Worcester School Committee Meeting - 06-25-26

001Okay. Then we can get going. So, if you can >> Recording in progress. >> So, you can please stand for the Pledge of Allegiance and the National Anthem. >> I pledge allegiance >> to the flag of the United States of America. And to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> say, [singing] can you see by the dawn's early light, what so proudly we [singing] hailed at the twilight's last gleaming, [singing] whose broad stripes and bright stars through the perilous >> [singing] >> fight, o'er the ramparts we [singing] watched, were so gallantly streaming? And the rockets' red glare, [singing] the in air, gave [singing] proof through the night that our flag was still there. Oh, say, [singing] does that STAR-SPANGLED BANNER YET WAVE >> FOR

002THE >> [singing] >> LAND OF THE FREE and the home [singing] of the brave. >> Roll call. >> Member Alvarez? >> Present. >> Member Biancheria? >> Here. >> Member Benenda? >> Here. >> Member Guardiola? >> Here. >> Member Johnson? Member Mailman? Vice Chair McCollough? >> Here. >> Member Roy? >> Here. >> Mayor Petty? >> Here. Okay, I'm going to do the uh consent agenda E. Roll call. >> Member Alvarez? >> Yes. >> Member Biancheria? >> Yes. >> Member Benenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> We'll have to do this later. >> Vice Chair McCollough? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? >> Yes. Okay, we uh already did G, approval of the filing the budget. Did they already public comment? Person may

003member of the public may address the committee regarding any item before them for 2 minutes. They should name city residence and item number. >> So sorry. Good evening. I'm Joey Ford. I'm the founder and leader of Parent Data Force, independent educational watchdog and reform initiative. I come from Attleboro. Um and I'm speaking tonight to agenda item 6-72 regarding the district boundary and um realignment report recommendations. So, through the chair, families affected by this process can reach me at [email protected]. Uh for many disabled children, a transition is not a minor inconvenience. A child with anxiety, trauma, sensory needs, school refusal, or disability-related regulation challenges may depend on familiar routines, trusted adults, and relationships built over years just to enter the school, stay regulated, and learn. These are our most vulnerable students. They should be the most

004protected, not the students expected to absorb the greatest disruption. Tonight, this committee is moving forward with realignment while families are already encountering a transfer process that is not transparent or equitable. In one documented case, the family's 504 meeting was scheduled only to discuss portable accommodations and transition planning after a move. The actual request that the move itself be reconsidered because of the disability-related access needs was excluded from the agenda. The disability-based process was not proactively explained. The family had to discover it by going to the school, the parent information center, district administration, the quadrant office, the 504 process 504 going through the 504 process, and ultimately through DESE compliance. They were told that they they may be principal discretion. Later, they they were told that the transfer process was closed. Then they were told that

005boundaries could not be reviewed through Section 504. Only after sustained advocacy and formal escalation did Worcester Public Schools state that the the request had been reviewed under Section 504, ADA Title II, and Policy ACE. That is not equal access. Most families do not know these steps exist. Most families do not have an advocate. Many are too afraid to speak. And I know accommodations and exceptions have been made for some children, but it is not equitable when the pathways that allowed those decisions are not clearly identified, consistently honored, and made available to every similarly situated family. WPS policy says documented medical disabilities and unique circumstances must be considered. Equity must not be a slogan. It has to be a process families can see, understand, and use. Multiple families have contacted me about this. Before advocating realigning

006Before advancing realignment or removing safeguards, require a public process, named decision-makers, individualized disability and hardship review, clear clear criteria, written reasons, capacity facts, and a mean a meaningful appeal route. Um please stop wasting your time with all the through the chairs. You could use that time giving to the >> very much. I appreciate that. >> Thank you. >> [applause] >> Okay. Anybody else? State your name, city residence, and item number. >> Good evening. My name is Shauna Sylvia, a Worcester resident and parent of first, second, and soon-to-be kindergartner. I am speaking in support of the petition item CMP 6-9. Thank you, Superintendent Allen, and the district team for meeting with Worcester for safe student technology this week. We are encouraged by our shared goal, hands-on developmentally appropriate learning with technology supporting, not replacing, teaching. We

007appreciate We appreciate the district's willingness to move pre-K through K from one to one to three to one iPads, along with clear guidance for educators and a digital ecosystem guide for families. Because policy takes time, and childhood does not, I want to express urgency on this matter. My son starts kindergarten this fall. He deserves, like every Worcester child, a foundation built through books, play, conversation, movement, and real materials with technology used intentionally and only when research shows a clear learning benefit. At our meeting, we found a possible gap between district expectations and some families' experiences with devices. A structured review can help close it. The digital ecosystem includes devices, apps, license, support, and classroom time. Families and taxpayers deserve answers. What is being used? How often and why? What is the full cost? What evidence

008shows that students benefit? This is not anti-technology. It is responsible stewardship. Our return on investment should be measured as a return on learning. I respectfully ask one member tonight to request a formal timely pre-K through grade two review with an initial public report before the new school year and a clear a completion timeline. Technology should be used purposefully as a tool, not as the teacher. Our children get one childhood and one foundation. Let's get this right. >> Thank you. >> [applause] >> And your name, city address, and >> Hello, my name's Gary Hunter. I don't usually come to the school committee meeting, but I read the minutes all the time and uh I was uh like to talk about 672. I said looking at it and about uh changing the boundaries of the quadrants, um

009there's no way I can see that this would be any equity to all the school kids in the school. I think it needs to be looked at again because once you split uh and the people and the children, who's going to get what benefit? Is one section quadrant going to get folk learning and one section going to get odds? Are you going to have it in every section, which is doesn't seem very financial responsibility. I said so I would wish you would consider this before you vote on it and uh maybe send it back in get some definitions of what you're going to do with the kids. The second thing is um and I know this is a budgetary 67. Now you we have a $1 budget in the city. And they decided to cut

010off a couple programs and I can see they're probably not financially um the best. But we have children that have to have consistency. These kids need it and sending them off to another place, I don't see where they're going to get it. So 67 I think needs to be re looked at and please um careful with the our our children that need extra help. They're the last people we should be cutting off from the budget. >> Thank you. >> Short. Okay. Hi, my name is Kate Johnson. I'm here to support item 69. I'm a Worcester resident and a member of Worcester for safe student technology. I think that most people here understand and support that young children benefit best from hands-on learning and from engagement with real people, not devices. Kids this age should be

011writing out their letters, doing math with blocks, pencils, building fundamental portions of their brain so that they can develop into the students we all want them to be as they get older. When we are offering 4-year-olds, 5-year-olds, 6-year-olds a screen to learn math instead of these opportunities, we are taking away their ability to deeply learn. I understand that the pandemic put the district on an increased path to digital devices and we're trying to understand how to incorporate technology in our children's lives. But it's now time to make data-driven decisions that are in the best interest of our children. Why are we using a math app to teach our youngest learners when they have a qualified teacher in the room with them in the classroom? When the budget is a big concern right now and there

012are schools opening up libraries without any books for the children there? I have spent the last few weeks talking to parents of elementary school kids across the district and hearing countless stories of the misuse of iPads in these young grade levels. The current guidelines and strategies in place are not enough and they are not serving our students. We need to remove individual internet devices from the classroom pre-K to second grade and put that money to better use. I encourage you to take this petition to heart to recognize that over 450 people signed a petition led by a group of parents using our spare time. Can you imagine what these numbers could be if we had more resources at our disposal? There is a rising wave of caretakers in this district who are concerned about how

013much screen time our children are being exposed to in the classroom and they want an opportunity to have a conversation. Lastly, if you choose to recommend this topic to administration, I urge you to include a time frame so that the topic receives the timely care and attention it deserves. Thank you so much. >> What's your name? Must be a resident. >> Hi everyone. Uh, my name is Katie McCarroll. I am speaking regarding agenda item 672, the district boundary and realignment. As the district considers future boundary changes and school realignment, many families are concerned about how these plans may influence um influencing current voluntary transfer decisions and capacity determinations. We understand that planning for the future is important, which we understand that not every transfer request can be approved, but families deserve transparency, consistency, and fairness.

014Right now, many parents are left confused and frustrated because there does not appear to be a clear understanding of how decisions are made, why some transfers are approved while others are denied, or what criteria are actually being used. If future boundary changes or enrollment projections are being considered when determining capacity, families deserve clear communication about that process. There also needs to be some level of protection for students with IEPs or 504 plans because consistency support systems and trusted relationships are often essential to their emotional well-being and success in the school. Students entering their final year of elementary school or high school should also have protection after spending years within a school community taking away their to finish that journey alongside the classmates, teachers, and staff who helped shape their school experience is not just disruptive,

015it is heartbreaking. Every student deserves the opportunity to finish the journey with the community that helped them get there. As you consider the district's future through boundary realignment, I urge you not to lose sight of the students who are here right now. Long-term planning is important, but so is protecting the stability of children currently enrolled in our schools. At the end of the day, these are not just policy decisions or paperwork. These decisions directly impact children's emotional well-being, academic stability, and sense of belonging. Behind every transfer request is a child, a child who deserves compassion, stability, consistency, and the opportunity to finish the journey they started. Thank you. >> Thank you. [applause] >> Good evening. My name is Barbara Mott, and I'm the chair of the Worcester NAACP Education Committee. I'm here speaking on item

016C and P 6-9 GB 671 and item 672. For the boundary and re-alot alignment project, this is critical and far-reaching work, perhaps the most consequential work this district district has undertaken in decades. And I think you're hearing this is what the community is asking for as this move forward, transparency and equity must be non-negotiable. The public needs to see the full range of scenarios developed by the consultant, not only the options the district may prefer. For each scenario families deserve clear maps, enrollment and transportation impacts, and a public equity analysis. The community needs to know which neighborhoods are being asked to change, which may be protected from change, and most importantly, what each change is intended to accomplish. The district must also be clear about whether each scenario is reducing the systemic barriers that have

017historically concent- that have historically concentrated economic and racial segregation in particular parts of Worcester. We also need clarity about access. Who will have access to dual language, advanced learning, special education, and and um other areas. For every scenario the district should show who gains access, who loses access, and whether the proposal reduces or reinforces racial, economic, linguistic, and disability-based inequities. We also support the petition requesting the district to establish a new policy that revises the one-to-one device programming in kindergarten through second grade, and prioritizes learning that is developmental then developmentally appropriate. I think parents have already spoken about why that is so important, but I want to say that a shift in this policy will is a commitment to giving our youngest children the kind of learning experience they need and deserve. >> I'm not

018quite done. >> I know. Thank you. >> Uh $25,000 for books will buy 500 books, enough for only one school. A budget is a moral document. >> Thank you. >> And you are making your values clear. Thank you. >> [applause] >> Hello, my name is Heather Sanborn. I'm a resident of Worcester. I'm speaking on GNB 6-71, CNP 6-9, and 2-94.3. I'd like to say that I am aware that we are going to vote to approve the bullying prevention and intervention plan tonight. I am disappointed by this decision. I think that simply the name that we're putting it under, which I understand is probably legal, policy JICFB, does not give anyone transparency around what it is about, which is actually the bullying policy. I'd like to talk about the letter of the law versus the spirit

019of the law in which we're voting on this tonight. I understand that technically we held public comment in the operations and governance subcommittee. I think that the publicity and way that we promote subcommittee meetings is not adequate in order to get input from all stakeholders. Um, perhaps we could have more of a conversation, like a back and forth, and less of a 2-minute timed public comment. Um, uh, for specifics on the bullying prevention and intervention plan that is attached to the agenda tonight. I am having trouble with the annual staff training. I'd like to know, maybe you don't need to put this, but personally I would like to know how much time we're spending on professional development for bullying. It says that we are giving principals and administrative designees um, training on the BPIP and

020that they will then in turn train their building staff. I think that is inadequate. I think that staff needs to be trained by um by specialists. I think that they need to be trained by people who know what they're doing. Um we uh Sorry. Um for the teaching appropriate behavior through skills building, um it says that we are going to implement a range of academic and non-academic positive behavioral supports. I'd like to know what some of those things are. Um I >> Thank you. >> I We I think we are still missing, according to the DESE checklist, a strategy for providing counseling to or referral to appropriate services for aggressors and targets and for appropriate family members of said students, as well as chapter 86 requires schools and districts to administer a student survey developed

021by the department every 4 years to assess school climate and the prevalence, nature, and severity of bullying in schools, not climate culture. The survey results will be used to assess the effectiveness of bullying prevention curricula and instruction that is required under the bullying prevention and intervention laws. Please give money to schools books. >> [applause] >> We have one person I'll go ahead. Did you name city of residence and item number? >> My name is Katherine Holmes. I live in Worcester in District E. I'm talking on to first to finish uh Barbara's comment. Uh she wanted to say that she supported the the bullying prevention intervention and respectfully asked the community to defer final action, provide clear notice, and meaningful opportunity for the required stakeholders to review and comment, and then bring the policy back to

022the vote to a vote. And I think more largely uh trying to say whatever a policy is being created, how were parents, students, educators, and community stakeholders notified, what feedback was received, and how that feedback shaped the policy before you tonight. So I second her on that. And for uh CP6-9, I just want to express deep gratitude to the parents who are doing so much work so quickly um to just get out there and talk to parents cuz it seems what's happening is again, people aren't being asked. So, as soon as we ask them, "What you feel? What you think?" Everybody's got a story um about technology in the schools, and I think you should listen to them. Um the good, the bad, everything. Um on December 5th, 2024, a member mailman requested to develop

023a time on screen policy that was referred to the administration. 14 months later, on February 5th, 2026, the district presented elementary screen time guidelines to this committee. We were told the guidelines would be communicated to families in September. The first line of the guidelines says, "This is not a policy because because technology changes too rapidly." Los Angeles Unified Unified School District has 400,000 students. When their school board charged the district to develop a screen time policy by grade level in April, the district came back with a draft policy 2 months later. It was approved 2 days ago. The LA policy eliminates use of devices for the K1 students, the developmentally appropriate guardrails on instructional technology for all grade levels, and mandates that all existing classroom technology contracts be reviewed and detailed in a public report.

024Took them 2 months to figure that out. I will end with GB6-75, a request for a review of district assessments. How frequently our students are assessed by the district comes up a lot when we're talking to parents and teachers. I just watched an October 2024 school committee meeting where the research and accountability office explains that in addition to the yearly MCAS exams for 3rd to 8th grade, there are also district common assessments called interim assessments administered across most subjects, including specials, every 4 to 6 weeks starting in 3rd grade. While STAR exams are administered three times a year at baseline, but students who don't test at grade level, which is 2/3 of Worcester students, must take the STAR exam on a monthly basis for extra progress monitoring. But, we would like to know how much

025instructional time this takes away and how much data is meaningfully produced that helps teachers do their jobs and how many of those assessments are administered on a digital device. Thank you so much. >> Thank you. >> [applause] >> Okay. We have somebody online, I believe. Oh, we have another gentleman. Go ahead. >> Hello. My name is Louis Darden, proud resident of Alister, district five. I just want to come out here and say thank you for coming to the private having us last week in the private meeting. I appreciate your time. I'm here to speak on behalf of CP 69 and 671 and GB 67, sorry, that's the same one. I'm strong believer in less usage of technology with our students. Quite frankly, in every grade, not just the lower grades, but as of right now,

026we're focused on pre-K to second grade. I think there should be limited to no usage of AI technology and generally speaking, kids' development of their brain at an early age is very important with the hands-on learning. And we have professionals that we're paying a lot of money to teach our kids, so why are we going to waste additional money to have a babysitter like AI or iPads and stuff like that. Thank you guys for for listening to me. On top of that, I want to talk about the realignment of the district. As someone who frequently changed from one school to another one, I never had a chance to really develop a good friend group and long-term wise, I I know so many people in this city, but at the same time, I don't really have

027a friend group because of the amount of times I changed schools and districts and stuff like that. So, I think it's very important for our kids to stay in the same school with the same group of kids so they can develop that bond and that friendship that really long-term wise goes a long way in our community. Thank you. >> Thank you. >> [applause] >> Good afternoon, Fiona Nguyen Tenzin, 37 County Street. Um, I'm here to talk about all the items that were just mentioned by the previous speakers. Um, the technology does not need to be one-to-one from pre-K to first grade. I know the I think you guys did already vote on reducing that, hopefully. Um, thank you for that. Um, also, we do need to have more books in schools. I hopefully you guys

028would be increasing that budget in the future. I know when my kids attended Rice Square, um, when they were in first and third grade, they were given one book for the whole year, and it was a Curious George book, and it was way below their reading level. My kids were reading at fourth grade level, they were given a kindergarten book. That was embarrassing. That's when I took my kids out of the Worcester Public Schools for a few years, because they weren't learning anything in the Worcester Public Schools. Um, also, about the redistricting. Um, what I've noticed, and I grew up in the South, but I didn't go to high school here in Worcester. I grew up in a rural North Carolina area, but every one of the high schools in our county were had the

029same opportunities. We had the same sports, the same clubs, the same classes, the same AP classes, same opportunity. In Worcester, this big city of Worcester, we do not have equal opportunity in all of our schools. I think while we're looking at the redistricting, it shouldn't just be looking at numbers and how many seats are in each school. We should look at equal opportunity for all of the schools. They should have the same classes, the same opportunities, the same sports. They shouldn't only have um, a ski club at one school and not at the other. They shouldn't have only golf at one school and not at the other. They shouldn't have um, business tech at only one school and not at the others. They shouldn't have CNA at this school and not at the others. They

030shouldn't have early education program at this high school, but not at the others. They shouldn't have preschool at only one or two locations throughout the whole city. Every district should have a preschool. Every district should have the same AP classes. Every district should have the same uh, majors or Chapter 74, whatever you want to call it. You can call it whatever you want. They should have the same opportunities in all of the schools, in all of the high schools and they should have everything should be equal across the board and for it to not be it's just pure segregation that hasn't been updated since the 60s and I know you're looking at the redistricting for the first time since the 60s but it needs to be updated. Thank you. >> What's your name and are

031you a resident? >> Yes. Yes, I'm a resident of Worcester for a long time. Hi, my name is Athol Blank. I'm thanking for you to give me this chance to speak today. I'm a leader with Worcester Interfaith, a member of St. Mark's Episcopal Church. I work for United States Post Office and I'm a father of four. I'm not going to repeat everything everybody said about the change of the districts. My kids is going to Nelson Place. I have four of them. They are all on IEPs. Um two of them have autism. Um I know autism is a newer thing in the district not understanding what autism is. You guys look at the uh heavy spectrum of autism but it's a spectrum. So my kids are on the light spectrum of autism. They if they're not

032in the same um the same community or or the same teachers that they're familiar with, they lose. They they they they come back and they're not willing to learn and vibe and and and be able to achieve what they they need to achieve in their life. And I'm also um a firm believer of the IEP because I was a IEP. I have dyslexic. So I've been into the IEP meetings and I don't know when the IEP meetings have been changed over 20 years I'll say. The language in the IEP you have to be a lawyer to understand and that's wrong. We're supposed to be advocates for our kids. When we go in there we feel intimidated. We don't understand the language in the IEP and it's used against us when we need to to advocate

033for our kids and that is totally wrong. You know, I think we need to be do better for our kids. These are the new generations. I don't know if anybody has grandkids on up here and if they sit and and talk to their grandkids at night and and and see how they feel about their friends and stuff. Imagine them getting moved out of that school. See how you would feel as a as a parent, as a grandparent. So, I just think that we need to do better. We need to understand what's going on in our community. Go out, go to the schools, talk to these kids. Don't just sit up there and and think everything's okay cuz you're doing policies. Thank you very much. >> Thank you. >> [applause] >> Okay, we have some people

034online. We have Adam Salmon. Adam, I think you have to What's that? You have to unmute, Adam. We'll come back. Then, Ann Bureau. >> Hold on one second. >> Okay. >> Hello, my name's Ann Bureau and I'm a Worcester resident. I'm also with Worcester Community Connections of Seven Hills Foundation. And I'm here to speak on all the items mentioned before. I'm also a a grandparent of a child who's going into first grade in Worcester Public Schools and I'm very concerned about the overuse of technology. I would love for my grandson to have more direct instruction from the from the wonderful professionals in his classroom. Um, I'm also here to speak about the bullying policy. And want to make sure we're very grateful to Worcester Public Schools and Tom Tony for meeting with a group of

035parents to ensure there's a portion of the policy and addendum for this that focuses on children with special needs. Students with disabilities, including students with autism spectrum disorder, have or increased risk of victimization and may require additional supports to prevent identity report and respond to help them identify, report, and respond to bullying. This disability-based bullying, which can include can be directed at a client because of a disability, perceived disability, disability-related behavior, and and all those different areas. And examples of autism-specific bullying are mocking social communication differences, intimidate imitating um skinning behaviors, exploiting social vulnerabilities, deliberately triggering sensory distress, excluding students from activities. So, it's just so important we have a separate policy. Again, thank you to the administration for working on this. And um we're very grateful and the parent group is looking forward to

036continuing meetings to ensure there's an addendum to the policy that focuses on this. Thank you. >> Thank you. Next, I Georgia Lewis. >> Adam. >> Oh, Adam. I'll go with Adam. Adam. He's unmuted. Adam, you there? Having issues, I guess. Okay. We'll go back to Adam in a minute. Let's go to Georgia Lewis. >> Good evening, everyone. All protocols observed. I'm here to talk about um technology uh in schools related to kids in pre-K through grade two. I understand that, you know, this is a new approach our teachers are using, but my opinion is that kids at pre-K and up to grade two, uh they need to be more focused on development skills. You know, I think that some kids may not be able to learn on a computer. And the screen time, I think

037is is um affecting brain development. I think teachers, well, we probably need more teachers, and probably that's why they're um going to technology or computers or iPads to help with the learning process. Maybe there needs to be more teachers in the pre-K classes. That's probably the reason they're going to that, but I think that kids need to be limited with the screen time is affecting the kids' development. And I think that we need to cut down, especially in schools. I know for a fact that we can't control what children are doing at home, what their parents are, and so on. But at schools, in schools, I think we need to limit how much screen time these kids get kids get. Um my other um topic that I want to talk about is financial education in

038schools. I think it's very critical for the development of children, especially those leaving high schools. I think they need to know about credit scores. They need to know about um student loans. You know, I think this should be a part of their whole um curriculum, you know, especially towards graduating. So, I think that should be implemented. Uh we had a meeting with the superintendent, and he's in support of that. So, I'm looking forward to see at least some emails or something be sent about. I think this is a topic that we need to address because it can't It's more like a proactive approach, uh helping the kids to have good habits, uh spending habits, not leading to like, you know, credit card spending on credit cards and and reaching into bankrupt or even reaching to

039being homeless. So, I think this should be implant implemented in schools. Thank you. >> Thank you. >> [applause] >> Let's try Alan one more time. Unmute yourself, Adam. >> All right. Can you hear me now? >> Yep. Yeah, we can hear you. Is your name your residence? >> Yeah. Yes, I am. Assistant living. Yep, that's my name. My name My name is Adam and I have the same issues with the other woman that written in the last name is Mrs. Bell. We have the same issues. So, I have the same issues with my brother with me. So, yeah. >> I think we lost him. Oh. I guess we have to move on. Sorry, Adam, but we lost you. So. Okay. Thank you. So, close this part of the meeting out and uh we will go

040to report of the superintendent. We have report of the s- >> Mr. Mayor, can we have the public petition? >> Oh, did I miss it? Hang on. Where is it? Oh, I missed it. Yeah. Okay. >> Go ahead. We have a request that the city of West Springfield Committee revise the district's 101 device program to remove student individual internet connected devices from pre-K to second classrooms and prioritize developmentally appropriate hands-on, teacher-led learning experiences that support attention, language social development, and foundational academic skills. This change will not affect students who require assistive technology or accommodations through an individual- individualized educational program or a section 504 plan. And they will continue to receive all necessary supports and services. This change will also not apply to technology enrichment class or restrict or restrict an educator's ability to use

041technology to support teaching and learning. So, we have this your name and city of residence? >> Yes. Hello, my name is Noelia Chafoya and I am a parent of a Worcester Public School soon-to-be first grader. I am here to speak on item C and P 69, the petition I submitted in collaboration with the Worcester for Safe Student Technology, a group focused on advocating for safe, transparent, and effective student technology policies. The petition has collected 455 signatures representing all of our schools, 52 spanning from every age from preschool through 12th grade. More than half of signers are families with students in preschool through second grade and 84% represent elementary school families. Additionally, 77% of respondents identified as parents and caregivers, 22% as educators and Worcester Public School staff. This petition is backed by city coalitions and

042aligns with the city's goal to address youth screen time as a public health crisis. This data makes it evident that our community is united. In the 1970s, windows were not installed in school buildings because they were considered too distracting. Today, we hand every student a device that some of the smartest behavioral minds in the world design on purpose to be impossible to put down. We have gone from removing windows to handing children portals. There is an important distinction between technology education and educational technology. Technology education empowers students to create, build, and solve. Educational technology replaces real instruction with passive screen use that research does not support. And here is what we must truly hear. Educational technology companies are not required to meet a single educational standard before making their products available in our schools. Their

043products are sold on marketing and mascots, never on evidence, and not one of them is required to provide a real single benefit for our children. Our own educators are raising concerns. With the public school educators have communicated to us that children need to write by hand, read real books, build motor skills, and learn through hands-on experience. After years in classrooms, they are certain that screen time and devices have no place at this age. We're asking you to revise the district 121 device program and remove iPads and Chromebooks from preschool through second grade classrooms with some exceptions. This affects 34 elementary schools and approximately 6,162 students. We are not making this request lightly. We're asking you to take the 20 minutes of daily device use and return that time to teacher-led learning. The kind that has

044been proven to for decades to have the greatest impact on children's development and foundational skills. We are not asking you to do something new. We are asking you to return to what works. Our hope is that you will rise to the occasion and meet this petition for the 2026-2027 school year, if at all in an interim state, so that not another day goes by where a device hijacks our students' attention away from meaningful, life-changing learning. Thank you. >> Thank you. >> [applause] >> Okay, we're going to reports to the standing committee. What? Oh, yeah. All right, sorry. Yeah, I'm sorry. [clears throat] >> Thank you. >> Member Roy. >> Through the chair to most of my colleagues, you know I'm I'm not a big fan of a lot of technology. I think we've come very

045far, very fast in a very short period of time. Um I would like to make a motion um through the chair to administration to receive data and report on usage, on a report about um how the the devices are utilized, how much time is spent, um and to open further doors for communication between administration and parents that are concerned. Um so, if I could get that as a motion, thank you. >> Okay, we'll take that. We'll move off the item refer those both to the administration. All those in favor, opposed, so ordered. We are reports to standing committee, operations and governance. Member Johnson, is that you? We all set? I have a motion to approve. I think that's you. Are you OG? I think you're OG. >> I'm sorry. Yeah, so operations and governance met

046on June 8th, 2026. We took up three items, I believe. Um JB5-3 to explore expanding middle school sports with a high demand into 7th and 8th grade teams in order to give more students an opportunity to participate. On a vote of three to one, item was approved and filed. Then we had um policy JKA to review and adopt policy JKAA to align with the new state regulations. DESE requires this policy and accompanying procedures to be in place by August 17th, 2026. Um by vote of three to zero, the item was approved and filed. Um and Dr. Murray had sent us a a list of schools in regards to our the sale program and sub class classes in the Friday letter. And then we took up policy GJICFB to review and update, if necessary, that policy,

047which is the bullying prevention in accordance to it mentioned law requiring bi-annual review such as a on a vote of three to zero, the item was approved and filed. Member Bianca Perry made a motion to hold assemblies in all schools to educate students on bullying. And then a notice of completion to be communicated through a Friday letter. Member McCollum made also made a motion to receive information in a Friday letter or or resto restorative mediation professional development. Um and that is the report for operations and governance. >> Okay. Member Melvin? >> Thank you. Um I'm not sure to direct these questions to the superintendent or perhaps to um Tom Tony. Um and this is on the last the bullying policy. Um we had a we all year we have had parents um come and speak

048with us about their lack of um feeling that our bullying policy was consistent across the district and that we were following all the DESI guidelines. Um the last school committee meeting we had was particularly there were very specific there were chest checklists that parents talked to us about. There were multiple parents that talked about the subject. Um we were getting we were providing checklists, we were provided a bunch of different policy um items and it's not my subcommittee so some about professional development, um bullying interventions, assessments, and impacts and the next 5 days later we have this meeting um for O&G and we get a the a policy is delivered to that committee that does not include all of the items that were discussed before us. And I guess I'm bothered that um so since

049then I understand there has been a meeting with Mr. Tony and I think it was referenced tonight. And parents were happy with that meeting. But it was acknowledged in that meeting that there are improvements in this policy. And I what I hear from parents is that they want the policy ready for September for everybody. So if there's additional and I don't again, maybe it's to Mr. Tony. How do we make sure that the policy is addressed to include these parents um very developed concerns for September. How can we update this policy with what's needed? >> Mr. Allen. Mr. Chair, I'll defer to Dr. Morrison and Mr. Tony for the response. >> Okay. >> Mr. Tony. >> so, if I'm correct, the checklist that you're talking about is from DESI. Uh and we have gone through

050that checklist and we've got uh approval by DESI on that on everything on that checklist. Uh I think what uh we've been talking about with the parents is more of uh procedure to make sure that we're supporting our families and our schools and our kids uh in these uh when these bullying situations come up. >> And I guess I do. Why wouldn't that be our policy? Here's what we're going to do when we have a bullying situation. Why wouldn't that be part of our policy addressing bullying? >> Mr. Tony. >> Well, we are addressing it. I think when we're getting to a root cause like the root cause of everything, everything is going to be uh different in situations. So, our procedure and our uh and our paperwork and everything that is involved is for

051everybody. Uh and these would be uh like we talked with the group, kind of uh special uh procedures or for special uh students who this would help better support them through that whole process. >> It was my understanding that the meeting that parents that met with you were were happy with that meeting and they felt that the intention was to improve what we had put forward and to make it more transparent so that families could understand what was going to happen. All kinds of families could understand, not just the person with the exception this year because maybe that's a different person next year. So I I I For us to and my understanding was that we were thinking about putting an addendum on this policy or adding information to this policy and that again my

052concern would be if that's the case, why can't we do it this summer? Why can't we hold this till August to um update those policies so that our teachers, our schools, everybody knows what the what the deal is for September. >> Mr. Tony, um Dr. Morse. >> So through the chair, the bullying intervention plan is something that's redone every 2 years and submitted to DESE. So um Mr. Tony talked about the checklist, the criteria that's necessary to be included in the bullying intervention plan, which is pretty standard and set by Mass General Law. So when we go through this, there are different pieces to it. So the first part is the checklist ensuring that all of the essential components are included in our plan. The second piece is include different stakeholders and community >> [laughter]

053>> to look at our plan and understand what our plan is all about. But I think potentially what you're talking about is the bullying policy of the Worcester Public Schools, which is all of you you you set policy with the school committee, you would have the opportunity then to reopen policy that Worcester Public Schools currently uses around bullying to ensure that some of the things that you may be bringing up are included in the actual policy. The bullying intervention plan is the way we support the policy. And so I do see that the an expired bullying intervention plan does put the district in a difficult position. So it would be our our ask that the bullying intervention plan that we put before you this evening is approved so the district is in a secure space

054for the opening of the school year. However, the work that we continue to do with communities and families around improving our response to bullying would be work that Tom and his department would work with families around. So in sum, if the bullying policy is no longer sufficient, it would be the purview of this committee and operations and government to request that reopen it and review it and ensure that everything that is missing or is needed to be further explained can be added to that policy. >> That's helpful, Dr. Morris, and I'm just curious if that was discussed at the ONG meeting. >> What [clears throat] meeting? >> Through the chair, I was at the operations and governance meeting and the conversation we had public comment and there was some discussion around bullying and the policy,

055but this is the discussion around reopening and and reviewing the policy that you currently write was not discussed at operations and government, but it can be. >> Okay. So so then through the chair, actually maybe to the to the mayor. Um one of us should put another item on for our next School committee meeting to open up the Worcester public school bullying policy to include what these parents have talked about. Would that be correct? >> To include what? I'm sorry. >> Would that be correct? What Dr. Morris just said. It is our purview as a school committee to open up our own bullying policy to address some of the problems that were not included in the um >> Point of order, there's a pending item. Sorry, that's what I was trying to say. There's a

056pending item in subcommittee, so there's still a bullying item on the docket for us to be talking about. So that's why I just wanted to make that clear. Um that's actually why another member was trying to put a bullying item on recently and they weren't able to because there was a pending item in the subcommittee. >> Okay, so it's already in the subcommittee. Then through the chair to um and who's the the um person that handles your O&G? Who's the administrator? Is that Dr. Morris? >> Through the chair, I believe that part would be Dr. Morris as opposed to Ms. Consalvo who handles more of the >> Thank you. Okay. Dr. Morris, so there's an item already there. When will that come before the subcommittee? >> It's Dr. Morris, it's usually up to the chair

057of the subcommittee, right? >> Through the chair, we work directly with the >> yeah. >> Through the chair of the subcommittee to address when items will be taken in in and in what order. Right, but for transparency for the public, I mean we it is in conjunction with the district being ready with a policy. We we defer um my experience has been in the last 5 years that we defer to the um chairs of the sub I'm sorry, the I don't know. What is the proper title? The head of the liaison to the subcommittee to tell us when we're ready to talk about these and then you go to the clerk and say we're ready to talk about this. Here's the new policy. So if that is an open item that we're already working on,

058can you give us an anticipated dat um date as to when we will see that, um back to the subcommittee. >> Through the chair, to be clear, the uh student handbook for this school year has already been decided. So, it will be in place to start the school year. To revise the policy would require some legwork and some time. We wouldn't I would rather not give you a date today, but I will offer that we're we're as um interested in ensuring we have a a solid policy as you are, and I would rather work with the person um the committee head of the committee from the school committee to make sure that we're ready. If we just give a date and we're not prepared to have a thorough policy ready to go, then that would

059not be um fair or would not be the best use of our time. So, I would rather wait on um confirming with the head of the operation and government school committee head, please. >> And thank you for responding. And through the chair to the um clerk, when was this um item put on our um the agenda that um member McCollough was talking about? >> Through the chair, I'll have to get back to you. I'm >> Okay. Can I make that as a motion? I'd like to know when that um was put on our calendar and how long it's been sitting in subcommittee. Thank you. >> Maybe I'm wrong here, but to me this is a working document. So, if we pass this tonight, I know I think Heather has there's a group meeting now to

060add to the policy in the future. I think when they're ready, we should we should add that. Now, we should have it in sub in in subcommittee. So, to me this is a working document cuz the policy we have now is updated, correct? So, if we don't pass this, we have an updated policy until the school year starts. Is that correct? >> Through the chair, we'll have an expired policy if this isn't um passed this evening. It would be in the district's best interest to have a current policy in place. >> DESE standards. >> And then so we're not [clears throat] out of compliance with DESE. >> Right. So if something changes, we can change it. If people come in here, to me it's a working document. So we can change this, the chair can

061change this, and update it as the time goes on. Okay? >> Well. >> Member Johnson? >> Yes, thank you to the chair. Um So, I think um I guess what member Millman's trying to get at, I'm pretty sure she's aware of what what has been said. I I've had this conversation already. We we took up the um bullying prevention plan, which we are required to, and we have to submit to DESE by a certain certain time. Then we have our bullying policy, which we've had in the book for years, and every year we we take that up. This year they came with that bullying policy and updated it to reflect the behavioral prevention plan that we have in place, along with our policy that they have, and you know, we change some language or whatever.

062We If you look at that bullying the new bullying policy that we have in place, it's more concise. I think it explains a lot more than our previous policy. And the conversation I had with um parent the other day in regards to that was I was aware that now that there's that that working with Mr. Tony and the working group on potentially adding some language into the policy that we currently are looking to to approve. Um And what I said is kind of what you're referring to is at any point, once that work is done, administration could then put that on the agenda, and we could take that up in subcommittee, and add any amendment to our policy that that we need. Um I don't know where all the confusions coming from here. I I

063think it's pretty clear um where we're at. I would also say that and I believe Miss member Melman might be aware of this. I In In speaking with parent the parent um Heather or whatever, I did say that that policy bullying policy depending on the work that is being done will not be taken up this summer because we're not scheduled to meet and my meeting this summer on August 18th is specific to the realignment and redistricting which is a huge presentation. It's going to take a lot of time, a lot of effort, or whatever. And then I would then once it's ready, we will get that on the agenda. If there's an amendment to it, they want to change any language in the policy, I'm all for it. We We'll take it up in committee.

064We'll We'll take the vote on it and we'll do We'll do [clears throat] what we need to do. Um so that's my stance on that. Thank you. >> Okay. Thank you. Okay. Member Melman? >> Yeah, just a clarify through the chair clarification to member McCall's comment. There is an open item in that committee. Is that correct or no? >> Through the chair. Through the chair. [clears throat] Through the chair. >> Um member McCall >> is it's in TLSS. There's a bullying item and that's why we couldn't put a bullying item on when there's already something pending in a committee. That's why. But I agree with what member Johnson is saying through the chair that we absolutely can update that when administration has updates after they work with these working groups of family that I know

065are doing a really a significant amount of work to look at this from all angles as well as including our neurodivergent students and how that impacts them with bullying. So certainly the reason why you can't We can't put an item on is cuz there's one pending in a committee around that topic. However, if the policy change comes up from this group, they then work to put that NO G for everyone to review. >> So this So the pending item is in TLSS, not in operations. Okay, through the chair, I want to amend the item I said to find out when that item was filed for TLSS, and then who is the um school committee administrator for TLSS? >> Talk to Morse. >> Oh, [laughter] yeah. >> Same answer. >> Same people. >> Different chair, same

066answer. >> Okay. >> So So then, I guess I'm So Mr. Tony will be working with TLSS to update our policy. What's Then what is going to happen in TLSS through the >> That will be a whole conversation on the bullying item that is pending. The way our rules work, if there's a pending item in a subcommittee, you can't file another item around that topic. I'm not disagreeing with you that what you're saying is extremely important. When administration has that information, they will bring an item back to the entire school committee to adjust our bullying policy based on the work that they're doing with those parents. >> So is it So through the chair, last question, I'm >> This isn't that complicated. >> Well, it sure seems it doesn't. So through the chair, what is

067it doing in TLSS if it doesn't belong there? >> You probably put in the wrong committee. >> can't do any work in it. Why is it there? If it can only be in operations, why is it in TLSS? >> I forget, but >> I I'm sorry, through the chair. Correct me if I'm wrong. I I don't know I don't remember I knew that it wasn't I had nothing in my committee cuz we we kind of cleared a lot of things out. I'm not sure the the item that's in TLSS in regards to bullying isn't in regards to the policy. Has nothing to do with the policy. It's in regards the stuff with bullying. It has nothing to do with the policy. >> Okay. Then I'm going to assume we would be able to file another

068item. Thank you. >> Okay. Okay. Okay. So, for the items in OG, roll call. >> Member Alvarez? >> No. >> Member Being Caria? >> Yes. >> Member Benenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCullah? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? >> Yes. Okay. Teaching Learning and Student Success. Member Guardiola? >> Thank you, Mr. Mayor. Uh the Teaching Learning and Student Success met on June 11th, 2026. We had two items, uh 2-943 and GB uh 6-42. Both were approved on roll call, uh 3-0. The first was approved and we held the item for future updates. The second was approved and filed. Thank you. >> Okay. Everybody agree with this? Roll call. >> Member Alvarez? >> Yes. >> Member

069Being Caria? >> Yes. >> Member Benenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCullah? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? >> Yes. We are on N grants and other finance items, accepting a grant amount of $3,000 from Memorial Foundation for the Blind and $2,104 from Mass Cue um for collaborative market space at for Main South. Roll call. >> Member Alvarez? >> Yes. >> Member Being Caria? >> Yes. >> Member Benenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCullah? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? >> Yes, we're on O provide a report showing the item improvements for Worcester Technical High School from

070pre-SOA Student Opportunity Act until the end of SOA showing how we ended up closing the gap between Worcester Technical High School and the regional schools. Member Mailman? >> Well, thank you for the report. Um I guess that what was is clear is you know, the Student Opportunity Act addressed certain categories and salaries. So, ours in theory our um salary structure within the vocational system is now is is better aligned with other districts. It doesn't and and I guess my question through the chair to and maybe it's I have to file another item. Um Do does our district look at what the other um regional vocational schools, how they are funded versus how we are funded versus the dollars that our kids get because clearly there was for many years a discrepancy. I think the capital

071skills grant have made a difference through the chair. You know, we are if we didn't have those who we'd be in a mess. So, I think the state has done something to address some of those inequities, but I don't know. I know your knowledge is great on this topic and um if there is something and I can work with you separately to show the community here what is different between the regional schools and our school and how they get funded. Um >> Okay. Mr. Holland, I'll call a second. So, the motion is to approve and to file. All those in favor, opposed, so ordered. To support the possibility of creating a guidance liaison or a guidance Q team position in order to fully support district counselors in college career readiness efforts. Let me send that

072approval to the file. Member McCall. >> I was just going to thank the administration for that and I appreciate the work that's being done around that. I know that, you know, that support will be greatly appreciated across the district. >> Okay, so motion is approved in the file. All those in favor, opposed, so ordered. Question administration provide a report on the projected students for enrollment in the 2026-2027 year for K through 6 in comparison to the 2025-2026 school year and current status of funding issues. Member Member Member Roy. >> Thank you. Through the chair, I'd like to thank the administration for the detailed report they provided as it gave most of the information that I had been looking for. So, I want to thank you for that. >> Thank you. So, motion is approved in

073the file. All those in favor, opposed, so ordered. This question administration request that administration provide a detailed report on the current custodial and ground staffing at Foley Stein. Specifically, the report should include the total number of custodial staff assigned to Foley Stein and the total number of ground crews staff assigned to the facility, a breakdown of full and part-time and contracted personnel, a clear outline of the roles and responsibilities for both custodial and ground staff. Motion is approved in the file. Member Guardiola. >> Thank you, Mr. Mayor. I just want to thank the administration for the report. Obviously, when this item first came to fruition, there was a lot of concern about what was going on at Foley Stadium, who was in charge of what. There was around safety of our students and those who

074come to watch sporting events there. I appreciate since that time I've heard feedback back from parents and coaches and students that have said that that it has increased in maintenance, which I truly appreciate. I will uh continue to keep my eye on this, but I I appreciate all the work and I appreciate the the detailed report on who is in charge of what. Thank you. >> Thank you. Okay, motions to approve and the file. All those in favor, oppose, so ordered. Request data on enrollment participation of Hispanic Latina student, I'm sorry, Latin next students in advanced coursework and recommend action to increase access and support as needed. Uh motions to approve and the file. >> Yeah, I had a >> Uh member Alvarez. >> Thank you. A couple comments uh regarding my item. My So,

075my original item um it was reworded just so it can fit for tonight's uh for this item on tonight's agenda. But, originally my item requested data on not only advanced coursework, but also on enrichment activities. And although I do understand that the current that currently we do not collect data around how many kids are joining our enrichment activities. Um I do want to know what are we currently doing? If we're not collecting data, what are we currently doing to keep track of what my original item requested. >> Oh. Is that all? Through the chair, so we'll take a I don't know what the original wording of the item is. We'll take a look at that and we can provide a more detailed follow-up in response to whatever the original wording was. >> So, my original

076item said request data on enrollment enrollment data, excuse me, request data on enrollment and participation of Hispanic students in advanced coursework and enrichment activities broken down by subgroup and recommend actions to increase access and support. Instead, what was submitted was request data on enrollment and participation of Hispanic / Latinx students in advanced coursework and recommend actions to increase access and support as needed. And what I What was returned to me was just a number of Hispanic {slash} Latinx students in AP courses for school years '24, '25, and '26, which is awesome, but I do want to know I want that information to be broken down more. So, I want it to be broken down by school, grade, gender, multilingual learning learner status, special education status, and anything else that would be relevant for for me

077to understand and for the public to understand uh where our Hispanic {slash} Latinx students who are taking AP courses, where are they located, what grades are they in, what courses are they taking. Um I think that's going to really help understand and paint a picture of how I wanted I want my item to be reflected with >> Okay. What we can do is recommit the report and get the report back. >> Thank you. >> Okay. There's a motion to recommit. All those in favor, opposed, so ordered. Next item up is uh request information on the West Just forget the right one. Yeah, request the information on what the public schools plan to educate, provide individualized social emotional health supports, as well as specific learning disabilities and behavioral interventions for students impacted by the the two

078closing alternative programs. >> Do you want to take that? >> I'll get that one, too. Here, specifically what resources, specialized programs, and staffing will be provided to help current and disengaged students reengage with their education, address their unique social, emotional, and academic needs uh planned for what's the alternative students transitioning to the Central Mass Collaborative. So, my recommendation is member Mailman. >> Just a quick follow-up. I'm not sure if um if we have a plan to receive reports back about this these populations that we're transferring. Would might there be a 6-month update for us um about how the transition went? Um what services do and do you also have information on the alternative school? Everybody was being reached out to separately, individually, the families and the students. And do we know how many are going

079to the collab? How many are going to choose a different path? Do we have any data on that? Oh, and I I guess I could ask for it in a form of report, but if you can tell us anything, that's great. >> Mr. Chair, I don't have the numbers here, so we can give a report, but a vast majority of the families are going to the collaborative, and we're making alternate arrangements for those families who chose different placements. >> Okay. >> I don't have the numbers in front of me, though. >> And is there there a way, you know, there's a lot of concern around Is there a way for us to get an update in 6 months or at the end of next Towards the end of next year, how how it went? >>

080Mr. Chair, I'm not sure what we'd be measuring in terms of how it went. We already have 300 kids at the collaborative. >> Yeah. So, no. There's not a way. >> I don't know what the question is. I don't know what we're measuring. >> Well, I'll think about an item. Okay, thank you. >> There's motions to approve and file both. Those in favor, opposed, so ordered. Next item up is motion to receive report on the potential savings by eliminating software and hardware at the K-2 grade levels. And to authorize the administration to enter a 5-year lease agreement to replace 6,000 Chromebooks in accordance with the district's technology replacement schedule. So, we already did all this, I think, but motion is to approve and to file. Those in favor, opposed, so ordered. Next item up is

081to formally recognize and honor the retirees of the Worcester Public Schools for the years of dedicated service, commitment, and contributions. >> Mr. Chairman, if >> slides. >> Yeah. Um if we can ask Dr. Koo to come up to make a a small presentation. Just I'll kick this off. Um you know, I think we get busy closing out the school year and then getting ready for the next school year and it's appropriate maybe to pause for those who gave many years of service to the Worcester Public Schools. And so, just want to recognize some of our educators who um this week was their last week of teaching for the school schools and the school community just, you know, um also extend their appreciation to these folks as well. So, if I just a couple minutes with

082Dr. Koo. >> Dr. Koo. >> So, thank you. Through the chair, I'm excited this year to always do this and I don't think we have anyone in the audience tonight. If you are here, you're please welcome to stand. So, as I'm clicking through all of this, I want to share some numbers with you. Again, if those of you are home, I recognize the school is over, so we didn't expect you necessarily to be here, but if you're watching, we celebrate you. I'm just going to give you some numbers as I scroll through this. We had 30 folks who actually completed this this year, but we actually as of June 15th, we had 114 completed um retirements for this school year. And that related to almost 2,800 years that they've given to Worcester Public Schools. So,

083just wanted to recognize that this this is a lot of years that these folks have given us and we thank you. We appreciate you and I always am excited each year to have the opportunity to share this with you. So, this presentation and slide is in the packet. I know that um Dan and his team have done a great job of posting this. So, again, we thank you for the work that you've given, the years you've given us, the families who've allowed you to give in your time to all the students that you support. Again, thank you and those are some big numbers and hours. So, forgive me as I click through each one of these because these are folks who did turn this in and it's a quarter of the total number. So hopefully

084we'll get more pictures and stories for next year. >> Thank you. >> [applause] >> Okay, so the motions to approve the file. Nice job. Okay, those in favor oppose so ordered. Next item is consider recommendations of the district boundaries. >> [laughter] >> Oh, you're still going? Oh, I'm sorry. I thought you ended the story. >> single person who presented is in here. It's important because you want to get more next year. Thank you. >> Okay. Sorry about that. >> [applause] >> Is this the way you want >> Yes. >> Okay, consider recommendations of the district boundary realignment report. >> Through the chair. So, uh Ms. Consalvo will uh just kick this off a little bit. What you'll see in the presentation, we have four slides I think uh for you uh with the intention that

085as member Johnson said earlier, a much longer presentation will be provided in August as part of the scenario release. It was intended that uh we would have some scenarios now, but as we took the feedback um from the uh public and then in working with our consultant, we realized how long it actually takes to build these uh scenarios. And so we want to be thoughtful with the scenarios that are developed. You also see Sorry, Nick, for giving away your whole presentation here, but you What you will also see um is a number of public meetings scheduled for the fall. This is not a presentation that will be in August with the expectation that the school committee approve something in August, but we'll use the entire fall um for public hearings and public comment to further

086refine scenarios and for the school community to adopt something um in December for implementation on the scenarios that are chosen for the 27-28 school year. So, with that, I'll turn over to Ms. Gonsalves first. >> Ms. Gonsalves. >> So, through the chair, uh the report that was attached to the agenda um just kind of walks through where we started and where we are today uh with just some of the alignments that we made, the instructional leadership um standards uh going through just how we've actually uh con- connected with um the vendor uh along with the comprehensive data analysis that we've done um as well as all of our community engagement. So, I will turn it over to uh Nick Stellitano from uh Dellinger Research and Applied Data and he can walk through the slides that

087we have tonight to just give an overview of of the community presentation and some of the data elements that we've had. >> Well, thank you very much and uh good evening uh to everybody in attendance today. Uh like uh it was mentioned, my name is Nick Stellitano. I'm part of uh Dellinger Research and Applied Data. We're Connecticut-based nonprofit that's partners with schools and districts uh around all things data, but in specific instances, especially in Massachusetts, we do a lot of uh work with redistricting and realignment. Uh excited to be here tonight. We'll try to keep this fairly uh brief uh as the superintendent uh but we thought it was really important uh in complementing the report that was put forth to the school committee. We wanted to really make sure we're setting the stage for

088the school committee and subsequently the subcommittee uh going into the summer to really I think set the table for a lot of the work that will be coming uh once school starts uh at the end of uh August and early into September. Uh so, first in terms of just setting the table, as was mentioned, we've started this partnership back in the end of January, early February, and it has been a whirlwind of engagements, discussions, facilitated uh forums, as well as a lot of the data analysis with the Worcester Public School team. So, first I just wanted to say thank you to a lot of the folks at Worcester Public Schools. They've been instrumental in helping us understand and work through a lot of the data, and I do want to put out a special thanks

089to a lot of the community members who have already engaged with us on a very meaningful level. In terms of engagement, I just wanted to highlight very quickly. We did have six targeted public forums that were completed and across the multiple formats to include virtual and Spanish only. We did endeavor to try to be spread across the entire district and make sure that we are appearing in different quadrants to help ensure that people had access to these forums. We did engage with approximately 200 community members and are really looking to try to increase that engagement as we move into the fall. We've issued out multiple different types of surveys and have collected over 500 pieces of information to help guide a lot of the work. In terms of thinking about how we are getting the

090word out and connecting, I do want to just sort of flag we've been partnering with the FACE folks along with the communication department, a lot of the nonprofits, different parents, and through a working group that we meet regularly, we are trying to get as much of the word out as we possibly can. We are trying to be very creative in terms of thinking about online and hard copy. I had the pleasure of attending WTY 97.9 and engaged on the radio to try to again build as much awareness as possible because we are seeking to get as much feedback as possible. In terms of the future engagement, I would encourage everybody to look at the report that was submitted, but as was indicated by the superintendent, we hope to have a three-month public window in which

091we'll will engaging uh, with as many different stakeholders as possible to help refine the various scenarios. And I do want to just kind of pause and sort of establish, cuz we did hear this a couple times from different parents, uh, no scenario has been created yet and we are in the process of really establishing, um, a solid foundation fed and informed by a lot of what we're hearing. Uh, to that point, I did want to sort of flag, uh, one of the big things that we did hear in these stakeholder engagements was around transportation. Uh, we heard loud and clear and that is one of the ways, uh, we are addressing this is through the partnership with the district transportation team in hopes of thinking about aligning, uh, bell times, thinking about optimizing routes and,

092uh, shortening, uh, walk boundaries as well. Next slide, please. So, to that point, uh, for the school committee's, uh, engagement, uh, both tonight and through the summer, I wanted to en- sure that you understood as we approach, uh, the scenario development both at the pre-K level and at the elementary, middle, and high school level that we start to contemplate and really think, uh, how we want to assess and what we want to think about when it comes to measuring the efficacy of a scenario. Uh, so to that point, through our engagement with, uh, the parents, the principals, uh, we had the pleasure of engaging with students, we started to develop these decision points, uh, that were grounded in equity. Um, that was one of the big key items that we had heard, uh, when talking

093with a lot of different parents. Uh, so when we talk about equity, we're really thinking about it in the context of ensuring transparency and objectivity. Uh, everything that we heard loud and clear was understanding what the process is, how decisions are being made, and how we can make that more clear for parents. Uh, one of the key items was acknowledging the growth and change within the district. Uh, I mean, I don't have to tell you all, Worcester has changed dramatically over the past 30 years. Um, the system that was developed years ago to help support, uh, that then population, uh, is not a great system that can support the current population now. So, it's really understanding the current context of this current Worcester and try to project out what the Worcester of tomorrow is going

094to look like so that the system can be as robust as possible. Finally, we did and want to make sure that the current work and the future iterations of these scenarios will be informed by stakeholder feedback. And when we say that, we mean all stakeholder feedback. And so again, want to toss out there this is the first district I've worked with that has put forth as much effort in terms of thinking about translation services, different languages in any and all of the products and in terms of the forms that we put together. So, when we talk about decision points, I do want to flag sort of what we're talking about and then we have two other slides that go into detail. So, the decision points are specific areas within the scenarios that we're hoping to

095better understand how we're trying to improve Worcester public schools across a wide range of different areas. Specifically, utilization, program placement, student pathways, and transportations. I will flag these are what we have developed through the engagement. I'm asking the school committee to contemplate these and provide feedback both in the context of are we hitting the mark? Are we missing anything? And how can we sort of improve these as we move forward? So, when we talk about utilization, we're thinking about classroom seats available in each quadrant and making sure that they're aligned with the number of students that currently live within that quadrant. Program placement is thinking about, for example, how many pre-K seats are available and are distributed across the district, right? In terms of thinking about how the overall population densities have changed, we need

096to make sure that pre-K classrooms are located where there are pre-K students. Student pathways, there are and I'll get into this a little bit a high level of out of zone placements that we found within the district, and so how can we think about uh aligning both where kids live to where they go to school, and thinking about how that affects transportation times. And then finally, in terms of transportation, thinking about how we can minimize those fairly long walk zones, and and making sure that as students travel to school, it's done so in a very effective and safe way. So, to get more specific, and again, just wanted to highlight how we're thinking about this. Part of when we think about looking over a scenario is making sure that we have objectives and measures that

097are measurable, and that can show progress towards what we're trying to accomplish. So, for example, in terms of utilization of program placement, the goal is to match student enrollment to the size of each building to improve operations and design boundaries to accommodate changing enrollment. Through the superintendent's goals, it was very clear, right? There are schools that are at their sort of bursting at the seams in terms of students. And so, one of the main goals that we're trying to accommodate here from across the district is making sure that schools are rightly sized for the amount of students that are attending that school. So, in terms of thinking about specific measures, if we think about expanding pre-K offerings, one measure would be percentage of elementary schools that have a pre-K classroom. We've heard loud and clear

098from the district and from parents that expanding full-day pre-K programming is a priority. And so, part of the metric for success as we think about the percent of elementary schools that have a pre-K classroom is our goal is to have 100% of elementary schools with a pre-K classroom. In terms of proportional distribution of pre-K seats across the quadrants, like I alluded to, over the past 30 years, the population of Worcester has changed fairly dramatically. And so, where we're seeing a high-dense population, and where we're seeing a continued growth in population, is in the north and the south districts, where currently the proportion the proportional number of pre-K seats that are available are lower than what you would expect. So, part of what we're trying to make sure that we do is as we re think

099about access to resources and access to classrooms, we want to make sure that the access or the rather the physical space or the physical classrooms are aligned to where the population is. In terms of addressing overcrowding and underutilization, it's important to note five schools are currently above 95% capacity and seven are below 75%. So, if you look at the graph on the or the chart on the right-hand side, those areas that are highlighted in blue are where your schools that are underutilized and the area the areas that have red are where you're overutilized and to some extent up to 113%. The yellow we can kind of say are in the a pretty good zone of where we think utilization is right now. So, in terms of thinking about how we can address that, one from

100a measure perspective, we want to think about the number of schools that are over capacity. Generally speaking, given the the context of this project, our goal is zero. We do not want to leave this with any school that is over capacity. Two, middle and comprehensive high school utilization rates. The goal in terms of this is thinking about it across the district so that the utilization rates are within plus or minus 5% of one another. Same thing goes for elementary schools in terms of utilization rates, we want that to be plus or minus 10% of one another. So, this is sort of an important point that I sort of want to identify is that it might seem that there are certain areas that are very specific that we could just tweak and that would fix the

101problem, but every one of these boundaries are interconnected and so a lot of what we're trying to accomplish is not just an isolated and acute fix, but a really comprehensive adjustment to the district to make sure that again, like I said before, that the solution that we develop for today is sustainable for tomorrow as well. Next slide, please. Another significant area that we had identified was student pathways and transportation. And again, I'll just read out the goal, to create a smooth and predictable journey for students as they move from elementary to middle to high school within the district. And so, a lot of the anecdotes and a lot of the stories that we heard from parents uh was generally speaking from the confusing nature of different boundary lines both in the context of elementary, middle,

102and high schools. So, a great example is uh Chandler Elementary School. Uh if you look into the right uh chart above, the dark black lines are your intersection between your Doherty North and uh South uh quadrants. Chandler Elementary School sits in Doherty. The yellow line represents the boundary for Chandler Elementary School. So, as you can see, Chandler Elementary School spans three different zones. And so, from the student perspective, their cohort as they go through their elementary school year will then ultimately be divided up into three different groups going to three different middle schools and high schools. This creates a lot of tension, it creates a lot of stress, and given how Worcester has been endeavoring to try to create a neighborhood feel for many of its schools, this sort of works against that. So, in

103terms of thinking about consideration, I do want to kind of flag one big thing that was sort of uh elevated, I know was sort of addressed earlier today on public comment. Um we found that about 14% of non-special education students attend school outside of their assigned zone. Um so, I do want to make sure that this is readily or I want to make sure that this is obvious. When we are planning out the scenarios, we are adjusting scenarios based on where kids live. So, it's really instrumental from a policy perspective to think about how do transfers uh affect sort of our design process and what that could look like and what is the goal for when we think about voluntary transfers. Um again, ultimately what we're trying to accomplish through this realignment is a redesign

104of boundaries so that where kids live is where they can go thinking about that neighborhood school and ultimately thinking about how that then plays up to the middle and the high school level. Again, try tying it back to specific measures that we can use to help measure the efficacy of a scenario. One was keeping students student groups together. Currently, nine different elementary schools split to different middle schools. So, I gave you the example of Chandler Elementary, but um that is one of nine different schools. So, ultimately from a measuring perspective, we are trying to align that the number of elementary to middle to high school student pathways split across the multiple quadrants. Our goal would be to be have them be zero. Um ultimately, if you are in an elementary school, it should be located

105explicitly in one of the quadrants. In terms of simplifying zones, it's important to note that nine zones have boundaries that fragment neighborhoods and complicate complicate transportation. So, what do I mean by this? Uh there are many examples of where you have a school that has its immediate I'll make it I'll make it up about a mile uh circumference around the school is a specific boundary. And then 3 miles away, there's an island uh of which they've been identified as uh those kids also going to that school. Um and that creates a lot of again confusion and um I think just a challenge for a lot of parents when they're sort of thinking about this. I do want to stress, right? This is the natural consequence of 30 years of Worcester seeing positive growth, a lot

106of change, a lot of density. And so, ultimately at the end of the day, this is a natural consequence that is the whole purpose of realignment. It's why we're thinking about it. It was why it was a priority. And so, there are really a lot of great opportunities to I would say simplify the overall process. So, in terms of thinking about that area, uh we want to align middle school and high school boundaries. Again, as of right now, there is a misalignment between a couple of the middle schools and high schools. If this were to simplify that, we would love to um align and have a complete match across each middle school and high school for their uh their respective quadrants. The city-wide access to magnet and tech schools without using neighborhoods or quadrant lines,

107thinking about that from a zero boundary perspective, and then transparency and public accessibility of the specialized school and program lotteries and enrollment decision-making process, making sure that they're clear and understandable. Uh this uh opportunity or process that we've been doing has really allowed us to engage with a lot of different departments within Worcester. And so I know there's been a lot of work at the secondary level, and so we're helping use our time in terms of engaging with parents to help inform and provide them with some input that we're receiving as well. So, all of this to say is um a lot of these is how we're thinking about the scenarios, how to think about how what a good scenario looks like for the uh students and the families of Worcester, and uh at the

108end of the day would love to at some point, whether tonight or in future engagements, specifically in the subcommittee, to get feedback from you all about, you know, what does a good scenario look like. Thank you. >> Mr. Chair, if I can just say uh thank you for the presentation. Um you know, and we're calling these scenarios that they I'm not even viewing these as administrative recommendations. The scenarios are being placed out there for further conversations. These aren't saying this is what the administration is saying we have to do. This is what we heard from public input. These are scenarios we're developing. I can envision, based on conversations we've been having, there could be competing scenarios of a choice of this is we like this better than this scenario. And so that's a better use

109of the building in this way versus this way. We also have to fold in reality of the next couple of years with regards to finances and what the budget considerations might look like. So, we are a scenario is going to be the expansion of full-day preschool throughout the district, but that may need to be phased in over a number of years. We're saying the target for initial implementation is the 27-28 school year. I can assure you we're not going to be able to get the full-day preschool for all of the remaining schools by 27-28. It's just not financially possible. And we are looking at we the our building limitations where all of these scenarios are using our existing facilities. It doesn't consider any lease space or the acquisition of building or significant expansion of any

110of our facilities. We'd love to have some of our chapter 74 programs across the entire district. We know, for example, Worcester Tech, Burncoat, and South have automotive programs. It's just not physically possible to have those at Doherty or North. So, things like that may still be unique, but we want to have maybe Goddard Scholars type programs in every quadrant. We might want to expand those type of opportunities for students. And so, scenarios are going to contemplate that. But, there's also other limitations that the reality of either the buildings or finances we're not going to be able to do everything, particularly for the 27-28 school year. So, with that, the full list of scenarios that Nick and his team are working on will be presented to Operations and Governance at on August 18th. We envision that

111to be a multi-hour presentation. And then, again, those are scenarios, not necessarily recommendations that would then kick off opportunities for extensive public comment through the fall. >> Thank you. I just want to say that report was excellent for the update. Look forward to the results. Some people should be clear there are no there are no scenarios have been made up yet, correct? >> Uh that is correct. As the superintendent mentioned, and I I want to put I want to plus one what the superintendent said, but also sort of mention, right, given the complexity of Worcester, we're not going to have 10 different scenarios, right? Cuz that gets really complicated. Part of the work that we're doing currently is working very extensively with the working group, which has swelled in size, which I'm proud to say.

112Um has leaders from the district. It has uh different nonprofits. it has multiple parents from each of the quadrants as well as invited guests as they come in. And so part of what the superintendent is mentioning is this idea that we will provide the public with you all, the subcommittee with various iterative scenarios. And I do want to emphasize that, right? This is an entire design process. And so to the superintendent's point, we may get to a point where it is a philosophical choice. There is no, you know, no one right answer that needs to sort of be aligned to move the the work forward. And that is part of the work that we've been doing with pre-K in terms of thinking about, you know, centers of excellence versus making sure that we have programming

113in every elementary school. And so part of our job from Dillinger is to make sure we've run through as many extensive scenarios as we can, even though we might not be showing them all to you, but identifying to the superintendent's point both the impact and the benefit that it will have with students and parents, as well as making sure that it is within the constraints of uh call it reality, you know, given fiscal and infrastructure constraints. >> So we'll look forward to the August meeting you'll present those scenarios and I think your your slide said I thought September, October, November. >> Correct. So we'll be the first I would say serious meeting with the OGs in August 18th currently scheduled. And then we have a list of dates at least five to 10 going through

114September, October, and November leading up to the school committee meeting December. >> I think it looks pretty transparent to me and looking forward to the report. >> Yes, sir. >> Councilor um Member Mailman. >> Thank you. Um I'm really happy we're doing this. Thank you, Superintendent, for taking this on and I know um I appreciate your comment at the end about, you know, this is not all going to be able to be effective on um September of 27, but but I'm hoping we have a pathway to say these are the things we can address over the next number of years because um it's time, it's the right thing to do, and the meetings, which I have attended most every meeting, is what a lot of what we heard today. And I agree with you, we

115can't have electrical programs in every single high school. However, we might be able to manage engineering in every single high school. So, there's ways for us to think about different things. I um I really you know, the the whole part about community and their voice at the table is transparency, information. We are told through one of these meetings that 15 to 25 15 to 20% um are out of district students are placed out of district. That is a incredible. And I guess one of the questions I'll have going forward to the group and to you, Superintendent, is, you know, are we going to maintain boundary integrity? It's a serious project where the goal, you know, we've talked about magnet schools in every single quadrant so that there's you just talked about a gifted scholars program

116in every single quadrant. We've talked about you know, we have a dual language program at um at Chaney Head World. What do we call it now? World. So, we have one there. South quadrant, East quadrant. Can we have a real magnet school at um Burncoat in that quadrant. We're going to build a new high school. Everything is coming together at the same time and there's a lot of engagement. Mr. Foley's been instrumental in some of these meetings about the new Burncoat High School. Um And I think those that magnet aspect is something that creates equity. It's something that can help us create opportunity for kids in multiple different places, even if we don't necessarily have every single program in every single quadrant. Um and the last thing I just want to touch on, so I

117look forward to these meetings in the fall and thanks um Chair um Johnson for his work on OG, but um you know, one of the things that's out there for the state, not just us, but the state is um the lawsuit that was filed with Brown's Promise. And we had two organizations in Worcester sign on as part of that lawsuit. And it's about um I mean, I think that this topic it's not about, you know, it's about segregation and it's about the Gateway Cities not keeping up with fairness across districts in Gateway Cities. There is a huge item out there. And it's not we don't then we're not standing up in 2026 and saying it's bussing, bussing is the solution. We're standing up saying program. All kids need equal access to strong programming and um

118equitable access. So maybe in the pre-K schools we'll have pre-K programs for those that need it the most. That is equity. So I just um I'm super happy that we're doing this and thank you for your um um agreement to carry this forward and thanks Sarah for all her hard work too to um keep a a growing committee together. So thank you. >> Thank you. Remember Johnson. >> Thank you to the chair. Nick, thank you for the presentation. Uh >> [clears throat] >> Mrs. Keriazakos, superintendent. Um So I I just want to add that um on top of um um I'm I said Carioca. >> [laughter] >> I'm sorry. I'm sorry. Yeah, sorry Cassell. Um I I just want to say on on top of the the meetings that are going to start in September

119after the presentation. Um I've been working with member being carried by my colleague. We're also OG is going to kind of work together and piggyback on some of those um community meetings plus have a couple meetings of our own throughout different pockets in in the city. Those will be public just public hearings to hear from people. That will be run in in OG which I will try to line up with our school committee meetings so I could then come back and we could give a report on what we're hearing from families and stuff. So the communication is there, the transparency is there on top of all the other meetings that are going on. Um in the community around this. I I believe this is really um needed important work. I would probably I would echo

120member Mailman regarding the equity piece and and and and just aligning things to ensure that we have fair equitable resources for every student at throughout the quadrant quadrants that they they could attend. Um I would just ask in in regards to that so the messaging remains the same in that it's clear and um nothing's getting missing that you know, um we're working on this in OG in my committee. I'm kind of trying to take the bull by the horn working with Mrs. Cassell and Superintendent Allen and and Nick or whatever. If there's any concerns or any questions that we may any member or whatever may have in regards to this, Mr. Chairman, I would just ask that they just reach out to myself or Mrs. Casavant or or Mr. Allen in regards to that and

121we could work with Nick to kind of get whatever answers are needed. Just so we're not having people working in silos around this and and missing information and people not getting all the information. I just want to make sure that that's clear and that we're all working together on that. Thank you. >> Thank you. So, we'll we'll thank you for the report. And we're going to send that to uh OG and look forward. I think we look forward to the results and uh >> Yes, you will. Thank you very much. >> Those in favor of proposal ordered. Let's just skip to uh 6-7-6. To consider a recommendation of the superintendent to appoint Amy Grenet uh as director of nursing subject to contract negotiations to be effective on July 1st, 2026 or thereafter upon completion of

122the contract negotiations and to take such votes as uh required. Mr. Allen. >> I Through the chair, um after a selection process of multiple rounds, uh it's my pleasure to recommend to the school committee the appointment of Amy Grenet as the director of nursing. She's uh here, I believe even with her family. Um so, if she could stand just so we can put a school can put a name to the face. >> [applause] >> And again, just for transparency, this is one of the positions that the school committee does have to approve and uh approve a contract with. So, that's why it's before you today, but it's our the administration's high recommendation for this appointment. >> Congratulations. Yeah. Look forward to working with you. What's that? Oh, we're not voting now, are we? We approve

123We approve We approve the item, but we have still subject to contract negotiations. Okay. Yeah. So, mo- Yeah. >> [laughter] >> So, motions to approve and to file. Roll call. >> Member Alvarez? Yes. Member Biancheria? >> Yes. >> Member Banenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Thompson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCauley? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? >> Yes. >> Okay. >> Thank you. >> [applause] >> Okay. Next up, we have uh request that the School Committee approve the proposed 5-year school calendars for school years '27 to '32 and the '26-'27 school calendar be modified to reflect the changes made to the '27-'32 calendar. Motions to approve and to file. Oh, sorry. Any question? Member Biancheria? >> Thank you. Uh for '26-'27,

124I was just trying to figure out when we're looking at June 17th, so that would bring us right to if we have snow days, how does that I picked that ES, so how does that work? >> So, each day that there's a snow day would extend the school year by each day. We had six days this year. Um so it's a weird start to the year because Labor Day is so late and our practice has been to start the week before Labor Day. >> Okay. Just seemed like if we have snow days, we're going to be at the last week in June. That was I would what I I didn't know if we would. >> Through the chair. That's the dilemma that we were facing whether to extend. That's why we didn't recommend extending like

125the winter break longer because of the way that calendar falls this year. We know it's a dilemma. Um So >> All right. >> Hopefully we don't have two blizzards again. >> some extra bottles of water I guess twice schools and figure out how we'll get the fans there. Thank you. >> Thank you. >> So motion is approved and filed. Those in favor? [clears throat] >> Mhm. >> So ordered. Okay. We're all set? >> Okay. Next item up is receive report on the feasibility of expanding after school and athletic transportation services including pricing and funding sources. Motion is referred to administration. Member being carried. >> As it as it reads. >> Perfect. Those in favor? Those so ordered. Okay. Next is to review common assessments. Uh district created and state wide assessments from district created currently

126by grade. Member Mailman. >> Thank you. Um this was noted many times tonight. Um you know, one of the reasons we've said is we have to have the um devices in the hands of first and second graders is because of the common assessments and I think um we should be taking a look at how often um those assessments per grade as the item reads. So the rest of it is as it reads, but I think it absolutely goes in conjunction with what we need to do for technology. Thank you. >> Thank you. Those in favor referred to TOSS. Those in favor? Those so ordered. This brings us to the end of the meeting. Our next meeting is on July 16th. So Okay. July 4th and July 2nd is fireworks night. People want to come down

127on July 2nd. >> Yep. >> I'm not sure what the rain date is, but July 2nd is uh next week. So, happy 250th anniversary. Anniversary. Thank you. Motion to adjourn. Those in favor, opposed, so ordered.