Worcester School Committee Meeting - 04-16-26

001Recording in progress. >> Good evening everyone. Welcome to the Worcester School Committee. If 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 >> [singing] [singing] [music] >> Roll call. >> Member Alvarez. >> Present. >> Member Biancheria. >> Here. >> Member >> Banenda? Member Guardiola? >> Here. >> Member Johnson? >> Yeah. >> Member Mailman? >> Here. >> Vice Chair McCullah, Member Roy? >> Are they on? >> Mayor Petty? >> Here. Okay. Okay, we have the consent agenda. Just want to make sure that the two Scoopy two Scoopy members are on. Are they on? I think they have to be let in. >>

002Yeah. Got it. >> I think we have some attendees that probably have to be let in, too. Okay, maybe if they raise their hands. Okay. So, we have the consent agenda, section E. So, we can vote down the roll call. Roll call. >> Member Alvarez? >> Yes. Member BinCarria? >> Yes. >> Member Banenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCullah, Member Roy? >> Yes. >> Mayor Petty? >> Yes. Okay. So, we have recognitions. The first recognition is to graduate the Worcester Tech North High 4 by 200 relay team for the winning the MIAA Division 3 State Championship. Do we have them here? Are they here? Is this it? Oh, hang on. Are they here? No, okay. We can hold that to

003the next meeting. Okay. Is everybody here from them or North High? None of that. Okay, thank you. Okay, next one is to recognize the work of our parent library volunteers across the district. Remember Millman. >> Thank you. Um through the chair, I just um really admire these parents and their decades of effort. And um having lost libraries in the elementary schools, to now have a little bit of movement movement thanks to Dr. Manaras and and Brian Allen to um put libraries back. Um the next thing you need to fight for is to raise a bunch of money for the books through the chair and also to um work on the curriculum for the libraries. So, I'm super excited and I'm just grateful for um all that you do and I'm sure the whole school committee

004is because um cuz it makes a huge difference. So, thank you very much. >> Thank you. Are they all here or Why don't you come on down in front now? We had you Oh, come on down. Get your certificates we can present to you. Okay, we're going to go by alphabetical order beginning with your first name, I think. So, uh Ashwinder is not here, correct? No, okay. We have Amanda uh Valente. Amanda? >> I think she's on her way. >> Okay. We'll go on to that one. There you go. And the next one is uh Andrea Pete. >> [applause] >> Uh Andrew Keith. Congratulations. Andrea Campbell. No. Uh Ann Reader >> [applause] >> Congratulations. See Crossman asleep presented to Brian Crossman reckon You What's your name? McKinsey >> [applause] >> Okay, we have Chris Doyle.

005Dina Tedeschi Dina Thank you. Emily Nolan Thank you. >> [applause] >> Uh Jessica Wejasundara Did I say that? No. Okay. We have uh Jody Shapter Windtaling Windtaling. >> [applause] >> Uh next one is Is it Carrie Tow? Carrie >> [applause] >> Uh Kim Napolean Leon Kim Kristy Glover Uh Rashana Fulton >> [applause] >> Thank you. Marcia Saunders She's going to be here. Okay. Let's see. Uh Megan Songyee >> [applause] >> Thank you. Is it uh Patricia Is it Toe Debra? With Kelcom? Kel? >> [applause] >> Thank you. Okay. May you have uh Shaman? Is it Wejo Sundra? Yajaira Rodriguez? Not here? Okay. Here we have Yenny uh Bentez? No? And we have someone who just came in. Who was it uh Christy Guava? Christy, you here? >> [applause] >> Okay, Christy. Thank you very much.

006And uh want to get a group shot, everybody? Oh, Lila Lila. I'm sorry, Lila. Hang on. What's your last name? Pope? Okay. Okay. Let me see one. Congratulations. >> [applause] >> Okay, next we're going to recognize the Worcester Regional Resource Bureau's 2026 Isaiah Thomas Award recipient and nominees for the youth engagement in the community. Mr. George Tetler, do you want to say a few words? You can you can pick that microphone up a little bit if you want or just turn on the button's right there in the top part. Yeah, right there. >> There we go. Well, first of all, I've been deeply honored by being selected to receive the Isaiah Thomas Award. And the ceremony will be on April 30th at Mechanics Hall and it's going to be a special occasion for me and

007my family and my friends and all the people with whom I've interacted in the city over the course of many many years. But what is particularly special is that this year the Isaiah Thomas Award Committee is going to recognize a student from the Worcester Public Schools as the recipient of the award. Uh and that was a a process that was conducted by the high schools of the city of Worcester. Uh they each selected a student who do- displays tremendous leadership qualities in their school and in the broader community. And they're remarkable students, all of them. And today we're going to recognize these students from each of the high schools who have been uh selected by their high schools to participate in this event and uh provide them with certificates uh which they can frame and

008be proud of uh along with their families. There will also be certificates in the schools themselves. And I think over time as the Isaiah Thomas Award is given to others, uh this will be an ongoing tradition and I think it's very very fitting. Uh the Worcester Public Schools are really excellent in all manner of uh education and community involvement and leadership and uh it's really important that we recognize the work of the Worcester Public Schools as exemplified by these wonderful students. So with that, Mr. Mayor, if you would uh recognize each of the students, we'll >> I'm sure. You have the certificates in the uh >> We do. >> Okay, first one of the uh youth Isaiah Thomas Award recipient is uh Chelsea Oye Nwa. Uh Okonch Taye. That's Okay, I tried. >> [applause] >>

009What? >> [applause] >> Say right here. Okay. We have the nominees. Uh first one's from Burncoat, Yvonne Roberts. >> [applause] >> Yvonne Roberts. >> There you go. >> Congratulations. >> Next one's from Claremont, Kathy Alvarado Abrego. >> [applause] >> Uh Dorothy High is not here, but that's Comfort Dudou. >> Dudouit. >> [applause] >> Worcester Technical High School, Dylan Shepherd. >> [applause] >> Congratulations. >> Uh UPCS, we got Carther Naji. >> [applause] [applause] >> Congratulations. Congratulations. >> And then finally from South High, we have Jacqueline Affri. >> [applause] >> Congratulations. Congratulations. >> Jacqueline, congratulations. Okay, we'll get a group shot again if you want. Everybody wants. Yes, slide down a little bit, everybody, to your left. >> Okay. >> I'm ready. >> Congratulations everyone. George, thank you. Congratulations to you, George. >> [applause] >> George, he

010dropped his right there. Andrew, is it Andrew or What's his name? Uh Dylan? Is it Dylan right there? Is that That's Is that his? Oh, you got it. Okay. Thank you. Appreciate it. Okay, uh we're now in the public comment section. Any member of the public may speak and address the school committee regarding any item on the school committee for 2 minutes. Please show It's your name and say your residence. >> Yes. Fred Nathan Wooster. I'm just curious. Under letter N, the approval of grants and other finance items, what has the community preservation act got to do with anything dealing with the school committee? There is an amount of $382,000 for the stronger start Wooster district-wide playground initiative. It would be nice if like one of the colleges you would have done that instead of

011having to take tax money that people pay extra for the preservation act and have it taken out of that. I don't know. That's a head-scratcher. I hope other people catch on to that one. I mean it's it's nice what they're trying to do, but that should not have to come out of tax payer money. It'd be nice to see Clark or WPI or Holy Cross or UMass or anybody do this. It's a head-scratcher. I I hope other people pay attention to this. I mean here we are in another couple weeks or so, uh you're going to be dealing with budget items. Now, the fact that the the community preservation act uh decides to do this, you have to wonder if they have uh they've already collected, I think, around $10 million. At some point is

012the tax money going to keep on being used for these different things? It's going to be interesting come uh budget time if there any more cuts from the state or the fed. Be interesting. >> Thank you. >> Hi, good evening. Hi, good evening. Um I'm not sure how many times you have a recipient of award. Thank you very much. Come up and then do some comments, but here I am. Um good evening. My name is Dina Tedeschi. I'm a Worcester resident and a parent of a Worcester public school graduate and current eighth grader. My comments are regarding ROS 6-8 and a huge shout out to the hardworking culture and climate team and staff. The presentation tonight is definitively illustrative of fantastic improvements made within the district and schools and how scholars and families have benefited.

013Nonetheless, in conversations with several parents with children receiving special education services, these caregivers have had a very different experience in outcome or lack of response and outcome. These caregivers have serious concerns regarding bullying taking place in inclusion and other classrooms and how the district approaches need to be more unique and specialized to help and support children receiving special education services or on the autism spectrum. The approaches that have worked need some reworking and new approaches implemented because they may not be working for these kiddos. Regarding member Mailman's agenda item to recognize library volunteers across the district, thank you. These parents, family friends, grandparents, and community leaders are so important. And although there is great excitement and anticipation in staffed elementary school libraries, it is still critical to have these folks volunteering >> [clears throat] >>

014and supporting our children and schools in this literacy endeavor. Kids need additional exposure to people who love to read, love books, have lots of interests and backgrounds, and are there to support children in these reading adventures. I'd also like to comment on SA5-2 and SA6-1. I urge the school committee to hear these students truly and listen. Our scholars are committed to advocating for themselves and their peers, and I commend them for their dedication and support to their these agenda items. Regarding the nursing levels, these young people and future voters are expressing concerns and asking for the support. Can we do better? I'm about to wrap up. Can we do better than the nursing staff the nursing ratio guidelines? What supports can be put in place with schools, and including elementary schools, to support mental wellness?

015>> Thank you. >> Is there any outside-the-box thinking that can be done? Can some of these scholars be included in decision-making to help amplify their voice and concern, as well as help with mutual understanding with what the district can and cannot do? Thank you. >> Thank you. Anybody else? Please state your name, city of residence, and item number you're speaking on. >> Okay. Good evening. Um my name is Andrea Peak, and I'm a resident of Worcester. Um first I want to say thank you to member Mailman and the school committee for the recognition tonight. Being part of the library has been incredibly meaningful to me, and it reflects um something I care very deeply about, creating spaces where children can feel supported and engaged and excited to learn. Um and that's really why I'm standing

016here again tonight, because I'm encouraged by the direction of the work um of the focus of social emotional support across the district. The wellness um spaces that you're going to hear about a little bit tonight, they're incredible. They are the right steps, and I believe in them. Um as someone who is preparing to be a school adjustment counselor, I know this is the exactly the direction we should be going and I'm thrilled. But, we also need to be honest about the gap. Um, right now those wellness areas are in eight of the class eight of the schools and it's not consistent across the district. And they're only reaching a small portion of our students and for many children the day-to-day experience is still very different. Students are navigating peer conflict, bullying, social challenges without consistent

017support >> [snorts] >> and just as importantly responses from adults are not always aligned with the practices we know are effective. This is not about blame. This is just about ensuring that all staff are given the training and support that they need to meet students where they are because the truth is if a child does not feel safe, they cannot access learning. Not the curriculum, not the instructions, and not all of these opportunities that we're working so hard to build. I understand budget and resources are real considerations, but how we prioritize social emotional supports reflects on what we value most. So, my question is what is the plan to ensure all the schools get these wonderful wellness rooms um, and not just a few have access to these supports and the staff that are um,

018equipped to implement them consistently um, because we have proof it works and now we just need to make sure that it reaches every child. Thank you. >> Thank you. >> Good evening. My name is Joanna Jalbert. I'm a resident of Worcester, uh, an employee of Worcester Public Schools for the last 11 years. >> Thank you. >> I'm speaking on the report of the superintendent um, on the wellness room issue. Um, the wellness room initiative is an effort that Worcester should be proud of. Placing a priority on student mental health positively impacts our students, families, and school communities, and honestly a city as a whole. As a statistical highlight, gathered data from the activities of our dedicated 92 school adjustment counselors reveals over 157,000 points of care so far this school year. Which is likely a

019vast underestimate because people just are too busy to document everything that we're doing. That's a rough average of 83 clinical contacts per day per counselor and counting. As a clinician in the district who works with some of our brightest and most vulnerable students at the elementary level, I would urge the administration and the committee to dedicate resources to similar wellness initiatives for our pre-K through grade six students. As we all know, the earlier the intervention, the better the outcome. Additionally, with the retirement of our outgoing supervisor Jean Conway, we are hopeful that the district will place emphasis on high-quality professional development and clinical leadership. Thank you. >> [applause] >> Thank you. >> Hi, I'm Layla Pope. Thank Um I'm a resident of Worcester and I have two students in the Worcester Public School. I'm commenting

020on the superintendent report. I'm emphasizing the importance of cultural climate resources for elementary students. There are a lot of resources culture and climate are providing for secondary students. It would be beneficial to see these resources at elementary level because having SEL curriculum is important to elementary student development. SEL helps students build confidence to succeed academically. It also helps with social and conflict management skills. These skills take a lot of practice and school is the place that most students are getting that time together to use their skills. Please invest in social emotional learning for elementary students. In addition, the cultural and climate department utilizes the state required bullying intervention plan. The plan is on the website, but it isn't clear the process and way the plan is implemented within schools. Creating transparency and shared resources around

021the plan would help parents to communicate and understand how to support their children within the schools who have experienced bullying. The plan is in a review year. Please carve out time to hear from parents about this plan to create clear procedures, transparency with families, and support for our students during school time. Thank you. >> [applause] >> Thank you. Name and address. >> I I'm My name is Jean Conway, Holden resident, and I'm here to speak on the report of the superintendent. Um I am also speaking as a soon-to-be retired uh culture and climate supervisor. In this role, I worked closely with with Mr. Tony on um some aspects of the wellness rooms, and I'm so happy to see it evolving into something that's really sticking and working with our with our students. Um it's a

022wonderful endeavor, and I I hope I echo the expansion um to to other areas. Um for those that are less familiar with the role of the school adjustment counselor, they carry a wide variety of uh responsibilities. They work primarily with general ed students while also completing assessments and providing counseling services for special ed students. But at the center of their work, it's always student safety. They are the primary professionals responsible for for filing 51A's related to abuse, neglect, and exploitation. They are also the primary professional conducting risk mitigations, what we used to call the safety safety assessments, um for students at risk of harm to themselves, others, or the community. Um these are very complex, high-stakes situations that often involve life or death decision-making. Currently, there's nearly 100 adjustment counselors that rely on a single

023unit B administrator. There is growing concern that this remaining position may be eliminated, leaving them without the clinical guidance necessary to to safely and effectively carry out their responsibilities. From what has been indirectly shared with us, um, the culture and climate role will be reconfigured and there will be a creation of a manager position filled by a principal. One of my colleagues aptly compared this to hiring a principal, um, for the nursing manager position. No disrespect to the principal position. It's a highly important position, but so is clinical supervision for adjustment counselors. I strongly encourage the committee members and cabinet levels level leadership to ensure that unit B administrative continues and that there is a school adjustment counselor license, director supervisor license, and mental health license as well. And I also, um, hope that the

024leadership is essential to support staff safeguarding students and preserving the integrity of our mental health services, of which the wellness room uh, is one, very important, but only one component. Thank you for your time. >> Thank you. >> [applause] >> So, I'm sorry. We have a couple folks that came in late that were just trouble parking that from library volunteers and that we didn't know if they could still get their certificates. This is Kimberly Napolitano. >> [applause] >> And Patricia Deborah. >> Please step up to take a photo. >> Thank you so much. >> We do have one online who would like to make a public comment as well. >> Yes. So, you need to go >> Kimberly >> Patricia? >> Yep. >> That's yours. >> Okay. >> If you could please wait here and

025we'll take a photo. >> Come up and take a photo. >> To the chair, just real quick, I I just want to make a motion real quick just to suspend the rules cuz we were in the middle of public comment, so we need to suspend the rules in order to do this to go back. So, motion to suspend the rules. >> Please suspend the rules for this. >> Roll call. You could just do those that oppose. No one opposes. >> So, we're good. >> No opposed, thank you. >> Member Alvarez? >> Yes. >> Member Alvarez? >> Yes. >> Member Ben Caria? >> Yes. >> Member Benavenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCullah? Member Roy? >> Yes. >> Mayor Petty? >>

026[applause] >> Yeah, uh we have one public comment online. >> Do we have anyone else that would like to publicly speak? Name and address, >> Yes. >> please. >> Hi, my name is Jody Chapdelaine and I live in Worcester. Um the motion of um Sue Mailman and um recognizing the library parents, I just want to say that there were 70 parents on that list, but only that many that were here today came. So, I just want to emphasize the larger number of parents that are in these buildings helping out volunteering. The other thing I wanted to say too was this has been going on for 20 years. So, the women and men who came before us who have been in these buildings keeping these libraries up and running, I want this to be for them

027as well. Thank you for listening. >> Thank you. >> Hi, good evening. Melissa Verdier, resident of Worcester and the president of the EAW. Um I first want to say thank you uh Miss Mailman for bringing this forward about the parent volunteers in the library. When I took on on role, it was something I thought I was going to be able to do. I signed up for Thursdays. I have yet to actually be able to find the time to do that. So, um but I do appreciate the parent volunteers, and I think it's a fantastic program. Uh I wanted to speak on the report of the superintendent, and I'm kind of echoing some of the regards of some of the other people that have spoken. I mean, I know that the um supervisor of climate and

028culture, who is a former school adjustment counselor, um is retiring, and that job should have been on the bid list, and it was not on the Unit B bid list, which raised concerns for the school adjustment counselors. Um I have sent sent several emails asking to meet with folks about this. Um this the staff themselves were asking to meet with administration, so they could discuss this leadership position. That has yet to happen. Um I know that the EAW is meeting with the superintendent and the superintendent's team tomorrow, but that is not adjustment counselors, and they are the people that are looking to be spoken with. Um Wooster had had a um the idea of working with people, not and doing doing with, not doing to. And in this instance, it it feels as though as

029if this could be something that is being to, and we want to make sure that it's being done with. That being said, um I was running a little late tonight because I was on a call with the fourth and fifth prep enrichment teachers. And as much as I am excited to see libraries happen, I think it was very disconcerting for people to find out via Facebook that the job that they held in their school, in one of those seven schools that is is going to have a library time, is no longer that role that they had been. That was a really difficult way for people to find out. And again, I want to say, please >> you that you wrap up, please. >> I could have waited till the buzzer, cuz now I'm But what

030I was going to say is we asked that you do with and not to, and I would have had that done in 3-seconds if you hadn't stopped me. Thank you. >> Thank you. >> We do we have Jenny Pizillo? >> We do have someone online. >> Yes. >> Jenny Pizillo? >> Hi, thank you so much. My name is Jenny Pizillo. I live in Burncoat in Worcester. Um, I'm a Worcester Public School mom and I recently joined the Worcester Food Hub. I'm here to speak on item GB.645. I would like to thank member Guardiola for filing this item which calls on the administration to report on Worcester Public Schools nutrition's efforts to partner with local farms and food aggregation organizations to increase the procurement and availability of locally sourced food for students. This work matters and

031I'm grateful to the school committee for making this a priority. When the federal government canceled $616 million in local food for schools funding in the FY25 Farm to Schools grants, Massachusetts lost $12.2 million. The programs that were making it easier for school districts to buy fresh food from nearby farms rather than from a supply chain that starts in California are gone. The safety net for local food procurement is fraying and the responsibility for rebuilding it falls to cities like Worcester. And the stakes are real. The 2024 Community Food Assessment found that more than half the respondents struggled to purchase enough food in the past year. Our poverty rate is 20%. Households with children are 2.2 times more likely to experience hunger. We are lucky to have over 24,000 students in Worcester Public Schools eating free

032lunch and breakfast every day through the Community Eligibility Provision. School meals are one of the most direct interventions we have. There is a difference between food that was grown nearby and harvested recently and food that spent 2 weeks on a truck. A strawberry picked in Worcester County is a fondly given one second different food by the time it reaches a student's tray. The fresher the food, the more nutritious it is. Worcester already has what we need. We are so fortunate to have amazing teachers, administrators, and an office of food nutrition services in the public schools who care deeply about the students' well-being. We also have dedicated advocates, elected officials, and organizations like the Worcester County Food Bank, the Center on Food Equity, the Worcester Food Policy Council, and the Regional Environmental Council, just to name

033a few. These groups and many others have been showing up for food equity for years. We have farms throughout Central Mass growing food that could be on a student's tray within days of harvest. The pieces are here. I'd like to thank the school committee for asking this question, and I'm looking forward to seeing local fresh farm food in our public schools. Thank you. >> Thank you. And that brings to a close public comment. So, next up we have the report of the superintendent, our West 6-8 Vision to Action Culture and Climate Update Wellness Rooms. Mr. Superintendent. >> Thank you. Um as Mr. Tony, Mr. Creamer um come to the table for the presentation, this is really uh to bring the school committee and the community up to date on our um actions regarding wellness rooms.

034So, part of the tonight's presentation, you'll hear a little bit about what wellness rooms are, how students uh access the wellness rooms and the supports provided to the students uh within the wellness rooms. So, with that I'm going to turn over to Mr. Tony and Mr. Creamer. >> Uh So, thank you for the opportunity to present on our wellness rooms. Uh my name is uh Tom Tony, and I'm the administrative director of Positive Youth Development. Uh and I'll let my colleague uh introduce himself. >> Good evening. I'm Jeff Creamer, director of culture and climate, and this presentation's focus is on the culture and climate wellness rooms. >> So, next slide. So, in this presentation, we have three objectives, which we will cover in more detail in the upcoming slides. But the objectives are explain the

035wellness room structure and operating procedures, provide data to demonstrate the program's effectiveness, determine the scope of ongoing wellness room services. And the next slide. So, Worcester Public Schools is deeply committed to our culture and climate, which means creating environments where students, faculty, and families feel valued, safe, and that they belong. This commitment is guided by the the three key aims that you can see here. Aim one, increase feeling of value, safety, and belonging. Aim two, enhance the use of culturally responsive pedagogy. And then aim three, expand the use of restorative practices. Next slide, please. So, this brings us to our first objective, which is explaining the wellness room structure, operating procedures, and the available support provided by these teams. Next slide. So, as you can see, this image is a representation of what supports are

036in place for all students. At the center is our students, who have the SACs as the first level of support. Then our secondary at our secondary schools, we have our deans, wellness room instructors, and culture and climate assistants. Finally, we have our district leadership that that includes our culture and climate coaches. So, regarding staffing, the referral process process is typically managed by a wellness room instructor, the dean, or an adjustment counselor. Daily check-in and check-out procedures are handled by clinic clinical staff or other trusted staff members. Now, I'll pass it over to Mr. Kramer. >> Thank you, Mr. Tony. The core purpose of the wellness room is to be a dedicated, safe, and calming space. It helps students manage overwhelming emotions such as stress and anxiety. We emphasize its role in de-escalation and self-regulation. Students

037with escalated behaviors may complete a reflection, de-escalation activities, or other strategies such as box breathing to reset and return to class and minimize disruption. Next slide, please. >> We on the >> Okay, yes. The referral process for the wellness room is straightforward. Any member of the school community, such as a student, teacher, or staff member, can can initiate a referral, after which the administration or a designee determines if the student should use the room. A referral All referral information is formally tracked using the wellness room tracker form. Next slide, please. This slide you can see an overview of the procedure for addressing mental health needs of students exhibiting dysregulated behaviors linked to issues like stress or anxiety. Adjustment counselors and other clinical staff must be aware of these needs. These needs and strategies are also

038shared through scenario learning at our monthly meetings with the deans and wellness room instructors. Collaboration is key to these needs and the success of the wellne- wellness rooms, especially with returning the students to class. Our school teams are awesome and have done an incredible job supporting and collaborating with staff, students returning to class, and communicating with families. Next slide, please. This slide shows a procedure for escalating behaviors that are disruptive. The procedure is similar to the procedure from the previous slide, such as how we refer and assign students to the wellness room and assessing the situation with a team approach. A significant difference is the restricted time of 30 minutes in the wellness room for discipline reasons. Prioritizing a student's return to the classroom and maximizing time on learning is essential. Therefore, staff members operate

039diligently to address student needs in a prompt and effective manner. Next slide, please. The wellness room tracks visits using six descriptor categories: academic support, which involves helping students with specific learning needs, break space, which is a calming area for students to take breaks and reset, and restorative practices, which encompasses mediation for structured conflict resolution and restorative circles for community building, problem solving, or conflict. The category also includes therapeutic supports for emotional and mental health assistance provided by appropriate staff, checking connect for support provided to students transitioning back into class or school, and behavior, which is used when a student displays concerning or disruptive conduct. Now, I'll pass it back to Mr. Tony. >> Thank you, Mr. Kramer. We are now Next slide, please. We're now going to transition to our second objective, which is providing

040data to demonstrate the effectiveness of the wellness room services. Next slide, please. So, this slide shows the data for middle schools. The data reveals a high total number of visits across all institutions. Bernice B. Middle School has the most recorded uh 100 and I excuse me, 1,334 total visits. Looking at specific support categories, Bernice B. Middle also shows a high volume of therapeutic support, reaching 897 visits. We should note that these are visits that are around mental health and emotional needs, not medical or serious mental health emergencies. Mental health and medical needs have their own protocols. As we move on to Forest Grove Middle School, we see that they they are demonstrating a high use of social and emotional support totaling 459 visits. At Sullivan Middle School, which has had 154 recorded visits, behavior is

041the most common reason for the use. Along and at West Middle, the behavior category recorded the highest individual total total with 127 visits. We see the behavior descriptor it often refers to minor behaviors such as inappropriate language, horseplay that leads to physical contact, or disruption of class class rather than severe incidents. Next slide, please. So looking at the high schools, we see a significant a significant total of visits especially at South High South High School, which recorded 771 total visits with 649 of those visits inputted for a break space. Dorothy primary use shows high numbers in behavior and break space. North High utilizes the room the most with 198 students and also shows a high uses of therapeutic support and break space. Worcester Technical High School wellness room was used by 55 students for for

04295 total visits with the most frequent reasons being break space, therapeutic therapeutic support, and and check-in and connect. As as we see less usage of the wellness room, we must take into consideration that they that this may be due to when students have shop for whatever reasons, that that communal appeal, the hands-on experience, and the shop environment seems to serve serve as a therapeutical purpose for many of the students. One improvement the Worcester Technical High School team has noticed is that their reporting figure figures are likely impacted by inconsistent internal record keeping. They have identified the discrepancy between staff log ins and student sign-in sheets and are currently implementing corrective measures to ensure more accurate reporting moving forward. Next slide, please. So, uh, many school committee members are already familiar with the Bright program presentation

043given by Burncoat High School and know the that Burncoat High School uses the Bright uh, model for their wellness rooms, which is why Burncoat High School was not included in the previous slide. The Bright model has similar similar, but yet different requirements and serves students with intensive mental health needs, attendance issues, significant trauma history, or other mental health-related concerns. The clinical data for Bright students during the 2025-2026 school year details the supports provided including 230 student check-ins for face-to-face clinical support, 335 family contacts to maintain strong family connections, seven managed crises, and five performed risk mitigation screenings. There are similarities between the two models such as clinical staff attached to the to the to this room, academic support, and monitoring student enrollment in that program. Next slide, please. We now turn to our third objective,

044determining the services provided by the Worcester Public Schools wellness rooms. Next slide, please. So, based on the data summarized from the wellness rooms in the Bright room, these spaces provide several key services. They function as a serve Excuse me, they function as a safe, calming area where students can take a break and recharge to manage stress stress and overwhelming emotions. They are used for de-escalation of escalated behaviors, supporting students in self-regulating and completing a reflection before returning to class. They offer services like daily check-in and check-out with clinical or trusted staff members along with calming resources such as mindfulness and sensory items. And finally, they serve as a space to help students react to make after extended absences, suspension, or hospitalization. Next slide, please. So now, let's discuss our plan to continue this work and

045adjustments needed to for improvement. We'll continue to offer scheduled intervention or as needed or or as needed support, improving monitoring and and tracking data, hold plan meetings, and provide professional development for our staff. We will be working on strategies, resources, and practice to implement structured support for all students, but in particular our foster care students with with academic plan, pre-graduation and post-graduation planning. We will also be planning more continuous staff professional development and adjusting descriptors descriptors and usage based on data and understanding. Next slide, please. So this concludes our presentation and we appreciate you listening and looking forward to any feedback or suggestions the school committee might have. >> Thank you very much. Do any of my colleagues have any questions? Member Mailman? >> Thank you. Um Do Do either of you could through the

046chair could either of you offer any input into what other districts doing? Do we have any data, anecdotal, or whatever? Mr. Tony? >> So through chair, we do not um I know in past, you guys know we visit uh Millbury for the Compass program. >> Mhm. >> Uh we did recently visit Southbridge with a sensory uh uh room, uh but nothing uh as unique as the wellness rooms that we have here in Worcester. >> Okay. And and through the chair, I think I heard um parents the mic earlier talk about probably they wish we had them in elementary school. Could either of you just comment to that through the chair? >> Through the I'm going to respond uh through the chair. We certainly would um love to have those services at the elementary school. Obviously,

047it's going to come down to resources and budget to support 33 elementary schools as compared to the 11 secondary schools. >> Right, but it's it it also feels like we're being creative about um how we're managing these rooms. And I also feel like it was uh member Johnson that asked questions about the consistency around the schools. And the Barncoat throws a little tweak in it because it it makes it not I don't know. I I I'm not quite sure. And but I also believe to your point about resources, the state is probably not going to fund some of those projects um at least in the short-term future. So, I would imagine even Barncoat would go back to this other model. And do you believe we have consistency across the high schools and the middle schools?

048>> Through the chair, I think um we're working towards consistency. I think right now um schools staffed it differently. Some are staffed by school adjustment counselors. Some are staffed by wellness room instructors. So, uh not all not all are staffed um the same way, but we are looking to to move to a more uh consistent model. >> Okay. >> And through the chair, just to add to that, the model itself, like what they do and how what who goes in there and the ser- services are very consistent across the district. >> Thank you. I also I also like that you talked about Worcester Tech saying, "We didn't do this or that." So, I in any of these reports, I'm always like happy to hear what you know, and I think you talk about that where

049we can go from here, but I appreciate I think that makes it feel transparent that um you know, folks are getting to what you're asking them to. >> Appreciate that. Yeah, through the chair, we do have monthly um meetings with all the uh staff that that uh adults and staff the wellness rooms and we do collaborate and share best practices among all schools. >> Thank you. Thank you. Member Benanda followed by Member Johnson. >> [clears throat] >> Thank So, my concern concerns is that as they're almost catch-all for everything. Um you know, so they uh from break be shocked to see the num- of students that breaks, right? And my question also academic assessment longer than the period of that they're allowed to be in. So, could you talk a little about Yeah, cuz it's

050like it's a school job. For example, >> Member Benanda, you're coming in very choppily. It might be better if you turn your camera off. >> Okay, let me try that again. Okay. Okay. Is that better? >> Yes, so far. >> So, so I was wondering So, what I was saying is that it seems like we use the wellness rooms for a from purposes. Go there for breaks, some academic support, there for behavioral cons and there's and only one person bind to that. I was at the number of kids that just breaks. Uh so I was wondering saying how the one or one school adjustment counselor in that room is to do all those things. Um one person there. >> You were still very choppy, but it sounds like you might be asking if it's enough

051to have one school adjustment counselor in that room to assist the students. Is that correct, Member Benenda? >> Yeah. Uh yeah. Different There's so many different tasks that are going on in there. I'm just trying to how one adult can give breaks, provide behavioral support, academic >> Okay. >> same time. >> administration? >> Yeah, so through the chair, uh the wellness rooms may we should have did a better job of explaining. It's very It's a collaboration with at the school. So, it's not just the wellness room instructor who is uh supporting those kids. It especially at our secondaries, we have the adjustment counselors who are tied into that uh wellness room. They're the ones who are uh providing those uh extra supports or the therapeutical support uh in those classrooms. So, it's really a collaborative

052uh team effort uh at those schools. Uh along with the break spaces, too. Those are for not just because every kid just wants say, "I want 15 minutes out of class." It's It's for a reason. It's to get It's re- to reset if they had some type of anxiety or something that threw them off. That's what those break spaces we're talking about. >> Thank you. Member Benavidez? >> Chair, the school have seven students that use breaks. It's really I really have uh So, my is that 100 students, it has to be a a group of student using the space. So, I I really would like make a motion um we need data on acts um individual students. In other words, is one student using it 40 times? Because at seven the South data is seven

053That's a lot of student. >> Member Benavidez, it's really difficult to understand you. I think Mr. Tony may have an answer for what you're asking, so I'm going to let him respond to what we believe that you're asking, but after that it may be just too challenging, so I'll let him go and then we can go from there. >> Is my name on here twice? That's it. >> Mr. Tony. >> Uh through the chair, uh thank you Member Benavidez. What I think you're hearing you say is that you want to know uh the number of times students are going into that room and using it. I think that's some uh data that we can provide later on and get and go through the data that we have through those forms. >> Yeah, so I make

054a motion to report on individual student using the room. Does that seem like an accept >> I think that the administration will be able to provide that in a Friday letter. >> Yep. Okay. All right. Thank you. >> Member Johnson? >> Yeah, bef- before I start, I I I would actually be on board with member Fernandez' motion to get a report back on some of that data. So, I I would support that uh instead of a Friday letter. Um So, thank you for the report. I really appreciate it. I always look forward to getting information on >> [clears throat] >> the climate and culture and wellness for for our our kids um in schools. Um and always been in the support of the climate and culture wellness rooms. Um I you know, a dean of

055our new dean of students to kind of help out with that. Um no questions asked. So, and I appreciate the work that you guys have done over the years in regards to this. I have I do have a few questions though. Um one question I have is So, let me start off by saying this. I'm I'm looking at the numbers and I'm just wondering is if we could I was hoping to maybe have some comparison of how many students last year utilized the wellness room compared to how many students this year are using the wellness room. Especially with with the fact is I I hope that the ultimate goal is that we start to see a decrease in some of the students maybe member Fernandez talking about how frequent that that we start to see

056a decrease from those students going into those rooms. I think that's kind of the stuff that we're looking for cuz I think that would tell us how things are going. If is that intervention working? Is it decreasing that type of stuff? So, I guess I will probably make a motion as well to add to to that one to kind of just get a comparison from last year's numbers to this year's numbers to see if it's starting to decrease. I can't remember. What I can say is burn code is pretty high and my guess is their utilization of the bright program going into those rooms is much higher this year than what it was last year. That's my guess cuz that that number is very high. The next question I have and I had talked about

057this a couple of years ago when I first got on. You know, we have a serious you know, community issue with our young kids in regards to mental health concerns and mental health issues. And we have numerous kids who struggle not just in school but outside of school. And I've always wondered those students that are also struggling outside of school and miss significant amount of school due to mental health issues whether or not they're hospitalized or not, what is the process for when they return to school as far as a soft landing instead of throwing out there in the full academic whatever. How do we help support those students when that happens? Through the chair to administration. >> Sure. Uh thank you, member Johnson. Uh so again, it's a team approach, right? So when the

058kid comes back from hospitalization, similar to the bright program, they would use the wellness room as how to acclimate them back into class back into school but also back into class and set up tight supports where the adjustment counselor could the clinical staff can use that room to check in with that student throughout the day to make sure everything is going smoothly for them and make any adjustments or extra supports that they might have when they come back from like a hospitalization or mental health reasons for being absent for so long and things of that nature. >> Is that through the chair to administration, Is that kind of mandatory that they come in as a soft landing like that or do we leave it up to the student when they come back on whether that

059that happens? Cuz some students may not want to. I'm just wondering is that a is that mandatory that that occurs or is that up to the student or the family that that occurs? Through the chair. >> So through the chair definitely up to the parents first, right? But we encourage that as they come back all schools do, right? It's not necessary a mandate. We're not you know, we're we have that in our protocol to do and I know that the schools are doing it, but I I don't know if it's a it's a mandate. Like we didn't I don't think we put it in writing as a mandate, but that is a reason that's one of the reasons that we that's one of the reasons excuse me, that's one of the ways we use our

060wellness rooms to support the kids when they come back from hospitalization. >> Okay. And um So So so with that when when you have numerous students who are utilizing that room throughout the year. We have and I know you have the face-to-face stuff through the bright program, right? You do the home there's home visits, there's face-to-face stuff or whatever. When we're talking about the wellness rooms in the other middle schools, when we have that that that situation where you you know kind of the students who are that need to utilize that room more often that are struggling with certain things, missing school and that kind of stuff. What is then the outreach with the with those students in regards to outside supportive help to help counteract some of the stuff in school, right? We can't

061solve everything in school. Some families may not have the ability to have that outreach to get services outside of school. So, what is cuz you you know it in school, so what is that connection outside of school to help that family get support for that student outside of school as well as what we can offer in school when they're there through the wellness room through the chair. >> So, through the chair it's it's that regular routine of the student adjustment counselors to to to either refer them to outside organizations, help their parents get referral forms for outside help and things like and and do it that through that procedure. >> Through the chair to administration and I'm I'm just I'm just just wondering here is what do we do when say the school year starts

062in regards to our schools when students are coming in to provide them some communication of pamphlets or whatever around what's out there for services or whatever for our kids out in the community and then kind of what they could look to get what when they while they're in school. Like what do we do in regards to that through the chair? >> Uh through the chair I I would like to get back to you on that so I can reach out to the schools and see exactly what they're using to give you a better answer for that one. >> Okay, thank you. I guess we we could put that in in in a little blurp too and I'm not looking for anything to come back soon like if we [clears throat] could put that in there

063as well. Yeah, I'm just um you know I do social work during the day. Um I'm seeing this a lot. It's not going away. We've been talking about this since I've been on. But my guess is you guys have been seeing this and talking about this long before I start I start doing this and and I and I think we've had a lot of tragedies within our school community. We don't want to see that and I just want to ensure that we're trying to we're doing everything we can not just in school but outside of school to kind of help those families to ensure that their children are healthy, safe and they get the services and the supports and things that that they need. Um Other than that again I think this is a great

064thing that was implemented years ago. I think you guys are doing a great job within the program. I think we could continue to grow which I know you guys have a plan on that and hopefully using some of the conversations we're having now and some of the things that we heard that we could kind of continue to grow and and and strengthen the program and strengthen it for the kids for for better outcomes. Cuz I'm really looking to see outcomes. I would like to see at some point that there's a decrease in the utilization of these rooms because that tells me that kids are healthier they're staying in the classroom and they're able to access the curriculum. But again thank you for the report. Appreciate it. >> Thank you. So then the motion Oh sorry

065member Alvarez followed by member Biancheria. >> That was an awesome report. I absolutely adored looking through and hearing about the data. I added up all the breaks that the kids have taken right and I came to the total across middle and high school and I came to the total of 1,072 total breaks. Now these are in secondary schools these wellness rooms right? Our younger kids they have recess which is a form of a break right? And our middle schoolers and our high schoolers they do not. So when I see that number I see that someone really is using these rooms to the fullest of its capacity and when I think about why the rooms are there and what they're addressing, you mentioned earlier that they're addressing minor behavior events, which can be anything from using

066profanity, you know, and things in that nature. So, some of the things that member Johnson was speaking about earlier, um, that would connect a kid to like outside services or hospitalization. For me, I I believe that what would lead to that would be a major behavior, those like a greater behavior. So, when I think of minor behaviors and I'm thinking of these wellness rooms, I just really appreciate that they're there. Um, I do hope in the future we're able to do, um, some sort of follow-up with our elementary schools. I know they do have their own resources and that they're, um, their own programs that are set in place to address what we're addressing through these wellness rooms. However, um, the way youth are now, not the way that they are now, more like how

067the learning environment that they're growing up in right now, and some of that social emotional learning piece is not unique to Worcester. I work in Southbridge and we use these rooms in a different way, but we use them and we see a lot of these things and those kids really do benefit from those, um, trips to the wellness rooms. Uh, they are able to restore. Yeah, maybe they're going to restore, um, and like and come back and do the same thing, but then that's when those outside services are are put in place. And another thing I wanted to also say about the elementary, uh, level help and support would be, you know, if if we're seeing our high schoolers, our middle schoolers, um, needing this, like needing these services because of their social emotional learning,

068tackling it from the root, right when they're coming in, is going to be really important. We had a We had a documentation past meet a few meetings ago on disciplinary data. And the disciplinary data let us know that a lot of the kids in K through 3 are really, really struggling with their social emotional learning. So that putting all these pieces together and then seeing your presentation on the wellness rooms is really heartwarming to me and I really hope that our youth, our scholars, our future adults are continuing are giving these resources continuously. I don't think that this is a form of I don't think this is a disruption to their learning and if anything it's helping them learn even better. They're telling us that the way that they're learning is they're showing us what

069they need from us. And the data that we're we gather now and we're going to continue to gather is going to show just that. So I hope that we're still open-minded and we continue to learn about the wellness rooms and we continue to learn about them through you guys who are actively working with kids in person every single day and are not just, you know, showing up once every year or when the topic arises. Thank you. >> Thank you, member Biancheria. >> Thank you. >> [snorts] >> Couple of questions. First of all, thank you very much for the report. Appreciate it. Um what's the total budget for for this? Through the chair. This is >> Through the chair, we can get that in the response to the other motions. >> Okay. I'm a little curious

070cuz I know we we were over a million when we looked at the budget from last year. So I didn't know what we were looking for for this year. If there's an increase or a decrease, um do we do we know that through the chair? >> I'm sorry, can you restate the question? >> Is there an increase or decrease in the budget for this area? >> The year that we're in? Uh the school committee approved an increase uh in this year's budget. And then uh we'll be reviewing the FY '27 budget um in a month and a half or so. >> I didn't know if you knew if there was an increase now or if they asked for what what is needed to move forward with it. >> No, it would only be whatever contractual

071uh increases through salary, whatever, that would be needed. >> Okay. Do we know the number of rooms that we use in each of our schools to um have this Is it one room, two, three? >> Yep, so through the chair, just one room per per school. >> Per one room per school. >> Yeah. >> So if it's occupied, what are the circumstances, through the chair, that that How are we handling that? >> Through the administration. >> Yep, so uh through the chair, again, that's how the the school would uh collaborate with each other uh to make sure that they're supporting it, right? A lot of those cases that will come through have to be uh like we mentioned in the report, uh major like mental health issues, then that would be again to clinical staff

072and things of that nature. If a kid that's coming in for a little anxiety or stress, then that there's there's there's ways that the schools will work with their adjustment counselors to give that kid that support that they need to get through that uh challenging uh challenging uh mental health need that they had at that time. >> So that would take place in the office of that particular person. >> Uh it could, yes, absolutely. Excuse Excuse me, through the chair, yes, absolutely. It could happen in uh the SAAC office, assistant principal's office, any type of uh area in that school. >> Okay. And what supplies and and tools are available in this particular room for whomever is going to be sitting with them. Um in the student >> Yeah, so uh through the chair uh

073for materials, I guess uh would be like fidgets, uh some do coloring stuff, uh some have uh flexible seating, that type of stuff for the materials. Uh for resources, there's a lot of like uh box breathing exercises, things to get kids uh kind of reset so they can get back to class. >> So, we're not looking at consistent tools and supplies across the board, am I correct on that? >> No, we are. We We through through our office, we would supply them with those uh fidgets, uh coloring um materials, um the flexible seating, that type of stuff. >> So, they all receive this, we'll say in September, October of the beginning of the school year, you're looking at what supplies and materials are in that room for students. If need be, when they need additional

074supplies, they are going through staff members, principal, how are we doing this? >> Uh through the chair, they would usually reach out to us and we would order that for them. >> Okay. Okay. And And that cost is separate from what the um each site has because it would be a particular department, correct? >> Through the chair, correct. >> Mhm. >> Okay. As staff members, um I I know Mr. Johnson uh did great detail about what How do we contact? How do we communicate? And so on. Um How do How are we informing students that this is available to them? How are they getting that word? Who is letting them know? Are they They Do they have to have an issue to then hear about it or is it something that we as staff members

075throughout our system acknowledge that this is available and if you feel as though you may need it I I know we went back and forth on this when we first talked about this area, but I'm a little curious on what we've progressed to. >> Yep. So through the chair the dean of students at those schools are the ones who are they'll make flyers to share with the kids in the beginning of the year to notify them about the wellness room and then through that tracker a student would go up to a teacher or a dean or a staff member at the school and say hey you know I I need to access the room and then the dean or the administrator would find a time that they could get into that room. So they they'll

076they manage the class the wellness room or the wellness room instructor does. >> All right. And And lastly do we tie any of this in with any of the conferences that we may hold in regards to bullying and and so on so we have a clear picture of how each school is handling things or is this treated separate and then the bullying is treated separate. How do we How do we work so we can collaborate those two? >> Through the chair can I give it back I'll have to think right now think about it but we have to reach out to see what would be the best method of >> Then I'll I'll make a motion that we get information we receive information excuse me we receive information in reference to the collaboration of the

077bullying program and other programs that we have and what the wellness rooms the coordination of that. My My concern is as as Mr. My colleague Mr. Johnson mentioned that we [snorts] we've had some unfortunate circumstances in our city over the last uh school year. And um that that's very troublesome to me because they are young kids. Um and we I'm not going to be able to predict every circumstance. Um but to coordinate what we have at one site because of mobility um again, that still has a lot to do with how students know about information. Um they hang out with each other and so on. So, I I just would hope that we were able to tie the services together that we are offering. Um so, if there is hesitation or they they're at they

078are uncomfortable um they they feel as though they can take those extra those steps and and feel confident and stable about what how they're working and what they're doing. So, I know it's it's never easy. Um whether it's the person who is trying to get them to speak about what their issue is or it's the student the child talking about what their issue is. So, either either way it's it's a push um type of a situation. Okay, I'm curious on the information. Thank you again. >> Thank you, sir. So, the motion is to approve and file with the motions from members Johnson, Biancheria, and Bananda to get the information back in a Friday letter. So, we're going to do a roll call on that. Member Alvarez? >> Yes. >> It has to be a Friday

079letter unless you want to hold the item. >> Say that again. I'm sorry. >> So, in order to get if you want to hold the item for those motions, you can do that. If not, it has to be done in a Friday letter because you can't approve and file an item and have outstanding motions on it. >> Through the chair. So, how do we Through the chair, how do we do this before before we ever had a >> So, this this happened a few months ago when when this came up and the clerk had brought up a procedural issue to us. >> do we do it before? >> It was procedurally incorrect. So, you would have to either file new items based on that or get it in the Friday letter. And then, if you

080want additional information on that, or you could certainly ask that this be referred to TLSS and those questions could be answered there. Or again, hold the item all together with the motions. >> I I guess I have no choice cuz I I I the report's good. I I want to approve the the report of the superintendent or whatever. I I'll scrap my motion and I'll just file um something for the next meeting. Thank you. >> Member Mailman? >> Through the chair, um I you know, then if that's what we have to do, then that means hold it till we get the answers. I mean, it's going to get it would get approved anyways. I don't think our motions should be Part of my issue with this is that we don't have a public forum. Because

081it goes on the website that this is the Friday letter is not good enough for me for me. I think we should be here talking to the public about these important answers that you have to the questions. So, I hear you say you're going to um >> We could certainly refer this to TLSS and they can take those motions there. That's probably the best course of action. Member Biancheria? Oh, sorry. Member Mailman, I'm sorry. Are you If you have more to say, please go ahead. >> I I make a motion that we have the report go to the committee and then we can have more discussion on this. >> All right. So, then the roll call is a motion to go to TLSS with the information requested by member Johnson. I will give you you

082don't have to So, the motion is to go to TLSS Sorry. The motion is to go to TLSS with the information required by requested by members Biancheria, Johnson, and Bananda. Madam Clerk. >> Member Alvarez? Yes. Member Biancheria? >> Yes. >> Member Bananda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> No. >> Member Mailman? >> No. >> Member Vice Chair McCollough? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? >> [clears throat] >> The next item is um item N, approval of grants and other finance items. To consider approval of the middle school sports grant from the Play Ball Foundation in the amount of 50,000. To consider approval of a prior year payment to an employee in the amount of 6,985.72. To consider approval of the middle school exploration policy and MyCap

083grant in the amount of $4,000. To consider the approval of three prior year payments in the amount of $16,097.44. To consider approval of the Community Preservation Act funding in the amount of 382,580 for the Stronger Starts Worcester District Wide Playground Initiative. And to consider approval of the Kendall Food Vision Prize grant in the amount of 20,000 to support the alignment of menu items to increase local food purchasing and promotion. Member Biancheria? >> Thank you. Um >> [clears throat] >> to the chair, is there an explanation on the prior year payment to an employee in the amount of $6,985? We didn't get receive any backup on that. >> Through the administration, just one moment. >> Through the chair, that was um money that was owed to a particular administrator for last year because the contract had

084not been signed. >> I'm I'm sorry. I wasn't able to hear what you said. Pardon me. >> If you could repeat that. >> Of course, through the chair, that was for a particular administrator whose contract was not signed. And so, that was money that was owed this particular administrator for last year. >> Member being carried, can you just clarify? Are you asking about the $16,097.44? No? All right, just wanted to make sure. Thank you. >> Thank you. You know, I I that was the amount that I was asking because there wasn't anything there to justify what the $16,985 was for. Now that it has been explained by administration, thank you. >> Miss Member Johnson. >> Yes, to the administration, I have a question regarding the middle school sports grant. Is this the first year that

085we're receiving this grant through the chair? >> Through the chair, yes it is. >> So, through the chair to administration, so is this $50,000 on top of money that is already being budgeted towards middle school sports through the chair? >> Through the chair, yes it is. >> So, this will expand on cuz we already in in some of the middle schools, they already have baseball, soccer, whatever that we do within the school. So, this is an additional to that. So, how are we going to Or is this going to replace the money that we spend through the budget to to put that money somewhere else for the year and maybe I could wait for budget to get that answer I guess but >> Through the chair, this grant is to provide more opportunities for our

086middle school students to partake in athletics. So we'll be adding additional teams for the spring season throughout the city. We recognize a lot of interest in soccer. So each middle school will have an extra soccer team where hoping to get a baseball team and softball team in each school. I know there may be some schools where the interest is not where we would like it to be. So those would be kind of clinics for kids to get interested in base both baseball and softball. >> Thank you. And actually this is good because I actually just talked about this in operations and governance on how we could also expand on our sports and kind of maybe start playing some other middle school teams outside of our Cashman area whatever to give them more of a feel

087of traveling around and playing other teams. So not that this is geared towards that but this also might open up an opportunity for that as well. >> Yeah, through the chair I think some of our teams are ready to do that and we'll definitely provide them with that opportunity. Others not so much but we'll be working towards that so they can compete against other towns in the very near future. >> Appreciate it. >> You're welcome. >> Thank you. So the vote is to approve and file. I'll if the clerk could call the roll please. >> Member Alvarez. >> Yes. >> Member Biancheria. >> Yes. >> Member Benenda. >> Yes. >> Member Guardiola. >> Yes. >> Vice member Johnson. >> Yes. >> Member Mailman. >> Yes. >> Vice Chair McCollough. >> Yes. >> Member Roy. >>

088Yes. >> And Mayor Petty. >> The next item is a response back from administration GB5-120 member Roy to request from administration to consider reviewing and approving a long-range plan for preventing dropouts in the Worcester Public Schools by forming a committee with educators, social agencies, and business leaders to what has been accomplished and needs to be changed. Member Roy. >> Thank you. Um, through the chair to administration, I truly want to thank you for this report and how in-depth it was. And I want to say now that I've seen this, I feel completely confident that the right measures and supports have been put into place in which our students can succeed and thrive. And if any time that we feel a student may not may want to drop out, I think that we're going to be

089um right there to say to give them um you know, other alternatives, especially with the report of the um superintendent, that we can address any issues they may have to keep them in school. So, I want to say thank you. >> Thank you. So, then the motion is Oh, member Alvarez? >> Yeah, I I had a comment. Um, I appreciate this report, too. It was uh informative. I just had a quick question. Um, when I look at the GCC um information, so Gerald Creamer Center, I'm thinking through the chair to the administration, preventing dropouts means that we're also investing in a in a future-ready approach. I'm wondering how are how are our GCC kiddos um being supported for for that? I already know the answer, but a quick sentence for the public would be great

090if possible. >> Dr. Morris? >> Through the chair, the GCC program is a unique program that addresses the multiple academic and social emotional needs of students. We take students that may be um under-credited or may be needing a fast track to receive uh credits so they're able to graduate on time. The staff is very committed to a unique approach and while they get the academic supports that they need, we are also working on um post-graduation from high school plans and building for the future as when they leave us, we want to make sure that they have all the skills they need to succeed, but also have pathways for careers upon graduation. >> Thank you. I know that um a lot of our kiddos that land in GCC are kiddos that are falling short of credit,

091meaning that they're not going to school or something. There's a root cause to that that they end up in those chairs, right? So, I'm wondering what if they do what if they are there and all of the sudden there's a change in interest in their own education. And now they want to show up to school, they're putting in the work, they're earning re-earning their earning their credits that they've missed. Um and they apply to these colleges and they get denied, every single one that they've applied to. How would you What would you What would you say that we do to support that type of decline or >> Through the chair to administration? >> Through the chair, point of clarification, I don't fully understand your question. I think you asked is it a hypothetical question you

092asked or is it a group of students that you have worked with that applied to college and did not get get in? >> Just any student that applies themselves and is and wants that future-ready um approach and wants to go to college but because now the damage is done and they're in high school and they want to continue their education and they get denied, I'm just wondering how we would how we would approach that through the report that you just mentioned about that transition piece out of out of high school. >> Through the chair to the superintendent. >> So through the chair so as long as the student is meeting the high school graduation requirements then we have strong relationships with our local colleges particularly in this case QCC that might be a perfect setting

093for that student. So we send the majority of our students that graduate from the school schools either go to Worcester State or QCC on an annual basis. So we work very closely with them to align a pathway of success for them to either QCC or Worcester State or to other colleges of their choice but those are the ones we work closest with because of the number of graduates that attend both of those institutions. >> Thank you. So it sounds like if they do go through that maybe their top options aren't available but our partnership with QCC for example is to encourage them that maybe right now they weren't able to get there but they can through entering this way. >> Through the chair that's correct. QCC after the completing their two years have innumerable number

094of pathways locally or otherwise based upon the success there whether it's on to Worcester State, WPI or any of the other local colleges. So we often see QCC as a a great starting point for many of our students that they can be leveraged to a four-year degree somewhere else. >> I really appreciate that. I think that's important because sometimes kids in that are vulnerable can see those denials and then want to drop out cuz maybe they think, "Okay, well, I'm not going to go far from here, so might as well just drop out." Um and the fact that we're there to support them and ease them on that is um touching. >> So, uh through the chair, one thing I wanted to note was just for the public's knowledge, so many of our kids at

095GCC are involved in early college. So, many of them are already on early college pathways. So, um that is something I think is important for the community to know as well. >> Thank you. Then, the motion is to approve and file the report. Madam Clerk, if you could call the roll. >> Member Alvarez? >> Yes. >> Member Beenkharia? >> Yes. >> Member Benavenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? Member Mailman? >> Yes. >> Vice Chair McCollough? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? >> Yes. >> The next item is the response for the student advisory item to propose a plan to aid unhoused students, much like we have already mentioned, washing machine truck, wellness packs that include toothbrushes, travel toothpaste, floss, etc. Uh the motion is to approve

096and file. Madam Clerk, if you could call the roll, please. >> Member Alvarez? >> Yes. >> Member Beenkharia? >> Yes. >> Member Benavenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCollough? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? >> The next item, SA 6-1 from student advisory to review and audit school nurse staffing levels. The recommendation is to approve and file. If the clerk could call the roll, please. >> Member Alvarez? >> Oh, Member Johnson, I'm sorry. >> So, I I through the chair to administration, I guess we'll find out during budget, but in this and looking at the staffing levels, would it should we be looking for any changes in the staffing levels regarding nurses in in our schools

097for for next year? I know with enrollment changes and all that other stuff. Through the chair. >> Through the chair. So, we're still completing the budget process now. We're looking at school needs, student enrollment needs, and so forth. And so, we'll know more in the next month or so once the budget is completed. >> And and then getting this from the student advisory to kind of take a look at it. Did you see any red flags? Through the chair. >> Through the chair. So, we evaluate staffing levels for all positions on a continuous basis, particularly during budget time. So, it's something in our zero-based budget approach we do look at you know, case loads for whatever the group is. So, it's something we're looking at all the time. >> Thank you. Again, no more questions.

098>> Thank you, member Johnson. All right, the motion is to approve and file. Madam Clerk. >> Member Alvarez. >> Yes. >> Member Benavenda. >> Yes. >> Member Benavenda. >> Yes. >> Member Guardiola. >> Yes. >> Member Johnson. >> Yes. >> Member Mailman. >> Yes. >> Vice Chair McCollough. >> Yes. >> Member Roy. >> Yes. >> Mayor Petty. Item GB 6-4-0 filed by member Mailman to update the community on plans for the Transitions program to move out of the Fanning building for next September. Member Mailman. >> Thank you. I just wanted to highlight with this. This is something for the five years that I've been on I know for years before that that we've been trying to get done and I'm confident that this September we may have a plan to make this to to be

099in a safer building this population. [clears throat] So, I want to highlight that um Rob Balderas from District 2 counselor um has been before it it even before he ran for office this was an important item to him, an important item to his family, and to a lot of the groups that he works with, and I think it's a great example of why representation matters, and um so I just want to he had a he had another meeting tonight and wasn't able to get here to speak on it, but um I know how important this is for the families in that program, and also for um Councillor Ballades' um constituencies. Thank you. >> Thank you. Um then the motion is to refer that to administration. If the clerk could call the roll, please. >> Member

100Alvarez? >> Yes. >> Member Biancheria? >> Yes. >> Member Banenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCollough? >> Yes. >> Member Roy? >> Yes. >> And Mayor Petty? Item 6-41 filed by the clerk to review the 2026-2027 WPS student handbook and approve any necessary changes, and that is to refer to go to operations and governance. Madam clerk, if you could call the roll. >> Member Alvarez? >> Yes. >> Member Biancheria? >> Yes. >> Member Banenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCollough? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? Item GB6-42 filed by myself request that the administration provide an update on the supports and

101services currently offered in the Worcester Public Schools for students with dyslexia and other language-based learning disabilities including any recent improvements or planned enhancements refer to TLSS. Um Madam clerk, if you could call the roll. >> Member Alvarez? Yes. Member Biancheria? >> Yes. >> Member Banenda? >> Yes. Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCollough? >> Yes. >> Member Roy? >> Yes. >> And Mayor Petty? Item 6-43 Member Guardiola requested the administration provide a detailed report on the current custodial and ground staffing at Foley Stadium. Specifically, the report should include the total number of custodial staff assigned to Foley Stadium, the total number of grounds crew staff assigned to the facility, a breakdown of full-time, part-time, and contracted personnel if applicable, a clear outline of the

102roles and responsibilities for both custodial and ground staff, the supervisory and reporting structure for these positions, including who is responsible for oversight and day-to-day management, and any coordination with external vendors or partners related to maintenance and upkeep. Member Guardiola? >> Uh thank you, Madam Chair. Um you know, as we know, Foley Stadium is a critical asset for Worcester Public Schools, for the broader community by hosting athletic events, school activities, community functions. So, the reason I put this on was, you know, understanding the staffing levels, responsibilities, and supervisory structure is essential to ensuring the facility is maintained effectively, safely, and efficiently, and that the resources are being utilized appropriately. I know that many of us here on this committee have received calls from parents, students, and or coaches that either the track is not usable for

103a meet or a baseball game is not safe to play on, or that there needs to be more oversight in general to make this welcoming facility. We have talked about being equitable for both boys and girls sports, making sure that our football field, soccer field, baseball field, tracks are well kept will allow us to meet our goals as a school system, and help us grow the program for all our students. I look forward to the report, and I thank you in advance. >> Thank you. The motion is to refer that to administration. Madam Clerk, if you could call the roll. >> Member Alvarez? >> Yes. >> Member Biancheria? >> Yes. >> Member Banenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCullough? >>

104Yes. >> Member Roy? >> Yes. >> Mayor Petty. The next item is GB.6-44 from administration to approve an extension of the existing McGraw Hill contract for 5 years at a cost of 1.1 million for history grades 6, 7, 9, psychology, sociology, and legal aspects. The motion is to approve and file. Madam Clerk, if you could call the roll. Member Alvarez? >> Yes. >> Member Biancheria? >> Yes. >> Member Brenneman? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCullough? >> Yes. >> Member Roy? >> Yes. >> And Mayor Petty. Item GB.6-45 Member Guardiola to request that the administration provide an update to the school committee on the Worcester Public Schools Nutrition Department's efforts to partner with local farms and food aggregation organizations to increase

105the procurement and availability of locally sourced food for students. Member Guardiola? >> Thank you, Madam Chair. Uh and I appreciate it and I appreciate the uh the work that's been going on thus far. You know, as Worcester Public Schools continues to prioritize students' health, wellness, and equity, expanding access to fresh, locally sourced food is an important strategy to improve meal quality and support the regional economy. Partnerships with local farms and aggregation organizations can strengthen supply chains, ensure fresher food options, and create educational opportunities around nutrition sustaina- Excuse me, sustainability. It's hard to breathe, it's so hot in here. >> [laughter] >> Understanding the current scope of these partnerships, as well as opportunities for expansion, will help committee assess uh progress towards these goals and identify areas where additional support or investment may be needed. I

106appreciate the public comment from Ms. Pecillo on the numbers that she had done and really hope that we are taking this seriously. I'm excited to hear what our new nutritional director has planned as I know that she has already hit the ground running, expanding our partnerships with local organizations can further our mission to make Worcester Public School a leader in providing nutritious meals to our students here in Worcester. Thank you. >> Thank you, member Biancheria. >> Yes, I I ask that we do a friendly amendment this uh to include the collaboration uh with the school administration and the city preparing for our summer uh time on whether we're going to have trucks and availability of uh nutritional breakfasts and lunches. >> Member Guardiola? >> So, it's be it's actually report that would encompass a majority

107of the business. >> Yes, that's correct. >> All right, so the motion with um member Biancheria's friendly amendment uh refer to operations and governance. Madam Clerk, if you could call the roll, please. Member Alvarez? >> Yes. Member Biancheria? >> Yes. >> Member Colorina? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> Yes. >> Vice Chair McCollough? >> Yes. >> Member Roy? >> Yes. >> And Mayor Petty? >> Item GB.6-4.6 for member Alvarez, request data on enrollment and participation of Hispanic Latinx students in advanced coursework and recommend actions to increase access and support as needed. Member Alvarez? >> Yeah, uh thank you. I filed this one um out of several items in hopes that I get my foot in the door with helping clear the gray that I'm alongside

108a lot of other people are feeling and seeing when it comes to understanding our Hispanic and Latinx population in our schools. Um bringing awareness to public data we already have access to um will help people like myself be more educated, have more knowledge, and overall just easier to get a hold of. Thank you. >> The motion is to refer to administration. Madam Sheriff, if you could Madam Clerk, if you could call the roll, please. >> Member Alvarez? >> Yes. >> Member Benkaria? >> Yes. >> Member Benenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Milman? >> Yes. >> Vice Chair Miccola? >> Yes. >> Member Rui? >> Yes. >> Mayor Petty? >> Yes. >> That brings us to the end of the meeting. I ask the clerk to call

109the roll to adjourn. >> Member Alvarez? >> Yes. >> Member Benkaria? >> Yes. >> Member Benenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Milman? >> Yes. >> Vice Chair Miccola? >> Yes. >> Member Rui? >> Yes. >> Mayor Petty? >> Yes.