001recording in progress. >> Good evening everyone. Welcome to the West School Committee. Um going to call the meeting to order. We're going to stand for the pledge of allegiance. Then we're going to have Emma Hardigan from Dory High Dory High School who's a senior at Dory High sing us the national anthem. To the flag of the United States of America and to the republic for it stands one nation under God indivisible [clears throat] [singing] by the dawn Early so proud we held at the twilight [singing] last stripes and [singing] bright stars through the perilous [singing] fight. All the ramparts we watched were so [singing] gallently streaming. And the rockets reds bursting in gave proof through [singing] that flag. [singing] Oh, say does [singing] that star spangled wave or the land of the free and the
002home of the brave. [applause] Do a roll call. Member Alvarez >> present. >> Member Vancario >> here. >> Member Bernenda >> here. >> Member Guardiola >> here. >> Vice Chair Johnson >> here. >> Member Mailman >> here. >> Member McCulla >> here. >> Member Roy >> here. >> Mayor Penny >> here. >> Okay. We have U student advisory committee. Uh a student advisory. You want to introduce yourself and what school you're from? Hello everyone. Good afternoon. My name is Ivonne Roberts and I'm a senior at Burnco High School. >> Hi, my name is Inira Bonu and I'm from North High School. >> Welcome. >> Hi, my name is Arson. I'm from Worcester Technical High School and I'm currently a junior. >> Welcome. Thank you. Thank you for being here tonight. Okay, we have the consent
003agenda section E. We can do it on the roll call. Roll call. >> Member Alvarez. >> Yes. >> Member Biania. >> Yes. >> Member Bernanda. >> Yes. >> Member Guardiola. >> Yes. >> Vice Chair Johnson. >> Yes. >> Member Mailman. >> Yes. >> Member McCulla? >> Yes. >> Member Roy? >> Yes. >> Mayor Petty? >> Yes. >> We have public comment. Any member of the public may address the committee regarding any item before this committee for two minutes. This your state your name, state your residence and item number. [clears throat] >> Excuse me. >> Good evening. My name is Dena Tedeski. I'm a Worcester resident as well as a Worcester public school parent of a graduate and a current eighth grader. First, I'd like to thank Mr. Allen and his team for all the amazing
004support and engagement at the parent and family advisory councils along with the superintendence roundt. Families truly appreciate all the hard work that goes into these meetings, their prep, and their followup. I'd like to comment on ROS5-14 under the dropout rate slide. Reaching out to the previously mentioned parent and family groups might be a valuable resource as to help decrease dropouts as well as continue to improve upon absenteeism. We know there are so many factors, even more so, at play this year. However, these groups might be a better resource than you'd think. Thank you. >> Thank you. Okay, seeing nobody else. >> Does your name see your residence? Item number >> and bureau worister mass. I I don't have an item number. I just want to thank the administration for all their support of afterchool care,
005trying to get more afterchool care in the city of Worcester and just saying how much the community appreciates the current strategic plan for Worester public schools which has such a focus on inclusion, equity, um addressing so many needs of the community. Thank you. >> Thank you. We have everybody online. Okay, we're going to move on from this part. We're going to move to Oh, I'm sorry. [laughter] Does your name say to your resident and the item number? >> All righty. >> Okay. So, I also don't have an item number. Um, >> you supposed to have You only can speak on item numbers. I know I let it go sometimes, but >> Oh, darn. Okay. Well, I thought like kind of the um the um superintendent's report count. >> Okay, perfect. Yep. >> Okay, perfect. All
006right, so that number. Good evening. My name is Andrea Peak and I live here in Worcester. I'm here tonight to express my support for the superintendent and the continued vision of the strategic learner plan learner strategic plan. I believe deeply in our direction and the district moving forward. One that centers on connection, inclusion, and growth for every student and family. Uh over the past year, I've had the privilege of experiencing one of the most meaningful additions to our school community, the wraparound coordinator position. The role didn't exist before and it has become an invaluable bridge between families and schools. I also want to thank and c congratulate Mr. Brian Allen as he steps into his new role as superintendent. I'm excited to see how his analytical experience, long-term dedication to the city and deep understanding
007of our district's inner workings will shape the next phase of this strategic plan. [snorts] Thank you. >> Thank you. All set. Okay. Seeing no one else, we are going to go to uh report the superintendent. Okay. Vision to action. MCCAST data report. M superintendent >> through the chair. We're um excited to be here tonight to report on the MCAST achievement from last year. Dr. Marco Andre, our director of research and accountability, will present this report tonight. >> All set. >> Okay. All right. Thank you. >> Good evening. >> Uh, tonight I'll be covering the accountability in MCCAST performance results from uh, 2025. Uh, there'll be two things we'll be covering. First is the accountability performance in general from last year. Uh, we'll also be looking over some of the specific accountability indicators including the MCAST
008data. So, starting off with a summary, um, the accountability system has been pretty stable now since 2023. uh DESIE has tagged that as the um essentially the baseline year coming out of uh COVID and so we're able to start comparing um some of the accountability information over the past few years. Uh districts are judged based upon the percentage of targets that that they meet on an annual basis. Uh you'll notice here that uh for us as a district, we're hitting 47% of our targets in 25 and six points up since 2023. Uh that classifies us as a district as uh moderate progress of targets. accountability system has 11 indicators. You'll notice on the lefth hand side of the image on the right hand side but lefth hand side of it uh achievement growth, high school
009completion, progress toward attaining English language proficiency and additional indicators. You'll notice that there are 11 indicators within those different buckets. U they do vary. So when it says uh non- high school grades, uh that's grades three through eight. It's our elementary and middle schools. Uh and then the right hand side you'll see the high schools. um they don't even those 11 indicators, not all of them apply to the uh elementary and middle schools. Those have NAS. You'll also notice that uh there are check marks in some of the boxes. Uh that's to reflect that we met or exceeded those targets for that year. Uh if you've seen a green arrow, that means that there was improvement, just not enough to quite hit the uh meeting or exceeding targets. Uh so you'll notice that for 2025
010that we have met uh six met or exceeded six targets improved on six others and in comparison to 2024 um this is two more targets that we met or exceeded and additional two more indicators that we have improved on. Uh so last year there was four and four. This year it's six and six. So that's a step in the right direction. I'm going to go through each of the indicators now. Uh starting off with the MCCAST achievement and growth. Uh these are all organized in similar fashion. Uh we're going to have ELA then math and then science. Uh both non- high school and high school. Uh please note that ELA math both have growth associated with them but science is not and science is only grades five and eight. Uh and then of course uh
011the bio and high school. So, in terms of our non- high school, uh, so elementary middles, um, you'll notice that, oh, before I get to this, on the right hand side, they're all organized in the same fashion. Um, you're going to have two graphics. The top one is going to be the average scaled score. You'll notice the letters within those little bands that reflects the band that would be um, the scores would be equivalent with E for exceeding expectations. M is meeting expectations. PM is partially meeting and then NM would be not meeting. So that's the average scale score on the top. On the bottom you've got the percentage of students who are meeting or exceeding um their expectations. Uh NAS are both over 23 24 25 reflecting Worcester in yellow. You've got the state
012as a dash line and then you've got a comparison to other urban districts as the average performance of other urbans school districts similar to ours. So for our uh ELA indicator at the non- high school level for both achievement and growth we improved uh we were similar to the state you'll see that there's a plus three uh improvement in the meeting and exceeding and you'll notice that across the achievement and growth that um our comparison to the uh other urban districts uh is pretty consistent. We're scoring higher than them on average. the uh high school uh you'll see that this indicator declined for achievement. Uh it improved for growth. Um the decline it does mirror the state. Um and we'll I just want to note that uh for our high school students, this was the
013first MCCAST administration where uh the graduation require the MCCAST was no longer required as a graduation requirement. Uh so you'll notice that um there was a six-point decline for the state and a seven for Worcester. Um and you'll notice that when we get to the math, there's also a decline, just not as pronounced. For math, starting with the non- high schools, uh we see that there was no change in the achievement indicator, but we did see improvement on growth. uh effectively the performance on math has been unchanged for about three years for Worcester, the state and other urban districts. So with the high school uh you'll notice that there was no change in the math achievement indicator but improvement on the growth indicator. Uh here you can see again that uh the the pattern basically
014is echoed across Worcester uh the state and also the urbans. Uh again, not as sharp of a decline, but you can notice it is a decline for the high school students. Now, the non- high school science is grades five and eight. Uh so, elementary will reflect grade five and our middle schools are reflected with the grade eight. Uh for this one, uh for non for science at the non- high school level, we met the indicator. Uh remember, there's no growth on this one. It's just achievement. Um you'll see that we went up a couple points as well. So ours our um our performance improved while the states and the urban uh districts stayed the same from 24 to 25 at the high school level. There was no change in this particular indicator. Uh you'll notice
015that uh we both declined uh us in the state. Uh wistered not as much as the state. So those are the uh achievement and growth indicators. We're now going to switch over to progress toward attaining English language proficiency. This indicator is based upon access for L's data. Uh our L students, our language learners uh take this assessment in January and February. So this reflects their progress towards meeting their targets. Uh as a district, we met for both non- high school and high school this particular accountability indicator. Uh you'll notice that for our non- high schools, uh there was a four-point improvement and for the high schools there was a nine since 2023. uh in the graphic the high schools are in blue and the non- high schools are elementary middle are in orange. Uh I
016also want to note that for our schools twothirds of them improved on this particular indicator. So we can see a nice pattern of increasing pattern here of improvement. The next is chronic absenteeism on this particular indicator for both non- high school and high school. We exceeded the target. You'll notice that high schools had a twopoint improvement in gain. four point improvement for non uh for non- high schools. Just know that this is percent of students chronically absent. So, we actually want to see the lines going down. That's a good thing. Um nearly 80% of our schools improved from 24 to 25. And then a 30 another 30% they improve by five or more percentage points. This last bucket is the high school completion advanced coursework bucket. So, this is focused specifically on high schools. the
017four-year rate. You'll notice that as a district, we're improved while the state and the urbans are have declined. Um for this one, it is an improvement. The graduating class of 2024, which is what is reflected here, um they were the last to have MCCAST as a graduation requirement. I just want to um remind everyone that when it we we're looking at 2025 accountability um there's always a one-year delay with the cohort that we're looking at. So that's why we're looking at 2024 graduates uh even though this is accountability for 2025. Uh but as a district we're improved. You can see that the state and urbans went down. The next is the extended engagement rate. These are students who um did not graduate within four years. is they might have graduated in five and might also
018still be working towards a diploma. Uh we did not meet this this particular indicator. Uh we did declined by a point similar to the state. Uh other urbans were down by three points. Another indicator in this uh high school uh completion bucket is the annual dropout rate. On this particular indicator, we exceeded the annual target uh in 2025. Um we're consistently lower than other urbans and you can see that our improvement has now put us at 2% uh similar to the state and lastly our advanced coursework. So our target was not met in 25 uh however um you know with the decline in 25 we are still higher than we were in 2022 which is not shown here but uh 2022 and 2023. >> Okay. And that concludes the presentation on the accountability data. Thank
019you, Dr. Any questions? Um, member Fernander, >> u, thank you for doing this presentation. A couple of things, um, on the biology or the science, I think many people might not realize that the students take the test in grade nine, but it doesn't get reported out till grade 10. So, and that's a really important thing for people to understand that. So you may have done really good with last year's ninth grade class, but you won't know that until next year's data, >> right? So that's something that people have to remember. Also, under advanced coursework, um some I think we should look at that and see whether the state recorded on time the classes that the students took that were advanced coursework. We have run into this many times before where we thought that they had
020recorded all the advanced courses and it was like a July 1 deadline and in truth they actually never got that right and so for a few years until we were able to really make sure the advanced court course work was recorded by state in the right place that happened. So I'm wondering if you think um Dr. And if we rarely do have uh better scores in advanced coursework, but it could just be that they're not recording our advanced classes through the chair. That's absolutely correct. Uh there's some once we received the data, we started looking into it, noticed there's some coding issues. We're closer to the 60% range where we were before. I expect that once we get our accountability data from this year, those things will be resolved and we'll see different results for
021next year. >> Great. Thank you. >> Thank you. So the motion is to member mailman >> just a couple of um the moderate progress to targets. Do you can you tell us how many districts across the state or how many urbans across the state are in that category >> through the chair? I'd have to get back on that. I can tell you where we were was roughly um close to the midpoint of all the districts in the entire state. We're around the 50% range. >> And and are there how many um levels do they is it >> Dr. Andre >> through the chair. >> Uh there should be four. >> Okay. So I'd just like to make a motion like where are most of the urbans or if we could see some additional data on
022that and then I guess to the urbans through the chair um who's in that group and is that the state determines who's in that group correct >> Dr. Andre, >> correct? Yeah. Through the the way that they calculate all the scores and everything else, they come up with a percentage and then it's it's predefined. >> Okay. And it and through the chair, is it would do we agree with the like if we were going to create our own urban group, would we think about those? Do do we ever have a look at that? Would that be the urbans we would choose to compare ourselves to? >> Dr. Andre >> uh through the chair. Um, we generally look at are there urbans that are similar to us demographically, size-wise, and I can tell you that those
023urbans are Boston, Brockton, Fall River, Fitchburg, Holio, Lawrence, Lind, Dupford, and Springfield. >> Yeah. >> Just as a point of like a better comparison. Yes. >> Or kind of, you know, similar to us. >> So, so then the state urban would be like that much kind of like what they call the gateways, which is bizarre. >> And we calculate that ourselves. So, we're looking at this ourselves to make a determination >> and uh >> but what we're looking at on the chart through the chair is the is the state's um >> definition of urbans or is this our group of urbans? >> This would be ours. Yeah. And I think at some through the chair at some point in the past there had been an uh it was USN or US Yeah. some urban school
024group that we had used which which was similar. So, we're pretty much consistent with that. >> Okay. Um, it sounds like we're going to be in for an interesting discussion over the with the state about what they're going to for determinations and completion. I guess my last question through the chair to Dr. Morse would be, you know, if I asked you for three takeaways um about this accountability data being presented tonight, what would you what would you think, >> Dr. Moss >> through the chair? So we were pleased with the progress across the board while we are also um aware that there's a lot of room still left to grow and we were particularly impressed with some of the um categories that we found directly related to some of the initiatives that we have put
025into place and structures. So we believe we're on the right path. We believe the system has put a lot of things in place and we also um I say this every year MCCAST is only one measure. It should never be used to describe the quality of a school, the potential of a student or in any way put a cap or or a descriptor on any um particular piece of education. We use it as data that gives us information about how we can best improve. So, knowing all that, there's more than three things I want to share with everyone in our next um school committee meeting in o uh November 20th. We will be presenting what the district's improvement plan is related to all of the different findings and all of the different um pieces of
026data that MCCAST and other data pieces have uh provided for us. So we will have a comprehensive uh report for all of you about the different things the district is doing to to um make rapid improvements and across the board. >> Thank you. And through the chair lastly I promise um [snorts] high school. Maybe I'll leave that. I I'll probably wait for that meeting. Thank you. >> Okay. >> Thank you. I'm glad to hear that we're going to be receiving that. It's pretty exciting this information. Um, thank you for the report this evening. Uh, I was just a little curious. I didn't notice we didn't actually didn't have the data on the number of students and grade levels that actually um took the exam. So, if it was possible, can we receive those numbers? If
027we don't receive those numbers until November when you are making the presentation, that is fine. But I will make a motion that we receive the number of students that have uh taken this along with the grade level. So we have a measurement of the number. And if we did have absent students that missed taking this completely, we could also have that number too because I think that's very important for us to take a look at um as we as we move forward to figure what we're going to do and what the plan is going to include to ensure that everyone has that opportunity to not only take the test, make it up and and so on. Quick question is everything that we did over the years um because this is what I worked on for
028a number of years when I was uh with Worester public schools. Um the MCCAST test itself, it had a lot of restrictions. It had a lot of rules and regulations uh down to the pencil and whether it was sharpened and what number pencil it was and so on. So, I'm just a little curious um as years have passed um are we still looking at all of those rules and regulations or have they become less because of the fact that it's not looking towards the graduation? Just curious on that piece. >> So, um I'll try through the chair to answer this and then Dr. Andre if you had additional comments that you think would be important. um since we moved from paper pencil to um on the computer, things have changed dramatically >> and it's become
029easier to administer the MCCAST in many ways, but there's still high security around >> um testing regulations and we've had to adjust and adapt the to the new way MCCAST is um is given. >> Okay. >> But the idea around preparing students for the test is still very important. um schools are very deliberate about ensuring that students do their best that um the curriculum we provide throughout the course of the year is aligned. We don't aspire to teach to a test but we do aspire to ensure that the um standards that are required for that grade level are taught but the MCCAST is still an important test. We still value its um the information we get about it. So, as we had a big change last year with grade 10's changing with the law and
030we had a couple schools that really worked hard with their student body around this is an opportunity to show what you know. So, we do still encourage schools to ask our students to put their best foot forward and take the MCAST very seriously. >> Absolutely. And I feel as though the sentence of um this actually tells you what you um know, but it also tells you what you need to learn. So, thank you very much. >> We're all set. All right. So, motion to approve and file um with the two motions from member mailman and member B and Carrie. Do you have those? Roll call. >> Member Alvarez. >> Yes. >> Member Bian. >> Yes. >> Member Bernenda. >> Yes. >> Member Guardiola. Yes. >> Vice Chair Johnson. >> Yes. >> Member Mailman. >> Yes.
031>> Member McCulla. >> Yes. >> Member Roy. >> Yes. >> Mayor Petty. >> So, we'll move on to the reports of the standing committee TLSS who met on October 16th, 2025. Member Guadiola. >> Uh, thank you, Mr. Chairman. Uh, we did have uh one item that was continued from our previous meeting. uh GB5-70 high school mastery based grading practice information proposed mastery based grading practices written policy. Uh there was a motion made to recommend to our policymaking counterpart finance operation and governance standing committee that 65 should remain the passing grade rather than the suggested grade of 60 in keeping with the current policy. On a roll call that was uh the motion passed 3 to one. The second motion was made uh to approve the guidelines that had been agreed upon both through the W
032public schools and the EAW today to hold the professional development details that we did not uh receive at that time to still be worked out. On a roll call that was voted 420 to zero and the motion was passed unanimously. That is the report on TLSS. >> Thank you. Any questions on that? >> Um >> member Alvarez. >> Yes. I just wanted to uh verbally say that I was part of voting um for it to stay 65 at TLSS, but I just wanted to take a moment to acknowledge and take accountability for my vote on the grading policy. I originally voted against lowering failing grade from 65 to 60 because I was afraid it might lower our academic standards. After reflecting and reviewing the research, I realized my fear came from confusion, not from my
033values. Research shows that grading reforms like this don't lower expectation. They actually promote equity, keep students engaged, and better reflect what they've learned. My values have always centered on equity and giving every student a fair chance to succeed. I now see that this policy aligns with that belief. So, I want to correct my vote and support this change because it reflects both my values and what I believe is best for Worcester students. >> Thank you, member Guardiola. Thank you, Mr. Chair. I don't believe through the rules we're allowed to change our vote from subcommittee. I think that we can vote as a full committee. Is that correct? >> I I don't I just I'm just saying by the rules. I don't I think we can bring it to the full committee for a full vote.
034Is that correct? >> Yes. Can I just reword that and say that um I just want to acknowledge that in that moment I did vote for it, but when it does come up on the floor, I would like to um change my vote. >> So, what what I believe is going to happen that's going to fog anyway. So, we're going to take that up and whatever comes out of fog, if we decide to go back to 60 based on the policy, um, or we stay at 65, then we would then take the vote at the full committee anyway before we ultimately approve the the grading policy. Um, so I think we're all set there for tonight. Um, member McCulla, report on fog. >> Thank you so much. So, in our fog meeting, we did take
035up two excuse [clears throat] me, policy changes to the career and technical education policy and the middle school pathway exploration policy. Um, several members of administration were present, Dr. Miller, Mr. Foley, and Mr. Gersonus who are also here this evening. After discussion, it was voted to approve both of those items and it was on a roll call of four to zero for each, including a motion by member B and Karia to add um notification that this policy is in line with dees guidelines, although it is a Worester public schools policy. So, while many of these things stay the same at the CTE policy, there are adjustments that were required by DESIE. So, both both items passed four to zero. >> Thank you. Any questions on those? So motion to approve. Those that oppose. No. So
036audited. So we'll move on to N. Approval of grants and other finance items. Any questions on that? No. Roll call. >> Member Alvarez. >> Yes. >> Member Biania. >> Yes. >> Member Bernanda. >> Yes. >> Member Guardiola. >> Yes. >> Vice Chair Johnson. >> Yes. >> Member Mailman. >> Yes. Member McCulla. >> Yes. >> Member Roy. >> Yes. >> Mayor Penny. >> So, we'll move on to general business. GB5-111 to approve a three-year lease agreement for the West Public Schools to continue the use of the gymnasium and parking lot at the YMCA for Jacob Payatt Magnet School. Motion to approve and file. Any questions? No. Those that oppose? So, ordered in GB5-112 Mailman. Um please member mailman please provide a report on which includes information by sports by season by high school and middle school
037describing which sport uses which fields and when. Also include our district process for ensuring equitable access to fields for games and practices and explain how we can ensure alignment with title n requirements. >> Thank you >> member Milman. Thank you. Um, so I think a few of us had called um, uh, Dave Sheay to ask some questions about Dar's new field, how it was getting used, how it was determined, that what teams would use it, whether it was practice or games, etc., etc. And as we all know, Mr. Sheay, he called me and gave me a very long big thing about everything that was done and how it was presented fairly. So after my head stopped spinning, I it just dawned on me that part of my thinking is what did we do with this
038new school and how did we address any equities issues that had come up in other schools and then how will we look at burn code. One of the things that I think that this body hopefully will be interested in advocating for is we have no track field and we know I we know that that is additional cost that DESIE says we're going to have to pay for but I think in preparing for what we'll do at Burnco it would be really good to have a solid idea of what we have going on right now. And so after he went through this very lengthy explanation and he did it with me twice which I appreciate very much um you know the other one of the things he talked about was that he he talked with um
039coaches and got them in a room and said okay how do you guys want to handle it? The thing that was different about Darity than some of the other high schools is that there were a lot more fields available. there was a lot more um things that were possible for Dari than maybe some of the other schools. So, I just think it's timely to look at this and I do want to know how boy sports and girls sports are identified. Um so, I look forward to this information again with a look at how we handled it as a new school, how we're doing as a district and how we might think about that when we think about burn code. Thank you. And the item is to administration, I think. >> Yeah. Um, >> thank you,
040>> member McCulla. Vice Chair Johnson. >> Yeah, thank you. So, I'm I'm going to um so I I did did speak with um athletic director Sheay. I had actually also made some phone calls myself and as I believe you did as well u member McCulla in regards to the field and my guess is he explained the same thing that um he explained to you member mailman in regards to to the process. Um, so I I guess this I I'm going to ask for a friendly amendment on this in regards to the fact that based on the extensive report that he gave in regard in regards to the field situation that we get that in a superintendent report with an update from Athletic Shay written out on what the process is and how we're we're doing
041with the fields and how what the impact is of that which will be on the website was the public schools website which is a public document for everyone to see instead of waiting for a report back on that because I mean we could be waiting for until next year because I think we're talking about we're talking about a fall sport situation. I don't really think we're talking about spring sports because I I think when you when you talk about baseball and stuff, I think it's kind of relative. I also think when when we're talking about based on my conversation with him, it appeared that all schools have their fields that they use throughout the city and have for years. Um that's just my friendly um amendment to to your your motion. Instead of it going
042to administration, it it's going to administration, but um Mr. Allen will put that in his superintendent letter, which will be posted on the website with the explanation from athletic director Dave Sheay based on the whole conversation, everything that he reported to you. and then some he would have the list of the fields who who who has those fields who uses those fields why when how or whatever. So now it's a public document which will be on the Wor public schools website for all to see. That would be my friendly amendment. >> Member mailman. >> Um thank you. The only concern I'd have with that is that it doesn't I mean I guess we can still file more items. If there's questions that become of that that's fine. Um, but I do want to make sure
043that we include how it's determined that we're using the fields. How who is you? You know, is that clear? Okay. So, then the um vote would be the motion would be to approve and send to administration with member Johnson's friendly amendment to member mailman's item. Um, if the clerk wants to call the role on that >> or member Johnson, sorry, >> roll call. >> Yeah, roll call. Member Alvarez, >> yes. >> Member Vancario, >> yes. >> Member Bernendo, >> yes. >> Member Guardiola, >> yes. >> Vice Chair Johnson, >> yes. >> Member mailman, >> yes. >> Member McCulla, >> yes. >> Member Roy, >> yes. >> Mayor Petty. Okay. So, we're going to go back to GB5-11 um in regards to the three-year lease. Due to that being a money situation, we're going to take
044a roll call on that. Okay. >> Roll call. >> Member Alvarez? >> Yes. >> Member Biancia? >> Yes. >> Member Bernando? >> Yes. >> Member Guardiola? >> Yes. >> Vice Chair Johnson? >> Yes. >> Member Mailman? >> Yes. >> Member McCulla? >> Yes. >> Member Roy, >> yes. Mayor Petty. >> So GP5-113 Alvarez to request the administration provide a comprehensive review and discussion of the current support systems and resources available to adjustment counselors within Worester public schools with the aim of identifying potential areas for enhancement to better serve student needs. The motion is to refer to administration member Alvarez. Can we refer that to TLSS instead? >> Turn my mic off. Anyone have any opposite? No. So, refer to TLSS. Those that oppose? No. So, audit. And that's it. Motion to adjurnn. Those that oppose,
045no. So, audit. Thank you all for coming out. Have a good night.