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Those are not going to be talked about in this presentation. Okay, so those are our context and limitations. And now I'm going to walk you through some of our general principles of how we came up with these scenarios. So, the first thing we wanted you to know is that we sat there and we played out so many things, but we automatically removed options that were not feasible based upon hard numbers. So, we looked at enrollment numbers. We looked at the facility usage in the square footage needed.

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we looked at projected NESTC future enrollment trends, and we removed things that were just not possible.

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Like, for example, the re-elementary schools we looked at the three older ones,

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and they do not currently fit into the current middle school building.

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And so that type of configuration we just ex-nade.

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Similarly, combining six through 12th grade is over capacity for the current high school building as it is.

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And so that was another one that we ex-nade.

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So, everything here is one that is within the realms of feasible data enrollment trends

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and numbers.

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Another principle I want you to know is that our time estimates are going to vary based

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upon the type of building.

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As you can imagine, an elementary, a middle or a high school take different time to construct.

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There's also different types of actions that we are going to explain in a second, so

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you'll see repair, rebuild, and replace, kind of put a pin in that because I will talk

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about that in a second, but essentially the type of actions that are going to affect the time,

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and the size of the building is also going to affect the time, longer for a larger elementary

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school versus a smaller elementary school. Everything given at this stage, I want to be really

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clear as a general principle and it will be finalized in the cost modeling process. You'll also see that

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we did not include estimates for a new early childhood or middle school because of those building

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conditions and a recency of their construction. Additionally, we want to be very clear for the

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purposes of this slide decking conversation. When we reference something, we are talking about

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the school building, not the school community. One of our driving factors is prioritizing

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equitable student experience. And so all of the facilities strategies are talking about the buildings

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themselves.

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The next slide is just a quick summary of the baseline data, which we pulled

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for all of our numbers and calculations to see what was feasible and what wasn't. So,

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this is just there for you all to look at. It's also publicly available online.

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A few more assumptions before we get to the fun part. The current facility conditions and the

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educational adequacy index have led us to a couple assumptions that hold true across all of the

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future possible nine configurations that Josh alluded to. So one of these

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assumptions that holds true is that the three older elementary schools, the

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Green Lodge, the Oakdale and the Riverdale, need at the very least extensive

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repairs. Another assumption that holds true, the high school will need some form

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of renovation, more than just minor repairs, which will come with a price tag.

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Assumption number three is that the current ECEC is not going to change under any of these

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scenarios.

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There are just some very real constraints about certain features of the facility, such

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as the bathroom sizes, being built for small children and being hard to repurpose for other

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age groups.

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And lastly, due to their current building conditions, the facility conditions, the Avery

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school and debt and middle school are not the priorities for renovation right now, although

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you'll see some scenario where some additions or things happen to them.

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Okay. So now that we have

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all that context framed, we're going to get into my fun icons, which is how I as a former elementary

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school teacher think about things. So I want to talk to you about how we've coded the options

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and how to read these visualizations, we are going to get into school types and action types.

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So if you look at the little icons, you'll see that there is a different icon for the early childhood

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and elementary school and middle school and high school. And then on all of these nine

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configurations, we've actually coded them about the action that would happen to them. And some of

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these action words are a little bit easier to understand than others, like keep or like replace

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new or add extension like those ones I'm not going to talk through with you, but I did want to clarify what

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repair meant and what renovate means because those are architect terms and I myself needed to make

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sure I understood them. So essentially a base repair is the term that MSBA uses to define work that's

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necessary to bring the building up to code and upgrade the system. So that does not necessarily involve

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of substantial educational improvements.

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It's things like exterior work, new roofs, new windows,

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repairs existing walls, insulation, HVAC systems,

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things like that.

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Whereas the word renovation, that can vary a lot,

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but it would typically also include educational improvements

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to meet the district's educational needs.

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So that might involve rearranging classrooms

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or creating new classrooms or adding a new lab space.

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So, this word renovation also typically includes the repairs listed above.

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So, it is like repairs and changes to make it more educationally appropriate.

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So, that's code number one.

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Key code number one.

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Key code number two is our little comparative rating scale.

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So, this is something that the Rennie Center created to try to help the Fed and community

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We think about these options in comparison to each other using a common set of criteria.

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So what we're about to walk through with you every single scenario is going to have its

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pros and its cons.

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And our goal here is to maximize the DPS students' learning experience while minimizing the

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time and the cost for data residents and the town at large.

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So in this comparative rating scale, you'll see it soon.

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We try to play out all of these different criteria.

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And we want to make sure we say up front.

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These ratings are preliminary.

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They're based upon currently available research,

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district data, and facilities information.

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And that they're comparative.

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Meaning that these ratings are designed to surface

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the trade-offs with comparison with each other.

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So this is not like at large in the United States.

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this is like a inside denim, this one would cost slightly more than this one, or this one would

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take slightly longer than this one. Okay, and so our little comparative rating scale with the

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educational side where we want to maximize the effects of academics, equity, and social

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emotional well game for denim students. We have a little hand icon for SEL and equity,

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and that's basically the section that asks to what extent an option supports a sense of belonging,

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equitable access to opportunities, and resources across student groups. And then we have a little

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apple for academics, which means the extent to which an option is likely to expand access to high

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quality educational experiences. So every scenario we present will give you a number of hands and a number

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of apples under the educational comparative side and you want more hands and more apples.

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Some examples of the things we took into play and tried to quantify so that we could calculate

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our ratings.

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This is non-exhausted, but an example of the SEL and equity side is that small to medium

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elementary schools promote strong relationships so that would give you more hands.

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Medium to large elementary schools, however, can offer a wider array of services.

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The three plus elementary schools can sometimes raise equity concerns about the distribution

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of resources, and middle school usually does better social emotionally, separate from high

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school.

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So that's like examples of our non-exhausted list.

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On the academic side, new elementary spaces and new secondary spaces, positively affect

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teaching and learning. A priority is getting all elementary students into a newer building in the

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next ten years or less. Another priority for academic spaces is that the elementary school

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students are not put into secondary spaces that don't facilitate their learning as well for their

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size and age. So those are SCL equity and academic considerations. And the next section is time and

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cost factors, so this part we want less because the goal is to minimize the time and cost for

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debt and residents. So time, I think that's pretty straightforward. It's how long it takes to plan,

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fund, design, construct, fully implement the option. Cost is the relative financial investment required

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to sustain this option. So this includes facilities, constructions, operations, all these things,

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And this is where we really lead on collaborating with arrows free and ask them to weigh in and give us their calculations on time and cost.

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So some examples of the factors, again, non-exhaustive that went into this system.

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Examples of time, things like replacing a new elementary or multiple elementaries or a full high school are going to be the most time intensive.

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is constructing a building extension, which you'll see in a little bit, adds time, but

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not as much as a full school.

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And then on the cost side, you'll see kind of our like ranked ratings for money, an

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extension, a small elementary, a large elementary, and a large high school are kind of ranked

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off of which one would cost the most.

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Okay, so one last thing I promise is the last bit before we get into the options.

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I want to be really clear about something that I think if I was a dead-imparent or a resident

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would come right to the top of my head.

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I think I would automatically wonder which one is the right or the best, like tell me

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what's the right thing.

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And unfortunately, I am here to tell you that there is no perfect unicorn in this world because

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every option were about to present, like we just talked about, balances multiple priorities

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and there are pros and cons to each scenario that we're about to present.

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The way I like to view it is thinking about it as strong horses.

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There is no unicorn, but there are strong horses that balance multiple priorities well

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for the denim community.

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And so, when we talk about this, we want you to keep that in mind.

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There are so many different options out there,

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and in fact, I added a note because I thought this was fascinating.

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When you look at DETEM and you look at the 13 most comparable towns across SES population

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in the Commonwealth, there are 12 different grade configurations across their schools.

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So everyone has kind of landed on something slightly different for that best fits their

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community.

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And what we're seeking to find is the best strong horse that fits the DETEM community because

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there is no unicorn.

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one. Okay, and this is where we get into the kind of fun parts where I actually get to

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tell you about the options. So the way we play the phrase. Yes, of course. Sorry, I don't

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like you. I'm just because that was a great overview and I know you have a lot more content

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to show us, but I thought this might be a good point. I just want to make sure that everybody

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is good on sort of that introduction, recognizing the icons. So I would just give a 30

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seconds if anybody has a question. Yes, please. Yes.

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Okay. I'm going to assume that we're all good

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with that setup, which was excellent and comfortable with those assumptions and the icons and everything

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else. So take it away. Thank you. Of course. Thank you for stopping me. I just got excited to get to

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this point because essentially we have four different strategies that we thought of to try to

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address these configurations. So strategy A is essentially keeping the current model,

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keeping one early childhood, four elementary, one middle school, and one high school.

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And we coded it as saying, all right, there is strategy A. Oh, can I go next? Are you all seeing next?

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Oh no. Are you seeing my screen? Is it going next for you all?

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We are seeing your, there you go. We do. Okay, great. Now we're at base line model.

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Strategy A. Perfect, baseline map. Okay, thank you so much. So, strategy A baseline model,

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thank you, Nan, is essentially exactly what DETEM has been trying to do so far, which is keep

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the ECEC, keep the Avery, repair the three older elementaries, keep the middle school,

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and in some ways try to renovate the high school. So that should not be that confusing,

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but here's where I wanted to explain the icons that we would give that strategy.

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So as you can see, we have given it one hand, one apple sign, three clocks and two dollar

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signs.

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And the reason behind that, we wanted to make sure we tried to give you like a primary

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reason that drove that rating.

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So the primary driver is essentially that these small elementary schools promote a sense

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of belonging, yes, but they have also led to inequitable resource distribution and more

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limited access to student services and supports.

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On top of that, these spaces are small.

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There are few places for students to do group work, breakout work, community spaces for learning activities,

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and on top of that, the high school has outdated amenities such as their science labs.

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The time, if we maintain the status quo, means that these repairs need to be phased out over time,

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extending the timeline for finishing the work in all these schools,

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and the cost of maintaining three

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elementary that are in a critical condition

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and renovating the high school

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is also going to cover the baseline cost

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and likely no MSBA funding.

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So that's strategy A1.

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Strategy A2 was okay,

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what if we keep that baseline

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but instead we replace the three elementary schools.

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And what we did with this rating

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is we said, okay, small elementary schools,

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Again, great for sense of belonging, but can lead to inequitable resource distribution.

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The new academic spaces would add an apple to this, and on top of that, the renovated high school would allow for more up-to-date learning environments. However, if you can see the time in the cost, building three new elementaries is going to be very time intensive, and it will need to happen in phases. And on top of that, it will cost quite a lot of money. So that's what we came up with strategy A.

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strategy B was, okay, what if we consolidated these elementary schools? And what we wanted

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to make sure we clarified is the data behind this. So we selected this strategy because

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there is general community support behind it. This is from that community survey that

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Renny had referenced earlier. We found general support for new consolidated elementary school

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buildings. In fact, when survey respondents were asked what are the most important elements

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of an elementary experience, the three most selected options were 52% saying up-to-date

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modern school buildings, and the next two saying access to a broad range of teachers and staff

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and a wide range of enrichment opportunities which happens through consolidation.

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The other piece of data is when we ask about strategies that people preferred to address

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educational models. Over 60% of the respondents supported, meaning they clicked, they preferred,

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or strongly preferred, large, consolidated schools. So that's how we came up with strategy B.

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And strategy B could look a couple different ways, which I will walk through.

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Oh, option one, strategy B, option three. I, elementary consolidation, where we keep the ECEC,

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We keep the Avery. We have to replace with a new big elementary school about 750 students

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to fit everyone that couldn't fit into the Avery building. We keep the middle school

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and we renovate the high school. So this is, I think of this as like big school, strategy

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B, big school. Here is our ratings. So we gave this two hands because a large elementary

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school makes it more difficult to establish that sense of belonging and to find all of

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those connections and supportive relationships that you could in a small to medium school.

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However, it does enable connections with more resources.

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Academically, up-to-date learning spaces, three apples.

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The time, we would only need to build out one new elementary, and so it would be relatively less time

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intensive than building multiple editions or multiple new schools. And as for the cost,

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building only one new elementary is less costly than funding multiple editions in schools,

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although a large school would cost more than a small or medium sized one.

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So that's B3. Here's B4. Keep the ECEC, keep the Avery, and build two small elementary schools,

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about 350 students each.

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Keep the middle, renovate the high.

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Very similar, but instead of having that one big one,

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we now have two mediums small.

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Here are the ratings.

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We said two hands, three apples, but three dollar signs

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and three clocks.

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The primary reasons behind that

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are that small elementary schools

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do promote a sense of belonging.

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However, we are again looking

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at that equitable distribution of resources

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and the more limited access that those smaller populations would have to

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student services and supports. However, it would be great academically. New

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spaces, a renovated high school building, up-to-date learning environments.

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The cons, building two new elementaries is time-intensive and quite costly.

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Strategy B, option 5, we said what if we added an extension to the Avery and then

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and built a medium sized new elementary school

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that was around 500 students,

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kept the middle renovated the high.

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So this one we said three hands,

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three apples, two clocks, two dollar signs.

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Essentially the medium sized school

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could help maintain that strong sense of belonging

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while also promoting equitable access to resources.

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We would give new spaces to everyone,

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which is a huge priority.

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the construction of an extension and a new middle school is time intensive but less so than

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multiple new schools and similarly for the cost.

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Okay, I'm going to keep going because there are

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other strategies and other things that we want to make sure we cover, but strategy C is thinking

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about the high school first and thinking about creative ways to cascade buildings and make sure that

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that they are used in other grade configurations.

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So the supporting data behind this, we looked at the DHS facilities, and we said, yes,

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they also need attention.

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We do not want to leave them behind either.

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They are poorly equipped to support 21st century learning experiences to prepare undergraduates

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for a global economy.

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They received a rating of poor on aerospace conditions, findings, and on the running debt

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and community survey.

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So that being said, here is the ways that we could see this playing out in strategy C.

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One option is we cascade everything down one level, meaning we keep the easy EC,

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we keep the Avery and add an extension, and we repurpose the middle school for an elementary school.

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So there would be about 630 kids there.

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Then that high school would get repurposed as a middle school and we would build a new high school.

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So I tried to keep those icons so you can kind of see what's happening, but that is strategy C, option 6.

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The ratings we gave it, medium sized elementary schools, they do help maintain a strong sense of belonging while promoting equitable access to resources.

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And we're maintaining the secondary grades in separate schools, the middle and the high.

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So three SEL hands, two apples for the elementary and middle school,

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because the elementary and middle schools would be in repurposed learning spaces

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instead of new ones that are specifically designed for that age range and that grade level.

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So the high school is new, but we would be putting elementary kids in a middle school space,

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and we would be putting middle school kids in a high school space.

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On top of that, a new high school and an elementary expansion would be

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time-intensive, although there would be fewer moving pieces, and a new high

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school plus an elementary expansion would be quite costly.

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Strategy C, option 7, we tried to get even more creative, we said, what if we keep

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the easy EC, we add an expansion to the Avery, we reuse the middle school, and then

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And this time, we added extension to the high school and combined the secondary grades.

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As it currently stands as you'll remember, the high school cannot fit the middle school

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also being added into, which is why we need that extension.

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So for this one, it scored really well on time, but we did not give it the highest ratings

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of SEL equity and apple signs for academics.

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Medium sized elementaries do help maintain that sense of belonging, promote equitable access

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us to resources, however, combining the secondary grades is not ideal for students in middle

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school. On top of that, they could have their academic learning affected when they are

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being combined into the high school. And while the elementary school would have a repurposed

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space, it would be the middle school one, which is, again, not exactly designed for elementary

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school kids. So while it scored well on the time, the cost, academics, and SEL, we gave two hands,

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one apple, two dollar signs.

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Okay, this one, we thought about another creative solution, which is

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we keep the easy easy, keep the Avery, no need for an extension, if we instead repurpose the high school,

283
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and now we use the high school for a big consolidated elementary space. We would then keep the middle

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school and replace the new high school. So this one we said, it's going to be really

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tough to give it high scores for SEL and equity and academics because there's A, a large

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elementary school, which is difficult to establish a sense of belonging and feel those supported

287
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relationships. And on top of that, they would be learning in a space that is an older, repurposed

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high school instead of one designed for kids their age. So the high school students would get a new

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space, but the elementary school students would be in a high school building. On top of that,

290
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a new high school and renovations to retrofit the existing high school for elementary grades

291
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would be time intensive and cost intensive. So arrows for you gave it three clocks and three

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dollar signs.

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Strategy D, our last one, was thinking around grade configurations and how we could

294
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the Avery building and replacing and building a new elementary, but transitioning those

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to grades 1 to 4 instead of 1 to 5, so both the Avery and the new elementary would have

296
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around 500 kids. We would then shift the fifth grade up to the middle school and we would

297
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renovate the high school.

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So this one involves playing with grade configurations and seeing

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if they could fit into other buildings if we shift fifth grade up.

300
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Here is our rating.

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So, medium-sized elementary schools, they do help maintain that strong sense of belonging

302
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while promoting equitable access to resources. However, research does suggest that it may

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be better to keep grade 5 with the elementary grades.

304
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Academically, all elementary students would have access to up-to-date learning spaces that

305
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are age-appropriate, although there may be some potential effects on grade 5.

306
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Time-wise, constructing an extension and a medium-sized elementary is time-intensive but less

307
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so than building multiple new schools and similarly cost-wise it's less so than building

308
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multiple new schools.

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And our last option, and then you will no longer have to listen to me narrate, is if we

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replaced with a new elementary one to four, we kept the middle school but shifted it to

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a 5 to 7 and then we renovated the high school and made it an 8 to 12. So this option, which

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is our last one that we thought of, is shifting both grades 8 and 5.

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So not ideal sections.

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One of the reasons we took one away is that both grade 8 and grade 5 might be affected

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if we did this. However, those medium elementary sizes would be preserved. Students would

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all have access to up-to-date spaces in elementary grades, and then building one medium elementary

317
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is actually relatively less time-intensive than other options, and building one medium elementary

318
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is less costly than the other options, although there would need to be high school renovations made

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to make this work, to fit the eighth grade over. So that is, I think, 35 minutes of you listening to me walk

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through all-time options, but that's where we landed and that's what we wanted to make

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sure we explained to you all today. I'll stop sharing. I think if anyone has questions,

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we are here, we are listening, but I also know there's another portion of this to get to.

323
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Thank you, Grace. Everybody, I'm sorry that my camera stopped working. Can't you see my picture

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00:42:17,070 --> 00:42:24,970
on your end? No. All right so I'm sorry it stopped working. I've tried to fix it. So I would

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open this to questions if you have specific ones for Grace.

326
00:42:35,250 --> 00:42:36,810
If you don't just because I was trying

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to write these down. Do you mind putting the slides up again? I was able to get all the icons but if

328
00:42:44,610 --> 00:42:51,230
could just show the 10 options with the initial pictures and even 30 seconds per slide.

329
00:42:51,610 --> 00:42:52,030
Yes.

330
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A hundred percent.

331
00:42:52,750 --> 00:42:54,210
I want to make sure I wrote everything.

332
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And I know that we have these that I'm a writer.

333
00:42:57,730 --> 00:42:58,490
Oh, totally.

334
00:42:58,630 --> 00:42:59,070
I want to.

335
00:42:59,870 --> 00:43:00,290
Okay.

336
00:43:00,530 --> 00:43:02,970
So I will share screen and you should be able to see.

337
00:43:02,990 --> 00:43:04,390
Well, you can do it this way, actually.

338
00:43:04,570 --> 00:43:06,770
If everyone else can see it this way, that way.

339
00:43:06,870 --> 00:43:07,050
Yes.

340
00:43:07,130 --> 00:43:08,190
This is actually helpful.

341
00:43:08,190 --> 00:43:11,640
Because then you don't have to further one where it was just the slide.

342
00:43:11,640 --> 00:43:18,880
the slide. Oh, I didn't know that. Okay, well hopefully you can see it now. So this is strategy A

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00:43:18,880 --> 00:43:24,600
option one and you let me know when to go next. If you take it off a slide show for you maybe that

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would. Oh, yeah, take it off a slide show for you and then you can see the slides along and you won't

345
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have to go. Oh, perfect. You don't have to get all dizzy. Oh my goodness genius. Okay.

346
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Okay,

347
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all right, strategy A, option 2,

348
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perfect, strategy B, option 3,

349
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strategy B, option

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00:44:19,060 --> 00:44:19,420
4,

351
00:44:24,550 --> 00:44:29,290
perfect, and strategy B, option 5, thank

352
00:44:33,030 --> 00:44:37,550
you, of course, okay, strategy C, option

353
00:44:37,550 --> 00:44:39,030
Good.

354
00:44:51,800 --> 00:44:52,700
Love it.

355
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Strategy C, option 7.

356
00:45:06,510 --> 00:45:10,030
Okay. Strategy C, option 8.

357
00:45:26,940 --> 00:45:47,340
Perfect. I think it was this next one that I didn't write all of it. Yeah, yeah. That makes sense because it's complicated. Yeah. So this is strategy D, option 9, where grade 5 would transition. So the elementary schools would become grades 1 to 4, and the fifth grade would move up to middle school.

358
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Okay. I forgot to add like the extension for middle school.

359
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and then renovate high school.

360
00:45:55,720 --> 00:45:56,400
Okay, totally.

361
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Of course.

362
00:45:57,760 --> 00:46:00,940
And then option 10 is even more complicated.

363
00:46:02,020 --> 00:46:04,340
It's one to four in elementary,

364
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five to seven in middle school,

365
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and eight to 12 in high school.

366
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Okay.

367
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And by doing that,

368
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we don't have to touch the middle school.

369
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The middle school has enough space for five to seven.

370
00:46:16,800 --> 00:46:17,280
Correct.

371
00:46:17,460 --> 00:46:18,020
That would make sense.

372
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It's the same number.

373
00:46:19,100 --> 00:46:19,200
Yep.

374
00:46:19,360 --> 00:46:19,580
Okay.

375
00:46:20,760 --> 00:46:21,460
Thank you.

376
00:46:21,460 --> 00:46:28,960
Sorry to get over. No, no, you're good. Okay, anything else? I will stop share if so.

377
00:46:31,230 --> 00:46:33,750
Yes, I think Ali raised a hand.

378
00:46:34,990 --> 00:46:36,750
That's good. Yeah, go ahead.

379
00:46:37,570 --> 00:46:50,750
Hi, it's Ali and Zach. I had a question. I was wondering if there was any consideration to the idea of a similar split of two medium sized elementary schools, but having an upper and lower.

380
00:46:50,750 --> 00:46:57,990
So, not having them both be like one through four would have a one through three and a four through six was that seen too many transitions.

381
00:46:58,930 --> 00:47:02,690
Yeah, there definitely was the short answer is there definitely was a consideration.

382
00:47:03,350 --> 00:47:10,270
The community survey indicated they preferred keeping the grade spans been separating into upper and lower.

383
00:47:13,240 --> 00:47:14,900
And then I think there were other questions.

384
00:47:15,820 --> 00:47:18,440
Sorry Dr. Glant, I'm going to jump in.

385
00:47:18,440 --> 00:47:22,680
And so Zach and Allie, thank you guys for asking the question.

386
00:47:23,020 --> 00:47:31,600
I do just, and I'm happy to deviate if necessary, but for folks on the line, I know we just

387
00:47:31,600 --> 00:47:32,880
got a question in the chat.

388
00:47:33,500 --> 00:47:39,300
I would ask for the public maybe to use the chat feature for questions and we'll take those

389
00:47:39,300 --> 00:47:43,160
only because this is not technically a community forum meeting.

390
00:47:43,900 --> 00:48:03,360
But we I know at the end of the next section I believe Josh is going to go through a timeline of when we're going to have those scheduled because that is one thing I will say that is extremely important to all of us on this call is that we allow all of you in the community and the public to ask questions and to go through options.

391
00:48:04,860 --> 00:48:11,280
I just want to make sure that we're being conscious at the time that we asked of grace

392
00:48:11,280 --> 00:48:13,380
and our partners at the Renny Center for tonight.

393
00:48:14,980 --> 00:48:18,620
So please put the questions in chat so that we capture them.

394
00:48:19,360 --> 00:48:23,440
And then we will also make sure that we follow up with anybody who does to make sure that

395
00:48:23,440 --> 00:48:26,000
you guys know when those forms are going to happen.

396
00:48:28,520 --> 00:48:29,440
Thank you guys.

397
00:48:30,240 --> 00:48:32,240
Okay, back to you Grace.

398
00:48:34,760 --> 00:48:38,380
We have a couple of questions from committee members.

399
00:48:38,400 --> 00:48:40,460
Yes, I figured she would add to a story.

400
00:48:40,460 --> 00:48:41,640
Oh, okay, gotcha.

401
00:48:43,720 --> 00:48:45,400
Go ahead, let's do Leah and Matt Rick.

402
00:48:46,260 --> 00:48:46,920
All right, we good?

403
00:48:47,540 --> 00:48:47,760
Okay.

404
00:48:49,580 --> 00:48:50,520
Educational reason.

405
00:48:51,080 --> 00:48:55,100
I would imagine for not putting K through two together.

406
00:48:55,940 --> 00:48:59,420
I'm sure that's similar to, or maybe their response might be similar.

407
00:48:59,420 --> 00:49:04,600
similar to what Ali and Zach were asking, but was that looked at? That frees up some

408
00:49:04,600 --> 00:49:09,420
space in the ECEC for preschool only. And it was kindergarten maybe one to two.

409
00:49:10,620 --> 00:49:16,020
Yeah, that was discussed. So one of the biggest things I actually, in transparency, came

410
00:49:16,020 --> 00:49:21,840
to that aerospace workshop and asked was, could we shift kindergarten out? Could we make

411
00:49:21,840 --> 00:49:27,880
that just a preschool? And essentially, we looked at enrollment trends and how many students

412
00:49:27,880 --> 00:49:31,460
correct me if I'm wrong to ignore because I know you're tighter with the numbers than I am.

413
00:49:32,480 --> 00:49:37,940
How many students would come into that preschool space and it wouldn't fill the ECEC effectively?

414
00:49:41,160 --> 00:49:46,060
Yeah, there were there are currently eight pre-k classes and 11 kindergarten classes

415
00:49:46,740 --> 00:49:54,080
and expanding that to 19 pre-k classes was just deemed not feasible from kind of an operational or

416
00:49:54,080 --> 00:49:58,580
or a logistical perspective, just given the numbers of classrooms there.

417
00:49:59,780 --> 00:50:03,240
I just want to make a point of clarification if I may.

418
00:50:04,460 --> 00:50:11,600
When you, if we're moving K to say like the April for the Avery building, for instance,

419
00:50:12,280 --> 00:50:18,400
we then have to put bathrooms in every classroom, which is a substantial cost.

420
00:50:18,800 --> 00:50:21,000
So that is also like taking an account for that as well.

421
00:50:23,960 --> 00:50:26,680
Thanks, Laura. Thanks, Anthony. Thank you.

422
00:50:31,240 --> 00:50:35,020
I appreciate all the all the information and also the

423
00:50:35,020 --> 00:50:40,300
community input as well. We're definitely paying attention. I wonder I know that we're we're talking

424
00:50:40,300 --> 00:50:46,060
pretty broad strokes here and that there's work to be done still by Arrow Street. I wonder if there

425
00:50:46,060 --> 00:50:51,800
is any more detail to be had on I know that you sort of painted some broad timelines in these slides.

426
00:50:51,800 --> 00:50:57,440
I wonder if you can give broad brushstrokes in finances as well, or if that's outside

427
00:50:57,440 --> 00:51:02,440
of your purview, but I do think concern from the community, and this committee will

428
00:51:02,440 --> 00:51:09,600
be at least partially focused on finances, if not, you know, majority, and getting any

429
00:51:09,600 --> 00:51:14,700
more clarification on, you know, what $1 sign versus 2 versus 3 might mean, even if it's

430
00:51:14,700 --> 00:51:17,060
just comparative, I think would be really helpful.

431
00:51:21,400 --> 00:51:22,340
It's a good question.

432
00:51:23,020 --> 00:51:24,240
I don't know, Laura, if you want to jump in.

433
00:51:25,400 --> 00:51:26,480
I was just going to say I agree.

434
00:51:26,620 --> 00:51:27,140
It's a good question.

435
00:51:27,260 --> 00:51:31,600
I think I would probably want to defer to airstreet and talk with them just to make sure

436
00:51:31,600 --> 00:51:36,380
before we throw any numbers out that we might end up having to walk back just because that's their

437
00:51:36,380 --> 00:51:39,400
purview more than hours in terms of what buildings cost these days.

438
00:51:40,020 --> 00:51:43,820
I know that there's also some just some complications even getting those initial

439
00:51:43,820 --> 00:51:47,380
estimates because it does factor in the time and the prioritization.

440
00:51:47,380 --> 00:51:58,140
So for instance a building that you're constructing now or next year is going to cost a lot different even if it's the same size building the same type of building for a building you're constructing 10 or 12 or 15 years from now.

441
00:51:59,160 --> 00:52:07,620
And so I think it has to account for that as well, which is just what makes it more they have told us it makes it more complicated than I think even Grace and I were aware when we started thinking of this.

442
00:52:07,620 --> 00:52:12,040
So, I appreciate the question we can certainly connect with them and try to get some of those

443
00:52:12,040 --> 00:52:15,360
kind of initial broad estimates and dollar ranges.

444
00:52:15,560 --> 00:52:19,360
I just don't want to put a number on it tonight because I don't want to be wrong and I have

445
00:52:19,360 --> 00:52:21,200
to change that later.

446
00:52:22,100 --> 00:52:22,540
Thanks.

447
00:52:23,140 --> 00:52:28,920
I'm not trying to get people to a place where we could pin anyone down to a thing, but I

448
00:52:28,920 --> 00:52:34,600
think even order of magnitude or the nearest whatever amounts of millions of dollars I think

449
00:52:34,600 --> 00:52:38,040
would go a long way in terms of how we frame this conversation and how we think about

450
00:52:38,040 --> 00:52:39,300
the decisions we're going to make.

451
00:52:41,540 --> 00:52:41,920
Totally.

452
00:52:42,140 --> 00:52:42,980
That makes a lot of sense.

453
00:52:43,400 --> 00:52:44,140
Chris, I see your handout.

454
00:52:45,480 --> 00:52:45,760
Yeah.

455
00:52:46,500 --> 00:52:46,680
Yeah.

456
00:52:46,860 --> 00:52:52,300
I just want to kind of piggyback off of that, is that so that when you have $1 sign that's

457
00:52:52,300 --> 00:52:59,780
going to get no real, uh, uh, attachment to any kind of number itself, it's that's,

458
00:52:59,860 --> 00:53:01,800
you know, $1 sign for $100 million.

459
00:53:01,800 --> 00:53:09,420
dollars. So if you have a comparison of $1 sign to $3 sign, it's more of, well, one is on the cheap,

460
00:53:09,620 --> 00:53:13,760
but once on the cheap side, I think it's going to be less expensive, and one is going to be

461
00:53:13,760 --> 00:53:17,560
really expensive, and then two is kind of like, nah, it's in the middle of summer, but we don't,

462
00:53:17,660 --> 00:53:22,520
but we don't really know, because we don't know a place and we don't know where it likes to eat in,

463
00:53:23,300 --> 00:53:29,140
so that's wrong. That's going to do a two-potter here. That's part why. Does that analysis make sense?

464
00:53:29,140 --> 00:53:35,380
Yes. Yes. Okay. And then I'm part two on any of these except for the ones where you're

465
00:53:36,260 --> 00:53:39,800
specifically saying like renovate the high school or renovate the middle school or renovate

466
00:53:39,800 --> 00:53:46,560
an Avery. If we combine schools, we don't know where they're going. There's no, you know, so that's

467
00:53:46,560 --> 00:53:57,180
not really taken. And then your dollar sign, the expense, that let's say on option two, there's the

468
00:53:57,180 --> 00:53:57,660
combined,

469
00:54:01,950 --> 00:54:07,190
no two is three new. Sorry, yeah, so option three, be three, I guess we'll

470
00:54:07,190 --> 00:54:11,870
call it. We're saying 750 and that's going to have two dollar signs to it. That does

471
00:54:11,870 --> 00:54:16,890
not take, I don't know what you want to normal. Does that take any consideration, a reuse

472
00:54:16,890 --> 00:54:22,630
of the existing properties? So, so you, you combine to one at hotel, green lodge note in

473
00:54:22,630 --> 00:54:27,510
Riviera gone, do your dollar signs take an effect, the reuse of those two properties?

474
00:54:28,450 --> 00:54:29,850
Yeah, it's a great question.

475
00:54:30,170 --> 00:54:30,970
So I think I'll answer.

476
00:54:31,130 --> 00:54:35,550
The first one was, everything is comparable, I think, is what you were trying to point

477
00:54:35,550 --> 00:54:36,410
out, which is yes.

478
00:54:36,990 --> 00:54:42,890
The second one was, is this strategy taking into account things like swing spaces, or building

479
00:54:42,890 --> 00:54:48,530
feasibility, or like slight feasibility, and the reuse of other spaces?

480
00:54:49,190 --> 00:54:49,910
That's correct, right?

481
00:54:50,310 --> 00:54:51,110
That's your second question?

482
00:54:51,450 --> 00:54:51,670
Yeah.

483
00:54:52,370 --> 00:54:52,470
Yeah.

484
00:54:52,990 --> 00:54:53,230
Okay.

485
00:54:53,230 --> 00:54:53,290
Okay.

486
00:54:53,930 --> 00:54:58,350
Also reuse of, if we like abandoned, like if we can buy in our hotel, we're abandoning

487
00:54:58,350 --> 00:55:00,930
green lodge to reuse of green lodge property.

488
00:55:01,510 --> 00:55:01,770
Yeah.

489
00:55:02,350 --> 00:55:07,390
So one of the things we wanted to set up very clearly is the reuse and repurposing of

490
00:55:07,390 --> 00:55:11,730
anything outside of dead in public schools will be with the facility master planning committee

491
00:55:11,730 --> 00:55:13,350
and will sit with Arrow Street.

492
00:55:13,850 --> 00:55:20,790
However, we did collaborate with them to say anything we throw up here is it feasible land-wise?

493
00:55:20,790 --> 00:55:25,090
Like, can you look at the lands? They have—they have—I didn't even know it existed.

494
00:55:25,270 --> 00:55:28,410
Like, a cool little architecture site where you can look up what's historic and what square

495
00:55:28,410 --> 00:55:32,090
footage is available for things, and so we sat with them and made sure that they

496
00:55:32,650 --> 00:55:36,410
had land for each of these scenarios that we presented today.

497
00:55:37,950 --> 00:55:38,910
Thank you.

498
00:55:39,390 --> 00:55:41,350
Of course. Dr. Kelly.

499
00:55:46,960 --> 00:55:53,940
Thanks, Grace. I don't want to confuse or make matters more complicated, but I may.

500
00:55:55,560 --> 00:56:13,780
We're looking at cost as far as capital investment is concerned, and we're not looking at operational cost savings associated with these models, which I think is really a critical consideration for our town.

501
00:56:13,780 --> 00:56:19,440
given the conversations that have, you know, percolated over the years around

502
00:56:19,440 --> 00:56:27,760
per pupil expenditures. So I'm, you know, I guess I'm trying to sort out how

503
00:56:27,760 --> 00:56:31,560
that gets blended into the equation here because I do think, you know, for the

504
00:56:31,560 --> 00:56:36,920
committee's decision-making purposes, it's important to understand which of these

505
00:56:36,920 --> 00:56:41,000
models, not only academically benefits children, and I think there are many

506
00:56:41,000 --> 00:56:47,160
models here that do, but also do so in a way that is physically responsible for the future,

507
00:56:47,600 --> 00:56:53,980
not just in capital savings or capital investment, but long-term operational savings,

508
00:56:53,980 --> 00:57:00,180
because that is the number one driver of our per-people expenditures in this town period.

509
00:57:00,900 --> 00:57:08,120
So I wanted to put that out there and just make sure it stays afloat in this conversation.

510
00:57:08,900 --> 00:57:13,680
I think it overlays directly into this, and what was so challenging is that we almost

511
00:57:13,680 --> 00:57:19,580
had to limit this to facilities first, but to your point, there is an overlaid benefit

512
00:57:19,580 --> 00:57:26,640
of operational costs and admin costs will decrease if you have consolidated schools.

513
00:57:27,260 --> 00:57:33,220
That is just a number of staff will get consolidated. So there is that layer to it, too.

514
00:57:37,540 --> 00:57:38,080
Dr.

515
00:57:38,080 --> 00:57:43,060
these costs since it was repressed from aerospace, specifically, and they were looking at square

516
00:57:43,060 --> 00:57:47,220
footage and that level of logistics and architecture.

517
00:57:49,280 --> 00:57:52,640
If I could add on to that, Dr. Kelly, I do.

518
00:57:54,460 --> 00:57:58,760
The Edmall subcommittee, it was briefly talked about in the next two months, and it proposed

519
00:57:59,220 --> 00:58:06,860
a community engagement that would be a part of the discussion, specifically tied in to hopefully

520
00:58:06,860 --> 00:58:14,740
the final report that we can get that together and because, as you said, it's a critical part

521
00:58:14,740 --> 00:58:16,060
of this overall conversation.

522
00:58:19,760 --> 00:58:21,180
Well, you said I talked over your seat.

523
00:58:21,500 --> 00:58:25,200
I am later and it is glitching. Sorry, can you all hear me? Yes, Laura.

524
00:58:26,220 --> 00:58:29,580
I think I'm a beat behind everyone else because it keeps jumping and stopping and starting,

525
00:58:29,600 --> 00:58:34,140
so sorry if I just interrupt it again. I was just going to say that's a really great point,

526
00:58:34,300 --> 00:58:37,580
Dr. Kellyanne, appreciate you bringing it up. And I think that's also the type of detail

527
00:58:37,580 --> 00:58:42,580
and new ones we can get into more in the final report. The slides I think it's just hard to capture.

528
00:58:42,800 --> 00:58:46,640
We're already trying to put so many variables into one place but completely agree and I think

529
00:58:46,640 --> 00:58:50,140
that's a really important piece that will be able to kind of both give the current and historical

530
00:58:51,200 --> 00:58:54,780
understanding of where that is. We have a lot of data, a lot of graphs on kind of comparative

531
00:58:55,600 --> 00:58:59,140
comparable costs with other communities as well as kind of historical costs and data.

532
00:58:59,520 --> 00:59:03,620
All of that we can bring in much more fully when there's kind of a longer report that we are

533
00:59:03,620 --> 00:59:06,200
to be able to present. But thank you for sharing it.

534
00:59:06,720 --> 00:59:12,800
Yes, and I'm sorry. I don't... I think so long as that report is coming prior to decisions being made.

535
00:59:12,940 --> 00:59:17,020
I think that's my only concern... Okay, cool. Just... That's awesome. Thank you.

536
00:59:19,280 --> 00:59:21,020
Um... Is there any other questions?

537
00:59:25,300 --> 00:59:27,300
I want to thank Grace and your team.

538
00:59:28,860 --> 00:59:31,860
Um... The initial presentation they received our feedback.

539
00:59:31,860 --> 00:59:42,220
And we really asked for some comparative data to help sort of give some parameters to this discussion.

540
00:59:42,880 --> 00:59:48,960
And I think you really took those ideas and really put it together and easily understand format.

541
00:59:49,760 --> 00:59:58,800
So I want to thank you for that. And I also just want to reiterate one of the slides, as Grace said, the idea about strong horses.

542
00:59:58,800 --> 00:59:59,960
I don't know.

543
01:00:00,000 --> 01:00:29,360
These nine options are not about picking your favorite right now. These nine options are about beginning a discussion on what's the best options to consider for the town of Dedem and the students in their education. And I think over the next two months, we as a community, we as a committee will be discussing this with ourselves and within the community so that when it's time to name the three preferred options to

544
01:00:29,360 --> 01:00:36,740
fully cost to analyze out and put in a facility's master plan that as again as a

545
01:00:36,740 --> 01:00:41,300
town that doesn't mean we are going with those three but just you know part of

546
01:00:41,300 --> 01:00:46,040
this whole process that was it. So I want to reiterate that point and I think

547
01:00:46,040 --> 01:00:51,000
I really appreciate you putting that slide in there as well Grace. Of course

548
01:00:51,000 --> 01:00:56,580
thanks for saying those things that. So with that I think it's time to transition

549
01:00:56,580 --> 01:01:02,320
to the second part of this meeting, which, so if everybody understands, the way these

550
01:01:02,320 --> 01:01:06,660
have worked is like there's an initial presentation from the Renny Center, and then they get feedback

551
01:01:10,780 --> 01:01:18,300
from the committee, and they look at how they can integrate that feedback into their reports,

552
01:01:18,680 --> 01:01:22,660
and then they come back with an updated or finalized report.

553
01:01:22,660 --> 01:01:30,460
And I think when we look at the town, it's sometimes the flash year conversation is the facilities.

554
01:01:31,900 --> 01:01:34,200
It's one that's really tangible to people.

555
01:01:35,840 --> 01:01:44,040
But I think the other part to it, that's really a critical part of what and why we did this educational model review is the teaching and learning part.

556
01:01:45,040 --> 01:01:48,700
And so I am just as excited to hear this initial.

557
01:01:49,820 --> 01:01:54,140
And I want to emphasize this initial as a subcommittee, we have not seen this presentation

558
01:01:54,140 --> 01:01:54,600
either.

559
01:01:55,820 --> 01:02:00,960
But we have brought the whole committee in so that, you know, the Running Center can get

560
01:02:00,960 --> 01:02:04,360
the full picture from the committee on their thoughts and thinking.

561
01:02:05,400 --> 01:02:10,980
And so again, I'm going to turn it over to Grace to go to the teaching and learning part.

562
01:02:13,110 --> 01:02:16,290
It's actually going to be Laura, so I'm going to turn it over to Laura.

563
01:02:17,590 --> 01:02:17,850
Yes.

564
01:02:18,210 --> 01:02:18,570
Thank you.

565
01:02:18,570 --> 01:02:19,970
We divided on this one.

566
01:02:20,230 --> 01:02:21,230
Oh, sorry, Christy.

567
01:02:22,090 --> 01:02:23,250
Yeah, I said a quick question.

568
01:02:23,430 --> 01:02:25,130
Do you have a slide deck that you could send us

569
01:02:25,130 --> 01:02:26,970
at some point, either whether it's,

570
01:02:27,410 --> 01:02:30,570
you know, we got to be the facilities part,

571
01:02:30,690 --> 01:02:31,650
but I didn't see it.

572
01:02:31,770 --> 01:02:32,370
That one can go.

573
01:02:32,490 --> 01:02:33,090
Yeah, absolutely.

574
01:02:34,330 --> 01:02:35,230
That'd be great.

575
01:02:35,410 --> 01:02:39,250
Well, yeah, I'm not on hand, my name is Paulina.

576
01:02:45,600 --> 01:02:46,660
So, great, I don't know if you're grace.

577
01:02:46,760 --> 01:02:48,220
You might pull sitting around the slide deck

578
01:02:48,220 --> 01:02:49,220
while I pull it up on the screen.

579
01:02:49,760 --> 01:02:50,460
All right, thank you.

580
01:02:50,940 --> 01:02:51,200
Sorry.

581
01:02:52,640 --> 01:02:58,140
But I hope that my internet I think I've also been able to hear but it has been

582
01:03:00,380 --> 01:03:00,620
a little

583
01:03:00,620 --> 01:03:02,360
glitchy so I apologize and it didn't work.

584
01:03:05,360 --> 01:03:08,700
You all see the slides, you should be able to now.

585
01:03:09,640 --> 01:03:14,440
So just a quick note of introduction because I really might have not met all of you in

586
01:03:14,440 --> 01:03:15,040
the past.

587
01:03:15,040 --> 01:03:16,140
So I'm Laura Senel,

588
01:03:18,290 --> 01:03:26,790
director of our team internally on a lot of the debt and work that we've been

589
01:03:26,790 --> 01:03:32,470
doing since January this year. So for about half a year now. And I want to just give a little bit of

590
01:03:32,470 --> 01:03:36,710
context as grace did before we dive into specifically what we see is some of the primary options for

591
01:03:36,710 --> 01:03:42,110
this teaching and learning educational model. So to start off, what we're going to be talking about

592
01:03:42,110 --> 01:03:46,810
today is that we're focusing on how debt and public schools can put out a future facing education

593
01:03:46,810 --> 01:03:50,510
model, setting schools and students up for success, not just now, but in the years.

594
01:03:50,670 --> 01:03:51,910
And ideally, decades to come.

595
01:03:52,150 --> 01:03:55,870
This isn't something that we hope or envision would be something to change kind of two years

596
01:03:55,870 --> 01:03:57,170
from now, five years from now.

597
01:03:57,610 --> 01:04:01,050
You know, ideally, this is something that I can set really the tone and priority for

598
01:04:01,050 --> 01:04:03,430
where the district is going for quite a long time.

599
01:04:04,370 --> 01:04:08,550
In terms of the elements of an educational model, this is something we outlined in

600
01:04:08,550 --> 01:04:09,530
earlier presentation.

601
01:04:09,530 --> 01:04:10,970
It contained four different areas.

602
01:04:11,550 --> 01:04:15,630
Essentially, it was facilities, great configurations, both of which were

603
01:04:15,630 --> 01:04:20,930
you talked about teaching and learning and use of resources. And so we worked just really looking

604
01:04:20,930 --> 01:04:26,810
much more closely at the facilities and the great configuration slash enrollment piece of the puzzle.

605
01:04:27,330 --> 01:04:31,250
This presentation is going to look at those other two, the teaching and learning piece as well as

606
01:04:31,250 --> 01:04:36,790
the use of resources. The options we're going to present today are not really directly tied to the

607
01:04:36,790 --> 01:04:42,010
either current facilities configuration or needs, but the intention of that is that these will

608
01:04:42,010 --> 01:04:46,950
informed future facilities design and planning. So as Adam is thinking about, say, what a

609
01:04:47,650 --> 01:04:52,650
potential new school could look like at whatever grade level that is, whatever grades are included

610
01:04:52,650 --> 01:04:57,790
in it, we hope that these educational models will help guide what that space looks like and how

611
01:04:57,790 --> 01:04:58,930
it is used in the future.

612
01:05:01,820 --> 01:05:05,040
I want to just start off as Grace did with some selected survey findings,

613
01:05:05,040 --> 01:05:10,880
noting that this is very, very much a very small slice of a much more larger and richer data set,

614
01:05:10,880 --> 01:05:14,760
data set that will be able to get into much more when we give a kind of more comprehensive report.

615
01:05:15,600 --> 01:05:19,740
So in terms of one of the first questions we asked, we said overall how satisfied are you

616
01:05:19,740 --> 01:05:24,600
with the quality of education in data and public schools? The response came back around 60,

617
01:05:24,600 --> 01:05:30,780
a little over 60% said somewhat or very satisfied or on 21% somewhat or very dissatisfied.

618
01:05:31,100 --> 01:05:34,780
The remainder were neutral, so there was kind of a middle option that's not captured here.

619
01:05:34,780 --> 01:05:40,880
And at first glance, I think that seems, you know, like 62% just over half saying that

620
01:05:40,880 --> 01:05:42,040
they're only somewhat of very satisfied.

621
01:05:42,040 --> 01:05:45,700
You might think, wow, we really need to make some drastic changes in terms of a educational

622
01:05:45,700 --> 01:05:46,020
model.

623
01:05:46,840 --> 01:05:53,880
I think the important piece to pull out is a lot of the dissatisfaction came from folks

624
01:05:53,880 --> 01:05:56,200
who do not currently have students in the system.

625
01:05:56,360 --> 01:05:59,680
And this, honestly, is something you see kind of across the board in educational research.

626
01:06:00,100 --> 01:06:03,560
When you just ask folks in general, are you happy with the state of schools?

627
01:06:03,560 --> 01:06:09,240
often the answer is no. If you ask people, are you happy with the state of your school or your

628
01:06:09,240 --> 01:06:14,100
child school? The answer is much more likely to be yes. And that is the same trend we saw here.

629
01:06:14,680 --> 01:06:19,220
So overall, we found about, again, 60% saying satisfied among families of current

630
01:06:19,220 --> 01:06:24,500
debt and public school students, nearly 80% so they were somewhat very satisfied with the quality

631
01:06:24,500 --> 01:06:28,560
of education. So we're really not talking about, I think, when you look at it from that perspective,

632
01:06:29,240 --> 01:06:33,400
a population that feels like there are major drastic changes that are needed as much as

633
01:06:33,400 --> 01:06:36,860
we need to make improvements in how things are done, but we're not talking about

634
01:06:37,260 --> 01:06:41,680
overhauling what's happening in the school system. And so I think, again, just to start off

635
01:06:41,680 --> 01:06:45,300
from a place that there are a lot of strengths to build on. I think you have a lot of families

636
01:06:45,300 --> 01:06:49,620
that are very satisfied with the way things are going. And you can see there also the number of

637
01:06:49,620 --> 01:06:53,820
families that reported some being somewhat or very dissatisfied was lower than the overall amount

638
01:06:53,820 --> 01:06:58,700
as well. So we've got a ton to really a really great things to talk about and I think what we're going

639
01:06:58,700 --> 01:07:02,800
to talk through today as we get into some of these options is how we can take some of those strengths

640
01:07:02,800 --> 01:07:07,880
and continue to build on them and grow and make things even better and more impactful in the future.

641
01:07:10,220 --> 01:07:15,900
In terms of what families are respondents to the survey said were some of the most important components of student learning.

642
01:07:16,120 --> 01:07:22,240
You can see overall overwhelmingly, the number one answer was a strong foundation in subjects like reading, writing, and math.

643
01:07:22,960 --> 01:07:27,600
Just as a note, this was a survey item where respondents could choose up to three responses.

644
01:07:27,940 --> 01:07:31,160
So they didn't just have to choose one, they could pick their top three options.

645
01:07:31,160 --> 01:07:35,980
Again, overwhelmingly, 87% strong foundation was number one.

646
01:07:36,400 --> 01:07:41,200
However, 62% nearly two-thirds pointed to hands-on real-world learning

647
01:07:41,200 --> 01:07:42,800
as being one of their priorities as well.

648
01:07:43,740 --> 01:07:45,900
Those two, I think, were very clearly the top choices.

649
01:07:46,140 --> 01:07:48,720
After that, you saw a bit more of a spread between the next three.

650
01:07:49,400 --> 01:07:52,640
Personalized learning, a wide range of electives, collaboration and teamwork.

651
01:07:53,380 --> 01:07:57,300
And then sort of pulling up the rear at the bottom of the bottom of the slide there.

652
01:07:57,300 --> 01:08:01,780
you can see use of technology was not a widely popular select didn't option for this.

653
01:08:04,420 --> 01:08:07,100
Similarly, we asked about what are the most important areas for

654
01:08:07,100 --> 01:08:11,260
denim public schools to invest in, and once again, respondents could choose up to three choices

655
01:08:11,260 --> 01:08:15,960
for this. Number one is school facilities. I'm not going to spend too much time on that because

656
01:08:15,960 --> 01:08:19,320
that's what we were just talking about. I think we all understand and agree where that's

657
01:08:19,320 --> 01:08:23,680
coming from, and that is obviously on the table as a potential response to what we're hearing

658
01:08:23,680 --> 01:08:29,040
from the survey. So in terms of the next batch, you can see that there was a fairly strong

659
01:08:29,040 --> 01:08:33,460
response rate for high-quality curriculum and professional development that got a plurality

660
01:08:33,460 --> 01:08:35,740
of responses in fact, so 51%.

661
01:08:36,700 --> 01:08:41,960
The next four options, they are all got between 25 and 36%.

662
01:08:41,960 --> 01:08:46,080
So we're all sort of in the same range, social and emotional learning slash mental health,

663
01:08:46,320 --> 01:08:49,980
career and technical education, advanced coursework, and the arts, visual and music and theater.

664
01:08:50,760 --> 01:08:53,520
Much lower responses for all of the other options on the list.

665
01:08:54,140 --> 01:08:58,080
So this starts to then in our minds to find what are the different priorities that folks are

666
01:08:58,080 --> 01:09:02,320
really pointing to as areas that they want them to work on and invest in and move forward in

667
01:09:02,320 --> 01:09:02,900
the future.

668
01:09:05,310 --> 01:09:08,610
The next two slides have a lot of information. I'm going to go fairly quickly through

669
01:09:08,610 --> 01:09:12,790
this. These were some of the findings that we shared when we presented on our interim findings

670
01:09:12,790 --> 01:09:18,370
from our data collection process back at the end of March. So this was the data collection process

671
01:09:18,370 --> 01:09:22,830
that we carried out where we visited every school. We did walkthroughs. We observed classes. We spoke

672
01:09:22,830 --> 01:09:28,850
with staff, with families, with school leaders, as well as with students, and came up, came

673
01:09:28,850 --> 01:09:33,250
out with a huge mass of data that we tried to then consolidate into kind of a handful

674
01:09:33,250 --> 01:09:37,770
of slightly more tangible takeaways. So on the teaching and learning side, some of the

675
01:09:37,770 --> 01:09:41,730
things that we saw coming out of that process were a focus on curriculum implementation,

676
01:09:42,110 --> 01:09:46,330
that there was real buy-in and consistency around the implementation of high-quality instructional

677
01:09:46,330 --> 01:09:51,730
materials across the elementary classrooms that we saw. Though the pace of learning could present

678
01:09:51,730 --> 01:09:56,690
challenges, meaning the curriculum that was chosen, particularly around ELA, a lot of teachers

679
01:09:56,690 --> 01:09:59,730
and students and families found that it was moving very quickly through the material.

680
01:10:00,550 --> 01:10:04,650
On the other hand, at the high school level, we saw less buy-in and consistency around the use

681
01:10:04,650 --> 01:10:09,170
of these high quality instructional materials, more as they teacher-creative materials are curriculum.

682
01:10:10,210 --> 01:10:15,930
There's also some consensus that there was tended to be more teacher-directed learning,

683
01:10:16,150 --> 01:10:21,390
especially when using those curricular materials, which led to this substantial focus on

684
01:10:21,390 --> 01:10:27,230
whole group content in some cases crowding out opportunities for hands on or kind of more applied learning.

685
01:10:28,150 --> 01:10:31,890
There were lots of changes happening simultaneously you might already have gotten the sense from

686
01:10:31,890 --> 01:10:35,990
the first two bullets that you know the use of new curricula can be a very time and resource

687
01:10:35,990 --> 01:10:39,890
intensive process to get teachers up to speed and using that and feel uncomfortable with it.

688
01:10:40,410 --> 01:10:44,190
And so the fact that there were lots of different types of changes happening sometimes felt like

689
01:10:44,190 --> 01:10:49,570
people were a little bit overwhelmed by that. On the positive side we heard good things about

690
01:10:49,570 --> 01:10:53,850
the availability of elective classes or options for students to take different courses of interest

691
01:10:53,850 --> 01:10:57,590
at the middle school and high school levels as well as opportunities for student leadership

692
01:10:57,590 --> 01:11:02,790
say through things like student government and other other opt-in opportunities that they could

693
01:11:02,790 --> 01:11:08,750
participate in. We heard about the availability of academic interventions both on the positive side

694
01:11:08,750 --> 01:11:13,390
where those existed in schools. We heard really great things about them whether literacy intervention

695
01:11:13,390 --> 01:11:18,150
is saying two of the elementary schools. On the other hand because there are only two of the elementary

696
01:11:18,150 --> 01:11:22,230
schools, those elementary interventionists are not universally available for students who

697
01:11:22,230 --> 01:11:23,710
are struggling to achieve on grade level.

698
01:11:24,790 --> 01:11:29,550
And similarly, there was really a need felt for consistent, non-ecademic student supports.

699
01:11:30,090 --> 01:11:35,010
Particularly, we heard a lot about the importance of a common language and curriculum or materials

700
01:11:35,010 --> 01:11:40,030
for sort of a tier one or universal level, social, emotional learning, curriculum or intervention

701
01:11:40,030 --> 01:11:40,990
across schools.

702
01:11:42,130 --> 01:11:46,790
Staff did express that they strongly valued the support provided by existing mental health

703
01:11:46,790 --> 01:11:50,730
staff, though there were kind of different numbers and configurations of staff across different schools.

704
01:11:51,970 --> 01:11:56,330
So that's all in the teaching and learning side. In terms of use of resources, which would be

705
01:11:56,330 --> 01:12:04,550
things like staffing schedules, the ways that those organized, not necessarily in this case kind of

706
01:12:04,550 --> 01:12:08,930
money going to different schools, but more about the people and the time and the way those are used.

707
01:12:09,510 --> 01:12:14,690
We did hear there was a real desire for more structured staff collaboration, particularly at the

708
01:12:14,690 --> 01:12:19,230
secondary levels, there's not currently opportunities for common planning time built

709
01:12:19,230 --> 01:12:22,970
into the current high school schedule. On the other hand, at the elementary level, staff

710
01:12:22,970 --> 01:12:28,510
did cite their appreciation for having those structured MTSS times, although they still

711
01:12:28,510 --> 01:12:33,830
wanted to be there to be some more teacher-determined or teacher-led common planning times, which are

712
01:12:33,830 --> 01:12:39,510
not currently widely available. There was an interest in more staffing to support non-economic

713
01:12:39,510 --> 01:12:41,710
academic interventions, as I just mentioned before.

714
01:12:42,430 --> 01:12:45,250
The School Adjustment Counselors and Psychologists

715
01:12:45,250 --> 01:12:49,390
are really valued in supporting social and emotional learning,

716
01:12:49,650 --> 01:12:51,410
but they face difficulty to address

717
01:12:51,410 --> 01:12:53,290
needs across a full school population.

718
01:12:54,550 --> 01:12:56,650
Formal professional development time is limited.

719
01:12:56,950 --> 01:12:58,390
There's little flexibility for schools

720
01:12:58,390 --> 01:13:00,390
to choose their own topics or areas of interest

721
01:13:00,390 --> 01:13:01,170
or areas of focus.

722
01:13:02,310 --> 01:13:04,810
These wind blocks, what I need blocks,

723
01:13:04,950 --> 01:13:07,670
where those exist, are cited as very useful and appreciated.

724
01:13:08,390 --> 01:13:16,010
But there is desire for some more flexible time, particularly at the high school level to allow for more options, more flexibility in meeting student needs.

725
01:13:16,750 --> 01:13:24,010
And finally, there are really valuable existing internship opportunities that are spoken very positively and interest in expanding more experiences.

726
01:13:24,730 --> 01:13:32,410
So again, I'm presenting a lot of information very quickly, but I wanted to just give a snapshot of kind of what are some of the big trends and themes that we were hearing.

727
01:13:33,350 --> 01:13:40,650
which might start to come into play as you then think about kind of where how did we generate the options that we came to when it comes to the different teaching and learning models.

728
01:13:42,820 --> 01:13:47,560
So to come back to this context of options one more time before I get into the exact options.

729
01:13:48,660 --> 01:13:51,640
These are meant to be priorities to drive future decision making.

730
01:13:52,140 --> 01:14:01,180
These are not meant to be say the only thing that the schools do and it's not meant to say that the school cannot the school is going to take on more than one of these at one time.

731
01:14:01,720 --> 01:14:08,480
Some of these do overlap. Some of them have some, you know, structures that could be repurposed for other and other areas.

732
01:14:09,640 --> 01:14:15,320
However, realistically we thought it was important to mention that it would not be possible for a district to do all of these at the same time.

733
01:14:15,580 --> 01:14:20,940
When I was talking about initiative overload before, that would be initiative overload to the next level.

734
01:14:21,160 --> 01:14:26,340
If you started to talk about let's take all of these different models and all of these really valuable worthwhile things and do them all.

735
01:14:26,340 --> 01:14:52,020
So I think what's going to come next in my mind is we will present the options we will hear from you what your thoughts are and then as we move toward the final report, it really for us is about how do we come up with set of recommendations around priorities or priority areas for improvement for the schools that again build on all the strengths we already know exist and address some of the areas of concern or some of the challenges that we've heard from from folks working in the schools as well as the families.

736
01:14:54,040 --> 01:14:58,320
Alright, so just like Grace said, we're going to break it down into three different buckets.

737
01:14:58,740 --> 01:14:59,960
It's three of this time instead of four.

738
01:15:00,000 --> 01:15:29,080
But we have a strategy A strategy B and strategy C just to make things a little bit more manageable to get our hands around. So, strategy A focuses on student support. And what do I mean by that? The goal of strategy A is to build a system that connects students with supports to proactively address their individual needs. Two of these, you'll see numbers one and two. Use this term MTSS that refers to a multi-tiered system of support. There's a lot more I could say about what that means and what that looks like.

739
01:15:29,080 --> 01:15:33,480
but essentially, if you've ever seen the tiered triangle with three different levels,

740
01:15:33,740 --> 01:15:37,000
that's kind of the core of a multi-tiered system of support system of support.

741
01:15:37,260 --> 01:15:42,140
All students are getting access to the supports and services and resources at the bottom of the

742
01:15:42,140 --> 01:15:47,900
pyramid. Students who need a little bit more, what we usually call it core plus more, so core support

743
01:15:47,900 --> 01:15:52,640
plus a little bit more, they would get some more intensive services at tier two. Those who need core

744
01:15:52,640 --> 01:15:56,700
plus more plus even more would get tier three. That kind of top of the pyramid, you're talking about

745
01:15:56,700 --> 01:15:59,360
a small number of students who need much more intensive resources.

746
01:16:01,140 --> 01:16:04,880
There's also, I should mention, that goes along with that it's not really just about

747
01:16:04,880 --> 01:16:05,560
what are the services.

748
01:16:05,600 --> 01:16:11,620
It's also about having the proper teams, data systems, processes to connect students with

749
01:16:11,620 --> 01:16:15,760
the rate resources at the right times, but again, that's a whole different presentation

750
01:16:15,760 --> 01:16:21,040
that I could spend another hour talking about when an MTSS is and in a different, a different

751
01:16:21,040 --> 01:16:25,380
hat I wear at the Renny Center, we often do that, so I'll try to keep myself a little

752
01:16:25,380 --> 01:16:30,240
bit more focused here. Essentially what we're saying for these different educational models is for

753
01:16:30,240 --> 01:16:36,340
option one, that denim could focus on building out a multi-tiered system of support, very much

754
01:16:36,340 --> 01:16:42,540
focused on academic supports. So looking for which students are in need of additional, say reading

755
01:16:42,540 --> 01:16:47,480
or math interventions, connecting them with services, students who need it would access core,

756
01:16:47,640 --> 01:16:54,400
core plus more or core plus more support as needed. A second priority, very closely related to the

757
01:16:54,400 --> 01:16:58,180
first but with a very different focus would be a non-academic focused MTSS.

758
01:16:58,540 --> 01:17:01,280
So you still have that same structure, you still have those tiers of support,

759
01:17:01,440 --> 01:17:04,260
you still have the systems that are put in place to help connect students with

760
01:17:04,260 --> 01:17:08,080
services and resources, but it would be in service and support of social,

761
01:17:08,200 --> 01:17:11,520
emotional, and mental health instead of potentially academics.

762
01:17:12,240 --> 01:17:16,100
Again, this is where I want to emphasize, these two are things are not not

763
01:17:16,100 --> 01:17:18,980
totally different. Obviously, if you're already building a lot of those systems

764
01:17:18,980 --> 01:17:21,180
and structures, they could be repurposed for both.

765
01:17:21,620 --> 01:17:26,280
but I think the initial prioritization would really need to be in one area or the other

766
01:17:26,280 --> 01:17:31,160
because you're going to be training staff and training folks in different ways based on which one you're looking at.

767
01:17:32,680 --> 01:17:34,580
Option three under this is slightly different.

768
01:17:34,740 --> 01:17:37,420
This would be more of a kind of community school type model.

769
01:17:38,020 --> 01:17:40,840
We do know that data has been working with the CityConnects program

770
01:17:40,840 --> 01:17:43,600
and so this would essentially build on some of the work that's happened through that.

771
01:17:43,760 --> 01:17:47,520
If you're familiar with that work at all, looking at this idea about wraparound supports.

772
01:17:47,520 --> 01:18:03,100
So designing a process by which each student is getting a individual review looking at what are the individual student in school and out of school needs they might have and then building processes to connect them as well as their families with providers who can help support those needs.

773
01:18:03,420 --> 01:18:13,040
So this could be say, you know, we understand that a student might need to be connected with some sort of food pantry or other.

774
01:18:13,040 --> 01:18:16,960
somewhere that does clothing donations or something like that could be part of a

775
01:18:16,960 --> 01:18:20,760
wraparound supports model that isn't necessarily part of one of those academic

776
01:18:20,760 --> 01:18:26,380
or non-ecademic and PSS models. So all three of those are very much focused

777
01:18:26,380 --> 01:18:33,420
again on student supports. Shifting over to strategy B, different key focus area

778
01:18:33,420 --> 01:18:37,460
and different goal. On this one strategy B, you're talking about educational models

779
01:18:37,460 --> 01:18:41,600
that look more at the staffing that's currently working in the schools. With the

780
01:18:41,600 --> 01:18:47,080
goal of addressing the needs of all students without putting that full responsibility on each individual educator.

781
01:18:48,080 --> 01:18:53,600
Now there's three different models again here. There's plenty more than this, but three that came to mind as we kind of thought through

782
01:18:53,600 --> 01:19:00,780
what are the options that might be worthwhile and relevant for debtum. One would be looking into more of a full inclusion model where

783
01:19:00,780 --> 01:19:08,500
students with IEPs are integrated within general education classes with dedicated supports. Often they're not always this does require

784
01:19:08,500 --> 01:19:13,300
or call upon a co-teaching model where you have classes that are led jointly by both general

785
01:19:13,300 --> 01:19:20,180
education and special education teachers. There's a second staffing model option here. Number two

786
01:19:20,180 --> 01:19:25,380
team teaching. This would be where multiple teachers are called upon to work with a larger class of

787
01:19:25,380 --> 01:19:30,020
students and allowing that group to be subdivided in different ways. So rather than say one teacher

788
01:19:30,020 --> 01:19:35,220
working with a class of 20 students, you might have two teachers who are jointly assigned to support

789
01:19:35,220 --> 01:19:39,560
a group of 40 students. Now that doesn't mean that you're always going to have two teachers and

790
01:19:39,560 --> 01:19:45,060
40 students in the same room. Sometimes you might have one, two classes of 20, the same way that you

791
01:19:45,060 --> 01:19:49,620
would always, but at other times you might have say a small group and then a larger group working

792
01:19:49,620 --> 01:19:54,520
with teacher B supervising students working independently on groups. So it's just a much more flexible

793
01:19:54,520 --> 01:19:59,580
way for students to kind of flow between, between two different classrooms versus saying there's

794
01:19:59,580 --> 01:20:03,860
one teacher and one group of students who are always kind of put in the same spot at the same time.

795
01:20:03,860 --> 01:20:10,120
The third option that also is addressing staffing models would be more personalized learning.

796
01:20:10,740 --> 01:20:14,260
So in this option, you would see a variety of learning modalities, which could include

797
01:20:14,260 --> 01:20:19,160
group interventions, one-on-one tutoring, even virtual learning systems or tutors.

798
01:20:19,820 --> 01:20:24,300
And those would be all focused on addressing student needs that come up that are much more

799
01:20:24,300 --> 01:20:27,240
based on individual students' performance.

800
01:20:27,660 --> 01:20:33,240
And so you would have in this sense, there would be some need to create a, essentially, a

801
01:20:33,240 --> 01:20:35,400
a profile or learning profile for each student,

802
01:20:35,920 --> 01:20:37,760
and then they would get plugged into different services

803
01:20:37,760 --> 01:20:39,300
and supports based on what happens

804
01:20:39,300 --> 01:20:41,860
or what that learning profile says and what they're needed.

805
01:20:42,460 --> 01:20:44,300
Maybe you have a student who really doesn't need

806
01:20:44,300 --> 01:20:46,020
a whole lot of individual teacher guidance

807
01:20:46,020 --> 01:20:46,920
when it comes to math,

808
01:20:47,140 --> 01:20:48,500
because they're much stronger in math,

809
01:20:48,660 --> 01:20:50,760
but they need a lot more one-on-one teacher support

810
01:20:50,760 --> 01:20:51,620
when it comes to reading.

811
01:20:52,200 --> 01:20:54,200
You could then have say different modalities,

812
01:20:54,320 --> 01:20:56,460
different options for that student to access information

813
01:20:56,460 --> 01:20:59,740
in those two subjects in order to connect

814
01:20:59,740 --> 01:21:01,700
with the services that they need at each level.

815
01:21:01,700 --> 01:21:09,790
So those are kind of big picture strategy B staffing model choices for the educational model.

816
01:21:11,210 --> 01:21:16,690
Strategy C focus on learning experiences. What are students actually doing during the school day?

817
01:21:17,830 --> 01:21:22,250
And here the strategy C goal around learning experience is how are we using time during

818
01:21:22,250 --> 01:21:26,630
the school days strategically to offer an arrange of engaging and meaningful learning opportunities.

819
01:21:27,410 --> 01:21:31,750
For this number one would be something would be options related to project-based learning

820
01:21:31,750 --> 01:21:35,950
where there's time built into the either the daily schedule, individual classes, or both.

821
01:21:36,470 --> 01:21:42,010
For learning that allows students to explore new topics and apply what they're learning about core subject matter.

822
01:21:42,310 --> 01:21:47,190
So this is, you know, you can picture students getting out of their seats and working together to build inventions.

823
01:21:47,490 --> 01:21:53,230
Or maybe they're instead of building something they're working on writing letters to, you know,

824
01:21:53,410 --> 01:21:57,990
someone in a leadership role about their views on a particular issue, say, for a civics lesson.

825
01:21:57,990 --> 01:22:01,990
Something that allows them not just to learn about what the content is, but actually apply

826
01:22:01,990 --> 01:22:05,690
it, often through prioritizing relevant and real-world learning experiences.

827
01:22:07,230 --> 01:22:12,230
The second option under strategy C focuses on career exploration, so thinking through

828
01:22:12,230 --> 01:22:17,170
what are the pathways that students are getting connected to post their high school experience,

829
01:22:17,710 --> 01:22:22,170
also opportunities to learn about potential careers, and connect their learning to those careers

830
01:22:22,170 --> 01:22:25,150
through things like internships, job shadowing, and their work-based learning.

831
01:22:25,890 --> 01:22:30,070
Mostly, this one I will admit is focused on the secondary level, though there are certainly

832
01:22:30,070 --> 01:22:34,110
ways to embed more career exploration and career opportunities at the elementary level

833
01:22:34,110 --> 01:22:34,470
as well.

834
01:22:34,950 --> 01:22:38,950
But when it comes to things like internship jobs shadowing, you're really going to be focused

835
01:22:38,950 --> 01:22:40,510
more on the middle and high school level.

836
01:22:41,570 --> 01:22:46,650
And then finally, strategy C, advanced coursework, number three, offering opportunities for students

837
01:22:46,650 --> 01:22:51,090
to participate in more advanced courses, including through early college programming, which would

838
01:22:51,090 --> 01:22:55,850
be done in this case in partnership with an institution of higher education, this would

839
01:22:55,850 --> 01:22:59,470
also be mostly focused as you can imagine on the secondary level, though there are options

840
01:22:59,470 --> 01:23:03,670
so think about embedding advanced courses throughout different levels, should the district

841
01:23:03,670 --> 01:23:04,890
be interested in that option.

842
01:23:08,180 --> 01:23:10,440
Last thing that I'll say and then I'll stop, I know this is a lot

843
01:23:10,440 --> 01:23:14,480
of information I'm throwing at you. Those were all what I would call kind of big picture models,

844
01:23:15,020 --> 01:23:19,160
those are all very big priorities that would require a lot of moving pieces and really adaptive

845
01:23:19,160 --> 01:23:25,140
changes. We're also investigating additional strategies that can be implemented alongside

846
01:23:25,620 --> 01:23:29,720
really any of those. So these are things that can supplement the models, the big picture

847
01:23:29,720 --> 01:23:34,460
models that we recommend or we end up recommending. That would include things like what does

848
01:23:34,460 --> 01:23:38,360
high quality, what would it mean to implement and adopt high quality instructional materials

849
01:23:38,360 --> 01:23:42,340
across grade levels and subjects? What would it mean to think about different models for

850
01:23:42,340 --> 01:23:46,320
professional development or arts education? When it comes to the schedule, we could look into

851
01:23:46,320 --> 01:23:49,640
things like block scheduling at the middle school and high school level.

852
01:23:49,820 --> 01:23:53,840
So longer class periods, but having shorter fewer classes at a time or

853
01:23:53,840 --> 01:23:58,100
departmentalization where students are rotating between different subjects led

854
01:23:58,100 --> 01:24:00,100
by different teachers, even at the elementary level.

855
01:24:00,980 --> 01:24:04,460
Things like collaborative planning time and the use of wind blocks, we definitely

856
01:24:04,460 --> 01:24:08,160
noted that those were of interest when we did our initial data collection.

857
01:24:08,160 --> 01:24:11,700
So we want to help think through what to that look like and how to make those as

858
01:24:11,700 --> 01:24:13,220
strategic and meaningful as possible.

859
01:24:13,220 --> 01:24:26,120
And then finally we heard some feedback around kind of district and school communication and family engagement potentially being areas of interest for families that they would like to think more or they would like to have the schools potentially be more purposeful and strategic around.

860
01:24:26,600 --> 01:24:29,240
So we're going to include some recommendations on that front as well.

861
01:24:30,260 --> 01:24:40,720
So those are all not to say add-ons in the sense that they're any less important, but they are I would say let more technical and less adaptive when it comes to kind of the level and degree of change required to implement those.

862
01:24:43,400 --> 01:24:47,000
So our next steps we are going to gather feedback. We're really curious to hear your thoughts

863
01:24:47,000 --> 01:24:51,800
tonight. This is obviously a preliminary presentation. If there's anything that comes to mind that

864
01:24:51,800 --> 01:24:57,660
you feel like is really worth investigating further or things that you feel like are not worth

865
01:24:57,660 --> 01:25:01,520
investigating further, we would love to hear about any of that. We're also going to be setting

866
01:25:01,520 --> 01:25:05,880
up meetings with the district leadership to hear from them directly about all of these options

867
01:25:05,880 --> 01:25:11,360
and get their thoughts and feedback. We'll also continue to do additional data analysis

868
01:25:11,360 --> 01:25:20,860
of all these in light of the data we found through the survey as well as our prior data collection and then ultimately will be developing or report with our final recommendations to be shared in September.

869
01:25:21,540 --> 01:25:27,280
And that will include not only what are the kind of top options we see, but also what are some additional practices to consider those.

870
01:25:27,280 --> 01:25:32,060
I was going to go add-ons that I just mentioned, as well as what are some evidence-based considerations?

871
01:25:32,300 --> 01:25:33,980
How would you actually go about implementing these?

872
01:25:34,000 --> 01:25:40,760
What are some ways to make this more of a seamless or at least a more of a streamlined transition process

873
01:25:41,170 --> 01:25:44,660
as you consider moving it to some of these different priority areas?

874
01:25:46,380 --> 01:25:47,900
All right, I'm going to stop there.

875
01:25:48,840 --> 01:25:50,260
And we just look to open it up to you.

876
01:25:50,340 --> 01:25:52,220
Are there any strategies that jump out as preferences?

877
01:25:52,620 --> 01:25:53,660
Absolute no-goes?

878
01:25:53,720 --> 01:25:54,980
Anything we haven't thought of?

879
01:25:54,980 --> 01:25:59,580
Um, really, the, the floor is, I guess, open to all of you to share what your thoughts are.

880
01:26:11,940 --> 01:26:14,460
Mr. Pledo, who's like, you have your hand up.

881
01:26:14,940 --> 01:26:22,620
Yeah, I don't know. Okay. Um, thank you. That's a one quick question on strategy A.

882
01:26:23,400 --> 01:26:30,000
Let's let go. Uh, YouTube with this, the strategy A, you talk with the MTSS, uh, system of supports.

883
01:26:30,760 --> 01:26:35,560
How is the, maybe it's way too of this conversation. How does that differ or interact

884
01:26:35,560 --> 01:26:42,100
With the MTSS that we currently have in place that we've heard about for the last, I would say we want to at least see two years.

885
01:26:43,440 --> 01:26:47,520
Is that just a green forcing what we're doing is right? I guess I...

886
01:26:47,520 --> 01:26:54,780
Yeah, no, it's a great question. I think it's definitely, again, building on what's there was a key factor for us.

887
01:26:54,860 --> 01:26:58,720
We didn't want to necessarily come in and only produce things that were brand new.

888
01:26:59,120 --> 01:27:03,040
I think what I would say is this reflects some of the feedback we heard around that.

889
01:27:03,040 --> 01:27:21,180
the intervention question. So, you know, for instance, right now, what we heard from the elementary schools that did not have a dedicated, quote, reading interventionist was teachers saying, well, we don't have that so we don't really know we don't really have the ability to provide the dedicated interventions that students need when they need additional services.

890
01:27:21,180 --> 01:27:33,940
And I think our response to that is that's an area to build on because if we're hearing that from teachers that means that there's a need for more kind of dedicated targeted support and professional development and resources and potentially some thinking about staffing.

891
01:27:34,540 --> 01:27:39,900
differently when it comes to MTSS, the academic MTSS. So I think that's, it's more about

892
01:27:40,460 --> 01:27:45,040
taking that model and kind of bringing it to the next level of how are we actually making this

893
01:27:45,720 --> 01:27:51,440
more effective so that all teachers feel that buy in and feel that as a real throughline in their work

894
01:27:51,440 --> 01:27:56,660
versus saying this is something brand new, completely different. Does that make sense in grace?

895
01:27:56,860 --> 01:27:58,380
Please feel free to do anything else there.

896
01:28:07,350 --> 01:28:11,490
Okay, so in Laura, I'm happy to facilitate the

897
01:28:11,490 --> 01:28:15,370
questions for you, but I'm also completely comfortable as you want to call on people.

898
01:28:15,870 --> 01:28:16,210
Sure.

899
01:28:16,590 --> 01:28:17,350
Mr. Mahalka.

900
01:28:17,670 --> 01:28:18,310
Thank you.

901
01:28:18,430 --> 01:28:19,670
I think you were first and then Dr. Galon.

902
01:28:21,860 --> 01:28:22,280
Thank you.

903
01:28:22,940 --> 01:28:24,560
Again, I appreciate the information.

904
01:28:25,400 --> 01:28:31,940
I think is far as what I'm looking at tonight, I think I've got a sense in the facilities

905
01:28:31,940 --> 01:28:38,720
report of how much or at least that there was some weighting of like here is community

906
01:28:38,720 --> 01:28:45,680
response and here's how it reflects research and surrounding communities and sort of, you

907
01:28:45,680 --> 01:28:51,160
know, your broader sense as an organization of how the world works outside of them. I wonder

908
01:28:51,160 --> 01:29:00,000
what I didn't see in these slides is how either what community feedback looks like against that's

909
01:29:00,000 --> 01:29:05,320
kind of similar backdrop or what your potential recommendations are again against that backdrop.

910
01:29:05,320 --> 01:29:19,320
So I saw the community feedback and the input from our teachers and administrators and I wonder if that is reflected in your buckets. I think you understand where we're going to go.

911
01:29:20,180 --> 01:29:34,400
Yeah, definitely. I mean, what I would say is I think to some extent we didn't want to put our thumb on the scale too early, which is why we did intentionally go a bit lighter in terms of making the direct connection of like, here's what we heard and here's why this recommendation came up.

912
01:29:36,560 --> 01:29:40,580
Most we want to hear the feedback from you all of which, are there any that strike you

913
01:29:40,580 --> 01:29:45,020
as kind of really key directions to go and that might not have come to our minds earlier?

914
01:29:45,320 --> 01:29:49,400
You know, like just for instance, I can give the example when we did the initial presentation

915
01:29:49,400 --> 01:29:56,260
on all of those kind of 9 or 10 options of facilities, facilities to the smaller group, the subcommittee,

916
01:29:56,700 --> 01:29:59,860
I think there were just some really important considerations brought up that we hadn't necessarily

917
01:29:59,860 --> 01:29:59,960
Thank you very much.

918
01:30:00,000 --> 01:30:29,760
I've been thinking about and we were hoping to do the same thing here that would sort of inform our thinking as we go into that final recommendation stage. That's not to say that we certainly couldn't include additional feedback and considerations on where these come from and what some of the grounding is for them, but I can assure you, I would say the ones that we talked about that are presented here. For all nine of these, I could point to elements of the data elements of the surveys, elements of the data collection that led us to think that these are worth presenting.

919
01:30:29,760 --> 01:30:32,340
at the very least, if that makes sense.

920
01:30:34,260 --> 01:30:35,340
Great, thank you.

921
01:30:39,340 --> 01:30:39,740
Sorry.

922
01:30:40,580 --> 01:30:42,300
Thank you very much.

923
01:30:42,480 --> 01:30:42,540
You're welcome.

924
01:30:43,400 --> 01:30:43,960
Okay.

925
01:30:44,900 --> 01:30:45,800
Who's on first?

926
01:30:46,240 --> 01:30:46,380
Okay.

927
01:30:47,900 --> 01:30:51,400
This guy, this goes in line with two with what Mr.

928
01:30:51,440 --> 01:30:55,200
Toledo and Smolka said as well.

929
01:30:55,600 --> 01:30:57,460
Because when I picked up from the options,

930
01:30:57,460 --> 01:30:59,960
the three strategies you just presented Laura,

931
01:31:00,100 --> 01:31:01,140
thank you very much for that.

932
01:31:01,700 --> 01:31:03,160
Is that in fact,

933
01:31:03,160 --> 01:31:05,540
debtum does do pieces of this already.

934
01:31:06,440 --> 01:31:10,700
And what you said at the beginning, you know, based on the data,

935
01:31:13,280 --> 01:31:14,620
people don't want it

936
01:31:15,600 --> 01:31:22,120
drastically changed, seeing that the delivery of the instruction or the educational experience

937
01:31:22,120 --> 01:31:26,120
piece, people were overall majority was satisfied with.

938
01:31:26,540 --> 01:31:30,720
What's interesting is when you get to the part about the facilities and when you're thinking

939
01:31:30,720 --> 01:31:35,380
about equity and the equity of experience, are the parents that

940
01:31:35,380 --> 01:31:39,660
could respond it and maybe didn't agree with some of the pieces or wanted more of X,

941
01:31:39,760 --> 01:31:44,180
Y, and Z that fed into your three strategies, are they getting that equitable experience

942
01:31:44,180 --> 01:31:48,060
that perhaps some kids are at avery and they're not at updale, for example.

943
01:31:49,160 --> 01:31:55,280
And so that lends itself to the overall argument, what are we doing with the elementary schools

944
01:31:55,900 --> 01:31:58,920
and how are we staffing that as well.

945
01:31:58,920 --> 01:32:15,700
So, I was looking at all these. I'm like, we do this already and where do we want to decide to really invest further in and that will also be informed about what facilities is going to support that best. However, we invest.

946
01:32:16,960 --> 01:32:22,220
I'm probably saying things you already know, but I like to talk out loud about it and waste people's time.

947
01:32:24,380 --> 01:32:28,800
But I guess it's more of an affirmation on what I saw.

948
01:32:29,500 --> 01:32:31,940
No, not always the time it all I promised.

949
01:32:32,160 --> 01:32:33,560
No, that's really helpful to hear.

950
01:32:33,700 --> 01:32:36,260
And I think we're definitely keeping in mind.

951
01:32:36,820 --> 01:32:38,460
I think I mentioned it more in the like,

952
01:32:38,660 --> 01:32:42,480
which educational model you choose will influence facility design.

953
01:32:43,240 --> 01:32:44,900
But I think what I appreciate about your comment,

954
01:32:45,020 --> 01:32:46,800
you're also bringing out back to the big picture of it.

955
01:32:46,800 --> 01:32:47,800
It's not just about the design.

956
01:32:48,440 --> 01:32:50,620
It influences, you know, where students are enrolled.

957
01:32:50,620 --> 01:32:57,180
how many elementary schools we have say, you know, our students enrolled in a new space versus a,

958
01:32:57,180 --> 01:33:01,640
you know, a repurposed existing space. I think all of those pieces, I completely agree with you,

959
01:33:01,760 --> 01:33:05,920
come into play when you look at, you know, what is available, what are the resources,

960
01:33:06,440 --> 01:33:10,780
how are they distributed, who's getting access to them, etc. So yeah, thank you.

961
01:33:12,360 --> 01:33:13,260
Mr. Leighmeer?

962
01:33:15,720 --> 01:33:22,260
I appreciate the affirmation that we see here and that DPS in what we're doing is in

963
01:33:22,260 --> 01:33:22,980
a good direction.

964
01:33:24,320 --> 01:33:29,060
And these, I see these as ways that it's going to enhance our education.

965
01:33:29,400 --> 01:33:35,100
I appreciate the answer you just gave on how there is a tie-in to facilities, how our choices

966
01:33:35,100 --> 01:33:40,980
direct, how we build facilities or how they're designed and vice versa.

967
01:33:40,980 --> 01:33:49,040
I appreciate that. I guess my question is like looking at strategies B and C. I think

968
01:33:49,040 --> 01:34:00,670
these in particular B like my question is which strategies would be the biggest changes

969
01:34:00,670 --> 01:34:10,670
which would be like something that would be I don't say drastic nuance or something

970
01:34:10,670 --> 01:34:18,770
but in terms of we know change involves more communication, specific roll-up plans,

971
01:34:18,770 --> 01:34:22,570
really thoughtful thinking through to get the buy-in to make it successful.

972
01:34:23,170 --> 01:34:26,930
So I'm looking at the full inclusion team teaching and personalized learning.

973
01:34:30,380 --> 01:34:37,150
I think any of these could be done in different ways that it would be more or less intense,

974
01:34:37,150 --> 01:34:42,450
but I absolutely agree with I think where it sounds like you're pointing, which is I think those

975
01:34:42,450 --> 01:34:46,910
those three in particular would lead to bigger shifts in the culture and the way of thinking

976
01:34:46,910 --> 01:34:52,310
about schools and the role of educators than the rest of the options would.

977
01:34:53,110 --> 01:34:58,510
If you're really talking about, if you're talking about say personalized learning just

978
01:34:58,510 --> 01:35:03,190
to pick up on that one, what I mentioned again was essentially what that requires is every

979
01:35:03,190 --> 01:35:08,670
student would have a menu of options of how they're connecting with material and that looks

980
01:35:08,670 --> 01:35:09,870
different for every student.

981
01:35:09,870 --> 01:35:15,730
right? You really are shifting away from the mindset of a teacher being directing the learning of a whole class to

982
01:35:15,730 --> 01:35:21,150
teacher kind of being a navigator for how students are navigating across different sets of resources and services.

983
01:35:22,050 --> 01:35:27,690
Which is just a very different model for what education or what educators role is, right?

984
01:35:27,790 --> 01:35:29,170
Right? Educators. Absolutely.

985
01:35:29,730 --> 01:35:35,830
And I think the reason part of the reason we pointed to that is, again, both there's I think research backing that shows

986
01:35:35,830 --> 01:35:40,630
that it can be a really effective model and done well, there was some things we could point to in

987
01:35:40,630 --> 01:35:44,950
terms of the data and the survey and what we found from debtum that indicated there might be some

988
01:35:44,950 --> 01:35:50,390
value in that and I completely agree with you that would be a massive shift, right? So that I think

989
01:35:50,390 --> 01:35:58,850
we'll play into, as Grace is just saying, you know, some sense of comparative, you know, comparison

990
01:35:58,850 --> 01:36:02,790
across these different options is what is the degree to which this would look different and feel

991
01:36:02,790 --> 01:36:08,490
different for those who are experiencing the system would be something to consider for the

992
01:36:08,490 --> 01:36:12,830
school committee and for the community. Yeah and then with that I just think my feedback would

993
01:36:12,830 --> 01:36:19,150
be as you get to the refund report of how you communicate that and because it's not just in the

994
01:36:19,150 --> 01:36:25,630
it's not just with our educators it's also with the community too. You know like drastic changes can

995
01:36:25,630 --> 01:36:30,210
and sound like taking a chance or, you know,

996
01:36:30,450 --> 01:36:35,350
and so as you work with the superintendent and her office

997
01:36:35,950 --> 01:36:38,890
and their feedback and that, I think, you know,

998
01:36:38,970 --> 01:36:41,370
that type of messaging is going to be important

999
01:36:41,370 --> 01:36:43,030
to the success of this report.

1000
01:36:48,220 --> 01:36:51,160
Great, Mr. Monser, just a quick other comment there

1001
01:36:51,160 --> 01:36:52,120
and then I apologize.

1002
01:36:53,060 --> 01:36:56,740
My starting point was I think it also depends on the way you implement, right?

1003
01:36:56,840 --> 01:36:59,000
The way I was just describing personalized learning is one way.

1004
01:36:59,000 --> 01:37:02,660
There's also a way where you could say, well, we need to sit down and have every student

1005
01:37:02,660 --> 01:37:06,540
develop an individualized learning plan that's much more about, you know, let's have a

1006
01:37:06,540 --> 01:37:10,700
conversation to make sure that we're connecting you with the different services and that becomes

1007
01:37:10,700 --> 01:37:14,140
almost a little bit more like a one of the student support options.

1008
01:37:14,640 --> 01:37:18,800
But it's a personalized learning method where you're still kind of personalizing what students

1009
01:37:18,800 --> 01:37:21,260
are accessing and experiencing during the day.

1010
01:37:21,460 --> 01:37:27,260
So there's different degrees, I would say, of implementation, but, anyway.

1011
01:37:31,120 --> 01:37:38,680
It's sort of goes on the same lines and it is tied to the facilities question, like are some of these dependent on new facilities to be implemented?

1012
01:37:39,880 --> 01:37:49,300
Like, you know, if we have, let's say whatever option but it leaves like Green, Long and Oakdale, let's say still as older schools.

1013
01:37:49,300 --> 01:37:53,200
and are they capable of implementing a team teaching model,

1014
01:37:53,200 --> 01:37:58,440
whereas is it like, oh, maybe in an Avery with an expansion on to Avery,

1015
01:37:58,800 --> 01:38:00,100
it's possible there.

1016
01:38:01,220 --> 01:38:06,580
Are we going to run into some of those issues when we talk about our plans for facilities?

1017
01:38:08,220 --> 01:38:10,000
Yeah, it's a great question.

1018
01:38:10,160 --> 01:38:16,740
I would say there's nothing in my mind that would immediately invalidate any of the options for being run,

1019
01:38:16,740 --> 01:38:21,260
though there are definitely facilities configurations that would enable them more easily.

1020
01:38:22,000 --> 01:38:26,740
If that makes sense, I think you could do it anywhere and any of the different schools as they

1021
01:38:26,740 --> 01:38:31,460
currently stand. It might be more difficult with some of these, right? It might just make things

1022
01:38:31,920 --> 01:38:38,380
harder to navigate having a lot more breakout space or a small group work when you don't have as

1023
01:38:38,380 --> 01:38:42,560
many breakout spaces for one example. But it's doable.

1024
01:38:45,870 --> 01:38:48,010
I'm sorry, apologies. I think I

1025
01:38:49,230 --> 01:38:50,910
Talked over you a couple of times again there.

1026
01:38:51,110 --> 01:38:51,810
No, not at all.

1027
01:38:52,350 --> 01:38:57,490
All good questions and I'm going to piggyback on Mr. Lang-Meeds.

1028
01:38:57,810 --> 01:39:03,250
I do think, you know, if I'm comparing the sort of three buckets here,

1029
01:39:03,690 --> 01:39:08,810
certainly the first set of strategies seems like more like tweaking

1030
01:39:08,810 --> 01:39:13,790
an existing system, improving an existing system and strategies B and C.

1031
01:39:13,790 --> 01:39:21,290
If we're giving feedback, our larger shifts in mindset and model are, I think, worth

1032
01:39:21,290 --> 01:39:31,610
considering, but sort of a bigger steps, which would maybe take more thoughtful planning

1033
01:39:31,610 --> 01:39:39,930
in terms of rollout to community and to educators might be more time intensive as well, depending

1034
01:39:39,930 --> 01:39:45,230
depending on when and how we might try and measure results or effect might be, especially

1035
01:39:45,230 --> 01:39:52,150
strategy B, thinking about what staffing we have and how that's used sounds like could

1036
01:39:52,150 --> 01:39:58,770
be some shifts in roles there or shifts in personnel potentially that, you know, there's

1037
01:39:58,770 --> 01:40:04,370
some big pieces to consider there when we're thinking about how our educators used in

1038
01:40:04,370 --> 01:40:07,170
building, even if it's potentially the same number of educators.

1039
01:40:08,870 --> 01:40:14,890
And then as far as the learning experiences as well, those are giant shifts in terms

1040
01:40:14,890 --> 01:40:21,650
of what a student's day looks like and whether that happens in the building or is facilitated

1041
01:40:21,650 --> 01:40:24,990
from within the building and happens outside of the building or all of those things.

1042
01:40:25,130 --> 01:40:31,490
So those are, I think, really interesting pieces to consider and it does sound like potentially

1043
01:40:31,490 --> 01:40:38,410
a more modern take on education and also larger shifts.

1044
01:40:39,270 --> 01:40:46,210
I also add, in the target strategies you said, these are sort of smaller pieces, I think

1045
01:40:46,730 --> 01:40:53,410
potentially changing a schedule in a building is also kind of massive ripple effects, as

1046
01:40:53,410 --> 01:40:58,030
someone who's gone through a schedule change in their own building, relatively recently,

1047
01:40:58,030 --> 01:41:04,990
It can have sort of drastic effects there, so if that's also worth considering and not

1048
01:41:04,990 --> 01:41:06,010
to be taken lightly.

1049
01:41:06,810 --> 01:41:07,050
Of course.

1050
01:41:07,870 --> 01:41:08,310
No.

1051
01:41:08,530 --> 01:41:09,350
I completely agree.

1052
01:41:10,130 --> 01:41:13,210
And that's why I think I was struggling not to bring these as small changes.

1053
01:41:13,410 --> 01:41:18,050
It's more that I don't know that they have kind of, for that one in particular, say we

1054
01:41:18,050 --> 01:41:21,710
wanted to emphasize there's this changing schedule and then there's the reason for the change

1055
01:41:21,710 --> 01:41:22,290
in schedule.

1056
01:41:22,430 --> 01:41:23,650
And those are two different things, right?

1057
01:41:23,650 --> 01:41:27,610
you if we're talking maybe career-connected learning or more project-based learning time,

1058
01:41:27,850 --> 01:41:32,810
that would necessitate some shifts in schedule. You could have the same set of core classes that

1059
01:41:32,810 --> 01:41:36,830
students are taking and still have the schedule shift on top of that and it wouldn't necessarily be

1060
01:41:36,830 --> 01:41:41,330
a change in focus or change in the model. It would really be more, this is a change in schedule.

1061
01:41:41,710 --> 01:41:46,170
So I think the difference for us was the first kind of those big three chunks that we talked about,

1062
01:41:46,270 --> 01:41:50,970
those three different big picture models. They are working toward a goal or working toward a

1063
01:41:50,970 --> 01:42:02,930
mindset around we're changing the focus and the the priorities of the school system versus you can change the schedule and not change your priorities. If that makes sense, but I, but I hear you that is not a small thing at all.

1064
01:42:04,250 --> 01:42:05,290
Thank you. That makes sense.

1065
01:42:07,740 --> 01:42:20,000
Through the chair, I would like to make a comment. If I can, I apologize for not raising my hand. I don't know what's going on with our technology tonight, but my it's frozen. So you can do it this way too.

1066
01:42:26,020 --> 01:42:36,980
I'm very encouraged and I feel that this is a really opportunity for us to discuss what

1067
01:42:36,980 --> 01:42:39,520
we have been doing over the last three years.

1068
01:42:39,700 --> 01:42:42,260
A lot of this foundation has been laid.

1069
01:42:42,260 --> 01:42:50,260
We have done a lot of work with our educators around the multi-tiered systems of support.

1070
01:42:51,020 --> 01:42:56,440
We helped that we are building the understanding that kids need personalized learning.

1071
01:42:56,900 --> 01:43:09,500
They need texts that drive them, their own personal interest, that the win time that we have embedded in the elementary academic day

1072
01:43:09,500 --> 01:43:12,040
is an opportunity for some of that work.

1073
01:43:12,700 --> 01:43:15,240
It's not as deep as we want it to be,

1074
01:43:15,580 --> 01:43:18,440
but we are trying for some students

1075
01:43:18,440 --> 01:43:22,240
to have those project-based opportunities

1076
01:43:22,240 --> 01:43:24,540
for kids embedded in the wind blocks.

1077
01:43:25,540 --> 01:43:28,560
So I'm just really encouraged.

1078
01:43:28,800 --> 01:43:33,620
I'm also encouraged that Dr. Stetson and Dr. Smith

1079
01:43:33,620 --> 01:43:37,700
have spent the past year with our leadership team

1080
01:43:37,700 --> 01:43:45,440
building an understanding of universally designed instruction which is kids working at their instructional

1081
01:43:45,440 --> 01:43:51,940
interest and interest level. And so we started with the leadership team so being able to share

1082
01:43:51,940 --> 01:43:57,800
with you all in our future conversations about that work that we've already started with adults

1083
01:43:58,550 --> 01:44:04,540
and having you kind of tease through the next steps with us about how to what does that look like?

1084
01:44:04,540 --> 01:44:10,340
what are next steps for the educators and for our staff, and our students is

1085
01:44:10,340 --> 01:44:15,440
going to be, it's going to be very helpful. And I'm appreciative that a lot of

1086
01:44:15,440 --> 01:44:21,160
the work is connected to what's already kind of in our strategic plan and in

1087
01:44:21,160 --> 01:44:29,720
our PD planning and Dr. Stetson is working intentionally this year around

1088
01:44:29,720 --> 01:44:38,400
inclusion practices. And again, like you said, Laura, it's not about having an inclusion

1089
01:44:38,400 --> 01:44:48,740
happen. It's about implementing it with precision and fidelity and with educators that really

1090
01:44:48,740 --> 01:44:53,740
understands specially designed instruction and what that looks like. So we're starting

1091
01:44:53,740 --> 01:44:58,580
to think about professional development for our special educators so that when they are

1092
01:44:58,580 --> 01:44:59,500
in classrooms.

1093
01:45:03,700 --> 01:45:13,020
I'm really looking forward to our opportunity to meet with the Renny Center and go deeper into this work. So thank you very much.

1094
01:45:15,590 --> 01:45:30,170
Yeah, if I could add to that, just real quickly, that was actually something I was thinking about, too, as we were going through this. I think one thing that will be really helpful. And obviously, as you just said, you guys are going to be meeting with them.

1095
01:45:30,170 --> 01:45:33,510
and, you know, Josh is the chair of the subcommittee.

1096
01:45:34,310 --> 01:45:36,830
I'm assuming you'll probably be in the loop as well,

1097
01:45:36,830 --> 01:45:40,010
but I think what would be really helpful for us

1098
01:45:40,010 --> 01:45:45,030
is starting to see like, as Superintendent Murphy just said,

1099
01:45:45,130 --> 01:45:48,770
like she and her team have started to implement a lot of these things.

1100
01:45:50,490 --> 01:45:53,490
But I know for myself sometimes when I'm in the middle

1101
01:45:53,490 --> 01:45:57,650
of implementing things at work, and I'm so focused on that

1102
01:45:57,650 --> 01:46:01,770
that, and I'm not saying you guys are doing this, so please do not take it this way.

1103
01:46:02,210 --> 01:46:08,870
But having that external person come in and take a look can help us to identify opportunities

1104
01:46:08,870 --> 01:46:13,110
that we may have missed because we're like in the trenches of implementation.

1105
01:46:13,910 --> 01:46:19,490
So I would say I think that would be a great next step with this is to, you know, for all

1106
01:46:19,490 --> 01:46:26,670
of you to have that conversation and to see what some of those opportunities are, you know,

1107
01:46:26,670 --> 01:46:36,630
to expand on these options because I was listening to you Laura and I could truly visualize a lot

1108
01:46:36,630 --> 01:46:42,670
of the presentations that Dr. Smith and Dr. Stetson and Superintendent Murphy have provided to us

1109
01:46:42,670 --> 01:46:49,310
over the last couple of years. As Mr. Polito said too, you know, I was very pleasantly surprised to see

1110
01:46:50,350 --> 01:46:53,670
the acronym, MTSS, and be like, I know what that means.

1111
01:46:54,890 --> 01:47:03,650
And it's because we had seen it, so it's nice to know that it looks as though we're already in pretty locked step with some of these options.

1112
01:47:08,170 --> 01:47:22,430
Any other thoughts, you know, Josh, I'm happy to turn it over to you, especially from the subcommittee perspective, if there is other feedback or things that you want from the committee that will help those additional conversations

1113
01:47:22,430 --> 01:47:23,890
that you all are going to be having?

1114
01:47:25,190 --> 01:47:28,150
No, I thank you, Lord Chair, to me.

1115
01:47:28,370 --> 01:47:33,030
I just, I encourage the members of the school committee.

1116
01:47:33,250 --> 01:47:37,050
If you sit with this presentation for, you know,

1117
01:47:37,090 --> 01:47:39,630
a few days a week, you have thoughts.

1118
01:47:40,750 --> 01:47:43,970
Go ahead and email Grace and Laura.

1119
01:47:45,850 --> 01:47:48,150
It's, you know, it's a lot to get this presentation.

1120
01:47:48,150 --> 01:47:52,510
And I really appreciate your comments today, but I know more will come.

1121
01:47:53,150 --> 01:48:01,130
And they've been more than opening open to conversations and receptive to feedback and thoughts.

1122
01:48:01,690 --> 01:48:05,330
So please continue to do that in the next, you know, a couple of weeks.

1123
01:48:07,310 --> 01:48:15,710
And I think I also just want to, again, thank the Renny Center for this.

1124
01:48:15,710 --> 01:48:20,030
This has been their work this spring and their data.

1125
01:48:20,210 --> 01:48:22,010
I forget the number of graphs you guys made.

1126
01:48:22,690 --> 01:48:24,430
Was it over 1,000 was it?

1127
01:48:24,650 --> 01:48:27,270
It was not quite that many, 300.

1128
01:48:27,830 --> 01:48:28,510
I think that's okay.

1129
01:48:28,730 --> 01:48:29,170
Where we landed.

1130
01:48:29,830 --> 01:48:30,870
That's still great.

1131
01:48:31,130 --> 01:48:32,710
You know, and like just the depth

1132
01:48:32,710 --> 01:48:36,050
and also the comparative for districts around the country

1133
01:48:36,050 --> 01:48:37,670
and like using their knowledge.

1134
01:48:38,030 --> 01:48:40,750
And there and as Mr. as Chair Jimmy said

1135
01:48:40,750 --> 01:48:42,670
about bringing that outside eye

1136
01:48:42,670 --> 01:48:44,590
and where they're able to look at schools

1137
01:48:44,590 --> 01:48:47,510
from a totally different lens from people inside it.

1138
01:48:48,170 --> 01:48:51,370
I think this is something that will really be a benefit to our district.

1139
01:48:51,770 --> 01:48:57,130
So, with that, I just want to thank you for your presentation and everybody please, you

1140
01:48:57,130 --> 01:49:02,130
know, feel free to reach out to them with further thoughts.

1141
01:49:12,500 --> 01:49:16,240
Sorry, I'm just pulling up the agenda to see if it's new businesses next.

1142
01:49:17,300 --> 01:49:18,400
Okay, thank you.

1143
01:49:18,400 --> 01:49:26,940
All right, so with that, I think we'll close out on the Renany Center works.

1144
01:49:27,140 --> 01:49:30,760
Thank you, as Josh said, that was extremely helpful.

1145
01:49:31,360 --> 01:49:35,520
And then I will open it up to any old or new business from the committee.

1146
01:49:37,380 --> 01:49:38,480
I have some new business.

1147
01:49:40,560 --> 01:49:49,520
So, as a committee, right, like we did ask for a change in the process of how we were

1148
01:49:49,520 --> 01:49:50,560
going about this.

1149
01:49:51,940 --> 01:50:00,320
And over the last three weeks, the subcommittee has worked with the Renny Center, the town

1150
01:50:00,320 --> 01:50:09,440
offices and our street to get approval that we could change the calendar and still

1151
01:50:09,440 --> 01:50:15,480
will deliver the Facilities Master Plan report to their timeline.

1152
01:50:16,480 --> 01:50:19,600
And we got confirmation today that that was definitely possible.

1153
01:50:20,600 --> 01:50:26,120
So for new business for the school committee, I want to propose a timeline for us that

1154
01:50:26,120 --> 01:50:31,780
brings us to the point where we are sitting down and making a decision about the three preferred

1155
01:50:31,780 --> 01:50:39,780
choices that will be going into our history to do a cost analysis to be in the facilities

1156
01:50:39,780 --> 01:50:40,460
master plan.

1157
01:50:42,540 --> 01:50:47,080
So this is part of the draft engagement I gave you and I've made some changes to that

1158
01:50:47,080 --> 01:50:52,100
and I really want to just focus on the timeline part if you give me a second and I'd like

1159
01:50:52,100 --> 01:50:54,560
to work backwards on this document.

1160
01:50:55,580 --> 01:51:02,580
So, you know, we, and we made a commitment that on, by September 29th, we will have made

1161
01:51:02,580 --> 01:51:09,840
a decision on the three school facilities, great configuration in school facilities options.

1162
01:51:10,520 --> 01:51:11,780
Now, that's a Tuesday.

1163
01:51:12,540 --> 01:51:19,100
If we work backwards from there, the idea would be September 22nd, would be a community

1164
01:51:19,100 --> 01:51:23,140
forum, where we get to engage the public with this discussion.

1165
01:51:23,140 --> 01:51:37,290
Going back was a week from that would be an opportunity to have informational sessions with the public and outreach to ensure this information is reaching the very stakeholders in our town.

1166
01:51:38,670 --> 01:51:54,750
The week before that on that Tuesday would be the delivery of the teaching on September 8, the final part of the teaching and learning report, which would be that would be the final part of all of the running centers delivery of their materials.

1167
01:51:55,550 --> 01:52:05,950
and then going back about a month earlier, the week of, sorry, I think it's August 11th through 14th,

1168
01:52:06,670 --> 01:52:13,570
some day that week having the great configuration in school facilities final report delivered.

1169
01:52:16,660 --> 01:52:23,860
This timeline would ensure that as a committee, you are making decisions after receiving the final

1170
01:52:23,860 --> 01:52:27,060
We don't add model report, both parts of it from the Renny Center.

1171
01:52:27,660 --> 01:52:32,920
It would ensure that you have opportunities to have touch points with members of the community.

1172
01:52:34,380 --> 01:52:51,700
And it would also start with Renny Center's three recommendations where we would be engaging the public to sort of test out those three recommendations to make sure those are what we feel are the three preferred choices.

1173
01:52:51,700 --> 01:52:57,340
Again, we're not picking the final option that's going to be whenever we get to the next step in this process.

1174
01:52:59,980 --> 01:53:07,940
I understand that we have committee members who are on vacation that week of the 10th, the 11th through the 15th.

1175
01:53:09,880 --> 01:53:17,540
And I recognize that and I'm losing the word right now.

1176
01:53:17,540 --> 01:53:29,240
But we felt it was important that grace be available for that meeting and knowing that it's going to be a presentation of a report and it will be recorded.

1177
01:53:30,100 --> 01:53:39,820
And we can decide whether it becomes fully remote, hybrid or some combination so that if people are aware or able to attend.

1178
01:53:40,560 --> 01:53:43,500
But that was sort of the takeaway from the subcommittee meeting yesterday.

1179
01:53:43,500 --> 01:53:43,640
day.

1180
01:53:46,080 --> 01:53:48,100
So those

1181
01:53:50,430 --> 01:53:54,810
are big, the big touch points in that timeline. The key is, is to have us,

1182
01:53:55,150 --> 01:54:00,270
it does, and then if you also add in the school committee meetings in September, as

1183
01:54:00,270 --> 01:54:03,890
a school committee, everybody, this does mean we'll be meeting every Tuesday and September.

1184
01:54:05,970 --> 01:54:11,050
I know that's not ideal. It's obviously for me. I personally, it's a challenge with my

1185
01:54:11,050 --> 01:54:13,090
work schedule to start the school year like that.

1186
01:54:15,270 --> 01:54:18,610
However, based on the delays

1187
01:54:18,610 --> 01:54:24,710
that have come in the project and to get it out of the summer months, this

1188
01:54:24,710 --> 01:54:25,510
is necessary.

1189
01:54:29,970 --> 01:54:33,350
So, I just proposed that out to you. I think you all have the

1190
01:54:33,350 --> 01:54:36,450
document I sent it to in your email. I can recent it if you want.

1191
01:54:39,230 --> 01:54:41,330
And with that,

1192
01:54:41,330 --> 01:54:44,250
Do you have any questions or discussion about that timeline?

1193
01:54:47,180 --> 01:54:51,780
It'd be great if this was in an email or some kind of graphic, so.

1194
01:54:52,760 --> 01:54:55,020
I sent you an email. I'll send it right now.

1195
01:54:55,520 --> 01:54:59,040
Yeah, I think you sent it before, but just I'll send it right now.

1196
01:54:59,920 --> 01:55:01,580
Yeah, it's a shared good.

1197
01:55:01,740 --> 01:55:06,980
The shared Google stock, I word, the word, but the Google format.

1198
01:55:07,600 --> 01:55:10,400
It was called the draft community engagement plan,

1199
01:55:14,010 --> 01:55:15,270
sending it right now.

1200
01:55:15,270 --> 01:55:16,030
But

1201
01:55:22,010 --> 01:55:25,490
I'm kind of pulling out the timeline for a specific reason.

1202
01:55:26,810 --> 01:55:29,070
I just thought it would be best to handle that separately.

1203
01:55:32,870 --> 01:55:35,330
I mean, at the time I'm on, I can't do it Tuesday, September.

1204
01:55:35,910 --> 01:55:41,950
I've got other obligations, I'm already going to pull away from them for our two main meetings.

1205
01:55:42,750 --> 01:55:44,610
I can do it Wednesday because we have to do Tuesday.

1206
01:55:44,790 --> 01:55:47,630
That would be my timeline.

1207
01:55:48,650 --> 01:55:48,890
Okay.

1208
01:55:49,610 --> 01:55:55,190
Yeah, I think we can look again at that for me the thought was so the couple of

1209
01:55:55,190 --> 01:55:58,290
things that comes in there's a lot of beginning of the year things with the

1210
01:55:58,290 --> 01:56:04,170
schools open houses and stuff dates that are taking and then my thought was if

1211
01:56:04,170 --> 01:56:08,710
we keep everything on Tuesday it helps the public be aware so they don't have to

1212
01:56:08,710 --> 01:56:15,450
think about oh this week is it Tuesday or this week is it Wednesday but if we look

1213
01:56:15,450 --> 01:56:22,110
at that timeline more in terms of what's happening each week and then finding maybe finding

1214
01:56:22,110 --> 01:56:27,890
times but I know from the dates I got from Superintendent Murphy I believe these are the

1215
01:56:27,890 --> 01:56:33,690
ones that work best but we can revisit so maybe like you know the community forum maybe it's

1216
01:56:33,690 --> 01:56:40,490
not the 20 second but the 23rd or something like that. I can ask a question on this yeah

1217
01:56:40,490 --> 01:56:45,050
have much more on the REN-E team. So you're looking at September 8th, September 8th,

1218
01:56:45,050 --> 01:56:49,130
teaching, learning, final report. That's when you're going to issue the final report. Is there also

1219
01:56:49,130 --> 01:56:57,550
like a big presentation that goes with that? I guess, what is that entailed? And can we add that to our

1220
01:56:57,550 --> 01:57:10,430
September, it'll be on the week after, so the 15th meeting? We'll be the people who worked, but

1221
01:57:10,430 --> 01:57:14,070
I didn't, is it, like, I'm gonna stop.

1222
01:57:14,470 --> 01:57:15,170
Re-rask.

1223
01:57:15,670 --> 01:57:18,370
What does that actually entail from meaning perspective?

1224
01:57:19,070 --> 01:57:20,130
What do you look forward for from us?

1225
01:57:23,300 --> 01:57:24,360
I could take a stab at it,

1226
01:57:24,480 --> 01:57:25,780
but Laura also correct me if I'm wrong.

1227
01:57:26,100 --> 01:57:27,760
I think the way that we are thinking of this

1228
01:57:27,760 --> 01:57:32,360
is there will be a giant document that is long and detailed

1229
01:57:32,980 --> 01:57:34,620
and a public version,

1230
01:57:34,820 --> 01:57:36,920
kind of similar to what happened tonight,

1231
01:57:37,100 --> 01:57:39,860
where it is a little bit more visually appealing,

1232
01:57:39,860 --> 01:57:47,580
voiceover and summarized. So, there would be both components, not just the here's a paper,

1233
01:57:48,140 --> 01:57:55,500
I termed it my final. Good bye. Do you think that is like a 30 minute presentation? Because

1234
01:57:55,500 --> 01:58:03,940
I think that the facility took a while longer tonight, but the teaching and learning side took

1235
01:58:03,940 --> 01:58:08,000
about an hour, but probably 40 minutes and all that.

1236
01:58:08,260 --> 01:58:10,360
So I guess my timing perspites that we're talking

1237
01:58:10,800 --> 01:58:15,520
like a couple hours delivery of report,

1238
01:58:15,720 --> 01:58:18,840
we took a 30 minute kind of executive summary presentation

1239
01:58:18,840 --> 01:58:22,500
and here's a hundred pages, go read it, type mentality.

1240
01:58:26,270 --> 01:58:26,510
You're on mute.

1241
01:58:26,590 --> 01:58:27,190
I think we could do either.

1242
01:58:27,510 --> 01:58:28,570
It's a little bit up to you all.

1243
01:58:28,750 --> 01:58:30,570
I think what you have going on

1244
01:58:30,570 --> 01:58:32,850
on your school committee agendas for that month

1245
01:58:33,610 --> 01:58:36,130
because yeah, we'll have all the information like Ray said.

1246
01:58:36,130 --> 01:58:40,910
we'll definitely present in a few different formats, not just the 100-page report that

1247
01:58:40,910 --> 01:58:46,370
not everyone is interested to un-unread, and so it's yeah, we're pretty sorry, because

1248
01:58:46,370 --> 01:58:55,530
I asked from perspective of that on the teaching learning side, there's no action required

1249
01:58:56,080 --> 01:58:59,870
by the school committee for teaching and learning, unlike the facility assignments, we went

1250
01:58:59,870 --> 01:59:00,370
to in a second.

1251
01:59:00,370 --> 01:59:06,810
So the idea that we could throw that on the 15th meeting and then do a 30-minute executive

1252
01:59:06,810 --> 01:59:13,250
summary and say, thanks for hiring us, because at that point you're done, right?

1253
01:59:13,910 --> 01:59:16,190
And I don't mean that in a mean way at all.

1254
01:59:16,810 --> 01:59:21,630
I would add Chris, that in my conversations with Chair Tim and Superintendent Murphy, our

1255
01:59:21,630 --> 01:59:27,770
initial thought was that it would be best handled in a separate meeting, but I think that's

1256
01:59:27,770 --> 01:59:30,530
something that could be revisited by the chair

1257
01:59:30,530 --> 01:59:35,530
and the superintendent and what's, you know,

1258
01:59:35,690 --> 01:59:39,670
I mean, I think it's, that was sort of the bottom line.

1259
01:59:40,230 --> 01:59:40,430
What?

1260
01:59:41,050 --> 01:59:41,990
What is the bottom line?

1261
01:59:41,990 --> 01:59:43,730
What is the other five people?

1262
01:59:43,950 --> 01:59:44,830
I mean, as you get along.

1263
01:59:44,910 --> 01:59:46,810
Well, I just, I just, I just, I just, I just, I,

1264
01:59:47,390 --> 01:59:49,390
no, I mean, that was, that was the,

1265
01:59:49,610 --> 01:59:54,250
I was just throwing out why I chose that as a separate meeting

1266
01:59:54,250 --> 01:59:59,950
because it was sort of to honor the work of the Rennie Center and the bulk of that...

1267
02:00:14,200 --> 02:00:16,260
I'm happy to revisit that.

1268
02:00:23,270 --> 02:00:32,590
Okay, so that was part one for that meeting. Then we meet the 15th of the regular meeting. But then the 22nd as a community forum for the facility side.

1269
02:00:35,340 --> 02:00:35,900
We're

1270
02:00:38,520 --> 02:00:40,540
getting that report in August, correct?

1271
02:00:41,240 --> 02:00:47,260
So, I guess my, and this is on a, I'm going to hold that concept because we're just going

1272
02:00:47,260 --> 02:00:47,540
for time.

1273
02:00:47,720 --> 02:00:47,840
Right?

1274
02:00:47,940 --> 02:00:49,620
You just want to take a time line for those views.

1275
02:00:49,760 --> 02:00:49,880
Yep.

1276
02:00:51,060 --> 02:00:51,260
Okay.

1277
02:00:51,380 --> 02:00:52,180
So, I'll hold that.

1278
02:00:52,860 --> 02:00:54,980
I'm going to hold on that on that 20 second comment.

1279
02:00:58,050 --> 02:01:03,510
So the feedback is to look at the eighth and see if we can bed that into the 15th.

1280
02:01:03,810 --> 02:01:05,550
So, we're not every Tuesday.

1281
02:01:05,930 --> 02:01:07,430
I fully understand that.

1282
02:01:07,630 --> 02:01:12,690
I don't disagree and I think that's something that can be worked at.

1283
02:01:13,170 --> 02:01:17,850
Everybody, is there any other questions about the timeline or concerns that you want

1284
02:01:17,850 --> 02:01:19,710
us to work out or look at?

1285
02:01:33,430 --> 02:01:39,510
So I think with this, since we're going to be having a meeting in 2nd-meeting of August,

1286
02:01:40,710 --> 02:01:46,810
I think this is something that can be further discussed between the—I'm sorry, Mr.

1287
02:01:46,930 --> 02:01:47,270
and we go ahead.

1288
02:01:48,170 --> 02:01:49,010
Yes, sorry.

1289
02:01:49,170 --> 02:01:54,090
I couldn't get off mute fast enough, and I don't want to believe at the point of the timeline.

1290
02:01:54,090 --> 02:02:07,750
But I do just want to clarify, or I guess confirm, that when I'm looking at your proposed timeline what you're referring to are opportunities for live engagement.

1291
02:02:08,310 --> 02:02:09,330
Is that correct?

1292
02:02:09,950 --> 02:02:10,250
Yes.

1293
02:02:10,750 --> 02:02:11,330
Thank you.

1294
02:02:15,320 --> 02:02:16,140
Yes, Mr. Rahulka.

1295
02:02:17,020 --> 02:02:19,460
Yes, sorry, I was slow out of the gate as well.

1296
02:02:19,460 --> 02:02:26,780
Well, I wanted to, so regardless of when we meet publicly with the Romney Center for

1297
02:02:26,780 --> 02:02:33,400
them to give us a verbal overlay if that is what we decide to do, there's no reason

1298
02:02:33,400 --> 02:02:38,720
we couldn't have a digital or physical copy of the report well beforehand so that we

1299
02:02:38,720 --> 02:02:43,180
could analyze and ask questions and engage prior to.

1300
02:02:46,740 --> 02:02:47,620
It's half a question.

1301
02:02:48,140 --> 02:02:48,440
I'm sorry.

1302
02:02:48,660 --> 02:02:49,320
I missed the question.

1303
02:02:49,420 --> 02:02:50,400
Could you repeat that, Michael?

1304
02:02:50,400 --> 02:02:56,820
The question is that we're not going to be receiving the report at meeting time regardless

1305
02:02:56,820 --> 02:03:00,840
of when meeting time is we're going to get an email in our inbox saying this is the report

1306
02:03:00,840 --> 02:03:07,340
and come with questions and so whether that's on the 8th or the 15th or any other time we can look

1307
02:03:07,340 --> 02:03:11,680
at that ahead of time, not just delivered at the moment.

1308
02:03:16,160 --> 02:03:18,620
Question? Yeah, I would hope so but I would

1309
02:03:18,620 --> 02:03:23,800
like Grayson, I would like Grayson, Laura Chinman on that.

1310
02:03:25,990 --> 02:03:28,870
Yes, I think that is my understanding of it as well,

1311
02:03:29,110 --> 02:03:32,750
is if there is an in-person conversation

1312
02:03:32,750 --> 02:03:34,110
and public facing report,

1313
02:03:34,510 --> 02:03:36,970
we would make sure that you have the materials

1314
02:03:36,970 --> 02:03:40,130
before that presentation happens.

1315
02:03:41,690 --> 02:03:45,270
I think what I would love to talk offline about

1316
02:03:45,270 --> 02:03:46,870
is what well before means,

1317
02:03:47,230 --> 02:03:49,550
because I think if it's like a month,

1318
02:03:49,550 --> 02:03:59,510
We are looking at not that much time to put together the report so I would love to discuss what the expectations are of like when we would submit.

1319
02:04:00,770 --> 02:04:10,390
And the only other thing I would add to that is just having clarity on the date fairly far in advance so we will have a target to work towards would be really helpful.

1320
02:04:10,390 --> 02:04:14,070
So, if it's going to be the eighth, if it's going to be the fifteenth, just knowing that

1321
02:04:14,770 --> 02:04:19,230
sooner rather than later, I think would help kind of plan out our time for when we're

1322
02:04:19,230 --> 02:04:20,070
going to be getting things done.

1323
02:04:30,940 --> 02:04:37,080
Okay, so that's the timeline that we're proposing.

1324
02:04:37,800 --> 02:04:46,400
I think this is for Chair Tumin and Superintendent Murphy to finalize and I'll chime in on

1325
02:04:46,400 --> 02:04:52,100
conversation as the subcommittee chair and the vice chair about, you know, the best way

1326
02:04:52,100 --> 02:05:00,200
to do that and we'll get that answer to you as soon as possible. I would hope by, before

1327
02:05:00,200 --> 02:05:03,100
the end of next week. Is that enough time?

1328
02:05:08,260 --> 02:05:08,860
Okay, so then.

1329
02:05:08,960 --> 02:05:14,520
Yeah, sorry. I would just say that I don't want to belabor this, but, you know, to Mr. Polito's,

1330
02:05:15,200 --> 02:05:21,080
I think it was your point or for comment about what the rest of the committee wants.

1331
02:05:22,180 --> 02:05:26,840
I think what might be helpful, Josh, if you're open to it, as you said, you did send

1332
02:05:26,840 --> 02:05:30,940
an email to all of us, so we've had a chance to look at it.

1333
02:05:31,360 --> 02:05:42,200
If there are glaring conflicts that people have, please let Josh know if it's an opportunity

1334
02:05:42,200 --> 02:05:48,140
need to meet on a Wednesday or something else, you know, this is a full committee decision.

1335
02:05:49,420 --> 02:05:54,940
I personally just do think, I mean, we've talked about these two reports tonight and

1336
02:05:54,940 --> 02:06:03,540
we're already over the two hour mark, that to try to add, you know, the reports to a school

1337
02:06:03,540 --> 02:06:07,380
committee meeting, which we already know in September, those are pretty full.

1338
02:06:07,580 --> 02:06:10,120
Like we're hearing how the first day of school went.

1339
02:06:10,120 --> 02:06:14,720
we're hearing, you know, how things have been kicked off and where there's a lot of excitement

1340
02:06:14,720 --> 02:06:20,740
about the current state that, in my personal opinion, to combine current state with future state

1341
02:06:20,740 --> 02:06:27,900
and strategy is a lot in one meeting. But if folks do have conflicts or concerns,

1342
02:06:29,260 --> 02:06:34,240
I think it's best to take them offline and to share them with Josh. And then Josh, you can just let

1343
02:06:34,240 --> 02:06:40,080
us, though, if you're getting the sense that there's a majority feel one way or the other.

1344
02:06:42,600 --> 02:06:47,640
I would say that as I do agree that we are over the two hour mark tonight, but we're

1345
02:06:47,640 --> 02:06:50,660
also, you know, one, it's only one report, not two.

1346
02:06:51,320 --> 02:06:55,940
The other side is that it's a presentation and that's already done, so there's not really

1347
02:06:55,940 --> 02:07:02,260
a whole lot of feedback or the kind of act of what do you mean by this or what does this

1348
02:07:02,260 --> 02:07:08,900
mean, but the report's done. Like it is, it's done. So you're literally talking about 30 minute,

1349
02:07:09,240 --> 02:07:15,660
we get over 15 minute, like it's not, that doesn't have the opportunity to roll like this does.

1350
02:07:17,240 --> 02:07:22,140
Does that make sense? Yep. Yes, but I also think that there have been times we put things on in

1351
02:07:22,140 --> 02:07:32,240
the agenda thinking they would take seven to ten minutes and 45 and we're like, oh my god, we're still

1352
02:07:32,240 --> 02:07:53,060
Also, this is one of the things that is, you know, under our purview, and it's very important work that we're doing, and maybe some of the other stuff that's not necessarily under our purview, or we don't have necessary control over might have to sit second fiddle to this, because this is important work, as we've said, we're meeting multiple times over.

1353
02:07:53,060 --> 02:07:56,180
So that's my two cents.

1354
02:07:59,760 --> 02:08:05,520
Okay, so give me send your feedback and I'll work with Chair Tumon and Superintendent

1355
02:08:05,520 --> 02:08:09,480
Murphy on defining that timeline further.

1356
02:08:11,380 --> 02:08:20,040
The second part of new business was this community outreach plan and I really, last

1357
02:08:20,040 --> 02:08:24,460
night this morning I took a lot out of it, a lot of details out of it because what I want

1358
02:08:24,460 --> 02:08:34,080
I'm going to propose to the committee now is that we rely on Superintendent Murphy and

1359
02:08:34,080 --> 02:08:40,880
her team on developing the online component of engaging with the community.

1360
02:08:42,460 --> 02:08:53,440
And this is specifically talking about the facility's portion, okay, is let Superintendent

1361
02:08:53,440 --> 02:09:05,380
Murphy and her team take the lead in developing the communication strategy with getting the facilities

1362
02:09:06,000 --> 02:09:13,860
options out and tying it to the report and going forth like that. I think in this and what I'm

1363
02:09:13,860 --> 02:09:20,040
saying is take my draft as sort of like an idea of what it could be but really saying let's turn it

1364
02:09:20,040 --> 02:09:22,880
over to the communication expert in DPS

1365
02:09:23,360 --> 02:09:27,320
and working conjunction with the Ed subcommittee on this.

1366
02:09:28,360 --> 02:09:30,340
And that's that part.

1367
02:09:31,160 --> 02:09:33,860
Whereas the community information sessions

1368
02:09:33,860 --> 02:09:37,340
and the community forum would be,

1369
02:09:37,940 --> 02:09:40,340
again, working with DPS,

1370
02:09:41,000 --> 02:09:43,560
but we would have a much more significant role

1371
02:09:43,820 --> 02:09:47,480
in those two things because one of my goals

1372
02:09:47,480 --> 02:09:52,620
is to try to get us face-to-face with people in the community to have these

1373
02:09:52,620 --> 02:09:58,100
conversations with them in person. So I guess that's the next thing I'm trying

1374
02:09:58,100 --> 02:10:03,440
to, I want to get out of new businesses kind of, you know, online

1375
02:10:03,440 --> 02:10:10,600
communication, getting the report out there is through DPS and setting up these

1376
02:10:10,600 --> 02:10:15,500
informational sessions. Community forms is through DPS in conjunction with the

1377
02:10:15,500 --> 02:10:18,060
work of the school committee?

1378
02:10:20,800 --> 02:10:22,040
I would agree with Josh.

1379
02:10:22,320 --> 02:10:26,160
I think we should use the resources that we have

1380
02:10:26,160 --> 02:10:30,040
in administration to do the bulk of the communication.

1381
02:10:31,000 --> 02:10:33,020
And I would just ask from pass-learning

1382
02:10:33,020 --> 02:10:36,360
experiences that both the communication and person,

1383
02:10:36,540 --> 02:10:38,740
because this affects impacts the town too.

1384
02:10:40,170 --> 02:10:42,440
In the town, the communication town person,

1385
02:10:42,820 --> 02:10:47,080
and also DPS's communication staff work

1386
02:10:47,080 --> 02:10:51,040
very closely together. There was some missed opportunities where that had

1387
02:10:51,040 --> 02:10:56,100
not happened in the past, and I would hope that we've learned some lessons from that.

1388
02:11:02,680 --> 02:11:08,420
So I, and yesterday, I thought that that pushback barely

1389
02:11:09,060 --> 02:11:13,100
significantly, I think, on this, as putting in

1390
02:11:13,100 --> 02:11:15,200
somewhat moderately, right, kind of. Yeah.

1391
02:11:15,280 --> 02:11:17,580
I would say that's a very moderate way of saying it.

1392
02:11:19,500 --> 02:11:25,080
And I do appreciate a lot of the absorption of some of that feedback, right?

1393
02:11:25,120 --> 02:11:28,200
I do appreciate that on the original stuff.

1394
02:11:28,560 --> 02:11:33,540
The one thing I, one of the things I did push back and where I was going with a lot of

1395
02:11:33,540 --> 02:11:40,240
that was that maybe renaissance is better than we're here, is that when we go to public,

1396
02:11:40,480 --> 02:11:44,440
so like when we go to the public, we're going to these community forums, these community sessions,

1397
02:11:44,440 --> 02:11:45,740
and reach out to all these different people.

1398
02:11:46,980 --> 02:11:49,040
What additional information are we going to have

1399
02:11:50,360 --> 02:11:56,420
that's more than we have sitting here today on this?

1400
02:11:57,160 --> 02:11:58,620
Because I know that the people who have questions

1401
02:11:58,620 --> 02:12:01,720
that is going to be, well, if you do three, bring to school,

1402
02:12:01,800 --> 02:12:02,400
what's that going to cost?

1403
02:12:02,700 --> 02:12:04,980
If you do a good line of school, what's that going to cost?

1404
02:12:05,200 --> 02:12:06,300
What's the high school going to cost?

1405
02:12:06,600 --> 02:12:07,420
Where's the building going to go?

1406
02:12:08,140 --> 02:12:09,720
The multitude of different questions

1407
02:12:09,720 --> 02:12:10,940
that's going to come out of it.

1408
02:12:12,140 --> 02:12:13,760
And I understand that that's further down the process.

1409
02:12:13,760 --> 02:12:19,860
I'm aware of that. But like when I ask us questions, what more information are we going to have?

1410
02:12:20,380 --> 02:12:22,480
They won't be having us sitting here today.

1411
02:12:24,500 --> 02:12:27,520
You know, because I guess that's what I'm trying to figure out saying that

1412
02:12:27,520 --> 02:12:31,320
if we do all these forms and we have all and we put ourselves out there with this,

1413
02:12:31,920 --> 02:12:38,140
we don't we don't really have a lot of all the information. And I remember talking to somebody about

1414
02:12:38,140 --> 02:12:41,660
and they said, yeah, like you're making this, you're making a built-in,

1415
02:12:41,660 --> 02:12:44,940
So not this is from way, you're making a building decision that's going to go to the

1416
02:12:44,940 --> 02:12:49,060
ad model, which may never put you on the ground based on emojis based on some of the

1417
02:12:49,060 --> 02:12:49,740
opinion of emojis.

1418
02:12:49,940 --> 02:12:55,580
And I like the emojis, I've been not criticizing you had to do something and I like what

1419
02:12:55,580 --> 02:13:00,600
you did there, but that's, that's where I'm really struggling with this, of really putting

1420
02:13:00,600 --> 02:13:05,720
ourselves out there, because we're going to stand and say, well, we don't know, well, that's

1421
02:13:05,720 --> 02:13:06,180
down the line.

1422
02:13:06,320 --> 02:13:06,940
Well, that's down the line.

1423
02:13:07,020 --> 02:13:07,600
Well, that's down the line.

1424
02:13:07,820 --> 02:13:08,880
We're living in kick that can.

1425
02:13:09,820 --> 02:13:18,560
And I think that also turns why I originally voted against this kind of process of the

1426
02:13:18,560 --> 02:13:23,500
school we did pick in the three and I recommendation was for the Renny who did all of the work and

1427
02:13:23,500 --> 02:13:29,560
did all of the research and did all the communications and all the science and theoretical behind

1428
02:13:29,560 --> 02:13:34,680
this for them to pick their three because they did it all.

1429
02:13:34,840 --> 02:13:36,240
They have a little more idea than we do.

1430
02:13:36,840 --> 02:13:48,960
And I guess that's my that's my worry. That's my hesitation about doing all this. Now with that said, I don't disagree with once we get the report, shove that report out there and send it out to everybody. I have no problem with that. I'm not.

1431
02:13:49,380 --> 02:13:57,240
That is not my argument. But we start putting into these community sessions, putting ourselves out there. We're going to get asked the question. I'm going to say, I don't.

1432
02:13:57,240 --> 02:14:03,400
I mean, unless there's going to be some wave of information coming out, is that somewhat

1433
02:14:03,400 --> 02:14:05,540
make sense and understand where I'm coming from?

1434
02:14:06,960 --> 02:14:14,500
Wouldn't we be in theory answering questions about the report that we've seen and be able

1435
02:14:14,500 --> 02:14:17,460
to be conduits of that information?

1436
02:14:20,360 --> 02:14:23,000
Like, I mean, it's the same report we have today.

1437
02:14:23,400 --> 02:14:24,240
I guess that's what...

1438
02:14:24,760 --> 02:14:27,460
Right, but look at how many people are not on this call.

1439
02:14:35,430 --> 02:14:42,650
If I could give the office of point of view was, the office of point of view was lessons

1440
02:14:42,650 --> 02:14:51,850
learned from the failed OTAIL project was that leadership in town should be out there

1441
02:14:51,850 --> 02:14:58,530
connecting with residents, having these conversations, taking these questions, having

1442
02:14:58,530 --> 02:14:59,930
discussions about what?

1443
02:15:00,000 --> 02:15:28,440
They see, in debt and future, not just through slideshows and reports, but actual face-to-face conversations. I think there's a need to just have information sessions. And the more opportunities we give people to say here it is, the more people are brought into the project. And it's really just about sort of testing our thinking. You know, I'm going to have preferences. And I want to hear from people in public who have a different preference than me.

1444
02:15:28,440 --> 02:15:37,120
And I want to test my thinking before I make a vote and I think that sort of the purpose

1445
02:15:37,120 --> 02:15:43,100
of the community engagement is to develop that trust between us and the community.

1446
02:15:43,700 --> 02:15:50,340
And if we just rely on a report, a slideshow, I think you don't build that trust the same

1447
02:15:50,340 --> 02:15:50,580
way.

1448
02:15:53,180 --> 02:15:58,760
But didn't, if we could let Mr. Mahal, can we let Mr. Mahal go chime in, Chris?

1449
02:15:59,800 --> 02:16:05,720
Yeah, that's what, one quick second, we, if you really want, we paid running to do that for us,

1450
02:16:05,980 --> 02:16:16,660
like literally running did all that. I just think we, from the past, we learned that when you don't

1451
02:16:16,660 --> 02:16:18,800
don't involve the community in these types of decisions.

1452
02:16:19,300 --> 02:16:20,880
It backfires against us.

1453
02:16:23,900 --> 02:16:29,480
And I'm just saying like, I don't think it's the time to not do it.

1454
02:16:29,540 --> 02:16:32,800
I think it's the time to try it and try to earn that trust.

1455
02:16:37,080 --> 02:16:37,880
Yes, Mr. Rahulka.

1456
02:16:38,240 --> 02:16:38,660
Please.

1457
02:16:38,740 --> 02:16:38,960
Thank you.

1458
02:16:39,580 --> 02:16:47,820
I take Mr. Brillieto's point that we've hired a consultant to recommend options for us,

1459
02:16:47,820 --> 02:16:53,280
and I'm pleased that they are going to recommend those options prior to us making decisions for ourselves

1460
02:16:53,280 --> 02:16:59,860
and whether those are the same or different. I think it's fine other way. I don't know that I

1461
02:16:59,860 --> 02:17:05,440
will be in a better place in two months to answer questions about this report to the public,

1462
02:17:05,640 --> 02:17:12,140
but I do think that I'm very interested as Mr. Langmead was suggesting of hearing what the community

1463
02:17:12,140 --> 02:17:18,840
has to say. I think they had many, many chances to give input to what goes into the report,

1464
02:17:19,180 --> 02:17:26,460
but more in terms of what their holistic needs are, what their general sense of what good education

1465
02:17:26,460 --> 02:17:33,460
looks like, or what good facilities look like, and being presented with nine or ten or three very

1466
02:17:33,460 --> 02:17:39,400
concrete options that very much narrows those choices. It's very specific things, I think, is really

1467
02:17:39,400 --> 02:17:45,180
different and so asking them to select from sort of like a not what is what is my wish list of

1468
02:17:45,180 --> 02:17:52,600
perfect education or perfect buildings but given this very limited sort of like prefix menus

1469
02:17:53,400 --> 02:17:57,800
available to us what are the choices and how do I feel about them in particular I think is kind

1470
02:17:57,800 --> 02:18:05,380
of a different a different opportunity for them to to provide input and so you know echo mr.

1471
02:18:05,380 --> 02:18:12,080
delaying meetings, thoughts of not having been on the committee during some other school

1472
02:18:12,080 --> 02:18:17,240
building conversations and wanting to fully engage the public in this and also even

1473
02:18:17,240 --> 02:18:23,720
though they were engaged in the spring in different ways, this does feel like a distinctly

1474
02:18:23,720 --> 02:18:25,420
separate opportunity.

1475
02:18:31,080 --> 02:18:38,960
So I understand that we are where we are, right, so I'm not trying to rehash that conversation

1476
02:18:38,960 --> 02:18:45,520
much more. But when I look at all these community engagements, like how is that going to work?

1477
02:18:45,880 --> 02:18:51,200
How are we going to look? What are we looking for? Or is that what you're asking admins to do?

1478
02:18:52,040 --> 02:18:56,420
It's to do all that work. So we have a community set. Yeah, yeah. So that's what I'm saying.

1479
02:18:56,660 --> 02:19:02,700
I, again, I think you should look at the draft plan. It's just an idea sheet for you guys to say,

1480
02:19:02,700 --> 02:19:11,120
Hey, there's a way for us to engage the community and Sarah has given me great feedback after

1481
02:19:11,120 --> 02:19:15,900
being in on yesterday's meeting and it made me realize I should take out all specific

1482
02:19:15,900 --> 02:19:21,180
ideas I had in there and go from scratch, but I do think we need a community forum.

1483
02:19:22,140 --> 02:19:28,120
And I know, Mr. Toledo, you have like the information sessions are ones that are sticking points

1484
02:19:28,120 --> 02:19:33,640
view and for me it's just about finding avenues to connect and get information to people

1485
02:19:34,070 --> 02:19:36,940
and then to bring them back for a community forum.

1486
02:19:38,500 --> 02:19:45,320
And so I guess really the decision for us tonight is like I think we've agreed that DPS

1487
02:19:45,320 --> 02:19:48,540
is going to do the online engagement and pushing out this report.

1488
02:19:49,240 --> 02:19:53,860
I think it's like as a committee do we want to host a community forum.

1489
02:19:54,360 --> 02:20:06,860
And if so, then we should let DPS build a way to get us to that point and then they can work with the subcommittee on developing an idea for that community form for the school committee to approve.

1490
02:20:09,500 --> 02:20:21,620
I don't know if that's something we should put a motion and vote on or like just to get a sense or I'm happy to, you know, I guess that's what I would say.

1491
02:20:21,620 --> 02:20:27,460
is like I would put a motion for it that we should hold a community form prior to holding

1492
02:20:27,460 --> 02:20:32,520
a configuration vote on September 29th.

1493
02:20:34,370 --> 02:20:37,090
So I guess I'm going to ask two different things.

1494
02:20:37,230 --> 02:20:40,330
One, is that a motion that you're making to hold a community form?

1495
02:20:41,670 --> 02:20:42,410
Yeah, you're making that motion.

1496
02:20:42,530 --> 02:20:49,170
So Chris, there's the idea of a two very different things, information sessions and community form.

1497
02:20:49,350 --> 02:20:50,710
I consider two different things.

1498
02:20:50,710 --> 02:20:57,110
One is an engagement process and like a conversation and one is simply like finding avenues

1499
02:20:57,110 --> 02:21:00,570
to connect with different avenues in the community.

1500
02:21:01,210 --> 02:21:10,370
So I guess my emotion is about hosting an event that you know is a like community forms

1501
02:21:10,370 --> 02:21:15,550
are done with the town green, the depths of reduction work in committee, those type of

1502
02:21:15,550 --> 02:21:19,210
community engagement things where there's a question and answer, there's a give and take,

1503
02:21:19,210 --> 02:21:24,410
There's face-to-face contact between school community members and members of the community

1504
02:21:24,950 --> 02:21:29,530
regarding the great configuration of facilities, options in that report.

1505
02:21:34,160 --> 02:21:39,520
So I'm going to ask my question again, maybe a little bit more succinct this time.

1506
02:21:40,280 --> 02:21:44,320
Are you making emotions at what you're doing to have hosting community forum on this?

1507
02:21:45,480 --> 02:21:46,640
Will you ask me for a motion?

1508
02:21:47,500 --> 02:21:48,720
No, I'm making it.

1509
02:21:49,240 --> 02:21:49,500
Okay.

1510
02:21:49,960 --> 02:21:50,260
Thank you.

1511
02:21:55,430 --> 02:21:56,390
Is there a minute or second?

1512
02:21:56,390 --> 02:22:03,310
So yeah, I just want to make sure I understand that that's something that's even warranted like I feel like this is just where.

1513
02:22:04,690 --> 02:22:06,850
I feel like motion at I don't know.

1514
02:22:08,210 --> 02:22:11,730
I'm not sure if we have to make motions to make these kinds of it.

1515
02:22:12,010 --> 02:22:17,330
It just seems like we're trying you're asking us to tell you whether or not.

1516
02:22:18,350 --> 02:22:23,990
There's a motion on the table about whether or not we agree with the plan that you have put forth.

1517
02:22:25,210 --> 02:22:36,070
And so I go back to for the purposes of time, asking people, I don't know, I mean, I have

1518
02:22:36,070 --> 02:22:36,770
the same concern.

1519
02:22:37,350 --> 02:22:43,010
And I'm basically, I, so, because the last thing I'll say, Josh, is that I'm concerned

1520
02:22:43,010 --> 02:22:50,510
that if we make a motion and it's written as a community forum, that means we have to

1521
02:22:50,510 --> 02:22:52,590
make another motion if we decide to do two.

1522
02:22:52,590 --> 02:23:00,390
so I think I would just like to ask that people send their feedback to Mr. Lane

1523
02:23:00,390 --> 02:23:11,670
need letting them you know letting read through his proposal and let him know

1524
02:23:11,670 --> 02:23:17,890
your thoughts. I mean if we if we have to do we're having another meeting in

1525
02:23:17,890 --> 02:23:24,690
in August, which is before any of these other things that you propose would be scheduled.

1526
02:23:25,050 --> 02:23:30,970
So there is an opportunity to finalize the feedback that people are going to provide

1527
02:23:30,970 --> 02:23:31,430
you with.

1528
02:23:31,990 --> 02:23:34,010
So then can I withdraw my motion?

1529
02:23:34,930 --> 02:23:41,510
And I would also withdraw the draft plan, and I would ask Superintendent Murphy's Office

1530
02:23:41,510 --> 02:23:46,830
to develop a draft plan and work with the Educational Subcommittee, the Educational

1531
02:23:49,110 --> 02:23:58,610
Subcommittee, to get a plan that comes from, you know, the professionals at DPS and we'll

1532
02:23:58,610 --> 02:24:06,210
present it, we'll add it to the agenda for that second week in August to finalize there

1533
02:24:06,210 --> 02:24:09,070
because that should give us enough time to approve it and put it into action.

1534
02:24:11,650 --> 02:24:15,870
That's emotional second that I agree with that plan that makes sense. So I'm not making

1535
02:24:15,870 --> 02:24:22,650
an emotion withdrawing my motion. I would also listen send your feedback to me as well

1536
02:24:22,650 --> 02:24:29,990
because I'll forward it to Sarah and like understand that I'm really this draft plan is just again as

1537
02:24:29,990 --> 02:24:35,990
I said in my email it was about getting ideas on paper to see what's possible and we'll let DPS

1538
02:24:35,990 --> 02:24:40,730
Yes, work out the details and bring it to the subcommittee and we'll bring it to the

1539
02:24:40,730 --> 02:24:41,190
full committee.

1540
02:24:42,910 --> 02:24:45,290
I'd like to make a motion to adjourn.

1541
02:24:45,790 --> 02:24:45,850
Okay.

1542
02:24:45,950 --> 02:24:46,370
I can't.

1543
02:24:46,370 --> 02:24:47,550
There's no other business.

1544
02:24:49,070 --> 02:24:49,290
Yeah.

1545
02:24:51,840 --> 02:24:52,800
Any discussion?

1546
02:24:57,310 --> 02:24:57,610
Great job.

1547
02:24:57,710 --> 02:24:57,830
Leah.

1548
02:24:58,230 --> 02:25:00,560
Thank you.

1549
02:25:01,340 --> 02:25:01,580
Okay.

1550
02:25:02,040 --> 02:25:04,940
Seeing no discussion except accolades from Mr. Polito.

1551
02:25:05,880 --> 02:25:09,120
I'm going to do a roll call vote.

1552
02:25:10,260 --> 02:25:11,120
Dr. Glant.

1553
02:25:11,960 --> 02:25:21,920
Yes. Mr. Toledo? Yes. Mr. Langmead? Yes. Mr. Rodriguez? Yes. Mr. Mahalka? Yes.

1554
02:25:23,040 --> 02:25:29,860
Here, are you Mrs. Stefano? There you are. Mrs. Stefano. You saved the best for last. Yes. I sure did.

1555
02:25:32,600 --> 02:25:38,300
Okay. Well, not the best, but the chair also votes yes, so we'll let Mrs. Stefano be the

1556
02:25:38,300 --> 02:25:39,560
You are the best.

1557
02:25:39,860 --> 02:25:40,060
You are the best.

1558
02:25:40,060 --> 02:25:40,260
Oh cool.

1559
02:25:40,640 --> 02:25:41,240
Fight words.

1560
02:25:41,860 --> 02:25:42,620
You are the best.

1561
02:25:43,120 --> 02:25:43,580
All right.

1562
02:25:43,860 --> 02:25:47,160
So, gavel, I guess, hit.

1563
02:25:48,100 --> 02:25:50,260
Thank you all for joining.