School Committee Meeting: June 5, 2025

001[Music] Right. Good evening and welcome to the June 5th, 2025 meeting of the Milford School Committee. This meeting is being broadcast and recorded by Milford TV and copies can be obtained at the request of this board or through central office. We'll start tonight with uh Emmy Jensen. Hi. Hi. Um, I'm going to start off by giving a quick update of how things are going at the high school as we finish up the school year. So, this past weekend, the seniors graduated and they will be missed. But, as for the rest of us who are still in school, finals start next Wednesday with the official last day of school being the 17th. Last week, we had the school day games here at the high school turf in which students from Shining Star, Memorial, Brookside, Woodland, Stacy,

002and the high school all came together. The music department has had some past busy weeks. We had a successful spring awards concert and pops concert here at the high school. And we also played music for many important events such as the NHS induction, senior awards, and graduation. Next, I would like to share some highlights from our athletics from this year that Mr. Buchet asked me to share with you. So, the boys baseball team is still in the playoffs and actually just moved to the Elite 8 after the win tonight. Um, boys swim, wrestling, and boys volleyball were all titled Hawk Champs, with wrestling also being named state champs. 15 of our teams made playoffs this year with the boys tennis team making playoffs for the first time in 24 years. Um, some notable athletes and

003their achievements are Andrew Rivera reached 10,000 points in basketball and also set the all-time record for most points scored. Mikey Bulander finished his high school wrestling career as an undefeated state and New England champion. Aiden Bomb set the record for most wins in MHS wrestling history. John Aruda, Taylor Feliciano, Shawn Pierce, and Aloy Akipo all won state championships for track. And lastly, the unified teams all had great seasons with the unified track and field team qualifying for states. Um, now we're just finishing up classes and looking forward to a great summer. Um, but next I would like to speak a little bit about the elephant in the room. So, as you all know, a member of our school community who is very valued was detained by ICE this past weekend. But it warms my heart

004to say that this has brought the community here at MHS together like I have never seen before. It was refreshing to see so many people put their differences aside to support our classmate. Students made t-shirts, posters, pins, and banners in support of Marcelo. Even the Taton team wore t-shirts at the volleyball game this past Tuesday in support of Milford. Overall, I think it was a bit of a reality check for all of us, but I also think it was super heartwarming to see how the town came together to support one of our own, and we are so glad that Marcelo is home. Thank you. All right, what's your favorite What are you looking forward to most of the summer? Um, just going to the Cape with my family and my friends, spending some time down

005there. Both of my siblings are home this summer, so it's gonna be nice. Good. All right, that seems easy enough for tonight. Thank you for coming. Thank you. Thank you. Thank you. Good job. All right, that'll bring us to excuse me, the MHS student recognition for the Liberty Mutual Innovation Award. And we're going to have uh Mr. Rob Knap come up and present. I like that you brought props. It's not fun about the giant box of dirt. Sounds good to me. Thanks for coming. Um, good evening. My name is Jessica Zeleleski. I'm the assistant principal of House A here at the high school. I'm pleased to be here tonight representing Principal Otland and Milford High School to share um some information as we honor um Aloy Okipo and Maya Santos who's here joining us tonight.

006So my colleague Rob Knap will speak a little bit about the award that they won. But as way of introduction of Aoy and Maya, I just want to share some information that um Mr. Galini, their guidance counselor, wrote in their letters of recommendation. So um Aloyer Oipo has distinguished himself through his academic dedication, resilience, and character. Aloyer has consistently demonstrated a strong work ethic and a willingness to push beyond his comfort zone. What sets Aloy apart is not only his academic diligence, but also his respectful and thoughtful demeanor. Aloyer listens intently, asks insightful questions, and contributes meaningfully to discussions, enriching the educational environment for everyone around him. He consistently sets high standards for himself and remains undeterred by obstacles, and is a student of exceptional character and capability. Maya is a standout with a weighted

007GPA of 4.6, excelling in rigorous courses including AP Physics and AP Calculus. She has gone above and beyond to ensure she is prepared for the challenges of her chosen field, engineering or architecture, reflecting her commitment to both learning and self-improvement. Maya is also a gifted visual artist who has created murals and design graphics for school events. Beyond academics, Maya is a dedicated leader and an invaluable contributor to our school community. She has been an active participant in the science olympiad, national honor society, including the art, science, math, and Portuguese chapters, multiple sports teams, treasure of the student council, and a member of the school improvement council, to name a few. Maya is someone who approaches every endeavor with passion and integrity, and her contributions have left a lasting impact on our school community. So, as

008you can see, these are two well-deserving students of this award, and I'm going to ask my colleague to speak about the specifics of that. Um, so to give a little introduction, this is our first year doing the project lead the way showcase um as a high school engineering department. Um, and so we brought a number of capstone projects from our our senior students, some of who had been through engineering all four years. Um, Maya had just joined us uh in our engineering uh this last year. I'd had her in physics and invited her to join um Capstone Engineering. And so she'd worked through um some green overlays that we done um through the 18 Foundation um who leads Project Blade the Way in Massachusetts. Um and eventually she stumbled on the turf as kind of

009a a source of a bunch of different problems um leading to uh her project and I'm going to let her talk a lot more about the project in just a moment. Um but the the key is this was our first year at the project leadway showcase and her project got a lot of interest all day. Um out of our three projects all three got a lot more interest than I was expecting considering it was our first year but uh Aloy really or Aloy and Maya really kind of above and beyond. Um and so we were waiting kind of at the end for the awards. Um, and they'd asked me how to pronounce a Loya's name. Uh, little little behind the scenes there. Um, and so I suspected we were gonna get an award and they

010went through all the awards and they got to the award that was the kind of the capping award of the whole the whole showcase. Um, and they announced my name and we were all very impressed. So um, yeah, as as first times we're like incredibly proud of Maya and Aloy. um uh my a lawyer came on the project kind of towards the end and really helped Mia kind of complete her vision, but this this project kind of from the beginning was was Maya's conception and it's it's the whole time it's been very impressive. So if you want to talk just a little bit about your project. So um you know we didn't really have a lot of sorry our require like what we were asked of when um you know we were introduced to our

011project requirements at the very beginning of the year was very broad. So I really had so much freedom with like what I got to build and as an athlete um sports was definitely something that I was interested in researching and stuff and I definitely just wanted to do something that wasn't created before. So this was what I came up with and um you know throughout the year we had our assignments and stuff to document our research, put out our planning and with some help from Mr. Nap on like uh pointers, feedback, anything like that or any extra source that we might need. um you know he like gave us the input he needed to and as the um as you progressed you know it was just it was a little bit of like a slow

012and steady thing and then eventually we got to ordering our uh products and everything and then I started building the project. this is the model I came up with and then right here and um you know it was definitely it was a bit stressful but it was really an interesting experience especially with my classmates or even watching my fellow classmates build their projects as well was really interesting um and especially coming into the class not kind of feeling behind especially since it was my first year was a little bit scary but it honestly was just an insightful experience to like learn and grow. Um and then we found out that we were going to go to the showcase at the very end of the year and um the it was with 1A was at track

013the track at New Balance and it was a really really cool experience talking to so many industry professionals and just seeing other students, you know, um projects, ideas from all around Massachusetts. It was awesome. Even little kids who I feel like I got to feel like I got to inspire. Um, and yeah, and to sum up what the project's really about, it's pretty much um a thermmoelectric turf, which if you don't know what that means, thermmoelect electricity is basically generated from a temperature differential. So, um, how it works is that since the top heats up and then the under layer would be cooler because it'd be in contact with, you know, the the dirt beneath it. Um it creates that temperature differential and through the circuit if you uh connect what is it called again

014where you can see how much voltage there is. Oh multimeter. A multimeter. Yeah. you basically to measure how much voltage there is and I basically just showed that off at the showcase and it generated so like there was so much interest and I was honestly shocked and it I was so shocked and um and yeah overall it was really really cool and uh I'm definitely very proud of myself and Aloy especially and it was a great way to end the year off with a high note for my senior year. So yeah, also if anybody knows any patent attorneys working on a recent high school graduates budget going to say the first thing that crossed my mind was, man, that could really help with snow and ice in the spring and fall. If you can translate

015that. Um, anybody have any thoughts or or comments? I was going to say I so I was I came to the art show and you had it presented there and we talked from that and that immediately brought my attention. Yeah. you know, I I was like, "What is this?" This is because I I mean, we have a huge turf here, right? And just the idea that we could we could uh just just use it whether for melting snow or whether you're generating electricity, like it's just it's just interesting and how many turfs we have in this in this uh in this state. That's Yeah. Look for a patent. Yeah. Um, it's definitely like that was definitely something that was asked a lot was about like the applications and it wouldn't even have to only be

016like athletic surfaces, but even people's backyards and stuff and um, it's definitely in the works of more research and development and that's definitely a goal of mine moving forward as I go into college. I definitely want to like research more into it and think of ways to uh, get more for what you're investing because the materials are quite expensive. Um, but yeah, it would definitely be very useful. And I feel like that was a big takeaway was or even Mr. Nap brought to my attention. He was like a lot of the people that were talking to were asking as if it was something that they would like want to purchase for whatever company or brand that they worked for. And I like feel like I didn't really realize that. Like I was just overwhelmed with

017like the positive feedback and attention. It was just really exciting because it was uh something I developed a passion for, you know, throughout the course of the year. So, I just was honestly excited to be talking to anyone and like knowing that people valued my ideas like that was really special. So, there was a woman from Masdot who I think spent like half of her time there talking to you from Masto. Is it BAE? Yeah, BA an aerospace company. Um, a guy was just telling me he's he was like, "Oh, hey, like I'm from National Grid." And I just had to like not freak out in front of him, but I made him laugh and stuff and I was like, "Oh my god, like this is going so good." You belong you belong in the

018room. So, good job. Congrats. Thank you. That passion might really comes across and it sounds like you're headed to pursue that next, which is amazing and I'm certain will take you very far. Would you would you care to share where you're heading in the fall? Yeah, I'm going to UMass Amherst and I'm studying engineering but not I'm undecided so I don't know which type I'm going to. Yeah, best of luck to you. Thank you so much. So, thank you very much for coming in to present and that's a great project. Um it' be great to see it kind of evolve and hopefully we'll we'll read about it someday more and more. Um Mr. Nette, how many projects were I guess how many students in that project lead the way class and how many projects did

019they do? So we had seven um and we had four projects out of those. They have to be at least teams of two, but we had one that was working with the biomedical team. So we ended up with four projects. Um one of which got sick on the day so he didn't present. Um and next year we're going to we should have seven with 14 coming in. And how many projects were showcased at New Balance? Um, all seven. So, all of our Capstone projects go. Okay. Great. Well, thanks again. Good luck at UMass. Looking forward to hearing more. Thank you so much. One one more um I mean they they they touched on it. Uh we did send middle school teams um and we also sent teams from uh Woodland over to the New Balance

020Center. Um it's a great experience. There's 100% a lot of industry folks that come around and they talk to the kids and um you know, as Maya said, they ask all kinds of questions. Um it sounds like they're trying to steal an idea from you, but but for the you know, for the little kids and the kids at um the kids at Woodland, kids at at the middle school, it's also a chance for them to see what the older kids are doing. Um which I think is it's very powerful for them. Um, I had the pleasure of talking to Aloy Aloy and Maya after they came back and they were so excited and passionate about the project. Uh, I can envision this someday powering the stadium out here. Um, powering the lights, powering everything. But

021we'll see. Maybe it'll power the new school. Make for an excellent roof. Be fun. Thank you. All right. Thanks for coming. Thank you so much. getting my workout for the day. All right. So, that brings us to excuse me again, announcements, correspondence, and distribution. So, I'll open that up uh briefly with just a quick comment that I wanted to extend appreciation to our administration, Principal Otlet of the Milford Police Department for all their additional work uh that was put in over the weekend to ensure that the class of uh 2025 had the graduation ceremony that they worked so hard to attain and also obviously for the continued focus to keep our students and staff uh in a safe environment over the last uh five or so days. So, thank you for that. Are there any

022other comments? Yeah, I quickly add on Yeah. to this to all the staff that puts together graduation. Um, you know, from far as from the setup to the presentation. I mean, it was just as always just just first class. Thanks to Meg for passing out the poor. So, uh, it's it was it and it's just nice to see all the just all the smiling faces, you know, and there's certainly some very animated graduates, which is fun to see, and very animated families, too, what you hear when when their names called. So, again, to the staff, that sets everything up. Thank you very much. We really appreciate it. just even if not having a a family member graduate, it's just nice to see all the the Milford community with all the big smiles. So, thanks. Agreed.

023No, they you know, I don't know that everybody understands how many custodians are up early and and setting up chairs and and doing, you know, um setting up the work. Michael was with MTV, right, helping them run a cable over from Brookside. Um, the amount of people that were to be thanked, I' I'd be foolish to try because I'll forget somebody, but there was there was a lot. I agree. Do a great job. Um, I saw in the news there's a teacher at Stacy awarded some award. Oh, yeah. Nominated. Yes. Speak upon that. Um, I can't remember the exact uh the name of the award. Um but uh Representative Murray uh nominated um Spanish teacher over I forgot her name now. Spanish teacher over at um at Stacy Maria Cavo. Yeah, sorry. Yeah, Maria Cavo.

024Um it was an award for Hispanic educator. Uh and she was recognized at the state house. Um Dr. Lopez and Dr. and McIntyre were there to support uh with Representative Murray. So, good honor for her. Um I'm happy. She's a great teacher and I'm happy she was recognized. Awesome. All right, I see no more announcements. So, we can skip past the chairperson update. I have nothing for you there. And that brings us to the annual appointment of the superintendent to the Bay County Collaborative. We do this every year. um piece of paper in front of me actually says that we are going to appoint uh Dr. McIntyre to serve for the next year for this position. Um doesn't say much about what exactly this is in terms of what the by county does. Do you

025have any um it's a collaborative of of different school districts um that offers special ed services to our we're part of it. So we we get to send students to um the collaborative at a reduced rate. Um but being part of the collaborative means that you have to have a person on the board of directors. So his role is to attend meetings um regularly and and vote on different things that they're voting on like budgets and policies, things like that. Sure. So we need a motion and a vote on this. So I would uh entertain a motion to appoint Kevin McIntyre to the by county collaborative for 2025 26. Motion by Megan. Second by Derek. Discussion. Discussion. Yes, please. Um this is typically served by the superintendent of schools which officially uh Dr. Conigley takes

026over in less than four or around four weeks from now. I don't know why we would appoint the former superintendent of schools for this. I would open up a discussion for appointing Craig and Sigley to fill this role. I mean, it it's been historically served by the superintendent of public schools. It which is going to be filled by Craig and Sigley in a month. I don't know why we would appoint the former superintendent of schools for this. So, um that's my point for discussion and I guess there's already a motion on the table. So, you take it from here, Matt. We can shut it down if you have to. Um, do you have any thoughts on on them the concept behind this? It's just it's honestly it's um a number of meetings that I would

027be going to and he would be going to in my place. Yeah, maybe 10 meetings or so. I think with that to your point, John, I thought had the same thoughts at the beginning, but just knowing that realistically it's kind of a representative, I would say. Although we do send our superintendent, um would it be as as Craig's transitioning and we know that his time is going to be precious over uh the beginning months, would it be in his best interest to have a representative to start off um to at least just be that that again that repres I would if this is discussion on the on Yeah. same. Yeah. You took the words out of my mouth. What do you think, Craig? I'm fine with it. Which which one it going to I've discussed

028it with um Dr. McIntyre. Um I do think it's in his in my best interest for him to sit on that board for another year. Fair enough. Further discussion? I see none. All right. U motion by Megan and second by Derek to appoint Dr. McIntyre to the Bounty Collaborator for 202526. All in favor? I unanimous. Thank you. All right. That brings us to the handbooks and school improvement plans for Brookside Memorial and Woodland. You guys coming up together again? Sure. All right. We'll take uh Brookside and Memorial first. So as they settle in, obviously we have the changes to the handbooks that have been outlined separate from the actual handbook. So we can start with those changes and if anybody had any questions or comments on the changes, now is the time. Well, thank you

029for having us here tonight. It's always it's always really special to hear from our former from our students. Um Emmy was Memorial student. So, so well spoken. For a sophomore, it was great to to hear her speak and to learn about the Project Lead the Way project. It's fun to be here. It is. Um, and I can't say enough. Um, we had a leadership meeting this week and I expressed how proud I am to be part of this district. Um, and just hearing the senior class president speak and the valadictorian speak, very well spoken and it makes me very proud to be part of the district. Um, in regards to the Brookside changes in the handbook and the memorial changes in the handbook, what we did is we looked over um, handbooks. I didn't love

030the format that Brookide's handbook was in. So, we looked at the Woodland Handbook and we liked that better. So, we asked for a copy of their handbook and we copied it and made changes appropriately. So, they're now consistent with Brookside Memorial and Woodland. Um, my heart, which of course there are differences. Um, so we did have to take certain things out of the handbook that didn't pertain to elementary to lower elementary. Um, so we did add in the policies that were approved by the school committee over the school year that Melissa Bulock shared with us. So that would be the bullying policy and the smoking policies that were updated. Um, we updated at least for Brookside the Bell schedule for the whole school um in specific information pertaining to Brookside arrival and dismissal procedures which

031we've I think mastered this year. Um, and we added a map in there to show parents exactly what that car rider line should look like. Um, we took out the MCCAST testing information. We still need to update um district positions as they change. Um we took we adjusted the homework policy to reflect the K to2 level and then we updated information for title 9, title six and title 7 and both schools put in the dual language information for the dual language program and updated the tobacco policy. Um, things that we're looking at for next year that might potentially change are things that have been in there for a while, but we didn't feel comfortable changing them because they're actually department based. So, there's um information in there about busing and about the health and nursing

032department that I think need to be looked at by the department heads. Um, for an example, there's still the page in there to fill out for free and reduced lunch, even though everybody gets free lunch. Again, I didn't feel comfortable taking it out, but I want to consult with those department heads to take it out. Um, we have to update the bus routes for 2526 and staff updates as we fill positions for next year. And um you know to echo what Vicki said, our our our two assistants worked on this. Um Samantha Hannon and Nicola Anstelle worked on it. Um and we appreciate Woodland sharing their handbook with us. Um and um like Vicki had said, we took it and adapted it to our needs at our school and updated more specific language about about

033what what things look like at our buildings as well. Also, if you go on once it's uploaded onto the website, it is bookmarked now. So, if you're looking for something specific, you can click on the bookmark of the chapter and it's going to bring you right to it as opposed to going through I don't know how many pages. 90 something. A lot. Actually, more than that. 106ish. We'll go with a lot. Yeah, a lot. Yeah. All right. Any questions or comments on the handbook? All right. I see. Now we'll do um one vote to approve the Brookside and Memorial 2025 20226 handbooks. Is there a motion? Motion by Michael. Second by Chris is hand moved. All in favor? It's unanimous. Thank you. Move as me. I was looking at your direction. I didn't know which

034direction. I can't see both of you. All right, let's move on to the uh school improvement plan. I guess we can start with Brookside since that's at the top of the list. Sure. So, the Brookside School improvement plan was a three-year plan. So, it's going to continue this year and then the following year. Um, we did make some adjustments to it. So, we have three goals. The first goal is pedigogy, teaching, and learning, which aligns with the district strategic plan. Um originally the goal focused on teachers and teachers implementing high quality instruction and high quality um material. We adjusted it to focus on student performance instead. So that we want to ensure that the final outcome is showing student growth. So we changed um the goal to reflect that. Um we originally had placed numbers

035on the benchmarks as measurement. Um and we also changed that because we want to see as opposed to throwing out any random number, we want to see continuous growth across the three years that we're um carrying out this goal. Also, um, we were looking at all 580 students at Brookside. We're looking at their I Ready scores. We're looking at their heedy scores. Um, we're looking at their foundation scores. We're going to continue looking at all those student scores, but we want to zone in. So, we're going to use the class of 2037 moving forward and really looking at those scores as growth because now we can compare the grade moving forward where before we're comparing two different kindergarten classes and again it's like comparing apples to oranges. So, we changed that as well. um we

036did not see the increases that we wanted to see in scores but we did see increases. So students making typical growth in overall reading scores um was increased by 10%. So typical growth is what we would expect students to achieve in a year. Um stretch growth is students closing in that gap. So students that are behind grade level catching up going past that typical typical growth and um getting closer to grade level we had 3% more students show um stretch growth in the area of reading. Um in in the era of math we had an increase of 8% making typical growth and an increase of 4% making that stretch growth. So although it's not as fast and as much as we want, it is showing that they did make growth. So for next year, we're

037adding action steps because since we adopted the EL curriculum, um we want to ensure that our our teachers get the proper professional development that they'll need to implement that. Um and we're going to continue with um professional development with intellectually preparing lessons. So, we're going to have the teachers unpack each unit um and show show them exactly what they need to do in the classroom in order to make gains with students. Um, additionally, we want to continue to increase that active collaboration and communication and engagement in in all classrooms. Um, in the work that we're doing with Dr. Sharaki Holly on culturally and linguistic linguistically responsive teaching um is allowing us to do that. So it's teaching the the teachers protocols to use to really get that engagement of the amount of students in class

038that are participating. So that's a third action step for our first goal. Do you have any questions on the first goal? Yeah. How how how is I I I don't know how to say his name but uh Dr. Sharaki Holly. Yeah. How is he how is he related to this effort? So I know he's done a number of presentations here. Yeah. So he's how how is he involved going forward? So he um is sending in representatives his colleagues and um each school has a called a cadre which is a team of teachers that are um working on binder studies that he provided for us. And then his colleagues come in and they observe the teachers for 40 minutes, 40 minutes and then they meet with them directly after to give them 20 minutes of feedback

039on how to increase that engagement in classes and they meet they go in and observe each of those cadre members three times. Okay, thank you. I capture that all Craig. All right, good job. Good job. Um our second goal is teaching and learning in equity and access um which incorporates MTSS multi-tered system of support. So overall we want we want to ensure that all of our students um will be provided with specific academic social emotional and behavioral supports and interventions. Um some of the benchmarks that we're the action steps that we're adding um is to track attendance and review data weekly with our office team meeting. Um one goal that we it was a fail this year was to lower the chronic absentee rate as opposed to lowering it. It increased. Um I think that

040there's a couple different reasons for that. I think the immigration enforcement laws definitely play a part in that. Um, we've had many families reach out and express that they are scared to send their students to school. So, I think that that has an impact on it as well as um the kindergarten mandate that it it's difficult to enforce attendance for kindergarteners when it's not mandated that they come to school. So that we're noticing that our kindergarten absences are what's really raising our numbers up, our chronic absenteeism. So one thing that Brookside did this year is um I partnered with Victor and Dale to send out letters to all of our um kindergarten families that had chronic absenteeism and invited them to come to a meeting to help educate them on the importance of school and

041attendance. Um it was somewhat well attended. Again, I can't mandate that they come. Um but I highly suggested that they did. We did find that after that meeting, the the families that did come, the students were coming more consistently. Um so what I'd like to do with that is hold the meeting for every single grade level with Victor and Dale to educate our families. Um, so that's one of the action steps that we added, but also we want to identify the students that are chronically absent. And it's it's a huge undertaking for one person or two people. So to expect Victor and Dale to just wrap this up in lower chronic absenteeism, it's it's just not going to happen. So what we want to do is form those rapports with the families. So once we

042identify the the students um we're going to divide them amongst our office team which consists of myself, Dr. Annell, school adjustment counselors, the special ed team chair, um the EL coordinator and have assign everybody a certain number of families. So when those students are absent, we'll reach directly out to the families to form that trusting rapport and hopefully get them to understand the importance of coming to school on a consistent basis. Um, we also created a triangulation grid this year, um, which was broken down by grade level, but also by classroom teachers. So classroom teachers had a way to track all of the assessments that they do with students with reading and math and um look at use that information and that data to use flexible grouping and to identify students that need interventions. We're

043going to continue that. We didn't start that till February of this year. Um the teachers really bought into it and loved it. We also used it for placement for next year. Um, and the teachers asked if we could start that right away in September this year. So, we're going to do that as well. And then, um, administration, support personnel, and classroom teachers are going to collaborate to develop individual safety plans and support plans for students that have social emotional challenges. Um, as you all probably know, Brookside has three milestones classrooms. And this year we had the therapeutic classroom. So we have a large population of students that have a challenging time self-regulating. Um and we come together as a team to provide safety plans for those students to carry out. So every any person that's

044dealing with that student knows the exact steps to follow when they're disregulated. And then finally an action step that was added. We want to um create an MTSS parent notification flyer in questionnaire. Um as students are referred to the MT MTSS process, we feel like it's important for us to increase that family input um and get information from the family of what's happening at home um how we can help at home, what the students um milestones were growing up. Um, so that's another piece, another action step for goal two. Any questions on that? I feel like I'm taking up the full 20 minutes aotted for us. Carry on. Goal three is professional culture. So, um, that goal is going to remain the same. Um, I just want to give kudos to our teachers who came

045together this year and created grade level goals. Um, they were definitely risktakers and allowed each other to go into each other's classroom and observe um, bring back the practices that they felt were great practices and then apply them in their classroom. Um, so we're going to continue with that next year as well. Um some of the action steps we're adding for that is I I saw and I worked with the school council. We identified that um that family communication and that family engagement piece really needs to be boosted up. So what I hope to do is to go out into the community at least twice this year in places that are relative to our population. So maybe the Brazilian bakery downtown, maybe um Memorial Hall and hold just kind of like principal hours and bring

046interpreters with me for that. Um, also we talked about the difference in performance between our English speakers and our ELEL students and how our English speakers their progress is they're gaining much they're demonstrating much more gain in reading in um math. And so we questioned why that's happening. and our staff suggested that we come up with like a YouTube channel because we know that a lot of our students go home and they're placed in front of TVs. They don't have that support at home that some of our um native speakers have. Um Emily, if they're going to go home and they're going to go in front of the TV, why don't we have a YouTube channel where they can access um different activities that the teachers tape and put on there so they can get

047the practice outside of school as as well. So, that's one of the action steps we hope to um implement over the next two years. Um and then our instructional coach is working hard with our team. She reviews the norms at every staff meeting. They identify norms that they need to work on as teams. Um and then they use a matrix to um determine team function in an impact matrix matrix for team function and um team collaboration. So you can work well together as a team but you might not be making that progress that you want to make. So they're reviewing that every year too and we're going to continue with that this year. Um, our school improvement plan is very long. It's 19 pages because it it also includes data bit backing up the goals

048from last year. Sure. So that's why I did the overview to kind of summarize. Um, does anybody have any questions? Where we are there? General commentary, Matt. Unfortunately, Dr. Giggley, it's headed your way. Um, so I think it would be helpful as we think about next year, not not for this, but just like general alignment of like the school's SIP and like broader district goals because when I look at the ELA ones, like to me, those should be consistent across our buildings for where we're doing the implementation. So to like streamline it for the team, say like these are our detailed goals. We're going to embed this in your SI um improvement plan. I also feel like a few years ago, we did a really good job so they all looked and felt the same

049and I feel like we've really sort of maybe shifted from that. So if there's a way to create a little more alignment there as a user would be super helpful. Um particularly incorporating prior year action plans. Um that's great. My only I guess question or comment was the third goal around professional culture seems to be really internally focused. The action items you just shared seem to be more externally focused. I was just curious if you could share one or two that are really driven around your staff. That are driven around the staff. Sure. Um, and maybe I could I pulled one off in regards to feedback, which I think is a great idea. I was just curious if that's going both ways, like obtaining feedback, seeking feedback, kind of how that's helping to build culture.

050Yes. So, we always have the MCIEA um survey for staff. We look at that. We we um discuss that during staff meetings. Um the staff feedback, we're always sending them out surveys and then sharing the feedback with that. Um, again, we we I didn't want to touch on everything because I'm giving up too much time. We did ghost walks this year, so that's an internal thing. So, you our staff walks through the school when there's no students there to um look at the environment and identify areas of strength and areas of growth. Um, and then we come back again as a staff and we discuss that. Um, so teachers are giving feedback to other teachers. Y on what they think is working in areas that we feel we need to work on. Awesome. So maybe

051a measure of success there is in some ways around like the feedback from the MCI data in terms of how that's evolving over time. That might be one we could add that is really like a data point metric that provides some info. Yeah. Yep. Um and then we had again we had staff members that participated in um in CLE which is a program to internally train or internally prepare teachers for that next level ad of administration. So we had two teachers participate in that and Nicola and I both took one of them on as a mentor. Um, one of them next year will be one of our curriculum team leaders and she wasn't prior. The other one is already a curriculum team leader. Um, but they've also really facilitated a lot of the PD through

052that as well. And so we're using more staff members to um provide professional development for the staff. So it's not just our instructional coach. Awesome. Thank you so much. That's great. Real quick, thank you very much. I know there's a a lot that goes into this, a lot of hours, a lot of a lot of collaboration. So, I appreciate that and thank you. Glad to see the family engagement side. I know that every every year when you guys come in to pres present, I always ask, you know, how many how many uh you know, parents were able to to help in this process and I I know that's always a struggle. So, it sounds like through that community engagement, hopefully that keeps spearheading things as we've you know, get more and more comfortable postco, right,

053and re-engage. Um, and then just quickly, so the YouTube channel, which I think is a great idea, is that just an idea right now or have you started to lay the groundwork of how that's going to develop? It's an idea right now. So, every year we talk about potential professional develop professional goals for um, educator plans and we try to share ones that we feel would be um, appropriate and would help us gain what we want to gain within our school. So that will be one next year. But that again that idea did come straight from the teachers. I cannot take credit for that. That's great. Yeah. Sure. So I'm hope hoping that some teachers will adopt it. Some high school students as it comes to project there or our partners at MTV. So yeah,

054that would be great. Would be great. So that's that's why I wasn't sure where you're at, but I just wanted to offer that up. So yeah, but thank you. We're going to really kind of try to recruit and encourage and talking to some teachers today. Um, you know, there's so many goals that teachers have, but they identify one educator goal and one student learning goal on their educator plan. And I said, you know, this doesn't have to be your goal, but you could contri contribute to it. So, even if it's not your goal and you want to do readalouds or you want to do um letter sound identification, you could do that and hand it into the teachers that are that have adopted that goal. So, we're hoping to get pull more teachers in. Great.

055Any more on the Brookside plan? No. All right. All good. Thank you. Why don't we um grab a vote to approve the school improvement plan for Brookside for 2526? Thank you. Motion by Michael, second by Chris. All in favor? Thank you. All right. Nice job, Vicki. Sorry to You're good. You're good. Um, so our school improvement plan, um, is just is a one-year plan. Um, it has been a one-year plan for the past several years, and we've debated kind of making it a three-year plan, but we just weren't weren't quite there yet. Um, weren't quite there yet for this upcoming year. So, our plan has three priority areas that are um correlated to the district strategic plan as well. Um, our first one is around teaching and learning. um very similar to our our goal

056last year um around teaching and learning. Um this year um I don't know if everybody knows but Dr. Conigley has brought together the central office leadership team with each of the school leadership teams and we meet um we probably met six times this year or so. Um and um part of the time was spent looking at p our past improvement plan and beginning to talk about our next year's in school improvement plan. And um we as a goal we really said we want all of our students to be proficient readers and mathematicians. Um so to get there some of our key initiatives next year are um professional development on high quality instructional practices um systematic monitoring of our foundational skills reading block. We will be um beginning uh having adopting a new program expeditionary learning

057and we'll be doing unit unpacking um and aligning um the units to our standards. Um, we'll be continuing on some level with our fishbowl math classroom um, support and development. I'm not sure if everybody has heard about the fishbowl um, classrooms at Memorial, but um, it's something that we want to continue to um, grow in on at on some level at Memorial um, as well as um, continuing with our Hegedy phenomic awareness curriculum. Um so that's around our our professional I mean around our teaching and learning first goal. Um and then the next goal is around differentiated support. Do do you want me to stop at each goal or just keep going? You can keep going. Keep going. Okay. Um our next goal is again um closely aligned to our goal last year around MTSS.

058Um, in all of our goal areas, um, you can see in the final pages on up here of previous goals, there were some areas that we fully met, some that were partially met, and so if they were partially met, um, or not met at all, we we tried to carry it over into this year's improvement plan. Um, MTSS last year focused more on on professional development and implementing a system at Memorial. this year. Um, and I think the team did a fabulous job at Memorial really um uh creating a a system for MTS review and work with teachers. Um, this year we were able to get our our MTSS meetings, our reading intervention support and different supports all on a six week cycle. So every six weeks we were um the team was reviewing um

059data and bringing back in groups of teachers to to talk about their students. So everything we were we were doing and and will continue next year really trying to get ourselves on a six- week cycle um for for MTSS but also um other areas as well. Um so we want to continue um to improve our MTSS process through training for the school year. Um again, you'll see the six week data cycle reviews for for students and analyzing their data. Um one piece that is um was developed as the course of the school year went on was the data that teachers were bringing to the meetings. Um we're really um it it happened over the course of the year that teachers were coming with more and more data and what we were kind of expecting and

060needing. Um but next year we're really going to focus on that and and make sure that teachers are bringing um the data to those meetings. Um and also um with the process we were able to utilize staff um not classroom teachers necessarily but support staff specialists um for providing small little doses of differentiated instruction. So we all have a 20 minute um morning meeting block in the built into our schedule um that our classroom teachers are responsible for running that meeting but some of our specialist teachers our reading intervention teachers special education e teachers didn't have a teaching responsibility necessarily at that time. So our team use um built a schedule so that those teachers could provide just 20 minutes of intervention for students. So um we saw some really great data. You know just

061looking at one second grade group that we targeted um we were able to see some increase in their um skills after that six weeks intervention. So, we're we're going to be doing more more strategic um deployment of our support staff and really just giving like one skill to work on during those six weeks. Um and we we saw some great success with that as well. And then our third goal is um culture around a sense of belonging. Um so increase a sense of belonging for all staff, students, and families. So, while I don't have data to necessarily entirely support this and that will be it is one of our initiatives in the plan, um it's a feeling that you kind of get that, you know, you want to make sure that everybody that walks through

062your door feels like they belong there and are welcomed in your in your school. Um I think we have really great um participation in our um school events that are after school hours and we have probably one a month for families um whether it's a a craft activity or our fall festival or a magic show. Our PTO's been really great about re family events and they're very very well attended. Um, but what piece is missing is having families participating in a leadership way with us. Um, you know, whether it's on PTO or school council, we're just kind of we're not we're not getting the families maybe like we used to or or what it is in those roles. But when you when there's an event and a family activity, we're there. We're we're all there.

063Families are there, which is which is great. But we want our families to be feel like they can come to meetings and be a part of our our planning and development. So um with that said, we we will be um we will be providing uh surveying our families around that next year so that next year I'll be able to report a little bit more on the data. Um like Brookside, we will be continuing I hopefully around our work with the culturally culturally and linguistically responsive practices. Um Memorial also had a cadre of teachers that participated in um binder studies as well as um the learning walks with um Dr. Holly's staff members. Um, what's great is now we have, you know, 10 people that have participated in this and I know that they want to

064share what they've learned with our staff and we will do that and, you know, if if all goes as planned, we'll be able to bring another 12 members in as a cadre hopefully next year. Um, but if we don't get the support or finances for that, we have a plan, you know, to keep moving forward. Um we will be doing some we are we'll be starting our first year of our dual language classroom in kindergarten next year. We have 44 students that are enrolled in our kindergarten classrooms and um we are planning to do some whole school um professional development around the dual language classroom and kind of what our our the pillars of that program are and and what that will look like. Um, with that, we have a very large school signage update

065project at our school, um, to be more reflective of our linguistic community. Um, so we've looked at every single sign at Memorial School inside and out and made a plan to either um update or or completely remove or and replace. Um, so it's kind of exciting, you know, to kind of get a refresh inside the building with our signage that will be reflective of of our student population. And um, and that kind of comes from the dual language classroom work that we've been doing, but I think a much needed update for the building as well. Um, and then continuing to um, enhance our family communication through talking points. Um we we have some data around um how many people are using the app and we would like to really increase our families that are using

066the talking points app. So that is our plan for next year. I can talk about our update on previous goals if you'd like or I just had two quick questions on here. I think what you provided Lisa on last year is great and I apologize because Carol probably shared this I just don't recall. How will the dual language classrooms be taught e the new the new curriculum? Um so our our dual language classrooms um will be uh taught 50% um in Spanish and 50% um in English including the e curriculum. Yes. Okay. I just I just wanted to confirm that that's sort of like how there is Yes. Yes. And there will be an additional curriculum that is that we're learning um specifically around Spanish language content. Okay. Excellent. So yes. Yes. So um for

067next year we're we're just starting with kindergarten. We have a little bit of time to develop you know first grade and then second grade. But for for kindergarten essentially math will be taught in Spanish. Okay. And we have the materials um illustrative math has the that curriculum and program in Spanish already. So, math will be taught in Spanish and ELA will be taught in English and, you know, science and social studies and other are kind of split. Like, it's challenging to get the 50/50 because we do have a Spanish-sp speakaking um teacher. Um, but our specialists aren't necessarily Spanish speaking. So, um, it's kind of a a a balance when scheduling and planning for to make sure that we're meeting that 50% mark. And um I know that Sam Hennant has been like super engaged

068in the schedule and I know uh working with Craig and the other PR uh assistant principal to come up with a schedule for next year and 44 was the max number we could have correct. So we totally filled the season. Yeah. I mean, we we had we had thought, you know, let's start right at 22 per class. Um, which will which is a little bit higher than our typical beginning of the year for a kindergarten classroom. Um but the thought is you know we want to maintain a classroom of you know tw 40 kids moving forward and families may move family it may end up not you know anything could happen um through the through the years of the program. So we started high with kind of the thought that it may or may not

069be for everyone or someone may move. Thank you. Yeah. So we're full and and excited to to get started. Yes. Any other questions or comments on just quickly have to thank you very much again when know how many how many hours. So thank you. Thank you to you and your team for putting everything together and presenting tonight. Thank you. So we do have the updated goals from last year if anybody has gone through. We have any immediate questions right now or do you want to go through them more? Sound good? All right. Then we're looking for a vote to approve the school improvement plan for 202526 for Memorial. No, Megan beat you this time. Motion by Megan. Second by Michael. All in favor? Unanimous. Thank you. All right. Thank you guys for coming, presenting. We

070will now go on to the Woodland Handbook and school improvement plan. So, Matt, can we can we just back up just for a second? not not back up but um just for a clarifying point for for future can can can we get from the administration or anybody you know either um the principles or the administration what exactly Dr. Paulie's role is within this this curriculum and and I I see them leaning heavily on it now which I I understood he I understand that he presented multiple times over the past three or four years and my understanding was that it was grant funded but can I get just or can we as a committee get some clarification on what his role is what he's doing for us um on a on a high level um explanation

071not for tonight not tonight's conversation that's why I didn't interrupt these these um presenters, but um I don't want to look confused as to what his role is within our district. Awesome. Noted. All right. Hello. Thanks for coming. Thank you. Um so, I know I haven't really had the opportunity to sit in front of the community for quite a while since I was introduced as principal at Woodland. Uh my name is Dave McGovern. Um and I've had the honor of serving for this year and hopefully many more to come as principal at the Woodland Elementary School. Um, and I'd like to give a large thanks to the school council, faculty, staff, and leadership team, both of the district and uh, Woodland for their support in the proposals to the handbook and the school improvement plan

072that we'll be presenting this this evening. We have handbook first. Is that right? Yeah, we so we have the changes uh, listed out on a page or so here. So, yeah, we can have them go through them or if you guys already did, you have any questions, you can come towards David. No questions here. No questions. All right. Well, there's no questions. We can get right to approving the handbook if that's the case. So, I'll look for a motion to approve the Woodland handbook for 202526. So, moved. Motion by Chris, second by John. All in favor. Unanimous. Thank you. So, we can move on to the improvement plan. Okay. Um, so, uh, for the Woodland, thank you for having such a good model, by the way, for the other schools to follow. wanted to give

073a shout out to that. Sorry. Thank you. Well, I I'm resisting the urge to sarcastically say I changed everything. Um but yeah, absolutely. Um so looking at the Woodland School improvement plan moving into fiscal year 26. Um the plan is comprised of one three-year goal and two one-year goals um to really hopefully um move and drive some change that will make the student experience better within the Woodland community. The first goal um that we have proposed in our school improvement plan um is built around the implementation of the expeditionary learning curriculum in year one. The goal is for us to really be seeing students accessing grade level or higher text in all learning environments throughout the day. Uh this includes for our students who are learning English, our students with disabilities, and our general classrooms

074across the board. over the course of the three-year plan, our intent is to see growth and achievement. Um, Woodland is a very high growth school in terms of we um see our students make significant strides each year in math and reading uh in learning English and in almost everything that they do. Um we're really looking here to target achievement. Um where um we've had some positive movement there, but that is where we would like to see the most um it's hard to say growth and achievement because growth is one metric and achievement is another. But really looking for those achievement scores to increase over the three-year implementation through that work. A key foundation of this is a successful implementation of the program. Um, one thing that you'll actually see throughout my plan has been talk

075of increasing time during the school day for students to collaborate, uh, for teachers to collaborate in preparing highquality lessons and adapting their instruction for their uh, for their students. Um, and that is something that I've planned for through the scheduling process next year at Woodland to double the amount of common planning time that our teachers have to do that work and to have the conversations about data and to um do what's necessary to move this forward. So, that really kind of summarizes that that um three-year goal with the first year being making sure our students are accessing grade level um materials with the hope that year over year over year we see our achievement scores increase and hopefully a rise in the number of students exceeding expectations on standardized assessments. Um, our second goal builds

076on work um that's been ongoing at Woodland and that we've had some success with, but we're not to the point yet where we're satisfied. Um, and that is reducing the chronic absenteeism rate at Woodland. Moving into this year, uh, or when I wrote this document, we had significant improvement as of this morning. The numbers are a little bit more updated because I looked at them. the school itself is running about 4% better um with our absenteeism rate this year and our English learners uh who were our student group with the um most challenges um are actually 7% better as of today than they were at this time last year. It was 5% at the time I created this document. Um through this work, we're looking to start having push-in SEAL lessons once a month into

077each classroom. um to help students learn um coping strategies and how to better man manage their emotions and their fears and their anxieties that are age appropriate but still require our students to be able to manage those those what feel like very big feelings for upper elementary students. Um our counseling team will be running these push-in lessons. Um they'll be pushing in once a month during the students win block which is their intervention block. um trying to do as much as we can to focus that during our consult weeks. The reason we're trying to focus those lessons into the consult weeks is that's when our interventionists are doing consultations instead of running intervention. Uh which means that the students wouldn't be missing those services when we offer that. Through the year, we look to create

078a common language that all of our uh faculty and students can use to have conversations, routines, and practices installed throughout the course of the year to hopefully um not only improve our attendance. That's to us a very quantifiable thing that we could put in our plan, but we're also hoping informally to see um an increase a decrease in the amount of um dysregulation that we see periodically from students throughout the school day. Our third goal um ties into increasing student academic discourse within our classrooms through their tiered focus monitoring program from the department of elementary and secondary education. This year, um, we collected data, um, about what experiences our students are having within the classroom, uh, related specifically to their acquisition of of English as a language, not necessarily direct instruction in English, but the

079experiences that they have throughout their school day on top of that that support that work that they're doing. Um, we saw a lot of great things through our classrooms, but one thing that we noticed an opportunity for growth in is the amount of time that our students are engaged in elongated academic discourse. This is studentto student or student amongst a group of students having conversation at length using academic terminology and talking uh in the language of the field that they're studying. So, you know, as uh Miss Bernson said, them being mathematicians, them being writers, them being engineers. Um, this goal couples with the work that we've been doing with Dr. Holly, and I think I can really summarize how this will directly connect ours. His team has been working with a group of our teachers

080on implementing strategies that provide culturally and linguistically responsive instruction within the classrooms. The majority of those strategies are focused around encouraging elongated academic discourse. So it's taking the training that our teachers have received through that program and implementing over the course of the year and our expectation is that we will see um our students engage within that academic discourse on a more regular basis and through that work continued um performance um across different measures. I just have one quick question. Sorry. Um, so thank you for all this. It's super helpful and I don't mean to hone in on this one because I know it's been like a repeat goal. Dave, on the absenteeism in MTSS, do we track like reason like is there any reason codes? Because I would imagine there's so much data. Obviously,

081we know it demographically, but are we able to get to like the why? Um, so we've done a lot of work with this and I personally as a professional have done a significant amount of work looking at at chronic absenteeism. Um typically uh what we find is the students who are really chronically absent are the students who find something tough at school or something if or it tough trying to leave their homes. Um when I talk with educators and a lot of people will go into like well these people went on this this person went on a trip or this person had this or this person had that. The profile of the chronically absent student across schools in the United States is pretty consistent. Okay. It's the kid who misses two to three days a

082month. Typically Mondays and Fridays. Okay. If you miss two to three days a month, you're going to be chronically absent over the course of the school year. And between kindergarten and your freshman year in high school, you will miss a year of school. So typically um what we find is that the student who actually becomes chronically absent is the student who they're running into that situation of it's more comfortable for the child to stay at home. Um we're keeping students home more on a regular basis and getting to a level of school refusal within that realm. Our finding in my experience is that we have conversations with families and parents but we be open and honest. And I I'll be honest, one of the things that I've gotten the most leverage out of and my

083team this year has gotten the most leverage out of is trying to deescalate some of the conversations about student absenteeism because, you know, my personal belief as the principal is that somebody's going to take their child on a once in a-lifetime vacation and miss a week of school. Fair. So be it. That's not going to result in the chronic absenteeism that we're seeing. It's the continual pattern of missing two to three days a week that really builds into it. It's super helpful because that really explains why the action items are what they are, which is kind of where I was going with it. So, that's a really helpful context. So, thank you for that. I also just want to say thanks for showing up at the third grade strings concert. I think it's awesome that

084you take an evening out of your personal uh whatever to be there to support students. Thank you. It was a great performance. It was shockingly no. They're great. So, so if I if I can just ask you a question or maybe make a statement. We've had a lot of discussions here about chronic absentee absenteeism and I I'm not so sure that the I'm not frankly I'm not convinced that the cause and effect is that a student's absent that's the reason for the poor performance. I think there's more things going on in students lives that are leading to the absenteeism that are leading to maybe underperformance than just not being here. I I've used this example before. If if our if our student representative missed Monday and Friday, I'm sure she'd still be in the top

08510% of the class. I I think there's more I don't think there's a you can just attribute it to that. And I know I don't have anything scientific or or statistically to support this, but I think our students have more challenges. Um it's not just easily quantifiable as they weren't here Monday and Friday, so they're not doing well in school. I think they have um again bigger challenges in their life or not bigger but equal challenges in their life and I I agree with what you're saying um but I what I do in my experience as an educator then is that it is a cumulative effect um there are students who can um go through things that no young person should go through or have to have a major surgery or has something like that.

086It's the pattern that we need to get ahead of with absenteeism is when it's year over year over year. The number of times in my career I've turned around and looked at students in fifth grade, sixth grade, seventh grade, eighth grade who've missed more than a year of school, it it's pretty it's pretty concerning. So, um, but there's also that cumulative effect because it it starts oftent times as other problems. So it could be uh similar to what you're saying. A child who struggles to read is more likely to school refuse because it's more comfortable to be at home because they're not doing that. And when we look at um truency reduction planning, uh which is one of the things I did mention in my in my details here. That's one of the things that

087we're trying to really accountable uh account for because you're sitting down with the child, you're sitting down with the family, and you're trying to get to the crux of why is this not happening? And when we look at our students who are also struggling to uh achieve, it's having those same conversations. We come up with plans that our students engage with an intervention. We have students with IEPs. We have MTSS plans. And to your point, it's trying to get to the crux of whatever those those problems are. And it's not the only thing that um that does hold students back. And you're completely right and I completely agree with you on that. But I do know that um I've yet to really see in my career the child who's been chronically absent through elementary school

088and into middle school and into high school that's been able to to maintain success over a long period of time. No, I I would agree with that. I just I think there's more to the absenteeism than I think there's just a lot a lot of challenges in their lives that are that are leading to this. Not I don't know. Yeah, maybe. I don't know what I'm trying to say, but I'm trying to say it. It's complicated. I think that's what you're trying to say. Yeah, it is. There's a lot of challenges for these these students. 100%. It is. Thank you. You got something? Yeah. Just quickly, not to sound like a broken record, but yeah, thank you very much for coming in to present. Again, know that there's a lot of work. Um, like the

089other principles, you know, just how to get more families to engage. I see there was a couple couple of parent volunteers that helped work on this. Um, and I know it as a team and I know it's great to have kind of some outside voice be there. So, just always just to implore you to to try to continue to have that community engagement. Yeah. To try to work on this. Absolutely. Develop these plans. Absolutely. And just to that um part in June 11th, we actually have uh parent engagement focus groups um that are being run partially by me, but a lot of the work is being done by uh somebody who's doing an administrative internship at Woodland, Kayla Harris, who's one of our third grade EL teachers. Um, so we're really looking forward to having

090conversations with families and actually been very happy with the response we've gotten people wanting to participate in that um because we do feel that those focus groups will give us more information than we're getting from surveys. So, well, and again, thank you for your your first year finishing up on your first year. So, we appreciate you uh being a part of our uh Milford Public Schools community. Thank you. It's been a great year. All right. Nothing else. Excellent. We did not vote on that, right? We're looking for a vote on the uh Woodland School improvement plan for 2025 26. Motion by Megan, second by Derek. All in favor? Thank you. Thank you so much. Thank you all. Thank you. All right. Open up next. So that brings us to an MHS vending machine funds request.

091So this request is coming from principal Otland. The total is $4,750 and in the packet he breaks down the six locations um that are all studentf facing that he's looking to distribute this money to. Any questions or comments with that? I don't see any. All right. So, I'll look for a motion to accept this request um for use of vending machine funds from Prince Island. Can I just add one thing? This was a um it was a town article if you recall. This is just a formality that we have to do to um accept the allocations. We do it every year. Yeah. Correct. Motion by Megan, second by Chris. All in favor? Thank you. All right. On to the report of the assistant superintendent for curriculum instruction and assessment. Part of your title. All right.

092I I just wanted to take the opportunity to um introduce Carrie Taylor as the interim assistant superintendent for teaching and learning. Um, if you notice, we we've changed the title a little bit only so it rolls off the tongue a little easier. It's the same job. Um, I appreciate that. Um, but but Carrie has has demonstrated over the time that she's here um just a wealth of knowledge with um facilitating curriculum initiatives. Um, I think that, uh, one of the things that I'm proud of is the way that the the math, um, the new math program was rolled out, and that was really all on on Carrie. Um, what I'm excited for in her in this new role is her I'm looking for forward to her supporting Carol as she's um rolling out this new

093uh uh her new curriculum because I think that Carrie can support that work. Um, I think that the skills that that Carrie has uh go beyond math. Um, I just think she's a she's a powerful leader and we're lucky to have her. So, I I wanted to introduce her to the the committee. Congratulations. Hi everyone. Um I guess I will just say that I'm not going to completely step out of math right now. Um we do have some math initiatives that need to move forward next year. Um but I'm excited to have the opportunity to kind of support all of our teachers and all of our students in all of their subjects um as we move forward um with teaching and learning next year. um specifically around the district initiative of literacy and will really

094be a focus at the the K8 level um and supporting Carol comments. Yeah, congratulations. It's obviously very welld deserved here. We're thrilled to have you. I think it's awesome also that you've had an opportunity to spend some time in the district because I think you've really built very strong relationships which no doubt will serve you well and I think it speaks volumes that we're really giving you sort of two of our largest initiatives in terms of helping own implementation. So, thank you for all the work that you have and will do for us. Yep. When I found out I my immediate thought was that this is a natural fit in progression. So, thank you. Looking forward to working with you. Congratulations. As Mike just you know stated, yeah, definitely natural fit. I think you know

095when you've presented um the new mass and the new math initiatives and programs and to see the gains that have that those that new program has already accomplished within our school district. I think you know it's you've you've set the bar high and uh looking forward to that that continued kind of progression on other uh programs. Yeah, I'll kind of echo what everybody else said. I think what you've brought to this district has been profound and I think it will continue to be so and I'm very very happy to see you in this role. All right. Thank you. Very good. Moving on. That's all you had, right? That's all I have. All right. Uh report of the school business administrator. Okay. Um so uh first item is the um FY25 budget update. Um the bottom

096line is 142,000 and um I think we're in um pretty good place right now. Um of course um this is active sheet I maintain every day now at this point as we are so close to the end of the year. So um there's there's still so many um like my checklist of end of year is very long. Um we we still have the time sheets employees to pay um through the 26.1 payroll which is really close to the uh June 30-day um and the salary acral we have to roll over to the summer to pay this um the teacher union and we have um some contractual payout to make and um also we need to close out some grants and a roll over the 27 months grants. Um, so it's going to be ins and

097outs um from the general fund and we need to close out um make sure all the revolving accounts are in good shape and um and we also need to review the open open PO um uh open POS to make sure like they're like the incumbrance is um accurate and um and after doing all this if we have leftover county, we can take care of some of the facility projects and try to like fit in in this year's budget. Questions on that? Quickly, obviously the one of the major ones is always the the transportation budget. Um do you foresee that being offset with C when circuit breaker comes through? Yeah. So um I'm I'm currently working with the town to um I'm still waiting for the fourth quarter um circuit breaker payment. So once it's in,

098I'm going to apply the offset to the general fund. Um it it's going to cover. Right now the tuition is um uh in black and so we should have more more Yes. payments back to transportation. Yes. If tuition stays in the black then then the whole any additional monies can help out on offset on the transportation side. Great. Thank you. Okay, good job. Thank you. Thank you. Almost there. Almost there. Yeah. All right. All right. That brings us to the consent agenda. Do you guys have the top sheet of the warrant? Yes. Would you like that? Please. Thank you. All right. So, one thing I am going to do before we start consent agenda is I'm going to pull the gifts aside because there's a lot of them and I would like to make sure

099that we recognize all of those. So, the consent agenda tonight is going to include the following. It's the approval of warrants. There are 31 of them totaling 2,391,466.73. It's the approval of minutes from the May 1st, 2025 FY26 budget hearing, the May 1st, 2025 regular meeting, and then the May 22nd, 2025 working session, and also professional development in the amount of $23,581.76. Motion to approve the consent agenda. Motion by Michael, second by John. You got me when I was looking that way. All in favor? unanimous. Thank you. Good job, Matt. That's only the second one all year. It's beautiful. All right, I did my part. Thank you. I'm going to move on to gifts. There are quite a few, so we'll we'll do a vote for the total of them um at the end, but

100I will read some of these here. Um Celebrate Milford has donated $28,000 for the purpose of scholarships for high school students. We have I'm guessing this is Mattall. The purpose is for multilingual literacy for woodland in the amount of $500. The Challenger Center for Space Science Education is gifting $3,76.60 to uh the Woodland Sixth Grade Science. And then we have community initiatives handing over a gift of $8,000 for Stacy Middle School Project Lead the Way. And there are quite a few gifts um from Milford Family and Community Network. They are all for contracted services and supplies. The first one is a total of $480 from a number of sources. Then there's a $225 one, $25 and $15. And then finally, there is a grant for $5,000 from the University of Wisconsin at Madison, and that

101is for the EL program supplies and materials at Memorial Elementary. So, that brings the gift total to $45,95160. So, we'll look for a uh vote to approve all of these gifts. So, move. Thank you. Motion by Michael, second by Derek. All in favor? Unanimous. Thank you. That's the not the roll pen. You supposed to say you just say it with such a smile. All right. So, I will pass this around for everybody to sign these. Um, subcommittee updates. I'm pretty sure there's been quite a few in the last month since we met last. You want to go first? Policy. Far away. Uh, no. Uh, so policy met um and we started to um well, we kind of indoctrinated Derek. He's really excited. See his face. Yeah. um have 148 policies. Um and so we um

102got our arms around it. We have a nice spreadsheet when they were adopted, last time they're updated, kind of a a swag at priority, and then um we're going to go through and figure out, you know, do they need to be updated, a light update, a heavy update, no update, pull it out or it's procedure. So um the three members of the committee we started this on our um ourselves just kind of our opinion and then the administration is going to do that as well and we're going to meet again and kind of uh coordinate how we're going to start to attack these policies. So um that was the meeting. Thank you. Nothing else over there. You got one? Yeah. Facilities. Yeah, we did. We did, didn't we? Yeah. Make that one. Yeah. Oh, I

103guess. Yeah. So, yeah, we had um actually we had two two meetings. Uh one regarding the EV charging stations. Uh basically uh you know heard a little bit more uh from from the gentleman that that came to us with the idea and and basically right now just trying to do a little more factf finding um how many how many faculty and staff would actually utilize that type of um you know charging station on on school ground. So I think that was kind of our our first thought and then even just looking at where these charging stations would go. So I think it's the next. So uh looking for we'll be getting feedback back from administration and I think from the the gentleman that presented he's going to give back the information on the locations if

104I recall. I don't sorry I don't have my notes in front of me. So so that second meeting was uh more from a general facility side. um met with Craig um and just trying to John had put together a very comprehensive list of questions uh going through a lot of those those questions and answers putting everything kind of in a in a single uh spot so we can all access that. The big part of it obviously is the is the roof. Um so they they've gone through they've they've moved the ballast off different sides of the roof. They found some significant uh you know leaks in patching as as they go along. There is some flashing that was also causing as flashing was built up over time that would also cause some some major kind

105of compromised the the water flow from being able to move off the roof and that's why we saw some significant leaking going on. Um so they're continuing to do that. There was I think they they they requested a little bit more money because obviously the as they continued on found leaks we wanted they didn't want to just uncover a leak and not do anything with it. So therefore by finding those leaks they're patching them up and moving along but still within the operating budget I got that all correct. Can I ask a question on that? What's the sense of we patch it and we hope and we think like kind of what's the expectation regarding how long that potentially serves as a solution? Yeah, go ahead. Well, so we have the assessment coming um after

106after July 1st, right? So, this was more or less a band-aid. We've appropriated the money to do the assessment, right? Coming what July or August over the over the course of the summer. Yeah. Um, some of the information we got in the in the pictures and the videos are dumbfounding as to how poor condition this roof is in. It's I mean, my own words, I don't want to speak for anybody else. if somebody in in facilities was up there in the last couple years, um they either didn't know enough or didn't care enough to do anything because this has been ignored and it's not anything on this administration. Uh it's not anything to do with the the current employees here, but it's it's been grossly ne neglected, I would say. Um that's as far as

107the roof. We we'll know more after this assessment is done. They they spent what $20,000 or $10,000 in a couple of days worth of moving rocks, looking at the condition, fixing the blatant patches, fixing the or hopefully fixing the um what what you call scuppers with which lets the water off the roof, but it couldn't get off the roof because somebody put a bunch of gunk there that made it puddle on the roof. So there there's a lot going on there. But we also talked about um um some of the other uh now I lost my train of thought. What else we talk about? Totally lost my train of thought. Yeah. Well, I think regarding to your point do I think that we're making good progression. We're making good progress. We you know they're they're

108the two areas of of major concern. They've they've moved the ballots. They found they found the holes. They're addressing the holes. So I feel like by at least that we should see significantly less leaks. Does it is it going to Did they get everything? Understood. Hard to really say, but I think it's significantly less. Again, as John said, they if we're seeing the pictures and we're seeing the pictures of the problem, so we you know, so if if it were to continue, then we could be like, well, wait a minute, we saw these pictures. Why why was it not fixed? So, okay. Thank you. Yeah, I think that next winter hopefully we're we're in much better shape. Okay. What what I was going to add that I I I drew blank on it though, we

109we talked about the the heating system at at at Stacy's school. We talked about some other facility problems and we've had we've gained more traction and more things coming forward I I think in the last month more or less than than I've experienced in the last eight or 10 years. So, um I'm I'm very optimistic that we're going to get things done that we haven't been able to get done that we've heard I mean teachers, students, parents, everybody complain about air quality, uh temperatures in the classrooms and it's finally getting addressed by facilities in the administration where it clearly hasn't been before, which has been a significant source of my frustration. Um I don't know how much it's manifested in this room, but I've I've had that. I know Chris and Matt know it because

110I I I tell them that in our subcommittee meetings, but I'm I'm very encouraged by the direction that we're going in. We have we don't have any absolute answers, but we have a lot of work um being done towards getting more answers than we ever have. Great. Thank you. I'm sure we've had a labor management meeting, Matt. Sort of nothing out of the ordinary. Uh if you were on the last one, Chris, it was sort of hard for the course. wasn't in this one. This week's one was canceled and there were a few schools that didn't were able to participate so very smooth. Okay. All right. Future agenda items. We got what you were looking for. Yep. Like to put on uh we are in Pride Month for June. I think uh it would be

111a good idea if we could put on a future agenda item uh a potential flag, a pride flag for the high school. Talking about a community that exists inside of the school system, they deal with high rates of depression. They deal with uh high rates of uh suicide. And I think that this being an awareness month, we care about all of our students. I think it would be a good idea that the administration should or school district shows that we also care about that. Okay. Um, let me note that down. May chat with you uh Craig on that one um before we put on a future agenda item. That may just be something that I think we direct at principal outlet to see about um doing something with. But thanks for that. Anything else? Thank

112you. No. Excellent. Keep it short for me. Okay. So, that brings us to adjournment. Uh, with nothing else, we will be ending our open session tonight and we do have executive session to speak about two topics. The first being um non-union Atwell employees and the second being contract bargaining for traffic supervisors. We will not be returning to open session. I do need a roll call though. Derek. Yes. Loud. Thanks. Oh, just yes. Yes. I'm also Yes. Thank you. Good night.