001is much World more worldly it's mostly the modern world class that you all probably took in in 10th Grade that suffers from that um so then we have to be really thoughtful in when the standards say to do World stuff we have to be really thoughtful to really do it in a deep way and not just sort of a cursory way so we like we really have to go into what it means um what's happening in China or what's happening in India what's happening in the Middle East like we have to go take an extra step and own those a little bit more um because that stuff just doesn't exist in other places right so we're so in this case we're just following what best practices are which not necessarily following what we're adding that
002adding that piece that jie is not adding is that what it comes out the world history standards for that class are very they're long there is yeah I there's a lot and it goes from if you do uh it goes [Music] from I want early like 800 900 like that time period all the way up to the modern day and it does all the things of like Scientific Revolution Enlightenment um Renaissance Reformation French Revolution all those things and important yes yes when we talk about French Revolution though there's a great moment then there to say also hatian Revolution right because it's same time period same stuff and we don't always make that choice that we have to then own a little bit more yeah okay yeah just to piggy back on where you were talking
003about the Civics my head was going to explode when you said they want us to field test another mcast uh like okay thank you Jeff Riley um so I'm I am really concerned about what that's going to do for our students and the classroom and our teachers the bandwidth to have to have another layer and a test in e8th grade it's outrageous to me honestly it's really outrageous to me um just what we're checking a box desie for that like because oh history and Civics were feeling out out of the loop like everybody else has an mcast so they need to have one too like stop like we're you're overloaded I just I'm sorry so Boe at all I think it's ridiculous it's just going to add take away from class time as far as
004the good thing is that good is that the the end of course test that they do um there's a big window we so we have a lot of flexibility it's they predict based on their earlier Pilots that it should take most kids 50 to 60 minutes so yes out of class time not too horrible in terms of how much and then the performance task that they do as well um should it can be done in about the same time Fram it's much shorter um questions are a little longer but also about an hour um so yes and I hope it's not as much of a burden um as some of the other ones are but it does make me sad just it's two more days of testing for kids and that's that's a lot I
005I yes feel free to interrupt me talk about reding say the star test for eighth graders since they're in you're including another two days of assessment is there something else we can eliminate can we consider that something I just we're putting lipstick on a pig here it's it's ridiculous too much standardized testing yeah but the the thing is that the STAR testing is math and and um Ela but there there's already a math and La mcast too so it just it's too much s it's a lot of s don't get the results back until the children have already moved to the next grade so I mean we can definitely look at cons for sure but I'm just wondering if you could weigh the cons of having an additional two days of standardized testing yep I
006have other questions but I should let other people ask questions too I don't have I can't monopolize and I can also email you more questions later so and I think when when James brought up at at the high school level the the fact that there were 52 different is it different courses science sence in our program of stud weer different just science right I guess my question is as we go through this are we still adding new courses because we've had this long history where we've allowed teachers to design and add new courses is that currently going on did it go on in the last year data list is definitely looking at uh possibly revamping all of that so we don't know what that's going to look like yet so have we added any new
007courses the last year yes yes we have okay yes sure okay um and and just hearing you speak regarding world history I know there are things like AP World History or the new AP African-American history and it doesn't have to be limited to the AP level I would expect that we would be doing that at all levels but are those things that I guess just you mean adding classes yes trying to understand during the curriculum review are we still open to adding things sooner rather than later right I mean the AP African-American history class I think became a class this year right they allow for the testing they've had AP World History for years and that's still not something we offer the classes that have that come up in the spring are the ones suggested
008by the teachers so the ones that you're talking about would definitely be talked about within curriculum reviews themselves yeah I think the biggest we discussed the AP pre calcul came up in our math CW um thank you so it it does get discussed and I think that when you're hearing how many courses there are it's great that we have all these offerings but are we spreading our teachers too thin and our content too thin and we also have to look at what can we what what no longer is fitting as we add these things you know or even applicable you know something that might have been cuttingedge topic if we're talking about science 5 years ago is not so much now right so should we still be teaching that is that in is there still
009interest in the courses like there's a there are there's not enough interest it will not run you know so just because it's in the program of studies does not mean it runs every year right so but if there if there's interest in the course then why would we I guess why would we then eliminate it I can see if no one is signing up for a course and it's been a couple of years then then sure but if if if it's something that was uh teacher driven student driven however and they're still interest in it I'm not sure I think if it's still a good Course and there still good interest in it yes alternate we offer one we'll offer different going to say that in the Performing Arts in particular they try and rotate
010cuz there's only two of them so they try to have uh offer a great many things and then every four years make sure it it bubbles up right so that if you are in school um you at least have an opportunity say to do AP music theory right it may not run every year but they're going to try and make sure that every four years at least it runs though I think actually it's run less too but yeah yeah yeah I was just going to piggy back off of what you said relating to um history courses I think that's one area where there's definitely a lot of room for improvement especially among AP offerings um basically the only history classes I've ever taken is in high school is American history and European history and I
011know that there's so much more out there and I would love the opportunity to be able to take more history classes because there's so much more to learn and also I think just in general um I was wondering if there's any uh place for student input in the various curriculum reforms and curriculum audits that you've been talking about because I know a lot of students do have um thoughts on the various courses that we've taken we don't have students on the the committee meets during the day we don't have students on the committee um but we do plan to reach out to students survey and so we pushing it out to all of you guys to do those surveys to get your feedback yeah um I had a question and then I just also wanted
012to bring something else up but my question first is are there any plans to introduce World Language electives at the high school level I think that's something that would have benefited my education greatly being able to take more Spanish classes rather than just the regular semester long you know that's a great thing for this year particularly as we look at a curriculum review building that question into into the process for sure um in in a lot of ways um World Language the courses are electives because you don't have to take them in order to graduate right um and um there are electives like for example French immersion had they have an they have election electives in French immersion for sure um and you know uh we do offer like a broad spectrum but it depends
013on how you're defining an elective like conversations over coffee kind of kind of an elective whereas uh you know right now we're thinking of an elective as you know Spanish for professionals we have that right so right so I'm sure French immersion offers them but Spanish currently doesn't from what I've uh Spanish for professionals is that hasn't ran in a few years I mean they offer it if no one takes it you know what I mean I mean that was really what we were talking about yeah don't have enough interest right right kind of a world language system right school system if it is and I think that that needs to be Illustrated you know from from the bottom to the top right and so offering you know Innovative different courses different languages really shows
014a a continued investment in languages and throughout the system because again we have a great French Emery program but but we also great other you know other offerings and we need to make sure that we're we're investing in those and we're there this is a group that is ready to tackle that this is a great group so and and you can see their um investment from the kindergarten all the way up so I think yeah ID I wonder if there's room to do something that's interdisciplinary you talked about that full pedagogy so doing a history class in French for because there really isn't other that French Emery students to do anything other than having one semester of French each year that's PR well it's what's fascinating and I've learned a great deal is ninth grade
015for example ninth grade French immersion the entire thing is about uh Glo climate change right so it is an very interdisciplinary approach right um so you know like I said that interdisiplinary approach yeah it's the only one you're going to take as a French ENT but it already is interdisciplinary in a lot of ways but I I take your meaning absolutely um and and it's a matter of also having teachers to cover all the levels and then on top of that the El but it's definitely worth the discussion for sure yeah so K had two more things one was about the new teacher Institute and whether those um that you doing that mid year and other times during the year because we have new teachers that have been coming in other times or whether those
016are recorded or something so we can make sure that we talked and they're already in a folder for all new teachers and as new teachers come on their names are added to the folder perfect thank you and the other was um I've had this ongoing conversation back and forth with David List about graduation requirements and I know we're talking about all of that and so are they so I feel like that would be a great place to have some robust discussion about you know how do we influence the policy around what is considered graduation requirements as and dub tales with you know vision of a graduate so just want to make sure that all those conversations are happening I look forward to that one so that would be awesome thank you yeah okay I have
017two questions um thank you for coming and waiting and doing this presentation um so first I wonder if you have collected data or if you have a plan to um collect data to elicit um information from teachers on how they are using these Curriculum maps to plan how new teachers are using them um and I'm wondering if there's a connection between the availability of The Curriculum maps and how useful they are to teachers um I'm a little concerned that it's not that more teacher time is going to be put into the stage one Maps um when it looks like it's really linking the state standards um by unit right so um more than that but that is part of my goal that Dr Kus could just approved that I will be working collaboratively with these
018three to develop some kind of as they work with teachers kind of getting feedback for the from the teachers how it's working for them what we could do differently what would what supports can we give them all that type of thing so we're going to be getting it in real time that's great um cuz it just I I'm sorry to criticize the state standards because I know they're very very important but they're it when I see the when I look at The Curriculum maps and I see them and I see things like this is you know grade 1 Ela use context to confirm or self-correct word recognition and understanding I don't feel like a first year first grade teacher would be like okay got it I know what I'm doing today you know what I
019mean and in math as well something more close to me um this is conic section standards are create equations that describe numbers or relationships like that's everything so it's like it's not super specific and I understand that those are the standards that are in place here but I don't see this or I guess I'm asking do teachers use this tool and if not I also understand the benefit of having it on the website publicly for parents see I do understand that benefit but if it's not something teachers are specifically using can they not spend more time doing it so I can speak to that a little bit um I think when we have stage three done that's where the teachers are going to be actively in there with their lesson plans and daily stuff I
020think that's going to be used more um in high school in math we did use these documents um at the beginning of the year they were given to the new teachers uh and I probably should have sat down with them and had conversations what they were cuz I think when you're a new teacher you're getting all this stuff and I think they got buried um last month we had uh some curriculum time and we sat down and I had um the Math teachers all together and they went through each of the documents so all the new teachers knew what was expected of them and what they were to teach because before that it was kind of like just they were kind of unsure of what to teach and they were teaching what they wanted to
021here and there and so I think those conversations were a huge value to those new teachers I I don't know if it's happening throughout the district but I know in high school math that definitely happened on two separate days so several hours respond and a lot of teacher uh PR programs now have kind of changed that the conversations are a lot more I don't know when you when you went through your program many years ago yeah so that's I didn't I didn't want to offend you same with me but there's a lot more concentration as it about how you are tying your instruction to the state standards so it's a lot more concentration by colleges on that to prep teacher and it's that stage three that's really the that's the lesson plans that's where the
022actual is the assessments once you create that assessment based on the task in stage one sure it's it's it's you're working towards it so it's very useful yeah but I just really I would be interested to hear from teachers on how are they finding these useful because it does seem like it's now it's a three-year process like it's a lot of time put in to developing these I think I just want to Circle back we brought H hopkington and I work very closely with Carol Kavanaugh the superintendent there she's on my she's the vice chair of the except board with me and I had a long carage with her we met two weeks ago or so about what are you doing in hopkington to get the number ones right they are explicitly looking at the
023standards mapping them doing ubd and they're having they're setting specific expectations and they analyze the data from mcast that's the reality that's that is if if you're unfortunately or for however you want to look at it rankings are based on data that you have and and if you look at Boston magazine for example I looked at the trends there for for our district it's very clearly mcast is and Desi data is the driving force that gets the Boston magazine rankings they all have different Focus areas and we could do a whole presentation on rankings alone but it's very closely tied to the state standards mcast data other data I mean there's so many factors that and whether it's niche or um Boston magazine or um let's see other look at US news world report they
024all have different folky US news world report focus is very heavily on AP classes and then the scores that students get and how many you take so if students don't some districts require students to take if you take an AP class you have to take the AP test we are not required to therefore we have a lower number taking it and that all equates to those rankings so I mean we'd be happy to do something more well that's something I guess we be talking about right is just explaining the rankings to people letting them know what we're doing that's sort of different and and impacting our rankings in different ways and then maybe you know that can can lead to community conversations about sort of do we really we requ test to be taken or
025do we do we I mean how much do we care about the rankings where where we kind of want to be you know we're sort of all over the place you know Hopkins is number one in one ranking but below us and I you know sort of everything is all over the place so you have to strike a balance because we certainly don't want to be like teaching to the test or at least I don't want us to be teaching to the test at the same time we have to recognize that the test still counts for things and and gets factored into different assessments that we then get sort of you know based on I think the community has to decide what does the community want if you want the high rankings then you have
026to decide what's going to get you there if you want something different then that's really the driving force ultimately our students are competing from with the world when they get out of here so you have to decide what what educational value are you given to them so that when they leave here they have the best opportunities I can't tell you I don't have that mag are the best humans all of that and is is that a presentation you'd be ready to do in December I knew we had we I hadn't started yet cuz I didn't know when and if I didn't want to put tons of work into but I had started looking into the data so I'm sure we can I'm sure that you could help me with that too and we can have
027some conversations about it if you'd like that can I ask my second question okay so my second question is obviously about math um both because I am a mathematician myself I know and um but also because this is the year of the math curriculum review cycle um and I want to formally ask for you to put on your agenda um an equity look at holl specifically at the middle school and high school level because of the leveling um how Equity looks in math and let me be specific with some input I have from members of the community um how flexible is the tracking um at the high school level are students able to bump up to honors easily um how can we actively recruit um train teachers to look for when they do their recommendations
028um more bipo students free and reduced lunch folks English language Learners and non- males into high level math courses um and can we make sure that honors level courses are not only accessible to kids who go to Russian School of mathematics or Kuman or pay money for an expensive expensive the keyword tutor so that all kids can access can access that I would like to see some data on what percentage of kids in those classes pay for a tutor um and if that if it's significant what can we do differently curricular wise secondly um the scheduling system is it true this can't be true maybe that you guys could tell me that like Algebra 2 CP is a year but Algebra 2 honors is half a year or something like that GE geometry okay so
029geometry part one and part two correct so is but are the honors classes shorter in length yes so U is it okay if I just speak yeah do you mind answering that so um when I was aesh I took geometry honors and that was a semester long but I have friends who are in the class of 25 a year younger than me and because they were taking Algebra 1 during the time of Co I believe they're geometry class got pushed to be three terms instead of one um otherwise at the CP level or the cp2 level I believe also they do geometry part one as one semester geometry part two as a second semester but honors geometry is condensed it is it has only ever bumped been bumped up to to three terms rather than
030usual so that seems like it would be near impossible for a student to switch tracks or to switch up into the honors track and that's alarming um from an equity stand do you mean not possible during that year when they're in ever because if a student has to take two semesters of geometry whereas some students only have to take one then the students who only take one can then be a year ahead and be able to take calculus as a senior or blah blah blah or other other solutions to that that's not the case yeah I was I took um two two semesters of geometry I was just in regular math and I can still take AP C this year okay it's because you only take one math class a year so you would not
031be jumping ahead oh no uh um it is more common for sophomores to take Algebra 2 their first semester pre-cal their second semester or if they have no interest in maxing out in math classes which many people don't they'll do the more common sequence of algebra 2 um sopore breakout junor caler stat senior but it is very possible to max out on math classes with the two semesters that's good to know yeah um I have a friend who took um cp1 geometry and then by junior year he was taking apbc Cal and he's no taking stat so okay so there is more so it sounds like in some ways there is flexibility but you are having those conversations about equity and the oh yeah okay that's the Middle School um and can just to go
032back because um Dr Kusa mentioned the ranking um I'm sure you've also having been having a discussion about how you can Implement a full Algebra 1 curriculum at the middle school level that goes into the discussion about leveling yes it's part of the leveling discussion we have yeah because to in order to you know we all know that we're one of the few towns around at trying to be at that competitive level that don't offer a full Algebra 1 at the middle school I I'd have to look I I don't know well it I do this work too yeah we are yeah there's more than you think though still I mean there's yeah but yes we are looking at all of that every single meeting we're yeah Equity tracking all of that and that what
033you just brought up about um tutor tutoring and having students that are tutored being at an advantage that was on the agenda we didn't get to it last time but it will come up meting for surek I did get your email about that thank you thank you couple a couple follows that and I know you said you were able to go from a CP uh math class earlier on and get to AP Cal but if you but which you couldn't do I think in that is take both AP Cal and AP stats right I mean that would be difficult to be able to do that is that the part of the only thing that would sort of restrict that would be um that you'd have to I think you'd have to take two math classes
034s you'd have to double up at some point okay and that's difficult at any school I think cuz that's like a whole year ahead that's that's taking Algebra 2 as a freshman I do want to add that in the Cal class I took last year there were many people take there were at Le it was a class of I think like 17 or 18 people there were at least five or six taking AP stats concurrently with ap Kel there were also people this year or no I'm sorry people last year in my grade who took preal an AP stats so if you wanted to max out on math classes it is very possible no matter what you have to double up at some point you have to double up okay and when we talk about
035the ability to Amanda brought up an excellent point about being able to move from level to level and the inequity where many students might have um math outside of school whether it's Kuman or um um Russian math and also tutors private tutors that are expensive I know there are other schools middle schools and high schools like Medway that have a 247 tutoring um program available so as we look at at the ability to move between levels um can we also look at what some of our the surrounding schools are doing where they make tutoring accessible to everybody I mean would that be great to be able to if you're struggling with your homework and your parents you know haven't brushed up on pre-cal in 30 years um to be able to log on and get
036and have that access for all of our students actually communicates with the teacher what the student needed help with so student so the teacher is informed and the student needs help with it so it circles back with the teacher as well I I do think that I if people are interested in that I'd really like an update on that especially before the budget season gets underway to understand that program better and what that could offer to our students because we know other districts are are do have that um yeah and then I just this more of a follow-up Journey with you I think it was about two months ago at one of our first meetings and it kind of falls under math curriculum um we were talking about the math curriculum review and leveling and
037there was going to be a teacher survey on it and I and I applaud you for the the robust group that you have working in the math curriculum I see that you have people all the way from placentino to the high school David K is in there you have administrators but there was going to be a a teacher survey that would be conducted and there was also going to be a math curriculum review night and I just need an update on when that's going to happen because it's so important it was at the August meeting and I just don't want to get to February because you're doing important work but I think that the community needs to understand it and you need to get feedback from them as well right we postpone because of the
038equity audit so I'm going to have to partner with Jerel to see what we should do with that um just because it also lends itself to a lot of things that were brought up in the equity audit so we had a a night plan help me out here was October we we had picked a date and then we started to plan and separated who was going to kind of do what and um then we we're told to stop yes because but I think the point here is not just to talk about sort of what you're doing but is is to solicit feedback from the community about what the community is expecting and I and I get that there were some recommendations in in in the equ audit we don't want to dismiss those but at
039the same time we can't stop everything else that we're doing and I think that the community is going to drive both the equity audit and the the ma on leveling so I I don't know I mean maybe you postpone sort of communication of what you're expecting to do but you still continue to have a some sort of you know review night where you invite the community in seek feedback put out surveys to Parents try to try to get try to get information and then what we can decide is say the community comes back and says we don't want ding right well then we look for these other tutoring programs and ways that we can ensure that we we equitise the opportunities by having this the the the school system offer what may be making some
040of the inequities uh you know real right so we we bring people up if they if they if they want to be brought up rather than we sort of keep everybody level but but down yeah and when we do elicit feedback like to make sure that we're actively recruiting feedback from like the voices that we don't always hear right like second language learner parents like how are their kids doing a math otherwise it's just going to be a million Amanda Bigalow is there you know and it's always you know I'm the loudest Voice work with Jerry through the equity AIT and how best to to to solicit this all types of feedback that's why we delayed because we wanted to do that and we wanted people to have the information from the equity AIT so
041they could could bring their views after knowing what we currently have so so is is the is the math curriculum review then delayed as well no we're this part this one we're going forward I but that all flows to to together I mean like not really cuz they're also piloting different elementary math curriculum and like different things so it's like sort of one bullet they can still pilot the materials and then decide later in the year if they're going to have three levels in one grade or two another so this conversation has come up after the actual review in our meetings this exact conversation has come up like what do we do what comes first there's the equity audit there's uh what school committe is going to want to do what the community wants to
042do and how do we make any sort of recommendation if we have all these things we don't know about and so it has come up but if we're looking through all the the the different pieces K through k k through 12 or pre through2 for the math review right and we're saying okay but we're going to put this piece aside because this piece is like what I don't want is to get to the end of the year and say we need to conclude the entire review so let's just you know jam through some decision that then is going to come to us and we're going to what either have to like do line item vetos or or or you know carve things up I mean which which by the way should not really be part
043of our job is to you know we want the feedback earlier sure but the purchase is going to happen either way I'm like it even if they don't know right now exactly what levels are being offered we know we're going to be purchasing new materials for all those levels correct but you w know how much well it cost by class number so that's how they would right and I either said at the last school committee meeting or a separate meeting I had with some of you that we are not going to delay certain groups so if Elementary and just making this up is if they are able to use the rubrics and figure out where they're at and what what they're happy with we would present that to you guys and you could right when
044they're ready right you could okay that part of it and we still continue on um because then they can get they can move forward and Ashley and James could work with those people but no we're not delaying anything one of the things on our agenda next time we need is to create a baseline survey that we can use for all curriculum RS and then we each group like the math will personalize it for Math and Ela for ELA so they getting similar type questions and it's going out to everyone to collect that data so so when would would you anticipate the this this information night slash you know feedback solicitation uh from the community to to happen I mean I what is our next curriculum RW meeting do we have one scheduled it's the end
045of each month the end of November 3 weeks the end of November 3 weeks from today so we could definitely I don't know we going talk about like holidays right in there but we definitely have a survey out before the holidays and all that I the what will have changed since since I just I don't like what like the delay if you're talking them doing it in December what really changed since October because you know obviously we we had a great presentation from jerielle about sort of his his timeline right and and in fact that it's a little bit rightfully sort of not not sort of set in stone it says that work is going to kind of be a living document so we're not going to have any answers from from from that the
046Steering group by December because the public did not have the information from the equity audit which is going to make a difference on their opinions about how they feel about each subject I think what and I had this conversation at your meeting last whatever it was last week or so the question is is so what if the curriculum team recommends one thing and then the equity steering committee recommends another then the the community we School commit is going to have to wrestle with that so the timing is I don't know what the ideal timing is I've never had them I've never actually been part of an equity audit so it's a unique experience there were some people on the team that felt uncomfortable making a recommendation if the equity um audit or the committee was
047going to say leveling is do not level and then we as a committee said we should be leveling I think there a couple people and I'm not speaking for everyone but there's definitely one or two people that spoke up and said they didn't feel comfortable making a recommendation if it was going to be in not in in right exactly but see that's not isn't the point to get your sort of you know your expert opinion on sort of what that that your committee thinks we should do and and the reason we get paid the big bucks right all all those um I you know is at the end of the day wrestle with those final decisions right and that's what we talked about that's how I interpret it as well at some point they will
048have to make a decision and feel good about the decision using data and analyze what the right decision for that committee is and then if it conflicts with another decision then yes then we have to figure out as a community what we want to do inside Comm so a little context as well this was the day after the was presented school committee the next day we had or two days later we had our c viiew meeting so I think people were like like what do we do and it was a lot of questions in the air and we have another meeting in a couple weeks and if that's something you really want as a community I think we can probably arrange that and not focus on leveling or whatever and just get the community View
049and even get their view on leveling and we're not saying level don't level we're just saying what do you want to do what do you think we should be doing at the middle school and just to read it work with Jerel to make sure that we're we're reaching all the groups that may be difficult to reach or maybe feel less comfortable showing up at at a curriculum night and and voicing their concerns publicly um yes okay um okay I'm changing the subject a little bit I have a couple questions um looking through the maps online one thing that struck me and I realize that a lot of this is the state but are there things that you guys are doing to try to make sure that where the standards I read some of the standards
050and to me they strike me as some of them strike me as really overly prescriptive I'm not a teacher but I look at them and I'm it's I mean it's kind of daunting and I'm wondering how you guys do this work but still Empower teachers to feel like they have a sense of creativity and ownership and they can still be teachers I so the activities they do in transfer and all that is what they're you taking the standard this is what the state's requiring them to teach and they can then be as creative as they want with it they can do Project based learning they can they can do tons of different things with these standards but the standards are the core of what they're teaching it yeah and I I actually loved your question
051because it's precisely why um the three of us writing the curriculum for K through 12 without their input wouldn't work they need to be able to be creative um they need to understand them and we can pick them apart um uh I teach uh a teacher education program and that's one of the things I teach curriculum design is how to look at standards how to disect them how to understand them and then to how to be creative within them so that's really the the curriculum instruction course that I that I teach actually does that um and and it it does have to have by the teacher because you want them to be creative within it so maybe that should my question are we doing that through professional development are we doing that through you all
052like how are we empowering teachers to not feel like all of this is an exercise [Music] in sort of making them feel more restricted I I think and I think Ida did a really great job last year with the with the art teacher teachers and Spanish teachers it's that when we have the opportunity to sit and have the conversations to create something new or to make the decision that like I did with um the eighth grade team with their unit on The House on Mango Street to say we don't quite like what this is doing anymore so when we sit down and say this isn't quite working anymore we still need to do these standards because those aren't going away but what are the changes we want to make and why and how does it
053still teach the standards and yet be better for students when we have that time to collaborate we then do get to have teachers be very creative and make sure that the stuff that they're doing is still aligned um sometimes the standards are very prescriptive in terms of the thing that has to happen like you have to teach certain stuff right but how you teach that is wide open and that's where teacher expertise and professionalism and our craft then really matters um and knowing who my teachers sorry who my students are what the content is I need to teach and what's going to work best for them that trying that those things that come together that pedagogical content knowledge is where we see the best teach creativity and that's where that's we're there in some places
054but that's ultimately where we want to get to right so that we teach the things that need to be taught in a way that works for kids and allows teachers to be creative and have the passion and do the things that are so wonderful with kids um and enjoyable I find honestly just from the director lens that I had and a teacher lens when I didn't have those tools it was a lot more work to do my job because I had to all year long when I was writing my list L had to ensure that was I covering everything and I'm confident that I probably wasn't if I had had that road map laid out for me and then I decide how to apply it it end ultimately it's less work for the teacher to
055try to keep track of did I cover all of these things it's a lot of work to even keep that all in mind so to have that road map and then decide how I want to interpret it and transmit it to students was I found more empowering okay then my other question looking through the standards I didn't see first of all I came to the conclusion that there's no way I could pass a middle school science test so thank you for that um but I also noticed that in high school I don't see any computer science on here at all so we were doing the required courses core courses first right so there's no there's the computer science is not required at the high school level in the Middle School everyone takes computer science in
056the elementary school they all computer science and they get to the high school and it's bio physics chemistry in science at schol believe that hasn't changed how did they not require computer science basic computer science they learn it very early I like the the uh Elementary Middle School digital literacy and uh computer science teachers are very good and they they know a whole lot of stuff when they get to high school how does our computer science program and offering and and classes differ from what Keith Tech offers I can tell you all about ours but I don't know little very little if anything about ke Tech ke techs I know a lot about ours I can tell you how ours runs um it's considered uh unified Arts all the way up uh through um 8th
057grade and so they get um like an approximately an hour a week um in three in 3 four five they split it with stem which Mich Michelle Hastings teaches a stem course Ali Curley teaches like the digal learning part so they split it and they actually collaborate in fifth grade and do a Miller innovates project which is pretty awesome um that's how it is in our in our school something I think I think we should we should look at it just anecdotally I've heard of students going to Kei for computer science and I think that but don't we have for the computer science endorsement we have an endorsement but that's what I'm trying to understand what what sort of the differences are because ke is a wonderful school for for many many many programs um
058but I think computer science is something that we should have at least a competitive offering that people are not like going to ke tech for computer SS and leaving hollon I just I mean just in this day and age I think that there are many reasons why you choose ke over over hollon I I would I personally would think that that computer science isn't one of them but maybe I'm alone in that yeah one of the reasons I picked that out is because I've heard the criticism that we're still using scratch for example to teach coding to 7eventh or eighth graders which seems like not necessarily at their level anymore scratch is really meant for young younger kids from what I understand so the technology teacher currently at the high school Cole Perkins he's awesome
059it's only second year middle school middle school is what I meant to say I'm sorry uh the middle school he's awesome it's only his second year he's really Innovative he's got some great stuff going on in there so um they do use code.org quite a bit um I'm not sure about scratch um yeah I'm not he tons of really Innovative things he uses MIT has some apps that you can create different music on your own they actually program it I've in his class when he's done that it's like incredible than he's do how do you involve the tech integration specialist that each building in all of this work because I would assume they would in a lot especially especially on the on the math and science side but also I would think just the tools
060that they're using and that are beinged so I'm currently working with on third and fourth grade um science and bringing that curriculum into third grade third and fourth grade classroom and I'm working directly with um Ali curlyy to get technology integrated from the ground up so we're creating this curriculum basically from ground up and we're incorporating technology from the beginning um all resources that teachers want we have conversations with them to see if it's something that's appropriate Technologic technology wise and if it's curriculum appropriate so we're constantly we have meetings with them and we're constantly um talking with them and also I'm sorry but also that um D the Cloud's involved because we want to make sure that we're not breaking any data privacy agreements so we're not sharing any dat uh student information or
061data so work with Winnie and with Tina and with Sarah yeah so one of the I a lot of fun last year working with Miss duchaine one of the fourth grade uh fourth grade teachers uh we planned out a unit together um that was aligned to standards about um for the geography standards about cities in the Northeast and we also worked with Miss curly to have the kids create a podcast and scrip that out and produce it um so it was really fun to be able to do that and the kids had a blast and I got to be in the classroom teaching with them and it was it was really empowering I think for the kiddos to hear their voices so like that there are those great opportunities when we get to collaborate with
062them right and that was like so fun and creative and impactful for everybody I think the same thing especially in World Language to be able to record your your proficiency and record conversations I know even in the elementary school they do a great deal of that um but as they get into the middle school um they have a lot of textbook um exemplars online so they can hear different um accents from all over the world obviously to have um examples of culture um in video form in its place and time right um so there's a lot of things that um technology wise that actually makes their curriculum come alive um I know in the elementary school there's a lot of um digital uh tools as far as composition and and uh and music making um
063recording there even um and I know even in the art uh program they're able to do like virtual Museum tours Etc so technolog is embedded in all the curriculum all the way up so I just want to kind of clarify I I'm not worried that kids don't know how to use digital tools I know that kids are playing with iPads when they're two what I'm concerned about is that they don't have a good foundation in computer science so that they understand you know the difference between a platform and an API I mean I'm not particularly technically illiterate is there difference but I you know like I I want I want to have some I'm concerned that we're not giving them enough of a computer science Foundation to understand how things work not just how to
064use them but how they actually work and what some of the career opportunities are and just you know kind of that the stuff that I don't know honestly you know I I feel like we need to arm them with that and I'm worried that we're not doing that well I think yeah the middle school yeah the younger grades yes but maybe the high school because it's not a required course uh that's something that could come come up for discussion I guess it's not a required course so a student could go through high school without taking a specific computer science course back to graduation um what was it called at the middle school where they've got the um the kids can help the tech specialist like fix the Chromebooks and they have it they restarted I
065know that kind of was quiet during Co but I think that group is getting back together which that was has a security one that works on digital security too I think yes High SCH yeah if you could just quickly bring back up the presentation um go to the sort of the timeline for a second I have a question on that but before I do I just want to sort of make a statement because I've heard from a couple teachers that they that at least the rumors are out there that the school that the school committee uh needs to vote on approving individual texts you know you know literature books like that and um I no clue obviously where where where it's coming from or anything but I I just want to make it very clear
066that I have no intention on voting on individual textbooks or anything like that you know this is you know this isn't Florida um you know these are not decisions decisions that you know we're here to make big sort of policies or of overall you know directional District level things but you know I just want to be very clear that that we as far as I'm concerned I will never vote on a on a textbook saying that we would produce the final report give it to Dr K who would approve it and give pass it on to you for approval I but that would be a larger like a that's Big C curriculum versus small C curriculum great individual classrooms I have no interest in being some Middle School teachers book no thank you we're also
067not interested in creating more levels of red tape correct for these things when I hear these wonderful compliments to you guys about like so and so came into my classroom to help me with this lesson so and so worked with me on developing that unit like that's what we are especially thankful that the three of you do and just speaking for myself I hope that you can move towards focusing more on like individually supporting teachers and seeing what their needs are I think the three of you do too I think that's where your interest really lie as we finish these this website piece that you can really get it there and that sort of is a great Segway to sort of my point here okay um being done I want to make a statement first
068I I I fully support the the the work of of our curriculum K through 12 getting that you know help helping new teachers come in having that work done but I have to tell you when this was put up it it was quite frankly fairly alarming to me that to get through stage two is going to take four more years or three and a half more years and then are we still planning stage three after that and then what is the timeline for stage three because I think at the forgive me I wasn't on the committee at the time but I think the initial idea was that this was a three-year project and while corre I I I I understand the work in 52 classes in in math and sciences you know you know a
069phenomenal amount of classes um it's just I don't know it just it you know what what at what point do we sort of have enough of that work so that you guys can then get into the work that actually is really impactful to to the to the to the uh to the students and to the to the teachers of like helping like make sure that our curriculum is really up you know not just saying what our curriculum is but like making sure that we're doing all these reviews and you have all that that time to do that work that really ends up boosting hollist and and our the educational offering and then our student achievement and you know etc etc I mean that's this up that's more a question for but if we just focused
070on core courses we could be moving on stage two and then stage three of those core courses but once we add on those electives it gets for the high school anyway it gets overwhelming when you add on in science 50 something coures you do like so in Framingham we had a PD and all the there's granted there's like 22 Math teachers we did all the math ones in a day I just to piggy back from that my reality is I have like two people doing six year full year courses and they they're just like completely like overwhelmed yeah so could you do something like you get those two teachers a sub and they bang it out yeah we we like for the health curriculum we definitely are doing that it's you know we have thousands
071of different bits of information not out yet though right no we're still writing it so we have state though there like a it got appr thing is you're not usually doing all these at the same time like but like the Math teachers do the math ones and science teach no but I'm just saying the fact that they have all these things going on we are playing a lot you heard 2011 was the world languages last cooken review there hasn't been mapping done in I think 2015 I was told and and then it wasn't a practical application of it so so I mean yes but I think if we had kept up on the trajectory that we could have been in our law we wouldn't be so far behind trying to get them all done now
072and it wouldn't be so over so I guess my question though is what changed from last year or two years ago whatever when when the sort of the the three-year process was sort of explained and that was what was described to the committee to now when it is a I I don't even know because we don't have stage three there uh you know a s 8 n year process it's taking longer than we originally thought um for teachers to do it that's why we're trying to find more PD time you know we will need um principles to support it in curriculum time after school um that was not happening before so we it's going to take a a combination of things them working with people during the day them working work with people during curriculum
073review times us adding PD time for instance in the November meeting there's uh November PD day there's 1.5 hours of curriculum time which isn't a lot but we're advancing it um they are trying to get teachers pulled out the problem is that we're also doing curriculum reviews at the same time and the principles are like we can't keep pulling people out for these meetings all the time so we have a lot of balls up in the air this and I'll be quite honest there's been some resistance I mean we know this so that slowed the process do we want teachers taken out of their classes with students to be on the St on the standards website matching and clicking no we don't like can you guys just do it there's no buying if you do
074that that's their buy yes when they would sit down and work with them absolutely Abol people who I've sat down like next to me working they're the they're excited they're totally psyched to be they give each other high Vibes they're literally really excited because it's their curriculum they're you know they understand it intimately they know what they're doing when they walk in the door um because they made it the list of state standards no I well I'm talking Spanish I mean they don't have a textbook they just buy and and go through they they buy they they grow it from the ground so it's a little different not as a teacher you just went to gave us example you know teachers being creative teachers don't want them telling the teacher what the transfer task could
075be right I mean that's taking away the creativity if you're telling them to do it that that's squashy teachers Crea no I don't mean designing lesson plans I mean like writing which state standards are taught during which month and honestly it should have been done a lot quicker I'll be when I when I mapped out stage one in previous rules I was able to get it all done in one year but I did sub out teachers and I took one me and I was doing K8 there's a lot we're we're playing a lot of catchup so it's I I me they've done an amazing amount of work and the progress is slower than they would have hoped but it's also going very well in some areas that's you see these lengthy numbers is because some
076of it will be done a lot sooner and I think they said that a couple of time but not all of it will be done those are one of the the worst case scenarios what there's we went through and figure out what percentage I don't know if you shared that what percentage I did share with them separately yes what would there be a recommendation to add additional like summer work for teachers to maybe help to get move that along and they they did that last summer they started that work last summer absolutely absolutely I mean I would love it if we could get people after school but I don't think that's a reality you know trying to get even if we paid them just people have a lot to to school but this at this
077point I mean is it even sort of worth having a timeline I guess or just sort of doing the work as you kind of work for it and the end up goal is is to to get I mean I just you know it's just it seems like you know we're putting all this pressure on on on this when we're not doing that and I don't know I mean I think I think that the end goal is is is right it's and I think you guys are doing you know a great job um help imp all the different curriculum reviews and um so that that's not my issue it's just you know would it be helpful to have more PD time to work with teachers on this and and and there's two parts to that and
078I I feel like you can move between buildings but I think it's so important too and and I and I see this in say the math curriculum review and the people that you had listed between the different buildings but I think that an important piece is is also in identifying the gaps and redundancies not just your work but the collaboration between teachers between buildings so is is that type of meeting during PD days important or scheduled I would of course we I think we all would love more time to do all the things I think our struggle is the dedicated pte time that we have is try has a lot of different things that there's a lot of stuff that has to happen in that time um and it gets carved up um and it's
079just never enough for all the be beyond the curiculum mapping and work that we do there's all the other stuff that has to happen too during PD time and that's um and and I think everyone wants to make sure the teachers are getting all that support too so it's so like in a world like they're could be like yes we spend all the time doing this thing but then they would not get those other things and that would not be good good right um but we also can't only do the other things and not this thing CU that would not be good well and one of the other challenges uh at least that I find is that I have five different areas and their times are all at the same moment and so I I
080feel like I I struggle to like make sure I'm giving you know I'm I'm trying to move forward four different buildings and five different disciplines um and then on top of that the schools get out at different times so I can never even get all the people that need to be in one room together to actually move things forward because their school's release for that PD is all over the map so I mean it's a it's a logistical kind of conundrum that we're in one that we have been really I feel like we've you know we've made it work but it it again it's like catch as catch can it's not quite um as orchestrated as maybe we would all like it I don't want to minimize the work of of of George James but
081your work is seems the most challenging and complicated with the with the breath I acknowledge that but but I Al but I also want to say James we we heard from a teacher who you worked with very closely who like came very skeptical and came out of it you know really appreciative of the of the work that you did so thank you for um you know I think that that one-on-one stuff and really you know sitting down with with people it's helpful obviously that it's the most timec consuming so it's it's the hardest to do but um I think that's where some of the most impactful work uh can be done but but anyway I think that you know I I don't I don't know how you're doing it but thank you it's okay individual
082comment nothing for me nothing for me m anything went hopefully she she she I think she oh Minnie you got something I'm good it's good to know you're still there I good I knew you were um all right let's what was that said it's hard to hear you I could hear this side and this side not as we'll have to figure that out because I moved the anyway um okay so uh moving on to uh central office administrator updates and Dr Cusco I'll just do my two quick ones that I I already shared out with you I think that um The Playbook going forward that right yes so the Celtics Playbook um initiative has been approved for us again we've been fortunate to be able to do that for a second year we have two
083students um kala and I'm blanking oh I think it might have be Thea might be the same student but I double check on that are doing the work no I'm sorry it isn't I have I'll get the name in a minute um the two high school students going to be working with Sarah cun and replicating a lot of the work that we did did last year with the middle school students so that's very exciting around that Equity work that we're continuing and then the other one jeriel already mentioned it but he and I signed up for the mass foundation's superintendent Dei director partnership Network and with that we have opportunities to engage with Dara Armanti Jackson she'll be coming into our district and give us some one-on-one time and small group time and working with
084us throughout the year again just really trying to cement that partnership so it doesn't feel like the Dei directors are in this work alone um so I'm excited about that we had our first um full day last on the 20th I believe it was so that was fun I'm sorry the 26th so that was a great day and we met a lot of great people and I wanted to mention to um Ida that we talked to I think her name is Zakia who is the Dei director in Milton and she wants to reach out because she is also looking at the equity within French immersion and how to make that even more Equitable so I I want them to partner up and along with jelle as well so it's great did you say that that
085somebody forgot what the name Dena can I can you say something I cannot hear Susan or D something to do with the no one has ever said that about me so I don't the mic doesn't workes sorry about that mini yes Dara and Monte Jackson I speak really clearly will be coming to do some work with us D so I'll give you an update once I know okay I was just going to ask whether there she was coming here did you say she'll be coming to work with jiel and I oh I was presenting something that we could come and see I'm not I don't have all the details yet most of it's virtual that she be working with us but she did tell me to let you know that she she'll be at masc
086next on I think it was the 9th she's going to be the keynote I believe and so doing some sessions I forget which day it was but she told me to leave session on Thursday I don't know if I'll be able to go but she's incredible we had the opportunity to see her different CS thanks Dr yes um Jerel also mentioned this but I'm also a member of influence 100 with Jerel um which is really important to not only his role but my role in teaching and learning to also embed equity and diversity and really think that uh keep that in the Forefront of both of our minds and we're part of cohort 4 and part of our responsibility to be part of that cohort is each of us to do a separate action research
087project in our areas so directly positively impacts hollison which is nice um just wanted to remind everyone that screening results were sent home to All Families um for Star I ready and dibles if you did not receive it please reach out to your appropriate schools and then our last PD day on the 25th really quick to tell you some of some of the topics that were covered to speak to Joe's response that there's a lot of competing needs um placentino did a lot of work around dyslexia a lot of different people did um they also did some work on one of the math Pilots Eureka math squared um they worked on developing tiered classroom materials uh instructions uh sheltered English immersion um strategies for within the classroom Miller looked at student work in writing also
088it sheltered English immersion strategies in the classroom how to incorporate AI within the classroom and also dyslexia work Rams really centered themselves around safe and supportive schools talking about PBIS ruler and behavioral support and high school did uh hour and a half of curriculum mapping um science of stress and staff Wellness opportunities that's all I have Mr just a quick update on on buses and Roads what now is there road work going on in all just a little um the Winter Street may be open or may not i' had parent email me today s to ask me that question I haven't been able to get a response yet I've reaching out to hundreds of people I can't get an answer right now so um but as far as I can tell big sign thing well
089was the sign still up there okay cuz the parents bus was able to get up to their house today so okay well I don't know how far they can um so maybe it's not maybe people aren't responding um but yeah we're working around everything still the Oak Street one the uh eversource contacted me directly um and we worked around the hours even though I think one day they cheated my hours a little bit um it looks like Rockland Street seems to be moving along so we may have to may not have to keep turning around um in balancing Rock because they're not very happy with us either right now so I've been told Winter Street is opened by Winter Street resident so um I she's not always trustworthy but that would be for public consumption
090by the way that's Dan Alfred Alfred D at H.K 12.ma.us um it's also on the website oh D HC sorry yes um so again we're working through it best we can you know some days are better than others so um eventually we'll have Christine roads um quick update on Capital um the um we're estimating that the plastino Millo roof is about 90% in the all the skylights have been ordered now we're just waiting for them to arrive the ones that are are having challenges we've actually talked off so again we're working through that starting to uh figure out what to do about interior work um how that's going to relate to the exterior work on that um the drip edge still needs to be done and a couple other areas on Jingles need to be
091picked up and again it's rain on weekends that's holding us up um so cuz we don't have we don't have a real we don't have a good mechanism to do it during the school day as the problem I saw them out there Saturday it was great you know it's we're getting there we're getting there so um The High School auditorium uh wall project um we had an engineer in uh to examine the wall and draw plans he's not happy with the solution that the most recent person came up with and believes that we need to basically lag the brick fascia to the block wall behind it so um there's a different solution now um once we get the formal report we'll be embedding that report into the um bid and go out with that um
092but basically it's not it's going to no longer be managing the water with uh flashing it's going to be blocking it off with basically steel panels around the space um and when any clue when we're going to go out to business as soon as we get the um engineering report we need to be able to include that in there so we know yeah the engineer was here last Friday so we were up on the roof last Friday so um it should be soon I mean it can't it can't take much more than a week to put it together I would assume but he asked to do architectural drawings and things like that so I mean again because he's going to say put one of these lags every I what he said was some all lines
093of in a 2X two square so 2 feet one way 2et up so um but yes so then without flashing where's the water being rooted to right it's not going to get in we're what we're doing is sealing in mhm the um the brick so the brick you water won't get to the brick any longer so we're we're covering up the problem basically so just tear I see it um is there a cost difference do we think or we don't know that yet the uh based on the condition of the brick the belief is that we would also have to repoint the brick and if you look outside and look at the height and and that could be a little bit of a project in of itself and actually slow things down tremendously so um
094okay okay well you look like you're going to talk to sorry no no no I I I this is new so it was new on Friday as well unfortunately made me wish for some more coid um and then trying to keep things moving along um the in your packet is is the November financial report the the high the high level high highest level at 10 whatever at n it is about $30,000 of a favorable position right now um big items are uh teacher payroll a little bit favorable on um uh special ed added districts were a lot and well not a lot we're unfavorable on um maintenance things were unfavorable on as well for some of the projects we've done like the rug you're sitting on right now so um overall though 30 grand to
095the good we're usually much better at this time but so be it you know so so just a question on that so it's showing sort of favorability under the pair professional line on of $112,000 um yeah we've had a ton of PA professional openings so so far yet so one question is what is the FTE count increase for par professionals due to IEP needs that is it or is that what what's driving that is that part of it that's part of it if you look down at the next line as well um there there is no par Professionals in the libraries even though there are they got miscoded so we've got to double back on that to get them in the right place but can you recast it so that we were looking at Apples
096to Apples what do you mean I'm sorry well just so that we're I've got to move stuff so I got to move stuff so that's why I'm saying I identified that in there where if you look at the the underneath Librarians um we're missing $45,000 we have a $45,000 capability of have Professionals in the library I think we had added three half professional roles this year initially but it may it's up some I I don't know the number off the top of my head but um but again so into the 12 add the 45 so it's 57 in Paris now oh see what you're saying see I'm saying we the the the library power professionals are put into the general power professional line as opposed to the library power professional line I have to have
097that moved okay I see okay so if you combine those two we're we're okay and then quick question on you what question for you we have a a contract with the state I guess or someone for for copier repairs that's it's a State bid is a state bid so we have a a contract right what is the SLA on that for if we call up we've got a printer that needs maintenance usually within a day within a day usually within a day yes obviously parts are an issue sometimes right but if it's just a routine thing which it's usually turned around the day okay um okay any other questions okay um see going Che uh updates from budget subcommittees Communications we um did a newsletter and it was great and in the newsletter it said
098that it was great it was awesome this was the best ever and um it said that we're having office hours on the 16th of November I will just tell you that I have not gotten a compliment from Travis all year for anything that I've done on the school committee I got a text from him saying that the newsletter was great that's not true and then I turned around and told well thank you I had nothing to do with that so uh that was that was you know all all that newsletter was bomb thanks I thought I thought it was great actually um what do we have time what are our hours for Office hours on 700 p.m. Zoom link included in newsletter to be posted in many other places as well we'll send an email
099out to who's doing that did we decide who's doing that we did hour yeah one of them's me there's only one no one of the people is me I'm hoping it's not just me was it Min it might be Min and one more person available can can do it so um we'll figure that out okay I'm just wondering if I volunteered that's all don't remember yes she did yeah with youis not it it was like 10:30 at night or whatever um May policy I don't have another meeting scheduled I'm going to have one by the end of the month okay I'm we will schedule can't wait I'm so excited so excited and superintendent eval Minnie do you want to give the update or or would you yeah the date so um okay so we had
100the uh meeting today actually early um right before the school committee uh meeting and we basically discussed about um the goals that Susan has presented and we are in the process of setting up another meeting I'll be throwing out some dates and see if they work with Susan and then hopefully come back with an update again in De so you're you're going to send Dr kuska an email with with some suggested dates and and some some of the feedback okay so you're you're going to send Dr kuska an email with the suggest which with some some optional dates and then and then with the feedback right the date possible dates and hopefully have another meeting uh before the December school right okay great um moving on Old business we've gone through we went through actually
101everything other than uh the update on discussion of facilities rentals but I think we unless Keith has anything new there a i something in your packet I just gathered some quick data from a number of districts thank you um and I've got I've got what I would propose at the end of it um it's a it's basically a three tier not three tier three component um proposal which is an hourly rate for the space assuming again if it's if they're going to the high school auditorium I'm going to need two cleaners just to keep up with the amount of people who be coming in and then an hourly rate estimate for bringing in Tech staff to do that because again to give up that type of time so it's it's a big number but again
102we don't have to talk about it tonight or discuss it cuz it's getting late okay or it is late yeah we move that to another we need a little more work but a little more review yeah no no I just it's just just information appreciate appreciate you putting that together so um new business newsletter obviously we put we were just told we're going to keep that on there so we never had another one correct so the the only other thing right now we have next meeting date of December 7th I would like to request that we move INF what day in infamy December 7th a day that will live in infam oh yes yes but I would like to request that we we move that forward a week to November 30th uh because December 7th
103is actually the first night of Hanukkah I I think when we looked at this schedule I thought that was something we talked about at one point too and it might be that we talked about it the previous year but I think it's something we need to think about because at this point what is Happ 5 weeks December 7th that's 5 weeks from now at least November 30th would have us four weeks and I think it would be yeah I was perplexed why it wasn't November 16th but then I remember we had some criticism of us having it when the weekend of the musical I think that's why we didn't put the 16th we only do one meeting a month one yeah that's true but then there's some that we've done no we used to we
104used we used do one meeting a month we did I move that we move our December 7th meeting to November 30th because of hanuk second and by Lisa okay before we do that I just want to are there I'm not available at night we'll miss you that's okay I won't miss you I offered that date but I will tell them I'm not okay you can you're good okay um so then there'll be a r call hold on can I ask my then are we moving our December can I quickly say something I forgot to add some evaluation ofate can I could you say yes please uh so we also uh have elected a vice chair for the super uh evaluation subcommittee so Dan also will serve as a vice chair to the evaluation uh subcommittee
105so I just wanted to add that great thank you okay um sorry I was just going to ask are we going to then switch our December meeting to a different date that is our December meeting no we have two we have December 21st and December 7th so basically we're going to go five weeks and then have them two weeks apart so is your question so I'm like should so then should we be moving December meeting to like to back that up the 14th right and I don't know if conflicts was anything else I have no idea I'm just asking can't believe you guys forgot about H um so did I of course because it was it was Don that actually pointed it out to me so you were here 21st though we have we do
106have one schedule on the 21st but then it would be four weeks in between our do you know what I mean like the we're chunking them together so be the 14th I think 14 but is there something happening last upon it like is there a something else happening here I don't know about like a like a concert of my kids that I didn't put in my calendar open the district calendar yeah let's look at the district calendar we think just we could if we didn't want to do that make that decision right now we could also we can I'm just I'm just thr place on the no I appreciate that I'm just saying like and and take a moment to really think about the 14th versus the 21st and whether we want to move that
107um or we can do it right now I you know I'm pulling it up right now December 14th there's nothing oh wait district one is that the district one but the same as like the high school in the middle SCH are they all I'm not checking all those calendars all right well let's like consider it cuz then we have three weeks you know have two weeks in between what's that evening conf oh evening conferences okay is that over by what time though yeah what time are those over though probably s oh no I don't I don't know I think they're like six to eight all right let's do this next meeting we table the December Move Motion we have we have a second in motion yeah so Sarah you're voting yes or no the 30th
108yes okay Amanda yes Cynthia yes Lisa yes Don yes Minnie say yes okay thank you Dan yes that motion carries um so we've reached the end of our uh agenda so our our next meeting will now be November 30th um and so I will now entertain a motion to adjourn from Open Session into executive session for which will not return to discuss strategy with respect to effective bargaining or litigation if an open meeting may have a detrimental effect on the Strate on the bargaining or litigating position of the public body and the chair so declares and this is for the reason for strategy related to collective bargaining with the HT and I'm de by Lisa um that is a roll call vote Sarah yes Amanda yes cindia yes Lisa yes Don yes Minnie yes and
109yes that carries good night and uh have a great rest of your week and weekend e