WPS School Committee Meeting June 22nd, 2026

001two >> Good evening everyone, the time being 6:00 p.m. on Monday, June 22nd, 2026. I will call this meeting of the Webster School Committee to order. I ask that we stand for the Pledge of Allegiance. >> I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> As a reminder, this meeting is being recorded both video and audio, and will be posted on the district website. The uh first item on the agenda [clears throat] is the discussion and approval of the minutes from the June 9th, 2026 meeting. Is there any discussion around those minutes? Hearing none, will entertain a motion to approve them. >> So moved. >> Second. >> There's a motion and a

002second. Desiree, would you please poll the committee? >> Member Coloneros? >> Yes. >> Member Mendez? >> Yeah. >> Mrs. Staking? >> Yes. Motion passes. >> And the next item on the agenda is the superintendent's report. Good evening, Mrs. Breault. >> Good evening. Um I have a very brief report because I know we're pretty heavy on the other end of the meeting. So, I will start with a quick personnel update. I'm happy to say we hired two new ABAs at Park Ave. We have a Katrina Johnson and Aleah Stewart. I want to welcome them to the Webster Public Schools. Uh we also have a couple transfers to announce. Uh David Marino, the assistant principal, is transferring to the position at the high school. So, we want to welcome him to the high school. And then we

003have Eric Vasquez, a para at um Park Avenue, who will be transferring over to the middle school. Um all of our positions are posted, and we are currently actively interviewing, and we expect to fill many of them in the upcoming weeks. Any questions about personnel? >> Good to see you. >> Yes. Just a little personal question. Is Katrina a former student? >> Yes, I believe she is. Yes. Yes, she is. >> Yes, she is. >> First when I talked to her, she said, "I graduated from here." We were talking. [laughter] She actually, I think, remembered me, too. >> That's a good thing. >> She was at Park Ave, too. >> [laughter] >> Wow, always nice when we have kids come back home and as grown-ups and give back. >> Yep, for sure. And then in

004other updates, we are currently working on closing out the school year. Tomorrow is our last day, half day for our students and staff. The full leadership team this week has two full days of end-of-year meetings. Unfortunately for us, it is business as usual as we continue out this week. There's so much that we have to tie up before the end of the year. We have a full day, our final day of mediation training for the entire team and also counselors Wednesday. And then the second day will be spent doing end-of-year data reviews, some additional training as we close out the year. We also have a couple days scheduled for July and our summer summit as we prepare for the new year. So, it's a busy couple of weeks for us as we're juggling and hopefully

005everybody can find some time to take a couple of days off in there and just kind of shut off school for a little bit and regenerate and get ready for the upcoming year. Um in addition to our summer summit, we sent out some professional development surveys to the staff. We did a needs assessment to gather feedback on their professional learning needs, and we also did another survey looking for staff in their willingness to provide professional development. Some of the feedback that we've gotten is let's use the talent that we have in district to provide PD. So, we're gathering that information and as we start to plan for the upcoming year. Um are there any questions about that? No. >> Uh summer programming, uh as we know, our summer feeding program kicks off um in the

006summer. We've done uh a great job. Our cafeteria director, Kelsey, has been um a great asset uh for our community in in bringing this program. And we appreciate the partnership with the library because we do a lot of meals down at the library gaining a lot of interest there. So, the summer program is going to start on July 6th. It's going to run through August 14th at the public library. Um Park Ave is also an open site and is available July 6th through the end of July. Uh both sites will be open from 12:00 to [clears throat] 1:00 for lunch. So, anybody um 18 and under, under the age of 18. And then uh I believe I've reported to you about our family MCAS portal. We had a quick turnaround on that. I am happy

007to say that the state came out and realized they were asking a lot of districts as they're trying to close out the year and get ready for the new year. So, they have extended that date until August 14th to give um districts time to prepare for that. And that's all I have for you tonight. >> Thank you, Ms. Frangie. Any questions or comments from the committee? [laughter] Hearing none, um next item on the agenda is the business manager report. Good evening, Ms. Contos. >> Good evening, everyone. Going to start with the Bartlett High School renovation project. Kind of continuing with the last meeting's update, our two key focal areas coming up are is the surplus of the furniture in the building. Um we actually have an agenda item later in the meeting to go over

008that surplus. And then they're planning for the receipt of the new furniture. So, lots of logistical planning that we're doing um with respect to the surplus items. We have gone out to across the state to um all of the public schools offering up items on the list. We've actually reached out to department heads across the the town to see if there's any interest. So, we're actively looking for placement of these surplus items. The additional work that's going on that'll be very heavy this summer is the site work across the campus and what we'll call the hardscaping. So, what's going to start next week is the bus loop reconfiguration. So, there's new curbing that's going in and then the walkway from the tennis court parking lots as well as around the corner. We're getting new concrete

009sidewalks. So, we're going to start with that area of the campus. It's going to continue for the full 8 weeks of the summer, which will also include milling of the asphalt and then repaving. So, we have planned for the summer programming where the buses will drop off as a result of these changes and working very closely with the GC to make sure that we can coordinate all of that scheduling to not impact operations while we have summer programming going on. Any questions about the renovation project? >> It's great that you're putting some of this stuff earlier on the project. >> Yeah. Um [clears throat] as for some maintenance updates, I'm going to focus on Park Ave. At the last meeting I mentioned that we had an issue with the water heater. It turned out that

010the water heater circulation pump failed and that was actually replaced on Friday. Um initially we thought it was the vessel that had failed. So, further inspection confirmed that it was the pump. So, we're very thankful for that cuz the replacement cost was far more significant if we actually had to replace the vessel itself. So, that was good news and that's been replaced. In terms of what we typically call HVAC, but at Park Ave it's really a climate control system that we have. It's not a traditional air conditioning type of system that manages the environment there. And so, we've experienced some performance instability over several weeks and during couple weeks ago during the high external temperatures, classroom conditions fluctuated significantly with some spaces on the third floor getting into the upper 80s. As you can imagine,

011that created a lot of discomfort and then concern from us operationally. We did do some initial mechanical remediation on those the system and some targeted updates in the software. And that's been completed. So, those actions have we've seen some improvement in the the baseline, but not fully recovered to where we want that performance to be and where the gaps are. So, we did conduct a some additional diagnostics so that went across all the mechanicals, the control logic, and all of the sensors within the network. And so, findings did show that there's some additional remediation that we can do. So, we are working on that plan to figure out the right approach and how we'll get that remediated. So, our pri- Our priority's going to be getting it back to a reliable climate control system so

012that we can prevent any reoccurrences from happening. And while we've been doing this, we've actually reminded the staff of how important it is to not cover vents cuz that impacts the airflow in the classroom. We're enforcing that to make sure that those vents aren't covered. The one thing that we're not yet mandating is keeping the windows closed. We're allowing staff to do that. However, that does disrupt how the climate control system works in the building, but until we can get that up and running reliably, reliably, we're not going to enforce that until we feel comfortable with the baseline stability of the overall system. Any up- Any questions about that? >> Certainly sounds like it was uncomfortable there for a bit. Glad to know that it's improving. I wonder about the possibility of having portable air

013conditioners in just for heat waves where it's really uncomfortable in some of those classrooms. As a possible >> sure that would be. We'd actually have to look at what would the cost per unit, what would that do to the actual functioning of the system itself. Um probably can those outlets accommodate that? Like there's lots of things we'd actually have to look at to see whether or not that would truly be feasible. >> Okay, something to you know >> I think what I'd rather do is get the system up and running the way it should um and then consider that in the future if we had to. >> Exactly. Yeah, that makes some sense. >> Yeah. >> [clears throat] >> Any other questions or comments for me Mike? Is that all of your report Mrs. Covellion?

014>> Oh, okay, great. Thank you. Thanks for your updates. >> The next we have no old business so our next item on our agenda under new business is the discussion and approval of the Parkland High School student handbook. Um good evening Mrs. Davis. >> Good evening. I have I'm an updated >> Updated up there? >> Um changes page. >> Um >> Oh. >> Um yeah. Based on some of the feedback and some of the discussions we've had at school since we >> Is it different than what's in the hand the >> Um there's two little changes in there. >> Thank you. >> And I actually copied and pasted the exact piece into that. >> Oh, okay, great. Thanks. We'll just use this. >> Okay. Um I think the first going through without reading them all,

015the first um I updated the up through page 11 and all of that was all housekeeping. Um kind of updates um to page 11 I added in the special education parent advisory council to match the district language. Um One of the changes I did take out were the all the schedules and whatnot. We're going to post those right onto the to the website, so they're available all of the time. Um Truancies on page 15. Right now, last year up until this year, it always said a student wasn't able to make up the work if a student if they were truant. We have put in place a protocol where if a student attends is if the student is truant and they attend the next Saturday school, they can get they can make up that work up

016to 75% credit back on the assignments that they had missed, giving them that that little carrot to to get it done. Um so that was one of the changes that we added. Also on page 15, the tardies to school. Um We did a lot of work with Saturday schools and social probation this past year. Um We Let me just get my bad one. Oops. We did Saturday instituted Saturday schools right from the beginning of the year for tardies. Um Right off the bat, we had 100 tardies for in between for every Saturday school. Um and out of those, looking at the numbers, for instance, the first one was 109 tardies that were assigned to come to Saturday school for 49 attended. Um the next one was 119 39 attended. And that stayed pretty much the

017same, 108 attended with no change in in the tardies. Right. Um so I was always rolling them over or the students were had so many that it went past the number of Saturday schools that we even had available [laughter] based on their tardies. So, we said, "What can we do to institute a change?" So we tried social probation. And we've we did that in um November, the beginning of quarter two. And instantly I still kept the Saturday schools at this time. But with the social probation added, our numbers went down in tardies. So, we ended quarter one with where there was no social probation with um grade nine having 686 tardies, 471 for grade 10, there were 1,034 instances of tardies for grade 11, and 876. This was at the quarter one end of quarter

018one. Social probation put into place, 686 went to 505. 1,000 471 went to 285. 1,034 went down to 438. 876 went down to 526. And then it was a it continued to go down for 43. We saw a little uptick in quarter four. End of the school year, um and it it was all the last couple weeks. Um so, we decided with the not seeing the attendance at Saturday schools and the behaviors at Saturday schools increase when they were there just because of tardies, um that we moved to the social probation piece. Um so, we are looking at four at the seventh, we'll still keep the the progression. But at the seventh tardy >> It's five on the >> Number five will get five at the fifth, sorry. Fifth will get seven days of social

019probation, and for every tardy after that, we'll do another seven days. It's calendar days, it's not school days. So, it does at times affect the weekends for dances and whatnot. Um we saw a great we didn't see any effect with the sports students. One with sport the athletes, one athlete pushed it a little bit. Other than that, they they towed the line. They came to school. Um we were saying, "How can we reach those kids that aren't athletes, who aren't in clubs?" Um so, we do a lot of during the school day activities with PBIS. So, we're going to incorporate that as well. They'll be other activities or other classrooms where those students will go to a visiting new school with that as well to hopefully grab that last bunch of, you know, students that

020weren't into the sports or the clubs. Um so, that's what we're looking at for the tardies. Um we did add in a piece for students that drive on the 10th one, um a suspension. Not saying for how long. We look at the individual student for driving to school. The number of tardies for a handful of students that drive to school were outrageous for some of them. Um every day. And so, we wanted to be able to work with the parents and say, "You know what? For a week, you're not able to drive. Let's get back to school." You know, instead of putting little individual contracts with these students. Um so, not saying the what or for how long, but to look at each individual person. Do they drive because there's no one else that can

021get them there? They can't take a bus. Do they drive and they have to go to an internship? So, we'll take everyone into, you know, its own situation. We did, after looking at your feedback and and talking to some staff, I we took out the tardies to flash, changing it to an absence at this time. Um that wasn't in our old handbook, but we were looking at instituting it. So, I did take that out. Um we want to collect some data this school year uh and work with the teachers on accurate attendance taking for tardies. So, is this the same and consistent across all staff before we start to say it's an absence for this class, but it didn't affect this one, but that's because we're not all taking attendance the same. So, we want

022to work with the staff to make sure we're consistent with tardies and attendance. Um other big ones on page 20. Um we did get the Yondr pouches for this upcoming school year and I kind of looked at the middle school language and brought it over to ours. Um, changed it up a little bit, but so we were going to do we have a progression of consequences there and um, we looked at adding in the ability to use wired headphones only, not the earbuds or anything like that, just the wired headphones with the Chromebook if the teacher gives them permission. So, we did add that piece. Um, also looking at the other handbooks, we did add in the fundraising piece. Um, we didn't have that in there. And we have a lot of students gambling, um,

023trading money, um, whether it whether before just to do the money or to trade for clothes or sneakers or or whatever it be. So, we did put a policy in there about the the gambling and trading of money. [clears throat] Um, what else? Grading system. Um, we had 70 for summatives and 30 for formatives. We went 60 summatives, 40 formatives and built in a homework piece into that formative piece. So, they 10% will be homework, 30% will be classwork. And in-house we're going to get a little bit more um, specific as far as there needs to be so many entries in PowerSchool for each class, so many assessments and whatnot, but for the sake of the students and the staff, this is the policy. We'll do that in-house and have that protocol set for staff

024when they return. >> What do you mean? Sorry to jump in there. Meaning what types of assignments count as formatives? >> And how many? One summative is going to have a Yeah, the student has no way to recover. So, how many do they have to have, um, for each of those categories to to be fair for the students. >> That's good. That makes sense. >> Um, this next one on page 27, currently for the loss of credit due to absences. Currently, we have um two different like categories. We had 10 points for five more than four absences, and then we had of academic failure for more than nine absences. It was very, very tough with our school with our systems to track that. It was um it was very hard when students were absent to

025just to manage that. So, we did a lot of research with a lot of different schools, and I changes a little bit with again using looking at your feedback. Um and winched too, so it's to as we went with the the state guidelines for chronic absenteeism for nine for a semester-based course and 18 for a full-year course, and we're going to work with the students that once they hit four two different stages. Once they hit four, we'll have an in-person meeting with the student and the families um to kind of say, "This is what's going to happen if you reach nine in a semester-based course, you can still pass your class, but you're not going to get that credit for that course. There'll be a way to get that credit. We'll meet again and come

026up with your individual credit recovery plan by doing after-school sessions, Saturday school sessions, or even the the summer school. Um and just the same for full-year courses, not meet at the nine the first time with the parents to kind of give the heads-up that if it doesn't improve, we're going to meet again at the 18 if they reach it for a full-year course, and same thing. You'll if you reach 18, you're going to lose credit for the class. You'll get to keep your grade for the course, but you're not that's not going to count towards your GPA until you make up that time. Again, after school, Saturday schools, or over the summer. Um and it'll be individual for each kid depend depending on their need. And we put in an appeal process that they can

027appeal at that time um to the principal if they're you know, what are their reasons for this? Bring it for you know, bring more information to us and we'll look at each individual piece. Um so that was the change that we made there. It's really long inside here. Um And then all of the rest of it from page 35 on is all of the housekeeping updating [laughter] um with like all of the district language again and to be more aligned with um looking at the middle school. So it's it's low as high school schools. And that's all I have for the handbook. >> Um I have just a couple of questions or comments. >> Sure. >> [clears throat] >> Um let's see here. I agree that Saturday school is more this geared toward like credit

028recovery than than punitive. So it makes sense to not pull in kids that are tardy and whatever. But the traction of kids that are trying to regain their credit. Um do we do detentions for students that are >> We do. So it's one of the steps up until before this even happens. >> Okay. Um I might you might consider where you're at page 15 tardies to school saying parking privileges may be suspended if they drive. Only because you said, you know, you factor in like internships and stuff like that. So if there's some kind of a discretion there. >> Okay. >> Um And then with regard to the grading system on that page 26, do we have any timelines for grading that students can expect to have their work graded by? >> Um So within

029the same thing, within those in-house protocols, it's going to be so many entries by the end of the week. And I'll same thing for makeup work. If something's turned in late, give them a a time frame. So I wanted to be able to sit with the full admin team to be able to do this [clears throat] this summer. My goal, and we'll talk a little bit about it more when I get into the others, is to have like a protocol binder for all of these different things for teachers, secretaries, like on every different level for things that, you know, the flow of pieces and the grading and the power school piece is just one in itself. Um you know, like not just how many injuries, but the win because again, same thing. I don't want

030them to come to the week before and say, "Oh, I'm passing." Or the opposite, "I'm failing." And it's, you know, they find out at report card time it's the complete opposite. So, um it's a struggle right now, but that's one of the pieces of the protocol that we're going to put into place. >> Yeah, that sounds good. I know. And obviously, I have first-hand experience, right? Um It adds a level of mutuality for responsibility and being timely. If we're expecting our students to complete their assignments in a timely fashion, I feel that it's reasonable to expect our educators to be grading them in a timely fashion. It causes unnecessary stress for kids. Um and then they don't know where they stand until it's sometimes too late. So, um that would be great. And maybe in

031the future it's something we could have so that the kids can know. Yeah, held accountable. I need to be at school on time and I need to get my work done on time. And also, the grown-ups also are held accountable to that. And I'm sure you're holding people accountable, but it's nice to see it. Um And you mentioned you're going to be checking in with kids when they're approaching that 9 and 18 absences. >> Yeah, halfway. I did it before for the for the nine and then nine for the 18. So, [clears throat] at the very least, that they'll be at one with the attendance committee at those two dates in addition to their counselors in between. >> Yeah. Sounds good. Yeah. So, that's my main feedback. Any questions or comments from anyone? >> I

032guess that a really quick question is that do parents get the sample? >> Yes. >> [laughter] >> Yeah. >> For all of them. For all of them. And they're actually linked in every one of your newsletters. You'll >> They are. >> these links. The handbook is in every newsletter, too. >> And then I pull out certain sections and kind of even highlight, you know, highlight certain sections in addition to having it linked in there. Like the tardy policy. >> [laughter] >> Yeah. Any other questions or comments? Good to chair. >> And then member Flores. >> Um, I just want to thank you for adjusting all the feedback I gave you. Um, it looks great. Um, I think it was I [clears throat] think it's very clear. Um, and I think with the tardies, I think

033that's just I think you guys are doing a great work trying to get it under control. It's just never easy on how to address it. I I am I'm just wondering how would you enforce the no parking? Like who would be out there to know whether or not they're parking there. Okay. I'm just wondering like, you know, like do they have like a little sign that they put on their car? Okay. So, if they don't have a perfect. So, if they don't have a perfect So, that's I guess my question is how would you know? But, that makes sense if they don't have a parking pass and they can get it out. >> numbers. >> Oh, okay. >> staff, we have assigned numbers. >> That's right. I remember that from last year. But, otherwise, I

034really like the way I mentioned it, but I really like the way you organize the classes and the progression and how like employment opportunities relate to class that you take and I thought that was really nice to read as like a parent even to to read that. I thought it was great. I I love the flow of that. >> Thank you. Yeah, it's helped more like guidance just add to >> Just like a rule book. It was helpful to feel like the feel of the school. >> Right. >> Yeah. No, it's good. That was nice. >> Thank you. There were no surprises. >> Right. >> You know, what's there is there. >> Mhm. >> There's nothing in my mind that somebody can say, "Oh, well, my child didn't do this. It wasn't clear." I think

035it's very clear. >> Yeah. >> It needs to be formal. >> Thank you. >> I also just want to thank you for incorporating the feedback that we had and for getting the handbook to us so that we could spend some time with it and really be thoughtful about it. >> It was very helpful to have you do thanks. >> Thanks. It felt really collaborative. So it's appreciated. Um good work. Um any other questions or comments from the committee about um the Bartlett High School student handbook? Hearing none, I'll entertain a motion to approve it. >> So >> Second. >> Uh there's a motion and a second. Before I do a roll call vote, um I actually would like to backtrack a little bit because we made some recommendations. So I'd like to entertain a motion

036to approve the student handbook as presented with the agreed-upon changes. >> So moved. >> Second. >> There's a motion and a second. Desiree, would you please poll the committee? >> Member Clairol? >> Yes. >> Member Miller? >> Yes. >> Trustee Dickey? >> Yes. >> Motion passes. Thank you, Ms. Davis and your team. I know Kent was also in there and you guys worked really hard on this all together. But thanks for leading the way. And the next item on the agenda is um approval discussion and approval of updates to the Bartlett High School program of studies. >> Okay. Just a couple changes on here. Um We I did my own change page. I did. Um I'm going to go from memory here really quick. >> Yeah, well, I'm looking on >> I don't have the

037change page in front of me. I printed the wrong one. >> Okay. >> Um >> I'm going to look and see if >> That's okay. I think I There was There was a couple. Um we added in our advisory schedule uh explanation of our our advisory schedule into the handbook. It would We did it We did it once a month this past year. Um we're moving to once a week this upcoming school year and we put an explanation so parents and kids can know what's going to happen in there. So it's more than just what it was this year of the social emotional learning once a week. That'll be one piece. But we're going to add in um you know, different areas of you know, academic um where they can get help with their academics

038into there. So I put the description of advisories and I also um put in the description of directed study inside of the handbook this year. So we took out, you know, the We're not going to have temp study or or I don't remember the name of the other study hall, but it's directed study. It'll be with a teacher that's going to check grades, that's going to you know, really guide the students if they're placed in there and they would be placed in there if they're an AP student um or really guided based on what courses they're taking. Other than that, it won't be, you know, We're not going to have students in there. It's very specific students that'll be in there based on their courses that they're taking um for the assistance that they may

039need, more specifically the advanced placement courses. We need to tie those in. >> [clears throat] >> Um we added in two early college classes. Um we received our designation and so Worcester State was able to finalize the two courses. Um Okay. So we [clears throat] added those into the book. >> I believe those are the only changes I made in the program of studies. Any questions or comments from the committee. Um we're situated pretty well for mass core, right? I know that's a separate conversation, but we're already pretty well there. >> prepared. >> Yeah, great. >> I'm sorry. >> If there are no questions or comments for Ms. Davis regarding the Bartlett High School program of studies for next school year, I'll need a motion to approve it. >> So moved. >> Second. >> There's

040a motion and a second. Does the clerk would you please call the committee? >> Member Clairols? >> Yes. >> Member Miller? >> Yeah. >> Chairwoman Eaton? >> Yes. Motion passes. >> Thank you. >> Okay. >> Ms. Davis, don't go anywhere. The next item on the agenda >> [clears throat] [laughter] >> Just for good measure. >> [clears throat] >> Um the next item on the agenda is the review and approval of the Bartlett High School Improvement Plan. >> Okay. So our school improvement plan at the high school is driven by the state. Um Bartlett's is a one-year school improvement plan this year. And they've targeted the state has targeted three areas for us to work in and we built in a fourth. Um so we're going We need to look at academic achievement um on the

041the state testing. Um student attendance, so the chronic absenteeism. Our graduation rate are the three that the state has said um because of our numbers you know, to come up with a plan with. We've added in a fourth for safe and supportive schools. Um and let me start at the beginning. Um for academic achievement we are looking at the goal of grade 10 students um increasing their scores by a three Again, these these are aligned the percentages are aligned with the district plan. Um So, increasing by 3.4% across all achievement levels and subgroups as measured by the MCAS performance data through the implementation of standards-aligned instruction, targeted interventions, data-driven instructional practices, and ongoing progress monitoring. So, there's a lot um a lot of different strategies along the way to go through them. Again, I had

042said before that we're going to it's a summer of protocols for us. Um so, for each area within here, there's going to be a very specific protocol on how to do this, whether it's um so, the the tier one instruction, so looking at our CPT, our common planning time, again, and really aligning the what we're doing across the board in them. Um >> [laughter] >> the looking at going back to analyzing student work, having going back to the student work protocol. We had kind of gotten away from that a little bit. Not that it went away, but 2 years ago we were really looking at student writing and and the progress. Yes, we still do student writing, but then this year we had the focus of our discourse and our questioning. So, not losing sight

043of anything, but bringing that other piece back in and examining the student work. Um implementing different instructional supports within the classroom, um building this into our learning walk, walk the learning walks that we do, that we do um all the time, whether it be a district learning walk or our school-based learning walks, not just looking for, you know, those three things that we said, also looking at the strategies, the specific strategies that are being used. So, we can have more data to go back to our teachers and say we need to see more of this, or we didn't see this. Just really um expanding it and and looking at it on a lot of different levels. Um attendance was the next one. We want to increase overall student regular attendance from 89 to 93 and

044reduce the chronic absenteeism rate from 37 to 34 through targeted attendance interventions, family engagement strategies, and ongoing monitoring of attendance data. So, looking at the different tiered systems that we have, um, you know, a lot of the the communication will continue. We do We do a lot now to reach out, but I just talked a little bit about how we're going to improve that piece. Also, building in a tier two system where we do check-ins and check-outs with a specific group of students that are struggling. Um, I know that was a piece of the feedback. So, it's not with all kids and what that will look like is a it's a targeted group of students um that have risen. Um, and tier three would be to really be specific with plans on that third group

045of students that even need a little bit more. Um, one of the things tied between both the handbook and [clears throat] this is coming up with an a strong attendance committee that meets weekly, uh, made up of an admin, a counselor, and, um, at least a teacher. Um, again, that's summer work for this this summer to put that together, but, um, we met now, but it wasn't as frequent as once a week. We want to do it once a week so we can be on top of it quicker. Um, the consistent class school-wide classroom management engagement framework, um, again, these are all different, like I said, protocols that we're going to put into place. Graduation rate, um, by the end of the 2026-2027 school year, increase the overall graduation rate from These numbers in red

046might fluctuate a little bit. We had to wait till the school year ended to do this, so that's why these you see two numbers in red on this page, so we'll update it with the most recent data. Um, to 84 from 79, which is the most the last time we looked 284% or higher, and increase the grade nine course passing rate from 35 to 45%. We had to wait until grades close before we can update that number. They're closing tonight. Um so, we'll increase that. Um again, implementing a new monitoring system, a closer monitoring system that we'll come up with again, that protocol this summer. Um Individual gradu- graduation plans for students that may be um that tier three system again, those specific students that need individual plans. Implement structured intervention supports during the school

047day. So, part of that advisory block that we'll be doing once a week, one of those groups will be very specific work done with those students that are struggling. Um Targeted supports by grade level. >> [clears throat] >> It's going to Those are individual plans. Those are tier three again, plans that we'll be putting in place based on the individual student. And >> [clears throat] >> we have that working draft of our portrait of a graduate that we did for NEASC. So, to continue to look at that, but to make sure that our instruction in our classrooms align with that portrait of graduate of the graduate. And then, the last one that we added above the state's piece was the safe and supportive schools. So, by the end of the 26-27 school year, we will

048see a reduction in behavioral incidents by 10%. So, I put our current numbers there. And suspensions by 10% also um are there. An increase in positive responses in cool school climate data across all stakeholders through targeted interventions, consistent progress monitoring, and implementation of aligned school wide discipline protocols, and feedback assessment surveys. We have um We're working with the safe and supportive schools. That's one of the pieces that we're doing across our district. So, I took that data and pulled it into here um and added a few things. So, we're going to implement aligned school wide behavior and discipline protocols and we're going to monthly build in very specific Sorry, I can't even see. Um audits looking at our data and what's going on and and drill down more, right? We look at it now, but

049really be specific about what's going on. The way we've dealt with it, was there a change, what can we do different? Um That's the first piece. Part of our walk-throughs, too, will be looking at the different behaviors, the way that they're they're being um Um like dealt I don't want to say dealt with, but like um what's going on in the classroom in those walk-throughs just to get the perspectives of what we see what we see in the classrooms or we see in the hallways just so we can see it, you know, everywhere how we respond as a as a staff as a whole on all levels. Um and commit uh not commit give feedback not feedback surveys twice a year um for families and students and staff regarding the the behaviors. Um implement student

050reintegration processes. So, when kids come back, whether it's a trip to the office, whether it's whether they're in the office for behavior and they're going back to class, whether they're suspended and they're coming back into the building, however student is whatever the reason is why a student's out, look at our reintegration processes and um you know, close that loop with whoever wherever they're going back to. Um Have that follow-through piece because sometimes they just go they go back, right? And and that you look at them and it's like, well, what's going on? Why are they here? So, close that with have a process and a protocol on that integration process about how um students reenter. Like a re-entry meeting. >> Re-entry, yes. >> Um and it will be different for all of the different types

051of reasons why they come out of the building. Uh or the classroom. Um increase the consistency in the enforcement and follow through across teacher and administrative responses. So, looking at it on two different levels. So, starting at the admin level, um regardless of which one of us is dealing with it, the consistency across all three of us and how we're responding. Um and also from classroom to classroom. How they are responding to behaviors. Um what consequences are being given on their level, on our level, you know, so there's more consistency. So, there's not that, well, it's okay here and it's not okay here. Um so, looking at that piece and that's another big piece of my protocols this summer is to to have that very clear-cut what we're going to do. And then, increase the

052supervision and visible staff present during key times. So, um admin in different areas throughout the day and teachers in areas of influence through passing and those things. So, be very specific of where everyone should be throughout the school days during key times. And build family transparency around discipline practices. Um you know, look at all of our our looking at all the different pieces. So, track our participation rates in the events that we have at school, the communication logs to see, you know, um are we working with the families? Are they working with us? Um surveys again to the to the family twice a year and monitoring the website and handbook to ensure that behavior expectations and disciplines remain accessible and current. Like you said, I I know I put it in my my newsletter every

053week, but I'm to continue to do that so it's there for all the families. And that's all I have. >> I just have one comment. It's not really so much a question as a comment. Really need to prioritize for Um but admittedly I had this and and didn't really my feedback to poor now. Just a minor thing. I'm thinking of if if the goal is to reduce behavioral incidents, it might be hard to also reduce suspensions. If your ultimate goal is to reduce behavioral incidents, sometimes your suspensions almost have to go. Your enforcement has to be on point in order for to extinguish whatever behavior it is that's happening. So, that might be I mean it might be competing priorities there. But I understand the overall goal is to have kids in the building and

054be hearing to the expectations. That just might be a challenge at at the outset, but the data will tell the story. I think that's right. >> [clears throat] >> Any other questions or comments for me here? >> Um to the chair, the only thing I came to mind [clears throat] is when you talked about follow-up. Because that seems to be the one thing that is forgotten. Is that follow-up. And that's where you learn the most. What worked and what didn't. What isn't working. So, I hope you really concentrate on that part. >> I've had some valuable >> Yeah. >> conversations as of late with some really new staff um regarding this. And it just just like you said, it really hit, you know, certain things that weren't happening. So, um or or things that those

055of us that been there for a while know that they don't necessarily know. And it's not just the new, but just in this instant that with these two staff it was. Um So, not to assume that that that know is there or just because it's in the handbook that they know. Um to have the conversation. >> [clears throat] >> Any other questions or comments? >> [cough] >> Um through the chair, member Flores. >> Um thanks for answering all the questions I had before the meeting. That was really helpful just to kind of see where you were at. Um I think that I think I think that the data the way you lay out in the very beginning is going to really tell your story, right? Is that you put that data out in the top

056and that's going to be helpful as you move through if you do that again next year and the year after. You're going to be able to see they're going to really be able to look at have a layout of whether this is working or not um through that data. So, I think that's really beneficial. Just like the layout of that and and and keeping up with that. So, I thought that was great. Um I think that MCAST um I think that MCAST um staff is important because I think a lot of where students, especially students with um multi-languages and cultures, a lot of the downfall is the questioning um and like test-taking strategies is there's lots of difficulty with that. Also students with disabilities of not understanding test-taking strategies where lots of kids demonstrate things

057in the classroom and then can't demonstrate it on the test and the numbers are real are are much lower because of that. So, I think it's important to focus a little bit on that, which is why I asked about like, are you going to look into that a little bit cuz there is proven to be, you know, where they're just not demonstrating what they know because the way the question is asked, they're not used to the way the question's asked. Um and so, I think that's going to be helpful for them moving forward doing a little bit of that um MCAST [clears throat] prep with them and and I really like the way that, you know, it I know with schools it's really hard to keep up with, but I do like the way how

058you laid out when you're going to the timelines for when you're going to do it, like when you're going to meet, when the communities are going to be, and I think that's going to be helpful for you to get it on your calendar at least, which I know things pop up, but at least kind of get that idea of how you're going to follow through with it. I think that will be helpful and good. >> started our posters for daily, weekly, monthly, five five monthly, and twice a year, and the whole nine yards. So, there's already pulling from all the different plans and levels cuz a lot of it does come together. Yeah. So, we started already. >> It's really well done. I think it's very organized. It it it keys in on all of

059the areas that we need to be focusing on, and I want to compliment you for adding the safe and supportive schools, even though that's not something that we're necessarily mandated to do. It is something that we do need to continue to focus on as well. So, um >> Yeah. Okay. >> Mr. Chair, sorry. Sorry. Um I was looking at the freshman data of the academic achievement about um the percentage of students who are passing all their classes. Did that number go up or down since last year? >> That's what I thought. So, we've decreased our failure rate. >> Right. And and so, their achievement's going up this year. Okay. And have you done anything differently in to get ninth grade students kind of I don't know, that transition from eighth grade to ninth grade that

060is the reason why you saw it go up just out of curiosity that you know of or >> Is freshman seminar new? >> Freshman seminar's new. Um we this year we double blocked some of our freshman classes, so they went, you know, both days all year long. Um a lot more time just to our counselors. Yeah. Um with specific students that that weren't in watching those numbers from the very very very beginning versus after the first report card. Um so, a lot more tracking early. >> Perfect. >> Um parent involvement was a lot There was a lot. >> Thank you. >> Yeah, just wondered. >> Can I add one thing? I'd like to I'd like to say that students that came to Saturday school that were in danger of failing were able to recoup a

061lot um and that we didn't see as many Saturday school. So, students that came to Saturday school and were invested in getting their work done and wanted to improve their grade had that opportunity and I think we saw we saw that >> Also happening at least. >> Perfect. Miss Davis, I'm sorry to put you on the spot, but can you give us a couple sentences about what Freshman Seminar is for those watching or those who don't know what that is? >> It's really the difference between middle school and high school. So, you know, the difference in schedules, the difference in what credits mean and and passing a course versus not passing a course. Really, just what high school means from the beginning to the end. Um this year moving forward, we're actually we have a

062My Cap curriculum that was provided to us that we're going to institute. So, it's real It's a very structured curriculum on, you know, study skills and and again, just what what it means to be in high school versus middle school. Homework and just how to be a high school student. >> Yeah. >> Good. >> And they've never done it before in the ninth grade, so it's good to, you know, let them know what to expect. >> We Thanks. Any other questions or comments for Miss Davis? >> Truth is >> I don't know because >> you brought it back. >> [laughter] >> I thought I'd bring up another question I had. I think that you really need to with the new students coming in, talk about the difference between passing a class and getting credit I

063don't think they're going to They need to be able to understand that. Otherwise, a few months down the road they're going to be well I passed this. >> That's that's their >> That's going to be hard. >> Yeah. No, it's it's that's even no matter how much is done throughout the school year it's still this first summer is when they first you know they're like oh my gosh. What do you mean I'm not a freshman but I passed this this and that yes but there's this much more you need to get there. >> Who's I hear there's a name for that they're freshmores. >> [laughter] [clears throat] [laughter] >> Don't be a freshmore. >> Um any other questions or comments from the committee for Ms. Davis? No. >> Yeah. >> Hearing none I'll entertain a

064motion to approve the uh Bartlett High School Improvement Plan. >> So moved. [clears throat] >> Second. >> There's a motion and a second. Desiree would you please poll the committee? >> Member Calderaro? >> Yes. >> Member Miller? >> Yes. >> Chairperson Hickey? >> Yes. Motion passes. >> Thank you Ms. Davis. >> Um >> All right. The next item on the agenda moving right down the line here is the discussion and approval of the Webster Middle School Student Handbook. Good evening Ms. Peterson. >> Hello everybody. Um so um very limited changes this year as we did extensive uh realignment last year. Um the first one being the updated uh school committee counseling department wrote uh rotates with their grade um and then we will be changing the uh assistant principal as we get a new person.

065Um obviously we added and changed the table of contents as things moved around. Uh Uh, we added on page seven some items to parent responsibilities. Uh, we added the special ed parent advisory committee information. And then, um, one of the changes that you won't see in your packet tonight, but we will be also changing our grading scale to match, um, the high schools. Um, so while I feel like uh, a six bringing uh, F down to a 60 instead of a 65 is doing our students a little bit of a disservice, whereas we are working really hard to promote rigor and accountability, uh, we do also feel like we need to be in line with the high school and we did look at other local middle schools and they follow that the 60. So, um,

066so we will change that. >> Just to clarify, it would be a 59 would be the F. A 60 is a D. >> Below anything >> Below a 60 is an F. >> Um, we did add some summer school information on page 13 being as we are never guaranteed to have summer school, so we did add some wording in there to make sure, um, that parents and students know that that's not a guarantee. Um, and then we added uh, on the cover page that should say meta glasses not meta glasses. So, I hope that on page 28 that says the same thing. I'll have to check that. Um, that's technology that that will not be allowed. Um, and then blankets are not clothing, so we added that to the to the, um, attire as well.

067Um, meta glasses is spelled correctly on page 30, which is technology. So, we did put that in two places as attire and as technology. And that's pretty much it in terms of some kind of bigger things other than um spelling and editing checks there. Any questions or comments? >> Comments? >> While the committee's processing, I'll just jump in and and address your comments Mr. Sun about the rigor of the middle school. I fully support I can only speak for myself, but having a high level of rigor for our middle school students and really all of our students. Um I was one of the committee feedback about the um failing grades at um you know over six between 60 and 65 being an F. Um and falling out of alignment not only with the high school,

068it falls out of alignment with um most of the districts I could find in the area and even outside of our area. Um I think that we can have both things be true and and you know have a passing grade at 60 or 61 and still not want students to be scoring there. So um hopefully we'll be able to continue to support those high expectations and level of rigor while still you know grading in alignment with other schools and districts. Thanks for making that change. Any other questions or comments from the committee? >> [snorts] >> I don't see if I can see where I can't find where it is. I didn't write it down. I had a I had a question about like the homework guidelines. Um as far as how many minutes per day

069and just how it was written. Um Can you guide me at all to what page that's on? >> I have page 13. >> Thank you. Sorry. >> Anything else? >> Oh yes, I found it. Okay. Here. >> Yeah. >> Um So, they are guidelines. They're not mandates. >> Yeah. >> Um so, you know, teachers do try to follow this with, you know, sometimes there are things that might take longer. Um and, you know, quite frankly, I know most of our staff doesn't assign homework anyhow. With the uh with AI now, um it's really hard to make sure to ensure that students are actually doing their homework. Um you know, it was bad enough when parents would do it. Now, we have AI. Um so, you know, I think that teachers are kind of cutting back

070on what types of homework they're giving. Um you know, things that might take longer would be writing assignments, uh projects, things like that. And that's where we can look at guiding teachers to kind of chunk it a little bit and uh make um deadlines as opposed to, you know, open-ended kinds of things. >> Yeah, I would say that in general, I think that, you know, it's hard to say that, you know, I think that there I don't think that they're giving too much homework based on being a middle school parent. Like, the homework is I think to have 80 minutes a night would be too much, you know, for most like kids who are student athletes or do things like that. They wouldn't be able to meet that. And I think it makes sense. I

071think just having the level of understanding that a lot of the homework that is happening, lots of times it's if they didn't finish it, that becomes homework. And so, that becomes part of like the students, you know, being able to time management. You know, if you're not doing the things in class, then yes, your homework is now going to be longer. And then it's hitting maybe that 60-minute mark where it's probably only assigned at the 30-minute mark, but >> And we have Sorry, go on. >> No, go ahead. >> And we >> do, you know, parents if parents call and say, you know, it's taking my son or daughter this long to do this homework, we kind of we meet with them and try to figure out why and if necessary, you know, we we

072look at cutting things back or saying, well, have them do if it's a fifth grader 50 minutes and stop and then let's see where they get and call us and tell or email us and say this is where 50 minutes was. >> Yeah, cuz really it's about what what the assignment is, not that you can do 100 math problems on the same thing over and over. >> And then just the other feedback I would have is that and as a parent, I find that your teachers are very up-to-date with grading and I think that is extremely helpful and when that PowerSchool comes up, everything is always graded in there and ready and there's not a lot of, you know, misguidance on what their grade is. It's you know it when it comes and I love

073getting that update. It's helpful to know what's going on and so as a parent, I really appreciate that that the, you know, the middle school teachers are really getting those grades in really quickly and that we're getting that feedback a lot and it helps the parents kind of stay on top of that, too. >> I think it is. >> Yeah. >> That is the expectation. >> [laughter] >> Yeah, I would agree with those sentiments for sure and I like having the guidelines because I think it's sort of like, you know, we're not expecting students to have more than what's outlined here and if they are, it sounds like a conversation. Yeah, and I would hate for it AI or anything else to stand in the way of kids having responsibilities outside of school. I know

074as a professional, I sometimes take work home with me and that's a reality at times and I think it is a good healthy lesson and whether it's pen to paper or research project, there's plenty of things that our kids can be doing that either allows them to understand the responsible use of AI or forces them to think for themselves without being able to be augmented by that. >> I think especially speaking from my own experience in math, it was always helpful to go home and be like, I don't know how to do it on my own. >> [laughter] >> Right, like it was good to get that feedback in class. You feel like you know what you're doing and then when you step outside of class and have to do it on your own, um

075it can be a different story and that's really helpful to kind of really get kids to kind of push themselves to that next level. Um so even though yes, I agree with the sentiment of even though AI has taken over, um and I'm sure the kids won't agree homework can't be valuable. >> I think for kids to kind of practice on their own and I think it's really helpful for parents to see what their kids are doing and to have that understanding of what's going on and it helps with that link between them, so. >> And I also, you know, I think it's important for teachers to be thoughtful about what the homework is as opposed to giving homework for homework. >> Just to do it. >> It needs to be, you know, either preparation

076for the class or to show some practice and follow up, not just busy work. >> And then again, teachers have to be more creative around it now again. >> [laughter] >> That was it for me. >> Any questions or comments? >> [laughter] >> I just have a little one. It's kind of a old pet peeve of my own. It It goes for all the schools, especially high school and middle school. I have I don't live far from the kids, so I get an awful lot of students who walk by my house. And I'm seeing pajama bottoms. >> [laughter] >> And a lot of skin showing. And I'm wondering what's happening. Why? Because I know I'm looking. You You do have guidelines. Um and I know it's hard and And I know it's not at the

077top of the list. Believe me. Um there are other more concerning things, but it's still part of the handbook. That you dress appropriately. So, I I just hope it's enforced a little bit more. When it can be. >> Now, are pajama bottoms excluded in the handbook? >> Yeah, well, it says pajamas. >> I'm not a fan of saying them either, but I don't think they're specifically mentioned in there. >> They Well, they have pajamas here, so it's >> I know um as far as with that goes, when we get the messages from you, the pajamas are because the pajama bottoms, some of them are sold as pants now. So, it's really hard to see like when you go to school. And so, it's hard to you make a really nice thing of like when you

078say uh for the dress down or for like spirit weeks or different things or whatever, no slippers, no blankets. And so, you're kind of like saying like certain pajamas because it's hard I know with the pajama pants, you can't say they're pajamas cuz they're sold in the regular sections now. But, I will say that you I understand like that there is some things that you're like definitely not. >> [laughter] >> So, that does go into the Dojo messages anyway. >> And now that you say that, that I see kids will bring in blankets. >> Yeah. Well, that's going to be [clears throat] added this coming school year. And that's a new school bag. >> Yeah, that's a new thing. >> I don't need a winter coat or a blanket. >> Yeah, that's everywhere. Yeah. >>

079And there are times when kids come to school and they might not be dressed appropriately, they get offered a sweatshirt or something to put on for the remainder of the day and then they'll turn that in at the end of the day on their way home. So, they're given items to cover up during the day. Um I think that might not Yeah, come with them. >> Right, and not see it. >> And I think that's a better balance than sending them home. If they're at school, you want them at school. But, appropriately. >> get an option called mom or called somebody or bring me something or you can put this on. There's usually multiple options. >> And sometimes they leave dressed appropriately. And [laughter] don't go that way. I remember that. >> I mean, this

080is not a new phenomenon. My mother in the '60s had her short [laughter] skirts. So, it's nothing It's just whatever is the new thing in the year. >> Well, I I would agree that society is changing and the standards for going outside of our house attire has certainly changed over the years. So, we are adapting in so far as we can. I like that both of the handbooks talk about and I think you referenced this in another context, but you should dress like you're going to your job because your education is your job as a student. And you know, it feels like we're providing guidance education. So, All right. Are there any other questions or comments regarding the Webster Middle School Student Handbook? Hearing none, I'll entertain a motion to approve it. >> So moved.

081>> Second. >> There's a motion and a second. Desiree, would you please poll the committee? >> Member Villareal? >> Yes. >> Member Miller? >> Yeah. >> Chair Stig? >> Yes. >> Motion passes. Thank you, Ms. Peterson and the team for all the work that you all put into this handbook and supporting our kids. Good work. And the next item on the agenda is the review and approval of the Webster Middle School Improvement Plan. >> Okay. So, um like Ms. Nieves, um well, unlike Ms. Nieves, she has a little different um high school year. Ours is a 3-year plan, but the measurable outcomes are uh 1-year um so we do. Uh Ours our school improvement plan was originally guided through our school council members. But then revamped once our systems of supports kind of had to

082step in because of our standings. >> [laughter] >> It was guided specifically through our district action plan and more specifically through our AIR reports and findings. So our priority number one is student achievement. And our actions are student oriented in making sure that we're using assessments and progress monitoring data to inform instructional planning. Using grade level content and text. Incorporating purposeful questioning and discourse. And so I know there was a question about where where the staff is with this and that is one of the reasons it is a goal is because we are not fully there. We have pockets of teachers who do this regularly. We have pockets of teachers that are trying things sporadically and we have pockets of teachers that still need even more help. So we will be you know we have

083done professional development but we are planning on more professional development in the 26-27 year. And then continuing we are providing targeted scaffolds and supports that enable English learners and students with disabilities to engage successfully in grade level tasks. We will implement research-based tier two and tier three interventions. And so, where that happens is a couple different places. Specifically in our um 30 or 45 minutes, depending on what grade they're in, um RTI blocks. And then, um we have spent uh some time with the scheduling. Um uh Losing my words. Uh scheduling calendar. Thank you. Um looking at uh Looking at our schedule, but what we are doing at the middle school is more changing what the classes look like. Um we're not changing our schedule, per se. We are changing things that happen in the

08490-minute block. And so, we're kind of splitting that 90-minute block into a 60-30. So, the six first 60 minutes will be tier one instruction, and the last 30 will be more tier two and tier three. So, that the special education teacher and English language teachers can be in the classroom working with small groups or individuals, and hopefully eventually co-teaching. Um so, that it just becomes that model. So, I don't know if you want to add more to that, Dr. Mackay, or if I'm saying it clearly. >> Cuz in my head, it sounds exactly right, but I want to make sure everybody understands that. >> No, I think I think you're saying it clearly. I think that one of the big differences is that even so, we're not eliminating the uh what's called that RTI block.

085That RTI block is still going to to exist, but there were too many competing factors in that block. So, kids weren't always getting everything that they need, cuz somebody might need three things that are happening at that same time. So, we we went back and and looked at the block and how we should be incorporating tier two supports and and at times tier three supports to every classroom and not just necessarily waiting for the enrichment block. And so, we'll be working quite closely with that. With the EL department, we have made a shift already this year to incorporate more use of the ELA curriculum so that there's greater opportunity for the teachers to plan together on for paving the way for co-teaching because one of my biggest pet peeves is when we call something co-teaching

086and it doesn't meet the standard of co-teaching. And so, if we want to have inclusive opportunities for our students and we want co-teaching to happen in the future, then we need to make the structures available and also provide sufficient training to the teachers to be able to understand the shared responsibility, the shared planning, and the shared instruction that of that relationship that needs to take place. What we've seen is that simply having another person in the classroom, that is not co-teaching. And that So, we want to build up to that. By by aligning the supports into the block, we're creating like we're approximating and making sure that we are We're calling it instructional cohesion that we're making the instruction as cohesive as possible so that kids aren't getting five different experiences in one day based

087on the different supports that they need. So, this step to do with 60/30 is a great first step. >> So, in addition to the class >> I think that that's absolutely on your numbers and everything but absolute correct move to move towards is a co-teaching model. That makes a lot of sense especially with your 90-minute blocks. It's like that's actually a perfect >> [laughter] >> way to get the support involved. I think that's really the way to go. I think that it's a very long process. So you're right with this is stage one. It's difficult to have Vanessa just right but [laughter] it's the right thing to do anyway. How are you going to be involved with like implementation and like are you finding that you know how are you getting the ELL teachers and

088the special ed teachers? How are you starting that integration process for them just like so we can have an idea of what what to expect from that? >> So we actually already started the kind of getting the wheels turning back in April. So we've done some work in department meetings and looking at working on lesson plans together and comparing with other grade levels and seeing you know because fifth and sixth the the dichotomy in our building as you know is that fifth and sixth, seventh and eighth. So it's middle school junior high. And so you know our middle school teachers are elementary certified and so they have that elementary brain where they're doing seven subjects often you know. So they know how to do that. So really having them kind of model for our seventh

089and eighth grade teachers what that can look like. So we've again already started that process. They're already thinking over the summer of what that can look like. One of our special ed teachers was in the cohort so she was totally she's our lead our instructional leader for that department so she was really on board with this and um was valuable to have her be a part of that discussion and be able to uh guide us in how we can help the teachers through that, too. >> That's great. I'm happy to hear that you're doing that. I think that's great. >> Um and so continuing on, then we are monitoring implementation and effectiveness um through classroom observations, lesson plan reviews, student work analysis, and data meetings. And so um the goal is for admin and coaches

090to meet at least monthly with these teams. Um but it's probably going to be more than that because the coach does meet weekly with the uh with the common planning teams. Um and then we also meet monthly with the department teams. Um so we expect to be monitoring that more than the the minimum there. Our second priority is safe and supportive learning environment. Um we want to demonstrate an increased sense of belonging, engagement, and responsibility in the classroom. Um so we are hoping to build inclusive classroom communities, uh implement instructional strategies that promote student participation, and provide multiple pathways for learning. We want to promote student and staff participation in extracurricular activities. Um you know, I always promote this it especially to our new fifth grade parents that middle school is the time to really

091explore and let your children try everything they want to um because it's a time where they can do a lot of things. You know, eventually they're going to have to pick and choose, but middle school they're you know, they don't have to pick and choose that much. Uh, you know, we offer band and chorus. Um, they can do uh, sport and an after school activity or the play and a sport. So, the the teachers and staff members that they work really well together allowing that to happen knowing knowing the development of middle school students. Um, one of the things that we can do to kind of put it put things out there a little bit more is at open house have uh, pamphlets or um, uh, fold outs available um, for parents to see. But,

092sometimes the parents need to push their kids a little bit to join things. Um, or a slideshow. Um, we always have the coaches present at lunches when sports come around. Um, but we could amp that up a little bit too. So, looking at ways to to put more out there. Um, we'll continue to examine our daily attendance of students and continue to conduct regular attendance review meetings. I think one of our focuses our attendance is really improved if you look at the data. But, the area that we definitely need to improve on like the high school is tardiness. Um, so we need to beef that up um, a lot. Um, we are going to establish, implement, and consistently reinforce clear routines, restorative practices, and targeted supports. Uh, specifically that restorative practices piece is another area

093that the staff will need professional development on. Um, you know, uh, and then later on we also talk like the high school about uh, re-entry processes. Um, continue to build positive relationships. Uh, implement student reintegration There is implement student reintegration processes following any time away from the classroom. And develop a multi-tiered system of support for behavior and social social-emotional learning. Um, specifically this piece we want to look at uh, implementing a universal screener for social-emotional well-being. Um, you know, it's easy to spot the children who are having some difficulties or knowing the families that might be having difficulties, but we miss those quiet kids that hold things in. And so by doing a universal screener we can hopefully um, get more more from that. And then I see that I have misnumbered here, so this

094should be school priority number three, not number four because we >> [clears throat] >> combined a couple actually, so I will change that. And so school priority number three is consistent communication with families. Um, we want to increase uh, attendance at school events and participation in um, conferences, responses to school communications and family survey data. So we want are hoping to foster meaningful partnerships with families through two-way communication and opportunities for collaboration. Um, we want to continue and expand the conducting of uh, in-person meetings while we know that's not always feasible for parents who have the same work schedule as we do. You know, at least at least presenting Zoom meetings so that you can have uh, again that discourse with families is just as important as the students having discourse in the classroom. Um

095utilizing a variety of platforms to communicate with families and plan a variety of school events that reflect reflect family interest and needs. This is where we're hoping to get the family liaison involved more in um planning and implementing um maybe hoping that we can expand the academic nights. You know, we've done a lot with kind of getting parents into celebrate uh and you know, off campus with our bowling, our taco our taco night. Um now we need to get them into the building um and talk about academics. So, we're hoping to get to that level. And that is our school protector. >> Mr. Chair, Mr. Flores. >> Sorry, I just have um a couple of quick questions on priority number two. Um the safe and supportive learning um goal. One of them being um as

096far as um well, I'll start with a comment that there's lots of um universal screeners that are are already established and work really well if um rather than you know, obviously you don't have to establish your own. So, I think that will be easy to implement. So, I think that's a great first step um because there's lots of them out there that work really well to start. And then my next question is as far as um are you doing any kind of tier two support that's similar to the high school like a check-in, check-out or anything like that that might be supportive for middle school? >> It's not in the improvement plan because we already do it. >> Yeah, but you already have that under Okay, that's what I thought. I just kind of wanted

097to double check. >> Yeah, I'm sure. >> And then oh, and then how often are or do you have a schedule of looking at behavioral um infractions and kind of looking at that and and teasing out with like your admin um um you know just kind of tracking and looking at that and and figuring out what students are coming up as concerned. >> We don't have a schedule per se but we probably should. I mean if we review it daily it's very easy with our educators handbook. I mean it pops right up. >> Sure. So you're yeah. >> You know I can see the kid every day who's at the top. Um but I think that it I I think that we probably should have a schedule to meet with the counselors and admin um

098to see you know I can see it but what I'm going to do with that. >> Yeah. >> Can I add something to that? >> Um with the rethinking discipline funds this year we also created an additional sort of PBIS meeting cuz the PBIS team was also looking at the data but we created an additional meeting where we established or we learned a protocol to address the data in Ed Handbook. And so it is our hope that we are able to continue that with a schedule on a more consistent basis and kind of generalize that protocol to not just in Ed Handbook but other like school climate or other things like that so that we have responses to data. >> Great. Thank you. >> Are you looking for me to add that in here? >>

099Yeah. I was just wondering how to get that. I just I think it looks great. >> [laughter] >> I actually kind of wonder if why you don't take credit for the check-in check-out doing it. >> I I think because this is in some way that we want to improve it's not what we're doing now. >> Yeah. Sure. New addition. >> Yeah. That makes sense. >> Okay. Webster Middle School was the first to implement check-in check-out >> That's the one I thought of. Yeah. >> PBIS structures of tier two. Um and so it is something to be to celebrate that you're doing that. But I understand the reasoning not to include it. >> I understand the reasoning cuz yeah. >> You could flex it though in there. >> [laughter] >> Continue to monitor our our check-in

100check-out. >> My I have a couple questions for Bonnie and Annie. Um regarding priority two, I'm curious how you'll measure that first measurable outcome, student belonging surveys will show a 10% increase. Do you have a baseline data for that yet, or are you going to conduct those surveys at the beginning of the >> We'll have to conduct them at the beginning of the year um because we don't have but even though we have done Well, we do have some, but I think my my thinking is that we want to start at the beginning of the year with fresh data. Because we'll probably be changing the questions based on the SAS team. >> Mhm. Yeah. So, the PBIS system has some school climate survey school climate belonging surveys already done. Most of those school has taken

101most of those questions and created a Google Doc >> Sure. >> for like a Google Form. >> Yeah. >> Um but it is our recommendation that all the schools you utilize for the for the grade levels that are going to be collecting that data because the system gives you graphs, it gives you like it breaks down a lot of information that you would have to do on your own um that way. So, we don't When I was nodding my head my head yes that we already have some of the data, it's because we have a few years worth of data. And so, collecting the beginning of the year is standard. So, we'll do a beginning of the year um to collect baseline for that year, but then we can compare it across years already cuz

102we already have we've already collected at least at Webster Middle School a few years worth of data. >> Yeah, I wonder if beginning of the year data would somehow not not be an accurate reflection of how kids really feel during the school year cuz it's like either they don't know their teacher yet or still the honeymoon period. I'm not really sure. >> But then we have growth. >> Right. Well, >> [laughter] >> but is it real? >> If at the beginning of the year they don't feel like one of the greatest questions is do you have a trusting adult? Like is there a trusted adult that you can go to if you have a concern? >> In the building. And at the beginning of the year sure, many kids, especially if they're new to the

103building, fifth graders >> Right, they may not have. >> may not. >> Yep. And then that's the >> so the fact that they do if if nobody develops that trusting relationship by the next time we collect the data, then we have a lot to be worried about. But if that number increases, then we've created an environment where kids acquire a new trusted adult, especially in that critical transition. So, I think it's okay, but that's typical for baseline. >> Yeah. I agree. I thought we were measuring students feeling valued in their classroom. >> It's it's all concluded in this very long um uh um survey for students. There's It asks a whole bunch of different questions about classroom, about school, about um peers, about themselves, so >> Should I change classroom? >> I mean or >>

104either change or add to it because I'm hearing two things, right? I'm hearing having a trusted adult in the building >> Mhm. >> and feeling valued in their classroom. And I think those are really two different experiences. Cuz I may have a trusted adult that I have in the building that I feel really good about, but I can go to this unified arts teacher and check in with them and maybe if I'm not feeling great in my classroom, that's still worried me data. >> I just wonder if it's too um too specific for the category. So, the the broader category is increases in positive responses. Um I don't have it in front of >> In the classroom it does say any sense of belonging. So, in the it's it's what can be in the classroom

105and you can just might add around the school. >> Cuz it does collect more than just in the classroom. >> You already have those data points. >> I think it's while it's noteworthy to see if kids are establishing those relationships from the beginning of fifth grade to the middle, it's also helpful to know if we're trending to having more students in our building over the course of say like five years. So, like if it's different kids, are more kids feeling connected now than they were several years ago even though it's different students. So, it's interesting to think about as well. >> [clears throat] >> Um I just had something about number three also and by the way before I go on, I just want to say the goals are really aggressive which I like. >>

106[clears throat] >> And you know, I'm excited to see where you go with them overall, all around, right? >> Now you think of it, I'll have a few and I >> Yeah. Jump in. >> Some unsolicited advice that you do not have to add but just thinking out just thinking about when you're talking about like the after school clubs and promoting them and all of that. I wonder if it would help to do some sort of interest survey to help teachers have an idea of what kind of clubs that they might want to do if you do like an interest based survey with the kids of what they might be interested in and that might be helpful in just kind of figuring out how to get kids to stay for clubs and what kind of

107clubs might be um that they might be more apt to staying after school to do. >> I mean they it is always open for and students do come forward and say, I want to do this club but I, you know, again you have those kids who aren't going to say, yeah. So, yes, that would be a good idea. >> But again, not that you have to add it, just a thought. >> Yeah, you know, the school I agree does a great job of having a club for almost anything. If a student can dream it and a staff member's available, it's going to happen. So, um as long as it's safe. We did have an unsafe one that I had to deny. >> [laughter] >> Um so, going back to the the consistent communication with families,

108I would just share that. There's a lot of great things going on at Webster Middle School. And certainly we do want to ask parents to come in in person when we need to talk about attendance, academics, and social-emotional well-being for sure. Um but I think the hope would be that we have already had some ongoing two-way positive communication leading up to that so there's a relationship and, you know, families are feeling like we're coming at this from a place of mutual care and concern for their student, right? Um And even thinking of my kids and what they've brought home over the last few weeks, especially my middle schooler, I've been floored with some of the projects that they've done and assignments that he's completed that I hadn't seen until now and that's okay cuz they

109did great work but um you know, it's great work and if he had trashed it before he got home, I would have never known all the great things he did. Um so, I think there's a lot to celebrate and the more parents can hear about some of the great things that are going on, the more they'll appreciate all the work that you and your team do. You have great teachers there. >> Can I ask something? >> Um overall I think this is great. >> Any other questions or comments? Hearing none, I'll entertain a motion to approve the Webster Middle School Improvement Plan with some minor adjustments that Miss Peterson may need based on this late feedback. >> So, second. >> There's a motion and a second. Desiree, would you please poll the committee? >> Member

110Collado? >> Yes. >> Member Miller? >> Yes. >> Chair City? >> Yes, motion passes. Thank you, Miss Peterson and your team. That was a lot of work. The next item on the agenda is the review and approval of the Park Avenue Elementary School Student Handbook. >> All right. Hello, my turn. >> Yes. >> Um so, we had a quite a few changes this time around in our handbook. Um some of them were just changes in wording to kind of match what we're doing, some moves of things, etc. So, just starting off from the beginning, we had our typical change in the table of contents. Uh some changes to our staffing. Um We'll be changing our assistant principal when we finalize that process, updating school year dates. Um staffing will all be updated through the year.

111Uh on page 10, we just kind of updated some of the means of communication. Um we often have parents sending communication for dismissal through Dojo and whatnot. And if I mean, teachers are teaching. They're not at their computers checking email. So, really trying to remind parents about how to communicate. Um We did some changes in order of the attendance information just for continuity. There were no wording changes. Uh we got some information on breakfast in the classroom from our food services. Uh some lunch time um communication here. So, last year we kind of piloted a start at the beginning of the year having students come in from recess so they have recess before lunch and we piloted having them come in silently for the start of lunch and then allowing them to talk once they're

112seated and have their lunch and it really helped bring the kids down um from recess. They come very high level as anybody who's been in the lunch room after recess sees. So, it really it trying to talk over 150 140 kids down to a decent level is a lot harder than letting them come up to uh discussion level. So, we have put that in this year just to help them regulate when they come in from recess. Um So, while it will start out kind of probably up to 5 minutes um we anticipate that cutting down quite a bit by the time um the school year gets gets going. So, then we just kind of put in some of our processes for getting student um attention and some of the expectations within the lunch room. Um

113Some information about uh updated contact information. We did update our PBIS and I'm on page 15 now. We updated quite a bit of our PBIS language just to match some of the work that the PBIS team has been doing. Uh in kind of what the purpose of PBIS is, how we how we handle different situations around the school, how we acknowledge positive behaviors. Um 16, we have a change in format in our um expectations. So, this just rather than breaking it down by setting. Originally, it had setting and then what safe looked like, what responsible looked like, what respectful looked like. We've changed it to safe and what it looks like in all the settings just because this is more in line with current PBIS materials that we've been using. Um We have some Corey

114language. We do have a small bit of language on um dress code. But, we actually don't have a lot on dress code. Kind of intentionally, the age um some of the things that go into dress code that can start to veer off into um discriminatory language. So, there was a question about dress code. So, I'm going to research some, um, pieces on dress code, but um, I think we have to be cautious when we're looking at dress code and thinking about who is targeted within dress code and ensuring that it it stays, um, nondiscriminatory. >> Can you tell me more [clears throat] about what you mean by that? >> Sure. So, a lot of, um, dress codes that I've seen, and I haven't reviewed the, um, high school and middle school, so I'm not referring

115to those, talk about, um, what can show and what can't show on various, uh, on Really, I find that they're very often geared towards women and what is appropriate for, um, females to wear. Or there can be dress codes that, um, limit hairstyles and whatnot. And granted, I know we've kind of really been intentional about ensuring that we don't have those. I do want to be very thoughtful about what I put into a dress code. Um, we have a lot of students who wear their hoods within their classrooms for various reasons, whether it's sensory related, we don't have issues with kids wearing headphones under their under their, um, hoods, sensory related, um, bad haircut related, safety and trauma related. And, um, sometimes when you put that into a handbook, it can create power struggle versus

116relationship building. And I, um, think it's important to create safe and supportive environments where students take their hoods off because they feel safe and supported within a classroom versus, um, they're being told by an adult to do it with no consideration for who they are and what they need. Um but I know there was some feedback about additional um dress code language, so I was going to research some other elementary school dress code pieces. Um sometimes we also have dress code issues because kids have outgrown their clothes and that you know, it's it sometimes it can be hard to um hard to insist that a student have the appropriate clothes. So, we do have changes of clothes um in the office for them to put on if they're uncomfortable. Um so um Yeah, we're really

117just making trying to make sure that the learning environment stay safe and supportive for all of our students all the time. Um So, as is noted here at a subheading guidelines, so we may add in at once I can kind of examine some other dress code samples for elementary schools um add in some guidelines. I don't know if my computer is about to die. Um we had some additional changes from the nurse, some additional language from the nurse there. We did remove some of the language that um kind of directed parents on on how to be at home like um how to speak to your child and what to ask them and talk about at the day. So, we kind of eliminated some of that additional language about um ask what was the best part

118of the day and why. Um call the school whenever you need to share information um or or please feel free to call the office whenever you feel the need for information or to share ideas. So, it we have a lot of different >> [snorts] >> um avenues for communication, so we those are outlined elsewhere in the in the document. Uh we deleted our general the general rule of thumb for homework, the 10 minutes. Uh a lot of research uh for younger students uh dispute the academic uh advantages for our youngest students, but we do say that teachers are making those decisions as far as what uh is um appropriate for for them to provide for homework if needed. So, teachers use their professional judgment. Um >> [snorts] >> So, let me make a point. For

119on page 29, we deleted the peaceful playground program as we don't officially utilize the peaceful playground um program anymore, although we are through um our our 21st century program kind of expanding that through through the the work that uh one of the teachers is intending on doing and bringing some additional playground work in, but we didn't feel we didn't feel ready to put that in as this is how our how our playground works. We added some information about when students when we do have recess. How we make those decisions about when they're indoors or outdoors. We got rid of that picture of four square. Although we do have four square out there. Students are learning to use four square. >> It's a game on a piece of playground. >> Oh, yeah. >> [laughter] >> Is

120it still the peaceful playground? >> We do still call it that. Yes. >> We need a name. >> Um we updated our SEPAC language as provided by special ed service special ed department. We added information about how students take participate in MCAS. Um we have not instituted and so some students do have cell phones in um at the elementary school. We have very little issue with students having them out. It is expected that they are away and off in their backpack. Um >> [panting] >> Superintendent Prangley had talked to me about instituting the Yondr pouches at my building. It's not it's not necessary. Um it's not of issue enough to to make that to to need to do that. Some information about school buses, transportation. We do require parents to meet them at the um

121meet parents parents to meet children at the bus. Um I did add in quite a bit about car line arrival just because that is a big process within our building both of our arrival and drop-off. So, I wanted there to be very clear guidelines in there because I often um not often I sometimes have to address parents about what that process needs to look like and how they come into come into the driveway area. So, I wanted that clearly lined out outlined for families. Um just on 35, just letting parents know the bus drivers may add assigned seating. Um Yeah, some information about volunteers. Um so, we did delete and change the um moving up one going up one the the steps of the um bus if there's a bus issue just because um we're

122we're handling them calling parents and whatnot. The this um meeting with the parent and student on the first on the first report is is not feasible. We do always call the parents and and talked to them about it but um and we rarely move to removal of a student from the bus. We have a lot of intermediate steps such as assigning um assigning seats or riding the bus with the with the students. So um we rarely need to remove a student from the bus. There has been times it's gotten to that point but we really need to and we obviously try not to. We know that that is a big hardship on families. Um There's some information about volun- volunteering if they're interested. And Um Yeah, a lot of like small language pieces just we

123hadn't really updated or looked at a lot of the language in a long time so there's also just a lot of repetitive things that we felt the need to take out. And that's it. Questions or comments for me? >> In the chair? >> Yes, number 12. >> Um I thought for the most part I felt like all your changes were extremely thoughtful. Um the second for me to see is I love them. I thought they looked great. Um and I would say in general Park Ave's car line while long >> [laughter] >> is extremely safe. Really, like the way it's done is extremely safe and and they have a long history of just you know, I have sat in that car I've had many many audio books in that car line. So, but it was

124the right thing to do. So, I I applaud you with sticking with it cuz it is the right thing to do for the kids. It's a very safe car It is It is correct. It is correct. And so, I know you I know you get a lot of crap, I guess, from car line. >> It [laughter] gets very difficult in the winter when the road when Race Street gets a bit skinnier and especially this winter with so much snow. >> yeah. >> Um but we've kind of looked at where else it could possibly go or how else it could go. >> way. When they used to do it the other way it was so much worse. The way [laughter] that it's done is so much better now. But yeah, I could imagine. But I thought

125the car line I I I know you get a lot of crap, but you're doing the right things on car line. It's very safe. It's very good the way it's >> I think people have just adapted to >> They have no choice [laughter] and that's okay. I will One question I had which and I'm going to be sorry cuz this is late and so it's probably a bigger conversation and probably a more of a conversation with the superintendent and probably not for this year cuz I know it's something, but just thinking about with the hold in places and the lockdowns and incorporating a lot of the stuff that you've learned. I know that you guys went to trainings with all the local officials. And so again, I know that that's something you're working on district-wide

126and so it's not going to be in there yet, but maybe planning about that for the following year to make sure that you're incorporating the new information that you have as you're starting to kind of do those things to make sure that we're on You know what I mean? Just kind of putting that in there and then I know it said like Alice training, but I know what you did was a little different than that. >> I don't know that would actually change what's in the handbook. What What she's talking about is the drill that we went to with the >> Oh, the table top Yeah, but maybe adding that because I think that is a really important piece and I know you're still working on it. So not saying that it has to be

127now but just thinking about adding that in like district wide of like your plans for like emergency plan response that would go into the handbooks in general. And then would you say and you're still following the Alice training that's what you're doing at the >> Yes but we don't um it's not >> I know. >> suggested that kids practice >> I know so it's really hard cuz like what's the what do you do instead but nobody's come out with anything so you're doing like watered down versions of Alice to try to >> Right. It's it's really about the adults. We do our training >> Train the adults. >> on the adults. >> And then the hold in places is that still happening in what what is the hold in place procedure at the elementary school

128in general? Like what is >> Um so in a non-emergency because we do use hold the holds in places in in non-emergencies um if a student needs to it is disregulated and needs to move to a different space. >> And is the hold in places that go over the loudspeaker? >> It does. Yep. Yep. There's a hold in place on floor. Yeah. Whatever. Um yes. Just because we have so much movement throughout the building. Um we have kids coming up from lunch or from different specials that may be going to that floor. So um without doing it over the loudspeaker there's really no other way to >> [clears throat] >> inform the number of people that need to know. >> Do you have walkie-talkies? >> Everybody in the building doesn't have walkie-talkies. Like a teacher

129or something. We have specific support staff who have walkies who or certain classrooms that have walkies but all of our boy, we can barely communicate with just the number that have walkies. So, if 120 staff had walkies, We and we've actually cut it down because the walkies were rather disruptive when you have that many throughout the building. >> Yeah, I think that in general, if there's any way to to guide students in a different direction rather than the intercom, I think that that's a better practice. Just because it can be disarming to kids to hear it so often. And I know that that's what you're saying is not wrong. It's almost near impossible because there's so many moving parts, but just being And I think in general, if your handbook was very thoughtful, so just

130kind of considering being thoughtful about adults as well, which I'm sure you are, but just >> Yes. And like I said, that's why we have reduced the number of walkies throughout the building because that was also very disruptive and at times alarming. >> Yes, kids hyperfocus on it. >> Yeah. [laughter] But, you know, it's that matter of weighing out student safety and dignity and and informing people. And it's It's not even so much informing people what's going on. It's just don't come out into the hallway because this student is having a difficult time and we want to respect their privacy. >> And and at Park, if I could add, at Park Avenue, the hallways um on the the hallways kind of go like and and so like you can't It's not a straight shot. You

131can't see down the hallway entirely cuz cuz it does a little bit of a a little bit of a turn. And I think one of the biggest issues during holds in place is keeping kids from going in the bathroom. So, and and we have one bathroom location on a very long floor. Yeah. And so, it's not like you can keep kids like half the kids can go down that way and half the kids can come this way. So, it's it's it's one of those like unfortunate things that we have like necessities that we have to do. >> Um and I did actually get feedback also on the the grading, the grading language. So, that will be something we will add in about our we don't we have standards-based grading. So, um the the scale and

132how those decisions are are made based on standards priority standards at each grade level. So, we'll we will add that in. >> I have have just two other points. This one's very minor page I think it's 34. Um just the word in here and I noted it and then didn't include it in my feedback. It's the last bullet point about car line. It says, "Do not drop your child off on Green Street. Only once you are in the driveway and a staff member has signaled it's safe to do so." Maybe maybe it's feels fragmentary just um Do not drop your child off on Green Street. You get that, right? And then maybe on your child should only exit the vehicle once you're in the driveway and a staff member has signaled that it's safe to

133do so. Something like that. >> Oh, yeah. So, right right right. Um because we're still not dropping them off once they're in the driveway. So, [laughter] >> [gasps] >> So, maybe I'll just put that bullet to be last. >> Yeah. Maybe. >> And because I think I already said wait with your child in the vehicle until signal to let your child out. >> Oh, yeah. So, maybe that last bullet point isn't necessary. It just wasn't super clear. >> Yeah. Yeah. Yeah. Well, they'll Yeah. We like turn our backs and start heading in and don't look up. Don't look up. >> [laughter] >> Don't make eye contact. Off you go. >> Um and then just going back to the dress code for a moment. I think you'll be pleased to know that this committee worked at

134length with particularly Bartlett in the middle school years back to be very thoughtful about not targeting any specific genders or races or ethnicities through our um dress code in our handbook. So, there was a lot of work done >> Yeah. >> to be sure that that what felt inclusive and uh it felt that expectations for not showing underwear, for example, applied to both genders. Um and and we removed some things about head coverings and things that felt like they could be perceived to be targeting um different ethnicities or races and things like that. So, we've done a lot of work with that and you probably have two very good models that are targeted toward much older audiences. >> Right. Right. Right. Right. >> Um my thought was more so around having some guidelines in place

135before you have an issue helps you work through that issue much faster when it eventually will come up. >> Mhm. >> Um and it was never in the spirit of disciplining or something like that. But if we do have a midriff showing because a third grader has outgrown their clothes, maybe we want to know that so we can help them and get them right some clothes for the day and later because they probably don't feel any more comfortable um you know, like that anyway. So, >> Yeah. >> And that's often the conversation with the with the student, you know, um so, it's it's definitely more of a support. Are you are you comfortable? Do you cuz sometimes you very out you can tell that the students are are not um and so, it it just

136leads to a well, let me help you with that conversation. >> And that can feel really I think I don't know if the word is affirming but it can make a student feel really seen and and supported in those situations too. So >> Um but I do find that sometimes when things are in the handbook like that they start to be interpreted as disciplinary rather than supportive. >> You don't have to work with your staff on that part, huh? >> Right. Yeah. >> Yeah. >> But still it's a good it's a good measure to have in place I think for for parents to know what the expectations are for sending their kids into the building but obviously age appropriately. As long as it's not homework. >> [laughter] [clears throat] >> Um any other questions or

137comments regarding the um Park Avenue Elementary School Student Handbook? Hearing none. Um we have some suggestions for um revisions. >> Mhm. >> Um I think the desire is to approve this with the expectation that those revisions take place. Is that okay with the committee? Um so I'll entertain a motion to approve this uh Park Avenue Elementary School Student Handbook [clears throat] uh with the revisions that we discussed. >> So >> Second. >> There's a motion and a second. Does everyone agree with the full committee? >> Member Colarusso? >> Yes. >> Member Miller? >> Yes. >> Chairperson Vigliotti? >> Yes. Motion passes. >> Thank you, Ms. Polifka, to you and to your team. You know, it's a lot of work. >> The last is hard. >> Right. >> So what's the next? >> So the next

138item on the agenda is the review and approval of the Park Ave Elementary School Improvement Plan. >> Okay. Um So I did not put um a lot of uh values in here, number values. You'll see I was kind of using the strategic plan values that were there. There were some very specific percentages outlined within the strategic plan. Additionally, collecting data um both here at the end of the year. So, I have a family survey that is slated to go out um at the close of the year about a lot of the topics that are in here. Um and [clears throat] then collecting student data at the beginning of the year. So, our first goal is um create safe, supportive, and inclusive school environment. So, we much like the other schools, we are looking to really

139um create strong processes and procedures for um expectations around the building within a code of conduct that are aligned with district policies and restorative practices. So, this summer, that is a lot of the work that my admin team will be doing is creating a draft of that um code of conduct that will then throughout the year um we will gather feedback from staff and families. Um as opposed to spending a year writing something um and drafting it, we felt it would be better to have a working copy that we can then um receive feedback on. So, um creating some feedback structures both with families and staff. And some of those um, feedback structures are, um, listening sessions or focus groups with the grade level teachers, uh, to to gather information about how it's working, what's

140clear, what isn't, and then coming back together as an admin team to to So, we will be meeting in smaller groups for that those feedback loops, and then, um, being able to come back together and make adjustments according to feedback. Um, so we will also be strengthening our data systems connected to specific behavioral outcomes. We do have systems much like, um, what was discussed. We have the PBIS team up and running that examines educator handbook data. We really been piloting that system for the end of the year as it just got up and running maybe 2 months ago. Um, so we've been piloting it and have been very happy with what what we've seen. Originally, the goal was to run those, um, those data teams and then give that information back to the PBIS team

141to develop plans for addressing some of the concerns that have come out of the data. But, uh, we really see, uh, opportunity to spread it to grade level teams and school wide as well. The those those processes. So, when we say we're strengthening our data systems, that that's one of the examples of strengthening them. Um, and then being able to create action plans to address those areas for improvement. So, our system does a very nice job of breaking down where things are happening, when things are happening, in what classes, um, etc. So, being able to utilize that to really, um, target the areas that need, um, more attention and changes to our our processes and procedures for addressing them. Um, additional we will also be looking to strengthen our social emotional learning opportunities through classroom

142lessons, morning meeting, and counseling supports. Currently, our counselors develop develop deliver our SEL lessons within the classrooms, um, with the teachers present. So, um, it is meant to be a co-teaching model so that the classroom teachers are also learning the material and can can follow that through. I have seen a need to strengthen that collaboration, um, and be more intentional about what are those lessons that are are carrying through. I know our assistant, um, director of student services has been working with counseling on their their curriculum maps around SEL. And so, one of the things I have talked to her about is, um, creating focus areas. So, from those lessons, what are the focus areas? What is the language? What are we looking for students to be utilizing outside of that SEL lesson? Because when

143it's just in isolation, and it's only happening within that class, we we know we need to see it happening elsewhere. So, whether the lesson is being a good friend, our focus for this week is being a good friend. Everybody looked to really give some positive feedback on that. So, making sure we we are communicating that school wide so everybody knows the SEL focus. Um teaching, modeling, and reinforcing behavioral expectations. We do already do that, but um just ensuring that we are consistently again using our data from our educator handbook PBIS teams to make sure we are targeting and improving our expectations as needed. Uh increasing our training around morning meeting structures. So, um we our the expectation right now is to hold morning meeting each morning, which is a responsive classroom structure. Um but I

144want to grow our staff's um kind of a knowledge and ability to use it intentionally within the classroom. So, it's it goes beyond um a a greeting of turning and saying hi to your neighbor, which is really important building that classroom community, but also starting to develop it as a way to talk about struggles that the classroom might be having. Really starting to utilize that structure that we have to incorporate some restorative circle work that we already have the structures in place to be doing that. So, um that can by by giving our teachers some training in holding those morning meetings more intentionally, I think we can really grow the the meaningful, purposeful use of morning meetings. Um and I and then additionally conduct regular safety climate reviews using student, staff, and family feedback. And

145strengthening opportunities for collaboration with our behavior coach and providing opportunities for peer observation. So, we really want to grow the idea that we can be in each other's classrooms and learn from each other with the support of of a coach as well cuz it's important to have um somebody visiting with you so you can process what what you're seeing. So, and I all of this the intention of all of these things are to improve safety and um climate within the building. Um and I think starting out with being very clear about our our processes [clears throat] and procedures around um classroom setups, classroom structures, and disciplinary procedures both at the classroom level and the admin level. And bring it all the way back to teachers being able to visit each other's classrooms and learn from

146each other. Can start to grow that. Do you want me to keep going or do you want to do one goal at a time? I forgot what I'm so loaded on. Forgot what >> [laughter] >> I think you're fine. >> Okay. So, the next piece is establishing shared expectations for inclusive instructional practices. Um we see a real need that um as as has been one of our goals to ensure equitable access to high-quality learning experiences for all students. Um so, we will by the end of the year all instructional staff will implement shared research-based instructional practices that support student engagement, differentiation, and academic growth. So, starting with developing, communicating, and monitoring what those school-wide practices are, things like um examples of sheltered English and uh SEI strategies, as well as scaffolds and supports. It's been

147a focus of our walk-throughs. We've seen a need to increase that. So, um we will be focusing on being very explicit about what those are and what they should look like in the classroom. We already have structures in place that have our L teachers and our special education teachers working collaboratively with our grade-level teachers. So, we really want to continue to grow that those partnerships um and grow the ownership of classroom teachers um for those types of supports um being guided by the special education and L teachers. Um So, along with all of this is providing professional development in these in these strategies. I think we have a lot of uh strong staff within the building that can can provide um whether it's faculty meeting um professional development or during our half days, being able

148to um provide the professional development. We want to continue to increase the use of student discourse, scaffolded supports, formative assessment, and move into checks for understanding. That was our third um component of our instructional priority as we had all discussed. You know, we may not get to all three. We had um quality questioning and student discourse and checks for understanding was our third one. We we will be pushing forward with our checks for understanding um at the elementary school. Um Again, strengthening our data system. So, we do currently use We have lots of different pieces of data coming in. We have i-Ready and DIBELS coming in that that we use to track student growth um over the year. And really looking at where the students started and and where they grow to, but uh using

149our Wonders progress monitoring and our Eureka quizzes and really collecting that data and looking at it as teams. So, we've done a lot with our Wonders progress monitoring and our writing assessments and looking at those as as as an ILT and looking at our growth and and action plans around that. Um we need to expand that to our Eureka quizzes and um establish a process for collecting that data school-wide. So, um and ensuring that all of our students broken down into our subgroups are also um reaching grade level um expectations. And then we are also seeking to uh strengthen our instructional coaches work with our teachers um by utilizing our our evaluation process to really leverage the coach to grow our teachers as well. Goal three is our improved literacy achievement. Um we need to

150move our students forward in literacy, absolutely, in our early literacy. So, we really took a close look at our our DIBELS data this year looking forward and we pulled out some very to focus on that are kind of the high-leverage points for early foundational literacy. Obviously, it's all important, but when we're looking at specific areas to grow our students, we want to look at our phoneme segment for um for kindergarten, for first grade, our nonsense word fluency, and um correct letter sounds. Um and then for second and through fourth grade, our oral reading fluency. So, those are really the key sort of leverage points for improving our students' reading. So, we will use that beginning-of-the-year data to set some very aggressive expectation goals. Um we're also looking to increase our grade-level performance measured through uh

151i-Ready. So, we'll start at the beginning of the year looking at our data there and looking at um where they are at the beginning of the at the beginning of the year. Um we need to we do need to also strengthen our tier one and our tier two. We need really to strengthen both of those um pieces for our instruction, our literacy instruction focused on acceleration. So, we really in need to be providing in the moment interventions and ensuring that we are giving the students what they need um as soon as they as soon as they start to fall behind, which um happens in in our tier one and then >> [clears throat] >> brings us to our tier two. We need to strengthen our tier two instruction, um which we have been doing a

152really good job. We have a what I need, a WIN block, a what I need block, and we split the students into various groups based on on what their data is telling us they need strengthening in. Um but now we need to ensure that we are using for all of our groups evidence-based interventions. So, with that, we will be evaluating our um evaluating what we have available for for programs. So, we have a lot of different programs throughout the building, and we need to create a database of those programs and ensure that we are assigning students to the the correct program for what they're meant to focus on. Um and then additionally ensure that our teachers have the training they need to appropriately deliver those interventions. >> Who's next? >> I'm number 12. >> Can

153I ask a question specifically about that piece? I'm just wondering, do you have um grade level wise or however you do it, do you have cut-offs for when kids what what number is the number where they go into certain intervention groups? How many weeks do they get? Like what's the number to get out of that intervention group? And kind of like how that rotation works? >> Yes. So, um they're they're the kids that are in more of our our yellow um more of our below are getting regularly progress monitored and they are there are um cut-offs for when they when they start to make progress. >> Okay. >> Um and the interventions last about 6 to 8 weeks. >> Okay. >> Um >> And who's looking at that data typically? >> The coach and the

154assistant principal um Jess >> Mhm. >> or Miss Miss O >> Yeah. >> along with the teachers. So, they have um when at the [clears throat] end of that rotation, we use a uh common planning time for the whole team to look at all of that data and start to decide what makes sense for the kids. >> Perfect. Thank you. >> Miss Buell, I have to go just a follow-up question to that. Do you have an idea now of what percentage of students are receiving interventions or are Trying to find the wording here. Within the strategic performance band on grade specific subset subtests? >> Um I do I can look that up. >> want you to tell us now. >> Yes, but we have that data and information. Yes. >> Yep. Yep. >> And there's

155a new feature that we want to investigate in Open Architect that actually is an intervention tracker. >> Mhm. >> And so, um because I often get asked like um of the students that receive intervention, who's making progress, who's not making progress. And short of doing things manually, we do a lot of things manually. Um it would be nice to have a digital task that >> Yeah. for sure. >> Yeah. >> And that is where we have it in just a giant spreadsheet. Um I mean, we have the we have M Class. We have M Class, which is really nice um as far as being able to drill down into classes and and individual students and whatnot, but um to be able to say, "These kids were in this intervention group and here's what it looked

156like." Um you know, we've also been really looking at our structures. How are we tracking attendance at those intervention groups? How are we, you know, tracking their progress even day to day beyond just the when we're doing the progress monitoring. What are we What are we noting on them? >> I guess the reason I was asking about the percentage of students that are in that criteria is I wonder if it would be valuable to put a put a goal in place of what you're going to decrease it by how much. >> Mhm. >> Um some of the other goals that were presented in school improvement had a specific percentage goal that they were aiming for. >> Right. Right. Right. Well, and we'll do that at the beginning of the year because like those kindergarteners, we

157don't those kindergarteners will in first grade we don't necessarily know their their um nonsense word fluency and correct letter naming now because they're in kindergarten. They haven't So, we'll test them at the very beginning of the year. So is that what you're >> So, one out of the five grade levels, we don't have data on, but the other four we do. >> Right. Right. Right. Yes, for what the end of year is for. >> So, DIBELS is is designed in in like in kindergarten, you only test this. And in first grade, it opens up new um subtests and so on and so on. So, they don't have the information cuz it's not yet tested. >> Right. But, I'm I'm also wondering if the measure is more students are at grade level rather than rather than

158the number tracking the number of students >> And maybe that's correct for having some kind of comparison of how you're doing through the year so that we can see some kind of progression or like a target, yeah. >> Because that has been one of our struggles is it's almost like starting over each year. Like, you know, how are we ensuring that we have the data meaningfully? >> Yeah. Right. It's tough to gain ground when you don't have a real right target in mind. Right. >> And that's been one of our our struggles with even looking at i-Ready and even the the work is it's like we do make a lot of progress in the year, but it always feels like we're right at the same place with each grade >> [clears throat] >> at the

159end of the year. Like you know what I mean? Like, if we have if we have 50% of students reading on grade level by the end of the fourth grade year, the next year, that's still where we are in fourth grade, that percentage. Like, moving we're really but trying to focus on moving all of them up year over year. >> Are you referring to the same cohort of students? Like, those fourth graders that are now fifth graders in the next year or your incoming >> I'm talking about how many kids we we send off to the middle school reading on level at the end of fourth grade >> Your average has changed every year. It's similar. Right. Yeah. >> Right. Like, everybody's on almost on the same trajectory. How do we change that? >> I

160think yeah. I mean, my recommendation would be a bit more specific of a goal around percentage of students on grade level will increase by x percent. I wouldn't prescribe it 10% 7% whatever is reasonable. That will be a very clear measure because you can say yeah we decreased via three three less students that are that's not you know >> Right. >> They may have moved out. >> [laughter] >> Yeah. Yeah yeah yeah. Well and what we see is you know in in looking at I ready is year over year the gap grows and grows and grows and what we really need to focus on is not letting that gap grow. >> Right. >> Mhm. How are we going to do that? >> Mhm. >> Okay. That's the question here. >> Yeah. Um and then our

161last goal is on partnerships with families. We've heard um very often from our surveys of families that they want curriculum support and to understand what students are learning. So um this coming year we will be putting on several curriculum nights. So we have an additional third night for our teachers um within the contract that um we have not used traditional traditionally. Um in the past we always have our back to school night. We always have our conference night. So we're going to create a structure that incorporates our teachers into um providing families with curriculum nights, math game nights, um some of the other ways to really support both the fun side of what what our kids are learning and the informational side for for our families which is what they have asked for many times.

162Uh we also saw a really big need in increasing in consistent two-way communication with families. So, we do a lot of and our teachers do a lot of communication with families. Um but again, sharing uh we we really need to increase our sharing of academic data and curriculum work with our with our families. So, um and we're going to be seeking ways to increase evidence of two-way communication. Um that was just something that we all noticed through our evaluation system this year that it was really hard to document the two-way partnership with families. Um and then additional opportunities for family feedback through surveys, um forums, and participation. Um starting with this survey that I'll be putting out shortly that is really related to the aspects of of this um the school improvement plan. So, the

163survey was really created around the school improvement plan to gather their understanding of what we do and grow that. And that's it. >> [laughter] >> Any questions or comments from anybody? >> Eva sure. >> Number four last. >> Um More unsolicited advice for me. But I would say that one thing I would think about just when you're talking about the academics piece and explaining it to the parents, I would maybe think about um, figuring out how to explain what standard base grading is because I think that that's an area where families have a hard time where they don't really understand like they know what an 85 is but they don't really understand what a two is. And so like I do understand why we do it with the younger years but I think that could

164be a disconnect for families um, when it comes to the grading system of not really understanding where their kid is and where they should be. Um, and even like a progress monitoring plan like you know, we expect all kids to have threes and or you know, whatever it is or you know, but just having a way to explain that and maybe doing that a little bit with the back to school night or having teachers kind of explain that to some of the parents who might be having questions. Um, I would say that would be one piece of it. Um, and then yeah, I think I think it would be helpful to have some sort of like number data that we had an idea to see like the growth that you're having throughout the years here.

165But overall like you explaining it really I felt gave me a really nice understanding of where you are as a school and where you want to go and I think it's a very thoughtful assessment of what you're doing but I think that would be helpful for like just so you can see the progress that you're actually doing, you know, all the things you're making, all the things you're doing. You're doing a lot. >> Really chair, remember Miller? >> I think kind of picking backing on the chairs comments on one thing. Um, on your last goal, everything is about showing growth and increase throughout family surveys. Do you have a basis now for any of that where you can put some kind of percentage in? because Yeah. We would if when you go to present to

166us >> Mhm. >> how this is working. If we don't have a basic we don't know. >> Right. Right. Right. >> How it's So, just putting family survey results doesn't help unless we know what they're doing, the percentage you're getting now. And then and see if that goes up. So, you might want to And I understand in some of your goals a percentage is hard we have right now. But in that one I think you can because you have paper. If they're doing the survey, you should have any some kind of starting point. So, I would think about that. >> Right. Yes, I have an end of year survey that I have ready to go out. Yes, so you'll get those. Yeah. Yeah. >> And I I hate to be petty on but go back

167to page seven. I am telling you I'm the person that sits and corrects grammar listening to the newscast at >> [laughter] >> So, I mean I there's a missing word. >> seven >> Um Um page seven it says increase the use student decon. >> of Okay. >> Not my wheelhouse. >> I'm sorry. >> No, no, no. Absolutely. I That would be me. I'm the same. I'm the same when it's other people's stuff. I'm like that's spelled [laughter] wrong. >> Yeah, it starts to run together when you work on it. >> Yeah, exactly. >> It kind of just stuck in my head. >> But you know what? If that's it I feel [laughter] pretty good. >> Dummy, I never noticed any of that. Right in front of >> [laughter] >> Um >> This is a lot

168of words to just have one or two letter words missing. >> [laughter] >> I would be very interested in identifying what percent decrease in the number of referrals for minors is your goal. >> Yeah, so 10% is what is in the um in the >> the district wide >> wide >> Oh, so that's what you're following now. >> So, yeah, I can put that directly with that. >> Yeah. >> But that is intended to be following the district wide set. >> Yeah. >> And the percent increase in school climate survey responses, is that somewhere else also? >> Um student, staff, and parent satisfaction surveys indicate 10% improvement. >> Okay. >> 10% increase in school climate survey responses, is that the same thing? >> Uh >> That was >> This just has the number of family

169responses on surveys increased by 20%. Look at the number of participants cuz we we have been very traditionally low participant [clears throat] rates. >> So, when you say increase in school climate survey responses, you just mean the number of people that are good, bad, or indifferent. You just want more people to give you feedback. You don't care if it's good or bad. >> Got it. >> Yeah. But then, obviously, we want also to see as the student satisfaction surveys indicate 10% improvement. >> Got it. >> So, that's the >> 10% more responses and better. >> So, information. Yeah. >> The things are better, right? Like so >> Okay. >> that we're moving in the right direction. >> And we had like increasing coaching Sorry >> Yeah, I was going to say a lot of my

170survey is about um understanding because I feel like this school improvement um plan is a lot about um working with parents to understand our processes and give us feedback on processes. So, really I want to know what what do they know? What do they understand about what what we do um at Park Ave Elementary. And then, if there's not a lot of understanding, that means a high need for increased communication and focus groups and things like that. >> Um how are you measuring strengthened consistency in schoolwide behavioral expectations? >> Is that going back to the Ed Handbook results? >> Yes, back to Ed Handbook, but um also it's I mean, I guess what one thing we could do is um a monitoring of how many we need to send back. >> Um meaning they don't

171meet the criteria? >> Right. Or minor or whatever it is. >> Right, exactly. Exactly. Um because because we've not been keeping track of that, honestly. Um because we're we're still struggling a little bit with the lack of a code of conduct. We've been struggling a little bit with consistency with that work. >> That makes sense. So, that's why your first goal is like that draft of the code of >> Right, like a very clear expectation for both admin and teachers and parents and kids like lay it all out >> [clears throat] >> with the expectation of increasing that consistency. And being able to refer back to a document that supports why >> [clears throat] >> something's being done. Whether it's that the referral or minor is being sent back or whether it's we're we're doing

172we're issuing this disciplinary you know >> all the subjectivity from exactly >> from the common right somewhat cut and dry >> [laughter] >> disciplines that are cut and dry but the district is it's a 10% so that's like a 10% decrease as a class report what you're looking for okay and I can put those directly into this document and you know if you met that at the end of the year we can celebrate you know that success and if we haven't we can figure out whether or not 10% was a reasonable goal maybe we need to recalibrate for the next year but at least we have something to strive for and similarly with the percent increase in coaching cycles I don't know if that's something that you're putting a number or a percentage on I

173wrote percent but I think it just said increase in coaching cycles how about in I mean this you guys are the ones that go on or off but I could certainly go back in and add in percentages where appropriate and resubmit and just the last one that I already referenced has to do with percent of students on grade level I think that's worthwhile yes yep cuz those are the those are the things that we use like our our program specific assessments to to look at and our writing assessment and we do have some baseline data on that as long as it's not something you have to go out and create in preparation to place that's what we've been doing collecting that data and working on it but as I mentioned the the math we need

174a system for sure the math as well okay >> [snorts] [clears throat] >> Overall, I think really strong plan. Just adding those measures, I think, will keep us sort of being able to monitor that and keeping on track, I think, of the 9 and 18 absences and checking in halfway through. Similar, right? You sort of check in partway through and see if we're on target, if we need to make adjustments and stuff. Um So, um what's the desired outcome here? This is a lot of um revisions and how we feel about that. >> I feel as though that in my opinion, I feel like you have all the the information at your fingertips. You're just going to add it in and I feel okay with submitting the plan as and as long as you put

175the targets in. >> Yeah. Yeah, it's fine. Send it back to him? >> Mhm. >> Okay. >> Yep. >> Um I'll entertain a motion to approve the Park Ave Elementary School Improvement Plan with the revisions that we discussed. >> So >> Second. >> Um any further discussion? I would quickly to mention my name. >> Secretary, would you please call the committee? >> Member Claro? >> Yes. >> Member Miller? >> Yes. >> Chairwoman Zinky? >> Yes. >> Motion passes. Thank you. >> Thank you. >> [laughter] >> Um this is the our foundation. >> lot. Exactly. >> It's so important. >> Right. >> Yeah. >> And I know at my building, my admin team were really excited about doing this work next year. So, we've been really excited building this. >> Yeah. >> Really thoughtful goals and,

176you know, all the right people are responsible for the implementation of all these action steps. So, I can't wait to see where it takes you. >> Yeah. Me, too. >> The next item on the agenda is the discussion and approval of the coaching handbook. >> Mhm. >> This is me, you guys. >> There's really no >> Um two things. >> Yes. >> The first is that it's no longer we took the kid the piece to the kids out of here because everything is um limited in our in our regular handbook. Um I did forget to mention the one one thing that changed. Um in the fall season sports, we had and be promoted to the next grade level. We took that piece out because just like we said there was freshmen or those kids that

177are stuck between may have passed their 50% [clears throat] but still are stuck there and can't, you know, are promoted [snorts] to the next grade level. So we didn't want to exclude them from playing the sports. So that's the only piece that was changed as far as the content both in our handbook and in this book. Um this book we've now asked just to go online into the our training and just to the hands of coaches versus the kids because like I said they're it's in the other handbook. >> Okay. >> Um I have updated like the clubs and the sports and stuff inside of there. >> Any questions or comments from the committee? Hearing none, I'll entertain a motion to approve the coaching handbook as presented. >> So moved. >> Second. >> There's a

178motion and a second. As you please call the committee. >> Member Paleros? >> Yes. >> Member Miller? >> Yes. >> Trustee Diggs? >> Yes. >> Motion passes. And the next item in the agenda is the approval of surplus Department of High School furniture. Assistant Dos? >> Yeah, I mentioned that a little bit earlier. You have a document in your package of the surplus items that were looking to declare designate as surplus. There's actually two pages. One is um all the items that fall within some some general categories that we were able to roll up as well as what kind of condition those are in. And then the second page are more um things that fall in kind of an other category that people had to self-describe um the items on their own. So, we're looking

179at Let's just a little over 700 items, but you know, some of those are going to be actually um you know, other people will be taking them, right? Based on the advertising that we've done. >> Any questions or comments from the committee? It's exciting we're going to have new furniture coming in. >> It is exciting. And you know, I want to thank the staff. They um, you know, across all the teachers and all the staff at Bartlett for, you know, helping in creating the surplus list. Like we don't do this alone. We look for people to help submit forms, take pictures, give that to us so that we can help facilitate the process. So, we couldn't do it without everyone's cooperation. So. >> Well, thank you to the team also. So, I'll entertain a motion

180to declare surplus items of miscellaneous furniture from Webster Public Schools and to direct the superintendent or the director of finance and operations to auction off, donate, or otherwise recycle or dispose of these materials in conjunction with the provisions of for Mass. General Law 30B. So moved. >> Second. >> There's a motion and a second. Does everybody approve this public meeting? >> Member Claros? >> Yes. >> Member Miller? >> Yeah. >> Chairwoman Dickey? >> Yes. >> Motion passes. And the next item on the agenda is the review, transfer, signing of the >> say one thing before you go? >> Yes, please. >> And then I'll let everybody take off for the night. >> Sure. >> Um, I just wanted to I just wanted to thank the group here and I wanted to thank the committee. I

181know this was a lot for one night. >> Yes. >> Um, putting it on one meeting that goes out the year. Um, hopefully in the future we can spread this out a little bit more so it's not so much at one time. But a lot of thought and work has gone into this by this team here and truly really proud of the work that went into the strategic plan and the school improvement plans. Um I think this is the first time in a long time that it's work that we've all owned and live and breathe every day. We can see the work that's happening, being a part of it. Um and it really feels like it's our work, something that we're owning. And um I appreciate that. I appreciate the time and effort. I appreciate

182the committee's time to give feedback ahead of time to give us an opportunity to digest, to think, to look at it again and come back um with some fresh eyes. Uh so um all in all, I know it was a lot, but I just wanted to say thank you and I want to thank the team um because this is something that uh a big push not only to get it done by June 30th, but because we believe in this work and it's work we want to plan for for next year and we want to use our summer um getting ready so we start the year off strong. Um so I just wanted to thank everybody for their efforts and thank the committee and I appreciate the support and um excited for the year um upcoming.

183>> Yes, agreed. Thank you for saying that. And thank you to all of you. I know that I tried my best to give feedback in advance. I wasn't able to give all of my feedback in advance. It was a lot of information to digest. Um in addition, you know, if this was the only work that I was doing, it would have been much more manageable. Um but I'm busy during the day, so it was a lot of reading. Really well done and you know, I think in the future following the same pattern of giving the information far in advance is very helpful and having it chunked up, right? Like we're making incremental gains here on how we're handling these things and it will only get better from here when it comes to dealing with some

184of these things before we get to the meeting. We haven't arrived yet, but we're getting closer. Really appreciate all of you. I know how hard it can be to be in those seats and you all did a fantastic job. >> Mr. Chair, member Flores. >> I would agree and I just wanted to thank you all for [snorts] your hard work. I thought the plans were all done. I thought they were excellent and I thought that each principal gave like a really and I know the whole team of you doing it, but I thought that you really gave a clear picture of your goals for each school and I thought it was like individualized, but at the same time it really met all the district needs and I'm excited to see how it goes and you

185being able to tell us all these things. I think it's a really nice road map for you to kind of display all that hard work you're doing in school and to show it off and so I think that's great and I thank you for taking the time to putting them all together. I think they looked great. >> All right. Well, the next item on the agenda if there's no other comments is the review transfer signing of warrants goes payroll and vouchers. You guys are really in this is the easiest part of the whole meeting. >> [laughter] >> I'll say tomorrow. I'll say >> I'm only kidding. >> just have to think. >> Motion to adjourn? >> Second. >> There's a motion and a second. Ms. Rivers, would you please poll the committee? >> Member Perreault?

186>> Yes. >> Member Miller? >> Yes. >> Chairperson Diggs? >> Yes. >> Meeting adjourned. Good night, everyone. >> Good night.