001Good evening. This is the school committee me meeting for January 28th, 2026. Start by reading our vision statement, which is the Ashlin Public Schools strives to be a model district that creates a culture of inclusivity for our diverse students and staff who feel safe and supported, are empowered with the academic and social emotional skills to pursue their chosen path, and embrace their roles as positive contributors to local and global communities. This meeting is being recorded by WACA cable TV. Um I'll start with the review of the agenda. Um we have our call call to order which we've done. Uh public participation. Then we'll do reports and presentations which will include uh warrant approvals by Mr. Kendall, superintendent report um under which we will hear advanced placement data, budget update, assistance superintendent report and we have
002some action updates and votes and then our consent agenda report of the school committees. I am noticing we have some people here and I'm wondering whether I have an outdated version of the agenda. >> So would you care to add the other items? >> Presentations. That's all. >> Okay. Just sorry. So we have some presentations from the high school. Um so just because we have somebody who's participating remotely tonight. Um I'll do the um just attendance and making sure everybody's okay with the agenda. I'll start with Lori >> here and yes >> and Tina >> here and yes. >> Kendall >> yes. >> And obviously I'm here and yes. and uh Miss Culverwell will be with us shortly. So uh first item on the agenda is public participation. Is there anybody here for public comment?
003Hearing none. Um I assume that our next item would be the AHS presentations. Missing Ker. [clears throat] Hi >> everybody. Thanks for >> green light. >> There we go. Uh thanks for having us this evening. Um, as you know at the high school, we just finished our midyear exams today. Um, thanks to the snow day and um, lucky enough to um, have some presenters with us this evening. Um, thanks to you, we are in our third year of having some business classes at the high school which have been so valuable for many of our students. The classes are always full um, and the students gain so much for them. Um we have a new teacher this year who is really doing um above and beyond in my opinion in reaching out uh to the public
004and making connections. Um he's brought speakers um from the world of business into the classes. Um and their midyear ex their final exam most of the classes are halfyear exams. their final exam um was to present um to kind of it was Shark Week and he brought in business members from the community um as well as members from the administration to um help uh judge the presentations. Um and tonight we have winners from our first two classes that presented um during midy years. Um the they're both from business fundamentals classes. We also have marketing and management. So, their assignments were all a little bit different. Um, but business fundamentals um had to create um a food truck of sort and present that. And um at the end of the presentations, all the members of the
005class were given $1,000. Um and each shark was given $25,000. And we all uh distributed the money uh based on what we thought was the uh most worthwhile and promising um food truck and um these ladies were all the winners were the winners in their two classes. So they are going to come up um we have two presentations for you tonight and tell you a little bit um about who they are and their pres their project. So come on up group one. >> Which one are we going to start with? Um, hi. I'm Isabelle. I'm a senior. >> I'm Hannah Wstein and I'm in 10th grade. I'm Jennifer Deandra. I'm a freshman. >> Um, so our food truck concept was called the rolling cone. And >> let me get back here. Sorry. >> Yeah, you're
006good. >> [snorts] >> So, we are the Rolling Cone. We are a rolled and scooped ice cream truck that focuses on producing high quality rolled ice cream with open variety of different flavors and ice cream combinations. Our main reason as to why we decided to focus our work on rolled ice cream is because we believe rled ice cream is a step up from traditional ice cream. And the process of producing world ice cream allows us to be open and experimental with different flavors and combination ingredients. Additionally, we are a business that also wants to be connected with our customers and rolled ice cream allows us to hear suggestions and ideas. >> You just tell me when to go. >> Yeah, sorry. Excellent. Yeah, >> beautiful. Thank you. So, we did a lot of research and
007based on that, we have found numerous food truck trends such as a geographic popularity of a food truck being in an urban suburban community, a popular choice of going with classic flavors, foods, and globally inspired options, a surge of younger people favoring to try food trucks over older people, and a psychographic conclusion that people look for convenience, unique experiences, and customizable options when ordering from a food truck. Um, in general, it is essential to hold a business license, a hawker and peddler license, a health department license, a food handlers permit, a driver's license, an employer identification number, a commissary agreement, a mobile food permit, and a fire department permit. And all these are for the uh purpose of safety and to keep a food truck legal and running smoothly. Next slide. Thank you. Um, in
008the early production of creating our food truck, we had numerous people take a survey on ice cream and food trucks in general. Um, based on these replies, we have found that people are willing to pay5 to $6 on a small ice cream, will use social media to find food trucks in their area, are looking for efficient and welcoming staff, prefer to consume ice cream at night, and would still buy ice cream in colder seasons. Thanks to all the research and replies, we believe our food truck concept will have success because our business can attract a younger audience such as families and small parties, and our menu is very flexible and open for suggestions. Additionally, we plan to run our food truck with efficiency, cleanliness, and quality to serve. High quality rolled ice cream and scooped.
009The rolling cone offers fresh rolled ice cream made on cold plates and traditional scooped ice cream made from simple, high quality ingredients. Rolled ice cream is made in front of customers, creating a fun, interactive experience that sets us apart from regular ice cream shops. We have unique flavors such such as mango, kiwi, strawberry cheesecake, s'mores, and more. We also have seasonal and limited time flavors to keep the menu exciting. We provide a wide variety of toppings including candy, sprinkles, cookies, and fresh fruit. And we have bases that are made with milk, sugar, heavy cream, and natural flavorings. There are consistent portion sizes and presentations to maintain brand standards. Our prices are set to be affordable while still covering ingredient and labor costs. Rolled ice cream is priced slightly higher due to the fresh preparation and
010interactive experience. Scooped ice cream is $4 to $6 depending on size and toppings. And rolled ice cream is $7 to $10 depending on flavor and add-ons. Pricing reflection reflects the quality of ingredients, the labor intensive rolling process, and the unique customer experience. We ensure that customers receive a fresh and fun dessert made right in front of them. The next one, we will promote our business on Instagram, Tik Tok, and Twitter. Post videos of rolled ice cream being made. We will also have a website which will include our menu prices, hours, and weekly locations. We will have a survey for new flavor ideas and customer feedback and help customers stay informed and engaged. We will also attend local festivals, carnivals, and community gatherings and hand out our business cards to increase awareness. Next, the rolling cone
011[cough] The [clears throat] Rolling Cone will mainly operate in the Boston Common, a busy area with tourists, families, and young adults. Our hours of operation are from 1:00 p.m. to 10 p.m. 7 days a week. We will be flexible to move location based on weather, customer flow, and special events. Licenses and permits that are required, our business license, hawklers and pedallers license, health department permit, food handlers permit, mobile food permit, and employer identification number. Next one. >> Um, next one. >> I'm trying. >> It's okay. [clears throat] For scooped ice cream, the base consists of milk, sugar, vanilla, and heavy cream made in bulk. Um, there's flavors like chocolate and vanilla that are created by adding mixins and flavorings. For rolled ice cream, base includes sweet and condensed milk and heavy cream. Rolled ice cream
012is made fresh on cold place in front of customers, and extra ingredients are added depending on the flavor. Um, next one. For our organizational plan, the rolling cone operates with one food truck and a small efficient team. There are three employees working inside the truck at all times. Two rolled ice cream makers and one scooped ice cream worker who also manages orders and customer flow. We will also have two additional staff members who handle finances, licenses and permits, insurance, and compliance with food safety regulations. These roles require strong organization, financial knowledge, and understanding of health codes. Our employee requirements are like we look for customers who are excellent communicators and who provide customers with respect, math and cash handling skills, food handling and sanitation knowledge, um high school diplom diploma or GED certification certifications such
013as food handlers or food manager certification. for our finances. This pie chart displays our startup and operating expenses such as the truck, the permit, supplies, the internet, the fuel, our uniforms, and more. We expect to make about $46 per year. We use a balance sheet, income statement, and cash flow statement to keep track of our financial um records. Next slide, please. And to wrap this up, um, our food truck, the Rolling Cone, will leave customers craving more. Not only is our fresh ice cream amazing, but so is our customer service. We value consistency in food and service, effective marketing and communication, establishing a community with our customers, and we develop a unique vibe and personality that makes us memorable to customers. Cuz how often do you see rolled ice cream? but also a road ice
014cream truck. >> Um, some of our strengths is that we're mobile and we can go to different locations. We have long hours of operation and flexibility. We can customize the menu with creative flavors based on what our customers are looking for. Our employees have a strong work ethic. Our workers, we also have workers handling the company's finances and we will also use posters, a website, and social media to attract customers. Thank you for your time. >> Sharks, any question? >> Nice job. [applause] So, >> I I do think one of the selling points would be samples for the um judges and brought [laughter] samples. >> Great [clears throat] job, guys. >> Yeah, that was amazing. >> Was that fun? Did you have fun with that project? >> I was going to say they they left
015without >> I know you walked. >> They wanted nothing to do with us asking questions. >> I met 46,000. >> We got it. It's all good. >> Why don't you introduce yourself? >> I'm Roxanna and I'm a sophomore. >> I'm Ria Savanor and I'm a sophomore as well. >> This is great. >> Waffle Wants is a dessert focused food truck that serves freshlymade waffles on a stick. Our concept come a little closer to the microphone. >> Sorry. >> Waffle Wants is a dessert focused food truck that serves freshlymade waffles on a stick. Our concept turns a traditional waffle into a portable mess-free treat that can be fully customized by the customer. Customers choose their waffle base and then add toppings such as chocolate drizzles, fruits, cookies, and sprinkles. The goal is to provide a fun,
016fast, and convenient dessert that appeals to all ages. We are both actively involved in managing operations, marketing, and financial decisions. To support us, we will have an on-site supervisor responsible for overseeing employees and ensuring smooth daily operations. We also plan to work with a financial adviser to help with budgeting, forecasting, and financial compliance. In addition, we will rely on a small advisory board made up of business mentor and an experienced food server adviser to guide our long-term growth. Our geographic target market is New England with a primary focus on Massachusetts. Economically, we target middle-class and lower middle-class consumers who are willing to spend a small amount on specialty desserts. Demographically, our main customers include teens, families, and young adults. Psychographically, our customers are people who enjoy desserts, value convenience, and are influenced by trends and
017social media. In terms of legal requirements, Waffle Wands will follow all food truck regulations, including obtaining a mobile food vendor permit, health department certification, and food safety training for all staff. All ingredients come will come from approved sources and a supervisor will be present at all times to ensure compliance. The food truck industry has grown significantly in recent years due to its convenience, affordability, and strong social media presence. Dessert food trucks are especially successful because they perform well at events and attract younger customers. Waffle wands will succeed in this industry because our product is unique, visually appealing, and easy to eat on the go. Our low ingredient costs and high customization options allow us to maintain strong profit margins while standing out from its competitors. Our marketing plan focuses on affordability, visibility, and brand recognition.
018Waffle Wands will price products between $7 and $10, which allows us to stay competitive while maintaining profit margins. We will rely heavily on social media marketing and community- based promotion to attract customers and build a loyal following. Our promotion, sorry. Our menu includes a variety of waffle options. Customers can choose from items such as the classic sugar wand for $7, the chocolate drizzle wand for $8, the strawberry shortcake wand for $9, and the Oreo crunch one for $9.50. Add-ons such as sauces and toppings range from 50 to $1. This pricing strategy encourages customization while increasing the average purchase amount. Our promotions focus on social media advertising and sales incentives. We will post regular content on Instagram and Tik Tok, including wafflemaking videos and customer reactions. We will also use paid social media ads and distribute
019flyers at local events. [clears throat] Our sales promotions include a loyalty punch card where customers receive their sixth waffle free, free topping days during special events, and student discount deals to attract younger customers. Waffle wands will operate in hightra areas to maximize visibility and sales. During weekdays, we will be located in downtown plazas. On weekends, we will attend fairs, festivals, school sport events, and farmers markets. These locations allow us to large reach large crowds that are already looking for quick food options. Our direct competitors include other dessert food trucks and waffle trucks. Our indirect competitors include frozen waffle brands and dessert chains. What differentiates Waffle Wands is our waffle on a stick format which is portable, messfree, and fully customizable. Our product is faster to serve, more interactive, and more visually appealing than traditional waffles.
020Our market research surveys showed strong interest in portable desserts and customizable food options. Many respondents said social media plays a large role in influencing their food purchases. The surveys also showed high demand for desserts at events, which confirms that our food truck concept fits well with our target market. Our financial plan includes an estimated startup cost of approximately $40,000. This funding will be used for the food truck, equipment, permits, initial inventory, and marketing. We project monthly revenue of around $20,000, which cover its operating expenses and allows us to become profitable within 3 to 4 months. Waffle Wands is organized as a limited liability company or LLC. This structure was selected because it protects the owners from personal liability while keeping management simple. The organizational structure includes the owners at the top followed by the on-site
021supervisors and then the staff members. Our operational plan focuses on speed, quality, and consistency. Batter and toppings are prepared fresh daily in a licensed commercial kitchen. Waffles are cooked to order on the truck. We operate with two to three staff members per shift to ensure fast service. Hours of operation are from 3:00 to 7:00 p.m. on weekdays and 12:00 to 6:00 p.m. on weekends and event days. We do not offer individual delivery, but we do provide catering services for pre-ordered events. [cough] Investors should choose Waffle Wands because it offers a unique dessert concept with a strong demand, high profit margins, and clear growth potential. The business has low operational risk, scalable opportunities, and a strong marketing strategy. With the right investment, Waffle Wands can grow quickly and become a recognizable brand in the dessert food
022truck industry. >> Thank you. >> Good job. [applause] >> Any questions? >> I don't have I mean, let us know when you guys get set up because we'll come visit. They both sound like incred I'm so impressed by both of your presentations. The level of detail that you guys went into, the thought that went into it all is just incredibly impressive. um especially to hear from high school students. And I'm really curious. I'd love to hear from both of your teams like what was the process like? How did you come up with this idea? What did what did this look like um to to create these incredible business plans? >> So for our group, the rolling cone, um at first we wanted to do an ice cream truck, but we're like those you see those
023a lot in Boston. and you see those a lot in cities. So, we wanted to do something more unique, something unusual, cuz again, you don't see rolled ice cream very often and you don't see them a lot in a truck. That's weird, right? So, that's a great >> I love the name, by the way. >> Um, and for our group, we picked like a waffle on a stick format because we noticed that like waffles are sometimes get messy with the amount of sauces and stuff on it. So, like if it's on a stick, it's easier for people to eat. And so we decided to go with that. >> Anybody else? >> I was just going to say it's so it's just so so well thought out. I mean, I'm an accountant um by trade. So
024I have listened to a lot of business plans from a lot of people who have a lot more experience than you guys. And that was phenomenal. Like kudos to you all for thinking one of a really unique concept. Both of them. You guys should market that waffle one to the ski pl ski mountains by the way, but two like these are practical skills you can take into real life and someday you're going to be like, "Oh, yeah." So, cong just congratulations. Really well done. >> Thank you, >> Paul. Uh, just echoed that out that phenomenal. Uh, I mean, the level of detail is is for intro to business course in high school. Uh again, I know a lot of people that try to run businesses that >> couldn't do half the stuff you you put
025in those presentations. So kudos. Uh it's just a really great job. >> Yeah, I agree with my my teacher, too. It was clearly a well well put together class. You guys learned a lot and did a great job pulling it together into a business plan. >> Yeah, congratulations to both teams. >> Thank you. >> Great job. >> And great speaking, too. You guys were so articulate. Great job. >> And you do not need to stick around. You're good to go. >> Thank you for coming. >> Thanks for coming in, guys. Good to hear from you. >> Just give them a minute. >> Good night, everybody. >> [laughter] >> All right. All right. All right. Enough waffles and ice cream. Um >> no. Yeah. Back to your back back to the salt line. >> These are
026these are so good. Maybe we're going to have to do what the the colleges do where they go off and do it. We get we get a cut. We can [laughter] >> All right. So, reports and presentations. Paul warrant of warrant approvals. Between January 15, 2026 and January 28th, 2026, I Paul Kendall authorized by my signature payable in the amount of $646,793.15. This includes general fund expenses of $556,441.76. Uh revolving expenses of $88,952.92 and grant fund expenses of uh $1,275 and meals tax expenses of $12347. >> Thank you, Paul. Uh Jim, superintendent report, AP data, [clears throat] and a budget update. So, um, excuse me, turn that back on. Uh, this is a follow-up to conversations we've had, uh, started in the summer. Um, typically when when Kelly provides us the advanced placement results, uh,
027each year and as part of Mike's data, um, presentation from the last meeting, we, you know, I I wanted to present this information that you've got in the summertime, typically get it in the summertime, but with a little more analysis. I know Mark has asked me a number of questions previously. Hey, can you compare us to uh surrounding districts andor um I've always said looking at how our students perform on the exam having educators from Ashlin do the teaching versus students who are doing it virtually uh through a virtual high school class or another form of of um education to take the AP exam. So because there's a stark difference, right? And and so I don't want to get too too deeply into this. I shared it with you. I'm going to just go through
028a few slides and then I'm going to share part of my memo because I think that's really uh where you'll find most of the information uh is helpful. Um but what I want to focus on is and this is my first time I'm going to say this. This is my first time ever using this notebook LM. Uh so I took the data my my memo that I wrote and then put it into this and it tries to create slides slide deck for you. Um, some of it's good, some of it's not, but but so I had to do a little triage with it myself today. Uh, making sure that what I wanted to present, um, it really shows where our students are and how we're performing. But, um, there were seven, including Ashlin, there were
029seven towns that I that included in uh, the comparison. Uh but if you look at the just sheer numbers, Ashlin um ranks uh second compared to Hopington and overall pass rate and I'm going to focus on that number, right? A pass rate for an AP exam is three to five. So typically someone who's passing an AP exam, as you know, will get college credit. Um I I use the example of uh Sam, my my son who got two he took AP US history, passed the exam. he actually got two classes at Keen State uh in history that he doesn't have to take now. So there's there's a benefit from a financial standpoint too for our students when they go to college. Um which is outstanding. But that being said, uh you know, of the school
030districts that I present, Ashlin ranks right there. Um there there is an instructional gap uh that I I mentioned in here between the students who take classes AP classes with our teachers compared to students who are taking classes not instructed by Ashlin teachers. Um 98% pass rate that would actually put us number one right over Hopington overall if we took that only into account. Uh and then there is an equity gap, right? When we look at how the what number of students are taking AP classes and or the AP exam, our low-income students, uh our high needs students, our um you know, Hispanic Latino students percentage-wise of the school population is very disproportionate to the number of students taking those exams. And I think that's just something to be aware of. It's not an anomaly.
031I'll I'll put it at that. I I went through and looked at Hopington, Hollist, Medway, Medfield, uh where and and Mike and I did this looking at um those subgroups. It's similar everywhere. It's it they're they're not comparable. Meaning the number of students um who identify as say Hispanic Latino in the high school, that percentage doesn't equate to the number of students taking AP exams. Paul, >> so uh >> I knew you'd have a question on this one. >> Yeah. Well, [laughter] just you know, it's easy to focus on one uh one variable, right? But have we been able to go the one step further and say, hey, of that within those demographics, the ones that achieve are achieving um in their other classes at a rate that would tend to indicate they would want
032to take an AP course. How are we there? Right? if because I'd really it would really be a problem if someone was doing really well and we had the we still had the gap that they weren't seeing that as an opportunity. Um and so I don't know if we've if we've dug that a little bit deeper to try to say hey um whether whether there's uh another you know more more tangible gap there. I I would defer that question to Kelly in terms of how we're identifying if those students are actually sorry >> uh if those stu if students in those subgroup populations are are really looking forward to taking that AP class. Um I don't think we've done a ton what >> no uh the college board generates a report from us on who
033they project who would be successful um at AP. That's more based on PSAT and SAT scores. Um, I've looked at that to see what students on that list aren't in our AP classes and and there is some work to be done there. >> Okay. >> Um, you know, in terms of the students that are in our AP classes, I think the teacher, you know, most of them are teacher recommendation and based on grades from your previous course. Um, so I I don't um I don't think we have a lot of kids who are choosing not to take them if they're encouraged to take them. >> Okay. Great. And I think and Kelly and I have had this conversation for 15 years that that we want to encourage all students to take the highest level possible
034that they can for the experience itself. Right? I I get hung up on at times, again, I'll only use my son as an example. Sam was a student on an IEP. He wasn't necessarily a gifted writer, uh, etc., but he loved history. and his teachers said, "Go take the class." He wasn't focused on getting a 90 or a 95 in the class. It was his his A was probably a 78 to an 80, but he worked his tail off and it's it gives you an experience. And that's what we really want I want for our AP kids uh is that it's college level. It's something hopefully of interest to you and that you can continue to to move forward. >> Yeah. And one followup in terms of what you were just saying, Kelly, that the
035College Board shares information based on like PSAT and SAT scores of students who may find may find success in an AP class and that there's work to do there, but in comparison to students who may have been encouraged or recommended to take AP, there's not that much of of a difference in terms of how many kids are. So I'm just I think it is important to look at it to say if there are kids who maybe are flagged as would likely find success in AP, are they being encouraged to take those classes, right? Like what does that look like and what does that followup look like? I think that's Yeah, it's an important thing to to pay attention. Just just wanted to kind of flag that little difference in in what you were talking about.
036Yeah. >> Yeah. And I think there's different philosophies in terms of um whether you know there are districts that say we want everyone to take one, right? um regardless because of the experience and the skills you'll get out of it. And then there's others that say we want to, you know, make sure the kids have maybe academic skills >> already built before they enter that class. >> Well, and even what we're presenting, it it could come across as we care about those th those numbers, right? As opposed to the experience, >> right? which is not I we've had this conversation a bunch and I [clears throat] know that's not your message but even that it can come across as we're comparing our success rate to other districts and >> we I think we need to
037be thoughtful on that even because that could sound like hey I I don't want to ruin ruin I don't want to ruin Ashlin's numbers right you know but we want the experience right >> yeah no that's a fair point Paul and and I think when we were start talking about data last time right about mcast data about like we comparing and and that's just a natural thing to do within a community, compare it to another community because honestly, as we're looking at, you know, budgets and things of that nature, um f people focus on how well are the schools performing. Well, this isn't a key indicator of how how well our students perform on a very specific metric, but it's there, right? So, I think you have to share it. I think it's more valuable
038to me than the MCAST data where Abashek at last meeting made a point once they know they don't need it for graduation. Most of the students aren't going to put the same effort into it. But in here, they're they're taking it because they know there's a benefit down the road in terms of maybe college credit, etc. So again, this is just a, you know, a graph showing where we are compared to these are the seven schools or six that I've included that are locally um, you know, relatively comparable with the DART data. They're Hopington's a little bigger, Westboro's a little bigger, and so is Alangquin, but in in terms of, you know, right sizing the the the school district, it's hard to tell, but but when I look at our school choice students and and
039surrounding towns, these are ones that are pretty comparable. uh in Westboro I would say is is is one that we look at often or I do we should you know celebrate success right I mean to me we should celebrate this these you know this slide here shows the 100% pass rate in these subject areas amazing right compared to those other districts and that in my memo I show you uh very specifically very con the common AP exams that that all of us took Um, but this right here just shows to me, you know, across the board, English, history, science, math, world language, psychology, like our students are performing in all of these areas. >> I wanted to ask you just go ahead. >> Yes. Um, provide a little narrative on on one of the data
040points. you you did provide us this data um but I don't know if you have it in the slide deck or not around um sort of the percentage of kids and goes back to sort of how the participation rate in the AP process >> um among this set of other districts and you know for example do we have 60% of our our kids taking at least one AP exam and everybody else is at 90 or vice versa or sort of how does how do we stack up in terms of >> I'll share that in the next in the memo I share uh enrollment plus the number of students who actually took an exam. I didn't extrapolate the percentage wise but but I think ours is right around 25% of the students took an AP exam
041last year. Um similarly I think Hollist was the same. Um so again I this is a point I was trying to make even at the last meeting uh when we're talking about our our students who come to us say as a sophomore and have to take the MCCAST or our students who come to us uh as EL students and we we don't know what they have received in terms of their education before we do any testing whether it's the access etc but students who are top IR faculty staff outperform, you know, significantly um other districts. Um that's and I want to be clear and I wrote this to staff. It's not just about the teachers who are teaching AP. Uh I use the example of of Spanish AP. The teachers who are preparing the students
042to get ready for that AP class have just as much invested and at stake in terms of preparing the students to be ready for that AP class. I think that's critically important to understand that uh you build the skills, the foundation before you get to the AP class. Uh and AP has got their they're rigid in terms of the curricula that you have to use for subject area. There's certain I live it every day in my house with two different AP classes being taught and it it's a challenge, right? But you have to follow along very prescribed um process. Um but it's it's amazing To me, this is where I I don't think the slide really does a a great way of of explaining um where our target areas need to be in terms of
043engagement. Um our Hispanic, Latino, it's a minus 14%. What does that really mean? It means the the population I'll do this because it's easier to explain it with the um with the memo. Um, so I'll just go I'll come back to this other information. But when we're looking at the um subgroups, uh, Hispanic, for instance, it's a minus 14% meaning the 21% of the students in our school in the high school are are identify Hispanic or Latino. only six% um of all exams taken were Hispanic Latino, right? So, so there's a disproportionate number and and those are things that I think we have to look at and continue to look at. Our our white population uh is right around right where we expect it. It's 58% of the population at the high school about 61%
044took an exam. Um so that I think that's you know um these are just areas we need to look at. I I think when I compare it to the other districts uh Hington Holl it's identical not identical meaning their subgroups are also significantly lower >> um than this. So Jim just in in this though um just looking at percentages >> when one group has you know a higher participation rate >> if you're just looking at percentages it can also skew >> the number of that I'm not saying there's not a gap. No, I No, I agree. >> But when you when when one jumps up and you're only 13 or 14%, but you have a you you constitute 28% of the the exams taken. >> Yeah. >> The other ones, you know, might make it
045make it look a little bit >> worse than it is. I think that's the right right term but >> and and making sure I think there's a cognizant effort at least within the school system and as we're going through and and moving into power school versus iPass as we start identifying students within our like these are just either selfidentified and or identified through DESIE right in terms of uh how a student classifies himself and so are we accurate in all of this um I don't know um >> that's something we also have to be uh thoughtful of >> well the other question too cuz this is talking about exams taken and obviously there are many students who take multiple >> I I wrote it's you know what it's it's number of people who took exams
046that that's my fault exams take there over 500 exams taken okay okay yeah that's my fault 234 individuals >> yeah yeah it's it's >> a wrong way to to to label that so good catch so um so Mark this goes to to your point here right >> so populationwise Right. So we have 884 students. 234 took an exam. Okay. So that's, you know, about a quarter of our student population. Um, Hollist or Hopkin just under half. Now bigger school, more more opportunities possibly in terms of the number of AP classes that they offer. Um, you know, Medfield is a third. Um, yeah. So it it's I I don't think we're we're far off, but what we offer for a small school. Uh I think Kelly, we had what over 25 different exams that we offered
047something like that this year. Um, so not all taught, remember, not all taught by Ashlin faculty and staff, but 25 different exams were um provided >> and and and just like when we talk about uh the accountability data from last time and and hey, if if we see something from another district going and seeing uh whether whether it's we're doing something better or they're might be doing something better. I also look at like the Medfield, you know, data and that They may not have had as high a success rate, right? >> But are they achieving what we've talked about before is is you're getting more students taking it as a reach and saying I want I want to try this and >> are they doing something to encourage that? Maybe it's not. I I I
048don't know. Um, but I also look at that as, hey, let's celebrate the successes, but also look at it as an opportunity to say, oh, those are numbers, you know, would we would we be happy if our success rate was a little bit lower, but our participation was higher, right? Um, and and so that I see that as an opportunity to maybe have a conversation% >> we've had that conversation. So, and I was going to ask mostly to Kelly, but if anybody wants to take it, is is this an active discussion within the high school among faculty and staff so that you know you're you're having that conversation? I'm not going to ask you to say where it's going, but but having that conversation to get some alignment, right? Because as you mentioned before, some
049people have different attitudes, right? Some people might push for one reason or another or not for different reasons. I definitely think it's a conversation we've had, you know, with the department leaison and um and thinking about um you know the idea of challenging kids and giving them more opportunities. Yeah, we have had that conversation. What's the discussion about I'm [clears throat] just thinking about the comment you made about runway like to get to the class like are there discussions early like with the population you're trying to target about like how do you engage them in the potential benefit and get them excited to maybe reach for it. Um I I just think you know it's preparation right? Um, >> I think there I think Kelly and I are actually in alignment a lot with this
050and I'll let her answer. >> Uh, I think sometimes we're too prescribed by having a certain grade point average or a final grade in order to take a class, the next class, right? So there are some students who might in an honors class for instance might have an 89 average and 90 is the the line that you have to have a passing in order to take the AP class. >> How you know obviously parents have the ability and students have the ability to override those those conversations. Mhm. >> But really to me is is that one point really, >> you know, a difference and and it could have been one one test grade, right, that that pulled that grade down? Do we set a bar and have to stick to it? There are some teachers
051I know for a fact that would say they didn't meet the requirement, therefore they don't get to take it. I have issues with that personally. I again I my son wouldn't have taken an AP class if he didn't have a teacher say, "You love history. you're gonna have to work your tail off. >> You may not get A's, but your parents don't care about that. They care about the experience of taking the class. >> You know that. >> Yeah. And I would think different subject areas um kind of probably handle it differently. I think about the world language department. >> Um I I know they're talking about what it means might mean to earn the seal of biiteracy down the road um in four years um to freshmen and what that pathway might look like.
052Um you know, I think about our computer science classes. um which you know for some kids are career paths um and they're having conversations about um you know what do you need to do um to get to that class um and that everyone is capable of being that class >> um you know unified arts we have that conversation around art all the time in terms of what do you need to you know how if you want to be at AP art as a a senior or I I'm watching you what you're doing as a freshman so I think you can get there in four years three years let's plan out what you need to Yeah. >> Sorry. Did you >> I I was going to add two two things to that. Uh so I've had
053an experience where we do I've had uh one of one of my son's teachers had a conversation with him and she she literally said this. She said, "You have a honors mind and a CP work ethic." And that resonated with him. And you know what? He he took honors. He he took honors and and and and stuff after that because she's like, "You know what? What you've shown me is that you're capable of more and she pushed him to to to take these courses and and and to start pushing himself better and it resonated with him." Uh so I I think we you know it takes I think it takes a some effort and a relationship to be able to have that kind of conversation with him. But but I think that that speaks to
054what you're talking about is that so what if you aren't at that you know what's what what should we be talking about and you know I also think in in the encouragement is helping to understand what these AP means it's not just financial it's not just those college things I'm experiencing it now uh if you want to explore internationally uh they really focus on these normalized things because they don't have the capacity to know Ashlin's rigor and do all the all that work. So if you are looking for these things, that's what they really value. They want they want to see AP. They want to see these things because that's a normalized thing that helps them evaluate the students that they're admitting to these international schools. >> So that's another thing that you know it
055that probably it came came as a surprise to us. uh my my students were like, "Hey, I'm going to take I'm going to, you know, be playing more with which honors I'm taking as opposed to AP and and then, oh, I need AP, so I'm going to take some APs now." They weren't really focused on it because they didn't necessarily see the value just in general of it. So, >> or were you going to say something before >> or we become an IB school? Mhm. [clears throat] >> Well, I'll just say it takes quite a bit of effort to try and integrate more people into the AP system because there are students who do want to take AP and there aren't there there aren't enough spots available to them. I know kids who've been uh
056not allowed to take psychology or history and things like that just simply because there weren't enough slots uh in the program for them. Uh and I feel like there would need to be a kind of re restructuring in the entire way that we do education at the high school in order to kind of fit in more AP classes. Uh but that has been done. And uh we have three new AP classes this year. We have AP Physics which was online last year, AP Computer Science A, which was online last year. Uh and one more >> I was thinking about it before, but it's slipp my mind. But yeah, and there it is a good thing to try and French. There we go. I I'm taking that class, so I don't know why. [laughter] >> Yeah.
057So, >> so it it does take a a kind of restructuring to it, but it it has been done and I think it's good to work towards it further. >> I would agree. And it's not a segue we're going to move into right now, but the conversation with our budget, right? And and when we're in a small district and we offer, and I I am proud of what we offer for a small district in terms of the AP classes, but the singletons, and you know, Miss Ankuro would would attest to this, singletons are really hard to schedule if students are taking more than one AP class. and and it's just there's one cl one section of French AP, there's one section of physics AP. Those are challenging, right, to schedule and get everything in. Um
058it's it it you have choices then you make as parents and and a lot of times in the summer when kids and parents come in and have conversations with with Miss Aker or or the counseling staff and they're like, "Well, I I want all of them." Well, we just can't do that. It doesn't work that way. Um it's a challenge. Uh so this next one is the slide I I I really was thinking a lot about in terms of how we compare with common subject areas, right? And and these are the ones to me highlighted yellow uh are again passing three through five, right? What passing rate compared to these other six districts percentage-wise? How did Ashton compare? in yellow would be the highest passing rate across the six districts for that subject area. So
059for instance in English language uh Medfield and Ashlin had 100% passing rate of the students uh taking that exam. And then as you see Ashlin's got a lot of yellow there. I wasn't just cherrypicking which ones we did well. There were common exams that we pulled I pulled out of from the department of ed. And you'll notice that other than biology and stats, and biology is 96% passing rate. It's really high, right? It's still stats is 95%. It's still really high. Um, but for the most part, Ashlin's outperforming these other districts. Now, physics on last year, the results were physics were online, right? So, this I just highlighted blue. it's physics was offered in these other four other districts, but ours was online. Um, and we didn't perform as well. >> Uh, and just to
060put a little bit of context in that, a lot of the students taking that exam were seniors and I took the exam. I looked around uh during the test and I could see heads on their desks and just taking a quick nap. And you know, it's it's what comes with the territory uh in the senior AP class. But that's just a little bit of context there. >> But but again, when we look at, you know, science, STEM, math area, we're performing quite well, right? I think that's a lot of people look at that and say, how are you performing in your sciences and math uh on these exams? And and we're doing quite well. Uh this is just information from the slide. our passing rate in certain subject areas. Um I think this is just
061another way of showing the students. Uh 493 exams were given that were taught by Ashlin faculty. Average was a 4.23 across the board. 98% pass rate. Outstanding, right? Outstanding. Uh kudos to the entire staff as I said before. Um the last piece, uh I'll go back up here. I'll go back to Mark's question here about population. We we touched base a little bit on it. Sure, we could have more exams and we could have more students taking it uh taking AP classes. Uh and that's going to be a focal point for all of us to to figure out how we can do that. I I worry and with our our budgeting situation um and how we are going to continually offer highlevel courses like this um to our community uh should we have to reduce
062staff. That that's a real concern for me. And when I look at this information and I see how well we're performing and to think that we're going to potentially um lose positions that um would impact the ability to take these high level courses. It it really bothers me. >> Yeah. It's lost opportunity for >> 100%. >> Yeah. >> And to to follow on to Abichek's point, do we have a sense of the interest proportional to our capacity? Um, you know, so I, you know, he he mentioned that there was several of his friends that or people he knew that tried to get into into in into these sections and couldn't. >> So, as we look at budgeting and and and potentially asking the community to support stuff, you know, it's not always just about maintaining,
063but what are we getting and and are we able to more meet the needs uh if there are uh those gaps? Um, Cal, you can answer part of that. I I know that previously I [clears throat] don't know how many students don't get the AP classes that they want. Um, >> it's not too >> Well, I think Abashek used the example of psychology, which is something we would consider more of an elective. I think we we do unfortunately have to prioritize required classes. you know, we have um I I don't think um I don't have any recollection recently of saying a student um couldn't get into um a push. Um it, you know, we increased uh sections of that this year to meet the need. Um we do say if we if our classes are
064full, we you know, we don't want them to, you know, to have 35 students in them. and we have students that weren't originally recommended for them using, you know, the process we have um that we do turn kids away for that reason. But we certainly use um it's it's tough because um we are very fluid in terms but we have to make decisions on what the schedule's going to look like and once we get to a certain point we can't just have you know everyone deciding to move around um different classes. that. So, you know, um in the next month or so, we will know what what people are interested in for next year and and make some decisions on what's going to run. >> Yeah. Kelly, I mean, the the challenge becomes, right? So,
065may maybe you have 30 students who who want a specific AP class and 25 of them fit in a perfect like in the schedule. It's a nice puzzle. Fits right in for those 25 and you've got these five other students. Us running and maybe a teacher it can it can fit in a schedule and only five students can get in that class. It doesn't make economic sense for us to be running an AP class with five students, right? and that but then there are times where we we know we have during the scheduling process they may have 28 kids 30 kids sign up for an AP class with the anticipation quite often some of the students won't do the summer work or or and all of a sudden now the teachers will say no let's
066just have one section of it because it's and everyone >> Spanish well right I was going to say yeah so Spanish is a good example that's what I was going to I just didn't wasn't labeling it for any everybody but but now it becomes 30 students and it's a challenge for the teacher now, right? So, um it's just there's no perfect method to a um to the building of the schedule for all the classes, >> but it but it sounds it sounds like there's not necessarily a a large capacity issue. It's probably >> That's right. >> equally as much a scheduling issue. >> It's right. Exactly. And fitting in requirements. So, yeah. So that's really again it was just more of the followup because Mark had asked me a number of for numerous years to
067[clears throat] to provide this and we get the data in the summer >> but I do believe in disagregating the data from what we teach >> compared to you know >> so I think one of the things I would love to see and we've talked about for years is doing a better job celebrating successes. >> Yeah. you know, if there's something that that you want to put out. Yeah. Just sharing it as a the success of the district, right? I'm not >> not necessarily looking to call out students over a faculty. I think it's it's a joint effort, right? The kids put in the work, the staff puts in the work, >> and um you know, I think there's some really good highlights there. >> Um that people should just understand what they're getting, you
068know. >> Yeah. And I think Jim, you know, you had shared with us where students were accepted last year. It was a really impressive list. And I think, >> you know, in terms of the marketing aspect of Ashland, you know, I hate to say it like from a business point of view, but as a parent like to know my kid has the opportunity if they want to take it, they'll be well prepared when they go to college. I've heard some of the kids coming back say, "Wow, like college is way easier than I thought." And I said, "How many APs did you take?" you know, but to your point, like it's the experience of having the experience before you're on your own doing it. So, I just kudos to you and you know, the high
069school teachers and all the students who put in the work. I mean, it's a lot of work. You know, I know we're looking at and having conversations about AP, but I think the way we started tonight, uh, these conversations, uh, our business program, things that, you know, Kelly and I had wanted in our programming for 15 years that finally has come to fruition, and those are not conversations that we're having to say, hey, we've just added those recently, and where are we from, and I'll segue into the the budget conversation. We're not even having conversations. >> Does anybody have anything else on the AP stuff? Yeah. On the AP data, >> but segue away. >> Yeah, segue. >> We should just make sure that Lori doesn't have >> Yeah, if she didn't raise her hand.
070>> Yeah, >> I'm good. Thank you. [laughter] >> She'll probably >> We just want to see we're still there. >> But we're not having conversations at all. We have not had a conversation about those that that class for instance that um those electives that we've added because people are churning to get in there, right? They're chomping at the bit to get into these classes. Look at the work they're doing. >> It's 100% >> may not be labeled a AP class, but the work they just showed you was amazing. Right. So, from a budgetary standpoint, um just a couple things. One, uh we have a budget workshop uh on the 4th. Uh so, make sure we're all squared away on that. It's going to be at the David Mendes School um in the band room where
071we typically meet or in the the music room. Um we've been working hard with our principles >> for 4 pm >> correct. Uh and then after that is a uh is the training. Um uh I think the town was putting together the open meeting law training. Um and the the principles myself, Chris, etc. have been continually refining the budget as much as we can and uh just the tri board meeting last week walking away from that. Um, you know, the one thing I will state, and I' I've said this uh to Michael Herbert, is wherever we land, we know what the override number looks like in terms of what we're going to be asking for. But for me to to properly prepare a budget outside of an override is something that we have to settle
072on in terms of a conversation with with the tri board and this this committee. Um, you >> No. No. And I think it's probably a conversation where it has to be a little deeper in terms of how how much are we willing to um for a lack of a better term raid our um revolving accounts and our stabilization funds. Right. So we have to have that conversation because I I believe we need to prepare while Mike and I and Chris and the principles have prepared six budgets. I need to settle on two. >> That's what I need to do. Mhm. >> Um, principles have had really hard conversations with folks over the past two weeks. Monday night we have a is it Monday? No, Tuesday night I have just like the old COVID days. I'm
073having the entire faculty and staff on a Zoom meeting so they can hear from me about the budget. Um, and I think those are really hard conversations, but our principles have have sort of laid the path with a number of folks. Um, so I want to emphasize this is real. I think there's still this sense within our community and our our teaching community especially that that they think the budget is just going to be fixed. Like we have had this miraculous power uh and I've just done it as opposed to this is real. Um, and the rubber's hitting the road and we have to come up with a an answer. That's all that's the update for me. It's just we're working on it. We have our meeting next week and and >> and people people
074need to understand this is happening across the state school districts. It's it's >> um when I talk to school districts I work with professionally almost all of them are facing the same kind of challenges. they're solving them in different ways um or trying to um but the amount of towns that are contemplating overrides right now I can't remember any other time and I think they're all just the same place we are which is there's no other choice um or you're going to have a significant change in what your government's going to be able to provide for you so it's not just schools but other other departments as well >> any questions for Jim just on where we are on the budget can Hi, Kelly. Thanks. Okay. Um, so we're ready to go to Mike for
075your assistance. Superintendent's report. >> Certainly, this will not take an hour and 55 minutes. I promise. Um, so we had our our professional development day recently. Uh, a lot of building based work that was done, but we did get together as an entire school community, uh, in order for our nursing staff to provide information regarding unlicensed assisted personnel training, which is essentially uh the pro processes and protocols for when students are on field trips. and a teacher that is in charge of um watching over our kids may have an opportunity where they have to provide a student with some sort of medication. Uh so all of our teachers needed to be trained in those processes by our licensed nurses. Uh so thank you to Karen Coniso who did a wonderful presentation for everybody and everybody
076feels a lot more comfortable now knowing what the proper protocols are and uh they they made it a point to say if there are any questions what you need to do is you need to contact the nurse. So that was the you know going away with that but I think everybody is very comfortable now to know how to keep children safe. Uh we also talked about um some MTSS strategies uh and utilizing our open architects tool and our dashboard with a new dashboard that was provided to us by OA which allows us to track interventions and intervention strategies in a more efficient way. and all of our staff. While some I think were probably not excited about the presentation itself because it was a little bland, but it was incredible information to know that we
077have a tool at our disposal now that allows us to put students in intervention groups that can be communicated uh not only across grade levels but also across teams to ensure that everybody is aware of any specific interventions that are happening. So if a if a teacher is doing a specific intervention in social studies that's helping a student succeed, a teacher that's teaching English can take a look at that and say, "Oh, this is working for this child." And that's also going to go to the next grade level. So it's going to help us with our MTSS work. Um it it's also allow us to to progress monitor in a better way. So it's it was it was wonderful to see how we can now create different groupings for kids and track their progress over
078time in a really efficient manner. Um other things that happened at the middle school right now, our science folks are piloting a number of different science curricula. Uh we are currently using amplify. Our teachers are not completely satisfied with that product. So we're looking at three different programs right now. Now we're looking at MOSA Mack Savas and Open SIED. And during the professional development day, we had a training from open sedar to do an endofear pilot with our or I should say a mid-year pilot for our 6 through8 teachers to take a look at that program to see if it's something that we want to eventually move to. We had a curriculum leadership team meeting this afternoon. Um and ultimately the decision will need to be made by April if we are going to move
079in a different direction using either Savis Mosa open sed or to continue to utilize uh amplify at the middle school. Uh in that light I think we have talked at length about our our need to eventually move to uh a different literacy program in K to 5. Uh we are in the early exploration stages of that at this point. Um Kathy Farrakia, Suzanne Roddy, myself and Kate Alman have had several meetings uh exploring what else is out there. Um I think we [snorts] have at this point met with over seven different programs to see what could potentially be the best fit for Ashlin should we determine that we are going to move in a different direction. Again, I I I I want to make sure to all our faculty that may be listening, no decisions
080have been made about moving in a different direction, but it's important for us to go through this exploratory phase to see if there are other programs out there that we think would be a better fit for Ashland with the ultimate knowledge that we will take a look at more than one to to to determine what we think would be the best fit here if we do decide to make a change, which will not happen for a couple years because we want to make sure that we have ample time to pilot and to look at these different programs. >> There's also a lot of work being done on the state level of course and I'm with all of the changes happening in literacy. I like I I kind of foresee and I don't want to say
081fear because I don't think it's a bad thing but regulations coming down in terms of what we have to use and I would hate to see us in a position where we invest in something and then two years later we're out of compliance. So being mindful of that >> and and what I hope you are aware of is that we're we are aware of that >> 100%. Yeah. Just that's one that's a fear in the back of my mind. I mean knowing you know kind of the the changes that have happened you know over the past several years and >> and Kathy, Suzanne and Kate are all a part of different literacy teams at the state level. So they're attending meetings regularly to ensure that they continue to be up to date. Um, obviously one
082of the major tools that we're utilizing during this process is curate. If it's not rated on curate, we're we're we're probably not even looking at it. Uh, but what's interesting is there are several programs that are being incorporated across the state and used across the state that are being highly rated by our colleagues that aren't on curate. So, we're we're wondering how those things are going to end up. So, we're keeping our eye on what the state is ultimately going to say we can or cannot use. So, that's certainly going to be a major part of our decision-making process should we decide to move forward with something new. Um, I ready testing is is complete. Can >> I ask a question before [clears throat] you get ready on on the curriculum piece? Um, are we
083still like contractually obligated to what we're using now for a certain period of time? >> We we are not at this point. Yeah. >> We could whenever you're ready and staff >> Yeah. Yeah. Yeah. And it certainly isn't about that at this point. It's about making sure the decision is going to be the best for our students and teachers. We we're not contractually obligated anymore. Yeah. Um I Ready is completed at the middle school. I reported that last time. We are uh near completion at K to 5. Um data team meetings are going to be taking place in in our in Warren and Mendes over the next few weeks to take a look at all of our midyear data. I walked in on a meeting today between uh you know Kate and Beth and they
084had opened up on their screens. I ready data. So, they're already kneedeep in looking at how our students are progressing. Uh I will say that there is some fear that some of our middle school students may have been utilizing a tool uh to help them uh that we discovered some some um disproportionate scoring. So, we did shut off Google Lens. So, no longer could anybody utilize Google Lens. Uh but I can report that any student who we thought may have used Google Lens was asked to retake the exam to ensure that we have accurate data for our midyear assessments. >> What happened to the grades? >> What's that? >> What happened before and after? >> There was quite an increase in their grades. Uh Abashek >> increase or >> a big increase in how they
085did. >> So >> Oh, okay. Okay. >> Yeah. So they did they did particularly well. Their growth their growth was off the charts. So we knew something wasn't quite right there. So, we were able to have them uh retake the test. Uh mid-year exams uh are finished up now as as was reported at the high school and it's the end of term two for AHS and Ashlin Middle School. So, students are beginning with their term three. Uh and uh during our year 1 teacher course, uh Christy Arnold came to visit us to make sure that our our eels are the front of mind for all of our new staff members. It's a great sort of refresh and reset uh halfway point through the year to to ensure that you know people continue to understand that
086that is a main priority for us. And she presented uh wonderful tools for our for our first year teachers to use and remind them of all these great tools that are available. And finally for evaluations all of our nonPTS staff will receive their formative assessment report by Friday. Uh so folks will have an idea of uh any any improvement or any uh areas of need that they they need to do and and have you know really quality conversations with our administrators and our evaluators about moving forward in their in their work. >> About how many of our staff are in that nonPTS category? Uh the percentage Mark, geez, off the top of my head, I I'm not sure. >> Either way, >> I I would say I've got about I would probably about 70 would
087be would be my guess because I think I have about 45 in our year 23 program. Maybe 55 and then 20. Yeah. So I guess about 70. >> It's a good It's a That's a pretty good size >> off the top of my head. Yeah. Yeah. give or take, you know, five or >> Yeah, that's understood. Any questions for Mike? Okay, so we have at least on the draft agenda that I've got, it says action item, discussion, updates, votes. There's nothing there. Um, so we'll skip over number four to the consent agenda. Do I have a motion to approve the consent agenda? >> So moved. >> Second. >> Paul. Um, with Lori being virtual, we just do a roll call vote. U we got a motion to motion and a second [laughter] already. What the
088day of the week is it? Um Marcy >> I >> Tina >> I >> Paul >> I >> Lori >> you muted but I got your eye and I for me that's passed unanimous. Um reports of school committee members [clears throat] Lori your virtual one you want to go first on this? >> Yeah I don't have anything new right now. >> Okay thank you Lori Marcy anything? Uh yes, I attended the middle school site council. So we did get a briefing on the Google lens. Uh but um Erin also commented that the indicator is strong growth in ELA right now. So that was great. And also I heard um and she told us like the one day of testing for the exam across all the classes helped the students focus which my students would echo.
089So thank you for that. Um, we talked about uh keep tech. There were over 50 applicants. 17 spots are going to be open to Ashlin. So, there's a lot of anxiety amongst the the applicant pool there. Um they said that they are working on placements and suggestions for the eighth grade class moving up to the high school and that the feedback from the high school has been really good on the suggestions of where people are placed. They're getting favorable, you know, feedback to that. So that was great to hear. um and they're in the process of reviewing grading practices and what does a grade mean and how do they you know talk about that with parents and with kids and um you know triangulate like all that discussion. So that that was good and then
090we talked about the budget a little bit too. Um and then I just like to congratulate the middle school kids on their play the orphan train for the weekend. So [clears throat] a lot happening at the middle school. All good. all like I'm continually impressed with Aaron and the staff and like doing more with less like they just it's just so much is happening there. So, >> thanks. >> I'm drinking the Kool-Aid. >> I apologize. I should start with you. Have a shack. >> No, no problem. Um so, as Mr. Kyra said, midterms are officially over at the high school. Uh and we finished today. Yes, today. Uh thanks to the generous delay and uh and day off. Uh keep those coming. And I think we all seem the seniors seem to really be >>
091Don't get your hopes up. [laughter] >> Um but other than that, seniors have been um grinding away. It's senior week uh for or sorry, sorry, senior night for most athletics. Uh wrestling just happened, basketball is on Friday. Uh and those are the ones I know of. Uh, additionally, seniors are starting to get their college decisions back and I'll keep you guys posted uh once there are uh like a wide a large amount so that we can see how our seniors are doing. Um, other than that, uh, it's that's pretty much it for me. Oh, actually, there is a French trip happening uh this sorry, next weekend. Um, >> we're going to be there when the Super Bowl is happening. So, I'm kind of bummed out about that. But uh it's been Madame uh Reyes has
092been doing an incredible job with that and she just returned from a car accident. So she's been getting back into it and just like to commend her uh for this >> the trip to Quebec City. >> Yeah, trip to Quebec. Uh and we're doing it with Mayard High School as well. >> Okay, great. [clears throat] Thank you, Dina. >> I don't have any updates. >> Okay, Paul. >> Uh nothing for me. >> Okay. And nor do I. So at that point, we'll see if there is a motion to adjurnn. So moved. >> Second. >> Lori, >> I >> Marcy >> I >> Dina >> I >> Paul >> Hi. >> And I for me we are adjourned. Good night everybody. >> Good night everybody. >> Good night Lori.