001[Music] Hello everyone. Carlo Di Maria here with Superintendent Bill Hart. Uh inviting everyone to our homecoming celebration this October 25th. Uh it's going to be a great day. We are dedicating this field to John Deazo, our great uh great friend and great coach here in the city of Everett. Uh Bill, why don't you tell us a little bit about homecoming day and the uh festivities that we have in store for everybody. >> It's going to be wild. We hope that you can join us. We're going to start at 11:00 in the morning with a tailgate party right here on Chelsea Street behind the stadium. All kinds of things happening, food, vendors, fun for the family. 1:30 is the kickoff against Lynn. Uh we hope that you're going to be there because this is going to
002be like no other. We know that you're going to enjoy it, but you have to be here to enjoy it. [Music] Set your alarms, lace up your sneakers, and get ready to hustle for a cause that hits home. Join us for the homecoming hustle, a 5K run walk held in loving memory of Janet Connley O'Neal and all of the EPS employees who courageously battled cancer. This year, you won't be running alone. You'll be side by side with myself, EPS staff, and our superintendent, Billy Hart, who is sure to be walking the event. Who knows, maybe you'll even beat one of them to the finish line. Registration kicks off at 7:30 a.m. and the race begins at 8:30 sharp. So, grab your friends and let's show everyone what kind of community we have. [Music] Heat. [Music]
003Hello Everett. It's time for our wonderful weekend called homecoming. Homecoming starts on Friday, October the 24th at 5:00 at Glendale Park. It's fun for the whole family. Please bring your family down to Glendale Park between 5 and 7:30 on October the 24th for the kickoff to homecoming weekend. We will have fun games. We will have food. We will have entertainment and some special visitors. If you're here, please come to Glendale Park. Let's kick off our homecoming weekend with fun for the whole family. See you there. [Music] Hey everyone, Steve Gallagher here with the Ever Athletic Department. Listen, we are gearing up for the first ever Walk of Champions. This is one of our spotlight events for homecoming weekend next Saturday, October 25th. The walk is going to start at the Connelly Center at 12:45 and
004they're going to be marching down to Everett Veterans Memorial Stadium. This is going to be an awesome event. We have over 30 former Crimson Tide football greats coming back to take part in this event. They will be walking alongside Superintendent Bill Hart, Mayor Carlo Di Maria, other elected officials, and members of our band and cheerleading team. This is going to be such a great epic event. Um, we want you here. We want more people involved um to showcase the tradition, the excellence of our city. So, please try and get there next Saturday, October 25th. Roll Tide. [Music] Heat. Heat. N. [Music] I love getting early. Tailgating. There's nothing better. Homecoming. It's coming this way. Saturday, October 25th. I'm Josh Delgazo. My voice is going to be heard inside that stadium. And at 11:00 a.m., I'm
005going to be the first one here cuz we have tailgate action going on right here. You see the Connelly Center? This is Chelsea Street. We're going to have an area set up. We're going to have a live band playing, food trucks, and we're going to be showcasing some of the very best highlights from the Coach Dibazo era. So, come on down, take in the homecoming extravaganza, and be sure to go down memory lane. Ah, I can't wait. It's going to be awesome. [Music] Hello everyone. Carlo Di Maria here with Superintendent Bill Hart. Uh inviting everyone to our homecoming celebration this October 25th. Uh it's going to be a great day. We are dedicating this field to John Deazo, our great uh great friend and great coach here in the city of Everett. Uh Bill, why
006don't you tell us a little bit about homecoming day and the uh festivities that we have in store for everybody. >> It's going to be wild. We hope that you can join us. We're going to start at 11:00 in the morning with a tailgate party right here on Chelsea Street behind the stadium. All kinds of things happening, food, vendors, fun for the family. 1:30 is the kickoff against Lynn. Uh we hope that you're going to be there because this is going to be like no other. We know that you're going to enjoy it, but you have to be here to enjoy it. [Music] Set your alarms, lace up your sneakers, and get ready to hustle for a cause that hits home. Join us for the homecoming hustle, a 5K run walk held in loving memory
007of Janet Connley O'Neal and all of the EPS employees who courageously battled cancer. This year, you won't be running alone. You'll be side by side with myself, EPS staff, and our superintendent, Billy Hart, who is sure to be walking the event. Who knows, maybe you'll even beat one of them to the finish line. Registration kicks off at 7:30 a.m. and the race begins at 8:30 sharp. So, grab your friends and let's show everyone what kind of community we have. Heat. Heat. N. [Music] Yeah. [Music] Heat. [Music] Hello Everett. It's time for our wonderful weekend called homecoming. Homecoming starts on Friday, October the 24th at 5:00 at Glendale Park. It's fun for the whole family. Please bring your family down to Glendale Park between 5 and 7:30 on October the 24th for the kickoff to homecoming
008weekend. We will have fun games. We will have food. We will have entertainment and some special visitors. If you're here, please come to Glendale Park. Let's kick off our homecoming weekend with fun for the whole family. See you there. Heat. [Music] Hey, Heat. [Music] Hey everyone, Steve Gallagher here with the Ever Athletic Department. Listen, we are gearing up for the first ever Walk of Champions. This is one of our spotlight events for homecoming weekend next Saturday, October 25th. The walk is going to start at the Connelly Center at 12:45 and they're going to be marching down to Ever Veterans Memorial Stadium. This is going to be an awesome event. We have over 30 former Crimson Tide football greats coming back to take part in this event. that will be walking alongside Superintendent Bill Hart, Mayor
009Carlo Di Maria, other elected officials, and members of our band and cheerleading team. This is going to be such a great epic event. Um, we want you here. We want more people involved um to showcase the tradition, the excellence of our city. So, please try and get there next Saturday, October 25th. Roll Tide. [Music] Heat. Heat. [Music] I love getting early. Tailgating. It's nothing better. Homecoming, it's coming this way. Saturday, October 25th. I'm Josh Delgeso. My voice is going to be heard inside that stadium. And at 11:00 a.m., I'm going to be the first one here cuz we have tailgate action going on right here. You see the Connelly Center? This is Chelsea Street. We're going to have an area set up. We're gonna have a live band playing, food trucks, and we're gonna be
010showcasing some of the very best highlights from the Coach Dibazo era. So, come on down, take in the homecoming extravaganza, and be sure to go down memory lane. Oh, I can't wait. It's going to be awesome. [Music] Hello everyone, Carlo Di Maria here with Superintendent Bill Hart uh inviting everyone to our homecoming celebration this October 25th. Uh it's going to be a great day. We are dedicating this field to John Deazo, our great uh great friend and great coach here in the city of Everett. Uh Bill, why want you tell us a little bit about homecoming day and the uh festivities that we have in store for everybody? >> It's going to be wild. We hope that you can join us. We're going to start at 11:00 in the morning with a tailgate party right
011here on Chelsea Street behind the stadium. All kinds of things happening, food, vendors, fun for the family. 1:30 is the kickoff against Lynn. Uh we hope that you're going to be there because this is going to be like no other. We know that you're going to enjoy it, but you have to be here to enjoy it. [Music] Set your alarms, lace up your sneakers, and get ready to hustle for a cause that hits home. Join us for the homecoming hustle, a 5K run walk held in loving memory of Janet Connley O'Neal and all of the EPS employees who courageously battled cancer. This year, you won't be running alone. You'll be side by side with myself, EPS staff, and our superintendent, Billy Hart, who is sure to be walking the event. Who knows, maybe you'll even
012beat one of them to the finish line. Registration kicks off at 7:30 a.m. and the race begins at 8:30 sharp. So, grab your friends and let's show everyone what kind of community we have. Heat. Heat. N. [Music] Heat. Heat. N. [Music] Hello Everett. It's time for a wonderful weekend called Homecoming. Homecoming starts on Friday, October the 24th at 5:00 at Glendale Park. It's fun for the whole family. Please bring your family down to Glendale Park between 5 and 7:30 on October the 24th for the kickoff to homecoming weekend. We will have fun games. We will have food. We will have entertainment and some special visitors. If you're here, please come to Glendale Park. Let's kick off our homecoming weekend with fun for the whole family. See you there. [Music] Heat. Heat. [Music] Hey everyone, Steve
013Gallagher here with the Ever Athletic Department. Listen, we are gearing up for the first ever Walk of Champions. This is one of our spotlight events for homecoming weekend next Saturday, October 25th. The walk is going to start at the Connelly Center at 12:45 and they're going to be marching down to Ever Veterans Memorial Stadium. This is going to be an awesome event. We have over 30 former Crimson Tide football greats coming back to take part in this event. They will be walking alongside Superintendent Bill Hart, Mayor Carlo Di Maria, other elected officials, and members of our band and cheerleading team. This is going to be such a great epic event. Um, we want you here. We want more people involved um to showcase the tradition, the excellence of our city. So, please try and get
014there next Saturday, October 25th. Roll Tide. [Music] Heat. Heat. [Music] Hey, hey, hey. [Music] I love getting early. Tailgating, it's nothing better. Homecoming, it's coming this way. Saturday, October 25th. I'm Josh Delgeso. My voice is going to be heard inside that stadium. And at 11:00 a.m. I'm going to be the first one here cuz we have tailgate action going on right here. You see the Connelly Center? This is Chelsea Street. We're going to have an area set up. We're going to have a live band playing, food trucks, and we're going to be showcasing some of the very best highlights from the Coach Dibazo era. So, come on down, take in the homecoming extravaganza, and be sure to go down memory lane. Ah, I can't wait. It's going to be awesome. [Music] occup [Music] Oh, [Music]
015heat. [Music] Oh my god. [Music] [Applause] [Music] Good evening and welcome to the regularly scheduled meeting for the Ever School Committee on Monday, October 20th, 2025. The time is 6:33 p.m. Clerk, could you call the role to determine a quorum? >> Mr. Almea Barrows, >> present. >> Miss Babcock, >> present. >> Miss Barrows, >> present. >> Miss Cornelio, >> present. >> Miss Cristiano, >> present. >> Mayor Di Maria. Mr. Dinario, >> present. >> Miss Garren, >> present. >> Mr. Lmon Monica. >> Chairperson Hurley, >> present. >> Eight members present. We have a quorum. Could everyone join me in saluting the flag? >> Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you
016everyone. I would just like to clarify we have um Vice Chair Cristiano attending remotely this evening. So, all voting needs to be done by roll call. And um committee member Joel Monica sends his regrets that he could not attend today as he welcomed a new granddaughter Emmy this morning. Congratulations to the L Monica family. Uh clerk. Nope. Just kidding. Superintendent, the next order of business, >> Roman numeral 3, reading of the records for Monday, October the 6th, 2025. >> Make a motion to wave the readings and place on file. >> Second. Motion made by Miss Barrows, seconded by Miss Babcock to wave the reading for Monday, October 6th, 2025, and place on file. Roll call. >> Mr. Almeida Barrows. >> Yes. >> Miss Babcock, >> yes. >> Miss Barrows, >> yes. >> Miss Cornelio, >>
017yes. >> Miss Cristiano, >> yes. >> Mr. Denafhrio, >> yes. >> Miss Garren, >> yes. >> Madam Chair, >> yes. >> So moved. 800. >> 8 Z. Motion passed. Superintendent, the next order of business, >> Roman numeral four, public comment. >> Make a motion to open public comment. >> Second. Second. >> Motion has been made and seconded by Miss Babcock, seconded by Miss Barrows to open public comment. Roll call. >> Mr. Almeita Barrows. >> Yes. >> Miss Babcock. >> Yes. >> Miss Barrows. >> Yes. >> Miss Cornelio. >> Yes. >> Miss Cristiano. >> Yes. >> Mr. Denafhrio? >> Yes. >> Miss Garren? >> Yes. >> Madame Chair? >> Yes. >> So moved. 8 Z. >> So moved 8 Z. Public comment is now open. She's going to bring up As a reminder, um, speakers will
018be allowed up to three minutes to present and must begin their comments by stating their name, city, and town or organization. All speakers are encouraged to present their remarks in a respectful manner. Everett School Committee public comment time limit is 15 minutes. After that time frame has been met, the chairperson may request an extension from the membership which requires a vote and written comments longer than three minutes may be submitted to the presiding chairperson before or after the meeting. And with that we have one speaker uh Mr. Foron. Welcome, Mr. Foron. >> Good evening. >> Thank you, Madam Chair. David Foron, ward three, a ward four. Um, first of all, I'd like to say thank you to Miss Hurley, uh, for the chairperson for responding to an email, uh, responding to me by an email.
019I was very surprised and very pleased. Thank you. As a parent of children who attended Everett High School and Everett schools and a grandparent, I'm interested in what the Everett School District is going to do or doing to bring back that young 13-year-old boy who was kidnapped by ICE. This is a serious problem, ladies and gentlemen. Should not have ever been done. He should have never ever been removed from Everett. Yes, he did wrong. He should be punished for his wrongdoing, but not by kidnapping and being taken 500 miles away from his family especially. I would like to know how ICE found out about it so quickly. I hear rumors. I listen to rumors and there are rumors going around as to ICE and the police station. There is a apparently a connection there. Or
020maybe I should say allegedly. This has got to stop this ICE business. It's just got to stop. We have to get rid of these people. If they're going to be kidnapping our our children from schools, from our schools, it's a terrible thing. I always thought that what was sealed remains sealed was never let out. But there's a lot of information let out on this young man. That's wrong. That is wrong. As we know, kidnapping is unlawful and should be punishable by those who do it. If I reached out to any child and kidnapped them and brought them across state lines, they'd have me gone for a long time. and it should be held true for everybody. I'd like to know, is there an investigation being requested by the school committee or by the superintendent maybe
021or by DC? What are we doing to help this family and to help this child come back to his family where he belongs in Everett? Thank you. >> Thank you, Mr. important. [Applause] >> Seeing no other speakers on the sign-in sheet, is there anyone that would like to speak at public comment? >> Seeing none, is there a motion to close public comment? >> Make a motion to close public comment. >> Second. >> Motion made by Miss Babcock, seconded by Miss Cornelio to close public comment. Roll call. >> Mr. Almeida Barrows. >> Yes. >> Miss Babcock, >> yes. >> Miss Baros, >> yes. >> Miss Cornelio, >> yes. Miss Cristiano, >> yes. >> Mr. Denafhrio, >> yes. >> Miss Garren, >> yes. >> Madame Chair, >> yes. >> So moved. 8 Z. Public comment is now
022closed. Superintendent. The next order of business. >> Roman numeral 5 report of the student representative. >> Emma, go right ahead. Thank you. Good evening. This week at EHS is spirit week. Today, students dressed up as bikers or surfers as seen in Disney's team beach movie. Tomorrow, pairs will dress up as iconic duos. Wednesday, the school will be showing off a variety of cultures. Thursday is Decades Day with inspiration from the 1920s to early 2000s and a kickoff homecoming weekend on Friday. The school will be full of tide pride. The Lafayette school is having spirit week this week as well. And the Maddie is having a Halloween spirit week next week. Some of the elementary schools are also wearing orange on Wednesday to celebrate Unity Day to bring awareness to bullying. The Parland is hosting trunk
023or treat on the 23rd at 3:30 and it is definitely a crowd-pleaser. On Friday, players of the football team, band, color guard, and cheerleaders will tour the pre-K through eight schools. It is such a rewarding experience for us high schoolers to visit the school's staff and younger students. That night, family night will be held at Glendel Park. And the next morning, some of our students, staff, and athletes will participate in the homecoming hustle. There will also be a pancake breakfast that morning. The homecoming game against Lin English will start at 1:30 at Veterans Memorial Stadium. and I'm looking forward to lots of participation and Tide pride this week. I want to take a moment to thank the administration and all of you for bringing back a big homecoming celebration. The students at EHS are ecstatic.
024It is so nice to see our community come together. Our full representative council was also elected. Freshman Nicole Mitchell, sophomore Ella Teligene, junior Mia Allen, and Leand senior Leandre Panero. I'm very excited to work alongside them. We had our first meeting today, and the current bathroom policy was the main topic that we discussed this Saturday. Leandra, Nicole, and I attended the Massachusetts Association of Student Representatives. Thank you for sending us. It was very insightful and a great opportunity to meet other students from around Mass. The 9th, 10th, and 11th grade student councils have also been selected. The junior class will be led by President Olivia Dresser, the 10th grade by Frank Richie Line, and the freshman class by President Emanueli Martins. Girls volleyball is holding their annual pinkout game tonight for breast cancer awareness. Our
025unified basketball team will have a game tomorrow at 4:00 in the gym. And next Tuesday, our girls soccer team will have their senior night. Family University is open to any high school student or eighth grade family with and will be held at the high school on October 28th. This Thursday, students who registered for the PSAT will take the test. And that day at lunch, the AP government class will hold a voter registration drive during all five lunches outside the nurse's office. Mock trial. The mock trial team has also um sorry we'll be having their first meeting on the 22nd. Other clubs including fashion club, newspaper club, and the STEM club have convened for the school year as well. Thank you all and happy homecoming week. >> Thank you, Emma. >> Make a motion to accept
026the report of the suit student representative and place it on file. >> Second. >> Motion made by Miss Babcock, seconded by Miss Cornelio to accept the report of the student representative and place on file. Roll call. >> Mr. Ali Dearos. >> Yes. Miss Babcock. >> Uh, yes. >> Miss Barrows, >> yes. >> Miss Cornelio, >> yes. >> Miss Cristiano, >> yes. >> Mr. Denafhrio, >> yes. >> Miss Garren, >> yes. >> Madam Chair, >> yes. >> So moved. 8 Z. >> So moved. Motion passed. Superintendent, the next order of business. >> Roman numeral number six, item one, superintendent's update. Let me first begin by acknowledging the energy by which u Miss Perry delivers those remarks. And let me also remind you that besides holding a a very high grade point average, she's involved in most
027of those activities. She's extremely involved here in this um Ever High School community and beyond. And I wanted to thank her for that continu continuous involvement. And I know the meeting today Miss Baros attended and called me and said what a great group that we have group young people coming together to talk about important issues that face them. So thank you. I won't repeat all of the various um events that the students are involved with, but um they're all can most of them can be found on our website if anybody chooses to look at them. And of course, homecoming uh was her last comment. I'll talk a little bit about that along with parent university in my remarks. So, thank you again, uh Miss Perry. Um, this past week I had the pleasure of welcoming
028Massachusetts Secretary of E of ex from the Executive Office of Technology Services and Security Jason Snder to Ever High School. Um, I was joined also uh that day by our chairperson Samantha Hurley uh principal Braga, Dr. Braa who's here, Ever Teachers Association Kim Auger, and members of the leadership team. Um as the secretary tooured ever high school interacted with our students the secretary had an opportunity to visit three of our classrooms um project lead the way engineering design development that's led and taught by Dr. Anna Siders advanced placement physics um taught by Adam Simpson and biotechnology too um taught by Dr. to Jeffrey Yahern, the secretary um called and asked to come here because he'd heard such great things about the work that we're doing here at Everett High School. And believe me, our students
029were shining examples of what we all know. Uh the secretary followed up after his conversations with each of those classrooms. Um they're completely engaged in the work. Um he said, "I have visited many, many high schools and he was so pleased uh to come here because of the good work that our students and our staff have done." So, I wanted to thank him publicly for taking an interest in Everett and um talking about our great students and the work that they're doing. This past week, we had several of our school communities celebrate fall festival which is outdoor and indoor activities for family. Um the Lafayette school, the Maline English School, the Whittier School, the Cavarian school was extremely well attended. our families were completely engaged in activities and food and fun and friendship and um
030real community. So I want to thank the members of the PTO's the leadership at each of the schools and the the faculty and staff who volunteered in the afternoon and evening setting those up. A lot of smiles. We have some great pictures from uh those events. And for those of you who are here, we have them on our district highlights that are here on the the front table and our school committee members and families do get um updates periodically through email to let them see um the activities that are happening in and around our schools. So um Miss Perry mentioned family university. Um Everett will hold its second annual family university on Tuesday, October the 28th from 5 to 8 here at Everett High School. We have uh some great community partnerships that will be
031joining us that evening um partly to present on various topics. We have for example the Cambridge Health Alliance, a great partner of ours here in Everett. Uh they will be presenting. They have several sessions for our parents and workshops. We have the guidance counselors um who'll be presenting on u getting ready for college financial aid workshops. um all kinds of activities for parents to engage in um to understand and navigate um the higher ed system and we have folks from the Metro North Regional Employment Board that will be here talking about um opportunities for our young people beyond Ever High School and some additional um and various um presentations that'll be held throughout high the high school that evening. So, for parents, as Miss Perry said, um eighth grade parents who'd like to come and
032learn a little bit more about Everett High School and the work that we do here and beyond, it's open and free. There'll be some food um as well um because it is right after um or around the supper hour. So, please take advantage of that. There are more details on our website. And finally, I I wanted to um just remind folks that we do have homecoming celebration this coming Friday and Saturday. Um this is no small feat. We have staff both here at the schools and with the city working together. Uh putting on a program that celebrate a lot of things that we do well in Everett, our music programs, our football team, our friendship amongst um community members. And we will kick that off Friday evening with a family night right out here outside
033of Ever High School at Glendale Park starting at about 5:00 till 7:30. We have um all free by the way to the public thanks to donations by um various vendors and organizations and businesses across the city and beyond. So we'll have something for everybody on Friday evening. I know there's a little bit of a surprise on Friday evening for those who are in attendance. Let's just say the skies will be lit up Saturday. Um we have a pancake breakfast beginning here uh at the high school at 8:30 in the cafeteria. Um they're asking for donations and that will um support Crimson Tide Athletics. We have once again a homecoming hustle which is a 5K run or walk and as uh Dr. Braa um challenged me to participate, he's going to run, I'm going to walk.
034There's like a 30-year age difference. So um I'm not even going to try Dr. Braa. So, please, if you haven't um decided to join us on Saturday morning, there's still time to go to our web page and click on the link to um sign up and participate that morning. And with hopefully with the weather is with us, it'll be a fun morning. This is um in remembrance remembrance originally of Janet Connley O'Neal, a teacher and administrator at the Ever Public Schools who um was taken too young from breast cancer. and an organization developed upon um her death to support and raise funds for breast cancer awareness. Since her death and acknowledgement of that death, there has been so many others in our uh school community in particular that we honor and re recognize and miss
035um each and every day here at the schools. So the proceeds of that will go right here to support um cancer treatment at our own Cambridge Health Alliance Wooden Wooden Hospital Everett campus. So, the donations um and the proceeds will directly benefit folks um here in Everett. There'll be a tailgate party at 11:00, a walk of champions about 12:45, a field dedication at 1, and then of course the game at 1:30 uh against Lin Lin English. So, I'm hoping that all of you um can come to some if not all of these events that were carefully planned so that everyone um had a place to enjoy themselves. So from here on Friday night and all day um Saturday starting in the morning um there's something for everybody. So please take a peek at the website
036and join us when you can. U madam chair that's my report for this evening. >> Thank you superintendent. Are there any questions? >> Accept this report and place on file. >> Second. >> Motion made by Mr. Barrow. Seconded by Miss Cornelio to accept the superintendent report and place on file. Roll call. >> Mr. Almea Barrows. >> Yes. Miss Babcar, >> yes. >> Miss Barros, >> yes. >> Miss Cornelio, >> yes. >> Miss Cristiano, >> yes. >> Mr. Denafhrio, >> yes. >> Miss Garren, >> yes. >> Madam Chair, >> yes. >> So moved. 8 Z. >> 8 Z. Motion pass. Superintendent. The next order of business. >> Item number two, school improvement plan presentation. So in this particular case, I'm not asking uh for a vote, but asking for your indulgence and patience as I um
037call upon a couple of our um building leaders along with um uh assistant superintendent of teaching, learning, and student success, Dr. Adams, to come forward. Um I have been stressing um since I started here that we needed to develop our school improvement plans to be really connected to the work that each of our our leaders do with their respective staffs. and then share it with the community. And I think um well I believe that we have not done the best job of probably talking about that kind of planning and work that is done. So tonight with your indulgence I've asked two of our our leaders to come forward and to describe the plan that they have in place and and Dr. Adams will certainly kick it off so you can hear how that is pulled
038together and then what our our various schools do to institute and execute the plans that have been developed. uh the two that you'll hear from tonight um Janet Taylor from the Lafayette School and um Palo Lraia from the Maline English they'll highlight their plans their goal and talk about next steps not so different from some of our other schools so um without going through each of them um at your table in front of you in the red folder we have included um a format that I think is easy to follow for each of you it it shows the work that each school did but it hopefully will be just kind of quickly to be able to for you to peruse later. And certainly all the principles um that have been leading that effort are here
039with us this evening. So if there's an individual school plan that you have a question about, I know that each of them will be happy to answer the question um for you at the conclusion of the meeting. Um and with that, if um you would I'd ask you to call upon uh first Dr. Margaret Adams to come forward. Also joined um by Janet Taylor and Paulo Lombraia for the presentation. Make a motion to bring Dr. Adams and the following school leaders. >> Second. Motion made by Mr. Barrow, seconded by Miss Cornelio to invite Dr. Adams, Principal Taylor, and Principal Lamraio before us. Roll call. >> Mr. Almeida Barrows. >> Yes. >> Miss Babcock. >> Yes. >> Miss Barrows. >> Yes. >> Miss Cornelio. >> Yes. >> Miss Cristiano. >> Yes. >> Mr. Denafhrio. >> Yes.
040>> Miss Garren. >> Yes. >> Madame Chair. >> Yes. So moved 8 Z. >> So moved 8 Z. Motion passed. Welcome everybody. >> I know they're going to utilize um some slides and they'll tee that up, but we'll turn it right first to uh Dr. Adams. >> Good evening everybody. Um as promised, we're here back tonight to share a little more about specific initiatives and plans at each of the schools. Um, last school committee meeting I was here sharing some of our MCCAST accountability. The school improvement plans are our opportunity to be responsive to all of that data with specific initiatives um and outlines of how each school is moving um that work forward about increasing student achievement overall. Um so last time we shared our instructional priority for this year. Um last spring we
041began that work um looking really closely at all of our data both our literacy our math data our attendance our seal data um and drew conclusions that a real strong need for our students overall is around increasing literacy um and believing that inc having a cohesive collective focus on increasing literacy outcomes for our students collectively um is a great need. We developed this instructional priority um as a team. That instructional priority outlines that we would use. Go ahead. Next slide. um really focus in on some very specific student literacy instructional strategies with our high quality instructional materials using data to ensure that our students with multi all our students but specifically our students with disabilities and multilingual learners are working towards grade level proficiency in reading writing fluency comprehension and their academic language. We shared
042um that instructional priority last spring with staff in included the begin the school year with a strong focus around really having everyone buy into that priority. We know that collectively all of us focused on that priority are going to have success for our students by leveraging our resources and focusing our resources on increasing outcomes and literacy. focusing our professional development very carefully and thoughtfully on increasing outcomes in literacy for our students. Focusing on continued use of highquality instructional materials that provide our students access to grade level content. Um and really leveraging our professional learning communities that are occurring in schools where groups of teachers are coming together to look at data, look at writing, um look at the curriculum, look at their lessons and thinking about how do we deise lessons um instructional strategies that
043best meet the needs of our students. As a result of that work, we've we developed some instructional strategies that we're promoting schoolwide, districtwide. Um, these are all based on how research what we know works with our students. We want to increase opportunities for our students to read about text, um, annotate, um, text, have conversations about text, um, read together in partners collaboratively, um, and really develop their ability to write about what they're reading and learning. Go ahead. So our planning process for the school improvement planning um process was um direct school leaders looked on an ongoing basis all last year at our data beginning middle and end of year data our MCCAST data as soon as it became available this spring this summer um and looked really closely at that data to identify um specific
044needs collaboratively in the spring of last year um school leaders came together and outline some common goals. You'll see across the plans um a focus on three goals, English language arts, math, and social emotional learning. If you put them side byside, there are a lot of similarities in the plans. Um not because we're copying from each other, but it's a spirit of real collaboration and thoughtful discussions about what's working in buildings and about sharing that across buildings and building upon success where there is. um and really building a community among our school leaders um of continued um improvement. School leaders go back sorry school leaders also um shared um those plans with each other. Um we sat and um actually gave feedback to each other and had the opportunity to look at each other's plans.
045Um district leaders also gave feedback along the way. our curriculum directors, superintendent, myself and others giving feedback about how to enhance and other strategies to incorporate um in those plans. Our school site councils also gave feedback and were able to review those and provide um additional input into those plans. Um and those goals were shared by school leaders um with school staff again enlisting them to think about how as a co school community they can support um those particular goals that were outlined. So you'll see common strategic initiatives across the plans. Um we're highlighting two of them tonight. Um be and you'll see similarities um if you put them all next to each other. Um, we're trying to leverage our professional learning communities within the school days. Um, where teachers are working together, looking at
046data on an ongoing basis, thinking about what else they can do to improve instruction, sharing best practices with each other, looking at work together, looking at writing, thinking about how do we implement the materials we have in front of us to best meet the needs of our students. Um, leveraging their instructional leadership team. These are teams in each of the buildings made up of teachers who are thinking deeply with school leaders about how to support improvement in the building. What are the things that they can do to support their colleagues? How can they work collaboratively to support the efforts outlined in school improvement plans? um walkthroughs that allow us to look at instruction and think about how to support the schools in how um they're implementing the plans, how materials are being implemented, how the
047best strategies are being implemented, and how our students are moving forward. And that's both in ELA and in math. Again, also you'll see a strong focus on getting our students to read and write um across content areas often. We also you'll see goals in the social emotional on two areas. One around monitoring student attendance and providing ongoing student and family supports, ensuring a culture and a sense of belonging for all of our students. You'll also see work around implementation of PBIS, which stands for positive behavior intervention systems. There are ways that we can foster as a community around clarity around how we work together um learn together in a building. How do we explain to students and enlist students in the behavioral expectations in a building and that's outlined in each of the school's PBIS
048systems and you'll see that in that SEALL goal and so we'll start with the English to sort of highlight um one of those plans. >> And I have to say if I can add before Mr. starts. I've had the opportunity to participate in these um learning communities and data chats and they're rich in discussion and the outcomes I know are going to prove of value uh because the teaching staff and those um facilitating these discussions are really robust and I think um we're learning from those conversations and data review of what to do next and how to do it. And before um again, I'd like to once again acknowledge all the principles that are here. if you could just allow me a moment. Um, starting to my left um Li Stokes who was at the
049prek program at the um Old Everett High School, Devin Appris, the interim principal at the Webster School, Darene Bugnali, the principal of the Parli, um Tiffany Bayake who is principal at the Devon School. I Mr. um Mclucas from the Whittier School um from the Cavarian School. We um have um Mr. I was waiting for you. I saw the face. Mr. Norman, thank you for being here. Did I miss anybody? Dr. Brager is here from Everett High School. There's Miss Redler from uh the Adams Preschool. Now, did I get everybody? I think I have. So, thank you for joining your colleagues here tonight. Again, their plans and the process that they went through were very similar. Um, again, I want to thank them for the leadership they show at the school every day and bringing these
050plans together for our review tonight. So, Mr. Lia, >> uh, Superintendent, Madam Chair Hurley, uh, members of the school committee, thank you for inviting us here tonight to speak out about our school improvement plan and allowing us to represent not only the Meline English School, but other principles within the district. So, thank you. Um, first, we'll start with our ELA goal. Um by the end of the 2025 2026 school year um we believe that 25% of our students in grades 3 to 8 will meet or exceed expectations on the ELA MCCAST uh exam. Uh and then through uh datadriven uh targeted literary instruction uh and meeting the needs of d uh all of our students. We're hoping that 70 to uh 70 to 75% of our students in grades K to two uh will score
051at or above benchmark according to our Dibbles uh Dibbles uh uh placement test, Dibbles test indicator. Uh just just so you know, Dibbles uh just for clar clarity purposes, Dibbles does mean dynamic indicators of basic early literacy skills and it measures the students reading skills uh and growth. Next slide. How are we going to do it? Um through our PLC's, our grade level teams will meet weekly, analyze student data, look at student work uh with focus on additional reading and writing implemented in our uh lessons. Uh and then plan for individual student needs using our high quality instructional materials. um as well as the racist rubric um for answering uh open response questions. The racist rubric um we're asking students to restate the question, uh answer the question, uh cite the evidence from the text,
052explain the evidence, and then summarize it in their own words. Uh again, we're going to utilize partner reading and writing strategies throughout all of our classrooms across all content areas. um with with scaffolds for students that need scaffolds uh and extended responses on on essays. So our our main goal is to get students to do additional reading and writing within the um the classroom day. We have implemented like Dr. uh like Superintendent Hart mentioned, we did implement uh data chats. Our goal is to uh get students to look at how they're scoring on their on their um I Ready um assessments and then making goals individual's goals for each individual students um after they they made the assessments after they looked at their data making a goal for the next time they are assessed uh
053throughout the year. Uh we're also at the um malining school we implemented a uh independent reading at home initiative. Uh it's called open books open minds. Uh we're hoping that students are able to read 20 minutes a night. Uh keeping a reading log every night whether they read independently or someone reads to them at home. Um, we're hoping that, um, uh, that will help with our, uh, test scores, uh, and allowing them to, um, read more outside of the classroom as well as in the classroom. Uh, data shows that 20 minutes a day, if students do read 20 minutes a day, 1.8 million, they're exposed to 1.8 million words a year. So, uh, the more they read, uh, the better, uh, the better we'll all be and the more successful they will be. Next slide.
054our transition to our mathematics goal uh through lesson development um and the development of critical thinking skills. We're hoping that uh we're we're focused on 25% of our students in grades 3 to 8 will meet or exceed expectation on the 2025 MA uh math MCCAST test. How are we going to do that? Again, implement uh three times a year diagnostic test using I Ready. Uh and then right after we're testing our students, using that data uh to make uh tweaks to our lesson plans and instructional practices in the classroom. Uh we're constantly looking at our student work um with open responses uh with the additional open response questions. We're assigning our students uh and making uh changes again to our um instructional practices in the in the classroom. And then during PLC's we're also reviewing
055high leverage instructional strategies to be used in grades 6 through 8. Uh for instance they three read uh three read strategy where students uh read the prompt three times. The first time for understanding the second time for qu uh quantity and math information and the third time to uh answer the question and create a strategy to answer the question. Um we are going to leverage our instructional coaches uh and through walkthroughs with um Dr. Adams and her team uh give immediate feedback to our teachers um about the co-eing model in our classroom to ensure all students with disabilities uh are uh students our needs of students with disabilities are met including proper including proper scaffolding and small group instruction. Uh transitioning again to our social emotional learning goal. Um we're hoping that our our chronic
056absetism rate continues to decrease. It has decreased from year to year. Uh but we're hoping it it continues to decrease this year. We're hoping from 27.6 last year to 22% this year. Also, we're looking to decrease the number of total behavioral incidents from 22% of students last year to 10% through our implementation of PBIS strategies in the class uh in in our school system. Um if the students aren't in the classroom, they aren't learning. So, uh our job is to create a culture of uh positivity so that way it allows the students to stay in the classroom and learn uh from their teacher. Um, how are we going to improve attendance? Um, we have a newsletter uh that we constantly u inform families how important attendance is on a daily basis. Uh, and we're going
057to implement weekly attendance reviews as well as uh specific um letters going to parents if if students are um their attendance is is becoming a concern. also additional phone calls, home visits, uh uh visits with families, meetings with families, uh anything to uh reach out to our families and ensure that they know how important attendance is in getting their students uh in the classroom uh on a daily basis. Next slide. We've also implemented a bulldog pride um in in the uh Maline English School. Our mascot is a bulldog. Um, so we're trying to use uh the bulldog uh for our PBIS schoolwide. Um, pride stands for perseverance, respect, integrity, determination, and empathy. Um we're actually going to use our student of the month um awards based on our pillars um which are right there our
058core pillars um in in in a student who will win a student award um award each month will will uh will show one of these um pillars. Also, we're going to continue to analyze behavioral data uh to support individual student needs and build strong relationships in the school system. Again, that's just a glimpse of uh the great things that are happening at the Meline English School. I appreciate again I appreciate everyone um for their uh for allowing us to come in and talk about uh the Maline English. Thank you. >> Thank you, Mr. Lamresa. >> If you want to ask questions of um Mr. Limbracha, we can do that before Miss Taylor begins. >> Mr. Barrows. Thank you madam ch for you. Thank you principal for your uh presentation. Can you talk a little bit
059more about your PBIS strategy? >> Yeah, it's uh so what we're trying to do is we're trying to create a positive environment in the school system um uh getting the kids excited about uh coming to school um uh being a part of the community. Um so we're we're rewarding our students for show uh for um showing um their actions based on of our pillars. So if a student is shows perseverance uh you know they had a tough um a test and they fought through it, they studied the night before um they get uh rewards um they get um their name announced over the over the intercom. um if they're uh if their teacher thinks that uh you know the this past month they showed uh perseverance throughout the month, they can win the student of
060the month based on perseverance. Uh so it's just a way to get students excited about coming to school. Um it will help with the attendance because students will like to be in in in our in our school system and in in the classroom. Um they'll be excited about learning. Um and it'll create a a sense of welcome welcomeness in in our school system. >> Got it. Thank you. Uh for the reading part of it that you you mentioned on the 20 minutes at night that students could uh uh enter for uh reading. >> Are we uh not sure if your library is open in your school? >> Yeah. No, it's so it's not open. So what we did is um through the help of Dr. Adams, we actually created u book carts for each grade
061level. And every week u our younger students, K to two uh K to three, every week they check out a new book and they take it home. Got it. Um and then the older students every two weeks because the oldest books are a little uh a little older. But we we did provide each grade level with a book cart uh to with about 200 books on it. Oh, >> okay. >> And all those books came from our library. >> Got it. Yeah. But that's that was my my question. Not specific about the library, but as you know, most of our students are low income and like how >> how they want to read. Are we giving them a book or you expecting them to to get a book to buy a book and and and
062read? Thank you. The last thing that I want to mention, I'm going to also mention to everyone is I am very glad to hear the social emotional part of it >> because sometimes as adults and as a school district, we really want to see good data. >> Mhm. >> Um and we forget aside what our students go through especially our students. So I'm very delighted to hear about the social emotional part of it because it's not only about know increasing attendance and and producing kids that are not coming to school but it's really what you guys presented um is what's going on with them that they are missing school especially our kids as you as you you know them well. >> So that's all I have. Thank you. >> Thank you Mr. Barrows. Miss Pepco.
063>> Yes. >> Could you just tell me what the acronym PBIS? >> Yep. Sure. >> Behavioral supports interventions and >> positive behavior intervention systems. It's a very popular structure in schools around um supporting the social emotional learning needs of which as Mr. Farrell said the social emotional curriculum is one component of it. the values that are represented in for example the English pride um is one component of a bigger system meant to be responsive not only to behavioral health but mental health as well. >> Um so the other question was you're using the the races rubric >> um which is an acronym rs just for the audience because maybe they didn't hear it clearly. So the races the races rubric is an acronym for Restate. Yep, it's uh R is restate the question. A is
064answer the question. C is site text from the uh from the site text. E is explain the evidence. And S is summarize your information. >> What so are is this rubric used for writing at all grade grades levels? >> It's predominantly at the K to8s. When you switch to the high school, it you know becomes much more sophisticated. It's a pneummonic device. >> Yeah. to give students a way to attack text. And so imagine how powerful it's going to be. The kids are doing it in kindergarten and they're building upon it each year using the same sort of strategy to attack a writing piece, but we're going to ask them to get more sophisticated, more pieces of evidence, higher level of text, but it's growing with them that that strategy. Um, each is attached with
065a rubric of expectations that we have for students about how they attack each portion of that. Um and teachers are looking at student writing. It's that process is getting started um in the next couple weeks where teachers are looking at writing and thinking about how do I help this particular group of students move forward and improve their writing along a continuum. So this is where they are now in September and we're looking to see improvement as the year goes on um in their work. So, it's an acronym, a pneummonic device to enlist students in a strategy to be able to write um for them for themselves. Um and you can imagine um at the college level, this is a strategy that we can get students to do it in kindergarten. It's going to work when
066they get to college as well. >> Yeah. I mean, I use acronyms in colleges for revision. Arms, add, remove, move, substitute. it. I think acronyms are great and I wanted to for parents to hear that too because they can think about if they're supporting their younger writers, what does that actually mean? What do those letters mean? And that's an easier way to remember how to meet the expectations. So >> they by the time they get to 8th grade, they'll be they'll be the ones teaching the next generation what races means. And I like the acronym racing to the finish line. You know, to get it done. >> Yeah, we've got all kind of little cute >> Oh, it's cute. Um, and then my last question is a little bit of a tougher question. So, one
067of the measurements that I noticed was sort of decreasing behavioral incidents to a certain percentage that you know I'm just curious what would be classified as a behavioral incident that might you know that you you know how that would be measured. >> Yeah. So, so at the mang school we have our um we have two specialized uh specialized programs down there. uh learning adaptive behavior program uh in our language based program. Those students need additional supports. Um so data um whether it's uh academic data or um hold on um uh attendance data or discipline data data is is very important to our success. So uh what we try and do is is anytime we meet with a student or a student is referred to the main office we count that as a referral uh in
068part of our behavioral incidents. Uh so what we're trying to do is keep the students in the classroom and we're hoping that by creating a positive culture. Um students will more likely want to stay in the classroom as opposed to be sent to the main office. If they're getting sent to the main office, they're not in the classroom. They're not learning and they're just falling farther and farther behind. I think too it's also leveraging school adjustment counselors, guidance counselors to create um strategies and systems that support individual students. Um and you'll see that outlined in the plan where we're trying to leverage those social and mental health supports that are in schools to support individual students because behavior is communication. And so our job is to figure out what the student is communicating and what
069we need to be put into place to meet the needs of those students. Well, I think that if you're going to improve certain behavior incidents, you may improve attendance, too. >> Yep. >> Because sometimes that goes hand in hand. That might be keeping that child away from school or keeping someone else away from school. So, you know, if if uh everything is more positive and more comfortable, then then everyone will feel great. Thank you for answering all those questions. Um very comprehensive. Um wonderful. Thank you. >> Thank you, Muk. Any further questions for Principal Lamresa? >> Thank you. Go Bulldogs. >> Um, from my alma mada, the Lafayette school, uh, Mrs. Mrs. Taylor will, uh, go through her school improvement plan, and I think you'll see some similarities, but each school has, as I said
070earlier, developed a plan that addresses what they've decided, uh, along with all those folks who were part of the process, what will work best for them and their students. So with that, uh, Mrs. Taylor. >> Yeah. Thank you. Um, echoing Mr. Lambrasa, thank you to the school committee and Superintendent Hart for inviting me tonight to share the Lafayette school improvement plan with you. But before I begin, I'd like to again thank Superintendent Hart and Dr. Adams for supporting the principles and our teams with developing our school improvement plans that are datadriven and strategic. Um to begin, I would like to share with you our English language arts schools for this school year. So, we're hoping that 70% of our students in grades K to two will score at or above benchmark according to our Dibbles
071assessment by the end of this school year. And we're also hoping that our grades three through eight students um that 34% of our students will meet or exceed expectations on the MCCAST ELA assessment. And to reach our goals, we are focusing on the implementation of best practices in literacy, including partner reading, turn-in talk, small groupoup instruction, and Lexia during literacy blocks. Lexia is a personalized adaptive online reading program that develops both foundational and um advanced phonics skills and literacy skills. This year so far, we have also implemented literacy data chats with all of our K through8 students and we will provide testing updates and goals with our families. To continue with our English language arts action planning, um you'll see in the first photo that our students are engaging in academic discourse with their peers
072by utilizing our turn-in talk strategy. And then in the center photo you'll see our students are answering comprehension questions util using complete sentences by restating the question. In our in our last photo you'll see our student here utilizing different ways to practice letter formation in their literacy walk. Also to continue with our ELA action planning, we have been providing consistent collaboration by implementing structured professional learning communities and vertical alignment meetings to analyze student work utilizing this very specific student work analysis protocol that is facilitated by our instructional coaches. Also, we have been collaborating with our subsparate special education program staff to identify student profile needs in literacy and math and providing professional development for these staff members and ensuring access to highquality instructional materials during literacy and math. Next, I would like to share with
073you our mathematics goal. By the end of the 2526 school year, we're hoping that 30% of our Lafayette students in grades 3 through 8 will meet or exceed expectations on MCCAST math mathematics. And to reach our goals, we have developed some actionable next steps like similar to ELA, um we have implemented math data chats with our students to set goals that will also be shared with our families. We have also collaborated with the instructional leadership team within our building to analyze data, establish next goals, and continue action planning based on the data. um that we are reviewing. Our instructional coaches have also focused on providing support to teachers, EL teachers, special education teachers, standardsdriven instruction for math. to continue with our mathematics action planning. We are also providing consistent content and coherence by ensuring these
074instructional routines that you'll see in all of our K through8 math blocks. So, we're utilizing the strategy of individual think time during math turn and talk. Also, the four Rs, which is repeat, rephrase, reword, and record. And we're also utilizing the three reads of problem strategy. Moving into our social emotional learning goal, we're hoping that by the end of the 2526 school year, our student attendance rate will improve to 94% and we will reduce our student chronic absenteeism rate to 25%. Also like the Maline English School, we are also focusing on behavioral incident rate and we're hoping that will decrease to 3%. Again, for our social emotional learning goals, um we have developed actionable next steps. We have implemented a schoolwide attendance initiative where um we do home room perfect attendance morning announcements and then
075we also have home room attendance champions. We have also facilitated weekly attendance student attendance support team meetings with our school counselors to identify students with chronic abs absenteeism and to develop next steps to support our students and our families. And then we have also started providing information to families and parents regarding the importance of school attendance through flyers, through monthly newsletters, class dojo. Um, and we're really focusing on targeting our K through2 families just based on data. And then we have also implemented like the Maline English School a schoolwide positive behavioral interventions and supports system. Um we are the Lafayette pause where we are practicing kindness, acting responsibly, working hard and showing respect. Um we are also choosing our students of the month using our PBIS system. Um we are also implementing lessons to introduce
076these behavioral expectations in a corresponding matrix um to students with weekly incentives. And our social emotional learning team will analyze behavioral incident data on a weekly basis to identify areas of need and again to plan for student supports along with family supports if needed. So, at this time, I'm happy to take any questions. >> Miss Garren. >> Uh, thank you, Madam Chair. Um, thank you for your presentation. Um, I just have a quick question about um when you're uh trying to get the percentage of, for example, the percentage of students in grades 3 through eight that would meet and exceed expectations on the MCAT. That's 34% 30% of students would meet or exceed expectations on MCCAST mathematics. Um it just to me and I'm probably wrong it it does seem like a low percentage and
077I wanted to know how you came up with uh that percentage number. >> Yeah. So every goal that we set is truly based on our data that's in front of us. Right. So last school year about 24% of our students at the Lafayette school met or exceeded expectations on the ELA MCCAST. Um so we kind of take that number and we also take the beginning of the year data that we see from I Ready. Um we use this cool tool called um a proficiency predictor that based on how the students perform in the beginning of the school year on I Ready, it kind of helps us predict what the percentage it will be um for meeting or exceeding expectations for MCCAST. >> And obviously our goal is our goal is 100%. Mhm. >> But it's
078it's sort of a balance between setting a measurable goal as um Janet said based upon our data we feel like that's a achievable goal but our real goal and all of the leaders behind you will say our goal is 100% of our students meet and exceeding. That's what we're working towards every day. We're working towards our students growing as readers, writers and mathematicians, scientists. Um, but we also had to set an achievable goal. Does that make sense? >> Yes, it does. Um, yes. >> Great question. Great question. >> Yeah. No, clearly you're, you know, doing it slowly, one thing at a time. >> Yeah. >> Okay. >> And and and striving toward every single student making progress and growing towards making proficiency in meeting those standards. And our goal is always 100% and that we
079have a high bar. Um, but we also had to set an achievable goal of what we thought was achievable. >> Okay. Thank you very much. >> And I'm glad that that question was asked because I think that when we had a presentation on MCCAST data, there were >> folks that may have misunderstood what the percentages that we were reporting on. Granted, they are goals that we're setting. There's achievements that have been made, but there is a long way to go. It's just that we are not going in the opposite direction on almost all of our categories by grade. And I think that's the distinction that folks who have um misaligned that information um we are not going to be happy until we get to a better place. It's incremental, but we are we are going
080in the right trajectory and we will continue to do so with informed decisions and data that helps back up our choices on strategy and you know there's a long way to go but we have to celebrate those successes and we have them and so we're going to continue to work on that. So, you know, I I know that it isn't stellar, but it is on its way up. And we have a a large group of our population, and if you look at kind of on a color chart, we have the meter exceed category. And then we have this big group in the middle that they're just not quite there yet. They're not really bad, but they're not quite there yet. And those are the students that will you more than likely go into the category
081that Dr. Adams just said. And then there's a group of students that are really below grade, maybe by two grades. And those are the folks that we're doing some additional intervention and work with so that we can get them to move up quicker than um we would you know we expect but we're going to make that happen and and it it's very deliberate. You know it's it is not because we're avoiding it we're hitting it head on but it does take time. So I just want to be sure I cleared up what these percentages mean and what we're doing to get them where we want them to be. >> Mr. Maros. Thank you. >> Thank you. Thanks. Uh-huh. Thank you for the presentation and all the the great work that you you are doing. Something
082that I just want to comment on as part of the social emotional learning and perhaps we already do this but it might be a suggestion and that would go for all of our schools um is some sort of mentorship program um that works really well especially with immigrant students. I came to this country as a child and I know how it is to see someone that perhaps look like me or or succeeded. So have some sort of mentorship program. Uh it helps a lot with with kids knowing that and see that it is it is possible even keeping them know out of trouble. giving them some um as so many things that we do as as as a schools as as an education system. Give them some incentive to see you know I perhaps my
083colleagues or my my peers are telling me to go this direction but I want to be like that person so I need to go in the other direction. Uh it is really powerful. Uh, and I' I've talked to a lot of kids both in Everett and outside of Everett. Um, there are a lot of kids that go to the state house a lot and and meet with the governor and they bring that up a lot, especially when kids come from Lawrence or from Springfield or from Chelsea, uh, districts that are similar to to ours. Um it is something for us if we don't have already to perhaps think about it because it's it is uh really I don't have data to show how powerful it is. I only have oneonone talking to them and see
084them talking to my boss. Um that it really it's impactful uh for especially for immigrant kids. >> That's a very good point and I think that's why we've also made a very conscious effort to recruit staff to work in our buildings that represent the students that we serve. And um I think that that is absolutely one way to set examples that we do um value the diversity of our staff and that those individuals also serve as mentors, leaders that kids look up to. And I I'm looking out at the audience to a particular um new principle and she's really uh been that kind of a person for us in some critical time. And so it does make a difference and we're doing it student by student sometimes. But we I wholeheartedly agree with you. Thank
085you for Thank you both for the work that you do and all of you uh in your schools as well. >> Miss Garin. >> Uh thank you, Madam Chair. Um just to respond, um Mr. Ba, there is a mentorship program that's uh that's with the high school students. I know my husband's been working on that particularly. I would love to see maybe that expanded somehow um particularly to um to the younger kids. I think that would be uh a wonderful idea. Thank you for bringing that up. >> Thank you, Miss Garen. Miss Pepto. >> Yes. So um one compliment I I wanted to say I really liked the individual thought and the turn and talk for the math because for that you know shy learner the minute or analytical learner sometime to think for themselves
086and for that chatty person um to be able to turn and talk about the conversation because some people are listening learners and having a conversation with someone else and working collaboratively is helpful for them and for someone who is analy an analytical that time to talk time to think by themselves is great because not everybody is going to shout out the answer. So that was my my compliment. Um I think the data chats sound great. The thought about sending setting their own individual goals to meet even thinking about goal setting at a younger age and thinking ooh I have something that I can achieve. I know that when my daughter and her friends were in school they competed over doing extra math. It was it was like I mean it was really they were so
087and it was kind of a small thing but setting those specific goals and having the idea that you can set a goal for yourself and meet it is very important at any age really. So I guess my question really is is that I saw a little image of one of the the the is it an app like how are they setting it? Are they just are they or is that just the way you made it look on screen? It was a template that we designed on Canva. >> It It looks great. So, how do how do the how do the students, you know, decide that goal? And you said it's a weekly goal. >> No, it is a monthly uh beginning of the year, then we'll revisit the goals middle of the year. Okay. Perfect.
088>> And then another chance at the end of the year just to wrap everything up, >> right? Um, but the teachers have been having individual meetings with our students as young as kindergarten. And what they would do is they would pull up the I Ready um chart or diagnostic results and show them visually where they are right now, where they ended up at the beginning of the year. And on the I Ready platform, it shows the students and the teachers um exactly where they need to go to meet their typical growth for like the middle of the year. Um and then for stretch growth towards towards the end. >> Well, the chart was so great. >> Oh, thank you. >> I thought I thought it was like a like a fancy app. I guess my
089last question and I think we might all be interested is how are the students motivated to do or perform or do the best they can on the MCCAST because a standardized test let's face it isn't really a lot of fun. So what is how do you motivate the students and sort of encourage them that it it is going to be helpful for them to do their best? Yeah, I think that is something that we're constantly working on, right? Um, encouraging our students to do well on these standardized tests is definitely not easy. Um, but there are ways that we've tried in the past where we've had pep rallies to kind of motivate them. Um, again going back to the scores that they have set on their own, really holding that um, student ownership of their
090learning. Um, that it is important not just for your teachers, not for your principles, but for yourself in your educational journey. Um, and really just encouraging them that this matters because of their education. >> What about test taking anxiety? I know that a lot of kids think, "Oh, here's the big day with the, you know, we're going to do this now. How do what what is in place for that, you know, nervous test taker?" >> Yeah. Um, testing anxiety for sure is a thing for our students. It's a thing for our teachers as well. Um, but we as school leaders, um, I feel like we come up with creative ways, whether it be, um, the grade level team of teachers designs their t-shirts and, you know, has little postits that say like, "Good luck, you're
091going to do great on the MCAST." Or having little fidgets that they could kind of utilize during testing. Um, but it's really really just meeting the needs of the students I guess and their individual needs when it comes to test taking. >> Thank you for all that information that I I know that um standardized testing is I mean and it doesn't stop you know when you go to PSATS and SATs and then whatever it is it's you think okay I got this and then you are nervous and so I I I I'd like to know you know at that level. So that was very very helpful. Thank you. I don't know if you have anything to add to that, Mr. Lumbre, because I'm sure you're dealing with the same thing at your school as well.
092>> Yeah, I I think the main thing is is to get um student buy in uh with their parents as well. U let them know that we're all in this together. We're we're working together. Uh I think that a positive relationship between the students and the teachers is key as well. Um the teachers want uh par students want to do well for their teacher. um they want to you know make sure that their teach they they know how much they keep they they care for their teacher. So I think a positive relationship with the student and teachers is is key as well. Um but also just informing parents and letting parents know how important this test is for their child and their child's future and it's just uh you know one way of us measuring
093what they know at this time uh during their educational career. >> Thank you Miss Babcock. Miss Cornelio. >> Yes. I like everything I heard. And this is basically new like you implemented it this year in the beginning of the year. >> The data chats. >> The Yes. >> Yes. >> And you you're going to >> progress with it. You're going to keep it going. I think it's a good thing. And I like, you know, all the uh rewards and that the students are involved in it. I think it gives them like a sense of, you know, pride like, oh, I'm involved in this, you know. I think it's a great thing. >> I think it's also a good example. It's we um Mr. McLucas at the Whittier um kind of spearheaded this last year with
094his school >> and it was an example of him sharing with all of the school lead school and district leaders his efforts and other school leaders hearing about that effort and also looking at the research. It's a very powerful strategy to improve achievement when we allow learners to be able to be engaged in setting goals to think about where they are in their learning and to think about what are my actions what is my responsibility as a learner how do I own my own learning even as a kinder and we're setting the stage as they're going up in the grades um and it's an example of the collaboration of the school leaders hearing from each other and building upon each other's uh uh ideas and making their own their own. It looks different at the
095Whittier than it does at the Lafayette and it does at the English. Um, but the staff and the school community is developing what a strategy for implementing an idea that we know will have impact on our students um will have impact on achievement but will have long-term impact on our our own learners ability to engage um and in college and career in the future. I think it's a wonderful thing and I really applaud all of you. Really keep it up. I just love what I saw tonight. Congratulations. >> Thank you, Miss Cornelio. I have a question if anyone else has any questions if I may from the chair. Perfect. I appreciated that there's an instructional leadership team. I was just wondering if you could explain for the uh room and parents at home, how are
096instructional coaches providing support? So each of the schools in Everett um we have our own instructional leadership team where um the principles, assistant principles, coaches kind of um sat to share I guess um ideas on who would be the best teacher representatives um for our instructional leadership team. And during these meetings, we meet monthly and um this district has kind of mapped out what each ILT meeting would look like, whether it be analyzing data, analyzing student work, um creating next steps, um just based on our data. Um and then we take those ideas and bring it to the field, right? We take it to the classrooms. we share our strategies and during our professional learning communities is where we really look at the work that the ILT has done. Um I think so far it
097has been really successful. Our ILT we're making sure that um there are representatives from like the K to2 area 3 through five. We have coaches we have interventionist all part of this team. So everyone kind of has um a role in a different perspective to offer when it comes to developing next steps. Um I think what's important is that we're really looking at the data as a team to drive our next steps >> and we do that in each school. The IL is instructional leadership team. We also do it at a district level. we convene um folks uh myself, Margaret, there's others that participate in these conversations and look at it across the board. Is the strategy working? Can we do something different? Is this something we want to bring to scale because it works
098better at, you know, the Lafayette? Could we try it somewhere else? So, it's an ongoing conversation. It's a regular review. Um it's retooling as necessary. Again, I we want our kids to succeed and we want to find ways, strategies, and ideas that will move that needle each and every year. And so again, um even though there's lots of meetings and review of information, it does inform our decisions and it does make a difference when we institute those changes. And again, this year we saw that happen. So we're going to continue to do that because that strategy is working and we will continue to do that until we are at 100% across all of those um grade uh all the grades and of course all the math, ELA and so forth. So thank thank you Janet
099was wonderful. Thank you very much. I appreciate it. Are there any other questions? >> Excuse our cosmos. Our guest for customer thing. Thank you so much for the work that you do. >> Second. >> Motion made by Mr. Barrow, seconded by Miss Babcock to excuse our guests with the customary thanks. Roll call. Go Lions. By the way, >> Mr. Alita Baros, >> yes. >> Miss Babcock, >> yes. >> Miss Baros, >> yes. >> Miss Cornelio, >> yes. Miss Cristiano, >> yes. >> Mayor Di Maria, >> yes. >> Miss Garren, >> yes. >> Madam Chair, >> yes. >> So move 90. >> 90. Motion passed. Superintendent, the next order of business. >> Item number three, acceptance of a partnership for reading success Massachusetts Prism Grant. It's a continuation grant uh for $147,000. This is funded by
100DESIE, our Department of Elementary and Secondary Education. I'm asking for your favorable action. >> Move to favorable action. >> Second. Favorable action from Miss Papcock, seconded by Miss Cornelio to accept uh the Partnership for Reading Success Massachusetts Prism 3 FY26 continuation grant in the amount of $147,000. Roll call. >> Mita Baros. >> Yes. >> Miss Babcock. >> Yes. Sorry. >> Miss Baros? >> Yes. >> Miss Cornelio? >> Yes. >> Miss Cristiano? >> Yes. >> Mayor Di Maria? >> Yes. Mr. Dinario, >> yes. >> Miss Garren, >> yes. >> Madame Chair, >> yes. >> So move 90. Motion passed. Superintendent, the next order of business. >> Item number four, acceptance of a clothing donation with an estimated retail value of $30,000 from the company True Religion. And I'd like to uh just call out and thank
101our um Cavarian School 8th grade math teacher, Rachel Rapa, and her sister who actually works for True Religion. The donation comes 14 boxes of clothing um about 350 pieces in total for students of all ages and again the estimated value is approximately $30,000. These are new items and then once the acceptance um by this committee of this gift uh Mr. Nommen will begin the distribution process and of course um allow for some clothing to be used at Christmas time uh when most of our families do come forward and we use gifts that are donated to the ever public schools like uh clothing like gift cards to support those families in um what should be happy times. So I'd ask you for favorable action on the acceptance. >> I move for favor favorable action. Second >>
102uh favorable action from Miss Cornelio, seconded by Miss Barrow to accept the closing don donation with an estimated retail value of $30,000 from um the company True Religion. Roll call. U Miss Babcock. >> Yeah, just quick question for Mr. Hart. Um um how will they be distributed? Because you know it that is kind of a nice brand. So it will it will be distributed just based on >> need and I think Mr. Nommen's here but I think when once you accept the gift and we go through each of those items I think that we'll look at those and come up with the plan using our staff at the school to help decide how we most equitable to get it to the kids who really need it and some some are quite obvious that need help.
103>> Thank you Miss Pepcock. Roll call >> On the motion. Mr. Mayor, >> can we just make sure we send a letter of thanks both to Truly Religion and to the teachers who organized that? >> Add the letter of customary thanks to the motion and roll call. >> Mr. Alita Barros, >> yes. >> Miss Babcock, >> yes. >> Miss Barros, >> yes. >> Miss Cornelio, >> yes. >> Miss Cristiano, >> yes. >> Mayor Di Maria, >> yes. >> Mr. Denafhrio, >> yes. >> Miss Garren, >> yes. >> Madame Chair, >> yes. >> So move 90. So moved. 90-0. Motion pass. Superintendent. The next order of business. >> Item number five, request approval to rent classroom space at Ever High School to the Ever Adult Learning Center. I'm asking for favorable action on this request, but
104we normally wave the fee associated with rental. Because this is um courses and classes offered here at the Ever High School when our building is open on Monday and Wednesdays from late October into early May. Um this is not an unusual request. I'm just asking for favorable action. Please >> move for action. >> Second. >> Uh motion for favorable action from Miss Cornelio, seconded by Miss Babcock to approve the rental classroom space at Ever High School to the Everett Adult Learning Center. Roll call. >> Mr. Alita Barros, >> yes. >> Miss Babcock, >> yes. >> Miss Baros, >> yes. >> Miss Cornelio, >> yes. >> Miss Cristiano, >> yes. >> Mayor Di Maria, >> yes. >> Mr. Darrio, >> yes. Miss Garren. >> Yes. >> Madame Chair. >> Yes. >> So move 90. >> So
105moved 90. Motion passed. Superintendent. The next item on the agenda, >> Roman numeral 7, items submitted by school committee members. Um number one, ratification of the superintendent's amended contract offered by Chairperson Hurley. >> Uh thank you everybody. U the clerk hands out the um amended contract for the superintendent. The school committee met in executive session. Um so we are here to ratify the amended contract. The contract what was added was a contract extension through June 30th 2031. salary adjustment retroactive to July 1st, 2024 with annual colis swapping the word annuity for pre-tax contribution and changing annual amounts from 3,000 to 6,000 retroactively minor date context grammar and punctuation changes. Attorney Galvin discussed and confirmed these adjustments which were the only changes as voted by the committee with Superintendent Hart. Uh then we met with Superintendent
106Hart, myself and Jean Cristiano on a conference call to make sure that it was consistent with what was voted on in executive session. So as you review, the motion for this would be for the committee to vote to ratify the amended superintendence contract dated October 20th, 2025. That was approved by unanimous vote of the committee in executive session on October 6th, 2025. >> Make a motion to cont Sorry. Go ahead. I'm sorry again. >> Uh yes, thank you. I'd like to uh make a motion to uh uh vote to approve the amended contract with all the details including >> I second that motion has been made by Miss Cristiano, seconded by Miss Cornelio to ratify the amended superintendent contract dated October 20th, 2025. Roll call. Mr. Almeida Barrows. >> Yes. >> Miss Babcock, >> yes.
107>> Miss Barrows, >> yes. >> Miss Cornelio, >> yes. >> Miss Cristiano, >> yes. >> Mayor Di Maria. >> Yes. >> Mr. Denafario, >> yes. >> Miss Garren, >> yes. >> Madame Chair, >> yes. >> So move 90. >> So moved 90. Motion passed. Superintendent. The next >> Madam Chairman. Madam Chairman. >> Yes. Miss Cristiano, >> I'd like to uh move for reconsideration on that matter in the hopes it does not prevail. There's a motion for reconsideration. Is there a second? >> A second. >> Motion has been made by Miss Cristiano, seconded by Mr. Mayor um for reconsideration. Before we do roll call, a yes vote would be yes to reconsider this piece. A no vote would be no to reconsider. >> Roll call. >> Mr. Almeida Barrows? >> No. >> Miss Babcock? >> No.
108>> Miss Barrows? >> No. >> Miss Cornelio? >> No. Miss Cristiano, >> no. >> Mayor Di Maria, >> no. >> Mr. Denafhrio, >> no. >> Miss Garren, >> no. >> Madame Chair, >> no. >> Reconsideration fails. >> 9 Z. >> 90. Reconsideration fails. Superintendent, the next order of business. >> Before I read number two, I wanted to thank the committee for the vote of confidence. And I pledge to you that I will continue to do the work of this committee of the work of our schools and our community in particular. and we will continue to work upwards and onwards to get our kids to where they need to be to be successful contributing members of our society beyond the walls of Everett public schools. So, thank you again for your vote of confidence. I truly
109appreciate it. And to all the men and women that are sitting here in front of me that I work with every day, I have a great privilege to do this work because of the work they do, the leadership they show and the energy they have provided in the schools in the various capacities they've held. And I'm so happy to be associated with each of them and the work that we all do. We have a lot more to go though, right? Thank you everybody. >> Thank you, Superintendent. >> Item number two, short collaborative update. Chairperson Hurley. >> Thank you, everyone. Um, we have provided a newsletter and a pamphlet in your folders. Uh, following our first board meeting of the school year, I'm happy to report from the Shore Collaborative as required by Desessie. The shore
110is proud to celebrate the 16 staff members who recently completed their interpreter certifications. These team members now bring professional language interpretation skills to the program, ensuring that families and individuals receive information and support in the language they understand best. The admin offices in Chelsea have rented cubicle space to FKO for kids only. It's an in it's inspiring to have organizations that share the same mission working alongside each other. It was just wasted unused space and now they are opening their doors to um fellow organizations. SPD Hospitality has joined Shore Student Services as the new food service provider. They hit the ground running working handinhand with the food service coordinator for a smooth and successful transition. The students have had nothing but nice things to say. The Shore Collaborative has started the 2025 2026 school year
111with our highest September enrollment ever of 210 students. While adult services are operating steadily with over 300 participants, the Shore welcomed 14 students, sorry, 140 students, families, and guests to their back to school open house. Students left with full backpacks, fresh haircuts, and some sweet um treats from food trucks. The Shor's very own Brian Macaulay, better known as B-Mac the Blind Caster, celebrated his 500th podcast episode, a huge milestone that was celebrated at the Peabody adult service location. Congratulations, BMAC. Additional congratulations are in order for our adult services program. Congratulations to um Megan Insagna who has been promoted to program director and Lorraine uh Rebidu who is stepping into her new role as case management coordinator. Shore Student Services has welcomed Dana Goth Guthrie, a licensed teacher of the visually impaired to further enhance access
112to programs for students who need visual supports. Students with visual impairments have limited ability to learn in the same way their cited peers do. Dana conducts visual assessments that help determine what unique modifications, accommodations, and access skills each student needs to be successful. Welcome to the team, Dana. I would like to extend a heartfelt congratulations to the Shore Collaborative as they celebrate their 50th anniversary. There will be multiple events throughout the year. And that is my report from the Shore Collaborative. Accept the report placed on file. Thank you, Madam Chair. >> Second the motion. >> Motion has been made by Mayor D. Maria, seconded by Miss Cristiano to accept the report of the short collaborative and place on file. Roll call. >> Mr. Almeidos. >> Yes. >> Miss Babcock. >> Yes. >> Miss Barrows? >>
113Yes. >> Miss Cornelio? >> Yes. >> Miss Cristiano? >> Yes. >> Mayor Di Maria? >> Yes. >> Mr. Denafhrio? >> Yes. >> Miss Garren? >> Yes. Madam Chair. >> Yes. >> So move 90. >> So moved 90. Motion passed. Superintendent. The next order of business. >> Item number three, a discussion on social and emotional protocols in response to ICE activity in the community offered by both Miss Garin and Miss Babcock. >> Miss Garin. >> Okay. Uh thank you, Madam Chair. Um so this was I wanted to bring this up specifically as an agenda item. uh teacher had spoken to me and he was saying, you know, we're we're really concerned. What is the school committee doing? Um I know, like I said, we've spoken about it at some point, but um there is a lot
114of rumors going around. There's a lot of fear going around. Um and you know, obviously this uh this 13-year-old boy from the parl was taken by ICE out of state. Um, and we there's not the school committee only has a certain amount of control. Uh, obviously we can't control over what the federal government is doing. Um, but we have ways of uh supporting our students and supporting their families and uh ways to make them feel safe. I just wanted to have everyone speak about this, especially from Superintendent Hart, uh, about what we're doing and what we can continue to do to help everyone feel safe and supported. >> I I would like to echo what uh, Miss Miss Garin said as well. you know, the the we may not see this always highlighted in the
115news, but these events are impacting people in our communities and um it does create fear for students and families to see something happen or hear about, you know, someone's family member being detained by ICE. Um so I thought that it would be very important to add here. I wanted to just say something which I'm sure the superintendent will talk about. As educators, there's something called Furpa, which information about students can't be released. And it's a shame that that information about a juvenile and about a child has been circulated in the community. That also creates confusion and fear as well. So, Furpa means that as educators, we can't talk about a student's education, what's going on in their school systems. I'm sure that that Mr. Hart when he informs us on this um that that he
116will say the same things. It is not just true at at this level. It is true at the college level. Students have the right to privacy in their education and what happens in the schools. This is between what happens in the schools is between the parents and the students and the educators. So, I know there's a lot of people making comments about why isn't the schools doing anything, but frankly, it can't really be discussed. But what we can does discuss are holistic approaches to support the emotional well-being of children and families in cases where they may feel upset or or really fearful due to these circumstances. So, I think this this is all I have to say. I think I'd rather put this in the hands of the superintendent because I know he is working
117on supporting our students social and emotional needs in this area and and the families. >> Perfectly stated uh Miss Babcock. Thank you so much for that um overview of FURPER and the relationship that we have with privacy of our students. You know, quite frankly, the Furpa laws, which is federal law, protects our students quite frankly more than the average person walking in one of our buildings. It it is a very strong law and intentionally so because so many people can do so much harm with information that they shouldn't have and for people who will pine about things that they have no knowledge of is equally damaging. Um I think you know the best thing that we can do is what we're doing in the schools and that is supporting um the student and the family
118and the families and the other students and the staff and we're doing it very intentionally and very carefully. So, we have not deliberately made any public comment about it. Of course, nobody wants to see a child taken from their community under any circumstances against their will, regardless of the circumstances that took them out of this city. We will continue to pay attention to all those signals and signs in this community to ensure that our kids are safe when they walk in our doors and are safe while they're inside our buildings. To that extent, and I think you heard some of that tonight, we have programs in place. It is an intentional um way of supporting our students through our social emotional learning. And again, I'm going to thank the school committee because and and Mayor
119Di Maria um for two years ago, my first budget before you was to include additional social workers and staff to support our students because it is at this level that we see our kids and they come to us for help and support direction and we want to give that to them. So we added 20 additional social workers to our our small but mighty force that was here to our guidance staff. Each of these folks bring an exceptional amount of talent and expertise dealing with all kinds of quote crisis and crisis takes on many many forms from death in a family to suicide to all kinds of mental health issues and of course anything as traumatic as what I think this community has felt in the past two weeks now. And what happens is it's only
120exacerbated by the fact that um you know social media can be so helpful but it also can be so hurtful. And I've seen way too much of that happening. And I want to think that people regardless of what they feel about our school system about me about any of us that at the end of the day they do care about that child. And shame on those that decide that they're using it for anything but supporting that child. So, what we've done in the school system and and I and there's so many kind and good people in this community, many of them are sitting right in front of you, who do this every day, who take take it on the shoulder, take it on the hip, however you want to call it, and work with our
121children and their families. And I called out earlier a a person who has been um a quiet hero in this in this latest piece. And I call her a hero because she has had that quick and strong relationship with the parent to ease some fear to work alongside the parent to bring information to her that helped this parent understand what we could do for them and what we couldn't do for them. Above all that um that happens on all of our schools and I I would ask um with your indulgence um we also communicated and I say we I sent a direct letter on two occasions to our staff to remind them of FURPA to remind them of our role in this process that we're here to educate our children and things that happen around
122us. We sometimes have no control just like um Miss Garren said we don't we just have no authority. We don't even have a say in some cases. But what we can do is what we do in our buildings and that's what we do really well. And so, um, with your indulgence, I I may call upon our assistant superintendent, uh, Mr. Lynch to come up because, uh, from the get-go, we have looked at ways to be sure that our school community, those people at any of the schools, um, knew that we were there to support them. Um, and I think, um, Mr. Lynch can also tell you that while we had some difficult days, um, our parents showed up in record number at our events, our community of learners was still occurring. We had a very
123insignificant uh, drop in enrollment the day after this incident occurred. It was a Friday of a long weekend. We looked back and we said it was the same last year on a Friday of a long weekend. Happened to be a very cool Friday, too. So, um, we bounced right back. This is a resilient community of resilient people. And while we want, um, all of our kids to be in our buildings, some just can't be, unfortunately, with us. Um, I took the additional um, steps to ensure that my role as superintendent, my concern for that child was heard by folks who I thought who I thought had some impact with federal um, agencies. I spoke with the office of Senator Marky. I spoke with uh Congresswoman Presley's office. Uh very much advocates for our city and
124our children. And um there's so much that I can't really say, but I think each of us have done our peace. Um and now we hope for his safe return to Everett. Um with that, if you would allow um Mr. Lynch to come up, he may have some additional comments to add. Um, >> make a motion to bring Mr. Lynch. >> Second. >> Motion made by Miss Barrow, seconded by Miss Cornelio to invite Assistant Superintendent Dennis Lynch before us. Roll call. >> Mr. Almeida Barrows? >> Yes. >> Miss Babcock? >> Yes. >> Miss Barrows? >> Yes. >> Miss Cornelio? >> Yes. >> Miss Cristiano? >> Yes. >> Mayor Di Maria? >> Yes. >> Mr. Denafhrio? Yes. >> Miss Garren? >> Yes. >> Madam Chair? >> Yes. >> So move 90. Motion passed. Welcome, Mr. Lynch.
125Thank you. >> Thank you. Thank you everyone. Um, obviously it's been a trying time over the last couple weeks here. Um, but I I believe the superintendent really just hit the nail on the head with a lot of what I was going to talk about and mentioned before. A lot of this is privacy of the student, privacy of the families. Um, being a juvenile, obviously, a lot of information has been put out. So, I'm going to speak more holistically on what we've been doing in the schools. This really started back in January when some guidance came out from the attorney's general's office. Um, since that time, I know I've been working closely with the attorneys general's office with the office for uh for immigration and refugees also came out with some guidance. Um, about a
126week and a half ago, they had a great training for public schools just on know your rights. uh the rights of immigrant students, the rights of all students in actuality and you know what should occur should something like this happen in the schools because there is a protocol and I can say we had those protocols in place and when this came to our attention you know later on in the day the superintendent I was on the phone with him he was on the phone with members of the leadership team trying to figure out what we what we could do what we can do and what we did do and you know reaching out to those different offices the attorneys general's office um out through there that is like step one to make them aware now
127we are not we are a school so we are here to educate keep our kids safe we do not enforce immigration law we don't care about immigration law we have a right to educate every single student regardless of what their background is care and we should not care. And that I I believe is the most important thing for our families, for our teachers, for staff, for everyone, for to remember is that the student in front of us is the student in front of us. And we're there to educate them. We don't ask about immigration status. We don't care about immigration status. We don't report immigration status. That is all held privately. Information with us most of the time. We don't know, right? So, you know, when something like this comes through, I can tell you
128that guidance that came down in just dealing and it's traumainforced instruction. And I want to thank members of this committee who were also here going on three years ago when I gave the presentation when I became the principal of the high school and was asked how can you help and I think one of the asks that we had was getting more social workers, more guidance staff into our buildings. You answered that call. So, that's great. So we have 52 guidance staff. Out of the 52 guidance staff, 20 of them are licensed social workers who will deal with these type of issues when they come up. Now I did look through I was in contact with school leaders. Um were there some students who came forward showing concern? Yes. And they were met with staff. They
129you know gave their concerns. And us as a staff, us as a school, we cannot promise anything. But we can hear them. We can be compassionate and we you know and we can work with families to go forward. And I think it's very important that we remind our families, remind our community that that is our role, right? We are not here to enforce anything outside of our purview. we don't get political on one side or the other or we should not is and that is the guidance that the superintendent sent out and that is guidance that came directly from the governor's office, the attorney general's office and the office for um for immigration and refugees. What we do report throughout the year is, you know, student attendance data, their name, their gender, ethnicity, home language,
130um things, their conduct, discipline records, those are all reported to the to the state through the feds. The reason we do that is that's our funding. That's how they judge our schools. We talked a lot about accountability and MCCAST. That's how we're judged. So, all of that information is tracked. What is not tracked in that entire thing is if someone is here legally or illegally. If you are a student who entered the country in the last if you have been a student who has not attended full-time public school for three years, you are listed as an immigrant and you have your country of arrival. So if a student came from Brazil, if a student came from Guatemala, Canada, Mexico, wherever they may have come, after three full years, we as a district turn that over.
131That is all from the federal government that says that now they are no longer considered an immigrant and their home of residence automatically becomes the United States. It's just something I just want to try and get any misconceptions on what we report or we go out because there is a lot of misinformation. There's a lot of information for the privacy of this family and all of our families in general that we shouldn't be sharing this because it is a traumatic event for the family. It's traumatic for our staff and students and we may not know the whole impact but as I think Miss Babcock said earlier that is between the families, the school >> and the related parties not third parties individuals. So we have the wayfinder curriculum which is a K through2 curriculum which
132teaches everything from self-reliance and great decision-m but I can tell you as they come forward you know unfortunately not only in this community but all communities our kids deal with a lot of trauma a lot. You know, this is just one recent incident, but we've had students unfortunately who have had deaths of parents or siblings or, you know, substance abuse, incarceration of other family members. And, you know, they those students come to our school for that reassurance. And I can say very confidently having been a principal in a K through8 building, the high school, and now at the central office that these are issues that our teachers deal with every day and that our kids and our families really deal with every day. So I I know it's it's a lot to it's I said
133a lot without saying a lot just because I can't share so much, but I can tell you that this has been an intentional effort from months ago. These protocols were in in in place. If anyone heard anything, they were instructed. We were there multiple times with the superintendent and the principal to let us know, let the central office know so then we can take it by a case by case basis because it really is a case-byase basis with these students. And we're willing to do that work. We're going to continue to do that work and you know and and we'll take it from there. But I can speaking for on behalf of Dr. Wallace who was very involved in the um cell department. He met with his staff and also put out that guidance there.
134So our guidance counselors, our social workers, our teachers are really on heightened alert really to look out. The other thing that we're taking with compassion is if there are situations like this, we are being compassionate about attendance. you know, I'm trying if if students are saying, you know, I'm afraid to come to school or if I have this issue or they may be dealing with an issue, we are going to deal with that again on a case- by case basis and not hold the attendance and get them, try to get the education they need so they're not missing everything, all the great work that we have been doing. We want to make sure that that's extended out to every single one of our students. >> It's a tough situation as you can all imagine. Um,
135and I appreciate Miss Garin and Miss Babcock bringing it forward. It gives us an opportunity to clear the air about what we can and can't do and obviously we can't share a lot of information but I can tell you uh that our staff has been very responsive um and they need to be quite frankly um it's it's a child not here with us that should be. So, um, I appreciate everyone's concern and I know that there's generally a lot of good people in Everett that worry about this situation and rest assured that we're doing everything that we can do to make this experience the best for those that are here and um, when that child returns uh, we will find an opportunity to make sure that he is successful in returning to Everett. Period. And
136I I would also be happy to share out the training that I did take that it's a PowerPoint that I think is it's actually just a great reminder and it really you know it really shows kind of what the school's responsibility is you know during that fact it comes with a a ton of scenarios that oh if if A happens then you do you do B right and you go forward from there. So, I'd be happy to share that um with this with this committee obviously so you can see through just for your information as well and just what we're going and it it was it's a great resource al also that we can share out with our families on knowing your rights and and going forward. But, you know, unfortunately or fortunately as the
137school, you know, it's it's we're very limited in what we can do other than just protect and then deal with what we can deal with as we go forward for all of our students and fans. >> And we have good partners um with the police. Um I know a speaker earlier was concerned about the police involvement. They have been nothing but supportive of us in our work with our kids um and have been an active participant in helping us keep them safe. Um, and we have community partners, the uh the Elliot Family Resource Center as a referral. We have the Cambridge Health Alliance for referral. This is again not just for students but for families. Um, so we're looking at the whole the whole piece here. It's um it is just one of those traumas
138that the Ever Public Schools is dealing with in its portfolio of items that we've dealt with at least in the short term that I've been here for two years. Um and and we don't take this lightly. I know again none of the folks in front of you do that. Uh we have great uh partnerships with the parents and and these agencies that support our work. >> Thank you, Superintendent Hart. Miss Garin. >> Uh thank you, Madam Chair. Uh Mr. Lind, I just uh wanted to thank you so much for your comments. Um and I like the way you put it. Basically, it doesn't matter what their immigration status is when they're in school. They're they're children are there to get an education and to be safe >> and to be cared for. >> Um, so
139I'm very glad to hear that. Um, uh, yeah, I personally would love to >> I will get a copy of that training, you know, just so I can be more informed for myself. Thank you. >> Thank you, Miss Karen. Mr. Baris, >> I just want Thank you, Madam Chair. I just want to mention that that training is available also to to uh school committees. Um so perhaps we can work with actually that office the office of refugees and immigrants they were working with the mess association school committees to offer that training. um they've already trained over a thousand uh professionals and individuals both on the education field through the unions uh as well and they were working both with the mess association of school superintendent which they already provided the training uh to superintendent and
140they were next step with the mess association of school committees to provide that training it's online uh it's live it's done by Susan Church which one which is one of the top immigration lawyers in in the uh in the state um to offer that to school committee. So I I can talk to them uh see how where we are at in that process and she can even offer one for the school committee for the average school committee uh itself without the need to wait for the entire school committees across the state to do it. >> That's fantastic. Thank you Mr. Barrows. Miss Papov, >> uh through you too, Mr. Bars. I think that's really important because the truth is um most a lot of us don't actually know what those those rights exactly are. You
141may not know what those rights are. We you you know you see a lot of social media that mentions some of them but there's so much incorrect information and to have everyone on the same page is very important. Um I have one question for uh Mr. Lynch. You mentioned that you did this the know your rights training. Um who else did it with you? So that was so it was available to it was available to all I like Mr. Barrow said it was available out it went to a lot of the schools so it was just signing up and and going forward. So it was I was on it was through via Zoom but there was >> thousands of people uh you know on this call because we're not the only community obviously in the
142United States or even locally dealing with with these issues. So I think it's just an important refresher even just for you know because they spoke a lot about fura they spoke a lot about these issues that we need to be reminded of on students and families rights you know when it comes to that and then it also speaks about you know the authority of ICE you know if they were to come into the buildings or anything like that which has not happened. Um but we do have those protocols in place like the point of contact would be our principles like they would be the the individuals to speak with them then they would reach out to the superintendent's office. We do have now our attorney on staff. So like one one issue or one it
143sets off our protocols to go forward and so the guidance that they have given us and remember it's just guidance that they have given us but we have been we have been following for now months um and as more information comes out you know we learn it we take it and so we can best serve our students um that's on that guidance the you know what we're doing in our schools I think hopefully is pretty obvious this, you know, to everyone that we're just really trying to do the best for our students regardless of any circumstance that they face both inside or outside of school. >> And let me be clear, I did also let the staff know that if anyone uh was going to breach or thought about breaching any of confidentiality, they would
144be met with with um with punishment if if you will. Um I can't I I just can't have that. I just can't have um staff deciding that they were going to share information if they think they know it. I don't even I said I don't even want to hear that you know the person's middle initial. And I want to also um thank um working with the union president. Um we all understand the importance of that child's privacy and this families or anybody hereafter and hopefully there's nobody hereafter. Um it it's that important. >> Thank you Mr. Barrows. >> Thank you Madam Chair. just want to give one information uh especially for our families so they can feel comfortable at home. Um something that it's happened recently even though he can't control the federal government but
145few months ago about 3 months ago uh the governor signed a supplemental budget that part of that supplemental there are there were a few policy change one of them we codify into law into Massachusetts law the rights of students to go to school and not be asked about immigration status as we know students are educated. It's a Supreme Court decision that they are educated regardless of the immigration status, nationality, uh what language they speak. But if the Supreme Court were to change that, that would be a problem. So if they decided to change that, which I don't think it will happen in Massachusetts, we are safe. It's codified into codified into law. Um so now is a state law. Even if the Supreme Court decide to change that in Massachusetts, the students will continue to
146be educated regardless of their immigration status, country of Orange, uh, and whatever language they speak. So, it's now it's codifying to Massachusetts law. It's something that happened 3 months ago. DESI is working um to send guidance to school districts um which which is great. So our families should feel safe that you know this amazing work that the public schools uh does. Um there is nothing that will affect their immigration status or any ask that uh they they should be concerned about uh because now they are even protected under Massachusetts laws. So just just as a point of information. >> Thank you Mr. Veros. Miss Cornelio. >> Yes. I just like to make a statement that um I was approached too about um this incident and I just want to put it out there that people
147should not be spreading rumors that they don't even know about and they're spreading the wrong things. They don't even have the facts and that can be a dangerous thing. They're actually causing more harm than good. So please do not listen to rumors. It's under investigation and nobody wants anything bad happening. So, go with the facts. Wait, listen, and learn. Don't be spreading rumors. This one told you that. No one has these facts. If we don't, I'm sure people on the street don't. So, please wait. Let them investigate and then you'll hear it. We don't want any harm come to any students. Thank you. >> Thank you, Miss Cornelio. Any further questions for Assistant Superintendent Lynch? Seeing none, >> we can hang here all night if we want. >> Make a motion to excuse Mr. Lynch
148with the customary. Thanks. >> Motion has been made and seconded to excuse Assistant Superintendent Lynch. Um, roll call. >> Mr. Alita Barrows. >> Yes. Thank you, >> Miss Babcock. >> Yes. >> Miss Baros? >> Yes. >> Miss Cornelio? >> Yes. >> Miss Cristiano? >> Yes. >> Mayor Di Maria? >> Yes. >> Mr. Denafhrio? >> Yes. >> Miss Garren? Yes, >> madame chair. >> Yes. >> So move 90. Thank you, Mr. Lynch. Um if I may, um I would just like to from a parent point of view say that I do appreciate everything that Ever Public Schools does for our children. When they are in our buildings, they feel loved, cared for, and that's their safe space. Um you have my children more than I have my children. They love being in school. They love they
149I'm sure I'm not their favorite person. teachers are, paraprofessionals are. Um, I believe in this district. I love this district. I grew up in Everett. I chose Everett as a home. I'm here forever. Um, and just thank you for all that you're doing. You go above and beyond your scope of regular duties. >> Thank you. >> Uh, Miss Mr. Mayor. >> Thank you. Um I also to Superintendent Hart uh to you and your team, Principal Brea here at the high school uh CHA Elliot principles, vice principles, guidance counselors, the entire staff. I too want to thank them for always uh uh keeping uh the child interests at to the heart. Uh it really means a lot. As a father here in the public school system, like Chairwoman Hurley said, uh we truly do appreciate the
150um everybody in the audience here uh for what you have committed yourselves to do here in the public schools. And um as a father, I also truly appreciate all of you. Uh there's a lot of teachers that reach out directly to me and um and I appreciate that. I really do. So, I I want to thank you all for It's not an easy job, but I want to thank you for doing it. >> Thank you, Mr. Mayor. Uh, Miss Garin, Miss Babcock. >> Refer back. >> Make a motion to return to sponsor. >> Second. >> Motion made by Miss Garren, seconded by Miss Babcock to um refer this item back to sponsor. Um, thank you both for putting this on. This was a great conversation and I'm happy that the public got to hear um
151everything. Roll call. >> Mr. Almeida Barrows. >> Yes. >> Miss Babcock, >> yes. >> Miss Barrows, >> yes. >> Miss Cornelio, >> yes. >> Miss Cristiano, >> yes. >> Mayor Di Maria, >> yes. >> Mr. Denafhrio, >> yes. >> Miss Garren, >> yes. >> Madam Chair, >> yes. >> So move 90. Motion passed. Uh, superintendent, the next order of business, >> Roman numeral 8, subcommittee reports, item one, finance and negotiation subcommittee for Monday, October the 6th, 2025. >> Madam Chairman, >> Miss Cristiano, I'd like to make a motion to accept um wave the reading and accept the committee report as filed. >> Second. >> Motion made by Miss Cristiano, seconded by Mayor D. Maria to um accept the finance and negotiation subcommittee report for Monday, October 6th, 2025 and place on file. Roll call. >>
152Mr. Almina Barrows. >> Yes. >> Miss Babcock? >> Yes. >> Miss Baros? >> Yes. >> Miss Cornelio? >> Yes. >> Miss Cristiano? >> Yes. >> Mayor Di Maria? >> Yes. >> Mr. Denafhrio? >> Yes. >> Miss Garren? >> Yes. >> Madame Chair? >> Yes. >> So move 90. >> 90. Motion pass. Superintendent. The next order of business. >> Roman numeral 9. Bills and payroll. There are none before you this evening. Roman numeral 10, unfinished business. There is none to dispense of. Roman numeral 11, new business, there is nothing new on the agenda. Roman numeral 12, hearings, there are none scheduled. Roman numeral 13, matters for executive session, there are none. And Roman numeral 14 is adjournment. >> I make a motion to >> motion to adjurnn. >> Uh, Mr. Mayor, >> um, typically we never
153had meetings the night before election. I see that we have a meeting the Monday night before election. >> Is that might not true. Is that all right? >> I I think the city council adopted that, but if I recall last year, we still had a meeting before the um election if I'm not mistaken. I'd have to look back at that. Mr. Okconor, is that your recollection? >> Uh yes, we did uh before the previous election. >> City Council adopted that as a as a practice, but that's not ours. Okay. I made a motion to adjurnn. >> Second. >> Motion had been has been made by Miss Barrow, seconded by Mr. Barrows to adjurnn. >> Uh, roll call. >> Mr. Almeida Barrows. >> Yes. >> Miss Babcock, >> yes. >> Miss Barrows, >> yes. >> Miss
154Cornelio, >> yes. >> Miss Cristiano, >> yes. >> Mayor Di Maria, >> yes. >> Mr. Denafhrio, >> yes. >> Miss Garren, >> yes. >> Madame Chair, >> yes. >> So move 90. Um, we have a journ. The time is 8:30 p.m. Thank you everybody. [Music]