001Recording in progress. >> Good evening every everyone. Welcome to the wish of school committee meeting. Um if you can please stand for the uh pledge of allegiance and the national anthem. The national anthem is going to be sung by the burnt middle school chorus. I >> standyice for all. >> Are they coming in? have to come in two hours. >> [singing] >> By the dawn early light, [singing] what so proud we held at [singing] the twilight lasting stripes and [singing] bright stars through the peril [singing] For the ramparts we watch were [singing] so gallently streaming and the rockets [singing] gave proof through [singing] the night that our flag was still [singing] there. Oh, say does that [singing] star for the [singing] land of the free [music] and [singing] the home of the Excellent [applause] [cheering]
002job. You did a real great job and uh congratulations and glad you were able to come. We have you back. Bern does a really nice job with the singing. I think your parents are up there and say hi to your parents and family members and oh well nobody wants to stay for the meeting. Wow. >> What's that? >> Okay, we have a roll call. >> Member Alvarez >> here. >> Member Bianceria >> here. >> Member Benza. >> Member Guardiola >> here. >> Member Johnson >> here. >> Member mailman >> here. >> Vice Chair McCulla >> here. Member Roy >> here. Mayor Petty >> here. Okay, we have the consent agenda. >> We can do a roll call on that. >> Member Alvarez, >> yes. >> Member Biancia, >> yes. >> Member Bernenda, >> yes. >>
003Member Guadiola, >> yes. >> Member Johnson, >> yes. >> Member Melman, >> yes. >> Vice Chair Mcculla, >> yes. >> Member Roy, >> yes. Mayor Penny. >> Yes. Okay. Next item is uh item F, item for reconsideration, followed by uh member being Carrier regarding the support the legislation followed by Senator Kennedy. Senate number um 5390 to create a commission for the study of the MSBA. So we'll do a roll call. Roll call. >> Member Alvarez. >> No. Member Bianceria, >> yes. >> Member Vanza, >> yes. >> Member Guadiola, >> yes. >> Member Johnson, >> yes. >> Member mailman, >> no. >> Vice Chair McCulla, >> yes. >> Member Roy, >> yes. >> Mayor Penny, >> yes. >> Okay. So, uh, member Bianer, >> thank you. I asked for this reconsideration due to the fact that
004when you look at this particular item, it is two um areas. One under MSBA to look for uh the funding process. The other is to make plans for Burnout High School and explore the possibility of an indoor track facility. when you put those two together, um, as far as looking at that as one item, [clears throat] it would be two due to the fact that you're taking a vote on exploring the possibility of an indoor track facility for Burn Code High School, which is in the plans, and we would like to have, I would think, [clears throat] all of the features that we can at Burnode High School to make it um, upgraded to what we would be interested in as a city in a community for our students benefit as far as the MSBA
005and to look into a funding process that is a um area in itself. Whenever you look at funding process and award process, they are totally separate from looking at what you would like to offer and have as a discussion and a possibility for a high school that we will be building here in our great city. So, I am looking to have two separate items on this and um hopefully we can get this concluded this evening. >> Okay. Thank you. >> So we have uh if we split this up the first one will be to create a commission support the creation of a commission to study the MSBA to look at the funding process and the award process and the second one be regarding the burn code support of the burn code high school and for
006the possibility of an endor track. Correct. So the first one again would be to support the commission of the study of the MSBA to look at the funding process and the awards process. Roll call. >> Member Alvarez. >> Yes. Member Biania. >> No. Member Bernanda, >> no. >> Member Guadiola, >> yes. >> Member Johnson, >> yes. >> Member Mailman, >> yes. >> Vice Chair McCulla, >> yes. >> Member Roy, >> Mayor Petty, >> yes. Okay, next item is support the commission, especially regarding the new Burn High School and the possibility of an indoor track facility. Roll call. >> Member Alvarez. >> Yes. >> Member Vanceria. >> Yes. >> Member Bernanda, >> yes. Member Guardiola. >> Yes. >> Member Johnson, >> yes. >> Member Mailman, >> yes. >> Vice Chair McCulla, >> yes. >> Member Roy,
007>> yes. >> Mayor Petty, >> yes. >> Next item is to recognize the Burn Code dance team on the MSAA 2025 uh fall state championship wins with second place in jazz and first place in hiphop. Member McCulla, >> I mean, I think it's pretty self-explanatory. This BC coat dance team has just continued to shine and you know not only leads by the way they perform but also leads in the way they represent Worcester and our schools and Burncoat. Uh they bring an immense sense of pride to the community and to their school community and it's certainly something that we should be celebrating. So congratulations on your success at the um MSAA Fall State Championship coming in first place in hiphop and second place in jazz. >> That's pretty cool. I think we >> [applause] >>
008Okay, I want to welcome uh coach Kelly Sheay and assistant coach Justine Nishi. Okay, Justine. And uh we've seen this movie before, haven't we? No. But uh this is great. Welcome back. It's good to have you back every year. So, keep up the great work. And uh Coach, do you want to come up and maybe read off the names as we uh you got you can use that microphone there if you want. Okay, after we get the list here. >> Oh, by the way, we do have a uh sign certificate from the MSAA 2025 false fall state championship wins with second place in jazz, first place in hip-hop with the Bronco dance team for signed by myself, uh Brian Allen, the superintendent, and the entire Wor school community. That's it. Chloe Aros, >> Abra Bampo,
009>> Marie Bor, Ruby Bullduck. Am >> I going too fast? >> Marie, >> sorry. >> Ruby, >> congratulations. >> Ava Cordage, >> Tegan Donovan. >> Hang on. What's What's your name? >> Tegan. You got What's your last name? >> Donovan. Hang on. >> Make sure she's >> Oh, I get the wrong one. Someone got the wrong one. >> Lily Dumpy. >> Okay. Congratulations. >> Savannah Gibner, >> Amaya Johnson, >> congratulations. >> Dior Keith, >> congratulations. Yetin Lopez. >> Okay. Do I get two? You have two there. >> Congratulations. >> Anelise Molinari. >> Okay. Hang. What's your name? [applause] >> Oh, >> Lena Muhib. >> Hang on. Hang on. Hang on. >> Nope. Sorry. >> Congratulations. >> Hang on. >> We can switch later. >> That's you. Yes. >> Congratulations. >> Yep. Okay, we're on >>
010Lena Muhib. So it says Janine. >> Yep. >> Angelina Robasa. >> Jocelyn Ortiz. [applause] >> Just skip this one. I think it's probably in the pile. >> We'll fix it later. >> Thank you, >> Sydney Sedlick. >> [applause] >> Angela Tashi [applause] >> and Faith Reru. [applause] Congratulations. We also have one for coach Kelly Sheay and for assistant coach Justine. >> Congratulations. >> Great job. Thank you so much. >> Yeah, maybe if you get to >> Can you guys get two lads? >> Put the small the small ones in the back front. Me and Brian, come up here. Everybody ready? One, two, three. >> Thank you so much. [applause] I take a notice turned out good. Yes, thank you. Oh, we missed a comment. Okay. >> Okay. Our next item on the agenda is uh
011public comment. A member of the public may speak for two minutes to any item appearing on the agenda. Anybody here? Seeing nobody. Okay. Anybody online? We do have a hand up online. Miss Dena Teski. >> Hi, good evening. My name is Dena Tedeski. I'm a Worester resident and a parent of a Wester public school graduate and a current eighth grader. First, I'd like to comment on ROS6-4 and express fully express deep appreciation to Minister Caleb and Carnosion Rivera and his colleagues on their work on CRP and how this immensely and immeasurably impacts scholars and families so directly as well as the school and larger community. The capacity building and leadership competency are so critical and I urge the school committee and district to not only fully support these visions and go goals with people and
012training but with funding. This framework must be fostered and strengthened and financially supported for longevity and it will make such a difference. We can't forget about this or move it to the side. It's an investment and must be sustained. I'd also I'd also suggest a short set of infographics to be shared with families maybe on parent square to help more people um see this great work and thank you to the superintendent for and his team for encouraging this essential work regarding CNP 5-5 and 5-6 sending this to be filed instead of keeping it open limits parent and caregiver informed consent. Parents are concerned about biometric data collection. The superintendent commented at the last school committee meeting and those were encouraging, but this item is important to keep open for discussion. Regarding GB3-269, the innovative instruction
013framework is extensive and thorough. I think it's critical for all involved to not lose sight of social emotional learning without the use of technology. Under the section indicating connecting, technology cannot be a substitute for reflection and communicating. And we need to ensure that these are well outlined so families know that this isn't the only way scholars are quote connecting whenever these examples are presented. I as a parent would also like to see how these instructional frameworks are happening on a non-technological level. And this way we can see the impact on both sides and feel a little bit more uh unders it can be more understood as well as appreciated by families to see how the technology is supporting but also the in-classroom and other types of instruction. Thank you. >> Thank thank you. >> Anybody
014else? This your names your residence and item number. >> Good evening. My name is Barbara Mud and I'm the chair of the Worcester NAACP Education Committee and I'm here to speak on item CP55- uh and 56. Um um one of the main things I'm here to talk about is support of the superintendent's report on culturally responsive practices and policies. And now um in a districts that's as diverse as um Worester public schools, this work is not optional. It's essential. Um many of us um here have had the opportunity to learn about this work up close. Um the executive um the equity director Caleb and Carnosion Rivera has come into community spaces including NAACP meetings to listen and to share. He is building relationships and trust and has ensured that stu that student voice is a
015part of this process. This matters because children know when they are being heard and they know when they are not being heard. Our children and their families bring their full identities with them when they walk in their schools. Their cultures, histories, and identities and lived experiences are not barriers. They are strength. When children see themselves reflected in learning, they feel they belong. And when scholars feel that they belong, they learn, they grow, and they thrive. This work is something that those in leadership um also asking something of those of us in leadership. It asks us to reflect, to examine our assumptions, to recognize bias, and to ensure that our actions reflect respect for every child, parent, and family. This reflection is essential to accountability. When culturally, >> I'm going I'll finish up. When culturally responsive
016pedagogy was presented last year, it was the same night that this voted down a petition affirming LGBTQ plus scholars and improved a watered down version instead. Many of us remember that moment and I actually remember a Worester public schools educator leaving here uh >> can you wrap up please? >> I will. leaving us um leaving here in tears and it reminded us that leadership is defined not only by what we say but by what we do. >> Thank you. >> No school committee members have a responsibility to mo model this work. Our children are and families are watching. I want to challenge everybody here tonight to not just appreciate your time is up please >> to not just hear a report but as they listen to it to recognize that what's going on tonight humanizes
017children in a time when there's so much hate nothing is more important >> appreciate it thank you okay she names your residence item number >> sure my name is Heather Stenick um I live in Worcester I am the parent of a current sixth grader and an incoming first grader in the fall. Um I also am the table organizer for the Worcester Education Justice Alliance in Worcester. I would like to speak on the report of the superintendent and just um echo how important culturally responsive pedagogy is in a district as such as Worcester and honestly in anywhere in the world at this point. Um and I would like to say that this body is not immune from culturally responsive pedagogy. It starts with you. If you do not show what that means and then the culture
018and climate is included in the culturally responsive pedagogy presentation tonight. If we do not create a culture and climate on this body that reflects how we expect scholars and educators to comport themselves, we you all are doing everybody a disservice and that has not been happening recently. I think everybody who has not comported themselves that way know who you are. Um, do better. We have elected you. You are not here because you earned it because you deserve it because of nothing. If you do not comport yourself with respect, then maybe you won't be here. And I think that it's time that we give our educators and our scholars in particular and our families the respect to talk about them with respect and to not denigrate anyone. I would also like to speak about CNP 5-5
019and 5-6 and say please don't violate. We need to have this as an ongoing conversation. This does not need to go away. It is going to keep getting more and more important to have this conversation. So, please keep it in the subcommittee. Thank you. >> Thank you. >> Who's on? I can't see. >> Catherine Holmes. >> Katherine Holmes online. Catherine, >> you are muted. Catherine, I don't know if it's on our side. Cat Holmes, [snorts] you have to come back. Did we release it? >> No, she's >> on my >> She can still talk. But I asked her to unmute it and has it. >> Okay. Okay. We're having some technical difficulties. Okay. So, next before we go to the superintendent report, uh maybe we can do the report to the stand committees first and
020uh teaching and learning and student success February 3rd, 2026. We have a few items and u so we'll go to the committee on uh teaching, learning, student success. Member Guardiola. Uh thank you Mr. Mayor. On February 3rd, 2026, the standing committee on teaching, learning, student success met. We had five items on that agenda. Uh the first item was GB 3-269. a motion from member Johnson to gauge how often Chromebooks are used uh for learning in school versus hands-on learning on roll call. That item was filed 2 to one. The second and third item were taken together. SCP55 requests that the school committee update district policy to require explicit consent from parents, guardians when a third party service wants to use personal information collected from students to train or otherwise develop artificial intelligence technology as well
021as CP5-6 to request the school committee to update district policies to require explicit consent from parents guardians before a thirdparty service collects any data that could be biometric identifiers such as audio recordings, photographs, and or video. On roll call, that item was filed two to one. The next uh item, next two items were also taken together. GB6-10 to approve the proposed course additions for 2026 2027 school year and GB6-10A. Uh member Bianca Mo made a motion in regard to the articulation agreement we have with our students and any unions that are infrased. Uh on roll call those items were uh approved 30. That is the report on the standing committee on teaching learning and student success. Mr. Mayor member Johnson. >> Thank you um to the chair. Um actually thanks for the report um in
022regards to my item um regarding um screen time use. Um I actually talked a little bit about this at our last meeting. Um and I said I will probably make a motion um at this meeting. So that's why I rise to speak on that. I would actually like to make a motion to actually I don't know how to do I don't know if I want a report or if I want if possible someone to come in and speak to I'm I'm looking at how much I'm actually looking for a number here. I'm I'm trying to figure out how much time is actually used. um on Chromebooks in the classrooms, specifically in the elementary schools. And I kind of talked about this at the last meeting in regards to maybe having our focus instructional coaches within
023the elementary schools kind of gauge where that is and maybe come back with a written report to the administration to report out on us. maybe having some of them come in to speak on some what that kind of looks like throughout the day. Um, and how much time on average that they they are spending on that and then kind of what it looks like. I mean, I think we all I what I would tell you is based on the conversations I continue to have and what I seen when I actually just gone into some schools or whatever is um I haven't seen many kids on Chromebooks at all to be honest with you. um in the times that I have seen it um it's in regards to some type of project or something like that.
024But I'm just still trying to narrow down um just really how much time is really being used um on a screens compared to your um hands-on learning um in the classroom. So that would be my motion >> to get a report or to get a superintendent report. I I I I >> maybe get some >> e it could be a report from from the schools on what the average use is and how that how how they're doing it in the schools. I mean based on cuz I I know what I know and what I'm hearing. I just want other people to hear it. And again, I feel that it it's best to come from our educators in the classroom on where they're at with screen time and how often they are using it than to
025just I I want to hear from I for someone that's actually doing it every day and is around it, right? I mean, we're not going to roll in all our kindergarten teachers and that kind of stuff. So, if someone else could do that work and then report out, like I said, if we could have some of our focus instructional coaches come in if they if they would like to kind of speak to that, whether or not they're online or so, I I don't know how we do it. Um, or someone from teaching and learning um, admin to kind of speak to that in the future. If we could get that in short order, I don't know, maybe hopefully by like May or so before budget season, just so we could really start to wrap this
026up so we know where where we're going um with this. That would be great. Um so that would be my motion. Um >> Okay. >> And I I I could work with the um superintendent on how how we get that accomplished and how he wants to come back with that information. >> All those in favor? Opposed? >> So I enough. Go ahead. >> I have some more. So, in regards to um CMP 55 and 56, um the the public petition here, um I have some questions in re in regards to that. Um you know, when I when I looked at the the backup and in in the response, thank you for that. But I have a couple questions. Um and I don't know who who's going to answer. You can ask the questions. Go ahead.
027>> All right. So, I guess through the chair to to administration, I'm sorry. >> In regards to um the question was um collect or retain biometric identifiers such as audio, recordings, photography or video in the use of student data to train or develop artificial intelligence systems. In regards to that, at this time, is the district using any apps or technology or anything in the classroom that collects or retains biometric identifiers such as those things through the chair. >> Okay. >> Through chair. So, I'm going to ask Dr. Keras and Dr. Andre to come up because I assume there's going to be follow-up questions. Anyways, um so we'll start with to the extent of what we know is being used in classrooms today. I don't we don't believe there's any biometric data being collected um for
028authentication purposes um to log on to an app or so forth. >> Okay. >> But let me just defer it to Dr. Kiosus or Dr. Andre for any clarification >> through the chair. Thank you for that question. So I just want to reiterate a question. Are we using any um apps or anything for that collect biometric data >> currently at this time? >> Currently. Okay. So I just want to start off first by saying we recognize the changing technology and how rapidly it's coming into schools and we're working very hard to stay ahead of all of this. And we also um echo all the parent and school committee concerns around student data privacy. So um without getting too nuanced or specific, there's different levels of biometric data. So we don't use anything to authenticate which
029means um like having a student open a Chromebook and then it recognizes their face and then they log in. However, we do um have apps that where kids can record their voice, their video, take pictures um and those and that data is protected and deidentified in our apps. So, as we've been um working with um different districts across the state, we've been talking about biometric data and we're going to start to dig into some of those higher levels that parents are concerned with. I'm going to work with the future technology committee um to really get into the details of of the concerns and where we can kind of put some additional protections in for our community >> and through the chair to administration in regards to that that data and when you kind of talk
030about that how after that how is it scrubbed or detect like what what's the next step from the district on how we deal with that through the chair. Uh so with products uh that we use that we have um student data privacy agreements with uh typically we're if we're still using that product the product itself that platform is storing the data um it's protected by the agreements that we have in place um and those agreements basically outline all the legal responsibilities on our end and on the company's end as well and they they have to abide by that. Um it's also beneficial uh to keep the data in a lot of these platforms because for historical data purposes and we're trying to support student learning over time. Um there are moments where having that information
031would be helpful for making decisions. Uh we also need to have it stored so that um if there's a request about the education record itself, we need to be able to go back and pick up that information. Um so if there's a parent parent request to see the education record for their child. Um but that being said um if we terminate an agreement contract with a vendor who's uh providing an app or third party service they are required to delete slashdestroy that data. Uh we can also request that they delete data at any point and they have to comply within 60 days. So there are instances where we could do that as well. And so through the chair to administration, so you're what what you're saying is be in before you even entertain a app
032or whatever, there's certain legal things. Can you kind of go through that and and who actually does that for the for the district? Who who who's responsible for ensuring that these certain things are followed through the chair? >> Sorry, >> it uh yeah uh through the chair. Um, we'll kind of tag team on this one, but um, requests can come in from different places, but we have a a platform now where there's supposed to be if it's coming from say a school somewhere else, it'll come through um, one of our platforms called Incident IQ. We will take that information, we'll take a look and we'll start vetting it. Um, some of that work happens in Dr. Keras's office. U, doing some of that initial checking uh, to vet the product and get a little bit
033more information about it. Um, short version. Um and then we'll also check just make sure that there's an agreement in place. We're part of a consortium. Um I believe we're up to like 16 states nationally. And they um everything that is required under FURPA and COPA uh which are two federal laws and then Massachusetts state law. These things are all outlined with these agreements to make sure that the companies are doing what they need to do to um maintain the data, protect the data, and just in general handle it in a way that is in compliance with the law. Um, so as long as those as long as the company has uh an agreement, we can sign on if everything checks out. If they don't, we'll engage with the education collaborative, they got their legal
034team, which will work to see if the vendor will, you know, do the work that's necessary to say that they'll comply with uh all the data privacy laws. Um, so typically things come that way, but then there's other situations where things might come in through uh products that we're looking to purchase as a district. Um and so through the procurement process, you know, we're looking to work with a company. We will take a look to make sure that uh the way in which they handle uh student data uh is in line with the law and the ways that they should be conducting their business. >> Yeah, I can add through the chair, not one um tool or app is decided by one individual alone. Usually there's a committee um that looks at a a product
035and it goes through you know the office of innovation the curriculum office if it has to do with curriculum and so it's vetted through all those places um and if it's a a teacher requesting a tool like say for example a teacher wants to use a certain math tool we'll look at it we'll check the student data privacy um you know we'll ask the teacher you know why why are you using this? When we have like a few, we'll go to the math specialist and ask her. So, we go through a series of things to approve tools. That being said, through the um future ready technology committee where we've talked a lot about, you know, parental concerns, we have um a lot of parents on that committee. And so, what um we are going to
036start working on is something called like an app ecosystem. So, we're going to start looking at we're going to start with early elementary K to2 and start to look at all of the apps that we have student data privacy agreements for. So, legally we can use them, but also the the list um we've had a lot of parent feedback. the the list is very big and hard to read and a lot of those were, you know, we had a lot of technology of the pandemic and now we need to go back and revisit and we've gone back and revisited the tools that we've purchased and really um streamline those, but we haven't gone back to look at the the tools that teachers have requested. So, we're going to go back and look at those and
037we're going to come up with um a smaller, more digestible amount of apps that are um vetted. We're going to pilot a new rubric to vet those so that it can go through a more rigorous process. Um, and then we're going to add in some of the new things coming. Is AI used? How is it used? Is biometric data used? How is it used? And so we're going to have a more rigorous process, but we're going to start and we're going to I listened to your um the last school committee meeting. We're uh working with teachers in each quadrant to be able to do that. So it will come right from the teachers and we'll have some consensus from the teachers. So that's one of the um action steps that we're working on from the
038work that and from all of the parent concerns that we've heard. >> Thank you. And in regards to the use of student data to train or develop artificial intelligence systems >> through the chair to administration, are we currently using any apps or doing any of that within the district at this time? uh through the chair. Not okay. Through the chair. Um not to our knowledge there's any product doing that. Uh actually it's it's illegal for a company to be using personally identifiable information uh to train, develop or enhance their products for like commercial purposes or for any purpose. Um it's permissible under FURPA if data is deidentified. um that in those situations there are conditions under which companies can use that information. It's deidentified at that point. Uh so um in terms of the training
039the artificial model like that's just not something that's even allowed um legally for companies to do not in an education setting. They can't use it for uh for any kind of commercial purpose. um when we're working with these products, they have to be able to use it just for educational purposes and then only working with deidentified data is thing if it's things to like enhance the product. >> Okay. Thank you. and through the chair >> through the chair to administration. Um, in regards to that, moving forward, um, as, um, Superintendent Allen said before, can you please reiterate kind of what the district's plan is in regards to, if we were to look at something like that in regards to potentially um, increasing some type of consent or whatever when it comes to certain apps or
040whatever that we we we decide to use in the future. through to the chair to administrator. >> Superintendent Allen >> through the chair. Yeah. So we have um the future technology committee where the next meeting is going to be on March 13th and the topic for this was on artificial intelligence but we're going to add the biometric data conversation to that so we can um understand the different levels of um parent concerns around different types of biometric data because um through all of our research it's anywhere from a biometric identifier which could just be a photograph of a student up to um scanning brain waves I just found out yesterday. So there's all certain certain types and so we're going to be taking some state laws that we found there's a couple states that have
041laws around it and taking that to that group and discuss it and we'll um talk about uh really the next steps with that committee. >> Thank you. through the chair or to the chair. Um I would just like to make a motion in regards to that um technology committee that you guys are working on that we get a report back on where you're at with that um in in the future. Um, so, um, I don't know what that looks like with you cuz I don't know how how often you're meeting, but once you're ready to come and give the, um, committee an update on kind of where we're at with that and kind of where where we're moving, that would be great. That would be my motion. Thank you. >> Thank you, member mailman. >>
042Thank you. Um, I'd like to make a few motions, too. I'd like to make a motion to hold both of these items probably not in teaching and learning but in um uh what do we call it now? The old fog committee. What is >> operations and governance? >> Yeah. So I'd like to make a motion to hold these two items in there. I um would also like to make a motion that we have a report on the technology committee probably May and then again in October. Could I identify those timelines? I'm I >> Member M. Can you just clarify? Are you asking to amend Member Johnson's motion about the technology or add? >> He wants to however he wants to. Are you I want to be specific about getting information back. I think this is
043a hot topic. it's going to change quickly and regularly and I don't want to like leave it open till next year. So that's why I wanted to stay in committee so they can be separate motions if you want if he's not interested in a definite timeline. Member Johnson, would you be willing to do the timeline if um if there's a suggestion from the superintendent >> through the through the chair? So, we're okay with the May and October time frames, but if things evolve quicker than that, we certainly won't wait till those time frames to bring back to the school comm because in some instances it may require school committee action that may be needed to amend a policy or so forth. So, we can certainly use the May and October as a kind of a
044a baseline benchmark check-in, but if things in involvement that require school committee import or even knowledge sooner than that, we certainly will do that. So, and I I'd also like to, you know, how we talk about this. I I we don't know who's going to buy through the chair to our our folks at the table doing all this hard work. Um we don't know who's going to buy these softwares from us. We don't know how we're going to protect data really. And so, um I think that we I heard you superintendent two weeks ago or however long ago say, "Yeah, there probably will be an opto form that we will use for biometric data, maybe also to delete data. And I would hope that we'd have formal ways to do that. I hope that's I'm
045sure that'll probably be something that you talk about in your committees um in the committee, I guess, >> but I think this is I feel strongly that this should stay open item. I think that's we do our work in subcommittee. So, I think it should go to those subcommittees supposedly. We do. Um, and I think what else did I want to say? >> Member mailman. So, I just want to clarify. I have your first motion, but then are we is this a friendly me? Did we agree that that's a friendly amendment or is Mr. Johnson not okay? Member Johnson not okay with that? Well, I you just kept going. So, I wanted to clarify that first >> for the chair. I I'm what I'm I guess what I'm confused. I'm okay with the friendly amendment.
046What I'm I what I'm actually not on board with is holding those items in. That's a different That's a different That's a >> Yeah. All right. So, okay. >> Okay. >> Um and then the other thing uh shoot I just lost it. Um >> if I can waiting for a list. We wanted to see a list um of apps what whether they were curriculum or not. I I'd make a motion that we um and maybe send this to teaching and learning identify those when we're approving curriculum. I think it should always be listed as part of the curriculum. I don't think it has in the past, but I think whatever apps and technologies are being used should be specifically listed. And we're still, I think, waiting, which you said you would provide through the chair,
047superintendent, the list of which programs are part of curriculum and which are not. So, that has not been done yet. And do we is there a timeline on that, >> Mr. Allen? So, the chair, so as Dr. Cios has just mentioned um a little while ago, we're going through the list of apps now and um looking to see which of those apps can be consolidated or really refined down to the curriculum apps that we're going to be using going forward. So, as we do that work, we'll certainly bring that back um to the school committee. We want to be as transparent as possible and you know gain uh parental input throughout this process. This is not unique to those public schools. all districts are facing all of these same questions now. And so we're learning
048from colleagues across the country and we'll work with parents on their concerns and really we we need to drill down specifically on what biometric data actually means and what the concerns are. If we're using it for authentication purposes clearly I would see that there would be optouts of that. If it's an identifier, it's a picture ID of a student, maybe those and there's operational issues um impacting the district around those things. That's a different conversation. So, we've got to have all of this conversation with parent input over the next several months. A a big thing that we talked about though and I just don't know if this is getting through that we will have a you know all these lists that we hand out to parents or put them in our rules and say here's
049all the apps that we're using it will be easily identifiable what are technologies that are with the curriculum and what are not is do I understand that correctly >> through the chair that's what we're working towards okay and it's going to take time we've got to come up with common understanding of definitions of when we say biometric data What does that mean when we say curriculum app? What does that So allow us to work with the parents and teachers on developing all this for us to bring back to the school committee for um further conversation. >> Okay. And Okay. Um so could you read back the motions? >> So I do want to clarify something with you. Your last motion was your motion to send approvals to TLSS moving forward. >> Was that your or
050just or the list of apps? I don't maybe I'll file that at another time. We can keep that one off. >> Okay. So that so what we're going to do is the first um item or sorry the motion about you want the first of all you have your motions to hold in operations and governance for 5-5 and 5-6. Correct. So those motions will be taken first separately from everything else >> and separately from each other. >> So yes with your motion to hold 5-5 and 5-6 will be the first vote that we take. >> Yep. And then if that's voted down, we take the report collectively as a whole to approve with the motions for member Johnson asking about um the rep the initial report on time on Chromebook um or whe however that looks
051and he'll work with the superintendent and then his motion on the twice annual tech committee report which was the friendly amendment coming over from you because that's correct me if I'm wrong. We wanted a twice twice a year feedback from the tech committee because that would go on member Johnson's initial motion. You're just making a friendly amendment to his motion because he already asked for a motion from the tech committee uh report from the tech committee. >> Okay. Um why through the chair I'm why would that not be in committee? So it's just going to always come to the full committee on this topic. Is that right? >> Oh, sorry. I just want to clarify what you're asking. you what what are you asking is not going to full committee. >> The the um reports
052that we're going to get back >> No, that would come back to the full committee. That's not >> any of these items are going to come back to full committee. None of it is going to sit right now unless other items are filed. Correct. In subcommittee, correct? >> Unless we you you agree to all these items, correct? >> You strongly feel they should be held. >> Correct. Member Johnson, did you have something else to say? >> Yes. the through the chair to the chair. Again, the reason why I asked for for that motion to get a report back because once we get a report back from the full committee, we could hear the report people, anyone on the committee could ask questions. We whatever we at that point, we could then make a motion to
053then send it to committee. I I want to hear it myself first. I don't want to send that. The reason why I didn't ask for it to go to committee because I want to hear it first. We could then send it to committee after we hear it there and it's and then at that point we're asking for further updates. We could get further updates while it's in in committee and they could report out but I'm asking for it to come back here first. >> Correct. >> But that's only on time on screens, right? >> No, that is also the tech committee report. So it's the time on screens and the tech committee report that you made a friendly amendment to. Both of those would come back to full committee. So, uh, member Guardiola, >> uh,
054thank you. Just want to clarify something, uh, regarding the motion by member mailman to hold a two item CP5-6, five and 55, 55 and 56, excuse me. Um, regarding sending it, if it was to be approved, to be sent to operations governance, I is that allowed? Although it's in TLSS currently, it seems like forum shopping to me. So I believe and the clerk can correct me if I'm wrong, but a member can make that motion to send it to another committee. It's up to the committee if we opt to vote to do that or not. Okay. Thank you. >> Is that correct, Madam Clerk? >> Yes. >> All right. So then that being said, what we're going to be doing first is taking member mailland's motions or >> Excuse me. >> Yeah. No, >> I
055I want to have the votes on um 55 and 56 to be held in um >> Right. That's the first one. That's we have to vote that first because if it gets approved then that changes things. If it gets voted down then we take the report collectively. >> Thank you. So the first member Johnson >> I'm so sorry >> for clarification and ser for rule clarification. Typically, when we ask for something to be held, right, and if it goes back to committee, am I mistaken that it only could be held for one meeting and then it has to be brought up in Right. Cuz typically when we hold something, you could only hold it for one meeting. That is correct. >> So asking for it to be held and sent back to committee, it would
056have to be taken up in that committee the next meeting. Am I >> That's actually I just that's that is in our that's for full committee meetings. This is a subcommittee meeting is different. our rules there are different. It's not necessarily for the next committee, but we did recently approve uh changes to our rules where it has to be taken in a certain amount of time or some type of action has to be taken on an item. So, it is not the case um and the clerk can correct me if I'm um wrong on this as well, but I believe that that only applies to our full committee meetings that an item if it's held has to be taken at the next meeting. If it's being held in subcommittee, there are different parameters around that.
057So it doesn't necessarily have to be taken at that next meeting if it were to be sent to uh operations and governance. >> So maybe uh uh uh language u or how it's would would the motion be to hold it or would the motion be to send it back to subcommittee? >> So I believe that the motion would be to hold the item and send to the subcommittee of operations and governance. Uh that's member mailman's it's all one motion. So that's so that's uh does anyone else have any other questions before we take that vote? All right. So then the first vote is a motion by member mailman to hold and now send these 5-5 and 5-6 to operations and governance. So I ask the clerk to call the role. >> Member Alvarez, >> yes.
058>> Member Biancia, >> no. >> Member Bernando, >> no. >> Member Guardiola, >> no. >> Member Johnson, >> no. >> Member mailman, >> yes. >> Vice Chair Mcculla, >> no. >> Member Roy, >> no. Mayor Penny. >> So now with that being said, the the motion failed. So now we go to approve the full standing committee items uh with the two motions on the table. Member Johnson's motion for the time on Chromebook report that he'll work with the administration on how that will look and then the motion that member Johnson made about a tech committee report with the friendly amendment from member mailman to have it two times a year. So now we'll take a vote on that collectively. If the clerk could call the role, please. Member Alvarez. >> What about the fire? >>
059Yes. >> Member Bianceria. >> Yes. >> Member Benza. >> Yes. >> Member Guardiola. >> Yes. >> Member Johnson. >> Yes. >> Member Mailman. >> Yes. >> Vice Chair Mcculla. >> Yes. >> Member Roy. >> Yes. >> Mayor Penny. >> Thank you. So our next item here, I want to go back to where we need to be. >> No, no, we have no >> I apologize. We'll be continuing with the operations and governance. Oh, no. Oh, sorry. >> That was that was the second vote, right? Second cover. >> Yes. Yes. Thank you. >> So, now we're moving on to operations and governance from February 9th. Member Johnson. >> Yes. Thank you. Um, operations and governance met on February 9th. We took up two items. Well, actually, we took We took up three items. One we we
060filed to send back um to full committee. Um it was GB2-9215 request that the administration provide quarterly reports regarding building maintenance to include time frames on work and um we'll begin and conclude it. Um administration um provided their quarterly report. Um the report was approved on the three to three to zero roll call vote. Um and then we took up CMP 44-13 to request the school committee work on work with the superintendent on developing a plan to integrate the fast growing sport in America pickle ball after the school programming. Um so um administration gave their report on on this um and due to um different situations now which was in the backup or whatever the um committee decided to file this item on a three to zero roll call and the meeting was adjourned. That's
061the report. >> Thank you. So that is what all that was taken up in operations and governance as member Johnson me mentioned the other two items were filed and sent back to um administration to come to full committee. So any motions on that or questions? All right. All those in favor of approving the report? Any opposed? All right. So it's approved motion carries. So then we go on to RO [laughter] if I can get back there. Apologize. So ROS6-4 vision to action instructional framework and culturally responses responsive pedigogy CRP enhanced um superintendent Allen >> through the chair. So as the team's coming up and once they get settled I'll have them um introduce uh themselves but a key piece as they'll say as of our strategic plan is to enhance culturally responsive practices and pedagogy
062um within um the schools. Uh we know we gave us a a presentation a year ago on this work, but we think now that we're really uh uh rolling out some uh these practices to the schools, training our coaches, we thought it's an appropriate time uh to bring this topic back to uh to show and explain what we're doing with our schools, with our teachers um and to reflect uh curriculum that best reflects all of the students in those public schools. So I'll turn it over to the team to introduce themselves and then start the presentation. >> Good evening. Um so today we'll be reporting on our work of culturally responsive practices and the progress that we've made in this last year. My name is Caleb Incarnation Ha and I have the privilege of serving
063as the director of equity here for the Worcester public schools and I'm joined by two of my colleagues who I will have introduce themselves. Hi, I'm Colleen Santon and I am a supervisor of teaching and learning and I work for the North Quadrant. >> My name is Tim Liry and the supervisor of teaching and learning. >> If we can go to the next slide. >> Thank you. So, as always, we anchor our work in our district strategic plan. Culturally responsive practices are central to this plan and specifically in two priority areas. And so the first reflected here is equitable resources and educational programs. And the three aims enhancing providing equitable and consistent learning experiences, expanding opportunities for all learners, and ensuring our students are prepared for an ever evolving world with future ready learning environments
064are all rooted in what culturally responsive practices are. Go to the next slide, please. Our second priority area is culture and climate. And this is where culturally responsive pedagogy is explicitly highlighted specifically in aim two that calls us to enhance the use of culturally responsive pedagogy connecting learning directly to students backgrounds, experiences, and interests. And this is where we bring that connection into our school environments. Let's go to the next slide. Thank you. So to frame our focus for today, we have uh three key objectives. First, we're going to update the committee on our progress with culturally responsive pedagogy, particularly how it's being implemented instructionally. Second, we'll provide an overview of our professional development and training plan and how we're building capacity across our educational ecosystem, ensuring that this is a collective effort. And finally,
065we'll give a preview of some next steps and how we plan to expand this work through systemic alignment. Go to the next slide. Thank you. So to begin, we will start with an update on our progress in implementing culturally responsive pedagogy, particularly from an instructional perspective. We'll focus on how culturally responsive pedagogy serves as a lever for meaningful change in our classrooms. Next slide. So what do we mean when we by culturally responsive pedagogy? And last year we collaboratively defined it within our instructional framework. And at its core, culturally responsive pedagogy is an adaptive approach that affirms student identity, culture, and lived experiences. It's important to mention that it's grounded in research promoting three key pillars: academic achievement, cultural awareness, and critical consciousness. This is not an add-on. It's central to our instructional practice. And
066by centering students as the focal point of learning, we're ensuring that instruction is relevant, engaging, and that it's preparing them for an ever evolving world around them. Go to the next slide. Now, we will broadly define what CRP looks like. The quote on the left highlights the work of Zarretta Hammond from her book Culturally Responsive Teaching and the Brain. As Hammond states, learner centered culturally responsive education honors the strengths, cultures, identities, and lived experiences of all students while providing meaningful and authentic learning opportunities. In practice, this means ensuring diverse representation in classroom materials, intentionally connecting lessons to students lived experiences, and embedding multiple perspectives into daily instruction. It includes structured opportunities for student voice, meaningful choice in how learning is demonstrated, and maintaining high expectations paired with strong responsive support. It is reflected in assetbased
067language, flexible grouping and collaboration, and learning experiences that authentically connect to families and the broader community. Next slide, please. The scope of this work has been intentional. First, establishing shared working definitions and core concepts of culturally responsive practice. across Worcester public schools to ensure clarity and alignment. CRP was then embedded directly into the instructional framework, moving it from theory to practice. Next, leveraging CRP within the walkthrough tool to align observation with feedback and then developing a comprehensive training plan to support leaders and coaches in immersing themselves in the framework. School-based teams have applied CRP through instructional rounds, most notably at South High and Sullivan Middle School. And finally, developing partnerships with teachers to intentionally incorporate culturally responsive best practices into classroom instruction. Next slide, please. Our instructional framework focuses on fostering a culture of belonging,
068ensuring every student feels seen, valued, and connected to the learning and environment. The indicators shown identify culturally responsive practices as a method of upholding high standards for academic excellence while honoring strengths, cultures, lives, and experiences of all students. As the work deepened, a more comprehensive definition and shared learning experience were required to move beyond aspiration and into clear actionable practice. Caleb will now expand on this definition. Next slide, please. So, we want to highlight how culturally responsive pedagogy is fully embedded within the Worcester public schools instructional framework. Um and this work it began last year and continues to ensure that culturally responsive pedagogy is not just an addition but woven throughout instruction. And while culturally responsive pedagogy um is present across the framework, we um are going to break it down into three domains. And
069those uh domains are the first being academic achievement and funds of knowledge. And this is where educators are building on students prior knowledge and setting high expectations. drawing on their perspectives in order to inform their learning. Second, cultural awareness and acknowledgement. And here it's about educators affirming diverse identities and fostering inclusive environments where also students are affirming each other. And lastly, the third is about social agency and real world problem solving. [snorts] And this is where educators are empowering our students to critically think and take action. And I want to just mention that this domain is so imperative because it aligns with our vision of learner dispositions as engaged community members, empowered [clears throat] individuals, curious learners, problem solvers, and also effective communicators. It's also important to mention that these domains are directly rooted in
070Dr. Gloria Latin Billings foundational work on culturally relevant pedagogy and her pillars of academic achievement, cultural competence and critical consciousness. Go to the next slide. And so this slide is focusing on integration and alignment. Our five instructional focus areas, goal- directed learning, assessment and feedback, aligned instruction, collaborative discourse, and an inclusive, engaging, and equitable learning environment are inherently aligned with culturally responsive pedagogy. Culturally responsive pedagogy is embedded within our instructional framework and innovative practices, not as separate efforts, but as reinforcing each other. CRP supports goal directed learning. It ensures meaningful assessment, taps into students funds of knowledge for collaborative learning, fosters social agency, and creates an inclusive, engaging, and equitable environment by centering cultural competence. In short, culturally responsive pedagogy is integral to achieving these goals fully align with our framework and innovative instruction. Go
071to the next slide, please. So now as we move forward, we shift to capacity building. So we've discussed how we're implementing culturally responsive pedagogy instructionally, but sustaining this effort means building capacity across the district and recognizing CRP as a core leadership competency. Go to the next slide. So to turn culturally responsive pedagogy from vision to action, we have a three-pronged approach. First, we focus on educator learning, supporting teachers in making culturally responsive pedagogy integral to daily instruction while growing in their craft. Second, we're supporting our instructional coaches, ensuring they have what they need to effectively guide educators. And finally, we're developing leadership capacity, helping our leaders foster and sustain culturally responsive cultures across their schools. All three of these levels, educators, coaches, and leaders are essential to sustain this work collectively. Go to the next
072slide. So, our culturally responsive leadership training for principles is still evolving. While principles and assistant principles have previously gone through equity centered leadership training, we're now building a peer learning community to launch by the end of the school year. This cohort will help school leaders approach leadership practices through an identity lens, understanding how identity informs instructional goals, data interpretation, and how they build capacity in their teams. Using tools like our district walkthrough tool, as well as the CRP indicators identified in our culturally responsive pedagogy empowerment tool, which we developed last year, leaders will analyze data through this lens, fostering collective learning and reflection. Ultimately, it's about equipping leaders to guide their schools in embedding culturally responsive practices, fostering an ongoing culture of equity and identity informed leadership. Next slide, please. This brings us to our
073leadership training impact. By 2027, we aim to have over 200 leaders trained in this work. This expansion builds the long-term capacity needed to sustain culturally responsive pedagogy. It is not a checkbox. It's about cultivating leaders who take ownership, embedding this work into the DNA of our instructional culture. In doing so, we ensure CRP is not a one-time initiative, but a continuous collective effort that supports our growth for years to come. Next slide. Next, we highlight our coaching and instructional support. This year, through our coaches academy learning series, we've been focusing on how to equip our roughly 120 instructional coaches. Since December, in monthly sessions, we've ensured coaches first deeply understand culturally responsive pedagogy, especially through an identity lens. The series offers hands-on tools and frameworks that help them apply CRP in their coaching. Coaches engage
074in reflective activities and have optional PLC's to dive deeper, gathering instructional data to foster collaboration. This approach grounds culturally responsive pedagogy in practical, actionable steps, ensuring that coaches can guide educators to bring culturally responsive instruction to life in their classrooms. >> Go to the next slide. >> So now we'll preview what comes next. Um we've advanced from implementation to capacity building and in this preview we'll outline how we'll continue to expand and sustain this work across the district to ensure continued growth. Next slide, please. So, our next steps to deepen this work will include first, we'll continue professional development for leaders, coaches, and teachers, expanding our three-pronged capacity building approach, and those who've been trained will help build the capacity in others, creating an internal cycle of growth. Next, we plan to identify three to
075five non-negotiable CRP look fors, ensuring clarity on what must be visible in every classroom. To do this, we'll be leveraging the work from our KREA teams, our culturally responsive instructional agency teams, which we've expanded from last year's pilot, and these teams will collect instructional data on CRP that will help us codify what those key look fors will be. We'll also be embedding culturally responsive pedagogy in our systems, integrating CRP indicators from our empowerment tool into the district's walkthrough tool, coaching cycles and PLC protocols. Now that our coaches have engaged in learning through this year's coaches academy in the year ahead, we will support them in implementing targeted coaching cycles aligned to culturally responsive pedagogy and student engagement data and using that data to guide instruction to support educator growth. We'll also use walkthrough data to
076support implementation. By collecting data and analyzing trends in culturally responsive pedagogy, we're generating actionable data that leaders, coaches, and educators can use to collaborate. Also recognizing that many of our teachers are already actively engaging in this work. All of this is to ensure that culturally responsive pedagogy isn't an add-on, but a systemic datadriven shift embedded in every facet of our district's instructional culture, ensuring lasting impact for years to come. And that concludes our presentation. You >> Thank you so much. And I really appreciate the work the district's been doing on this and continues to do on this. and I've been out in the school building several times over the last few weeks and seeing the PLC's and just how helpful those are and supportive for our educators and our students has been wonderful. So, thank
077you for your continued work on this. Um, member Guardiola, did you you Oh, no. Member Biancia. >> Thank you for this presentation certainly informative. Um, I just wanted to go to a couple of things here. you had uh presented a sheet here leadership training impact district leaders principles and then assistant principles. So as we line up who we're informing and who we're working with, how is that presented? Is it from staff to then principal to then teacher or do we have a set schedule that we're working with? >> So it's a collaboration of all of it. Um, educators have been actively involved right now just at South and Sullivan in using the tool that we've created and providing that handson pedagogical support for classrooms. The coaches have now been the next iteration of those who've
078received training this year in order to build the capacity. Now, we're going in this year to hone in by the end of this year on our leaders, but it's going to be a smaller PLC to start this year, optional for leaders to then eventually build the capacity of further leaders next year of those who decide to join this smaller PLC. But the work we're doing with leaders is evolving and we're kind of at the cusp of that now and beginning. >> Okay, sounds good. Um you also have down [snorts] here that um develop a shared vision, build consistency and strengthen instructional leadership. [clears throat] When you are looking to identify the lanes uh the lens excuse me instructional sense making collective learning schoolwide impact not every school is the same. So, how do you then
079make this practice fit different areas um of our schools, not only grade level, but the different cultures in our schools, the different aspects of what we're looking at. >> And through the chair, I think that's the beauty of culturally responsive pedagogy and what it is, because at its core, it's actually about identifying that there isn't a one-sizefits-all, right? and that each of our schools come with a plethora of cultures, identities, experiences, and knowledge. And leveraging this type of pedagogy enhances school leaders, school coaches, and educators ability to recognize that and identify the uniqueness that exists within schools in order to help that inform how they're going about their learning practices. So what it comes down to is it may be five sites do it the same way but another five sites do it a different
080>> so I think >> have a different practice am I correct >> through the chair I think the logistics around how the training structures will happen will probably be replic but in terms of how the pedagogy acts in the classroom that will look different right depending on the classroom depending on the student population um and So this type of pedagogy leverages that to celebrate that difference and to be cognizant or acknowledge it >> to actually celebrate how you're moving >> in in a particular direction for each of the sites. And then lastly, um, when you talk about the professional development plan for coaches and teachers, it's all data driven at this point or are you working towards data driven? >> So through the chair, um, it is both. It's data driven um, in terms of,
081uh, research and scholarship, right? And so all of the work that we're doing and we've referenced a lot of the scholarship pertaining to this work that informs how we're going about the training. Um but the training for educators is data driven in the sense that we as a district have established CRP indicators that we plan to now embed within the walkthrough tool to help us collect specific data points to inform how professional learning is structured. If I Oh, sorry. If I could even just add on through the chair. Um, I I think it's really important to highlight that there is an intentionality to this roll out. Um, as I shared in in the slides that I presented, a lot of this work is is currently rooted in identity work. And so, the coaches are not
082currently being asked to bring anything back. It's not like the PD kits for the instructional framework where, you know, certain things like lesson structure, you can you can follow a training plan for that. um this is much deeper and much more nuanced and and I think making sure that we allocate the right amount of time and give people the opportunity to really um embed themselves in that work has been has been important. >> I think the piece that um certainly stands out here is is the engagement is going to have an impact on every site which I think is terrific. Thank you very much for the presentation again. >> Thank you. All right then that being said oh member mailman Thank you. Um, when I was preparing for this, I didn't think I was going
083to start here, but I am going to start here. Um, I listened closely to what community had to say, and one of the things that doesn't get discussed in this report is, um, about superintendent leadership or district leadership. We're at the school level. were instructional. So, I'd like to hear more about how students are engaged in this work. But but this this leadership effort and if we are serious about it and the message that's getting sent via all of us and via you and the leadership team is critical to me and I don't know if you could maybe spend a minute on that and then I think you know your budget presentation will tell us how much value we have there. So, we'll see if we can put the real effort behind what it's going
084to take to get this work done. But, um, so I'd like to hear from you, Superintendent, about how you see this work fitting in. And then I have a couple of other questions. >> Superintendent Allen >> through the chair. So I think as comments from the panel as part of the presentation kind of highlighted, you know, this isn't new this year to us, but we've really kind of slowed down and been deliberate with the training and rollout plan because this is something that needs to be embedded and sustainable um in our practices long term. This is not just achieve something in a strategic plan and then we've we're done and complete. This is a complete overhaul. And that's why we've had many many many conversations this year of how to be uh maybe slower but
085more deliberate in its implementation and effect and implementation at the schools and why we are starting with our 120 instructional coaches. Um really going deep in the coaches academy this year folding in um the principles and district leadership into the work through the rest of this year and into next year. and then really getting um into uh the classrooms. We've been doing pilot work at South and Sullivan as uh mentioned as part of the presentation. This is the second year of that pilot work where we're actually going deeper in those schools. We want to go deep and meaningful before we go districtwide. So, we're really uh prioritizing this work, but we're being very intentional, very deliberate to make sure we do this um very thoughtfully and correct. So it's sustainable um long term for Louis
086public schools. This is because it because not only it's in the strategic plan it's important because but the students that we serve it's more than just strategic plan work. >> I it is super important to community. I mean you heard some important testimony today and that's just coming from the groups that are out there whether they're parent groups or equity or the justice groups that are out there. But I hear this all the time and I and it is there is rightful concern in community about are we going to keep going with this? Are we going to make sure we're serious about it? Are our leaders going to mirror what we need to get this work done. So I trust that you will um and and just please take the pace of which we're going
087as the level of our seriousness of which we're um implementing this. This isn't, you know, something we're just uh it's a driveby add-on, as Caleb expressed. This is not an add-on. This is being embedded into the work we do every single day. >> It's families need this. And from a a district leadership, um >> member mailman. Yes. >> Through the chair, um as a through the district leadership, like how are they getting involved in this work? >> Superintendent Allen, who do you want to have answer that? >> Sorry. um through the chair. I I think it's important to note that this has been deeply collaborative from its inception. Um I I think one of the things that we note when we talk about the coaches um I'm one of those people that I I on
088a Q team. So I I am part of a department, but I'm also on a cross functional team. Um so all of our district level coaches who work within their respective departments are participating and part of this work with direct involvement from all of the department directors. Um our executive directors are also deeply involved in this work and they're in attendance at every single meeting and participating in every meeting. Um they've been here through all the planning. We've spent a lot of time um I know early in the early phases particularly with with Jess Mandez with Dr. Curiosis. Um really just making sure that everything that we're doing is in alignment. So I think as we're we're going through and collecting information from the teachers and the students and also looking at what we have
089within our departments as priorities uh we're really trying to be very intentional to ensure that everybody's represented and included in this learning >> and through the chair just one more question to Caleb um can you talk about the students please in this process? Yeah. So through the chair um we recognize that at its core culturally responsive pedagogy is about centering student experience as the focal point for learning. And so in the development of this process about how we wanted to think about the systematization of this work, we knew that we had to ensure that student voice was also an integral piece because if not we wouldn't necessarily be engaging in culturally responsive transformation um as a district from an instructional stance. So, specifically in our pilot work at South and Sullivan, um both of those
090schools, especially South High being a school that I think really champions student voice, um and student agency, um we've involved a cohort of students in collaboratively working with teachers at looking at culturally responsive instructional data um specifically based in our indicators that we've developed. And those spaces have just been such powerful spaces. I know the educators that have been working on the teams have just been delighted to have the opportunity to work in collaboration with students and to hear student voice as a perspective on thinking about the growth in their instructional journey as educators. Um, and it's definitely been a privilege for me to be able to watch and see um, as these educators and students have been able to work um, in such beautiful partnership. Um, and it's really just a testament to the
091beauty of this work and where we're headed as a district. >> Thank you, member Ben. >> Thank you. Uh, thank you for the report. Now, we've been doing culturally responsive work in the Worester public schools uh for a long time and um I'm happy to hear that you were doing work at South and Sullivan as far as South goes for 10 years. They've been doing work on culturally responsive work there and so it's nice that you know you're starting your pilot there. However, it had already been going on for a very long time there. So my question is I can I understand what supervisor of teaching and learning has to do with CRP but um Caleb can you explain like your role in the CRP your involvement uh like say on a daily basis with
092um staff uh because I I think that the focus on this should be on teaching and learning and it should be on teachers. So um and then I saw that you did a there's a walkth through tool which again we've had walkthrough tools for a very long time talking about teaching and learning. So I'm curious like in your position which is a position that's very focused on equity and engagement and hiring um inclusive populations like how does your role support uh CRP? >> Superintendent Allen through the chair. So, um I'm not going to discuss individual positions other than to say I I believe roles within those public schools are uh continuously evolving and changing and this work is directly related to teaching and learning. I agree with you and I we as we go into
093I think to member mailman's question as we go into the FY27 budget process >> um we'll kind of uh come forward with recommendations on what this work looks like in uh district office support looks like going forward from there. >> Perfect. Uh because it's a it's a job that requires many people and we have 5,000 employees, right? So, in order for every teacher to incorporate it into their lessons, they need training, too. And I was just wondering like how much training do you think a a teacher you needs uh professional development in order to be effective to really feel confident in implementing it? >> Superintendent Allen. >> So, the chair, so that's why we're being deliberate starting with coaches. um uh to make sure that there's complete and full understanding of what this looks like
094at the coaching level and then at the what the classroom level looks like. You know, we engage in professional development all the time with our teachers whether we're rolling out math curriculum or CRP work where um we need to be deliberate and we need to do more and better job at the training at the outset. This is a time unlike when we rolled out with any particular curriculum that we want to discuss. We essentially say here's a couple of hours PD now go do it in your classroom. We're being completely different in this regard so we can be highly effective in its implementation because we want to take the time to do it right. We have the time to do it um correctly and so we're doing it completely different than we may do with
095other areas of teaching and learning. >> Oh, thank you. Um the the other um part is that we have bought curriculum that actually has components of of um the program in it. So for example um [clears throat] the reading program um does have components of CRP in it. As you know as you read those stories you're learning about the culture of different countries. So I think that's important to to add to the presentation that we have bought curriculum and we have then on the W public schools very serious about including it into the curriculum for example the high school curriculum uh we used to always have to read Romeo and Juliet that was required right uh now uh English teachers provide students many different books with the same you know the same theme but not
096necessarily Romeo and Juliet that. So I think it's it's even though we're working on training staff, you're doing a good job at also getting the idea that there are many ways to teach something and we have to look at the culture of the student and make sure the student feels that they see themsself in that in that curriculum. >> To the chair, we agree and that's why I think in Caleb's initial comments that this isn't add-on work. is actually embedded in the work we're doing. And that's an example of where it's already embedded in the work that we're doing. And so we are using maybe different literature. Maybe we're using different but it's reflecting cultures and experiences of our students more appropriately than um uh maybe something we would have done more than 10 years
097ago. And just um one la last comment through the chair is um that I think PLC's are really important uh for staff to come together come together and have those conversations and I feel like there's not enough PLC's that we have in our schools and it's because you know obviously we might not have coverage for our teachers to do that but it's really important especially if we're implementing any any new program or trying to enhance when we have that we do budget. Uh one of the things that we really look at is increasing PLC's in our schools. >> Through the chair, we completely agree. We that was a cornerstone of our equity budget uh basis and recommendations going into this year was even the addition of the climate and culture um assistance were to allow
098for schools to have more PLC work. And so that's something we'll take into um consideration in as we develop the FY27 budget. So, thank you. >> Thank you. Alvarez. >> Yeah, thank you for this report. I just want to say that um when I think of walking into a meeting and the report is on culturally responsive pedagogy and I look at you guys sitting down I just appreciate that you guys each have your own unique intelligence tools that you bring to the table and you work collaborately. So, I just want to say I appreciate you, especially you, Caleb. I've known you um since I was younger, too. So, I have that connection from all that youth work we were involved in. Um, I appreciate your the team's thoughts thoughtful approach to equity and inclusion reflected
099in this report. I'm especially encouraged by the focus on culturally responsive pedagogy and the clear steps we're all taking like embedding CRP into the instructional framework, developing targeted professional development for staff and using walkthroughs to monitor real progress. I'm also glad to see the emphasis on student involvement with opportunities for student voice, choice, and agency incorporated into learning experiences. These concrete actions show a real commitment to turning our values into practice by supporting both our educators and our students. It's clear we are an evolving community, growing to meet the diverse needs of our students and preparing them for lifelong success. I do look forward to supporting this important work. Thank you. So, we're all set. So, the motions, it's good to see everybody again and uh looking shop everyone. So, uh keep up the great
100work and uh motion to approve the file. Those in favor of opposit. Okay, we have approval of grants and finance items under N. Approve on a roll call. Member Alvarez, >> yes. >> Member Bianceria, >> yes. >> Member Benza, >> yes. >> Member Guardiola, >> yes. >> Member Johnson, >> yes. >> Member mailman, >> yes. >> Vice Chair McCulla, >> yes. >> Member Roy, >> yes. >> Mayor Penny, >> yes. General Business response [clears throat] to the administration request report on what uh firewalls and precautions are in place to prevent students from connecting to internet sites that are outside the educational uses of the Chromebooks and pads. Anybody on that? The motion is to approve and to file. All set. Those in favor post so next item is to have administration review game day staffing
101levels and pay for game day staff. Um motions for administration and member McCulla >> as it reads. >> Okay. Those in favor oppose so ordered. Next item is that the uh Wister School Committee hereby recognize and celebrates Black History Month, honoring the history, achievements, resilience, and the lasting contributions of black Americans and members of the Worester community and reaffirms its commitment to equity, inclusion, and culturally responsive education while continuing to foster school environments where every student feels valued, represented, and supported. Member McCulla, >> thank you. And it certainly ties into tonight's conversation. And it was not even uh planned that way. It was a little late to the game with putting this on, but I thought it was important for both this and 6-17 if you want to take them together to recognize um women's
102history month. >> Oh, which one's that one? >> The next item. >> Next item. Okay. To recognize March as women's history month, the Worester School Committee honors the achievements, leadership, and lasting contributions of women throughout our nation's history and within our within our Worester community. established through school-based celebrations and later designated by Congress as a month-long observance and recognition encouraged reflection, learning and equity in our schools. Member McCulla motion >> is it read? >> Okay. So, member mailman >> thank you on black history I month. I just wanted to um you know the high schools with the student black student unions are amazing and the programs are I mean I've seen social media on it all the time. I know we've been invited to different events and um so I congratulate the students because they're
103the ones that um have brought it to life really in the district and even when I first got on four years ago this this was not present. So, it's very exciting and I'm glad to see it and um thank you. >> Thank Thank you. So, we'll take both items. Motion to approve in the uh file. All those in favor opposed. Next item is to explore funding options, maintain and expand the Brit program. Member McCulla. >> Thank you. And several of us here recently attended a presentation at Burncoat High School around the Bright program. and it's something that they have had there for several years and certainly something that's really beneficial to our students and surrounding mental health as well as additional supports and really a collaborative effort amongst the staff at the schools and I
104just ask that administration um when we referring this to finance to explore funding options to mo both maintain that program and potentially expand it. Thank you. All set. So the motion to fur the finance. Those in favor? Post. So ordered. Uh to consider amending rule 13 of the school committee rules to include at no time will school committee delay the start of a public meeting beyond 50 minutes of the publish start time. Remember mailman >> through the chair. I think it says um to approve and file, but I I if I'm I think this has to go to operation to the policy committee because it's a policy through the chair. No, we can do it tonight. Um I just think it's important. We've had people here and it happens to us four or five times
105during the year where, you know, it's longer than 15 minutes, it's a half an hour, it's an hour and people are waiting and I just think that's not very uh respectful. And I think that sometimes we do a lot of executive committee work at the beginning of our meeting through the chair and if there's things that have to get voted right away so that we can report them, we could certainly handle that right away so that it would not delay. So I'd ask my colleagues for the respect for the public that we get out here as soon as we can. Thank you. >> Thank you. Um member John >> Yeah. through the chair. um to the chair. Um in regards to that, I I just want to just say as previously being the vice chair
106of the school committee for two terms, I've always work with you and the clerk and the superintendent on ensuring whatever's on the agenda in regards to executive session that we time it hopefully based on and and we work with legal on this to make sure if it's going to be longer, we might start a meeting at 600. If the agenda is shorter, we started at 5:30. I just want to ensure the public that in no way am I sitting in there not respecting their time and the that they're here and whatever. Um, we're in there trying to handle some business and when when when I have done the scheduling and I'm sure member McCulla now as a vice chair when doing the scheduling that we're really taking that in into account. Um, I I'm not
107in no means trying to waste anyone's time here. Um, so I I just want to make that I want to make that known that that that's always been the practice. And I I'm not sure. Um, but I'm not I I don't think we've really been longer than 15 minutes or half an hour or so um over the past few years. Uh, so I I I don't see it as a a a a significant issue and hopefully moving forward we continue to take a look at the executive session and make sure that we're lining that up with the start time for our meetings moving forward. Thank you. >> Uh, member Guardiola. [clears throat] >> Uh, thank you, Mr. Mayor. Just want to echo a little bit of what uh, Member Johnson stated. You know, obviously nobody
108wants to stay in executive session longer than we have to. Uh and I do appreciate the fact that folks do want to come into public speak publicly speak and whatever item it is and uh and I do really appreciate that. But uh that being said, you know, we do take executive session very seriously. There's some really important things that we're talking about uh every time we do meet. Uh and not only that, we're also, you know, paying an outside counsel at times to come from afar to be able to discuss some of the matters that we're dealing with. So for us to put a hardline rule uh to say that we cannot do something when we're we're talking about something that's really important executive session that is more than likely timely because when the vice
109chair and yourself put together an agenda for executive session it's because it is uh something that is very important at that time. So I would just say that having a hardline rule to say that we cannot go past a certain time uh is just a little too restrictive. Thank you. >> Okay. So member B carrier. >> Thank you. Um to even state that uh we would attempt at any point in our time in our careers as school committee members to be disrespectful to the public. I think is very insulting to every single member here. We have at no time handled the executive session as though it's just something we're going to sit through. These are important issues. We are responsible for not only negotiations with unions, but when we have employees that are bringing in
110front of us issues that they have that we need to discuss, they also deserve the respect and the responsibility of every single member as school committee members. In no way would I say anything but to file this particular item. Thank you. >> Thank you. Remember mailman. >> Yep. >> Um obviously I wouldn't have I think that we should go back to I think that we should go back to executive session after we're done with the public portion of the meeting just to be clear. Thank you. >> Thank you. Okay. So we have a motion to file. It takes precedent. So motion is to file. >> I think was that a motion? >> Okay. Member Berry had a motion to file the item. >> Okay. Roll call. >> Member Alvarez. >> No. >> Member Bianceria. >>
111Yes. >> Member Bernenda? >> Yes. >> Member Guardiola? >> Yes. >> Member Johnson? >> Yes. >> Member Mailman? >> No. Vice Chair McCulla. >> Yes. >> Member Roy, >> yes. >> Mayor Petty, >> yes. >> Okay, we're on our next item to update the Children's Online Privacy Protection Act policy and make updates onto the handbook as necessary. The motions refer to operation governance. So, okay. All those in favor opposed. Request approval of updates of these M MASC policies in order to update the school committee policy manual. Also recommendation is to send that to the operation governance. All those in favor opposed. Dr. Q, I didn't even see you there. We get a picture in the big seat. [laughter] >> Okay. We're on the next item just uh to get an update on the implementation of
112girls flag football at West Public Schools. Member Makulla. >> Thank you. This is something that we have had discussions on previously and it's something that continues to grow in the central mass area and I would just love if we could get an update around this and certainly going to TLSS is fine by me. >> Okay. So send that to TLSS. Um all those in favor opposed. Next item is to get an update on the current structure of Claremont Witherwin Street in any proposed changes. Member mailman. >> Um thank you. I and probably doesn't read exactly as um I had intended, but you know, we know that the school is doing some work on their planning and what the school will look like for the future. So, I wonder if you know, in the next month
113or so, we could get a report from the school on where they're at. >> So, refer to administration, I think, is what it said, >> Mr. Chair. So as part of our district realignment um project um there will be a recommendation including that on the woodland and Claremont model. So it'll be later in the spring where we come forward um to the school committee with all of the changes across the district which will include woodland and claremont. >> Okay administration those in favor post ordered. Next item is to provide report showing line item improvements of the Worester Technical High School from pre- studentent opportunity act at the end of the S SOA showing how was ended up closing the gap between the WA technical high school and the regional schools. Um is that other is
114that other regional technical schools or is that our school? >> Regional technical. >> Okay. Member mailman. >> Yep. [snorts] Um, this is a conversation um that I've had with the superintendent who was the CFO prior to that, but um, you know, I'm I'm asking about the vocational look back, but it really is probably on a whole bunch of things. And I hope that as part of budget that we're going to have a conversation about what was achieved um, because we know our schools weren't getting particular dollars. So, >> I'd ask for report on that. Okay. Um, all those in favor for the administration, all those in favor, oppose, so ordered. Next item is to provide an update on the new electric buses for the district. Member Johnson. >> Yes. Thank you to the chair to
115administration. I actually have put this on prior to the article coming out. Um, [laughter] whatever. I think someone did that on purpose. So, um I I guess we could get an update now and then we could file this Mr. Allen >> away if that works for >> the chair. We weren't trying to preempt your item. However, as you know, the school committee has been very involved with uh move to selfop transportation, but also the the work that the district did to secure 20 electric buses through the infrastructure, the inflation reduction act through the uh federal government at no charge to the district, including the charging stations for those. um those are now um complete and our buses are um in Worcester and we're ready to begin transportation using those 20 vehicles uh starting uh I
116believe next week. So um this is a a great opportunity for us to be part of the city's climate action plan um and to use these uh 20 buses um to support our students. If you haven't had an opportunity to see or uh one of the electric buses, they're extremely quiet to ride on. It's a it's a it's a very good driving experience for the drivers. Drivers are looking forward to driving these vehicles and it's going to be a great riding experience for our students as well. So, we started with 20 um as a pilot to make sure um you know, everything from maintenance and um uh just New England weather and hills and so forth. We we really want to put these 20 buses to the test and then see where our fleet expands
117from there. >> All sir, maybe we get enough snow stomps. You have the operator test. >> Okay. So, motion is to file. All those in favor post audit. Next item is to look at the the uh changing the distance for the bus transportation from two miles to a mile and a half in attempt to address traffic pickup and drop off at schools moving forward and with the uh the new school district lines. U member Johnson. >> Yes, thank you. Um so as we continue to talk uh about um issues at the end of the day, beginning of the day and with the new 20 buses coming on, hopefully we could also I don't know if um that impacts our drivers where we need to hire more drivers or whatever. So as that's re reason why
118I asked for the first one which then goes to the second one. Maybe that could alleviate some of the traffic moving forward, especially when we do our realignment if we actually move it the mileage down a bit, which might alleviate some of the traffic at Roosevelt and other schools that we're having um in the future. I don't know that answer. I guess maybe it could be a feasibility study to kind of see if really that might um help um with the traffic, but just take a look at it. That's all. So, we're sending that to uh operations and governance. So the chair, if I can just we'll send it still to governance for further conversation, but if I can just say primarily what we're discussing is secondary level mileage because that the two-mile doesn't necessarily
119fully apply to elementary schools. We give a lot more um um flexibility in that regard. We've had conversations even last year I think through the school committee about changing the walk radius for the particularly middle schools um down to a mile and a half. It is something we are looking at um seriously for next year. It would be primarily for the third tier schools. So the um so currently it's Sullivan and Forest Grove. There's still conversations about one of the other middle schools potentially moving to third tier. If those were to occur, any school middle school that were in the third tier, we um believe we'll be coming to u make a recommendation the school committee to change that walk radius to half for next year. So it this should go to operations and governance
120because we're still working through some of those details and it would be a policy potential policy change for the school committee to consider anyway. So it's something we we are looking at actively for next school year. >> Okay. So send that to operations and governance in mailman. >> Thank you. Um could are you able to talk to us at this time? I know that when we had discussions about um at the beginning of the school year, you set the routes and then we take a look again in October if buses are full or not full. And it seemed to me that that applies to would help with this item as well. Do we are do we have any way and I there's a new app maybe we shouldn't use it. Where's Sarah? She's still there.
121Um there's a new app I think that still hasn't come out or we're waiting for an upgrade on the app >> through the Mr. >> Through the chair. We're still waiting on implementation of the new app. >> And will that give us >> through the chair? Will that give us um information on [snorts] how many on on actual attendance on the buses? Would will we know how many kids? We don't have buses out there with three kids on it >> through the chair as part of the upgraded system would include um a uh student ID system that a student would scan on and off the bus which would give us immediate wrership information. It gives us more information than that, but as where it where you're going with this question, um it would allow us
122to more quickly address overcrowding issues and to ensure that the students are on the correct bus as well. >> Thank you. >> Okay. So, um send it to operations and governance. All those in favor post. So ordered. Next item uh request that this cork work with the state delegation to schedule a legislative breakfast. Uh member B and Carrier >> as it reads motions to approve and file. Those in favor opposed and uh motions to adjourn. All those in favor oppose award.