001All right, good evening everybody and thank you for coming. It is um Tuesday, May 19th and it is 5:30 and I'd like to call the Revere Board of Education regular meeting to order. Um our first item of business is going to be adjust to adjust the agenda to the due to the absence of um Mr. Berdine, we have the need to move uh current agenda item six up to the top of the agenda. Um we need to appoint a pres uh treasurer pro tem in Mr. Berdine's absence. So, I'd like to make the motion to appoint Mrs. Rainey as our treasurer pro tem this evening. Can I get a second? I'll second. Okay. Any questions about that before Okay. And this does not require a roll call, so all in the favor, please answer affirmative.
002I. >> I. Okay. All right. Miss Rainey or Mrs. Rainey, will you please call the roll? Mr. Boler. >> Here. Mrs. Brackett. >> Here. Mrs. Burke. >> Here. Mrs. Rainey. Here. Mrs. Shine. Sorry, I have to Sorry. >> [laughter] >> Okay. >> [clears throat] >> And then Mr. White, would you like to call up? >> Yes. Mr. Babalich, Mrs. Smith, will you uh come up and introduce the students for leading us in the pledge and then after the pledge talk about those students. We sure will. Well, thank you for the opportunity. We'll have the following students come up at this time. Emma Streeter, Giada Cangiano, Gia Bedell, and Harrison Rainey will lead us in the pledge. Okay. If everybody could please stand. I pledge allegiance to the flag of the United States of America and
003to the republic for which it stands, one nation under God, indivisible, with liberty and for all. Okay. All right. Every month we have the the privilege of beginning our meetings with outstanding students that lead us in the pledge. And these students that are being recognized tonight are being recognized for representing what it means to be Revere ready. They are respectful, responsible problem solvers in our school community. First up, from Mrs. Kennedy's second-grade classroom, we recognize Emma Streeter. Emma's bright spirit shines through in her creativity, her kindness, and her caring nature. Her smile and positive attitude are contagious, and she spreads joy wherever she goes. Here is yours. Our next student is from Mrs. Reinhardt's second-grade class, and we recognize Giada Cangini. Giada consistently shows what it means to be Revere ready through the respect she
004shows to classmates and adults. The responsibility she takes for her work, and the effort she puts into everything she does. Congratulations, Giada. Next, we have from Mrs. Delaro's second-grade class, Gia Bedell. Gia is always willing to help others with kindness and positivity. She is highly motivated, works hard in everything she does, and is someone her classmates and teachers can count on. Congratulations, Gia. And from Mrs. Kennedy's second-grade classroom, we recognize Harrison Rainey. Harrison has a true passion for learning and brings curiosity and excitement into the classroom each day. He works cooperatively with others and serves as an excellent role model throughout our building. Congratulations. All right. Okay. >> [applause] [applause] >> All right, I'm going to go over this way. Yeah. I'm going to go right over here and We'll get our district pictures and
005parents you can go through and come up and get your picture with us. Okay, I think I can see everybody. Big smile, y'all. Awesome, thank you. Please stay where you're at, keep smiling for your parents. >> [applause] [applause] >> All right, Mr. Fry for Bath. Good evening. I have the pleasure of introducing two students that have been working very closely with Mrs. McCarty and Mrs. Kerrigan throughout the year this year. Uh my first one is Camden Losch. Cam, come on up. This semester Camden has shown meaningful growth in maturity and self-awareness. He has become increasingly comfortable participating in group activities and discussions and has gained the confidence to share thoughts and feelings with others. It has been encouraging to see him volunteer during group conversations and demonstrate a willingness to learn and practice coping strategies
006when faced with these challenges. Cam has a positive attitude and sets a great example for his peers. I am very proud of the positive growth Cam has made and commend him for his effort and resilience. Keep up the great work, Camden. >> [applause] [applause] >> My second student is Ben Trump. Ben, come on up. In a addition to achieving academic success, Ben has demonstrated significant personal growth and resilience throughout the school year. Over time, he has shown increased engagement in school and a more positive attitude toward learning and participation. Ben has become more motivated and has shown a greater willingness to be present and connected with the school environment. Ben is also proactive in supporting his own emotional well-being, demonstrating increased maturity and insight throughout the year. He cares about others and treats them with
007kindness and respect. He has also shown growth in recognizing his own needs and utilizing supports to help himself succeed. The progress Ben has made reflects perseverance and genuine commitment to his own personal growth. He should be very proud of the positive changes and accomplishments he has achieved this year. Ben, excellent job. >> [applause] >> The same routine as before. Also, please stay where you're at. >> [applause] >> There you go. I was looking for you in the back. I'm like, "Where are they?" I was like, "Dr. Oberhauser with the middle school." Thank you. Good evening. So, one thing I will say before I turn it over to our head coach here, Ryan Fletcher, Academic Challenge is probably I didn't go to an Academic Challenge event until I became a middle school principal. And I remember
008going to their first event and they're asking them questions and the rate they're asking them, the kids are just buzzing in and I'm still trying to process what they're asking and they're getting the answer correct. And I'm like, "How How in the world do they know that?" But my one moment was when they asked a question about a Super Bowl winning quarterback who had multiple Super Bowl titles and the room was silent and I'm just in my head going, "Tom Brady." And then they're like, [laughter] "What is Tom Brady?" And I'm like, "I got that one." So, yeah, that was That was a good moment. These kids work so hard and the kids that are going to come up here tonight, they're not just in Academic Challenge. Like, they You will see them everywhere. We
009do well in Science Olympiad, we do well in band, we do well in choir, sports. Like, I go to an event, Math Counts, and I swear I see the same kids. I don't know how they're doing four things over the weekend and excelling at all of them and being leaders in our school and highly achieving at our school. So, everyone that's coming up tonight, you have done an outstanding job in your career at middle school. I'm going to turn it over to Mr. Fletcher. Thank you. I appreciate that. Um normally I write something out and then I never look at it, so I end up winging it anyway. So, uh I'm Ryan Fletcher. I teach middle school science, but uh several years ago Mr. Conley came to me and asked me if I would take
010over the Academic Challenge position when Mrs. Rosek had to stop. And uh it was with some hesitation, but I jumped into it and it's been a great experience. I really enjoy working with these kids. So, today I've got five students, uh four eighth graders and one seventh grader. So, um you guys might as well all come up here cuz I'm going to talk you about you as as a group as opposed to individually. You guys can come up. Uh when we look at our vision of a Minute Man, there are two things that really stand out with these guys. Uh first of all, this is Jesse Nowakowski, Harper Rainey, Ella Fletcher, full disclosure Ella's my daughter, Henry Burke, and Eric Zhu. These are the five members of our A team that were at the state
011tournament. These five finished fourth at the state tournament this year. And then four of them ended up at the national tournament in Chicago, and I think that Henry would have gone as well if I'd realized the potential he had earlier in the year. So, he came a long way for somebody who had just joined the team this year as an eighth grader. But, when I look at this um demonstrating a learner's mindset, these guys are always trying to improve themselves, and the idea of learning for the sake of learning is kind of a big deal for this group. I'll walk into a different teacher's class, and if they're in the middle of downtime, I'll glance at some of their screens, and they're looking at Protobowl, they're answering practice questions, they're doing buzzer practice, they're doing
012everything they can to make themselves better competitors and learning things for the sake of learning. I'll tell you one anecdotal story. We were sitting at the house one night, and Ella said, "Dad, what should I learn? What should I read?" And I said, "Ella, in the past 2 years I've not heard Edgar Allan Poe Cask of Amontillado come up." So, she read it, we talked about it, and within 4 days it came up at our next tournament. So, she got that one for power. She was very happy. The other thing I'd like to talk about is their perseverance. In the perseveres and adapts, we beat a team early in the year that we've never really beaten before. And that was that that victory kind of set us up to win that tournament. But, then we
013ran into that same team at the state tournament, and we lost to them. And I was a little concerned, but we ran into that team again that same day in the afternoon. And it could have been very easy for the five of them to just say, "Oh man, we lost to them earlier. We're not going to do very well." But they sat there and they got their heads down and they were grinding and they ended up beating that team again, knocking that team out. Copley was very happy that you guys knocked them out because that made it Copley's championship a little bit easier. But in the long run, you guys could have folded. You guys could have given up and realized that there was a situation where you were going up against a team that
014had beaten you already. You beat them. I was very proud of you. This group does a really good job. I'm always proud of them when they win. I'm more proud of them when other teams, advisers, other teams' coaches, other teams' parents come to me and talk about what good kids they are. How they're respectful, how they try to take care of others, how they never get lost and go to the wrong room, how they always congratulate the other team. So, this is a group of students who not only academically but just as good students are doing a really good job. So, to the four eighth graders, I really hope that you guys try out for the high school team next year. And selfishly, Harper, I really hope you try out for the for the team
015next year when you're in eighth grade. All right. Thank you. >> [applause] >> And just one story he didn't share. He always does a staff versus the academic challenge team, and the staff always wins. I was only able to do it this year. He is the reason that the staff always wins. It's Fletcher versus the team. So, if you need him from for like trivia night, call him. Okay, everyone smile. Awesome. Keep smiling for your parents. Okay, perfect. >> [applause] >> Mr. Ferris. Hello. Good evening. It is my honor and privilege tonight to present to you three incredible students. I'm going to start to my right with our superstar sophomore, Caitlin Newey. So, Caitlin is a a current sophomore, like I just mentioned. She just picked up her junior schedule this afternoon, so that's very
016exciting for her and her family. She is an honors track student. So, obviously pushing herself academically with everything she does. Uh she's also a member of the marching band, where she plays the French horn, and she was recently named one of the student conductors for 2026-2027. But, the reason I'm presenting her to the board and our community tonight is for an accomplishment that she has reached a couple months ago, but we're celebrating um because this summer Caitlin gets to represent Revere High School, her family, and our community as a delegate to the Congress of Future Medical Leaders from June 24th to June 26th, just outside of Boston, on the University of Massachusetts uh Low- Lowell campus. So, this is a very exciting opportunity for Caitlin. She's obviously expressed interest to become uh to be in
017the medical field, and what a great opportunity she has here. The Congress is an honors-only program for high school students who want to become physicians or go into the medical research fields. So, just to hear what her 3 days are going to be like, uh Caitlin will join other students from across the country to hear Nobel laureates and National Medal Medal of Science recipients discuss leading medical research. She'll be given advice from Ivy League and top medical school deans on what to expect in medical school. Sounds fun. Uh she'll witness stories by patients who are living medical miracles. And she'll be inspired by fellow teen medical science prodigies and learn about cutting-edge advances in the future of medicine and medical technology. So, we are very excited to hear about her what she did this summer
018essay in August. And ladies and gentlemen, I present to you Miss Caitlin Newey. >> [applause] >> And then every year, since this is the last board recommendation, um I always like to just try to tug at the heartstrings a little bit and um nominate a senior who has made a significant impact on our school. And this year, I actually get to nominate two seniors who uh also happen to be twins. So, I present to you Al and Trenton Burns. And if I can just have a moment of your time to share the story of Trenton and Al. I don't have it scripted out because I'm just going to kind of shoot from the heart here. But four years ago in the summer, I got a phone call from Dr. Carrie Daoulas, who I had developed
019a an amazing relationship with um as a result of her older daughter, Megan, uh who is a student at MIT. Megan went through Revere. Carrie and I became uh good acquaintances. She helped out during COVID, uh helped our staff a lot, and just developed a tremendous respect for each other. So, Carrie calls me in the summer and says, uh "Doug, I need a favor." I said, "Anything for you, Carrie. What's up?" And she said, um "Well, my my family of four became a family of seven this summer. Uh her sister passed away suddenly and tragically. And um she and her husband were in the process of adopting um her three two nieces and one nephew. And I said, "What do you need?" And she said, "Megan's going to bring them up, and I just need
020you to um do what you do. Just introduce them, show them around, talk to them. They're probably not going to talk back much cuz they're kind of shy and quiet. They're nervous." And I said, "Carrie, I got this." And so Megan showed up, and I first met Trenton and L Burns. And um she was right. They didn't say much. Uh they were extremely polite. Uh they were extremely gracious. Um they said thank you. Um and I was a little scared. I'm like, I don't know how this is going to go. And when I say that standing in front of you and these two young adults is the absolute best of Revere in so many ways. It starts with family. It starts with Dr. Dialis and her husband taking her two nieces and one nephew in
021to give them a chance at life because life had not dealt them a very good hand. It continues with their transitioning to a new school, to new friends that you made, to new experiences, to being challenged academically in a way that you hadn't quite been challenged up until your freshman year. To our staff who recognized some of the gaps that needed to be filled and spent extra time with Trenton and L. It continued throughout the the last three years, 10 months, and couple days up until internships. These two became involved, and although their paths were a little bit separate, they always stayed together. They maintained a friendship between the two of them as siblings that I honestly don't get the chance to see much and just from afar stand back and marvel at it. I'm
022so proud of Revere. I'm so proud of Trenton and Elle Burns because they took what could have been tragedy and used it as an excuse as to why they shouldn't succeed or why they shouldn't persevere and adapt or why they shouldn't push forward when times got hard. They took that and used it as a fuel to get them to where they're at today. They are 9 days from graduating high school and in that tour that we did four summers ago in this 200,000 square foot building that probably seemed so incredibly overwhelming to them. Now they're on the verge of getting that diploma that maybe seemed so elusive. And not only are they getting a diploma, they have a plan. So Elle is going off to Kent State to study nursing and nursing and Trenton is
023using what he's learned at CVCC to enter the workforce. Again, the absolute best of Revere. When every single one of the 210 kids cross that stage and I get to shake their hand and congratulate them and wish them well, there are a few that stand out and when Trenton and Elle Burns cross that stage, it's going to be something because I will know that I had such a small part of their journey, but we as a collective community are sending off two pretty amazing young adults into this world. So give yourselves a round of applause, Revere, and let me introduce to you Trenton and Elle Burns. >> [applause] [applause] [cough] [applause] >> All right, and normally about this time we'll say parents, please feel free to exit if you would like, but I will tell
024you we have a pretty incredible video that we're going to show. It's about 15 minutes long, so you're welcome to stay and see it or um not. What's that? >> It's like 20 minutes long. >> 20 minutes long. Yeah, so if you need to go, please feel free to stand [laughter] up and go. Thank you, everybody. I'm excited to see it. >> I'm excited to see it, too. I can't wait. People are into it. Okay. I don't think it's 20 minutes. There is enthusiasm. >> [laughter] >> It's okay. I I didn't realize that either. 15 fantastic. That's a lot of private time. I don't know. I didn't know that she was. Interesting. Aw, that's cute. I just noticed his Crocs. I know. Aren't they cute? I said they're They're cute. I didn't notice the Crocs.
025I just I noticed the tie. I didn't see the Crocs. >> [cough] >> Okay. >> [clears throat] >> Thank you, Mrs. Roach. >> Okay. So, last school year, you know [clears throat] that we started as a district working on coming together with consistency and having one initiative that everybody was focused on. It really came out of Mr. White's listening and learning tour, thinking about what does it look like to be one Revere. And one of the big takeaways was that all parents want the students who they know and love to thrive. And really, as we reflect, we know that's true. That's what we want for the people that we care about is thriving. It led us into thinking about instructional growth, and also how we support students as a whole. One of the questions we
026started asking our teachers was, "What intentional instructional strategies are you using in your lesson design to grow every student?" It ultimately turned into every student thrives. As you know, we started this school year with a conference where we had over 40 sessions during four blocks of time, and teachers were able to choose their path. They have focused on differentiation, on um using data to drive instruction. They may have looked at how to use different artificial intelligence to help them increase the efficiency and develop more options for questioning. Many, many other things. One of the things that we really wanted to do is come back to you and to the community. So, this video that we're about to show will be shared on the website tomorrow morning and it really is showing what every student thrives
027in action looks like in our district. It's like the world premiere. >> [music] >> How do we help every student thrive? How do we help all kids grow? [music] We know when students are growing, they're thriving. >> [music] >> Simplest of lessons teach you the the best things in life. Working cooperatively, learning how to fail [music] and persevere, and and that's where every student thrives. Which word begins with octopus? Forever, option. You build an atmosphere where achievement increases and attendance increases and behavioral issues decrease [music] because kids are so excited to be part of a building with all the things that [music] we have to offer. So, we understand fully that our students [music] are much more than a test score, they're much more than a perfectly written paper. They are here to engage socially,
028[music] engage with a purpose is one of our core competencies, and we want them to demonstrate a learner's mindset not only in the [music] classroom, but but beyond. This year we really put a big push on growing how we design our assessments [music] and then use the data to evaluate things. So, the minute that child [music] walks in the classroom, I'm taking notes. What are they coming in thinking? How are they coming in feeling? How is that going to affect their achievement? We're all in this together. We're [music] we're trying very hard to to make sure that everybody is is thriving to their best ability every single day. >> [music] >> Every student thrives isn't just a tagline. It's really a mindset that's critical for every educator [music] in our district to be relentless in
029our pursuit of success for every student. Uh pin fit. Say it back to me. Uh pin fit. Fit. Teaching in a kindergarten classroom is magical in one word. The word kindergarten actually means children's garden and I find it a really special place where I can um have my students work and play in a um safe space. At this table building the sentences I need Anna, Tyler, and Michael. Two pom-poms in your cup if you're doing the motions and saying the sounds you have to participate. Sat on a tuffet eating her curds I always try to make my learning multi-sensory. So, I'll try to make things really hands-on. We might use Wiki Stix or dice or uh magnet boards, dry erase boards, uh cards that the students manipulate just so that the students are really interacting
030with their uh work that they're doing and internalizing it so that they can apply it on their own. So, our building goal obviously is to make sure that uh through instructional strategies that each child is achieving and that each child is engaged. I absolutely love teaching second grade because there is an an innocence and a excitement to learn that they bring at this age level that they just think every single day is like the best day of their life. So, we have been working really hard the past couple of weeks on Johnny Appleseed and we've read two different versions. What does it mean when I say two different versions of a story? So, we are going to work in our groups today and you are going to create what we call a Venn diagram. I
031know data involves a lot of graphs, a lot of numbers. Sometimes you have to put that to the side and say, is this the whole child? And if I look at that child and it doesn't align with the data that I have, then we're not going to be able to make sure that child thrives. So, it's making sure that you also put in your own feelings and you see that child as a person and as a little learner. The second member of the team, team member number two, you're going to do the exact same thing but for the Steven Kellogg version. Four, go. So, like in the lesson that I did in my classroom, I knew who my leaders were going to be for each group. I knew who were my artist. I knew who
032were going to be my wanting to take on the extra challenge. And then I'll use that information and what I gathered from this lesson and use it for our next lesson where we'll be comparing John Henry in the two different tales. you in IXL. From the beginning of the year, just try to foster an environment where they feel comfortable and mistakes are part of the journey. We embrace them, we learn from them, and we actually take the time to go step-by-step through them because that's how they're going to learn and we feel that they're going to see that and see that other children make mistakes and that it's okay. That part of the solution is the path you take and that you all don't necessarily take the same path, that the mistakes along the way
033make you a better or a more whole learner. And that they can work together. We love the collaboration because working minds together, looking at how other students think, is a big part of understanding and really the deep comprehension into why they're getting a certain answer or why the answer makes sense. So, you know, some of you noticed as you walked in the room, we had some numbered paper on the wall and that is actually set up to simulate something called the Monty Hall problem, which showed up on the show So, this year at RMS, our building goal is for teachers to implement instructional strategies in every classroom that are centered around the teacher clarity framework. And, you know, that's been a really impactful practice that I think matches the district initiative for every student thrives
034really well. All right. Decide who's hosting >> And it's letting us meet kids where they're at and give them a clear roadmap to success for every single lesson of every unit for an entire course. And so, that's been really, really powerful. You know, for teachers, it starts with common assessments that we're building from learning intentions and success criteria. And then, once we're done creating it, we share those intentions and criteria out with the students. They'll see it at the start of a unit. They'll see targeted learning intentions every single day. how we should approach this game if we get the option for a player to come up, choose a door, and say they think the prize is behind it. After that, I will actually eliminate one of the doors that has an incorrect answer or
035the bad prize behind it, and let you decide if you want to stay or switch. And that's where the math comes into it. So, that's what we're going to be investigating is if we should stick with our original choice or if removing one of the options warrants the idea that we switch here. And then at the end of the unit we revisit them so students can kind of self-assess and see what they know and don't know at that point. Um finally we conclude things with an assessment that's aligned with all those intentions and criteria and it gives us really good clear feedback on what areas students got and where we need to continue working. So it's been really really helpful as a teacher to see what students need to revisit and where we can keep
036enriching them. Um you know, I think it really is letting students thrive in our building. I'd say we both know our students very very well and not just my students on IEPs but every single kid in the classroom. I have a very good understanding of what they're going to need help with or if they're going to struggle with a certain aspect of a lesson and both of us being in the classroom together while she's up there teaching and I'm looking around I can see which kids are paying attention and which kids aren't and I think that that really helps with differentiation too just knowing what my kids um are able to do and what they might need help with I can go around and just redirect them um or do something individualized with them. I
037think that really helps too. We are doing lesson 712 today. Three, if you can draw a line >> Teaching CPM you know what the lesson wants but like actually putting it in words which each lesson is supposed to get helps me like break down okay they didn't get this part of the lesson but that's not supposed to be a success criteria until two more lessons from now. I don't really have to focus so much on they're getting every single little bit of the lesson because CPM does review does scaffold and everything for the students. So it helps me just narrow down what is exactly what they need from that lesson. You can see like we walked around a lot and we listened and there'd be times where I just kind of step back and just
038listen to the group and then once I heard their conversation and I kind of saw it wasn't going where it needed to go I would step in and I would ask them why are they thinking this so then I could guide their thinking to the right direction instead of just being like, "You're wrong." cuz like it's not helpful to just be like, "You're wrong." It kind of makes them upset. So, I just make sure to like ask why. So, maybe they're trying to go in a different direction. I didn't see it. It just helps me help them better. So, one of the things that I looked at like when I was planning out what sessions I was going to attend with every student thrives was I really was looking for ways to more thoughtfully integrate
039technology. So, I really sought out some of those sessions that were about like Canva discussion boards um intelligent and smart use and intentional use of um artificial intelligence in the classroom. If you use generative AI to create your discussion questions, I need you to cite your usage. It's totally okay if you do. I just want to know if they're yours or not, okay? Um so again, no judgment if you do use uh something for that. Just make sure that you cite that that's not your original work, okay? You can build slides for this in either Canva or Google Slides or if you want to like just make a Google Doc handout or whatever. I'm giving you some pretty free rein here to structure your lesson however you want, but there should be some kind of
040visual component for your peers to follow along with. With us being a one-to-one district with students having access to the iPads, I think for a while it was we have to use them for everything. Um and now that we've kind of seen like maybe actually that much screen time isn't super beneficial for our students. I was really looking for where are we using them in a way that they are really enhancing what we're asking the students to do versus just using it to use it. So, that was really my focus with every student thrives um was planning out where are those sessions where I see like a discussion of technology really thoughtfully being used. You saw in the lesson today, there was a really purposeful moment of this would be the piece of this assignment
041where you would use a generative AI and here's the exact way in which I would like you to use it. And so that was something that was pulled straight from every student thrives. So we're going to go ahead and continue with our cookies today. This is the goal. We're almost at touchdown. Today we're going to be on third down and execute the play, right? What every student thrives means to me is that it's okay to make a mistake. They can come in here and and if they've never done it before, they can make a mistake and learn from their mistake and then then they have success. I have a lot of different learning needs because I especially at the high school I go from 9, 10, 11, 12 grades. Some are very advanced academically and
042some are a little bit on a different level, but that's okay cuz we're all trying to do something that's probably new to most students. You mean are you talking about your laces or are you talking about your dots? My overall line. The simplest of lessons teach you the the best things in life. Working cooperatively, learning how to fail and persevere and and that's where every student thrives. >> [singing] [music] >> Every student thrives is an important not only initiative but I think an important mindset to have. This is an incredibly vulnerable sort of environment to potentially be in. You're sharing something that is a part of yourself by singing and that can be really scary for most people. Making sure that we create an environment that feels safe for everybody and supportive for everybody to
043where they can experiment with things out loud and they can comfortably make mistakes and be supported through that and gain confidence and independence through that I think is probably the highlight of what we're trying to do in this room. All right, we're going to jump into some recalls of the chords that we've been going over. So, a lot of musical concepts are based on definition and recall. >> [music] >> Make sure the fingers are in the right places, too, that we're not uh mixing up which ones should be where. I would say specifically in guitar foundations, a nice example would be we're learning our five basic major chords right now. In order to practice that memorization skill, we'll try to recognize what is that shape of the chord first from memory. The true test. Can
044we recall from memory in a random order? Try it. Think Think [music] shape first. Being able to associate the the letter of the chord. A C major chord is with this shape. I'm trying to kind of visualize how those two connect first, and then being able to prompt them from there. And then from there, kind of prompting some fixes that they may need to adjust throughout the way before you give them the full picture answer. All right. Thank you very much. Thank you as well. Sorry. I don't Come on. They're the ones Up. Up. Okay. So, you're going to enter in We started snack cart last school year to help students gain vocational skills to prepare them for employment post graduation. How much did he give you? It's really like their own little business that
045they're running. They work on a variety of skills. They go shopping. They purchase all the items. They stock our shelves. Teachers place their orders, and then they fill out their snack cart cards. And then on Friday, we go, we make deliveries. They're making change, taking money. They're interacting with our staff. It really gives like that real-world life skills and what might look like to kind of maybe work in that industry post graduation. We get our kids out in the community as much as possible. We go to Winking Lizard by weekly, and we work through employment skills there. We want to give them as much of an array of possibilities to look into post graduation as possible and because our goal is competitive employment for all of our students. One of the things we've been working
046on from the beginning of the year with the staff [music] has been developing and implementing instructional strategies and schedules with a with a goal toward increasing student achievement, [music] student engagement um and and it's all toward the the district goal of every student thrives. [music] Our staff meetings have been designed to take that building goal and build collaboration among the staff uh to talk [music] about the instructional strategies they're doing, what kind of things are successful in their classrooms, >> [music] >> how student engagement is being increased and we're then creating an opportunity for those teachers to >> [music] >> talk with one another and build that community here at Richfield Elementary to learn [music] from learn from their colleagues. What I have observed is the passion our teachers [music] have for early literacy. It's
047evident in in their instruction [music] and what they do and the routines they they've set up. I know [music] one of the teachers, Mrs. Herrig, those students respond to her calm, gentle demeanor and [music] all she has to do is give an instruction and they're they're they're at it. When they're reading, she finds joy [music] with them and helps support them in their learning and and that's what it's all about, developing [music] that love of learning from our youngest students on, even in our pre-K. >> [music] >> Um one of the things I have especially enjoyed is our new pre-K curriculum, Frog Street. It's [music] it's very powerful and the things our youngest learners are learning, you're seeing higher level thinking, you're seeing increased engagement [music] for all levels. To me, it's all about building
048relationships with all the children in the building. So, if I'm in the cafeteria, or if I'm out at recess, I see them walking down the hallway, I always talk to them, make them feel comfortable, let them know that I'm here to support them. >> [music] >> And therefore, they're in an environment where they feel safe and secure, and they're more than willing to do what is needed within the classroom and throughout the building. [music] Behaviorally, we want to provide an environment for the kids to be constantly growing, constantly um excelling to the best of [music] their ability, whether they're needing supports to achieve that, or needing enrichment to achieve that. Um we we want them to be doing everything they possibly can to get [music] to that next level, to just be constantly progressing towards
049um the path [music] that they're reaching their full potential. So, this is my first year at Revere Middle School, and I've always heard that it is the place to be, and [music] it is the place to be. I've had a wonderful experience here, but I think our student experiences [music] are beyond what other people in the community may even think about, or know about. This place has been a fun, entertaining place for the kids, that they have a great time, but they're also learning. With every student thrives being a district goal, with three teachers working together, so for example, you have a sixth-grade math team, you have two sixth-grade math teachers, and intervention specialist, they're all three working together, planning those lessons, going over the data, so it's not just for one group or two
050groups of students, it's for every [music] student, because our goal is every student thrives. So, when I think about the overall student experience at Revere High School, I just get so energized and completely thrilled with what our students do here over four years. And it starts really as they transition from middle school. As we approach that year, we are intentional about making sure our students know the over 60 >> [music] >> sports clubs and organizations that they can join. And we want them to demonstrate a learner's mindset not only in the classroom but but beyond, whether that's [music] on the sports field or court or whether it's on stage or with our band or with our choir. Our experience [music] is unlike any other. We have incredible assemblies. We have culture that is second to
051none. [music] Our students take pride in being Revere Minutemen and I can't say enough about that. We are focused [music] on formative instructional practices that help every student grow. And that sentence, that [music] goal, comes up in every meeting. I'm hearing it shared. I've seen, you know, Rick Berdan, our school treasurer, was sharing something with the board and he's talking about every student thriving. Like people are buying in because it's real. Like it's it's true. It is research supported. [music] Like it's the best method to help every kid grow. And we know when students are growing, they're thriving. That is so good. That was so [applause] good. Do you want to share anything else, Mrs. Rocher? I feel like the video really speaks for itself. There's that's just a sample of what's happening in our
052classrooms, but that could be repeated in all of our classrooms to see that teachers are really trying to get more information about where students are in their learning and to make adjustments to support students to get to know them, to listen as they talk to families and figure out what opportunities we haven't yet found and how we can go after them. I do think it's important to know that every student thrives is not a one-year initiative. We are always going to be working to improve so that we can continue to get to know our students, get to know our families, and find the right opportunities to support them. So, as I said already, this will be on our website tomorrow morning. I believe Mrs. Moll's going to be putting some things on social media so
053it's easy to access and we just really hope that everyone enjoys seeing it and reaches out if there are questions or, you know, anything else that you think we need to know. Thank you. >> really well done. >> Thank you. Very good. It was great. Okay, that was great. Now we're on to the moment in our agenda where the public can speak to agenda items. So, this is specific to items that are on the agenda this evening. Do we have anybody that wants to? Okay. Um we've moved the Okay, go ahead. Yep. Thank you. Can you Will you just to the microphone I just identify yourself, please? >> Yes, Carrie Day Olas, uh Revere resident and I've now had five kids through the district and I know that a lot of times when people come
054up here, it's because they're bringing up concerns and problems. I just want to say thank you. To every single person in this district who's done all of the things, the families that we have, uh each of my kids is very, very different um and they've all benefited from this. So, watching that video, I see that as a parent um and see my kids thriving in that. So, that's all I wanted to say is thank you. Thank you. Thank you very much. Anyone else? Okay, we've moved the what was on the previous agenda up to the front. So, we'll move on [clears throat] to Mrs. Burke for the Cuyahoga Valley Career Center. Awesome, thank you. It's been a very busy May at CVCC just like it is pretty much everywhere. On May 4th, CVCC held our
055signing day where we had a number of students sign on to ongoing employment. So, it's an opportunity for students who have accepted full-time employment after school to be recognized. So, Jackson Day, Steven Luther, Elliott Matheny, and Nath- Nathaniel Seiger are all signed on with companies. So, congratulations to all of them. Wonderful. On May 7th and 8th, I attended the senior recognition. It's a fantastic day. It's not graduation cuz they do graduate from Revere, but it's a recognition of them completing their programs at CVCC and that was a lot of fun. We also recognized outstanding students in their programs and so Sophia Roushert and Sof Massu were both elected by their fellow classmates as the outstanding students for their programs. And then just a shout out to Nancy Von Drack. I don't know if you've been
056paying attention to social media, but some really fantastic programs for our students. Our eighth graders got to enjoy a career in sports day and our first graders just had a career on wheels day thanks to Nancy's work. And and last, but not least, Superintendent Mangus now goes by Dr. Mangus. He walked on May 2nd and earned his doctorate degree. So, congratulations to him. Okay, any questions for Mrs. Burke? Okay, thank you for that report. All right, Mrs. Rainey, you're up with the Treasurer's agenda. Okay, bear with me. >> [laughter] >> Channeling my inner Mr. Berdine. >> I'm saving up my questions for you. What's on line three? >> [laughter] >> All right. It's a quiz. Let's make them hard. Okay, I would propose taking all of Roman numeral eight, items one through four as one
057action item, please. So moved. Second. Okay, now hold on a second. Work was first. >> [laughter] >> Okay. Okay. Uh first we have the approval of our meeting minutes that you can see in attachment T1. These are from our special meeting that was held on April 13th, our work session that was held on the 14th, and our regular meeting that was held on April 21st. Any questions on those? Okay. Next we have the approval of the April financial report, which you can see on attachment T2. Any questions on that? That we can direct to someone else. >> [laughter] >> Uh item number three, we have authorization of various uh purchase orders, which can be seen in attachment T3. I think there's a total of eight of them on Mr. Berdine's list this month. Any questions
058on those? No. And item four, we have donations, which are on attachment T4. Um we have six cash donations. Uh the first one is from GPD Grant going to Richfield Elementary School uh earmarked for Kathy Shafer for some sensory tools on the amount of $500. Uh number two is from the Revere Middle School PTA going to the Revere Middle School uh earmarked for the eighth grade Washington D.C. trip for $1,500. Uh number three is from the Friends of the Richfield Library going to Revere High School for the Friends of the Richfield Library scholarship in the amount of $1,000. Uh we have number four from Chris and Gigi Kostoff going to Revere schools for the teacher excellence awards uh, that they sponsor for 2,500. Uh, number five is from Westfield Insurance Foundation. Also going to Revere
059schools for the teacher excellence awards uh, same amount 2,500 dollars. And lastly number six from Chloe Bear Protein Partner of Ohio LLC and Lucille Loper in the amounts of 500 dollars, 300 dollars and 700 dollars respectively uh, going to Revere High School for the Lisa Loper scholarship. At the bottom of attachment E4 under equipment other donations uh, there is from the Revere Youth Football and Cheer organization a 12 by 30 foot storage building donation. I think Mr. White stop me if I'm incorrect but this is similar to when we um, accepted the Richfield PTA pavilion at the March meeting where we take this on as a facility and then we're responsible for sort of the maintenance of that and I I think it's going for their equipment. Yes. >> Is that correct? >> That's correct.
060>> Okay. Yep, very good. We'll leave it at that. >> Yeah, their Bath Park is closed for the summer so they needed to relocate and have a place they could practice to store their all their equipment so we'll have that facility for them. It's kind of on the back corner of the Revere lot where the old bus garage was for those of you wondering where it's going to go. And as always you want to give your usual statement Mr. White? Sure. >> [laughter] >> Of course, yeah. You can go for it. For the donations uh, we're very grateful to live in such a generous district. Absolutely. Thank you. I do have a question you probably don't know the answer but do we know does Westfield always sponsor the teacher excellence award or is it a
061different company each year? Do we know that? Mr. Kostoff works for Westfield so I'm wondering if it's a matching grant from the foundation. Yeah, I just don't reme- I don't remember it from last year. I just wonder if they They it every year. I don't know. I will ask that of Mr. Verdine when he returns. [laughter] Yeah, I don't know. Okay. All right. Any other questions or comments? All right. Thank you, Mrs. Rainey. Please call the roll. Mrs. Burke. Yes. Mrs. Stein. >> Yes. Mr. Bowler. Yes. Mrs. Brackett. >> Yes. Mrs. Rainey. Yes. Okay. All right. On to Mr. White. All right. And I would recommend Roman numeral nine, 1A through 1K as a consent. Okay. I will make that motion. Second. Okay. Okay. Thank you. In letter A, we have our new assistant principal
062at Revere Middle School, uh Tom Johnson. He couldn't be here tonight. He's in DC with the eighth graders from Coventry Middle School, but looks forward to meeting everybody when he is Hopefully he'll be here next month. Uh letter B, we have resignation for retirement purposes, uh Denise Sheffield. And then we have leave of absences, Tiffany Touma and Montana Fasnacht. And then unpaid leave of absence, Jessica Welch. At E, we have some internal transfers, so I'll go through this list if you'll bear with me. So, the uh Amy Heller will be going to seventh grade. Um will transfer from seventh grade to eighth grade for uh Mrs. Wagons' uh vacancy. She's retiring, so. Then we have Kevin Somerville transferring from eighth grade to seventh grade. And then Leah Parrish will transfer some from seventh grade Bath
063to eighth grade to replace Mr. Somerville. And then Kayleigh McClausland will go from third grade to fourth grade at Bath. And then Amanda Holtzman's going from second grade to that third grade position for Mrs. McClausland. And then Mrs. Schneider will transfer from first grade to second grade to replace Miss Oldman. And then Don Peters will transfer from fourth grade to first grade for Miss Coleman who is leaving us. And then we have um Mrs. Britton is going [clears throat] from fourth grade to first grade. Uh Emily Forster is going to be an intervention specialist for us at Bath Elementary to replace Mrs. Welch. And letter F we have a long-term substitute uh Justin Miller for us for a half-time PE teacher. Letter G we have some new hires uh Cody Lemke coming to be the
064fourth school counselor at the high school. We look forward to him coming and joining our team and supporting our students there. And Ella Morris will be our new art teacher uh we're uh going to Richfield for us. So uh and then we have Alexis Medalis will be a seventh grade teacher for us at the middle school. All right, and that's all of our transfers for now. So >> That's all? It's a lot. >> [laughter] >> I thought that was the camera. It's a lot. Letter H we have the Reader Around Revier programming. And uh Jumpstart programming a list of teachers there that'll be starting those two programs and those are paid for out of title funds. And then letter J we have athletic supplemental contracts and those were an attachment for you K was co-curricular
065not athletic supplemental contracts. Any questions? All right. How do you do May? >> [laughter] >> That's my question. How do you guys sleep? Lots of bumping. Okay. Any questions or comments from Mr. White? Okay. Mrs. Rainey, please call the roll. Uh Mrs. Brackett. Yes. Mr. Boller. Yes. Mrs. Burke. Yes. Mrs. Rainey. Yes. Mrs. Stein. Yes. All right. I recommend that we take Roman numeral nine two A through two I as a consent. Motion. I'll second. Okay, thank you. Letter A, we have two resignations. And letter B, we have a change of position with Mr. Jacobs who will go from second shift at the high school to the middle school. Uh we have bus drivers in training, two new bus drivers that are in training. Excited about that. And uh we have substitute drivers then followed
066at letter D. And then we have about eight people, I think it is, for our summer paint crew at letter E. And then letter F is an extended time uh for some of our uh staff, but for Mrs. Lackman who will be helping our new athletic director, Mr. Kobus, when he starts here. Very technically August 1st, but we're going to get some transition days and get him in here early to work with her. So, letter G, we have additional days for Surf Safe test for some of our food workers. H is athletic supplemental contracts. And then I is the co-cur- co-curricular non-athletic supplemental contracts. Any questions? Um just a quick question about the bus drivers, which this might be for Mr. Nighbor more than anybody else, but we had a lot of retirees on that
067the post on social media that showed all the retirees from our bus drivers. So, do you know where we're at with how many drivers we need versus how many we have? Do you know? I do. Okay. Yeah. Okay, so our Drive the Bus event, we were able to bring in about 14 people. And right now we have two drivers in training and two drivers who are currently driving in neighboring districts who have already come in and been background checked. So, if all of those background checks come back and all those things go through, we will have full routes to start the fall. Okay. Excellent. But all dependent upon all paperwork. >> [clears throat and cough] >> Right. Okay. Thank you very much. That's my only question. Anybody else have questions for Mr. White? Okay. Mrs.
068Rainey, please call the roll. Mrs. Stein? Yes. Mrs. Burke? Yes. Mr. Bowler? Yes. Mrs. Brackett? Mrs. Rainey? Yes. All right, I recommend Roman numeral nine, 3A through 3D as a consent. I'll make the motion. Second. All right, then we have a list of just contracts with audiology consortium services contract, Kids Link, Red Oak, and then some additional hours for some of our support groups for some of our staff that are helping our students with learning needs that they have. Okay. Okay. Any questions for Mr. White? Okay. Mrs. Rainey, when you're ready. You guys are fast. Mrs. Brackett? Yes. Mrs. Stein? Yes. Mr. Bowler? Yes. Mrs. Burke? >> Yes. Mrs. Rainey? Yes. Okay. 4A, we have a final second second and final reading for curriculum that was um presented on last April or last month, so
069in April. Um B is a first reading, no action, so we're just sticking with 4A, so. Okay. Can I get a motion? I'll motion. Second. I'll second. Any questions on any of that? No. Okay. Mrs. Rainey, when you're ready. Mrs. Stein? Yes. Mrs. Brackett? Yes. Mr. Bowler? Yes. Mrs. Burke? Yes. Mrs. Rainey? Yes. Okay. 4B, we have no action on, and that was a presentation to work session this month. And then 4C is our in lieu of transportation. Are you taking them as a consent or just >> No. Cuz 4B doesn't need 4C. >> yeah. So, just I would just want to make a comment on 4B that those materials were presented on last, which you just mentioned, but the materials are available at the board office for public view if anybody's interested in seeing
070those. And the second reading will be scheduled for June. Okay. And then 4C, I'll make the motion for 4C and loop transportation. I'll second. Okay. Any questions? Any questions on that? Okay. Mrs. Rainey, when you're ready. Mrs. Brackett? >> Yes. Mrs. Burke? Yes. Mr. Bowler? Yes. Mrs. Rainey? Yes. Mrs. Stein? Yes. Okay, I find that's funny to me. >> [laughter] >> It's funny to me, too. You're doing it so smoothly. >> [laughter] >> It's just like this. Mrs. Rainey, yes. Mrs. Stein, yes. Not used to that? Now I think it's [laughter] funny. Okay, on to our information discussion items. So, up first, we have a discussion about recapping just your board office hours, right? I did this one. No, I just forgot. Yes. So, we had our office hours last week, Jeff and I, Mr.
071Bowler, and I were there last Thursday. I think we were there during the lunchtime hour. We had three moms come in to visit us from varying buildings. High school, middle school, and Richfield, I think. And then Richfield and Bath. So, kind of all of them. Yeah, we heard from everybody. Okay, so um one issue one parent just came kind of excited about the new athletic director, wanted to hear about that. One came to discuss middle school um outside time, recess time, free time for the kids. So, we did assure her happily that there is something that we continue to talk about and that is being looked at and considered and worked on. Um there was some discussion about the bus driving app. Um bus tracking app, I should say. So, I think could we maybe
072put that on the work session for June and talk about that. Yes. Okay. Um and then um the last one was oh, a conversation about technology versus book use and consideration of that. So, yeah. That's And I know those are discussions that our district leadership is having. We understand that there needs to be the balance and needs to be intentional. >> Constantly. And we did uh Jeff and I spoke with uh Mrs. Roach and Mr. White before we left and kind of talked about all the things that were discussed and um I responded to each of the parents who visited, sent them an email, and thanked them, and gave any information that was necessary, and suggested who to talk to if needed, and um yeah. It was good. Okay. Nice. Any questions? I just want
073to >> I should have asked? Quickly on the um we talked about this briefly on the topic of recess at the middle school. I know some parents, if you don't have a child at the middle school, you might not know, or if your child just hasn't told you, you might not know. Um but for the how long would you say, Jen, have you been asking Henry about it? Probably for the past month or so, when it's nice out, they've been taking the kids outside. They go over and kind of in the football stadium area. Um and they're allowed to run around, they sit in the bleachers, they do kid stuff. Um and I think they finish their lunch first and then they go out. So, I think it's been a hit from what I've heard.
074So, it's [clears throat] something Yeah. Well, we work through it. No, it did is talking with Dr. Oberhauser, they're intentional getting them out every day as long as it's not raining. So, if it's not raining, they're out there. Uh been able to walk and we have a lot of students doing a variety of different activities. Uh all usually on the field. I don't I know I haven't seen any students in the bleachers. It doesn't mean they're not sitting or resting and things, but a lot of times they're just active. They're out running and the feedback that they're getting, Dr. Oberhauser and uh Mr. Pecci both are saying it's just fantastic. The students love it. And they have the vast majority of all the students leaving lunch and going out to participate. Very few are staying
075behind, so it's going well. That's awesome. >> Yeah. Wonderful. >> just add I it I think these have been fantastic so far. It has shown a desire and appetite for an alternative opportunity to for our community to voice their opinions on things that may not feel comfortable in this setting. And so encouraging people to encourage their friends to come out to these it is will be our continuing commitment to listening to the community and and having that open dialogue. So I think they've been really productive so far. Yeah. Wonderful. Appreciate you guys attending and the effort to get them going. So thank you. Okay. Anything else on that topic? So the next one I we should just say the next one I believe is September and then November I think. September then November. Is that
076right? So we're getting the summer break. No one wants to come in in the summer anyway. >> [laughter] >> So right after the start of school. Right after school starts. Perfect. Okay. Informational items are just that the next the June work session will be held on Tuesday the 23rd at 5:30 in the Revere administrate administration building. Our summer meetings I guess just June and July are held there as well. So the regular meeting will also be >> [clears throat] >> in the administration building on June 30th at 5:30. Okay. Now we're on to concerns of the public and community. So this is the moment when you can speak to us about whatever topic you please. You'll need to come up to the microphone. Just get identify yourself. 5 minutes is the time limit depending on
077what you're talking about and who's speaking. Hi everyone. So my name is Gabby Eiler. I'm a senior at Revere High School, and I'm joined here today by Andy Eiler and Rin Lam. So, we're here representing students demand action which is a national gun violence prevention organization and I've already emailed back and forth a little bit with Mrs. Burke and Mrs. Mole. But, we're here because we were hoping we could put an announcement and a flyer in parent square or in the flyer place and I printed one out that you guys can pass around and look at. But, this announcement is basically just highlighting some information about how gun violence does increase during the summer when students are at home and often unsupervised. And it's just asking parents to store their firearms securely. It includes some
078information. I know there's a QR code that Ren included about just some facts on how to securely store your firearms. Um and all we ask is that parent the little message asks that they store their firearms away from ammunition in a gun safe with a gun lock and out of the reach of children. Um We want to highlight that this is not, you know, calling parents irresponsible or critiquing what parents are currently doing. We're just asking that if there are extra steps that they could take that they should take them and we want to spread some information on how they can do that. We're also open to any revisions on the wording or, you know, how the flyer looks. Can we keep the flyer so we can review it? Okay. >> For sure. I can
079email it to you also. >> That would be lovely. Thank you. Thank you very much. Thank you. Any other public comments? Okay. We do not have a need to go into executive session this evening. So, at 6:39 I'd like to make a motion to adjourn. I'll second that motion. Okay. Mrs. Rainey, do you want to call the roll for adjournment? Mrs. Brackett. Yes. Mrs. Byrd. Yes. Mr. Bowler. Yes. Mrs. Rainey. Yes. Mrs. Stein. Yes. Okay. Meeting adjourned. Aw, that's the last time we're going to do that, Natalie.