Webster Public Schools School Committee Meeting, September 8th, 2026

001Hearing none, I'll entertain a motion to approve them. >> So move. >> Second. There's a motion and a second. Guess would you please call the committee? >> Member Geros. >> Yes. >> Member Ramagos. >> Yes. >> Member Millet. >> Yes. Member Scaria. >> Yes. >> Shadiki. >> Yes. Motion passes. And the next item on the agenda is a superintendent report. Good evening, Mrs. Good evening. It's nice to see everyone. I hope everybody had a nice long Labor Day weekend. I know I certainly did. Back to reality. We're kicking off the school year. Um I'd like to start with a personnel update. Uh we have no new retirements to announce at this time. I am happy to report we do have some new hires. Um Miss Elizabeth Ortiz, a new team chair at Parkav Elementary. Uh

002Zachary Trembley, a power professional at Parkav. Christy Garvey, a new academic coach at Bartlett High School, Leonora Zerski, a par profofessional at Bartlett High School, and Danielle Thompson, a science teacher at Webster Middle School. We'd like to welcome them to the Webster school community, and we're happy happy to have them. Uh, we have received a few resignations. Seems like just as quick as some of our parents are coming in, we are having lost some in the past few days. Uh Christopher Rumba is a par professional at Bartlet High School. He submitted his resignation along with Hannah Hutchinson who was a park um parah uh Chelsea Bon uh at Parkav also Madison Bhutas PAR professional at Bartlet High School and we are losing our secretary at Bartlet High School Alexandria Donley who was an administrative assistant

003at Bartlett High School. Um we are doing exit interviews. Um and the theme is that you know people are looking for more money um or changing careers. Um you know unfortunately some of our powers are working two or three jobs for long-term stability and are looking for jobs where they might only have to work two. Um so that seems to be some of the reason for our turnover. Um but we continue to look to fill those positions. Um we certainly have made things more competitive at our last negotiation. We have done that. Um I think it's just a difficult job to fill. And when you look at the area um around us, the pool for power professionals, uh they seem to be needed everywhere um that I've talked to around our community. So depending on

004um the pool that we have in the area, we could be kind of depleting the pool um because as you move closer to Wister, they're going to go to Wister where they're also hiring. So you've got to look at travel and stuff like that. Um but we continue to look we continue to try and fill these positions and we'll continue advertising. I mean I know our principles are interviewing every candidate they get. Um, and sometimes they're fighting amongst who's going to get who because they might apply at the buildings. So, um, you know, we do the best we can internally, but we'll keep looking for them. Um, I have vacancies listed below as you can see. Um, we have posted the administrative assistant position. So, that is being posted and all of these are posted.

005Um, is there any questions about personnel? uh through the chat. Member Miller, >> just curious because it was on uh last meetings. Did you fill the sixth grade teacher in >> Yes, we did >> at middle school? >> Yes, we did. >> Okay, because it hasn't been on here. >> Yep, we did fill that. >> Any other questions? >> N I think I announced Didn't Didn't we post what we had was at the last meeting that we had? >> I believe so. >> Who filled? I think it was on last meetings and I'll double check. >> No, I I looked. >> Was it on the last? >> No, it was still on as open. >> Let me check. >> Okay. So, maybe we just eliminated put it on. We did fill that, but I'll get

006you his name. >> Grade six. >> Yeah. Okay. >> Grade six teacher is Daniel Thompson. >> Oh, just >> science. Oh, [clears throat] >> physic science and >> No, that's grade eight. >> Yeah, that was grade eight. >> I'll make sure I get his name for you. >> All right. Any other questions about personnel? >> It sounds like a lot of our paraprofessional turnover is related to compensation. Is that accurate? >> Yep. Like I know I can tell you just by looking ahead conversations with one advanced his career. So that I know he's looking for teaching. So he's been working his way up for that. Um I can tell you one was just a matter of looking for more permanent full-time year round versus the 185 days. So having the ability to work and when

007you're looking at child care, it's a little easier. So that was the reason for that. Um she actually was very sad to be leaving um because enjoyed her job very much here. But, you know, when you're working three jobs and now you could maybe work two jobs and have your family home, that's what you want to do. >> Mhm. >> So, understandable. [clears throat] Um, yep. Absolutely. So, it typically is um looking for more full-time employment. >> Okay. >> Yep. Any other questions? No. All right. So, start of the school year. Um, as you know, we welcomed back our staff on um August 26. We had three kicked off the year with three professional development days and then we welcomed students back um last week for our first five-fold days of school. Um oh, I'm

008sorry. Um everything has gone extremely well. We've looked at the feedback um for our opening PD days and the feedback was extremely um good. I was very happy with the feedback we received. Um just to give you some highlevel numbers. Uh on August 26th we had um 200 we send out surveys after every PD. Um August 26 was one for the full day. Um the first day is typically the morning of is all of our staff in Webster. So everybody in the school department comes, they do our opening with us, and then the next two days, everybody's back to their normal position. So it depends on who's getting PD. You don't have the numbers of custodians or anybody else filling out the survey. So a August 26th, we had 224 responses on the survey. Um

009from the survey, we asked about the full day in general, what they thought of the first day. Uh it was um we have ratings very good and excellent um good, fair and poor combined very good and excellent. So out of very good and excellent uh we had 166 out of the 224 responses. Um good was 50 responses, fear was eight and poor was zero. So that was overall great feedback. Um we do read all the comments. we go through um and look [clears throat] at everything. I can tell you the fair comments were comments that they felt it was a little repetitive till last year and frankly that's how I started saying this might be a little repetitive because I don't think we're where we need to be yet. So that was intentional in nature

010just about the message we want to send about how collaborative and teamwork and uh what we need to do to um work together to move our district forward with our students and being on the same page. So um so eight people said they felt it was a little repetitive and it probably was a little repetitive. Um so we'll give them that. On August 27th, we had a 185 responses. Um that was divvied up into a morning and afternoon session. We did two surveys for that so they could rate the morning and the afternoon. Uh the morning out of the 185 responses, we had 123 that were very good and excellent. We had 46 that were good. We had 12 that were fair and we had four that was poor. Um the poor was um Alice.

011People thought the Alice was a little anxiety and they also some felt that they didn't think it was necessary because they've done that in the past. Um as far as the afternoon sessions, um we had out of the 185 we had 112 that were very good and excellent. We had 56 that was good. We had uh 14 that was fair and three that was poor. And again, that was Alice training because depending on what building you're in is different times when we're doing the Alice training. So, we really chunk that up over um three different sessions. We do a high school, a middle school, and a park a session. And honestly, at Park A, we could probably end up doing two sessions because the staff is so big at Park A. It's a lot to

012do with that big group. [clears throat] Um but the overall comments were very good for that day. And then on um August 28th we had another 182 responses. Uh the morning session uh very good and excellent was 131, good was 47, fair was three and poor was one. Um in the afternoon session we had 141 out of the 182 which were very good and excellent. uh we had 36 that was good. We had five that was fair and zero that was poor. So I I think over the three days the feedback was you know taken very well. Um people appreciated the trainings that we provided the time that they had. We've I know we've worked really hard as a leadership team to listen to what people need, listen to the staff um and do our

013best to accommodate um but still do the work that we need to get done. there are things that we just have to do. Um, you know, Alice training is important. That is something we have to do and we will continue to do that yearly. Um, it's important to be trained and be prepared. You know, there are also mandatory trainings and building based things that we have to review and go over every year um because we need to continue with the updates and the expectations um from year to year. So, overall, I want to say the first three days were great. Um, it was nice to welcome staff back. Um, we did have a keynote speaker. Um, name on his last name. >> Cross. >> BJ Cross. Robert Cross. Um, [clears throat] he is a graduate

014of Bartlett High School, graduated in 87. Um, and he talked about um, risk or investment and what does that mean for a student? um you're going to take a risk and make an investment um in the student. He talked about his own experience of what it was like to be a student here in Webster and maybe having some trouble at home and his families that he's gone through and um how it was staff and teachers who made an investment in him and really listened and supported him and encouraged him and how he now has his he's a doctor. He's going back to school. He's a professor and he's going to be teaching at Nicholls. Um he's got a couple master's degree and just about how having that belief in somebody to believe in him um

015and support him made all the difference in the world. So hopefully I think our staff really appreciated that message um found it inspirational and um we were really happy to have him in and come in and speak to our team. So we appreciate him for doing that. Um, I'm not going to go into busing too much, but I think overall the first week back um with welcoming students has been fantastic. Um, it's usually all hands on deck the first week. Everybody's pitching in where we need to pitch in to make sure people are getting where they need to be. Um, so I know we've spent a lot of time having um been at all three schools outside observing, making suggestions and any tweaks that we might need to do with transportation. I know Miss Pantos

016is going to go through that in a little bit. Um, we started on day one having um 31 outstanding enrollments. Um, when I say outstanding enrollments, that could be people who have started the process over the summer who just didn't finish. Maybe they've been someplace else. So, we're checking on them, following up to say, "Where are you?" They're not maybe responding to emails. And those are also people that are coming in last minute, registering um and getting ready for school. We are still having enrollments walk in kindergarten enrollments and first grade enrollments. Um so, we are going through those and welcoming students. As you know, it's important to keep keep moving um and getting those numbers and hopefully we'll get some stability and have all of those answered by October 1st um and take care

017of that. We also um have done all of our mandatory trainings this year. Um, as you know, last year, I believe last year was our um, first year using um, Linux um, and those videos were fantastic and it's definitely a more engaging way of um, doing our mandatory trainings. Um, in your packet, I believe you had a few um, of the infographs [clears throat] um, that come. Usually you watch a video. It's a couple two or three minute video depending and then as you progress through the training after that topic an infographic will pop up. So those are items that you can print out and it's an overview as to what the training and not only that it'll remind um as you continue the training and you stop and you pause. Um if you've got

018sidetracked and you go it'll send out reminders that you need to complete the training. We have lists that we can track. you can see the huge list of training that it offers and we've also expanded on that um a little bit this year. So that has been a great addition um to our trainings and making sure that we are onboarding and giving staff what they need to be successful as the year starts. If I could add, they um they did a spin-off of the mandatory training specifically for the maintenance function which aligns with the Department of Labor standards. So it was really nice that they had a carveout specifically for the custodians around things that we need to comply with with the department of uh labor standards. So that was an additional ad. In addition

019to that, they're offering cyber security training course which is really important. Um I don't know if anyone saw anything about Springfield being closed today due to a an issue I think Littleton or >> Everett something ever was it ever sorry. Um, so they offer a cyber security training and in addition to that, the multi-function school activity bus, they actually have a training program for that. So this company is really expanding what they're offering and they make it very easy for us to use and to track it. We do it for our athletic coaches as well. >> Are we seeing that for our substitute teachers also? >> We just had a sub training on there that we were just watching. We were looking at that um and we were talking about implementing that and on boarding

020for our sub. Yeah, we just I was watching it to make sure like everything they said was exactly our process and procedure as to what we're doing. >> So, yeah, it's great. It's a wonderful system. >> You can add district specific content in which is really nice. >> We've added our handbook in there so they people can look at our handbook and sign off. >> Um, sorry to jump in. >> Yeah. No, no, it's great. Um, I would highly recommend it. Um, and it it's definitely it's definitely more engaging. So, it's some it's said simply common sense. Um, they compact a lot of information into a little bit of time. Um, and you actually know people are hearing it where before it was maybe just a slideshow that you could just enter enter and [snorts]

021then sign off but really not get the content of what was in the slideshow. So, um, this is really good. People are getting what they need. And then um we had kindergarten starting today. Um it was the first day for kindergarten coming back. So we were excited to welcome them. Um happy to say that dismissal went really smooth today. I'm not going to knock on wood, but um everything the beginning of the year has been I [clears throat] I would have to say in my time doing this probably one of the best I've seen. So I'm really happy about how everything's going and I'm hoping we can carry that momentum. um throughout the school year. >> Are there any questions about the opening >> through the chair? Member Scoria. >> Um I just want to

022thank Mr. Cross for coming on behalf of the school district. I was able to talk to some teachers and they had nothing but wonderful things to say about his um motivational speech and having former students come back and share with you know [clears throat] our community is always a highlight too. So, >> and I would like to add that um you know, we probably should have I should have spoken to you at the beginning. Um one of his uh special people in the school district was um Milton >> Teas >> um who recently passed um when we talked to Mr. Cross about speaking here over the summer um one of his things was that he wanted to reach out to Mr. Chus and it was like within two days of us speaking um that he

023had found out that he had passed. He had kept in touch with them over the years and the family um he did come up. So um you know Melton was a longtime teacher in Webster. Um he was a superintendent for a period of time. Um so you know it's just we're sorry to lose somebody who had meant so much to the school department. through the chair. Not >> I would just like to add because Milton was the reason I became a teacher. I had him when he very very first started teaching >> and for a couple subjects and he was just fabulous. Mhm. >> You know, my one memory was we were having a book for fair in the library for the old Bartlett and he just came up to me with books cuz he

024saw me reading all the time and said, "I want you to read this and I want you to read this." You know, there was an interest there. >> Fabulous. And then I became a teacher and had him as a superintendent. [laughter] So my condolences to his family, but he left a lasting mark with a lot of people. >> Absolutely. Absolutely. I went to a celebration of life and I believe that's was his theme. There are a lot of people there that he left a lasting mark on. Um any other questions or comments about the opening of school? Okay, moving on. Um we did attend there were a group of us that attended August 25th the summer send off that was hosted by the police department um that which was held down uh at the beach.

025So we were happy to see the families and anybody who attended and I am just wanted to give a shout out to everybody who represented the school department. We had the grid iron there. We had the PTO there. We had uh staff from school there. We had adult education there. We had summer sendoff. I think um CPAC was there, the special ed. Um I think we had just about every department that we could of representative from uh school department there. So people are giving up an evening to come down and engage with our community. And I just wanted to say thank you to everybody who attended and came out to support Webster Public Schools and represent us so so well. So I just want to give them all a shout out. Um moving on in

026your packet I believe you have a flyer for our safety road summit. Uh we are partnering with Matt Frey. They had reached out to me at the end of last school year. They're looking to host um a road summit. So, it's really introducing um safety to all students who are driving and have um advocates uh that they can come back to the school department and reach out to their students and talk about school safety. So, that is being held in October. Um it has been sent out to the Wester County Superintendent Association. Um they're doing it central mass. Uh they have it for 100 students. It's going to be at the where the Wox play. Um so they're about they're taking about four people from um every district and once they hit about 100 they're

027going to cap off. So this is a great thing that commerce uh Matt Freay is trying to do. See still commerce um that's old school [clears throat] that Matt Fray is trying to support for our community and we're happy to partner and make that connection and I'm really looking forward to the event. I hope it's going to be a success. Then moving on, I have this Friday, I have uh back to the routine of having our monthly meetings with the collaboratives. I have an upcoming Southern Worester County um collaborative meeting out in Worcester. No, that one's in Oxford, the CMC's in Wister. So that one's in Oxford on Friday. Um so I will be attending that on Friday mornings. Um, and then moving on, I have volunteered myself to be the MASS representative for softball

028to serve on the MIA committee. Um, they have sent out a couple emails asking people, um, and so feeling like I should step up and do my part for the organization. Um, I will be re representing the superintendent on that. Um, I was promised that it's not going to be much of a heavy lift. There's going to be about four meetings a year um that I will be able to go to um and meet and see if there's any concerns and then I'm asked to report back to the MASS. So my first meeting is Tuesday, October 20th at the MIAA and I am representing again the softball committee on that and I have no further things to report. Are there any questions? >> Any questions from the committee from Mrs. Brancheline? Thank you for your

029updates. >> Thank you. >> Yep. Lots of great things happening. I'm glad to hear that you gathered that feedback and took such a careful look at not only the ratings, but you know, the written feedback that folks share. >> Yeah. >> Great. The next item on the agenda is an update from the director of finance and operations. Good evening, Mrs. KTO. >> Good evening, everyone. With the start of this school year, I'm going to start off with the renovation project. Um, and as I reflect on this update, three years ago, we were going out to bid on this project. And I'm really happy to kick off this school year by saying we are 94% complete. >> We are 3 months until completion of section A and four months roughly four months until moving. So, that's

030super exciting to say that out loud. There was a light at this end of the tunnel as I've been saying, and I put my sunglasses on because it's getting bright. Um, [laughter] so in terms of what we have going on with phase three for um, section A, the second floor is further along than the first floor, but really focused in on starting to get the casework installed in the classroom, starting with the second floor. Uh, tile in the bathrooms, in the common areas are being installed. They're actually priming and painting on the second floor. um across the site you'll see continuing with finishing up mostly with the utility work looming all the areas the looms down we actually have the hydro seating is going to take place later this week and um from phase two

031we'll get the fourth cut of the lawn which then it turns over to us to start maintaining um actually next week they're going to start with installing the playground for the preschool so that starts and work on the EV charging stations has started uh the overall process of getting that turned on doesn't get completed until it's installed in all three areas across the campus where they're going in. So, while you might see the charging stations up, we won't be enabling those until all of the three sites are actually connected because it kind of gets brought up at one time. Uh the other thing that we're working on is punch list items from phase two. I think the retainage value that we're holding back is about $140,000 to complete those punch list items, but continuing to

032move forward. We're still tweaking the business uh the building management system with some of the temperature challenges in some of the classrooms or offices. So, that continues to be ongoing, but we're staying um right on track. As far as we can see at the point at this point in time, everything looks good to go for move in at the end of December and then we'll complete the uh finished site work and we should be wrapping up by next June with the remainder of the site work. So when I say that, that is removing the modular classrooms and then refinishing that parking lot area and removing everything offsite. The construction trailers, which you see outside of the district offices, are expected to be removed this October. And so what they'll be doing is moving their location

033inside the building and working out of there to complete up the rest of the project, but they need to move those trailers out so they can continue the site work in that area to get that completed. So 6% to go. >> We did have the MSBA on site today for their meeting and I was able to um take a walk through the construction site with them um today. So, there is a lot of activity going on, but it's really nice to be in there and see see the progress that's been done. For for months, we've been walking by the outside and seeing everything torn up and to be able to be inside and see drywalls and walls starting to be painted and case work being put in and you can see the classrooms, what they

034look like now. Um, it's it's really nice. We intend to give the school building committee next month a walkthrough of that section. Um, we can certainly extend that out to the school committee as well if you want to walk through when we do that walkth through next month. >> So, it might be a good time to come in so we can plan for that. So, it's very exciting. So, moving on to maintenance updates across the building. So, at Park AB, we do have a small leak um in the roof that is impacting room I think 227 and one of our IT closets. But thankfully, where the leak is happening in the IT closet, it's not impacting any equipment and that's scheduled for its repair. At Webster Middle School, we had a valve that went on

035the generator that was replaced and then subsequently a control box actually failed. So, uh, the diagnostics are being done. Uh, we know it's at a minimum a part replacement on that generator. But what we're waiting to find out is if that part can just be replaced in and of itself or if it requires any programming to get it to work. So, that's um planned. Um, I actually believe they'll be out there this week doing that. So, work in progress. Any questions on that >> through the chair? Mean, I'm going to go back to the project for a second. Um, I just want to know what future plans are because I went into the middle school when I was brand new and there the contractor I don't know if that's the right terminology that poor who

036was there had an office in the building for a year and was on site in case things did not something went, you know, he was always on top of it. He was in the building, had an office in the building. >> Well, we'll have we'll have our construction rep for our OPM that will continue to work with us through full project closeout. I'm not sure whether or not they'll be staying on beyond June of next year. Usually, they're only on site while there's activity going on. Um, and then you got to remember we're in a renovation project, so section C is out of warranty for most things unless it's a specific part. The auditorium will come off of its one-year warranty from a GC standpoint in November. And then section B will come up next

037April. So, we're on like a rolling warranty schedule from a building section, not necessarily parts. Some parts have an extended warranty depending on what it is. But I don't anticipate anyone from the project team being on any longer than June. Fortunately for us, once it ends in December, we'll be pushing for punch list items to get done ASAP, right? And we'll likely at that point be doing all of those punch list items over breaks, right? Because those contractors won't be on site. We've had the benefit of them being on site working for another phase in the project to get that done continuously, but we will have to continue to work with them because there will be punch list items that likely will have to be addressed. >> And the middle school was under the old

038MSBA where this is under the new MSBA. So, a lot of the reason why they stayed on before was they were auditing out the end of the project also and now they audit as you go. So, the process is different now as they start going through. So, um I remember the middle school project and I don't remember somebody being on for that long. >> The office was almost like next to my classroom. So, >> it was older. >> They were there all the time. So, do you have a process? Because I'm sure you're going to have a punch list way after they're gone. >> No, really. I think that Mrs. Condos described um the process. It sounds like if I'm not mistaken, once the project is completed, the first two phases of the project will

039already be out of warranty, right? >> And we'll have a warranty for the if you don't mind me just >> and and we'll work out those details. But what we do have is we have a process already that will continue to follow. So punch list will get derived by a couple things. One is the architect goes out and reviews the building themselves and they do compliance to the design and all of those things and they identify issues. We also as we move in, we start immediately identifying issues. So we report those into our OPM and they put those on an issues log that ultimately get to put onto a punch list because we got to first go through a process of triaging it. Make sure it should be on a punch list and everyone has

040to agree to that and have a handshake and then it hands off. And then the thing that will be different though is that we'll actually have to be working with our OPM as well as the GC to figure out scheduling of the punch list because as I said it won't be as convenient to say, "Oh, we're on site. when we come in after 3:00 when students aren't in the building. So, it'll be a little bit more of a scheduling um item that we'll have to work through with them on when do we get them back out here to do the work. And likely they may do it at the end of the day depending upon the nature of it or it might be scheduled during a break where they can just come in and move

041freely. Those will be the details we'll be working out as we get closer to that point. >> Okay. >> It's a good question. >> Yeah. And I think we're at a better point with phase three because in the first phases we were coming up to like you're finishing here and we have to move in here and now we're scheduled to be done a month earlier than we're actually moving because we're not moving. We don't have the time to move. We're not moving until Christmas break. So that'll give us some time to hopefully see and >> they may even be doing punch list items in December. Right. [laughter] Before we move >> before we actually even move in. >> Yeah. So, so we're at a little bit of an advantage there, I think. I hope so.

042And we we've had the benefit of completing a section. So, those things that we've saw that were issues, how do we make sure we prevent those in the next phase and then the next phase and have that conversation up front. So, you learn as you go. Um, so in other updates, I want to just give a transportation update for the start of the school year. As you know, the first couple of weeks and when the school starts, it takes a little bit for us to settle into our new routines and for families and for students to settle in. So during those transition years, so kindergarten starting today or fourth going to fifth, eighth going to 9th, it takes a little bit. There's an adjustment period to settle in. Uh you know, as part of the

043renovation project, and you saw them when you pulled into campus, we now have ballards right where the Bartlett High School student drop off and pickup is. So those ballards have added a layer of safety which was much needed because as parents um or family members were pulling up to drop their students off they were often getting out on the passenger side where there were cars driving by. So those ballards have added a level of security for a safe drop off in the morning. Um, but initially what it did for us at the end of the day with buses was cause a little bottleneck because if they got stuck in the Webster Middle School school queuing line, they couldn't get over to Webster Middle School. So after a couple days of assessment and looking at what

044was going on, we ended up doubling up the line behind Webster Middle School to shorten that line so that the buses could get through and move freely. So that took us a little bit to work out those kinks. The other thing is um I mentioned about doing bus assignments I think back in July or August. And so as we did that, we saw that we had a couple buses that were reaching capacity and what the numbers look like. We'll we'll evaluate that after we settle in with school, but we ended up having to split two routes, right? So that there was a bus going out, doing a couple stops, coming back, and then going back out and running its route. And so at Park A, we actually have a total of five buses that run

045split routes um during the course of their um day. So we have three that serve Park A. They run split routes and then we also have two other buses that are running parochial school in between our two public school routes. So um we have made a couple adjustments in terms of the route numbers to make it easier on the students. Um what we were finding is when we renamed the routes to be 4 A and 4B or 6A and 6B, students were hearing just the letter. They heard B and they'd come down and they wasn't their bus, right? So after that, we realized let's just renumber them. Still the same bus, still going to the same place, but we reumbered them to make it easier on the students when they heard their number called that

046that would not confuse them. So, we're seeing improvements across the board with uh arrival and departure times. Kindergarten is just settling in today into their routine. So, we expect that to take another week, week and a half or so. But um as each day moves on, the routines settle in and uh it it works out. And as I said, we'll do another check-in with the bus company to look at what the bus sizes and the capacity looks like. as parents settle in and decide whether or not their students will actually be taking the bus or will they be driving them into school or picking them up. Any questions through the chair? >> Member Clariffs? [laughter] I don't have any questions. I just wanted to make a comment that um it's much easier to be behind

047schedule with a project like this. So, the fact that you guys are right on schedule is just a testament to how hard you've been working and right on top of it that you've been. So, thank you for being so diligent for all the students and the staff here to get it done on time and within schedule because I know that that's not an easy process and it sounds like you, you know, to be >> and on budget. >> Yeah. Right. >> We can do all three of those things, we'll be very happy. >> Yeah. >> And to be as complete as you are is quite the feat. So, >> thank you. >> Yeah. Thank you for saying that. That's true. >> But I have some food services updates that I want to share. So, uh

048the summer eats program. So throughout this summer for lunches served to enrolled students, we served a little over 2900 2,936 and we served um almost close to 2,000 breakfastes to enrolled students. So it was 1,496 at the um library community library site. We actually saw an increase from last year. So it looks like a lot of people are starting to go to the library site and that increased from 865 meals to 1,091. So the program continues to be successful. I want to really give a shout out to Kelsey and our whole team and that puts this together and serves the meals. Um it's a much needed program and our community really um appreciates it. Little update on our spendown plan. You may remember that um Kelsey did come in front of us with the action

049plan. So, she has moved forward with the purchase of some major equipment in the kitchen. So, at Park A, we've added the tilt tilt skillet/brazing pan and at Webster Middle School, they got a combi oven and a new milk cooler. So, those are all installed and up and running and functional for this school year. The other thing I wanted to mention, we talked a little bit about this, but we have fully transitioned at both Bartlett and Webster Middle School to offer versus serve. So this server service model really increases students abilities to make choices. It reduced waste and it aligns with um our approach with the USDA in terms of the standards that we have to offer. Um we do encourage that they take all the components that are required as part of the meal

050pattern. Um and it's really giving students that autonomy and and flexibility to make those choices on their own and allows us to maintain our compliance as we move forward. We do continue to offer local fresh fruits um and vegetables, some of which come from our own garden um when we can do that. Um and so we do continue to support nutritious options um and continue to provide whole grains, milk, and everything that creates a nutritional meal for all these students to get through the day. And I think that the the students do appreciate all of the scratch offerings and the variety of the meals that the the team is offering. I know I see some of them and they're actually pretty really good. They don't remind me of school lunches when we went to school.

051Um the other thing is lastly farm to school. We continue to maintain active gardens at all three schools that were actually fully integrated with the summer programs as well to provide some hands-on learning opportunities for the students. And we were really excited with the fact that we have the new greenhouse at Park A. I'm not sure if you saw that during your walkthrough. Uh, but the greenhouse does expand our growing capacity and strengthens our ability to continue to have a food system education, giving students year round access and opportunities to learn about cultivation, sustainability, and fresh and healthy foods. So, very exciting that that continues there. The ParkF garden looks fantastic. It's driving. No pun intended there. But that's it for my updates. >> Thank you, Mrs. Ktos. Any questions or comments from the group?

052>> I'll just share that the the gardens at the schools and the scratch cooking and the farm-totable initiative, I think, are really important for our students to try new foods that they may not have ever had or see how possible it is to grow your own food. So kudos to Kelsey and all of the building principles that have this project >> and the team that supports it. You know, there there's so many people that are so actively engaged and passionate about it. Um I think that's what really strikes me the most that it's it's it's a very cooperative collaborative and people are energetic about it. >> Yeah, that's great. >> Excellent. Any other questions or comments from the committee? Is that all of your updates, Mrs. >> It is. Well, thank you for that. >>

053The next item on the agenda is an update from um Miss Amy Popico, principal at Parkav Elementary. Good evening. >> Good evening. Um just before I get into my agenda pieces. So, we also have gardening club that happens at my school and we have it for grades one and two and for three and four. So we have our our littlest kids with their hands in the dirt um >> starting this week actually. So right off the bat there's three different clubs that happen. There's the fall club, the winter club where they're doing inside germination and and all of that and and using our our I'm sure they'll be using the greenhouse and then the spring. So um like three different distinct groups for the different growing seasons. So, and a big shout out to Peter

054Jamano who is a big supporter um as well. Um so, uh staffing update, just a little bit about where we are currently for staff. Uh Miss Pangeli talked about our our rolling hiring for our IAS and ABAs, but I am happy to say that we had 100% teacher retention um this year for our building. So, we had a couple switch in positions um but um we did not have any staff choose to leave this year, any of our unit A staff, which is exciting. >> Uh we currently have 77 unit A staff members in our building and 49 IA ADA staff in our building. Um so that is a a very um robust team within the building. Um but again we're still hiring. Our IAVA team is is fluctuating daily. For students we currently have

055730 students enrolled for um this year. We had 28 last time I checked new enrollments in grades one and four but that is one through four. that is growing um each day. Uh we currently have 132 kindergarteners registered for this year, but again I'm sure that will be growing and we may come across some that's how many are registered. So now over this week we kind of see did every is everybody coming? you know, we there's some students that sometimes we still have on the books and then we learn after two or three absences and following up with those families that they've moved over the summer after registering, etc. So, um, we continue to monitor our attendance and make sure that we have all the kids that we're expecting to have and if we aren't

056hearing from them, following up to try to figure out where they are and that they're in school and being attended to. Um, so for school opening, it's been a very smooth start as Superintendent Fangelie spoke to, we have really strong routines for our arrival and dismissal. Um, it is very safe, I feel, um, the kids coming in and going home. We have very strong routines for our kids going getting onto the right bus, going home if nobody is there to meet them at the bus, coming back to school. So, uh, we have a lot of things in place to make sure that our students are safe and and well cared for as we [clears throat] get them to and from school. Um, we did need to readjust some of our bus numbers to make sure

057that they were getting on the right bus uh, as Miss Ktos spoke to, but um, today we had kindergarten there and it actually was the fastest it's been since we started school. um as the bus routines got down a little tighter at the other schools as well. So that was even getting those brand new kindergarteners on the bus and we had very few I think maybe one come back to us is he was on the wrong bus. So, um, that was really great. Great job by the by the admin assistants communicating, getting those bus passes ready, the teachers communicating with families to make sure that um, everybody's on the same page. Can I add one thing because I just said this to Amy today, having been at all three schools and, you know, watching it

058of course with the littles, the one thing that I observed is how well the team works together at Park A. Everyone knows their role, what they're doing, how to orchestrate it. It is a really well-run system, and kudos to the overall team on how they orchestrate both with parent pickup and in front with the bus lines and making sure that they have it right. They really have a very solid and impressive system down. And I just wanted to also say thank [clears throat] you because you know the first week um making sure we're getting it right takes time sometimes waiting for those buses to come up and many times you know their end of day might be at 3:20 or 3:25 but at 3:40 at 3:45 they're still out there and they're sticking with it

059um and and staying until the end till they're sure all kids are home. So, I just want to say thank you to all the staff who stay and and just do what they need to do to make sure the kids are home safely. So, we appreciate that. Certainly doesn't go unrecognized. Um, so admin did meet with each grade level uh before kindergarten started to welcome them uh review expectations. All teachers are communicating with families in these first two weeks. Make that first first outreach. Um coming up in this week, grade four will start to learn about the student leadership com committee and news team and different ways that they can start to um exhibit some leadership. This year our leadership committee will be rotating to allow more students opportunity um in those roles. And our

060first community meeting which is really overseen by the leadership committee and and uh Mr. Ron and our dean of students will be um midseptember September 18th. As mentioned, kindergarten did start today. We had screening all last week and there was an open house on Friday for families to come in meet the teacher. Students can meet their teachers. Uh prek will start on Tuesday uh next week. They also have been screening and they will have an open house on Friday to welcome our preschoolers in. One of the major areas of focus for the first two weeks at school is certainly growing um our classroom environments, providing structure and predictable routines, creating a safe and welcoming environment for all of our students. Um one of the PDs that we had this year um was really well received

061by the staff. It was presented by the Brookline Center for Community Mental Health and it was um building a culture of care for adults and kids with neuroscience-based principles and practices. It's a lot, but um it's really about being trauma informed and understanding brain science in terms of supporting students during difficult moments or um during dysregulation and how to set up your classroom to avoid um creating environments that can cause dysregulation. and then what to do um to prevent student um student trauma from escalating. So, it was really well received by our staff that was presented to the whole staff uh together. So, that was our opening. It went really, like I said, it went really well. Another thing that was not on my agenda because I didn't know if um Debbie Rivera was going

062to be here to present tonight, but um Desessie offered a funding opportunity for early literacy um high dosage tutoring for and um we did apply and were awarded the grant. So, it's um a really exciting opportunity. It's through the Department of Education. It'll be a full year of tutoring, four days a week, 20 minute sessions for students. It will be during the school day one-on-one and offered virtually. We have 63 spots for our first graders to um be enrolled in this um high dosage tutoring. It will be provided through on your mark is the tutoring company. It's a Desi approved vendor and we're still working out um specific details. We're actually meeting with the vendor this week to figure out specific details and identify the students. We're we're still doing our assessments, our early year

063assessments. So that will help us identify the students as well as um follow through with family notification. But um it's really a great opportunity to provide full year um highintensity tutoring for for our first for a large percentage of our first graders. >> May I add something? >> Yes. >> Um high dosage tutoring is one of the upand cominging sort of interventions with a high yield. It's a high leverage um intervention. Just for a point of clarification, I know that Miss Pelatricos said this this funding source. It's not a grant. Um, it's a participation opportunity. So, it's not there's no money exchange between we're not receiving any money from from Desi. Desi is doing all of the funding of their approved uh vendors. Um, there's a lot of coordination and collaboration that can take place,

064but it's not like a traditional grant where there's that we have applied for actual money. >> So, they're funding it for us. >> Yes. [laughter] >> Right. Yeah. There's no exchange. >> Just a point of clarification on this highdose tutoring. It's offered virtually. >> Yes. Does that work? >> So, it's a one-on-one um one-on-one. So, the student will be on their device and it's one-on-one tutoring with a tutor um an inerson tutor. I believe like I said, we're meeting um further, but it'll be during like our small group time or our win time. So it's a time that students would be receiving intervention already. So it's not taking them out of their um tier one instruction. So it's done with um so some of the logistics that need to be ironed out is understanding like

065the noise in a classroom during that time. Students are going to be on headphones with a mic um so that they can speak and also hear um which we do for access testing. So, we have a little bit of experience with that, but some kinks to work out as far as like the classroom noise and how that will impact the onetoone. So, somebody's live on the other side. It's virtual. So, they're not they're not in person. It's virtual, but with a live person, not a recording. >> Yeah. So, as we learn a little bit more about um [clears throat] about the program itself, we'll be able to better determine. So right now like our win our what I need intervention block students move to different locations for that and regroup into different groups depending on

066their needs. So this may be two classrooms of kids that are going to do that. Um you know this is just how I'm imagining it it may look where they're all on their devices receiving their tutoring with a teacher present um for for support. through the chair members. Um, I'm wondering if this could just the admin team could look at maybe of the 63 students like doing some sort of focus on some enrichment for maybe those higher students, taking this opportunity to give them um I know you'll look at students that need to fill those gaps, but thinking of those students that might need even exposure to something higher level, you know, taking that into consideration in your ratios or your numbers. So that is part of what our intervention block looks like already. So

067um we have students who need um different types of skills. So some might need more foundational skills and they're receiving those. And then the students who are operating at grade level or above are in a separate group working on enrichment work. So while this will be more focused on students that need additional support. Okay. >> It frees up staff to then do more of the enrichment for the the students who are maybe assessing um at a higher level. It really is out of our control as well. Like it's not because we're not we're being given this and it's it's a very specific model and so it is the intent to support the students that are targeted for that reason. But we do have other mechanisms in place to offer um other programming. >> Just uh

068there was a public announcement that 338 schools across 102 districts um are receiving the no cost high impact early early literacy tuning tutoring for this year. Um, so they're filling 8,485 seats across Massachusetts schools um, and with this model to help the literacy >> K through three focusing on first grade. >> Sorry. Is this so is this state or is this federal? >> State federal would make it a grant, >> right? Good money. I just feel like I've heard of this of being more >> um >> it's the Massachusetts initiative. >> Yeah. >> To support the literacy. That's their push across mass. >> Okay. And there's several different vendors that that they pair you with. Um I'm really not sure why we were paired with this particular vendor, but they do have um several different

069vendors that they're working with. >> The chair. So, are we going to be stuck with the time periods the program tells us these tutors are available? Are they going to work around our set schedule >> there? My understanding is they'll be able to accommodate um our schedule. As I said, I'm meeting with them. My current meet the meeting that I've already had has been with um more through the people through Desi. This meeting that I have this week is with the specific vendor. Is there going to be feedback from the classroom teacher to the specific tutor so that they know exact or is it just going to be like a set tutoring? >> So, they'll use our data. So, we'll be able to provide them with the assessment um data of what what the students

070need, how they how what their um diagnostic testing looks like that's indicating what specific things they need to work on. >> Thank you. >> And we're still learning. So we have meetings upcoming. We're still learning all the needs and requirements. >> I think it's a great program. >> There's going to be learning curves to it from both. >> Absolutely. >> Um and I think it's going to be really interesting. I know it's going to be a different cohort, but if we're going to be able to see the growth um you know from the diagnostic testing between last year's first grade and this year's first grade and getting the tutoring just to see if it really makes a difference or um you know what kind of growth we're going to see from this and and and

071then maybe thinking about how we can put it into our district in different ways or utilize some of those same strategies or different things that but I think that's going to be the interesting part. um it's a different cohort so it won't be you know perfect data but it will be interesting to see if there's a big jump right those >> students but even I mean so these current first graders we have data on them from last year so we can then see if there's some kind of sudden spike in their in their achievement um as well as track them longitudally longitudinally >> compared to the other grade levels right to see if their you know outcomes in third grade are higher >> are higher than maybe other students who didn't receive the tutoring. >>

072Yeah. >> Any other questions or comments from the committee from Miss Kra? >> All right. Um, thank you first of all for all the updates and I just wanted I think it's already been said but kudos for a smooth opening even even with the kindergarteners. Um, it sounds like it's been really smooth. So, congratulations to you and routines for pulling that off. I know it's no small undertaking. >> Yes. Thank you everybody. Uh, did a great job and you know the families really did a great job too saying goodbye to bear [laughter] saying goodbye at Caroline which is is really huge. So, >> great. All right. Well, our next item on our agenda is an update from our student representatives. We are very fortunate this year to have two students that are representing Bartlett High

073School and the student perspective. So, we have Tegan and Day. Welcome both of you. We're really excited to have you here and to hear um what you have to share throughout the year. >> Oh, we're excited. Well, we're really excited actually. It's a great opportunity like talking about a lot of important people makes decision about the school. We're really excited. Thank you. You two are the two most important people in this room because you're the only ones that are students here in in Webster, but thank you for saying that. Um if you'd like, you can share some updates with us. Um so with the start of the school year, we had really good positive. We just want to say one of the biggest positive start of the school year obviously and this year uh the

074parent pickup and drop off has been significantly awesome uh because the de decrease in traffic really nice everything is moving really smoothly. I personally noticed that students are stopping getting picked up fast and getting dropped off really easily. And uh one of the biggest one was less distraction in the class which use of no phone. I see more more students in my classes personally like paying attention who are usually are not and like going around talking but they're actually really paying attention and doing their work and they're doing a really good job with the younger couches and everything. I really really like it. And some challenges are uh yonder though. [laughter] So there's >> pros and cons. >> Yeah. Students who agree like to new policy and students that refuse to accept. You just want

075to keep on using. But still it's a really big positive thing on your pouches. uh returning back to schedule uh doing work uh and showing up on time obviously which includes u shorter passing time has uh significantly change students behaviors because like they have to get everywhere faster and they really don't like that they want to talk to their friends I'll say but like people they don't see during school time because they don't have contact the whole day so Yeah. >> Um, so for like our class meetings like for each of the grades, >> each of the grades have like their class meetings like freshman home day, sophomores to this day >> and so on. and I'll be doing >> for like the college classes that we've like introduced this year. I'm in one of

076them and I think it's like a great opportunity. I'm in the public speaking one and we have a professor I think is and he's like helping us like achieve goals with like public speaking. He's introducing us to like speak out more and It gives us like a great opportunity to have like a better chance in college >> and it also like gives you more access to Worcester State University which I think is good because if you pass two classes you can 100% accept acceptance rate and I think that's like a great opportunity that I like and we also had summer classes going on >> uh this semester currently at Bartlett is off from Wister State partnering. uh early college classes are offered. Uh college writing which has 16 students enrolled currently uh public speaking with

07726 students enrolled. And over the summer break, there were six more students who took uh courses in music in America and uh personal health, which was I heard really good things about from every student who's taking these classes. They enjoy it. I'm personally taking uh the introduction to stats open next semester. And yes, and we have family events on September 17 17 we have um Bartlet High School uh open house for family from 6:00 p.m. to 8:00 p.m. So um I believe uh they can schedule appointments the teachers they can just show up for this one and there's going to be a college fair that night too. Uh sports uh girls cheer leading triyouts for today uh Tuesday after school. Uh uh uh today there was a volley volleyball game uh volleyball team traveled to

078South uh Lancaster. JB starting at 400 p.m. Oscars starting at 5:15. After a golf team host KBO 300 p.m. at Harrisville Golf Course, Woodstock, Connecticut. Wednesday, girls soccer team host Tech at Oxford Soccer High School Soccer Field. 3:30 p.m. and the golf team host uh Leester at 3 p.m. at uh at Harrisville Golf Course, Woodstock, Connecticut. Uh Thursday, the War Speed uh volleyball team travels to uh Charlton Charlton of uh L. I'm sorry about me. >> That's okay. We get the idea. >> JB starting at 4:30 p.m. Varsity signing at 4:45 p.m. Friday, varsity football team travels to West Boss before their season opener uh at 700 p.m. and the girls soccer team travels to Lester at 3:30 p.m. Senior upcoming event senior breakfast is uh happening in two weeks. We also had like a

079senior sunrise like before like the first week of school and everyone got together and it was a really nice calendar. I personally didn't go because I didn't like that [laughter] but for the most I've seen it's like they have little hands going on and I thought that was a great way to bring back positive energy from school and sing. That's a big change. >> Yeah, that's all. >> That's that's a lot. Thanks for the update. So, we we know what's happening with the sports, some of the grade level meetings. Um, one of the things with Tegan was mentioning was um that that each grade level had their their meetings at the beginning of the school year um in the public speaking group. And is that part it's a class part of the Worcester State early

080college program? >> Yes, it's like an actual class and we get credits for it. That's amazing. And if you pass both of the early college classes, you have a 100% acceptance rate to state. >> You're a Worester State student. You have your own login and everything. You can like get free pass to go to the library and gym like anywhere with your student ID. And I think that's like great. >> Yes. That's amazing. >> So that's amazing. And then the open house on the 17th with college fair. >> Really excited. >> Well, thank you for your updates. Any questions or comments from the committee for our student reps? >> Yeah, me first. Sorry. Are you getting extra credit for doing this public speaking in your class or >> I'm getting five AP points for it

081and three college credits I believe for each class >> and coming here do you get you get extra point? Yeah. Is this part of the public? And there's also like field trips you [clears throat] can go on the college itself and you get free lunch [laughter] and then the college professor like actually comes here and teaches the class like it's not like virtual >> he comes up and teaches us. >> That's great. >> And gets to know like not like through a screen he actually gets to know what we're doing. >> That's great. I'm glad you have the opportunity. >> That sounds amazing. Remember, did you have something? I just want to know about the pouches because I got a cute story about the pouches. Do they put the pouches in their backpack? You see

082very little around the school right now of phones or the pouches. Most of them are put away. They were assigned one week one and they're expected to take them home every night and bring them back every day. And like I said, the what we're dealing with is very very are very few students that are kind of pushing the buttons and not having them out. It sounds like the goal of the pouches isn't so much locking up the phone as it is >> having it next use of the phone during the school day, right? >> Yep. So, they put it away and um earbuds and everything. Like I said, they're locked. >> Yep. >> It doesn't really >> because >> there's a few I got which I thought was kind of cute because you're only going

083to do it one time. student told me he said uh he brought it home on the bus had to come back [laughter] to get it unlocked. I'm sure that happened a few times. >> So I have I haven't seen that but thinking about keeping one at the police station so if that does happen then they can also go to the police station at night because we've heard others that have a good idea >> have that >> because he said we had I had to get driven back to get it unlocked. >> That answers the question about whether or not they're locked I guess. Yeah. [laughter] Yeah. >> Yeah. >> No, they're doing really well with it. Um they they spoke the the positives are real. >> Um >> teaching's happening, learning's happening, less distractions in

084the rooms. Um I mean, it's a negative and a positive for for the kids. They didn't bring up one thing that I'd like to I challenged my the senior class. All of us administrators were assigned a class. So, I took on a class and I took on the senior class and I challenged them week one and I showed them some numbers of some writeups. What did I challenge you guys about those write ups about you for your class? >> To bring like them down like all like a prize or something. >> I I challenged them to bring their own numbers down from their junior year data to their senior data and and really come together as a group. And they talked about being a team and you know 88 students right now and watching that

085same 88 students walk across that stage and >> and what numbers >> numbers for absence tardy. >> We talked about we talked about everything but I talked about the number of kids and coming together as a team and really rising to the occasion and bringing their incident numbers down >> in terms of tardies and absences and >> cell phone writeups and everything else. And and they did great and we had we had a good time at our I think at our senior meeting. um like you say one of the better of the four but that's just because it was me but [laughter] um they did great and I and I didn't want them to go without that because they they want to come together and they want to do good and better >> they really

086cared I don't know really like talk to other students like they're actually paying attention and some students were actually asking questions >> to not the teachers like other students like what are you doing with this and that >> there's some buy in there >> great through the chair Okay, members Scaria, >> just quickly, I just want to, you know, thank the parents and the families and the caregivers of the high school students who are um supporting this, you know, um initiative to, you know, have the cell phones away. I'm sure those conversations are at home, um too. And you know if there's any students that are reluctant you know I you know ask their families to have those conversations with them and see the positives that the students are u discussing and saying and really

087take back their education and own their education because they only get to do it once hopefully you know ideally you're only going to be a senior once. Um, so making it the best that you can cuz when it sound old, it's goes by in a second, right? And then you're going to wish you were a senior at high school again in 2011. So [laughter] >> I feel like with the yonder approaches too, it like helps you like actually bond with friends more last [clears throat] few months of school and not just be stuck to your screen >> and you can actually like do activities in school without like being distracted on the phone classes. So it's more engaging. >> Yeah. Being present. Sure. >> Did you catch that? >> No. Uh the bonding between the

088students has has been um an experience that has been really helpful for them without having their phones in front of them having much more interpersonal interaction and direct communication >> just because this >> we're not going to we don't >> you're doing great [laughter] every day a little bit more. Um any other questions or comments from our for our student reps? >> No except welcome You both have done a great job. You've had really uh thorough updates for us and it's much appreciated. Thank you for stepping up to represent your fellow students. >> Thank you. >> Can I ask one question? >> Yes. >> Did the additional signs help in the student parking lot or not? >> Uh yes. I haven't I I personally don't have a car now, so I haven't parked there, but

089I heard less stories students uh parking lot getting stolen. >> Okay. >> Yeah. It's really helpful. Thank you. >> All right. Good. >> Great. >> Yeah. You you gave us feedback day at the end of the school year last year and your admin team here. It sounds like they took it and they implemented some meaningful changes. So, >> I was really like when I moved back, I was like really shocked. Like it was really nice. Like I seen all the signs. My dad was like, "Wow, they added all the signs and all." >> We had signs last year, but I don't think they were colorful enough and pointed enough. I think based on your feedback, I think um it might be helping a little bit. >> Yeah. Well, you did that. Thank you. >> All

090right. Well, if there's no other questions or comments from the student reps, I will tell you that at this point in the meeting, you are very much free to go. You're always very welcome to stay until the end of the meeting. I know you probably have a lot of homework, including college homework. Um so, you're not obligated to stay if you don't want to. Um, we probably have about 20 minutes left of this meeting, but feel free to um to move on if you so choose. So, thank you once again. >> Thank you so much. >> You're welcome. Have a good night. >> So, the next item on our agenda under old business is a monthly report on fundraising applications. As a reminder, it is the role of school committee to review fundraising activities, but

091we don't approve them. The approvals are done at the building level. And I see there's there's um five items in here. There's a couple from the middle actually several from the middle school PBIS student council. Um the Bartley volleyball program. Any questions or comments about the uh fundraising activities that are happening? It's great to see them already underway. >> All right. Hearing none, I'll move on to our next several items. are um readings or deletions of policies. So I'm going to take them individually. The first one is policy GB EBC gifts to in solicitations by staff. Final reading and approval. There's no comments. I'll entertain a motion to approve that policy. So move >> second. There's a motion and a second. would you please hold the >> member? >> Yes. >> Member Dopolis? >> Yes.

092>> Member Mule? >> Yes. >> Member Scaria? >> Yes. >> Chair Siki? >> Yes. Motion passes. And the next item on the agenda is policy IC and ICA. It's the school year and the school year calendar. Those are both final meetings and approvals. Any discussion around that? Hearing none. I'll entertain a motion to approve it. >> So move. >> Second. There's a motion and a second. Desert, would you please pull the committee? >> Member Coreros, >> yes. Member, >> yes. >> Member Mele, >> yes. >> Members, >> yes. Chairi, >> yes. Motion passes. The next item is policy ID, school day. And that's our final reading and approval. Any comments? Hearing none, we'll entertain a motion to approve it. >> So move. >> Second. There's a motion and a second. Does you please call the

093committee? >> Member Corellos, >> yes. Member, >> yes. >> Member Miller, >> yes. Memberia, >> Yes. Motion passes. The next item is policy IHMC. It's the HIV AIDS policy that we plan to delete. Is there any commentary about that policy? Hearing none. I'll entertain a motion to delete that policy. So, >> second. There's a motion and a second. Does there >> Yes. Yes. >> Member Miller. >> Yes. >> Member Scaria. >> Yes. Chiki. >> Yes. Motion passes. >> Next is policy I JA field trips. It's a final reading and approval of that policy. Any comments or questions about it? Hearing none. I'll entertain a motion to approve it. >> So move. >> Second. >> There's a motion in a second. Desire, would you please call the committee? Meos. >> Yes. >> Member. Yes. >> Member

094Millet. >> Yes. >> Member Scaria. >> Yes. Chiki. >> Yes. Motion passes. The next item is policy JA1 field trips and that policy will be deleted. >> Any comments about that? Hearing none. That's right. Uh I'll entertain a motion to uh approve that deletion of the policy. >> So move. >> Second. >> Would you please pull the committee? >> Memberos. >> Yes. Member. [clears throat] >> Yes. >> Member Millet. >> Yes. >> Member Scia. >> Yes. >> Chair Sadiki. >> Yes. Motion passes. The next item is policy I J O E O excuse me policy I J O A E field trip request form. It's the exhibit and we're going to delete that. Any comments about that hearing? None in a motion to um approve the deletion of that policy. >> So >> second. It's

095a motion and a second. Desert. Would you please call the committee? >> Memberos. >> Yes. Member. >> Yes. >> Member Millet. >> Yes. >> Member Scia. >> Yes. >> Chair. >> Yes. Motion passes. Next item is policy J, student fundraising activities. That's a final reading and approval of that policy. Any uh feedback about that policy? >> Hearing not, I'll entertain a motion to approve it. So move. >> Second. >> There's a motion and a second. Mr. W, please. >> Member Cro. >> Yes. >> Member. >> Yes. >> Member Millet. >> Yes. >> Member Sciklia. >> Yes. Chadiki. >> Yes. Motion passes. The next policy is policy JJH. It's a final reading of the student late night or overnight travel. Um, any questions or comments about that one? >> Yes, I did add a time in

096there at the request of the committee. >> Great. Thank you. Any further comments about that policy? Hearing that I'll entertain a motion to approve it. So move >> second. There's a motion and a second. Desire, would you please call me? >> Yes. >> Member. >> Yes. Member Millet, >> yes. >> Member Scaria, >> yes. >> Tracy Lei, >> yes. Motion passes. The next item is U policy J, student records. That's a final reading and approval. >> JKA. >> Oh, I skipped it. I checked it off, too. Um, okay. So, we'll go backwards on my agenda to policy JKAA, prevention and criteria for use of physical restraint, seclusion, and timeout of students. That's a final reading and approval. Um, any commentary about that policy before we approve it? >> Hearing none, [clears throat] I'll entertain a

097motion to approve it. So, >> second. >> There's a motion and second. Mr. Would you please hold the committee? >> Member Coros. >> Yes. >> Member. Yes. Member Miller. >> Yes. >> Member Sciklia. >> Yes. Chairi. >> Yes. >> The next item is policy JA, student records. That's a final reading and approval on uh is there any questions or comments about those changes there? I take a motion to approve that policy. So move second. There's a motion and a second. Would you please publicly? >> Memberos. >> Yes. >> Member Nagas. >> Yes. >> Member Miller. >> Yes. >> Member Scaria. >> Yes. City. >> Yes. Motion passes. And finally we have policy J regulations. That's a final reading and approval. Is there any comments about that policy? hearing. None. All contain a motion to approve

098it. So >> second. There's a motion and a second. Would you please pull with me? >> Memberos. >> Yes. Member. >> Yes. >> Member Mill. >> Yes. >> Members. >> Yes. Chadiki. >> Yes. Motion passes. Just want to take a time out on all those um approvals to thank all of you that are working on these policies. I know it's a lot of work to audit them, update them, get feedback on them, and finally organize them. So, thank you. >> [clears throat] >> Next item on the agenda under new business is the discussion and approval of an additional 1.0 FTE art teacher position at Bartlet High School. Thank you. Um before [clears throat] I turn it over to Miss Neves um and Dr. Matai, um I just wanted to point out prior to going into

099this building project, we had two art teachers over here at the high school. [clears throat] We have made the decision um as we were entering the renovations with the retirement of a staff member to not fill that position. Not because it wasn't needed, but two because we didn't have the place at the time to put the position. It was going to be art on wheels because of the movement in here in the project. And secondly, we were looking at um funding cuts at that point of time. So we were looking at um saving other positions knowing this retirement. It was always the intention to bring this position back um as the project progressed on and we had a home for that and I think we um have the opportunity to do that now um to

100not only assist the high school with some holes but to advance some programming um with some funding that we have. So I'll turn it over to Miss Principal Nez um to talk about the position. Um like Miss Franguli said, we want to bring back some of the things that we had in addition to look forward looking forward and expanding our pathways. Um one of the ways that we wanted to do that is looking at a graphic arts um options. So we would hopefully be able to build in like I said some of the older electives that we weren't able to run this year or last year and then as well as start to expand the digital graphics piece um with this position. Um, I mean that's that's the biggest piece. We have some holes in

101our schedule and it's because of a lack of electives and um this would help huge um hugely with with some of those with with them. I can't even say some of them with them. Um so [clears throat] that's our hope is to expand the graphic arts and bring back that bring back some of the old ones. >> Currently we have students who are in direct studies and studies. So ultimately it's our goal not to have studies at all. We'd like kids to be in classes. Um so, uh that's our hope with this position. How is it going to be funded? Um as you know, last year when we were working on our budget, uh we spoke to you about moving our instructional coaches into title one as we were reorginging and part of our funding

102was being reduced through title one. So, I don't know if you want to talk about title one and the movement that's happened there. Um so we have been able to move the uh three coaches. We've always funded a coach in title one. We now have all the coaches in title one. Um we were able to retain two of the academic um intervention as set park avenue. um and really thinking about the efficacy of or the the growth that we were making or not making with our students and the impact that we've been able to make with um our title one model. Um [clears throat] coupled with the fact that there has been significant insecurity over the last couple of years with um with title one funding. I've been very transparent with the title one staff

103that um you know when I get an update I let them know. This year we were able to um get by better than what we thought we were going to but there is no certainty for next year or the year after. I think it's important for them to know that um that you know we we don't know what the future brings as far as title one funding um title four funding title two funding title three funding. So this year our title one we had at the middle school we had a title one interventionist that retired that position was we had made that that determination during the budget season that that was not going to be filled. And um the last um the last intervention is that middle school um took a position as a special

104educator um because she's special ed licensed. And in fact, this particular teacher had been pulled into special education over the last three, four years. It's been consistent for a very long time that Title One was left without an interventionist regardless so that we could cover the um mandatory um u coverage for special education. So that left us with um filling it or not filling it. We decided to use that the funding to cover the academic coaches. um we have looked at tier one as um a necessity for us to improve our practices in because we do currently still have upside down triangles. So, we're trying to do the intervention with this many people at the top of the triangle. Um, when it should be like this that all of these students here are getting enough

105and the right tier one instruction so that they don't need so that you don't need 60 65 70% of a school receiving title one intervention. First of all, there's no capacity for that. But it really it really speaks to the necessity to do something different in tier one. And we had an opportunity to participate in a scheduling cohort with Desi last year uh with the goal initially the the initially the the the topic was scheduling for equity for L's and L's with disabilities. And we brought the middle school on board. We brought the high school on board to ensure that we have equity and scheduling for those students. And out of that planning and Miss Peterson brought two members of her staff. Um and out of their planning they we worked in small groups. The

106middle school team came up with we need to change our um a lotment of time for whole group instruction versus small group instruction. So, at some point in time, the ELA and math blocks were 45 minutes >> or 60 minutes, I don't remember what it was when when you were there, and it moved to 90 minutes. Um, and we haven't necessarily seen I think the thinking at that point was more time will yield better results. So, more time on learning in ELA, more time on learning in math will yield better results. We have not seen better results with giving more time. We've provided two, sometimes three title one interventionists. We've not seen growth in our population given the intervention. Um, a lot of that or some of that may have to do with them being

107pulled, but even during years when they weren't being pulled, the gains that we're making are not sustainable and not not for a great many students. So, putting all of that together, middle school decided to, and I think Miss Peterson has talked about this, middle school decided to um take the 90-minute block. So, not reduce the the block time, but to divvy it up into 60 minutes dedicated time for whole group for the traditional um ELA block and tack 30 minutes on for targeted interventions. One of the things that we had to solve in that cohort was there are too many things put into the enrichment block. And so L is one for levels three and up. Inclusion teachers receive or students who receive inclusion support get the special educator in the block in the ELA

108block or the math block and then again their pullout minutes with the inclusion teacher during enrichment. So again, the the first reason for our participation was so that we could meet the needs of both the L's and L's with disabilities who were both being asked to service. Their their service time was at the same time. They can't receive both things at the same time. This new plan allows for those pullout minutes to happen in the classroom during the 30 minute ELA um pullup group or small group time, but it also opens the door for every classroom to have small group time with their teacher um or with other people that might be available including EL if if um the schedule allows. that really brings back the focus to tier one again. Um, and within that

109model, making tier two and tier three interventions available for more than five to seven students per small group that the interventionists were working on. Um, I think that one of the things that happened with the title one intervention in middle school and in the enrichment block is that they were doing intervention and some other grade levels were doing uh perhaps some thinking and targeted intervention, but some it wasn't necessarily intervention. And like for for example um last year the students were introduced to sustained reading in during that time during intervention that's yet another piece during intervention um during the enrichment block and the students that had the two title one interventionists when they were available to teach didn't get the um the extra recess on Friday that the other students got. And so there was

110like how what what does the intervention period look like? So we're we're taking a look at all of those things um to make sure that the opportunities that we have in front of students are going to give students more of what they need to close the achievement gap because we have some serious issues with the achievement gap. Um, and so that's kind of a long way to explain how we got to not having a title one interventionist at the middle school. We provide title one funding with through the coaches and then we also provide title one funding for out of school time. Desi doesn't dictate to us how we use title one funding. We just have to make sure that it meets the needs of students and the out of school time also meets the

111needs of students. and the coaching meets the needs of students, a larger breath of students than our um than our previous model. So that shift of money opened up money in the LEA budget because of the coaching just shifting around. So we have um funding in the LAA budget that would cover the ARC, the 1.0 AR by doing that. That makes sense. >> Um it does. Can you describe what the out of school time means for the title one? You mentioned some of the title one funds are used for out of school time. What's that? >> So, um, we have been fortunate to have Saturday school funded through other grants in the last few years, the last couple years. Um, that is something that title one can fund. >> Um, and title one has funded

112after school time like they used to be long I say long ago, six years ago, seven or eight years ago, pre-COVID. um like something called university after school, more like drop in, kids do homework. We found that that model didn't work so well at middle school because there were too many competing forces. So I would have would we would you know create a list of students that could participate but then like oh it's my teachers after school day today and I'm paying two people to stay on set days >> and so it's like oh but it's my teachers after school 30 minutes so I'm going to go meet with them instead of getting this title one intervention. um or I have sports today but I don't tomorrow. So it was like the drop in didn't

113work so well. So we decided not to do the afterchool um help because teachers are already after school a half hour a day and half hour per person per week. Um so that frees up money for Saturday school and we have struggled to figure out whether summer the summer program at summer school at middle school is doing what we needed to do. Um, and so, but that also opens up opportunities for summer. >> Thanks for clarifying what that mean. And certainly I can speak from firsthand experience that there are the scheduling at Bartlett High School, I think, is extraordinarily complex. We have a wide variety of offerings and a small number of students comparatively speaking of other districts. And that can make it really challenging to make sure that that the number of blocks that

114are available in an entire school year that students are um in classes and the classes that they want to go they want to be in >> in just one semester. It's 150 [clears throat] more spots in just one semester with with the elective teacher with an additional huge >> and this is what kids are asking for. Yeah. >> Because we pulled the kids to say what are they looking for? What do they want? And this is one of the areas um that they were asking for. So hopefully this will help us create another pathway down the road um to give more opportunities to our students um and then if we can add another chapter 74 pathway that'll also um increases our funding um and makes it a little more competitive for us. I also want

115to take a if I could just say one more thing. I also am really interested in at the end of this year which I'm calling a pilot year for the high dosage tutoring that that would be something really interesting for us to evaluate and if it if that model creates better results and outcomes for our students then it might be something for us to consider. So that that's the thing. Every year we have to evaluate is what we're doing working to benefit our students. There's no doubt in my mind that our teachers work extremely hard to help each student but the task is very very very challenging especially when the staff that the staff gets pulled to cover. Um, so [clears throat] but I'm I'm really interested in the results so that we can make

116an informed decision at the end of this year and think about maybe this is something that we can consider as part of title one for a set population. >> I just have a few questions about all this. Sorry. >> I'm just wondering I guess my concern is well one I want the high school to have that. That's great. I think it's important, but then I'm hearing that we've taken all the title one away from the middle school. It not taken all away, but there's no more interventionist there. Like, is it equitable that we've now taken away the title one from there and we're adding things to the high school? Like, is the middle school progressing in the proper way? Are they getting the same supports? And like a follow-up to that is like with the

117academic coaches, how many are there and how much time do they spend at Each school has an academic coach, one per school. >> One per school. >> Okay. >> And um in terms of, you know, is it equitable? We have I think that it's important to understand the big picture of what Miss Peterson is trying to do at the middle school. And that that change in the model, that change in their ELA or that change in their core class model, the time I think is something that we'll keep a close eye on and is like, do the teachers know what to do in those 30 minutes. Do So those are all pieces that we have to figure in. Um, but I think that that provides an opportunity for and I I would say this like

118I would love it if some of the high school teachers also worked in some small group time. We were talking today for instance about checks to understanding. How do we use the data that we have to decide whether we need to retach the whole class, whether we need to retach a small group where kids are at. This gives daily opportunity for classroom teachers to know within their classrooms and to do some reteing or some reinforcing within their classrooms. So during that 30 minute block that's for that's part of a 90 minute block but there's a 30 minute that's for intervention. Who is giving and delivering those interventions and is there any movement or it's all within the class of that classroom? >> So so the middle school has two opportunities now. Yeah. So >> this

119so so this 30 minute time frame within the 90-minute block plus they have enrichment >> right and enrichment. Yes. and enrichment. Um, and so in the classroom time, it's again, this is new. >> Yeah. >> Classroom teachers >> doing their 60 minutes >> doing beyond their 60 minutes, classroom teachers can say, "These kids I I really need to see every day or these kids I might need to pull three times a week." in addition to their 60 minutes >> during that 30 minutes >> during the 30 minutes because special ed will come and intervene with some of those kids. L will come and intervene with some of those kids and there's going to be classrooms that don't get either right. So the teacher we have to make some decisions just like every elementary classroom does

120as to how we decide who we're going to like give teacher table to and stations who needs the support and a multi-tered way. Some kids might need to see the teacher every single day. Some kids might need it less. >> And so the teachers delivering interventions delivering intervention small group >> and then what's happening to the other kids who are in the room. So what generally happens to a lot of kids, they're doing they're applying if you're if you're able to handle it. You're applying >> you're doing independent work if you're able to. And some other kids will be pulled by other people that this block was built for specializing. >> So that would be the 30 minutes in math, the 30 minutes in ELA and 30 minute enrichment would be when people are getting

121pulled and getting enrichment. So enrichment they switch >> right. >> So enrichment the classroom teachers get together. So this is different from enrichment >> right? So this is like within my own classroom I have like hold of my own classroom. So just like the elementary school has small group time within their ELA block in addition to when so this is small group time in my classroom in addition to inter to enrichment. And enrichment fifth and sixth grade have 30 minutes. Seventh and eighth grade have 45 minutes. That's a really good amount of time to do a whole lot of work. So they decide where kids are going to go. Somehow each grade level decides this is our focus. This is what we're going to do. And they and kids switch for enrichment. This isn't this

122isn't for kids to be switching in a 30-minute walk. >> Correct. So if um so in essence though there's no extra interventionist supporting at the middle school. It's the classroom teachers or full-time for ESL and special education only. >> Correct. >> Okay. And then my next question is, is all of the unified arts fully staffed across the district? >> Yes. >> Okay. >> Yes. Yeah. We have no teaching positions. >> Just wondering. Yeah. Just before we make that. >> Yep. Okay. >> Great questions. Any other questions or comments? I have a comment about the art teacher. Let's get back to that. I only have this thing and I know it's construction made it difficult. Boy, next to impossible, but I would love to see that bowls program come back. Me too. >> I really would.

123I have them all. >> So do I. >> From little to big >> and the kil is up and running. It's a great teacher training on how to use the new kiln. So >> that would allow some of those higher level courses to come back, >> right? I would love to see that come back. >> We have the space. We have two art rooms. We have the space. So it's not >> I know we couldn't do it under the circumstances obviously, >> but it's just a great program. member. >> Sorry, I have one more question. I forgot. The other question is is moving all of these people over to title one. That's academic coaches are now on title one. Is that correct? >> Well, we've always had academic coaches on title one. >> You had

124one, but now you move the other ones. >> So now you have all three under that. And what else is under title one as far as budget goes for staffing? >> Two academic interventionists at Park Academy. >> Two academic inter. Okay. So if anything changes in title one budgeting that What are you thinking for title one and budgeting and how that might >> Well, we know what it is this year now. So, >> I have no I have no idea what it's going to look like in the future, but this is when like last year we came up with plan A, B, C, and D. >> Okay. >> It sounds like the concern is that we're putting all of our eggs in title one basket, which is really tenuous at best right now. >> It's

125a little concerning. And I I don't want to not give the high school what they need. I think they need that. I just when I'm thinking about the juggling when you're thinking of like academic coaches and interventionists and um the thought of losing them is a little concerning um if the title one budget holds [laughter] in a not a great way. just thinking about it. >> I have actually just a question going back to the 6030 split on the ELA time and I'm wondering Dr. Mai, you said something about the teachers utilize, you know, utilizing that time. Have they been trained? I mean, they're professional teachers, I understand, but have they been given some guidance on how best to utilize that 30 minutes and how that will inform whether it's which students they're they're pulling

126to meet with them? And um I think about the equity piece of having the same students every time, like point noted, maybe that might be needed, but I think spreading that around and and ensuring that, you know, um we do that in an equitable equitable way and also a data driven way. So, just curious if that's been >> um I know that the academic coach um did a session um on and I think it was during the last of the of the opening days um did a session on the 3060 split um to get that thinking going. It's again I think it's learning we have to learn through it. Um there are many ops around this. We're really I mean we're really committed to not using one data point, using several data points to decide.

127Again, we've been talking about checks for understanding. We talked a lot about that today at the high school at their ILT meeting about ongoing and not keeping kids in the same sort of dynamic. Small groups are dynamic. You don't have to keep this the kids in the same groups like enrichment. enrichment is is dependent on a cycle like a six or eight week cycle. So those kids are in those groups for six to eight weeks. When you have control in your classroom, you can decide who and when at when like how much time in your classroom. >> So there is probably more training needed um to solidify that plan. But I will also say I remember when middle school went from 60 to 90 and I don't believe that there was a whole lot of

128training into how to extend your time from 60 to 90 and make it as beneficial for our students as possible. And so so I think that again the bottom line for me is we have done this with ABC people. We're not seeing a difference. In fact, we're not we're not climbing. We're we've decreased. We also have seen a time like increase in time and we didn't raise the scores. They went down. And so I think it's imperative that we do some pretty decent training on how to best use that time that we have in front of the students, whether it's enrichment time, this 30 minute time, what to teach as far as pacing, how to go from 90 to 60 and what you're teaching. Um pacing like we talked about today. That's that's a great

129presentation for a future meeting to review sort of how how people are being oriented and that that tight rope of a level of uniformity while also allowing a level of discretion on the part of the educator to determine what's needed >> through the chair. Yeah, I think you know think this would be a great conversation for Heidi the next time she presents you know we feel any more information about title one or um any of the supports that she has in her school and how her she feels the teachers are doing with that 90 minutes >> [clears throat] >> um without the title one staff going into the room and more with the coaches >> and this was discussed with M Peterson it's not a decision that we made without her being involved in 40

130yet. So >> title one was was not going into the classrooms per se um for targeted work. Title one was pulling during enrichment. >> Okay. >> And when there were holes they would push into the classroom and so so how many classrooms it was a matter of convenience based on the schedule. It was a matter of who was available for me to push into which makes it less targeted. So when they like outside of the four enrichment blocks, that's how it was delivered. The cla the the within classroom support um was delivered that way. So so I I'm not con I'm have not been convinced that that was the best most efficient use of our time. Um so I mean there's been a lot of it's been a lot of discovering of of um pieces

131within the model. member >> just one more thing. I just am still a little concerned about the whole system. I just I guess what I'm thinking is like I heard we did this in this network, we did this in this network and I think that's true and I'm glad you're doing something different. I think that's the right thing to do. I just want to make sure that whatever we're doing is systematized and so that this 30 minutes isn't just extra help to pass the class with a few kids who are failing and it's actually gap closing and we're going to see that. And I think we need to see what that looks like and what the plan is and how we're going to achieve those rather than just saying there's a 30 minutes of small

132group pull. And we don't know what that looks like. It's I don't want it to be extra help in class for a few kids who need extra help on this lesson that they didn't quite get because that's not going to be longevity. What's going to be longevity is gap closing, systematized, looking at where the holes are, doing things to fill those holes. And I'm not saying you're going to achieve all of that or Miss Peterson's gonna achieve all that right out the gate, but I feel like that's what the plan has to be moving forward. So I would like to hear more about that moving forward and what it looks like. >> I don't disagree with you at all. I don't disagree with you at all. I think that that is those are all of

133the necessary components. So when we talk about MTSS, the the three big words that we keep hearing are >> what are the how are we identifying the students? So who needs it? It really shouldn't be who's who I have available in my schedule. >> Correct. >> Right. >> How are we matching what they need like how how am I giving them to match the need that they have >> and how am I monitoring that? >> Correct. And so those are as we have we've also been trying to articulate an MTSS system and the academic piece of that given the change has been like I need to put it on hold for a second because I need to we need to figure out how this is going to be articulated right >> but my hope is

134that we can at a future meeting present what that looks like from both a social emotional and academic piece. I think that's a necessary next component for like the committee is hearing how that piece how those pieces are playing. >> If you're talking about in two weeks, the answer is probably not. >> I know that. [laughter] >> I understand that even for her to come back and talk at her next meeting like I think we need to coordinate a little bit. >> But in my head, I feel like that is what has to happen and there has to be some sort of system that everyone's privy to and this is how it's going to go. Um, >> and I think in fairness, right, we have already begun this this uh model. So the sooner we're

135able to systematize it, the better because we have kids that are living this model that need to make gains, right? So the sooner >> we started talking about this in the spring. So, as we were nearing the scheduling cohort in the spring, which really this came from, um, Miss Peterson was on board and the coach was extremely excited about the model um because she, you know, she agreed this is how it should be done. This is what we should be doing um to progress forward. Um, I think the big aha well it's not even a surprise. I mean, we've been talking about academic interventionists for some time and they haven't been utilized appropriately >> in a long time because they're constantly being pulled at all of our buildings. We're already pulling our elementary academic interventionists

136because we have maternity leave. Um, we've had we've advertised, we've had people come in and then not want the long-term rate. So now uh we're utilizing them you not being utilized in the appropriate manner. Um so we think we think this is the right move and that we're on the right path. Um we've been talking about tier one for a long time and having to strengthen that. We've also talked about um making sure that we have tightened systems in place so that we all know what the structures need to do. Um, so yeah, it's just a matter of making sure this discussion was sooner than later. >> And it feels to me as though it is the right move and it's the right system to be put in place for especially for the middle school

137schedule, which is >> very difficult [laughter] to navigate. So I think it is the right move. I just think that it's easy to not easy, but sometimes things get left to the wayside and then you're in that same system you were in before. So you want to make sure that you're capitalizing on everything you have. >> Absolutely. >> Through the chair, >> can I just add because you brought up training, >> this is what teachers do at the middle school. Um it's and it's not any different than what I did. You had a whole class instruction and then you broke that lesson down into groups of students that needed that lesson at different levels. So they are doing they have been doing it and they they have the time to do it now. It's just

138an extra spot to say here, here are the kids that they're not making it. Even doing this in these separate groups of instruction, they're not making it. So, we have to do this with these students instead. >> Am I saying this correctly for you? >> Right. So, it's not something new. It's just an added component. >> And I think we've we've kind of moved away from that. There are pockets that have maintained small group, but I think that we've [clears throat] moved away from that somewhat. Um perhaps it was COVID, perhaps it was, you know, and and it's time for us to regroup and and rethink. Um and and this is an opportunity for us to do that. >> Any other questions or comments from committee? >> No. We need to vote. >> We're not

139[laughter] motion to approve. High school. >> There's a motion. Do we have a second? [laughter] >> Second. >> There's a motion and a second. That's right. Would you please call the committee? >> Meos. Yes. >> Yes. >> Miller. >> Yes. >> Chosiki. >> Yes. >> Really good conversation. Thank you. >> Yes. Thank you. Thank you all. I know we have some tough questions. I think we owe it to our kids to be asking them and you all are doing a wonderful job of um pivoting and trying to identify the right fit for our students. So um the next item on the agenda is the discussion and approval of a head nurse job description on second. >> Okay. So this is actually um a stipen position. It's not creating a new nurse position. It is an

140after school is comparable to an ILT leader instructional leader stipen. Um over time our nurses have been doing additional work during the day when they can. They've just taken on additional duties and they just do it. Um, we've noticed over the past year with the increased needs of nursing during the day, there's less time during the day and there are things that people just did because they did them after school and over time. Um, and it's not until that person is out you realize all the extra things that they've done and that somebody else needs to take it on. So, this would be like an ILT. It'll be posted as an um a stipen position. It'll be the same amount as an instructional leader, which is $2,300. It'll run for the full year. As you

141can see all the job description there of all the items that they will do. Um they will one of the other big components of this is we have our um sub calling system that we use for our teachers that automates the calls. Nursing is a little different than that. Um it's not so much through ready sub, it's more by word of mouth, people they know. Um so they call sometimes late in the morning. They're trying to get coverage. Um we've also have additional nurses now that we are transporting um for some students. So there's more coordination with that that this person will take on the responsibility um of that. So we fully support this stipen position. We do have some ILT positions that um did not get filled. So that'll be funded through the extra

142money and then we'll be sure to put it in the budget next year. >> Okay. >> So we had some ILT positions that were not filled. >> There was one or two I believe at I think I had 10 positions available and um so they're not really assigned to um necessarily grade level. So, for example, my coach, we have a special ed person on there. In the past, we've had an ELLL person. We don't have anybody that applied for it this year. Um, in the past, we've had preschool. We didn't have anybody who applied for it this year. So, >> like a team chair, >> um, no, >> the instructional leadership team. So, um, I think we only filled nine this year with people who applied. Okay. Questions or comments from the committee? I'll entertain

143a motion to approve the head nurse job description and assign the same site as the other items in the rules. So move >> second. >> There's a motion in a second committee. >> Member Miller. >> Yes. Thank you. The next item on the agenda is um two donations actually. The first is a donation from Harrington Hospital in the amount of $1,500 and that's supplies for students at Park Elementary. >> I'll I'll read both of them and then >> and then the other donation is a donation from Longu in the amount of $5,000 through the adopt a classroom plus supplies for each classroom. >> Absolutely. I'd like to thank both. I know we had bags and bags of supplies being delivered over to Park Avenue um from these organizations and I'd just like to thank them

144for their generosity and always thinking of the school system and how they can help us and support us as community partners. Um so I would like to just say thank you very much and ask the school committee to accept the donation. >> Any questions or comments from the committee? >> I'll take these u individually. The first I'll entertain a motion to accept the donation from Harrington Hospital in the amount of $1,500 and that's for supplies for students at Park. So move >> second. There's a motion and a second. [clears throat] Would you please tell the committee? >> Memberos. Yes. Member. >> Yes. Member Millet. >> Yes. >> Member. Yes. >> Yes. Motion passes. The next is uh I will entertain a motion to accept a donation from Long Super in the amount of $5,000 through

145the adopt a classroom plus the supplies for each classroom. So >> second there's a motion and a secondary. Would you please pull the committee? >> Member Fero. >> Yes. >> Member Miller. Yes. >> Member Sto. >> Yes. Chair. >> Yes. Motion passes. The next item on the agenda is a review transfer signing of Warren bills approval and I'll entertain a motion to adjurnn. >> So move. >> Second. There's a motion and a second. Mr. W, please call the committee. >> Member Ko. >> Yes. >> Mill. >> Yes. Member. >> Yes. Motion pass. This meeting. Good night everyone.