your consequence. And uh and I and Lil Henry learns what it means to harm others and make sure that you're good partners. Again, a tier two in boom. Tier three extensive supports and that's what happened. So what we decided um in in uh in a district meeting in industrial um in district meeting, we said, you know what, Massachusetts has lots of requirements. If there is a behavior situation, you have to report it. And that's and and that's you know there's no wiggle room on that. And we said you know what that is going to be our standard for what we're going to put in our school in our log entries. We said this is going to be the ones these are the major ones.

051Other ones are supports but these are the ones that we're going to make sure that it's going to be logged in. So not only it's going to go state but it's going to be in power school login. And so therefore, not only you'll have a suspension for this, maybe a suspension. Um, but there will be a plan for continued support. Again, Lil Henry pushes and the push starts to become a little physical and it's a fight. I never fought. No, that's not true. Anyway, um, so a fight comes in, leads to a suspension. Upon return, Lil Henry talks to principal. Maybe it's M. Doc over there. Talks to Doc and says, "Hey, listen. uh he will re-entry with me and and we'll be and maybe establish a uh transition plan. What are the support you

052need? You've got your consequence. We got that. But what do you might need to have there? You might need an adjustment counselor, maybe assign a mentor. And so again, the support continues to continue. Christian, get rid of Henry now. Uh so, so in conclusion, uh I think the school is the FAMA school is a school of support. We have times we have consequences and we have to do uh students have natural um uh responses of their actions but we want to make sure that we are a school that supports and learning every action. Everything we're doing we're learning. We're doing that. So we're committed to school students in educating and supporting all students. We want to implement consistent discipline no matter where we're at. We want to leverage data. I love the data that we're

053talking about here. This is in that power school. We want to foster a system of supports so that all kids when they graduate the Clipper expectation is very clear and we can say BAMD continues to build a safe, supportive, equitable learning learning learning learning supported environment so that all kids can learn, can grow, can thrive and can succeed. And so that's that's what we've been doing. And uh please forgive me for my little Henry presentation, but that's that's what I got. What do you got? Thank you. Thank you. Do you have a picture of little Doc? Oh, little Doc. Oh, that's next time. We're gonna take this on road. We're gonna take that on the road. Little Doc's coming soon. We'll get that. Melissa, um I have two questions. Yes. Um previously, was there a

054communication tool uh year to year, school to school, teacher to teacher? And I I don't want to um diminish word of mouth or was it kind of just well little Melissa had Miss Welch last year and um you know sitting her in the corner wasn't effective. However, letting her do some interpretive dance was effective. Then does she tell uh Mrs. Maderas that next year? Like what what is what previously to this platform? How did it how were things like this shared because I know that obviously yeah you can help me but I'll tell you this son um that there are files and the teacher will have to go into a file and see what happened before usually when it comes to school the adjustment counselors will talk about students that are there but maybe it's

055a high risk but I I think it should be every student you know like I don't want anyone to be fall underneath you know oh you got to remember this person here because Paul is really bad so we gota No, we don't want to make sure that we're we're talking to everyone. I don't want anyone to be sure. So, I think you get the the holistic aspect of it and not at your fingertips as opposed to going to look in a file. Yes. Okay. And then, if I may, my next question. When you mentioned mentor, was that a peer mentor or an adult mentor? I've seen both real work real well. I I I would love to see the Lawrence students uh going down to Mull. just been blessed by seeing their peer mentoring that's

056going on there. I know there's always transportation issues there, but I would love to see that. And I would love to see mentors um that are how can I say this? Um mentors that have been maybe experienced some uh difficulties in in discipline in the past and come back and say, "I learned stuff. Let me come and help you." Sometimes we have mentors that are been awesome the entire for instance kindergarten but I love to see that array of mentors to be allowed to do that diversity of mentors but clearly we have uh a great BIPS uh organization that come in and I would love that that happens that you could come in maybe some u adults today I don't know academics but I know how to behave and I know proper behavior and let

057me share that with someone I I would love that because we have students you know they do well but it's it's a it is it is a challenge for behavior so we have to look at it as both academ we're academic and we want behavior sports sorry if I meant one more one more sorry back to mentors when you say peer mentor so it wouldn't be like a seventh grader to a seventh grader like listen you can't be doing that class like right now we're doing this so that's not no it's always um I older mentor or to a younger so peer meaning like a elementary age or um school age child. However, with with uh with instruction and uh I I've seen restorative circles with peers, their age, but they have to be trained.

058They have to be they have to know all this stuff. But I've seen powerful situation where students will come in and they'll have a peer uh mentor kind of uh discussion. So, it can be done. We're not ready, but it can be done. Thank you. Other questions. Um, so if power school has now gone to Lawrence Morrison, the high school, what is the elementary school been using this year? That's sort of part one of my question. So, part one, we they've been using the um the Google, what's it called? the Google data studio data studio studio that's been going on and uh so they have something but it's only among you know it's only among their area we just feel like this would be a step up um it would be a step up to

059their referral process um okay and then part two of the question is about the goal because if the goal I'm just wondering kind of is this a two-year goal that you have in mind because if you've got the goal that we're going to have equitable and consistent distribution of this, but it's only at three of the seven schools this year. Do you expect to meet the goal this year? Yeah, I definitely we and and two is two is really uh kind of short, too. I I definitely expect the goal to be uh the secondary next year, definitely the uh the elementary, but then, you know, we we need some feedback from from community members, from our parents to say, "How's things going?" So I think it's it's a it'll be a journey and uh I

060think it's important that we take care of our our um student behavior um effectively. So yeah not not this year not this year. So but the goal for this year was kind of specific about having consistency but that's not possible because it was it was getting the consistency um and that's what we've been building the consistency from K to 12. Even if the elementary isn't going to implement that next year, we've been doing the work of um the alignment across grades. The the elementary leaders have been with the MTSS um training. They've been with all the discussion. Principles are definitely a part of discussion. Assistant principles are going to these uh meetings. So they're they're prepping. They're seeing what's going on and they're like, "Okay, we're going to get to that level." So it's it's

061been they're not they're not ignored. They're they're part of it. One more. you expect uh power school behavior to be implemented in the elementary school next year like it would get rolled out next year. Uh that's the hope that that the like in September. The hope is if we can get everything in order that power school um the support be behavior support will be effective uh for for next year. That's that is going to be our target. Thank you. Hey Henry, how are you? We're not sitting together. I know they move kind of messed up order. Um, all right. So, to piggy back on what Katrina said, yeah, you got all these fourth grade students. If there are some that need more uh support, I forget the term. Tier three. Yeah, tier three. There you

062go. Is there a way to have their power school going into Bond to have some of those notes? Yeah. So, it is for the ones who are tier three or tier two, you know what I'm saying? tier one they go in there it's like okay we're coming in the student needs this help this and and so there's some things that will be put in for teachers u for their own uh data point but it's that student and now a new teacher has that student can see some of the interventions that happen and say oh this works here let's try that so it's in all the tiers because with the if you can implement the power school to elementary schools next year those fourth to fifth have kind of like an open year. Yeah. And going

063into a new school, all new kids, all that. That's all I have. Thank you. That's that's a good question. That's very good. Oh, sorry, Chris. Hi. Um, my my question is kind of more from like the application point of view. So, and to kind of piggyback on Mike. So once power schools implemented at the elementary schools essentially a high school like a high school teacher could look back at a student that's kind of gone through the system and look and see kind of what behavioral supports that have been needed since like elementary school where at any point they can kind of keep track of of what is that kind of how once it's in the system of power school like anybody any teacher has access. only those only, you know, only a teacher that is

064with that student, right? You won't have anything like that. And and we we we could have possible um I'm afraid I I don't want to say that we can take it away, but I think it's important that we see the growth of students and so we're going to keep those there. Yeah. No, abs. I mean, I was thinking it'd be important to kind of have that history to be able to see that from start. Um and those are those are our supports. There's another you know when we talk about discipline behavior that that's another area there that that that happens that'll be in power school as this is your discipline that we have here but supports are here and these are all the solution these are all the interventions we have and then if I

065look up Henry as a seventh grader you know what do I have here it won't be those supports it would actually be any kind of tier three discipline that I have there So it' be like a kind of it's it's they're all still in power but they're kind of in different and only only administration has those eyes. Gotcha. in terms of the discipline this and in terms of like the support is it more um and I I'm forgetting the term but where it like a teacher tries a support and says well you know in terms of like the stickers on the floor is there is there like a drop- down menu of like things they can try or is it something where they just put in what they tried and what worked like are there

066suggestions kind of already in there? Well, I think sports have to be long. You know, someone said I did it one day. No, it's got to be, you know, four weeks, you know, of trying some some situation there. But building up the MTSS system, I think that that needs to be um what teachers doing like what are the what are the uh other um means to to to to get them. So I think that has to be an all district kind of and by also by uh what we do in elementary is not going to be the same thing that we'll do in the secondary. So right those supports will be have to be differentiated but but we need to we need to continue building and we've got some supports right now um but I

067can't tell you right off hand. Sure. Yeah. Yeah. No. Yeah. I I mean I think it would be extremely helpful once you get to that point like to kind of see a demonstration of what like kind of like an example case or something. Not obviously not related to a specific student but just something just so we can kind of see how at least for me just maybe a little Henry come back one time little Henry. Yeah. Um and then I think my only other question is in terms of kind of measurement of success like when this is implemented like how do we have an idea of if it's going to be like surveys to families and teachers if it's going to be like as you look in power school you see a decrease in kind

068of behavioral issues um or less supports needed is that have is there been any kind of thought in terms of I I I really struggle with that um seeing it because I think if we really dig into our discipline, we might have a spike initially like saying, "Hey, listen, this we're going to really get into it and that might be a spike, but that means that we are really engaging in students behavior." And so I don't want to say that's but I think long term we're dealing it and I think parents will say yes. Uh I I'm so s I I love what uh parent said here. He goes the support my child got with uh her IP stu, you know, student that had had an IP. I think that would be I would love

069to have that same evaluation because I love how our our schools have been engaging with our our kids and yeah my my student did something wrong but they came in there and supported them and said you're you know we see it's a journey and you're going to continue. So I would love that to be the case but I'm not going to say right guaranteed next year it's going to be smooth. Right. Right. Yeah. No, I can kind of see like as the system's implemented like you may have a spike as you recognize more things. That's kind of more long term to kind of see that steady step. Thank you. Appreciate it. Um even uh kids with discipline problems have strength and I'm wondering if there's any element of focusing on the strengths when we're talking

070about discipline. I mean because discipline sounds a bit Yeah. Yeah. I don't like the word. Not bad. I don't want to well the behavior support section it is all strength based it's about finding out what's working for the student and building upon that um but there is the element you have to move to the reporting side on a discipline um that's required by Jessie but the the behavioral support system which is really what we're trying to build um and has something across the years it's really about strength find what's working for a student when I mention strength so I don't just mean what's working that Every every person has strength even if they have discipline. Yes. So locating is there a way to locate what the student that's that's part of that process of finding

071out for that student what's working for them. It's drawing those strengths out with those student. I apologize I didn't say it well. Maybe I don't want to keep a robotics team but I wanted to ask one more. Um just in terms of how the teachers have been um adapting to using P school. Have you gotten positive feedback or do they feel like it's extra work or I I would love to have uh um some what I've heard this is what I've gleaned is that teachers like that um when they have a situation and they put it into uh the behavior studio behavior support uh there is a a direct immediate connection with demonstration. They don't have to uh um get involved or not. And then um and they can also see um this is secondary

072so students go to a different class they can see oh Lil Henry had u there was some supports going on with Lil Henry in one class and another teacher basically say all right let's see if we can work with him continue that support oh collaborate between class collaboration that communication and that's what teachers like they like to say oh there's something go so let's let's make sure that we make sure that Lil Henry is taken care of and I see that support let's continue that in the next class so that I've heard heard was um what teachers said this is a good thing now the level of what they put on there it's up to them it's you know I'm not saying but I think once a teacher sees a pattern like the first time

073Henry cuts don't worry but I see he's cutting a lot wait a minute to put this down there might be something there so I don't think that's something that you have to right and it's quick it's like boom you're they're not finding it ownorous or adding extra work for that no okay well we have to continue we have to continue asking educators about that and we had to come back and talk to Power School and say, "Hey, listen. There's this uh things that we have to work on." So, it we're gonna we're going to continue figuring figuring out the bumps in there. Okay. All right. Warm welcome to our regal seagull. Thank you. Wow. I've heard all about you. Wow. So, this is our robot, Lulu. Hello, have some members here from the Regal Seagull

074Robotics team and Lawrence. So, we have Ethan Farmer who is our computer scientist and coding group. [Applause] who is our reservation. [Music] first live tournament. It changes every year. This time we have to get the big rubber balls, otherwise known as algae into known as processors. It's basically like playing soccer. Um and then the other objective is the big PC pipes. We have to get this into what's known as demonstrating just a big [Music] Holy cow, that is amazing. There's a couple other things we can do, but we're not able to demonstrate them today. One of the things is this entire robot is able to fly but there will be along the entire field at the center of the field and at the very end of the patch all 90 pounds of is lifted into

075the air. The contraction the winch climber that we have constructed is running off of three gear boxes in total for every 100 rotations of the motor. There's one rotation of the actual shaft and we calculated that it's not of the car. So, it's more than redundant. Oh my god. That's how it climbs. It does. [Laughter] Something that's in our budget. Another function that we're able to do is autonomous. also something we're not able to demonstrate too effectively because we don't want to run someone over. This isn't the actual field. But this thing for the first 20 seconds will be able to independently try control. Um again able to demonstrate that but we have done this reliably that we have almost every match at our last game got the breaking point for the story. This is

076what this and a climber are the two things most crucial to what enable us to go to districts which we will now do um from April 2nd to I believe April 5th. We shall be in Springfield, Massachusetts. We will be um one of the only rookie teams there and we will represent not only High School, not only Lawrence but the entirety of Kop. Wow. We thought we were just approving a field trip. We had no idea we were going to get treated. Make sure you approve. So they received this award. Um well, let me introduce Andrew Cousins. Andrew's the advisor. So you can talk a little bit about in a second, but they this is their rookie uh award. This is their first year in the first um competition and um so they beautiful kind

077of thing that I didn't understand the three things but I was gonna have to describe what it was and that's um to be a rookie a couple weekend ago um they cheated at uh came in and third uh as a rookie team. Um and then the weekend after that out of all the teams, there's only eight Catholics and they were one of the eight. They were actually number five on the show. So they got to have their own team and they I'm just I'm so proud. I'm let you guys talk about this. So that's the event. So if you sign up for first you're allowed to go to two events two districts go to offseason competitions like the class last summer but you can go to two competitions and basically however many points you score

078determine whether or not you're going to so at every event of all the teams that are there they get one they come around and they interview the kids they ask about the robot they ask about how they funding they ask about the team structure want to get a good idea I would just like to mention it. Um, with the rookie board, there can be multiple rookies and they don't give out the award or there be one and they do give out the award. It's the judge's decision of whether or not there was a rookie that deserves the award. I forget one of one of the competitions apparently had three different rookie teams and they didn't give out the award. So, us winning was a big deal, right? They could have chosen not to give over

079the award. They don't have to decided that we were a little bit cool that this was every year in January in March. But so you guys like to kick off, right? So this was their first ever kickoff. Andrew is actually a first alumni student when he was in high school. Why I recruited him? I was like, you're gonna help me with the theme. Um, so anyways, uh, every year they come up with the theme. So this year's theme was Reefcape and I feel like an appropriate time for high school to pick a debut first because we're on the ocean and we are the only first team on that's never been a first team before us right now. Um so basically they have theme and they work this competition around a theme last year. It was

080all about music and national flipper clash was um this year and it's all about taking care of our oceans uh fixing the coral trees managing algae. So it's all along that theme. Now in addition to that first contacted us and said hey um every year at district championships we label the fields after some people in STEM scientist we'd like to uh we'd like to actually have someone from the Heidi and so they got a hold of me and I to hold her and so now the two fields that they're playing on are valor and what was the other It's hard to hear. Well, what I really like about first is really in the name. The acronym stands for for inspiration and recognition of science and technology. And really it's just a combined um really just

081display of every single discipline of science um and engineering kind of wrapped up into one. We have software engineering, we have mechanical engineering, we have a lot of um design with CAD. We have a lot of machining going on here. We have a lot of um practical things like um uh you know uh greasing the wheels, making the math is right. There's a lot of math involved. Math. Um and so what I just liked about it is the fact that every single aspect is completely up to our team. Unlike um VEX which we had done in previous years where parts were given to us. We basically just make all of this. And I found that really meaningful and really incredible. We've done a couple very um rookie teamish things. um one of which being this

082weight um which is actually used to um balance out the climber. Um there's a bit of a weight distribution issue where this PDH which connects all the electrical components is heavier than all the components on the right side of the robot. And so to balance this we just took a 18 pound weight and strapped it down. Um additionally um Violet if you were to enable the algae and right there that you just saw giving tension to the algae intake is actually a retractable ID badge holding there's a lot of zip ties a bit of duct tape there's a lot of zip ties and um yeah it's been running very smooth and very consistent Um, the biggest goal was consistency. We didn't want to overreach and have a good robot that only worked some of the

083times. We wanted a robot that always performed exactly the same and exactly as well. And I think that's the reason we ended up being drafted by a team and ended up drafting a team in the next event. It's just because when other teams had issues because their uh mechanisms were significantly more advanced um because they hadn't sorted out all the code yet, they had some bugs. Ours was working perfectly fine. And so um we've kind of um been able to punch way above our weight class just because we have we've really just been doing the same thing the whole time just as well. school and when I heard there was an opportunity to do engineering at my local high school and it eth grade cards. We have three eighth grade uh students on the high

084school team and they selected Violet to be the driver pilot controller. I keep calling something different but anyway I do think it's amazing that she she's a selective driver and um well I do wood shop at the high school and so I've always loved working with my hands. So I was I thought this was a great experience. I've had been able to learn a lot of new skills of working with like wrenches and just working with metal in general. So, I've had really fun time doing a lot of the building. I'm leave that to them. I'm the person who helps build and lift up number one. But, and then I guess my favorite part about first is simply how nice everyone is. You think you were the Midwest. We've had multiple teams come up to

085us, help us out. One of the teams from Bridgewwater is actually like helping us actually drive to Springfield and just everyone's so nice. I've made so many new friends over just like the past week. It's just such a great program and I'm really glad that you're allowed to be. Thank you so much. [Applause] was not able to be here tonight, but he's been a volunteer from he's also alumni very oh you may have questions for them and then I'll question who did the artwork and your shirts me and Izzy she did the original art and together we Love it. So, what grades are you all in? I'm a junior in high school. Okay, that was all. Good job, everybody. We do have other Awesome. So, um Springfield, they've been invited. You have to be invited

086to the states and they've been invited. Um which they already made your dates. Thank you. It's coming next week. Um so uh we challenged them to see if they could raise some of the the funds and in your pack you saw that um original estimate was uh little break 11,000 um Carmela has done an amazing job bring the cost down where um at 9,910 okay almost so I just want you to know that we are going to make sure that you go raise some money you can put some you know sponsors Great. Um, but um the district's definitely cover but you have to come back and give us some updates. Watch the live stream. Oh, that would be great. Can we get that? I will give you the link if you guys have it. It

087was amazing. I actually did that the last time. I saw, you know, your whole competition during there. I had so much fun sitting on my couch all afternoon watching them. Um that Saturday in the morning, you know, the fair. Uh so it is, it's a lot of fun to watch it actually. So I will make sure you guys have links and you can actually watch our I know my father works here and one of the other students mother also worked here. So I think it was the Thursday or Friday that we were at our competition. must have been at school. We weren't at school, but they had it in their classrooms. So, I did I came I was watching you guys. I thought about that. I did. We are trying to think of somewhere in

088elementary school. [Music] Love that. How many other schools are competing at the same spots available at district championships? There's about 191. Oh, so it's a New England championship, notionship. Okay. [Laughter] Well, if they make it to worlds, we'll have to get Okay, let's send them. Is there a motion to approve? Do this over mic this time? Yes, I'll let you. All right. Thank you. Is there a second? Thanks, Melissa. All in favor say I. I. Any opposed? No. Any abstension? No, of course not. I don't know what you say for robotics. You don't say break a leg. You don't say have a good game. So I don't know, guys. Yeah. Just whatever. It's the right thing. I'm proud of you. Thank you. And good luck. Thank you. Thank you for coming. Oh my gosh, so

089cool. Yeah, I didn't know that they were coming. Maybe it's just to let people know. Okay, next up is the update from Office of Teaching and Learning. Okay. So, uh, Dr. Ter will now give an update on goal one as well as the midyear. We missed Connor a question. Oh, I apologize. Connor, I think we missed you. Did you have a question about the robotics? I didn't I wasn't looking down, so I didn't notice your hand was raised. Nope. Okay. All right. So, um, Dr. is going to talk about goal one uh as well as the midyear progress uh and progress with the grading and how all of it um is a part of goal one. So Sonia, thank you. All right. So I've got a few things u I'm going to speak from that

090are also um showing on the screen across. So relative to goal one just as a reminder uh because wow it shows up tiny over there. Um our goal statement said that we believe in Fallet that all students will have a sense of belonging that they will know that they are valued for their unique identities, strengths, interests, needs, languages, exceptionalities and background. And within that, we broke the three focus areas for this year into the selection of instructional materials, uh, professional development resources, and as Henry was mentioning, our multi-tered system of support, our implementation and training. So, in this first part, I want to look at the relationship between our selection of instructional materials and professional development and resources. And before I go uh further into the look at the data that connects to this, I

091just want to share that in our work this year, um the selection of instructional materials has to meet the standard from the department of education of being um high quality instructional materials and they give us a set of parameters around that and part of it ties to as Henry said the academic side of uh multi-tered systems of support and being able to have differentiated supports for students. So this year we were able to continue year 2 implementation of our math program for kindergarten through grade eight which is I ready mathematics. We introduced um investigating history at grades five and six and a shout out to the Morris Pond teachers and u Mike Feny for their work. They've given us extremely positive feedback about the investigating history series. Um, we've updated some of our resources for

092uh, English language development for our multilingual learners of English and also we're in the process right now of selecting our new literacy program which will be for kindergarten through grade six and their decision we hope to have within a week. They're just finishing field testing. But with that, um, what I think is really important and the second part of my update, so as Dr. Dor said, it's tied to the goal is just to look at some of the data. So a year ago when we did the middle of the year look at students um learning in mathematics this was how the six schools sort of plotted the they were between the upper two quadrants on the upper left side which is a little bit of a darker gray is low performance with high growth and

093on the right side the top is high performance and high growth. So this was a year ago when we took the same snapshot this year. All of our schools are in the high performance and high growth quadrant. So when we're thinking about this from the perspective of our goal, um this data indicates that yes, we've selected high quality instructional materials, the professional development that we're providing to our teachers is effective, and that it's translating into stronger student outcomes for uh our clippers. So when we think about that there I Ready measures student performance relative to two goals. The first is their typical growth which is the expectation that they grow one year in one year's time. Right? So they meet the expectation for their grade level. That's the one on uh in the lower part.

094It's on the left. Uh it's also the one that's tracking at the top. So about 70% of our students are on track for their one year's growth in one year's time. So in the middle of the year, that's that's pretty strong indicator. What's even more powerful is that on the the set of bars on the lower right is the students performance relative to their stretch goal. and their stretch goal means that if at the beginning of the year it was there was an indication that they were performing below grade level that's what starts to accelerate them beyond their current grade level to close that gap. So right now we have uh it's about 45% of our students on track to meet their stretch goal by the end of this year as well. And so that's

095where we're making the impact when we're talking about students who need a little bit more support to get up to grade level. That's where we're making that imp impact. And part of that again to link to the multi-tered system of support uh when they finish their diagnostics, students are also assigned personalized lessons in my path. So they have their tier one, right? That core instruction that every student has in math at their grade level. And then they have those personalized lessons that are picking different skills and needs that they have and giving them those additional exposures. They're also working with their teachers in small groups and sometimes, you know, with other peers, but they're getting both rather than one or the other. And then that's what we're seeing in the in the data that's there.

096[Music] Yep. So these are national norms. So they're set um across all users of I Ready, which is a pretty predominantly used uh benchmark system. We use the screening or the benchmark assessments and the curriculum, so they go together. Some districts choose to only use the screeners. Um and so at the beginning of the year the students take the screener it sets them up on their mind path and also lets their teacher know where they are in each of the standards. They do it again in um late January early February. So this is the comparisons. Um these are our standards are used in the curriculum and then the norms are national norms based on all the students who take this benchmark. Sorry. I'm glad you're asking questions. Nope. I'm glad you're asking questions. And um

097I know Karen Carson and Robert Bowerman had come and shared a little bit of this data with us in the fall and they were really encouraged by last year and when they came and they were sharing uh Karen was talking about it. She's the one who added the bright spots graphic because she's like I was just so encouraging. year one was so encouraging and then to see the growth in year two um even more so. So moving from math um what we did this year while we're evaluating the literacy curriculum we introduced new screeners we needed to have the the screeners in literacy. So for grades four through six we chose I ready after our evaluation. So I can present the data for four to six looks very similar to what you just saw and

098then I'll explain to you what we're using for our so uh for our students in grades four through six again thinking about that baseline data this is the first year and we haven't changed the curriculum. So just like you saw with math where we saw we were in the two different quadrants we're placing in literacy grades four through six in those same two quadrants. on the left side, low performance, still high growth. On the right side, high performance, high growth. And so that sets for us um the baseline. And then when we make that same view, 83% of our students um were on track, 50% or more relative to their their typical growth. And then um similarly we're seeing a number of students on track um just just shy of 50% for their stretch growth.

099So again driving at skills that they needed additional uh instruction and support on and being able to meet those. So it looks a little bit different. about that. Yeah. Can we Sorry, you don't have to go back. I just wondered um were you measuring the typical annual growth and the stretch growth previously to starting with I Ready or is this just something you're doing now with I Ready? I Ready gives us the ability to look at the stretch growth. um we historically had used FastBridge um as our screening and so it looked at the year itself but it didn't necessarily look at the acceleration of how a student can get to that stretch to close skill gaps. Okay. I was just wondering if you had compared to more than just last year and this year

100within the new curriculum. So unfortunately the the older screener didn't do that. Um it would only measure in that year. They had national norms, but it was still only measuring that year against other students who were learning and assessing that year. What was it called in fast? Fast bridge. Fast bridge. Thank you. So for kindergarten through grade three, um we chose a different screener. uh in kindergarten through grade three following uh the state guidance we need to make sure that we're properly assessing to determine if any students have dyslexia and in that we chose to use MC class which is um powered by Dibbles. So this is the eth edition Dibbles which is a well-known literacy screener. It's uh aligned to the science of reading and um helps us not only to assess and determine

101around dyslexia but also uh the discrete skills for early literacy so that we can find any skills that may affect a student's reading ability longer term and isolate and respond to that. So unfortunately I can see how small it is over there. What this shows is just it's not the data, it's the battery of tests that students take. So for kindergarten and grade one, they do letter naming fluency um and then phone segmentation. So learning to break down the the words into their individual sounds. They add in grade two and three um their alphabet nonsense words, right? Being able to read a word based on the sounds of the phonetics, uh word reading fluency, and then it gets up into um oral reading fluency. And then the last column, we don't use it the the

102test that it isolates for fourth and um fifth grade because we use I ready which gets into the longer text a little bit more sophisticated reading. So the important part here when we're looking at how our students are doing is that the red bars are getting smaller, the blue bars, the green bars are getting larger and our students um that's from beginning of year on the top line in each grade level to the middle of the year. But what's really important is that those bars are shifting and the students are getting more complex text to read. And then when we select our new curriculum which will also be aligned to the science of reading um it'll be knowledge building it'll align also with these graders. So this baseline really sets the stage for us to

103be able to measure the impact learning with our new curriculum next year. Just what is M class and boy and moy? Boy is beginning of year and moy is middle of year. So that's the comparison just like with I reading when we're talking about the fall and winter. That's a comparison of where students were late September to late January, early February. And MC classes MClass is the screener. It's it's by Dibbles. So it's the name of the name of the screen. And then each of the screeners also provides uh instructional recommendations just like the mind path and I ready to be able to isolate and provide students personal experiences. So will you keep that same screener next year when you have a different Yes. Bill. Okay. So the the program that you're transitioning to next

104year does not have a screener component in it. The the two finalists do not have screener components that are as comprehensive as these. And one of the things we did in evaluating these was making sure that we were looking at screeners that many districts were using regardless of their curriculum. still able to use the personalized learning that comes with the screeners as well as that being question. So the data there connects to um as I shared earlier the selection of instructional materials but then also the work that we're doing with professional development and as Henry mentioned uh one of our partners this year for professional development is Katie Novak from Novak Education and uh Katie Novak has partnered with us she's done some um whole school professional development both for elementary and in the district

105but for our instructional leaders um our department heads our AP service um and our principles, she's been meeting with them once a month in a in a cohort format and each month they go through a different assignment and what it's doing is it's allowing us to build a vertical plan for ourselves that addresses a number of different components. So part of it is how we plan instructional um or professional development. Part of it is how we respond to our data. Um, part of it is how we build out our master schedules to make sure that we have the appropriate time and resources to provide the personalized instruction. Um, and we plan to continue working with Katie going into next year to implement and and fine-tune some of the things that we've been learning um through

106our work with her, especially as we get deeper into universal design for learning. Um, which is just another way of how we design instruction at tier one to really make sure it's accessible to all students. Um, You know, one of the things when Henry and I look at goal one and goal two, the relationship, we talk about meeting students where they are. These are the different access points that we want to make sure we have so students can get into their learning and be able to recover and and push ahead. Um, and oh, one of the other things I know Henry had mentioned was the instructional support team, right? in the process that we're going through to revise the instructional support team. Um looking at behavior as well as instruction and one of the things

107that that's helping us do um also in using our data is plan for our intervention blocks that we have at at our school. So with blocks the elementary um and Morse pond which shift a little bit nature and developmentally u in an appropriate fashion to the use of pull up time in the upper grade. So we have that vertical connection there as well. So with all of that work and all of the things that we're doing to make sure that not only do we have the high quality instructional materials and we have um you know the the different ones for students into their learning, we also need to make sure that we're providing uh appropriate feedback. So all of this sort of links into the conversation about where we are right now with grading and

108grading for proficiency. So, um, in each of our professional development sessions with, um, our teachers, we start out with just reconnecting and reminding ourselves of the why of this work. So, we want to make sure that we're representing the updated DESIE standards. It's one of the things that that needs to make its way to our report cards. Uh, implementing evidence and researchbased practices, which is part of that standard for high quality instructional materials that Desi sets out. We want to focus on what students are learning, not necessarily uh just what teachers are teaching. It's important that we have the materials. It's important that we follow the instructional model, but then we also need to have the data about the impact on the students and what they're learning and having those places where we can meet

109students where they are. Been very intentional um in our process of making sure that we're aligning vertically and horizontally. So even when we're selecting the priority standards, which are ultimately the standards that get updated to the report bar, our teachers have laid them out and made sure they didn't overemphasize one particular concept in a subject to actually ignore or deemphasize something else. They've looked at it over time with the thought about making sure students have a complete consistent experience to transition more respond and then clarifying what that communication will look like uh for families around those standards. So these are just the overarching pieces that we've been um conducting of the proficiency scale to field test. So when we isolated or identified our priority standards for each of them, we wanted to be able to

110have a tool so that our teachers could um talk with each other to calibrate what they're doing, talk with families about how the student is learning and where they are with each standard. Um, so we have a scale that shows what it would look like at each of the the grading thresholds. So we had historically used one, two, three, four. I'm going to show you in a minute what we're using out each each step what learning looks like. We've involved our elementary principles, our grade level leaders, which are teacher leaders. There's one for each grade at each of the schools. So they become like a cabinet, right? They're they're providing information um in assisting with communication. They actually their grade level meetings at their schools and they're uh instrumental in helping us um prioritize and

111set the stage for each professional development session. So at the simplest level, this is what the proficiency scale looks like. So instead of having numbers or single letters uh like an A and B, you'd have four stages for each standard. This is our scale in working towards proficiency. So for each standard, it starts with beginning where a student enters their learning developing progressing and then ultimately meeting the standard and meeting the standard or having proficiencies in the benchmark. So we've highlighted the green. So we had isolated one standard for you to consider which is a geography standard from fourth grade social studies for North America. And at the bottom it literally says I'm just beginning to engage with this concept. There's no expectation of what they can do or can recall. But when they get

112to developing, it says, I could recognize and recall specific terminology such as North America. I can identify the scale of the map, the key, the legend, the physical features like mountains and rivers. It gets up to progressing where it gets a little bit more sophisticated. Um they're using cardinal directions. um they can uh apply different scales to different maps and find the features and then at the top it's it's the standard I can use cardinal directions map skills keys and legends um and the titles will locate and identify important physical features of North America. So this happens to be a geography standard. um it's a relatively short unit where the students are working with the maps and talking about physical teachers but the same process applies to each of the subjects. So when um teachers

113are providing scores on report cards um they would be able to use this to help calibrate and make a decision. I think one of the things that was particularly important when we were working with not just our teachers in professional development with our grade leaders, but also with the family grading advisory that stood out for us that we really needed to put attention to was the difference or the relationship between what a two and a three for honors. um and how often at three just people were sometimes put it up because it was comfortable or students could do most of the work and then it wasn't necessarily translating into the data for example the benchmarks for instruction. So um as we were preparing for um our next steps in professional development I thought it was

114important that we just touch on some of the timelines and milestones. Sorry, I noticed Chris has a question too. of in terms of so the teachers are they like on whatever specific units they're teaching are they kind of using that for like units and then they kind of gather up like all of those that they've done for all the different units to meet the standards that they're teaching and then they kind of use that information to kind of um I'm losing the word but um to kind of essentially tell them what to put down for their report cards. So for science and social studies because they're a little bit more content heavy it's by unit or math and literacy because a lot of those skills get revisited kind of crosses a greater span. Um, this

115rubric looks kind of similar to the evaluation for the superintendent that I we've all looked at, but um, they don't are they inputting their own narrative at any point or is it the narrative that's selected for the rubric for that level? So, um, I know I know we're getting a little bit ahead in terms of the report card. They'll have an opportunity to put a comment like a narrative comment in just as they add to the the report cards now in terms of what we're planning around the revision. Uh but the the scale or the way that this is looked at is really right now a tool for teachers to be able to use to make decisions. And so we left this column in the middle um because when we're getting feedback from teachers is

116we can leave a column and we could put a date in there or you know we could list like you were saying different types of evidence like what did we look at, what assignments or what student work did we look at that informed our decision. Um but there will be when it comes to the actual report part the that goes home to families, there's a comment space just like their exam. And I guess I didn't really say my question correctly, which was they're not inputting information about their coursework that's written up as part of the report and then they just select like if they're teaching this geography course, those descriptions are already in there and they just select which one like that we covered. This part of geography is already written. They don't have to

117write it themselves. So the in terms of the report part, the report card will have the language. in green. It'll have the actual standard, but then the rating on it will be matched to beginning, developing, progressing, or meeting. Okay. Is this the same idea as a sticker book from a couple years ago? So, when we talked about um applying stickers, we had a similar page to this, but that was for students to have. This is a tool right now for teachers, for the teachers, but it's the same idea. And this was pushed on by that pilot program that we're not part of. That was the original intent of this whole this new grading change was based on that pilot program if I'm remembering that correct. The high school has got a pilot program to change

118their the at the state level was doing right. Okay. We've had versions of standards based and standards reference report cards like even when you look at an elementary report card now. Yeah, it's pieces of standards and one of the things that we did um and I think you know this is part of you know sort of stepping back and elongating the timeline. He did a crosswalk between our current report cards and the new standards and how much of the language has been changed or no longer appears in the new standards. Right? So, uh, in some cases we're updating it. But yes, that in the in the longer term when we're talking about proficiency and standards base, it does connect to the the way that Desi was doing it for high schools because high schools really

119are the furthest from looking at grading this way. I got a couple more questions if I could. The parents advisory group, what what I mean, what happened with them this school year? Sure. because that was a big issue last year with them not being involved and they got involved and I've heard from parents and teachers and I've discussed this grading thing this school year and I was told that this isn't happening it's off the table but this is the same idea as what happened last year with the proficiency and the rubrics and I guess my other question is what is the time strain on the teachers versus classroom time because I have a dozen or so high school kids that I have to do rubrics every semester. Each rubric takes, if you do it right,

120half hour, 45 minutes. So, if you have a classroom of 20 kids, how much of this time is going to suck up classroom time? And I'm also overly concerned with any grading change, anything is supposed to be voted on by the school committee. So, that has not happened yet. So, it seems like a lot of wasted hours and professional development for this plan that we were I was told it was gone and it seems to come. It's just interesting to me. But, so this will take up more of the teachers classroom time to do these longer rubrics. They already report on a number of standards on the current report card, right? So, it's not changing how they report on the report card. It's giving them a tool to help them be consistent in how they

121report but to get back. So there were a few questions I'm gonna try and if I don't remember one I'm right. So um last year 23 24 we did some of the teacher professional development. We continued selecting our priority standards. Um we set uh what our proficiency skills would look like at the same time that we were meeting with the family grading advisory. Right. And with the family grading advisory, they had two charges. Um, and one of them was to help shape what communications would look like, right? Sort of set the stage for that. And they did some of that work. Like we have drafted FAQ documents, we have some drafted website content, uh, content that when we get to the point of actually changing the report card, we have that information. Um, and the

122other part was they really put a fine point on where we needed to direct our professional development coming into this year. And that's that piece around I think a real aha moment. We were actually um it was the the workshop we were meeting at uh Ticket and we had two breakout groups and what we really clarified was the difference between a two and a three and that a two for some felt like their child wasn't doing well as opposed to where they were on a certain standard. Um, so we took the feedback information from the family grading advisory and when we finished the or included the grading advisory last year, we said we're going to continue with our professional development because these are things that we need to make sure we all understand and do

123well. So that set the stage for this year's professional development, but the parents group was cut off from that stage. They completed the charge that they had last year, which was setting up the communication and helping us clarify what our professional development. Okay. Um and so we went through we did the things that we shared with the family grading advisor we're going to do and we shared with the teachers that we were going to do and collected their feedback and um with that we recognize that we do need to bring it. So uh our intention is to bring uh the draft report card issu all of that would really mean at an upcoming school committee meeting. Uh but we wanted to share with you sort of where our professional development has brought us through the

124year to get us to the point that we had drafts to present to the school committee. And I think for us again slowing down the timeline being able to really dig deeper and have some of the conversations that we had uh not just through half day professional development but all of the the different meetings we have on Tuesday afternoons and working with our grade level leaders. um in the past couple of weeks they've been sharing with us some feedback about where they are. And so one of the things um that we heard from them is overall it really shows sort of direction where we've gotten the level of ownership our teachers have product overall we really like how comprehensive it is. We feel that grading will be easier than our current report card since there's

125so many things that now have been consolidated into one grade on our than what we have on our current report card. Uh we like the vertical format of the indicators, so the up and down, and they like the three letters relative to each of the words. Um some of the the big standouts when we were looking at trends across um what people were asking us in terms of some of the the final revisions to get a draft prepared to share with you. Um we had a big conversation at the end of all this about effort. Um because the current report card has the word effort and then we just assign a number. And so um this actually goes back Henry to a little bit of what you were saying relative to goal two. We sat

126down with the teachers and we went through and we talked about the different habits of being aware that are embedded in their goal or who they are as a learner academically and who they are as a student. You think about the the broader sense of behavior. And so we've listed out different clipper habits that would appear on the draft report card and they would have the same um proficiency but specific skills that students need to learn um about how we we act and interact in schools. And so we've had a lot of conversations with the teachers about that because they have moved beyond some of the academic conversations. Um some of the asks that they still have for us is when we take the standards for the report card and convert them into familyfriendly language

127so they don't read like they do the DESI documents. Um they said, you know, we know you're going to make it familyfriendly. uh we know you have to make it shorter for us but we want to make sure that you don't affect the integrity of this standard. Um they asked about the space for comments Katrina which goes back to the earlier part we were talking about. Um you know but I think one of the other things that came up was they talked about how they use their teacher nights students lead the conferences as opposed to a teacher presentation right the connection for learning. um they talked about how they use their conferences and how they can use the conferences as one part of the feedback but then set the stage of the report card. Um

128so it's been a really deep conversation with teachers and the types of comments we're getting now are more about nuance fine tuning to get it to a place that they like. But it's really been a very different year in terms of our conversation. There was one you missed because of the new rubric grading system and you're going to break it down by units of curriculum. Will that add time to the teachers doing rubrics and grading and away from classroom time more so than it is now? They're not assigning something on a page like that for each of those standards for every kid. They're completing the report card as they do now. That's meant to help them. So if they're not sure where a student is and they're looking at the student's evidence to make an

129informed decision about what needs to be on the report card. So they will fill out the rubrics after every unit to use those to help them with the So I'm very concerned and I've had a lot of teachers come up to me. They're very concerned about the classroom time being taken away by this new grading system and they were concerned about that during the sticker book discussion last year and I thought that this was gone and that's what a lot of people thought. So my concern is changing a grading system that we haven't voted on for no apparent reason because Desi has not released the new standards yet. As far as I understand, there's no Desi Desi's not telling us to do this. And I've had a lot of concerns from parents and teachers that

130it's going to add work to them, take them away from the classroom time. And I am very concerned that we're doing PD on this after I was told that this is dead. So, um, so I think it was clear that this is like an initial pass through of where the year has been and it's coming back to us. So, we can address all the rest of the concerns when it comes back to us. I I we have now we have a very long agenda and I'm I'm just cognizant of the time and taking so many questions on grading when we've already heard there's going to be another presentation that actually rounds it out. Okay. Um I just thought that the school committee had input on accepting this new um report cards. So just to make

131just to Yes, we're going to vote on it. Okay. When it come when it's when they figured out what they want to do. So we we brought it to you tonight because the the teachers have uh at their own pace have gone through the school year and they've got to the point we are ready now and and that has been the feedback across every single school um every single teacher. It has we've gotten to this point. So now we're ready for presentation on the 13th of May. will be the next presentation and then um after that we will figure out when the school committee is going to vote. Will that be the second uh meeting in May? Will that be the first meeting in June? I mean, we need to make that decision. The very

132minimum that we had said last year and we continued and Sonia, you know, it was it was stated that they were going to do their professional development and and when they're ready, we would know they're ready. And that's why Sonia brought this tonight. See at the very minimum we are not aligned with our standards our report card at the very minimum we have to change the standards we are not reporting on what the standards are that the students are learning and that has to align um so that has to be at the very minimum through all that decisions we've come to um this this the new report card and making sure that the parents get to hear the whole standard that was the other piece that Sonia mentioned tonight that we heard last year there

133were bits and pieces of the standards but parents were not receiving the full indicator of what that standard is and how students are performing toward that standard. So those things have to change. The teachers have selected when you see the four they have selected if you remember last year we had a four-point scale but it looked a little bit different through this year the teachers have decided that meeting is going to be the top. That does not mean that that students will not have extension beyond meeting, but meeting really is meeting the standards. That is the proficient level and they they chose this year that they wanted that to be still being a four point. And the other concern that they had through the um uh through all the professional development and learning and the

134collaboration was that they needed two data points in the middle of the scale because just having one point they may be a little bit above or a little bit below but two literally gave them more more space to be able to clearly identify where the students are. So what you see now has been developed by the teachers. I'm still I'm gonna speak again because I'm still concerned with last year Terry asked a question about grading changes and we needed to vote in the school committee and at the time uh Dr. Tellier had said not for not for everything or something to that effect and I'll find the meeting but last year we had a huge problem with the sticker book idea. Parents came to every single meeting at the end of the year I was

135told that it was over. We're not doing it. So now to find out that without approval of the school committee, well, we had concerns last year. People were talking about this last year to spend PD time and money on something and not have the parents group continue on. And we've had parents reach out and ask about that. Well, so all right, could I just ask for something to read before we have to make some decisions? Like I I say over and over again, can we see the old report, the new report card, and maybe a little bit how it got there? Not that there's anything wrong with it, but old and new, just something to read because that is part of the the May 13th. So when they come to But this was just telling

136you where we are. We thought more updates were better than than less. So on but it's an update, gigantic update all at once. It's just I'm sorry. It's just way too much to take in at at once. So, if we could have something for react after being told. I just have a quick question. I'm just wondering if once it's all together if it's something that's worth having a forum on where parents and teachers to kind of see the whole product. And I'm not sure um you know I think this was started kind of before I I came on but just in terms of if forms have already been had or essentially so people can see kind of what the finished product is going to look like and if there's a plan if Dr. Tyer had

137been able to finish um she was going to tell that the plans but they wanted she wanted to we wanted to you to hear that now the teachers have come to the point that it is ready and we didn't want to come before that because they were still working on it. So, in April, there's going to be a forum at each of the elementary schools and absolutely we'll let you know when those are. Uh, and then uh again on May 13th, then they're going to come and give a full presentation and then there will be a committee vote on the changes either the last week of um or the last meeting in May or the first in June. And so or later if we need more time or well I'm just saying like that that

138is it's good to have a a goal for our schedule but if we don't have enough information then Melissa so thank you for clarifying that because I am always one that I want an informed I want to make an informed decision. So thank you Chris for bringing up the forums and thank you Dr. for mentioning that there will be forums throughout April and for reminding us that these are standards that we need to come up to and that we will have information with an extension if needed to make sure we have all of the informed decisions that will give us plenty of time to reach out to perhaps parents that were on the uh working group, perhaps uh teachers at the elementary level on our own or waiting for the forums to hear from them.

139Um, thank you for being thoughtful about this process. Mike, you've said your piece. I heard you. Is the roll Is the roll out planned for September of this year? We're moving on. Well, I can still speak. I can still speak. If the roll I don't even know why I'm even running the meeting. You're not really. So, yeah, it's clear. So, if the deadline to vote on this is June, whatever it might be, is that for a planned roll out in the fall? We'll probably find out when we hear the presentation. We haven't gotten that far yet. Can I just ask one clarifying question about this slide? I'd rather you don't, but Go ahead. I'm sorry. I just want to know if information sessions is forums. Are those Is that Yes, that's the same. Okay. Okay.

140We're moving on. Update on a North Falmouth roof. Okay. Um just as a reminder um town meeting in April of 2024 and the uh the community um um um ballot vote uh in uh May of 2024 approved the funding for a new roof um here at Northbouth um elementary. We've had a successful bid process and are now making progress in planning the process for the installation of the new roof. Um, I'll turn it over to Paul so he can um share. Sorry. No, that we've uh completed the bid process and selected winning bid. You'll notice that there's four bids on the sheet that I just passed out. um the first bit the lowest bid dropped out uh because they failed to include the civil engineering work in their bid. So it's a huge a big

141mistake on their part they withdrew. Um so the winning bid is Keithway roofing system um at the 3.1 million um level. Uh the alternatives that you see there are one, two, three and four. So the first one is the lightning uh system which is essentially a cable system up on the on the roof on top that rests on top of the uh the shingles to uh direct the lightning strike down into the eventually down into the ground. So that's the first option. Um uh the second the second option is for heating the gutters because we're placing gutters on around the building. Um and uh and that will help with any freeze preventing any freeze in the gutters and having a nice damp build up. Um and then the alternatives three and four are really for

142water gardens uh in the front and back once the work has been completed. Uh Capeway roofing was the winner. Uh just to let you know, Capeway did our uh Ticket building a couple years ago. They did a great job. So we're happy that uh they're uh we'll be doing this building as well. Um and uh and then again just the timing this will start you know immediately as school gets out uh will be the work will begin and uh it should be finished by the summer we should say should be it better be a solar area but it's not one other point so we we have an article 4.915 million so we have room in this article to do the extra work that uh we had planned all along to do some of the damaged

143areas in the building and so on. Some of the things like asbestous floor tiles will be removed place work etc. Um and uh so we have a number of options and this it's also you know decent contingency if material costs were to explode because of tariffs and things like that. So it's a very good bid that we've had. It's actually below what the T ticket roof was. So it's good news from that respect. But we also have a lot to work with doing the work that we've outlined in the art. Any questions for Paul? Just a quick question. Well, um with the alternates, those are just like add-ons to to whatever that's So, we were concerned that we would uh concerned about the size of the uh the overall cost of doing the roof and

144there's extensive civil engineering work being done because we there's real problems with the water level running off here. We have to regrade the driveway. We have to put in turns along all around the building. Uh we're going to have to tear up the sidewalks and uh put drainage in and so on. So we were uh you know we were concerned about what the ultimate cost was. Uh so we we set aside the four alternates uh things that we thought we'd need but uh one was lightning, one was heating the gutters uh and the water gardens. Um but so they we kept them as alternate. If the bids had come in much higher, we could have said, "All right, we'll stop. We don't need to do alternate three or four." But the pitch came in so

145well. We could definitely do the alternates plus work that we wanted to do like the tiling floors trans painting. Thank you. Um the water gardens is that does that include the updates to the garden itself that we talked about? So the plantings and so on. I mean the like the food garden, the educational garden that they have. No. The water gardens that we're talking about are the water gardens that absorb some of the water directly from Oh, the runoff. Yeah. Right. Thank you, Margaret. Maybe I didn't hear you. Are they going to reduce the roof or they're going to tear the roof down and build? No, they they'll keep their the decking on the roof and then put the the new insulation and shingles on top of the deck. And and and will there be

146a guarantee in terms of how many years that should last because like a 25 guarantee because that was a problem and there was yeah and there is a lot of structural work that's been done on this roof. So if you were to walk outside you see this the suets right there you see fence right underneath them and wrapping across. Well, that effect of that design and it pulls in the cold air, whips it across the, you know, in a roof here and then it and it drops out the other side. It's been a huge cause of the pipes freezing, heating issues in this building and so on. So, it the design is really going to be corrective of problems that exist in this building. I know you're very good at this. No, I know you.

147I've been on your chores. Thank you. Any last questions for Paul? Thanks, Paul. Uh, first read on policies. So, in your packet, um, you can see that there's just a few updates. Uh, we reviewed um updated the policy two years ago and so we just have a a few uh updates, clarifications under the policy. um clearly stating the definition of bullying includes intentional conduct in relationships where there is observed and perceived power imbalance and distinguishable from the peer conflict. So we wanted to make sure that that was uh clearly stated uh removing a specific um form when any form really can be used. Uh we do have the suggested template form in the plan um but we didn't want it to to appear that there was only one that needed that. Um and then we

148added a reference on the policy under the plan. Um page 10 replace imbalance for uh the word imbalance with the word differential because we think imbalance makes it um a little clearer and understanding of what the intention of the intended statement means. Um update principal's names. um that of course um uh when we did I'll just uh add this and Terry most of you remember when we did the policy you know seven years ago we went through we took out names when we were allowed to this is an area where we have to put the names in the the um actual um yeah document thank you so um so we just have to kind of keep up on that um page 17 making it clear that although we provide a bullying report form it's not

149necessary. Again, that matches the the policy there. Page 19 more clearly identifies the process for notifying the parents and guardians of the target and aggressor and the requirement that the investigation uh must be completed in the 14 school days. Um that was not uh clearly stated before. Page 22, accurately change may to will uh regarding the discipline for knowing uh knowingly making a false allegation. um just needed to be cleaned up. But that is that is a property. So we needed the word will. And page 24 again uh clearly stating the definition of bullying that includes the imbalance. And page 29 u we just changed step. Um we actually don't use step. That was a a state template. Uh and we changed it to pass which we do use. Um and pass is our program

150that we talked about before which is the alternative um to suspension program. So we just wanted to clear that up. So those are the changes. This is the first read and we'll bring it back for a vote. I'm not on the policy committee so maybe I'm not fine. But when I read this about um bullying um what page you want so we can take this doesn't have a page the policy. Okay. When I read this I actually went to my computer and said so what is the definition of bullying? And um it is that but it also includes that a differential of power can be physical status maturity. And I just feel that that should be important because when I read this and I'm not a policy committee so maybe I'm wrong. Um it sounds

151like if two kids if two kids go at it and one's bullying the other if they're s equal peers that it's not bullying. And so I think that it would be helpful to put a a to define it more a definable definition of um imbalance of power of imbalance of power because that's what I found. So we did kind of talk about that during our policy. That's why I'm sorry. No, that's great. I'm glad that you brought it up because Mary was great about talking with the new language of bullying versus conflict. So, sorry. It sounds like conflict is what you kind of just described. So, like equal power perhaps, equal physical stature, equal um ages, grades, what have you. That sounds like a conflict. Unless there was something in in there that we didn't

152see at first pass kind of thing or not immediately um identifiable kind of thing. Whereas bullying would be or could be, you know, um a smaller student perhaps of the same grade, perhaps uh doesn't have as a boisterous um personality, um inability to to defend themselves, whatever it is. So, um Harry was great about talking bullying versus conflict. I'm I'm just saying and I it's just it's for me it's not clear in this statement okay that that it it does include peers with a differential in terms of power and I just felt that that may be important to be added to that that's why we do a first I mean I don't know if anyone else felt that way but um I just wanted to point out Um because I think this is important for

153the community to to realize that throughout this policy it says the principle the principal is responsible for the implementation and oversight of the bullying prevention and implementation plan within his or her school and that is by law right by law. And so, um, you know, we've heard several parents, uh, during public comment talking about their, uh, their children's experiences. And I just think it's really important for parents to know that it's it's it's the principal's responsibility and not the superintendent's responsibility. It's not the school committee's responsibility. by law. I mean, that's that's where it begins. And um and so I just I I think there's I just wanted to clarify that because we're going to be working on goal one. And I think uh in goal one, part of what we're going to do, I

154think, is to to let to be very clear about who you talk to about what that you don't, you know, run to the principal or you don't blame school committee. um that in fact you know if there's a problem you deal with the issue then you move to the next step if that's not handled and I think that that really needs to be part of our goal I was writing a longer response to uh Katrina but I was doing other things and so I was doing my taxes actually I think no I think that really has to be quite a cool one thank you for bringing that up because great suggestion Margaret and great point Um, the only thing I was wondering, um, we don't often have things that are hyperl in our policies. Um,

155and I couldn't test I I didn't key them all in. So, I always like to test the hyperlinks and see if they actually work before we approve it. Um to Margaret's point, I'm on that uh JIC CFB, but halfway down it says an observed or perceived power imbalance is different than peer conflict. And I agree with you where you might think of the big guys born the little guy, but it could be soio economic. It could be anything. So I think that's some kind of clarification examples. Got it written down here. Mike, to bring it back to you, Melissa. Thank you, Margaret. Okay, great. Moving on. Is everybody good? Okay. Update from the superintendent. Thank you. Um just wanted to little update on the statement of interest. Um the application uh packet is uh progressing

156um nicely, but it is still a working draft. The application is due on April 11th, and we uh we will be ready to submit. I was writing something. What is what is it you're submitting? the the statement of interest uh is the um application to um Massachusetts um school building authority. Oh, okay. Forward for the Lawrence uh renovation. Okay. Thank you. And so just wanted to give an update that um we are we're really moving forward with that and we will be ready for the submission on April 11th. Um okay. So uh food programs, I want to give a little update. Last time uh at the last meeting we uh shared a little bit about the federal grants uh and how the uh funds are used in our district. Um tonight I would like to

157um discuss the the federal food programs. And so the first um I want to talk about is the USDA program that subsidi subsidizes our food um such as um ground beef, cheese, and such. Um it it does look like it's likely to be cut for us. Um that would mean uh a decrease of about 120,000 per year. Um so the other food program the other um food program uh is the um the federal program. That's our free and reduced um lunch program, lab breakfast and lunch program. And we have no idea where that stands. Um and um what what is being talked about, this is what I want to the piece I want to share, and if we don't know this is going to happen, we hope it doesn't. Um but what's being talked about

158is that they may increase the eligibility um threshold from 25% which is currently at to a 40% or a 60%. So if it raises um at 40% we will be okay because we actually are right at 40 just above 40%. if they've raised it to a 60% level, um we would not meet um and that's your participation rate in your in your district. We would not meet that. And um so what does that mean for us if that happens? Um right now in our food um service budget, we have enough dollars that would allow us to extend through next year. So, we would be able to continue um our free breakfast and free lunch program for one more year. And then if nothing changes, and that that continues to be what's going to happen, um

159then for the 26 27th school year, we would revert back to um the free and reduced program, the traditional program. Um so, I just want to like if it if they push it to 40, we're still okay. they push it to 60, we're okay for one more year because of the funds that we have in the account. Um, and then we would have to to go back to a traditional free lunch, which we hope does not happen. Um, but I just kind of wanted to give a status of that one as well. Um, and then retirements you have in your packet. Um, oh no, you do not have it in your packet. I am going to pass out so that you have it. Um, this way. uh you have um a list of retirements to

160date um for this 2425 um uh school year announcements for um next school year. I will say within this some of um the retirements uh they've already retired. So we've had some mid-year retirements, but there's six teachers, one teaching assistant, one food service, four secretaries, and two non-union staff that are it department. So that's what we have um at this time. Well, congratulations to them. Yeah. So, um just some other things that um I want to give updates on. Um the Mid-Atlantic uh equity consortium, MAC, as we've been referring to them, uh their federal funding has been um cut. As you know, MAC has been helping us with our equity um audit and our equity goals. Uh we've been very fortunate. uh we uh were able to uh this was our third year. We were

161able to go through our equity audit. They were able to do um all the community um uh meetings and help us determine from the results of that equity audit what our goals were, which we've been reporting on all year. Uh and so we're in a good place that, you know, we can continue. We feel confident. I'm very sad for the districts that have been uh very early on in the engagement or were just planning um to engage the same equity work um that that we have. Uh we've had a couple across Cape Islands and other places in in Massachusetts and obviously beyond Massachusetts, but some of our our colleagues um you know are not in the same place. So um and I'm sad for Can I ask a question about it? So um since since

162their funding for that has been cut. Um, does that also mean that because all of their results were all posted on their website. So, do we need to like download everything before it disappears? We do. But but our website is Yeah, we have But doesn't it just link our website has has uh stable data stuff. Okay. We have access to the actual I just want to make sure we don't they don't like close the doors and turn the lights out and we don't have any. Okay. Thanks. Good point. Yeah, it is. It's a good question. Okay. So, congratulations to FEF. Um many of you were at the um gala on Saturday night. It was fabulous. Um it was it's a just a very special event. And um so this year they always honor um you

163know someone and this year they honor the the founders of FBF. So uh Judy Fenwick, Tom Kirkman, JB u McDonald and Tom Stone uh as the original. So that's who was on it. So was a nice There were other people there. I don't know if anyone wants to add anything. Just gonna mention it in my um updates. Yes. Oh, go ahead and do it now. Jump in. No, no. I was just gonna mentioned the four founders. Oh, sorry. No, no, no. And just to just to say that it was reminiscent of uh gallas before co it was um it seemed uh a little bit more regal than it had been in the last few years. I think that um FEF as well as other entities have done did a nice job in the awkward years

164uh following 2020. Um, but I I thought that it was from my perspective, I thought it was successful. I did reach out to a board member and they said that the uh wine and uh raffle tickets brought in a couple thousand dollars, which was great. Um, and there was uh nice people to see out at the Serest, which is a change of venue, so a nice sunset to watch. Um Margaret, you were there. What do you Yeah. No, it was a very fun event and u it's always so nice to u you know appreciate it was really nice to appreciate people who founded the group. Um actually I know Tom Stone and I didn't realize that he was one of Tom and it's um it's just very nice to relax and enjoy um being um

165knowing how special they are in terms of the added dimension they give to our children um all of our students the things that our students would not be able to do if it wasn't for them. And it's just so grateful that we could appreciate that like and and show up and be there for them. Nicely said and Chris and I were there. I know. Right. Sure enough. And Chris's wife was there. Great night. Was a good night. Um some uh upcoming events. Just to remind you that the Lawrence School play is this weekend. um Saturday uh 2 and 7 and Sunday at 2. Um evening of jazz is coming up a very special event too. Um April 5th at the Kuna Messen. Um Eastbath grades one and three and North Bath grades two and three

166concerts uh are on April 7th. Uh Spring Works, this is um pretty exciting. Spring works um I got to find this to share. It's called uh Spring Works by Studio Art 2 students. Uh it's on display now through April 13th at Coffee Oo in Bowman. Um this was a collaborative uh project with U born um schools as well. So I'll just pass these around. This is you know a picture of our students uh in front of their artwork and um just exciting. So everyone make it to coffee and see their artwork. And then the last thing I want to mention um that the uh remote meeting option is uh expires on March uh 31st. Uh the house and senate have both passed extensions through June 27th. Uh it is now awaiting the governor uh governor's

167signature. So we'll um we'll wait and see. We'll wait and see. That's right. Where that was. because, you know, because of the timing of this, I wanted to make sure that people knew I don't know what's going to happen. Um, and well, related to that, um, just to make sure that we cover our basis because in order for us to continue to use it, our town has to sign on. So, if they if we're going to miss a vote or miss a meeting that we can't offer as a means of participation. Yeah, I hope that's well it came about through u the co years and so it was it's been extended once. Yeah. So um so we'll wait and see. Okay. Okay. Thank you. Yes. Um the trivia night was really what was fun about

168the trivia night was we had two tables of teachers competing with each other and they were more fun than anything else. Um, and actually I brought a a grandmother of one of the students who's like, "What are you doing here, grandma? You're not supposed to make." So anyway, it was fun to watch the teachers and we have to comment on soup for the soul. Number one, the students give us all those bowls and those bowls are just wonderful. And the soups that those students make are fantastic. It's really It's really good to be able to appreciate them. Thanks, Margaret. Um, okay. Next up is the added um agenda item for navigating the future. Um before we have the conversation and take a vote, I just want to point out that Mike made the request in

169the meeting last week and I explicitly said if anyone else would like this on the agenda to please let me know. No one reached out which is why it was not on the agenda today. And now, barring tableabling it for our next meeting, we're about to have a conversation that violates open meeting and take a vote on something that the community truly cares a lot about and we will be doing it without any prior notice for the community, which violates open meeting because it was not posted because no one else reached out and said they wanted it on the agenda. My preference would be to table it so that we can post it and have it follow open meeting. Um, but I recognize that with a majority who are in support of having it on

170the agenda for tonight, that would probably fail. Um, but I just felt like we need to at least acknowledge why it was not posted and why the community has no opportunity for input. Well, it's my amendment and I'd like to comment on that. Um, I don't You want to talk about that the procedure of putting stuff on the agenda is inequitable. This isn't the first time I've asked this to be on the agenda. I asked it before and then you amended my request to limit it in such a way that we could not vote and that was the meeting at the high school. So, I am fine with this going through today and voting on this and open meeting law. I mean, it is what it is. What what this could have been settled if

171you had put the people's voices on the agenda. It's not the people's agenda. It is our agenda. And we've had the same process for the entire year that one person does not get to dictate the contents of our meetings. They have to be supported by enough. If I if I could, the agenda item is on navigating the future one and two. It's my agenda and the people elect us. It's very simple. We have four goals. Data driven decision making. We have That's not one of our goals. That's school district goal. It is not the school committee's goal. If I can continue, we have a report from Nestec. Nowhere in that report does it say to merge two elementary schools and leave the other two alone. It says to redistrict. That's number one. Number two is

172that one and two are inequitable to the students. We talked about putting in uh portable units, whatever. There's not a necessity to do this right now. This does not affect the Morris Pond or the Lawrence. This is just the equitability of the elementary schools using the NASDAQ data. That's it. Um, so can you actually make your motion though so that Senator can second it and keep going? My motion is to Excuse me. before you make your motion. Okay. Um, explain to again is this law breaking because it's breaking open meeting laws? Yes, because it's not posted. But Robert's rules does allow it. It does, but Robert's rules and open meeting are completely separate things. Uh, so I just for clarification because this is a question that I have. Robert's rules does say that one person

173can request an agenda item. It it it doesn't need a seconding. And so our policy states that we should be following Robert's rules. Now we we do not. But I'm just confused as far as is it in our policy that we need a second to have an agenda item or how did that come to be? That's how I did it the last two times I was chair. That's how Natalie did it when she was chair. That's how I said from the very start of the year how we were going to do it because there are nine of us. Can you imagine if every one person can just put something on the agenda? We would never get to our actual business. We would be constantly spinning. There has to be some guard rails for how what

174we debate. Is it? Yes. Okay. Um if this is breaking open meeting laws, but if usually when we talk about something, we vote about it the next meeting. And considering the fact that there are eight people here, I don't think it's wise to have a vote because you have four, you could have four in court. And so, um, hopefully next meeting we'll have nine people and we can have a vote. Can I make a motion to amend his motion? His motion doesn't even have a second yet. So, it's not even a motion. Okay. Make your motion. He made it. There's no still no second. Oh, second. Okay. We can amend his motion, which is now in our agenda, to say we want to add this to the agenda for what is it? May to the

175next meeting table table but you can also just say add to agenda as tableabling going to add to the yes that's what it does if I if I may if we're going to follow Robert's rules for that I can add an amend an agenda item on the right I can do that that's Robert rules yes and then nowhere in Robert's rules does it state that you need a second for an agenda item correct so my my concern is if we're going to follow Robert's rules, we need to follow it. We can't just make up procedures that, you know, oh, I new procedure, I'm going to do this. That's not what we should be doing. As far as the open meeting law, this could have been dealt with if you had just put the agenda item

176on like I had requested every single meeting. Your role as the chair is not to say you can't talk about something. I would like this vote tonight. Whether if it goes against me, that's fine. But this has been way too long on this discussion. We waited for the NASDAQ report. We have that report. Nowhere in that report does it say merge tigment alone. We need to start fresh with the building committee as they move forward and not pigeon hole them into doing something that's against the NASDAQ report. But you're exactly pigeon holing them by taking it off the table because they won't even then they're not considering it. Margelmouth is not equitable. We're in a back and forth now. Well, we've not voted on that. And I'm asking tonight to vote to remove the option

177of merging East Felmouth and Tick. That's all I'm asking for. It doesn't affect Morris Pond. It doesn't affect the Lawrence renovations. It doesn't affect the grade changing because that's all in the NASDAQ report. So, we have a second and uh I call to call to vote. No, she has to say Katrina asked for an amendment and I did not accept that. So, now I'm asking to move to vote on my original question, but I don't think Well, someone would have to second my amendment. Are you asking to amend it? Can I ask a quick question? Uh, do we have time in our next meeting given that it's before a town meeting to have? It would have to be probably the only we'd have to bump everything else for the meeting. And I still and we've

178never followed Robert's rules. Please, I've been a parliamentarian for six years. So that we're going to decide tonight that we follow Robert's rules is sort of interesting. So, as of now, my motion has been seconded, and I would like to call to question deleting one and two of Navigate in the future, but we haven't had a discussion on it. So, we're not going to vote on it until everybody has a chance to wait. Okay. If we can just focus on the on the agenda item, be great. Discussion. Terry, what happens if we vote on it and break open meeting law? What happens? Someone can file a complaint. Somebody can file a complaint. Yeah. Yes. Um question on uh comments on the on the agenda on the I just want to continue to say I want

179all the information including having the discussion with building needs before um making any kind of decision on anything whether it's removing one and two or um getting rid of it all together. I just I continue to say I really want to have all of the information before I make any kind of decision. Furthermore, the NZDA report in my opinion on how I've translated the conversations with um that we've had at building needs uh the conversations around this table was that it was going to be a guide. It wasn't going to be a bible. it wasn't going to be um that we're going to do this only if they say it. We have said all along that we wanted to make it valid, that it was going to be okay, we have an opinion from a

180consulting firm, but that doesn't necessarily mean that it's going to be this way or the highway and if it doesn't fit in this box and it doesn't exist. We've never said that. Um and I feel like it's also true with Robert's rules. We use it as a guide. We don't necessarily use it as, you know, we must do this every single time. It has to be this way. I think if we did that, then we wouldn't necessarily have to have a chair because we would always just go this way, this way, this way. There would be no uh personal interpretation of things. So, I appreciate your um your spirit, Mike, and I hear what you're saying, but again, I'm personally I'm just going to say I really want to have all of the information before

181I make any kind of decisions. Yeah. Any other comments, chair? Um I personally don't think we should be voting any kind of changes or doing anything to our schools. the same thing I said at the last meeting only fortunately I was told to quit talking about it but I do not feel we should be doing anything in our district next year period we I we could lose funding for the um prek that we have now that was just amongst a lot of things I think if we were smart we should look like Lori mentioned about being proactive about some food that we could move about food um fre um you know what I mean the food programs that we could I would say we should put all our energy to what we have here let's

182look at everything and then a year later NASDAQ report if if I'm wrong tell me I think it said we could look at it for three years it would be a valid document is that wrong or is that right yeah the threeear okay so so we're taking one year to get our you know what together in this district. We have a lot of things. So that's why I would say take everything off the table. So I would vote that's not the motion though. The motion just wanted I agree. That's why I would vote for that motion. In regards to Susan's not here, so I'm going to say in regards to she always says it. Um, in regards to the NASDAQ report, they recommended eight different varieties, some of which involve merging two schools, but they

183didn't specify schools. So, in that respect, items one and two single out by name. So, if we're really trying to take the NASDAQ report at face value, wiping out one and two would be useful. I personally feel that the Nest report was not complete and we should have included Lawrence Morse and the high school. That's a separate motion to have another feasibility or um enrollment study just looking at those three schools and then getting their recommendations for all the school buildings and what we could do. I don't think it's complete, but in in relation to his motion, I don't want to violate open meeting law. I would personally make a motion to a guest table. I'm not sure if that's the language I would use, but to move it to next meeting so that we're

184not in violation of open meeting law, but I am in favor of taking one and two off because they are options from NZDC, but NZDC did not specify the best schools. So, do we want to Okay. So, um I will second your motion to table, but there's a motion and a second on the table. Yes, and a motion to table it to proceed. Oh, now we're back to Well, I clearly support table of you, but Oh, no, but my question is, you know, no, but I have a parliamentary question I'm trying to ask you. Um, oh god, my brain just What was it? Um, question. Oh, is a motion to table debatable? I'm sorry. Is a motion to table debatable? I don't know. You have to vote on it. You have to vote on it,

185but I don't know if it's debatable. No. Yeah. Okay. So, then um Are you checking? Yep. I don't think it tells you if they'reable on there. Is there any discussion about table? Is there any problem with saying instead of tableabling to say move to the next agenda? Is there a problem with that? I I'm completely um confused. We are following Robert's rules and and I'm not I'm not I'm not lending support. I'm not letting or whatever. I'm just trying to make sense of the protocols that we are trying to follow here and if we are our policy states that we should be following Robert's rules. Now whether we do it as as our dialogue we we don't we don't but in terms of our requesting for things to be on an agenda for tableabling thing

186I mean are we following it or are we not? I'm I I just need a a a guide so that I can proceed as a member of this committee because honestly I'm quite confused. Right. Um uh so the the Robert's rules training I did they specifically said that you there is Robert's rules and then each committee is allowed to write their own policy rules which may not match or align with Robert's rules and I I have not examined our own personal sub our own committee version of Robert's rules. So I also amused. So if my my feeling is if it says in our policy that we need two people to put something on an agenda, then that's what we follow. If it does not say that and Robert's rules says it does not, then we

187don't. But I just would like some clarification so that I can be a clearheaded member of this committee because right now I'm not. Okay. So let's I don't think we can solve your question right now. The question at hand is to vote on tableabling the com the motion that that Mike has made until our next meeting and we need to vote on that. Is a vote. There's no discussion on this. I thought somebody was looking to see if there's discussion on a um tableling. I apologize. I don't we have never in my time in 11 years we have never That doesn't answer my question though. I need to know the answer to whether or not a motion to table is debatable. Without debate. Without debate. Thank you. So the vote will uh Thank you, Margaret.

188I appreciate that. What if my vote doesn't say table? What if my motion does not say table? My motion to amend originally did not say table. It said move to next. That's not an amendment on the topic though. It has to be specific. your my motion to amend the motion on the table is to move this discussion and action to our next school committee meeting as scheduled. That is my amended mot to his motion. Okay. I don't actually understand that motion, but we can I'll second it because it it accomplishes the same thing as table. Now we have to debate it because it's an amendment. Okay. So she took the tableing away now. Now she's making an amendment which we have to debate. We don't have to. No, we have to. Is there discussion on

189the amendment? I would like to make a discussion on the amendment. I don't think um having it at our next meeting will give us enough time uh to have a a spirit like this needs more conversation and I feel like in my experience with those town meeting meetings town meeting school committee meetings it's not going to give us enough time. That was my question before you that's my opinion. Further discussion discuss yes we have plenty of time right now to discuss this. I made the motion. We don't have to push it to the next meeting or the meeting after that. All I'm talking about is deleting the two parts that single out two elementary schools. That's it. So, we can come back to it. We can look at in a year or two years, whatever.

190I am just trying to delete the purposeful statement of merge east and t it's not equitable and it's not in the NASDAQ report, but that's that's it. Any other discussion on the amendment? I have said several times that I do have something that I hope I will present to the task force and so before we vote on anything else, maybe it would be good to hear that. Well, this would do you want it to be next meeting though? We've just heard that maybe it shouldn't be. Should I amend my amendment so that it specifies? I feel like we see this at the high school. There's we're going to be at a town meeting. There's only like a meeting for an hour, right? But my amendment specified next meeting. So my bad. Well, our next regular

191meeting. Oh, our next regular meeting because it's a short meeting. So say next regular meeting will be the one. Okay. So the the vote will come on approving the amendment which would move the discussion to our next regular meeting which would be not the April town meeting May 13. Thank you for knowing the date. Uh all in favor say I I so far away. Uh opposed. No, two to three. Unless I counted wrong. I haven't voted either because three extensions. Uh well, something vote. I didn't realize it was May 13th. That's a ways away. The question is we vote tonight or have the ability to possibly vote and discuss it on May 13th. Those are the two options. Um there were two in favor of the amendment, three opposed to the amendment and three abstensions.

192Is that correct? No, I will I again I want to vote against it because I still want all the information. I am four. I just had to take in a moment of May 13th. So I just want to be crystal clear so that everyone knows why I'm voting the way I'm voting. Um I am voting against the amendment the additional agenda item by uh eliminating one and two of navigating the future because I again want all of the information and that includes round table discussion with building needs. That's happened. If I'm clear, hold on. I I'm not done. Please let her finish so we can finish this vote and move on. Just want to be crystal clear as to why I'm voting the way I'm voting so there's no mystery. I am voting against um

193Mike's agenda item to eliminate one and two of navigating the future because I would like to hear the roundt discussion from building needs. I would like to speak with community members and I would like to hear more information. So the vote is for the is to move it to May 13th, not Mike's original. I'm sorry. So and when was the vote is to amend to get rid of one and two. Okay. I just to have the discussion. It's a motion to discuss on May 13, not necessarily to vote or eliminating one and two on correct only just moving the discussion to the discussion a vote in favor. She's clearly in favor of amending it, right? Because if you don't, you're voting in favor of having a vote tonight. Correct. I do not. If you don't

194amend, then then you're voting to move it to May 13th. Yes. Is that correct? Yes. Okay. My my vote will be um in favor of Katrina's amendment. Okay. All right. So May 13th. The motion carry. The amendment carries. So that moves it to um that moves the discussion to May 13th. And then do we have to vote on his motion as amended? Sorry. Go. You got me. So just bumping it to May 13 and then we vote on the motion as amended. No, you normally postponed it. Yeah, it supersedes it. So it moves it to 13 and that motion carries a go. It just got I said 13 and then we'll actually uh routine business. It's the set of minutes that are printed on the pale paper at your seat because there were a couple

195of edits. Um, a couple additions of names and uh like there was one other one. Oh, um, and the corrections to the members present. Is there a motion to approve the minutes as at our seat? The gray ones. The gray ones. Uh, yes. I make that. Thank you, Katrina. Is there a second? Margaret. Uh, any last edits? All in favor say I. I. Any opposed? Any abstensions? That's uh committee member reports. We heard um two for the soul already. Terry. Okay. I I write mine so that they're short and sweet. I hope you notice that. Okay. So, first I'll talk about VIPS. The VIPS um March student volunteer of the month is Jacqueline Collins. And on March 12th, um 20 of the peer mentors from Falmouth High School attended a celebration during Clipper time. treats

196were provided by um Andrea's kitchen. These are mentors not in discipline which was discussed you know in the mentor connection report. They help each other with math or science or whatever or new kids who are um unfamiliar with the district they or the high school they may take them around. Um and Dave Sugar, you've heard his name, but very active in the VIPS, has assembled a great line of um a lineup of local experts to be speakers for the FHS two classes there, personal finance and principles of business. That was the VIPS collaborative. um on we had a meeting on March 12th and part of the thing the collaboratives do is they confer with districts about special needs individual districts might have and I think you heard me say last time they look at ways

197that could make working together give everybody help. So, they've um are investigating hiring a t a teacher for the visually impaired, which is not a big um person who's looked for, but there are some instances. So, that's on their radar. Um and also, you know, I'm so happy to talk about what what am I happy to talk about every mass maritime the ASLP program. There are 220 spots this year. They figure that 210 will be filled and applicants this week should be getting their acknowledgement if they got accepted or not. Balmouth always has the most you can have. Okay, that was my report. Any other committee report? You doing policy? Go ahead. You want to do policy? I was going to do policy. I was just going to mention um what you saw tonight on

198all things bullying. I have some uh great suggestions from Margaret and Glenda uh to add the language uh to the bullying policy. So we'll bring that to the second read. Um that is about all with policy. We also had a preliminary discussion about dress for success and the next steps for the process. And then uh I was also just going to mention um No, it doesn't matter. Go ahead. Um I just like to again invite uh Terry for the CPAC to do the rest of the presentation. I mentioned it before, but I just wanted to say it again as I saw the slides. They look good. Any last points? Uh, request for Oh, Chris, I'm sorry. Is that I was kind of waiting for request for followup. Yeah, I was moving on that one. Yep.

199What's up? Um, yeah, just a couple. So, is the dress for success, is that one being discussed at the uh policy level? would we be able to kind of have like a presentation or just on kind of like the history of Dress for Success and kind of what that is? Um just just to kind of for me just to have a kind of or for school committee members to have kind of an understanding general understanding of it kind of background on that. Um that's one and then um I was wondering if we'd be able to put on a future agenda um probably before before the next cycle of goal settings and evaluations um happen kind of just for the committee to have a discussion of setting school committee goals kind of the process for setting

200school committee goals um superintendent goals and superintendent evaluation kind of have that discussion before we kind of start the next cycle um and I think and one other one was kind of uh a followup up to oh um well I'm thinking about it now sorry you didn't get to to finish your your presentation but I I'd love to if we could get the slides for that I'm not sure um just as part of like just for documentation um and I had a question regarding and I think I had asked the IR team if it's possible to separate the the K through four by school it sounded like that was a difficult thing to do But I feel like that would be really helpful especially in terms of kind of our DEIB um work to kind

201of see if the schools are all progressing at the same same kind of level. Um, and I think my final one is, you know, I know we've we've gotten a lot of kind of emails and discussion about kind of the business office and HR, and I wasn't sure if we could have a presentation kind of on how what our current, you know, business office and HR processes are, like how things are functioning right now, what the processes are for stuff, like what are all the things you guys have to deal with. um and kind of just more for my personal information and background information just the inner workings of the school. So, sorry that was a long that was a long one. No, no worries. Thank you. Any other request for followup version of progress?

202Um I I think it'd be good for the school committee to do a self- evaluation at the end of the term u this year. Yeah, it's in our uh goal to part of our goal two, but I'm think I don't have an individual evaluation. So, I think that's no in Yes, I agree with you. Glenda added it to the goal two requirement. Uh, so goal two folks will take that. Okay, good. Yeah, just I think we need a special session for the school committee around Robert's rules. Yep. We I had a date set for um MASC to come, but we can't all be there at night, so we're looking for a new date. Um any last things? Um I make a motion that we move into executive session to conduct strategy for negotiations with union

203personnel, FBA. I'm sorry. Bless you. I'm sorry that was with union personnel FDA units A, B, C, and D and non union personnel having discussions in the open meeting will have detrimental position. Thank you. And it's a roll call. Yes. Katrina, can you vote please? Yeah. Sorry. What do we have to move into? I Yes. Yes. Yes. Welding. Yes. Welds. Yes. That's unanimous. [Music]