[0:21] Good evening everyone. Uh, welcome to
[0:23] the regularly scheduled Abington School
[0:25] Committee meeting. Today is Tuesday,
[0:27] September 1st at 6:30 in the Abington
[0:29] Middle High School Library. If I could
[0:31] ask everyone to stand to salute the
[0:33] flag.
[0:36] I pledge allegiance to the flag of the
[0:38] United States of America and to the
[0:40] republic for which it stands. One nation
[0:43] under God, indivisible, with liberty and
[0:45] justice for all.
[0:51] » Thank you. And at this time, uh, I will
[0:53] open the hearing of visitors. If anyone
[0:54] would like to speak, please come up to
[0:56] the podium, state your name and address
[0:57] for the records, please.
[1:00] >> Hi there, Mike McDonald 3 Pinerest Road.
[1:04] Um and um I want to start by thanking
[1:08] you. I believe I saw in the minutes that
[1:11] um Good Friday is going to be off this
[1:13] year. Um you know, and thank you and
[1:16] praise God for acknowledging, you know,
[1:19] um God, we need it. We need him more
[1:22] than ever. Our kids need him more than
[1:24] ever. And not to mention a historical um
[1:27] fact and as Lord and Savior. So um thank
[1:30] you for that. And but more on to um
[1:33] other issues that I'm concerned with uh
[1:35] and not unrelated. Um uh is the health
[1:39] uh education um the the I would like to
[1:43] request more transparency on the on the sexed side coming home to
[1:49] our to our families. Um,
[1:52] you know, I I've I've done a lot of work
[1:55] on this in the past and and a lot of it is what I think to be
[2:00] inappropriate. I I don't I don't think
[2:02] our our kids um need to be um taught a
[2:06] lot of the stuff that is being taught in
[2:08] this um and it kind of I just think it
[2:11] gets brushed over. So, I I really think
[2:14] this is something that we can, you know,
[2:17] um
[2:18] give more transparency to uh to our uh
[2:22] to families, especially to me. Um you
[2:25] know, but I mean to everybody in
[2:26] general. So, I don't know if there's any
[2:28] possibility how we can go about that. Uh
[2:31] but I just feel like um it's a really
[2:34] important issue. Um there's a lot of um
[2:37] things that I I don't think that in the
[2:39] end are you know sexual promiscuity
[2:41] things of that nature that go on not you
[2:44] know that that that are are taught
[2:47] indirectly within that health education
[2:49] that I I don't think most people would
[2:51] want. So that's that's my that's that's
[2:54] um what I'd like to see. Um and I'd like
[2:57] to see what's being taught pretty much
[2:59] exactly by by the lesson. Um, so that's where I what I wanted to bring
[3:05] forward and it's something that I I I'm
[3:07] want I'm going to monitor and I hope you
[3:09] do too and and um I think it's really
[3:12] important for for um parents to know.
[3:16] >> Thank you. Hear your concern.
[3:19] Um just to close the loop on that one.
[3:21] Um what is being taught is the standards
[3:25] that are mandated by the state, not
[3:27] necessarily Abington. Abington and feel
[3:29] free to jump in. Um uh so if there are
[3:33] questions on the state mandate that
[3:35] would be something that would need to be
[3:36] addressed to Desi, not to us. How it
[3:39] gets taught is part of what Abington
[3:41] will create. And we can certainly
[3:44] discuss the the information that's
[3:45] shared with parents. But I just wanted
[3:47] to clarify that
[3:49] >> it's not that Abington is changing, it's
[3:51] that the DESIE standards have been
[3:54] clarified.
[3:55] >> Understood. But that there there are
[3:58] gives and takes in that. Right. So, so
[4:00] we, you know, we can say I mean
[4:04] >> sometimes the state doesn't always do
[4:06] the right thing and we've seen a lot of
[4:08] that.
[4:09] >> But to be clear, this board like this
[4:11] board is policy and budget. This board
[4:13] is not here to to determine what is
[4:16] required. Residents can certainly
[4:17] advocate at the state level, but to
[4:20] clarify, our role in school committee is
[4:22] policy and budget of Abington schools.
[4:24] We can't um and correct me if I'm wrong
[4:27] here, but we can't do something that
[4:29] goes against the state regulations. That
[4:31] is our job as school committee to ensure
[4:33] we're in compliance with the state regs
[4:35] >> and state. So just I just wanted to
[4:37] clarify that our board is for Abington
[4:40] budget and policy. It's not for state
[4:42] advocacy on curriculum.
[4:45] >> Got it. So I'd go through Desi,
[4:48] but there there's no in there's no
[4:51] school way to there's no Abington way to
[4:55] change this change it is what you're
[4:58] saying right like we you couldn't go and
[5:00] say no Desi where we don't think this is
[5:02] what we want to teach here correct
[5:06] we follow the state standards what are
[5:08] pro which are provided by the department
[5:10] of elementary and secondary education
[5:13] okay all
[5:16] Thank you though. Hear your concerns.
[5:20] » Okay. Seeing no other visitors, close
[5:24] the hearing of visitors. Um at this
[5:26] time, two administrative items. Um due
[5:30] to the timing of posting this meeting.
[5:32] We will not be voting anything today. So
[5:34] I'm going to skip over number three. We
[5:37] will have a separate meeting via Zoom, a
[5:39] virtual meeting that we will share.
[5:41] >> Teams, sorry.
[5:42] >> Sorry. Teams meeting. uh a virtual teams
[5:45] meeting um on Friday at uh I believe
[5:49] it'll be 12:30, but the final details
[5:51] will be shared via constant contact
[5:52] tomorrow. That's when we will do the
[5:54] votes. The discussion will all still
[5:55] take place today. And I would quickly
[5:58] also like to introduce our new student
[6:01] representative, Cameron Mc McNeel Barry Barry. Um do you want to just give
[6:06] a brief intro on who you are and what
[6:10] you like about Abington or what what you
[6:12] seek to do? Um, my name is Cameron
[6:14] Mcnob. I have participated in the
[6:17] school, school government, music, all
[6:19] the departments you can think of for my
[6:22] entire high school career. And I'm
[6:23] excited to be a part of the school
[6:24] committee to hopefully shed light on
[6:26] student activities, student involvement,
[6:29] student questions, anything of that
[6:31] sort.
[6:32] >> Great. Wonderful.
[6:34] >> And you are a rising senior. Well, you
[6:36] won't be rising as of
[6:37] >> tomorrow,
[6:38] >> 10 12 hours. [laughter]
[6:41] >> Welcome. and we look forward to having
[6:42] you.
[6:44] >> Okay, so now we will move on to the
[6:46] report of the assistant superintendent.
[6:47] Turn it over to Dr. Ba.
[6:48] >> Hi, good evening everyone. Welcome back.
[6:51] I hope you had a great summer. Um today
[6:54] um our prek to 12 certified staff spent
[7:00] time uh developing as professionals um
[7:03] professional development, if you will.
[7:05] um focusing on strengthening
[7:08] instruction, supporting students, and
[7:11] key district priorities that are part of
[7:13] our strategic plan. Um kindergarten to
[7:16] grade six teachers received um further
[7:19] training related to I Ready. You'll
[7:22] remember we implement implemented that
[7:24] two years ago. So this is really our
[7:26] third year with I Ready. Um three times
[7:29] a year, benchmark assessment, literacy,
[7:31] and numeracy. the training that was
[7:33] delivered today by the I Ready folks
[7:36] focused on what do we do with the data
[7:38] now that we have it take the data and
[7:42] decide how does that inform the
[7:44] instruction um but not just how do we
[7:46] group students we're already doing that
[7:48] um how do we take it and deepen learning
[7:51] for kids who um can be stretched or
[7:54] support kids who need extra support so
[7:56] that was for K to 6 um
[8:00] from 7 to 12 and also some of our other
[8:04] departments that are K12. adult
[8:06] wellness, music, art, um our EL
[8:10] department, EL department, all of those
[8:12] departments and 7 to 12 um departments
[8:16] worked together on um curriculum topics
[8:20] specifically um looking to design a if
[8:24] there isn't already existence for a a
[8:27] department to design at least one common
[8:30] standardsbased unit that everyone who's
[8:34] teaching that particular
[8:36] um content area or that in that
[8:38] department will deliver. So all the
[8:40] students who are in nth grade ELA, their
[8:42] teachers, no matter who they are, would
[8:44] deliver this one particular unit in the
[8:47] way that it's designed using the
[8:49] preassessments and formative assessments
[8:51] and post assessments that are developed
[8:54] together so that we can compare apples
[8:56] to apples from one class to another
[8:58] despite who the teacher was. Um so that
[9:01] work was started today um for our 7-12
[9:05] uh teachers. And then also um there was
[9:08] some work that focused on starting to
[9:12] look at our existing vision of the
[9:14] graduate comparing it to the new
[9:16] portrait of a graduate that uh the state
[9:18] has released. So um we're very closely
[9:22] aligned with that already, but there are
[9:23] some tweaks that we'll need to make over
[9:25] the next couple of years. Um
[9:28] and then we're waiting to see what
[9:30] happens with graduation requirements and
[9:32] that will be folded into the work that
[9:34] those departments do during the year um
[9:37] the rest of the year. Does anybody have
[9:39] any questions about today first?
[9:42] >> Can I ask one question? Um on the 7th
[9:44] through 12th department the standard
[9:46] that they're working on is it intended
[9:47] that I know you said the work was
[9:49] started.
[9:50] >> Will that happen this year in the second
[9:53] half of the year?
[9:54] >> Yeah. Okay. So, um, Mr. Bourne, uh,
[9:57] could give you much more specific
[9:59] information about it, but I believe, um,
[10:03] they are designing a
[10:05] >> Thanks.
[10:06] They are designing um they're selecting
[10:09] a unit um focusing on one particular
[10:12] standard um designing the work to be um
[10:16] done towards the end of the first
[10:18] semester so that in the second semester
[10:20] there can be um uh post assessment to
[10:23] see what difference did it make for
[10:25] those students.
[10:26] >> Okay.
[10:26] >> So the goal is to use it this year. Um
[10:31] and there was something else I was going
[10:32] to say about it but it's gone. Can't
[10:34] remember now.
[10:35] >> Dr. is that
[10:37] >> and I was at his department heads
[10:39] meeting when he was talking about this
[10:40] and one of the pieces of the unit
[10:43] development was using our MTSS um
[10:47] multi-tered student system of supports
[10:50] to embed in each unit um activities or
[10:55] um things for the students to reach for
[10:58] those students who have already have
[11:00] skills in that area and also um
[11:03] activities are are less lessons to help
[11:06] those students who have not mastered
[11:07] that skill.
[11:10] >> Is the idea to expand it beyond like
[11:13] would you say like it was for one unit
[11:14] is the idea to expand it gradually
[11:16] beyond that?
[11:17] >> Yeah. Okay.
[11:17] >> So, we we have existing um units of
[11:21] study that are um common for each
[11:24] department that are based on the state
[11:26] standards that we were talking about a
[11:27] few minutes ago. Those already exist.
[11:30] This is more specifically drilling down
[11:32] to the standard level. So within that
[11:35] unit, what standard are we going to make
[11:36] sure we all focus on?
[11:39] >> But yes, the goal is over time to do
[11:41] that more and more.
[11:42] >> Thanks.
[11:44] >> Any other questions about today?
[11:48] >> No. Um and then just to give you a quick
[11:52] preview of the rest of the year. Um
[11:54] there'll be a lot of building based
[11:56] professional development which we uh try
[11:58] to do three or four times a year so that
[12:01] each building administr administrative
[12:04] team can focus the professional
[12:07] development based on the needs of the
[12:08] teachers in their building and the
[12:10] students that those teachers are working
[12:11] with. Um there will also be from K to 6
[12:15] related to um the I Ready work that they will be doing throughout the
[12:20] year data teams looking at that data
[12:23] three times during the year to see where
[12:25] students are, how we can uh change our
[12:28] instruction for those students and then
[12:30] also um what do we do next um as a as a
[12:34] team of teachers. And then at one point
[12:36] in the middle of the year, we've moved
[12:38] around a couple times, but for the last
[12:39] few years, we've used one of our
[12:41] half-day um early dismissals for um
[12:45] vertical articulation between grade
[12:47] levels to make sure that we are doing
[12:49] everything we can to support students
[12:51] and families as they transition from one
[12:53] grade to another, but more importantly
[12:54] from one school to another. Um we've
[12:57] done it in towards the end of the year,
[12:59] we've done it towards the beginning of
[13:00] the year. This year we're doing it in
[13:01] the middle sometime to try and find the
[13:03] sweet spot. um you don't want
[13:04] information about how kids are doing too
[13:07] early for uh the following year, but you
[13:09] also don't want it too late. Um and then
[13:12] there will also be as always um special
[13:15] education specific um professional
[13:18] development. And in addition to that, we
[13:21] will again have Abington Innovates on
[13:23] election day where teachers get to
[13:25] choose their own adventure and uh select
[13:28] out of three sessions um professional
[13:31] development that matches their needs.
[13:34] That's a a quick glance at the year in
[13:36] PD. Any questions about any of that or
[13:39] any other ideas or questions?
[13:41] >> I have a question. Um are you looking at
[13:44] any sort of um professional development
[13:47] for um to support mental health and
[13:50] well-being of the teachers
[13:52] um because I know that there's a lot of
[13:54] stresses going on.
[13:56] >> Mhm.
[13:57] >> Now and um there's a lot of burnout. So
[13:59] I wasn't sure if you were going to focus
[14:01] on maybe in the innovative class.
[14:04] >> Yeah. So Abington Innovates, this will
[14:06] be our third year. For the last two
[14:10] years, probably a quarter of the
[14:13] offerings are focused on teacher
[14:15] self-care and uh wellness.
[14:18] >> Perfect.
[14:18] >> And they're very popular those those
[14:20] sessions. So yes, that'll definitely be a part of um Abington Innovates
[14:24] again. And um if there's anybody in the
[14:27] community who wants to come in and
[14:29] volunteer their time and their expertise
[14:30] related to that and offer a session,
[14:32] just email me and I'll try to get you on
[14:35] the schedule.
[14:37] Other questions?
[14:40] No.
[14:41] My next topic um is an update on our K25
[14:47] ELA um program selection and adoption
[14:52] that's uh tied to the Prism 2 grant that
[14:56] we received last year. Um you'll
[15:00] remember at the end of the year last
[15:02] year, we sort of had to put a pin in our
[15:06] um selection process because of the
[15:08] report that came out late from DESIE
[15:10] about one of the programs we were um
[15:12] piloting. So we stopped the pilot and we
[15:16] need to regroup um this fall with
[15:18] teachers now that they're back. Um we
[15:21] have a few decisions to make as a
[15:24] committee of representatives from um
[15:27] each grade level K to uh six K to five
[15:30] sorry including um an EL teacher and
[15:34] special educators. we need to sort of
[15:38] look at the landscape of what's out
[15:39] there as far as K to5 um ELA programs
[15:44] that meet the needs of our students,
[15:46] match the Desi um curriculum frameworks
[15:49] and um also match the ma the other
[15:53] mandates that we have from the state
[15:55] that aren't necessarily in the
[15:56] standards. For example, um there is a
[16:00] mandate coming uh within the next year
[16:03] for districts to adopt high quality
[16:06] instructional materials as identified by
[16:09] DESIE. So in other words, you have to
[16:12] choose something off of their list.
[16:14] Right? So that's kind of where we are
[16:15] and what we're trying to um make some
[16:18] decisions about with the group of
[16:20] teachers that are involved and
[16:21] administrators. We will um most likely
[16:24] take a closer look at the um program
[16:26] that we piloted last year, CKLA you
[16:29] might remember, and then at the same
[16:31] time look for an another program or two
[16:34] that we could use um to compare and
[16:37] decide which is um best meeting the
[16:39] needs of our students and fitting our
[16:41] instructional vision that we worked on
[16:43] last year.
[16:44] Um
[16:46] so another piece related to that uh
[16:51] because of what happened with the
[16:53] piloting um we received permission I
[16:57] guess we were granted the ability to
[16:59] carry over um a portion of the prism 2
[17:02] grant that was supposed to be spent last
[17:04] year on this adoption into this fiscal
[17:07] year. So, I believe it was about
[17:09] $136,000
[17:11] um was carried for forward in the Prism
[17:13] 2 grant. In addition to that, another um
[17:19] $220ish,000
[17:22] I don't have the exact numbers right in
[17:24] front of me actually. Um
[17:27] yeah, another sum of money that's very
[17:30] significant um was given in a
[17:33] continuation grant from Prism 2. So this
[17:36] is separate from last year and it is for
[17:40] um professional development. It is for
[17:42] supporting the work that we're doing in
[17:44] the the schools with the teachers and
[17:47] then also anything um that we might need
[17:51] to fill the gap in the purchase of an
[17:54] adoption uh of a program in addition to
[17:58] the money that we have in Abington from
[18:01] an article from two years ago um for
[18:04] instructional materials that's been set
[18:05] aside for that purpose. So financially
[18:08] we're in good shape for an adoption.
[18:11] It's just finding the program that's
[18:12] right for Abington um and then providing
[18:15] the right training and professional
[18:17] development for staff and um rolling it
[18:20] out in uh the fall of 27.
[18:25] I think that's all of the update I have
[18:27] about that. Do you have any questions
[18:30] about the ELA project we're doing?
[18:34] >> Can't imagine why you're looking at me
[18:35] right now. [laughter]
[18:37] Um, now can you just go back to the
[18:40] thing about the adoption of high quality
[18:44] instructional materials?
[18:47] Um, when did this come down?
[18:50] >> It's been in the works for I think a
[18:54] >> talking
[18:55] >> Yeah, they've been talking about it for
[18:56] a while. Um, recently we saw it in
[19:00] writing with an actual year, you know,
[19:03] that it's by I think it's December of
[19:04] next year.
[19:06] >> So, December of 27, districts have to be
[19:09] using high quality instructional
[19:11] materials. And um,
[19:15] December,
[19:17] >> I can't remember. Sorry, it might not
[19:19] have been December. By December of this
[19:20] year, they're supposed to be completing
[19:22] the list um of here are the things you
[19:24] can choose from. and then we'll have
[19:27] it's actually not December, it's uh the
[19:29] fall of 27.
[19:30] >> So, we were kind of concerned about
[19:32] that. We said, "Okay, we're we're going
[19:33] to get a list and then in less than or
[19:36] in about 6 months after that um have to
[19:39] have everything in place."
[19:40] >> So, if they are intending to have the
[19:42] list out by December of 26, we can
[19:45] assume that there will be no movement on
[19:48] our end on adoption of anything until
[19:52] the new list comes out.
[19:53] >> Yeah.
[19:54] >> Except ELA. Yeah,
[19:55] >> possibly.
[19:56] >> Right.
[19:57] >> Because that's a
[19:59] they have a set
[20:02] they're working on an updated list for
[20:04] other content areas. There is a ELA,
[20:07] >> right?
[20:08] >> Curate list.
[20:09] >> Correct.
[20:10] >> Hopefully they include the same one.
[20:12] [laughter]
[20:12] >> Hopefully that's not going to fall.
[20:14] >> Correct.
[20:15] >> And I think I'm wondering if other
[20:17] people's brains go to the same place.
[20:18] Mine, which is of course all students
[20:21] deserve high quality instructional
[20:23] material regardless. Yep.
[20:25] >> But this seems to be yet another
[20:28] unfunded mandate.
[20:30] >> Correct. Correct.
[20:31] >> Just felt the need to say that out loud.
[20:33] >> And and
[20:35] who is determining what's high quality?
[20:37] >> Thank you. That is that's the other
[20:40] >> there is there's a group of people that
[20:42] are doing that based on a rubric and
[20:45] districts, you know, have to sort of
[20:47] follow the guidelines. There is,
[20:49] especially for us, I think we talked
[20:51] about this at some point last year,
[20:53] because of the prison 2 grant, we have
[20:56] to, we can only spend that money on um
[21:00] on a program that meets expectations as
[21:03] rated by curate and as a highquality
[21:05] instructional material rated by curate.
[21:07] Um, if you're a district that is looking
[21:09] to implement something not using state
[21:12] grant money, you can there there's a a
[21:16] way to apply for a waiver if it's
[21:18] something that's not on the state's
[21:20] list. You can apply for a waiver because
[21:22] you're saying we believe it is
[21:24] highquality instructional materials even
[21:26] though it's not on your list. And then I
[21:28] don't we don't know how that waiver
[21:30] process will go. Um that might be a
[21:33] question for us down the road with other
[21:35] content areas, but for ELA, as I just
[21:37] said, because of the Prism 2 grant,
[21:38] we're locked in to um not use a waiver.
[21:42] >> And what grades is this targeting?
[21:44] >> This for us
[21:45] >> at the state level,
[21:47] >> all grades
[21:47] >> prek to 12. So for example, if we have
[21:51] say high school departments that have
[21:53] been working diligently to create high
[21:58] quality rigorous curriculum
[21:59] independently of a program.
[22:02] >> Yeah.
[22:03] >> So we could be having
[22:04] >> that would be an example of an
[22:05] application to say this is what our
[22:08] teachers created
[22:10] based on the requirements of your
[22:13] highquality instructional material we
[22:16] >> Okay. And I would assume there'd be a
[22:18] review, right? We'd have an application
[22:20] for the waiver, but then they'd actually
[22:21] want to see samples of our work uh that
[22:25] our teachers have done,
[22:26] >> which isn't too unlike what our teachers
[22:29] currently have to do to prove dual
[22:31] enrollment.
[22:32] >> Right. Correct.
[22:33] >> Anyway, so Okay. All right. So, we might
[22:37] not have to buy a whole new curriculum
[22:39] at a secondary level if we Okay. Thank
[22:43] you for getting me there eventually.
[22:44] >> You're welcome.
[22:46] I would imagine with the cost
[22:49] of this that um it'll be something that
[22:53] will be rolled rolled out and there'll
[22:55] be as there is um the prison uh grants
[22:58] around ELA and literacy that I would
[23:01] imagine there's going to be additional
[23:03] funding for other content areas over the
[23:06] coming years. My other question is if
[23:09] we've already seen some of the the
[23:12] programs that have been looked at taken
[23:15] off the list, have they given any
[23:16] feedback as to what some of these
[23:20] factors are that are their kind of X
[23:21] factors for removing someone from a high
[23:23] quality list?
[23:26] >> So there's two things
[23:29] and I'm not super clear on the
[23:31] distinction between the two, but there
[23:33] are two things. Okay,
[23:34] >> there there's the curate list that says
[23:38] here are our um here are the indicators
[23:41] that we're looking for as far as student
[23:43] engagement, teacher usability, and
[23:46] content um knowledge and content um
[23:49] information, how accurate it is. Right?
[23:51] So, that's how you get a curate report
[23:53] of um either doesn't meet expectations,
[23:57] partially meets expectations, or meets
[23:59] expectations. And you can get you get a
[24:01] rating in each one of those sections.
[24:03] And then you also get an overall
[24:07] then there's separately this idea of
[24:09] highquality instructional materials.
[24:12] I think all all curate items that have
[24:17] been rated meets expectations are
[24:19] highquality instructional materials but
[24:21] not all high-quality instructional
[24:23] materials are on curate.
[24:26] >> Does that make sense?
[24:27] >> Yeah.
[24:28] >> Um [laughter]
[24:30] but yes but no. That is exactly yes but
[24:33] no.
[24:33] >> Every square is a rectangle but not
[24:35] every rectangle is a square.
[24:36] >> A square.
[24:37] >> Kleenex being tissues and vice versa.
[24:40] Yes. Um
[24:42] so we're basically playing a game of
[24:44] semantics at this point in time until
[24:46] someone can clear the fog
[24:50] >> maybe.
[24:51] >> And not related to ELA for us because
[24:55] like I said we have to choose off of
[24:57] curates list because of the prism 2
[24:59] grant. So it is high- quality
[25:02] instructional materials. It gets gray
[25:05] right now with other things. There are
[25:08] um math and science um and I think some
[25:11] social studies curriculum and programs
[25:13] on curate also. Um
[25:17] but there is that whole thing of if it's
[25:19] high quality materials in your opinion
[25:21] you can apply for a waiver. So we just
[25:23] don't know what that is.
[25:25] >> Okay.
[25:25] >> How are they going to measure that? So,
[25:28] we might be in that position at some
[25:29] point with some some program that we use
[25:32] or something we've created, but right
[25:33] now for ELA, we don't have to think
[25:35] about that waiver situation.
[25:39] >> More to come.
[25:40] >> Perfect. Thank you,
[25:41] >> Caroline. No.
[25:42] >> Yes. Um, so just backing up a little, I
[25:46] just want to make sure I have all the
[25:47] like the little flowchart correct. Um,
[25:50] very bumpy flowchart. So last year the
[25:55] team piloted two different curriculara,
[25:57] right? It was CK CKLA
[26:00] and the one that was voted off the
[26:03] island.
[26:04] >> That's right. Bye.
[26:05] >> Right. They started they were like a
[26:07] week into piloting into reading by HMH.
[26:11] >> Okay. And then but we don't yet know the
[26:14] status of CKLA for the upcoming list.
[26:18] CKLA is is actually CKLA is the only ELA
[26:24] program on the list that is K to5 and
[26:28] has incorporated into it foundational
[26:31] skills instruction.
[26:32] >> Okay,
[26:32] >> foundational skills being phonics
[26:34] essentially, right? Um learning how to
[26:37] read a lot of programs that's a separate
[26:39] component. M
[26:41] >> um so um CKLA is the only one that's
[26:44] comprehensive in that way that it also
[26:46] has the foundational skills and it's K
[26:49] to 5. There are other programs on there
[26:52] but they're K to3 and then there's four
[26:55] and six or something like that but so
[26:57] CKLA is and it's still on the list it I
[27:00] don't think it's going to change.
[27:01] >> It's okay but it
[27:02] >> yeah it's
[27:03] >> theoretically could Okay. All right. So
[27:06] are there any other are we just in a
[27:08] holding pattern until the le the next
[27:10] list comes out or are we piloting
[27:12] anything else in the meantime?
[27:13] >> So um we haven't met yet with the
[27:17] teachers um but there is
[27:20] >> the existing curate list has um programs
[27:24] that have been reviewed based on their
[27:27] criteria within the last few years.
[27:30] >> Okay.
[27:30] >> Some of them go back to 2017. I wouldn't
[27:34] suggest we pilot something that was
[27:36] meets expectations in 2017 because
[27:38] they're probably going to do another
[27:40] report on it based on the most recent
[27:42] edition and it might not be. So what we
[27:46] will look at with the committee is with
[27:48] the committee is probably anything from
[27:51] 2021 2022 forward. Okay,
[27:54] >> that's on the curate approved meets
[27:57] expectations list
[27:58] >> to determine what meets our needs, pilot
[28:01] that and then come back to the group and
[28:03] say, okay, do we want to pilot a third
[28:06] thing or do you feel like you have
[28:07] enough of a choice to make a good
[28:09] decision for the students?
[28:10] >> Okay. And what was one more time, what
[28:13] was the mandate about high quality
[28:15] instruction that was for for K to 12 and
[28:18] ELA or everything?
[28:19] >> That's for everything.
[28:20] >> Everything every subject. Okay.
[28:23] Which makes sense.
[28:24] >> It does. Yes.
[28:25] >> But what does that mean?
[28:27] >> Right.
[28:28] >> And what is the time frame and
[28:30] >> what is the pump
[28:31] >> and who absorbs the cost and how will
[28:33] right how will the state
[28:34] >> is it a fair statement
[28:37] that curate doesn't like December 1st
[28:41] put out a new list. It's a rolling
[28:44] >> as things are reviewed they're on or
[28:46] off. So yeah you don't wait for like the
[28:49] next list necessarily.
[28:51] you select a program that most likely
[28:56] has been more recently reviewed, you
[28:58] know. Well, and I think understanding
[29:00] that educational pendulums shift fairly
[29:04] consistently and right now
[29:07] the thought train seems to be more that
[29:09] foundational skills for a longer period
[29:13] of years does a better job at catching
[29:16] children at their readiness points
[29:20] and providing them a more solid
[29:22] foundation even if it looks like it's
[29:24] years of repetition. So I think that
[29:26] might be where some of these
[29:28] >> are going. Who okay is curate the just
[29:32] the name of the list or is that the
[29:34] organization and who
[29:36] >> it's a it's a part of DESIE. It's a
[29:37] department in
[29:38] >> it is a department. So we can find this
[29:40] bas
[29:40] >> stands for something and I can't
[29:42] remember what it stands for. Cur
[29:46] >> on my ride home. I'll remember it.
[29:48] >> So we can find it. Yeah.
[29:49] >> On the Desi website and I 100% just made
[29:52] up spelling of it. So, don't look. All
[29:56] right. Cool. Thank you.
[29:58] >> Thank you. Any other question?
[29:59] >> I have one followup. Um, because you
[30:02] said we were granted
[30:05] uh permission to carry over some of the
[30:07] funds. Just to be clear to taxpayers,
[30:10] it's not as if we were granted $200,000
[30:13] and poof, 80 of it went away because we
[30:16] didn't do it. We utilized some of the
[30:18] funding for last year's pilot. Correct.
[30:20] And assistance and we're carrying over
[30:22] the remainder. We didn't lose money
[30:23] correct in this delay, if you will.
[30:26] >> Correct. Um the funding that was used
[30:28] last year was to implement the pilot to
[30:30] do all of the pre-work ahead of that and
[30:33] to use the desi mandated coaching team,
[30:36] right? So, um a significant portion of
[30:40] last year's funding went towards that
[30:42] coaching. Um and that's sort of where we
[30:44] are right now in negotiations. So, we
[30:47] have two things going at the same time
[30:49] to wrap this up. Um we have two things
[30:51] going at the same time. Um what what's
[30:54] our path going to be for our committee
[30:56] and then at the same time uh a couple of
[30:58] the administrators and I are negotiating
[31:01] with uh this the consulting firm that we
[31:04] used last year and that we have to use
[31:05] again this year um to to make sure the
[31:10] uh the amount of support they give us
[31:12] this year matches where we are in the
[31:13] process. We shouldn't get the same
[31:15] amount of support that we got last year
[31:18] that cost a certain price tag. We
[31:20] shouldn't get that again because this
[31:22] isn't year two where we're implementing.
[31:24] This is year two, a continuation of last
[31:26] year. So that's what we're trying to
[31:28] work on right now with the um like I
[31:31] said with the consulting group to
[31:33] rightsize the amount of support that we
[31:35] get and the the funds that don't court
[31:37] go towards that will go towards the
[31:39] purchase.
[31:41] >> Thank you.
[31:43] All right, that's it for me. Thank you.
[31:46] >> Any ESL grant?
[31:48] >> Not not done for you yet.
[31:50] >> Um, is that Oh, yeah. ESL grant. That's
[31:53] not it for me. So, [laughter]
[31:57] um there is uh in the works right now um
[32:01] Dr. Robbins, myself, and Melissa Moore,
[32:04] our new ELE director, who was an ELEL uh
[32:07] educator at um Woodsdale in the past,
[32:10] but um she's now in the director's role.
[32:13] Uh the three of us have um completed the
[32:16] application for another grant um from
[32:18] through DESIE called the strengthening
[32:21] ESL programming and services grant. Um
[32:25] without going into too much detail
[32:27] because we haven't been awarded the
[32:28] grant yet. Um we do know that our uh
[32:33] curriculum the program that we use in K
[32:37] to
[32:39] six K to six um the publisher is suns
[32:43] setting that program. We've had it for a
[32:45] number of years and um it will no longer
[32:48] be published or supported at the end of
[32:52] >> 20.
[32:54] this this June. Yeah. Yeah. So, um so we
[32:58] know we have to do um some work related
[33:00] to our EL um programming and so we saw
[33:04] this uh opportunity. we've applied for
[33:06] it and and hopefully um we will uh be
[33:09] awarded that grant and if we are um just
[33:12] like most of the grants we receive from
[33:14] the state there I don't want to say
[33:16] hoops to jump through but there are some
[33:19] mandates that go along with the funding
[33:22] and part of it is and I think this is a
[33:24] good thing part of it is uh for this
[33:26] particular grant our team of EL teachers
[33:30] have to become part of a cohort around
[33:32] the state that are at the same place so
[33:34] they'll actually have colleagues in
[33:36] other districts who are going through
[33:37] the same process and be able to learn
[33:39] from them and share with them. So, um
[33:41] I'll keep you updated on that um when I
[33:44] hear back from the uh the grant arm of
[33:47] Desi.
[33:49] Any questions about that?
[33:51] >> Did they give you a estimate as to when?
[33:54] >> No.
[33:55] >> Question.
[33:58] » Thank you.
[34:00] very much. And at this point,
[34:02] I would like to welcome Dr. Robins up to
[34:04] talk about the report of the director of
[34:06] student services.
[34:13] » Um so the first item that I'm um
[34:15] reviewing with the committee tonight is
[34:16] just a review of our extended school
[34:18] year programming. Um this is the
[34:20] programming that we um provide to our
[34:23] students with disabilities who are at
[34:25] substantial risk for regression during
[34:27] the approximately 11 weeks of summer. Um
[34:30] these programs are designed to to ensure
[34:32] that um students retain the skills they
[34:34] learned during the previous school year
[34:36] so they're not at like a disadvantage at
[34:38] the start of the new school year. Um so
[34:40] this year we ran our program um from
[34:42] July 6th until July 30th. Um um we had
[34:46] students uh representing um the
[34:48] preschool level all the way up to grade
[34:50] 12. Um it's not every year that we have
[34:52] um uh us uh high school age students who
[34:55] participate, but we did this year. Um in
[34:57] total we had 108 students. Um uh we were
[35:01] joined again by our um um by our um ESY
[35:05] director um Carrie Higgins. This is her
[35:07] second year in the program. Um and with more experience she was able to
[35:11] find um efficiencies and and uh
[35:14] productive ways of um operating. um we
[35:17] were able to actually um reduce the um
[35:20] the amount of staff we were using while
[35:22] still feeling um very very effective. Um
[35:26] in in total this year we had 17 um
[35:28] special ed teachers and 24
[35:29] parrofessionals while servicing 108
[35:32] students and that is um that's
[35:34] approximately the number of students
[35:35] that we have been servicing for the past
[35:37] 3 years. Um we had a nurse present and
[35:40] we had um service providers including um
[35:42] speech language um physical therapy and
[35:45] occupational therapy. Um and um so at
[35:48] the end of the program um all all
[35:51] participants received a summary of their
[35:52] performance um um that their families
[35:55] received and those also uh also reside
[35:57] in the students cumulative special ed
[35:58] records. Um at the same time we had um a
[36:01] program for students who experienced
[36:02] significant um um educational
[36:05] discontinuity at the middle school
[36:07] level. Um so these are students who for
[36:09] reasons of um uh uh physical health or
[36:13] for reasons of attendance um in some
[36:15] instances behavior um just missed a
[36:18] significant amount of learning. Um so
[36:19] those students were invited to
[36:20] participate in a program that um runs
[36:22] the same duration as our special
[36:24] education program. Um and in this
[36:26] program there were 21 students served
[36:28] and um and there were um this was led by
[36:30] uh two teachers and um during that time
[36:32] the students were exposed to uh
[36:34] humanities instruction um and um uh
[36:37] science and mathematic instruction. And
[36:38] the idea is that um uh this program
[36:41] simulated um the educational experience that they
[36:45] likely missed during the school year so
[36:47] that they they like their uh students
[36:49] with disability counterparts would would
[36:51] not be at a disadvantage for the new
[36:52] school year. Um, so that's an overall
[36:54] summary. Happy to field any any
[36:56] questions that anyone might have.
[37:00] >> Dr. Robbins, how was um how was
[37:02] attendance this year based on like I
[37:04] guess just comparing it to previous
[37:05] years, was it still up? Was it still
[37:06] good? Did you get most of the people
[37:08] that you offered it to to accept it this
[37:10] year?
[37:11] >> Yeah. Yep. Yeah. Um I I can only off the
[37:14] top of my head and so we had 108
[37:15] students participate. I can only think
[37:17] of four who we were expecting who did not actually come. Um it's it's
[37:20] fairly customary for uh families to um
[37:22] miss a handful of days due to vacation
[37:24] or athletic commitments and things like
[37:25] that, but um but we we felt like we had
[37:28] just a really high uh amount of
[37:29] attendance just given who was invited.
[37:31] Um I think I think just each year we
[37:32] learn like we we we learn new methods
[37:34] and and just um uh identify just more
[37:38] effective ways of outreach. So this year
[37:39] just felt really solid in terms of that.
[37:41] >> Thanks for the question.
[37:45] >> Questions?
[37:46] just more the numbers. Again, I say this
[37:50] every year. I don't think people
[37:52] understand how extraordinary it is the
[37:55] amount of families that take the
[37:57] opportunity to continue the learning for
[37:59] their for their children. Um, having
[38:02] been in other districts and having first
[38:05] inside information on other districts,
[38:07] the numbers are incredible and I think
[38:09] it's a testament to the work that you
[38:11] guys do on this end and the staff and
[38:14] the families that really want to make it
[38:16] happen. So, thank you for that. The um
[38:19] the AMS numbers, is that a typical
[38:23] >> that that um uh that amount actually is relatively high if you compare it to
[38:27] the past um years.
[38:29] >> That's what I thought. Um um um but
[38:31] virtually every family that was invited
[38:33] um took took advantage of it.
[38:35] >> Amazing.
[38:35] >> So and um uh and I know that the staff
[38:38] conducted like thoughtful lessons
[38:39] through the process. But yeah, you're
[38:41] right. If you were to do year-by-year
[38:42] data that that is um that feels about,
[38:45] you know, 50% higher than the prior year
[38:48] at least.
[38:49] >> And do we happen to know offhand if we
[38:51] had many high school students who were
[38:53] able to go up for credit recovery in
[38:54] other areas?
[38:55] >> We do. Yay.
[38:56] >> 12 12 of our high school students um
[38:59] participated in Rockland's summer school
[39:02] >> for credit recovery.
[39:04] >> And then we also had You're probably
[39:06] going to talk about it next. Were you
[39:08] going to talk about the ESL?
[39:09] >> Oh, um uh yeah, I couldn't unless you
[39:12] had some prepared notes that you want to
[39:14] share.
[39:14] >> It was just uh six of our high school
[39:16] students were also part of an ESL
[39:18] program over the summer that Dr. Robin
[39:20] is probably going to talk a little bit
[39:21] about.
[39:22] >> Yep. Yeah. Thank you, Chris. Yeah, I'll
[39:23] just add a few sentences to that as
[39:24] well. Um so um at the at the tail end of
[39:26] the year um we we took a look at um um
[39:30] the progress of our English learners at
[39:31] the high school level and um what it
[39:34] appeared to be this year is that there
[39:35] were there were what felt like to us a
[39:37] significant number who had um failed
[39:39] their um ELA class and and to to fail
[39:42] that class is is especially troublesome
[39:43] as a student because you essentially
[39:45] fall off the diploma track because of
[39:47] distribution requirement is to pass four
[39:49] years of ELA. um some students in this
[39:52] situation will just double up on certain
[39:54] years, but we know English learners are
[39:55] just a v vulnerable population to begin
[39:57] with and um and are at a higher uh
[40:01] likelihood in order to drop out. And so
[40:04] as a as an initial step in order to uh
[40:06] reduce this likelihood, we uh we decided
[40:08] to invite all of this all all the
[40:10] students who had um failed an ELA class
[40:12] to join us for the summer. We had um um
[40:14] Beth Quinn as an enthusiastic volunteer
[40:16] to teach that. For those who don't know,
[40:17] she just happens to be a a current ESL
[40:20] teacher with also a substantial ELA
[40:22] background. Um, and she had worked with
[40:23] um retiring Dr. Gonzalz um to make sure
[40:26] that the uh that they would offer an
[40:27] enriched uh curriculum. So we extend so
[40:29] we extended the invite um uh to to all
[40:32] uh relevant families and we had six
[40:34] students take us up on on the offer and
[40:36] all those students did have um uh you
[40:38] know perfect attendance so that that we
[40:40] were able to um you know get them across
[40:41] the finish line and and work the
[40:43] credits. that felt like an effective use
[40:45] of of their time and and got them on
[40:47] just a more positive trajectory.
[40:49] >> And just if I could add one bit of
[40:50] information to that. Thank you, James.
[40:53] >> Um,
[40:55] this program was funded using our a part
[40:58] of the title three grant that Abington
[41:01] receives annually. It it varies the
[41:04] amount um based on our enrollment um and
[41:08] other factors in the town, but um there
[41:11] was there was enough that we could set
[41:13] aside a small amount of uh money to pay
[41:16] for uh the the L uh the LE teacher to do
[41:20] this work. We weren't able to fund
[41:22] transportation, but I'm glad to hear
[41:24] that families were able to get their
[41:26] kids here.
[41:30] » That's that's amazing.
[41:33] Can I ask one question on the 21 AMS
[41:36] students? You said that there were two
[41:37] educators. Were those two educators the
[41:39] only two that were working through four
[41:41] grades worth of three subjects for those
[41:43] students?
[41:44] >> Um uh yes. So essentially, so they um
[41:47] they specialized. So there was um so the
[41:49] way to think about is humanities and
[41:51] STEM. So um one teacher would focus on
[41:53] like um English uh English literature
[41:55] and and social studies and the other
[41:56] teacher would uh would focus on u
[41:58] mathematics and um in and in the
[42:01] sciences. And so um what the what the
[42:04] intent was was not to um not to be
[42:06] exhaustive. So off offer like a you know
[42:09] a seventh grade version of social
[42:10] studies, a sixth grade version and so
[42:11] on. Instead what they would do is kind
[42:13] of explore themes that had a bit of
[42:15] overlap. So they would do they would do
[42:16] a bit of um uh science learning that
[42:18] involved like quantitative reasoning and
[42:20] then differentiate for what um
[42:21] differentiate um based on based on your
[42:23] grade level. Okay.
[42:24] >> Um because I Yeah. Because the because
[42:25] the way the way you described it Yeah.
[42:28] It it seems like a lot for staff
[42:30] to absorb, but it's um but that's that's
[42:32] essentially our our approach. And one
[42:33] thing I'll mention too is that they did
[42:34] have a shared power professional um just
[42:36] to uh promote engagement and just make
[42:38] it so that if anyone needed review or or any level of management that they
[42:43] offered that. Great.
[42:46] And um the um the staff um the staff who
[42:50] we had teaching at one of one of whom
[42:52] was a returning teacher. So so she had
[42:53] kind of learned the art of this and the
[42:55] other of which is just um a teacher who
[42:57] just performs an exceptional level for
[42:59] us and we were lucky to have
[43:01] >> wonderful. Thank you.
[43:03] >> Thanks for the question.
[43:04] And then just um and and then I'll um
[43:07] the next item on my agenda um pertain to
[43:10] the home education programs and I and I
[43:12] believe that's something that we'll be
[43:13] reviewing in further detail on um
[43:14] Friday. Is that correct?
[43:16] >> Correct.
[43:17] >> Yeah. Great. So I think that concludes
[43:19] my time, right?
[43:20] >> Um partnership with Abington Copes.
[43:22] >> Okay, great. Yep. Um sorry, I just
[43:24] didn't have the agenda in front of me.
[43:25] [laughter]
[43:26] >> Um great. So um so this um this next bit
[43:29] of information is quite exciting and it
[43:30] kind of gets to a question Pam had asked
[43:32] earlier about mental health. Um so so
[43:34] we're really lucky this year to um
[43:36] partner with Abington Copes in order to
[43:40] um in order to obtain a contract with an
[43:42] agency called um Cartwheel which offers
[43:45] um virtual um mental health um services.
[43:48] So by partnering with Copes, we were
[43:50] able to get a contract that allowed us
[43:51] um uh uh 14 um counseling relationships.
[43:56] Um so um what what cartwheel does is um
[44:00] kind of similar to kerosololis it helps
[44:02] families and the school I identify
[44:05] counselors that are out there but it
[44:07] goes a step further than carousolus
[44:08] because it actually renders the service.
[44:10] So essentially, cartwheel has at their
[44:13] like at at their ready um um
[44:15] practitioners who will not only make
[44:18] appointments with students but will
[44:20] actually deliver those services and the services go the full range of um of
[44:25] meeting mental health needs. So they can
[44:27] start just in terms of uh in terms of
[44:28] counseling, you know, like motivational
[44:30] coaching and like um and reflection and just the typical things we associate
[44:34] with counseling, but it also spans to
[44:36] psychiatric level of care because
[44:38] sometimes our our referred students are
[44:39] at a place where the their emotional
[44:41] experience is so volatile that that the
[44:43] benefits they derive from counseling can
[44:45] just be minimal. Um so um so it feels
[44:48] like a full suite of mental health
[44:50] services. Um, so what this will look
[44:52] like is, like I said, we have um we we
[44:54] have the ability to access 15 counseling
[44:56] relationships. So we can we can make
[44:58] referrals starting at grade 2 all the
[45:01] way up to grade 12. So all of our school
[45:02] psychologists and school school
[45:04] adjustment counselors, guidance
[45:05] counselors, myself and the principles um
[45:07] will work to to identify what are what
[45:09] are the cases that are most in need of
[45:11] these services. And then what we'll do
[45:13] is we'll create the um we'll create the
[45:15] linkage between cartwheel and the
[45:17] family. Um something that's interesting
[45:19] is that the services can either be
[45:20] rendered during the school day or at
[45:23] home and that and that will and um that
[45:26] will meet various needs. It might be it
[45:28] might be the case that we have a a
[45:29] student who is who is in need of these
[45:31] services but whose parents really
[45:34] struggle to compel um the child to to
[45:36] partake in certain activities in which
[45:38] case in a in a case like that it might
[45:39] be more appropriate for that activity to
[45:41] occur during school where we're just
[45:43] where we might be more effective in
[45:44] having the child like participate. Um um
[45:46] but we might have another type of
[45:48] student who might experience let's just
[45:49] say like perfectionism and the the
[45:51] prospect of leaving class in order to
[45:53] participate in counseling is just you
[45:55] know causes a lot of anguish. So a
[45:57] student like that um they could
[45:58] participate in the counseling after
[46:00] school. Um and then um the uh counselors
[46:02] uh at cartwell will just um form uh
[46:05] relationships with our members of staff
[46:06] so that we we know you know essentially
[46:09] what is going on. Um, also the the
[46:11] counselors can serve as a little bit of
[46:12] a commu um can can serve entirely as
[46:15] like a community hub as well. So to make
[46:17] linkages with other services that might
[46:18] be needed such as like inhome family
[46:20] therapy or if um if a if a family is
[46:24] experiencing like food or housing
[46:26] instability, they can make linkages um
[46:28] there. So um we're really excited to um
[46:31] to have it. um a uh a community member
[46:34] named um Stacy Sees um resides in
[46:36] Abington and is also a representative of
[46:38] the um of the agency and she'll be
[46:42] partnering with our staff in order to
[46:43] ensure like smooth um smooth rollout and
[46:46] additionally and this gets to a question
[46:47] that Pam had asked earlier um what is
[46:50] helpful is that um [clears throat]
[46:52] cartwheel as an agency um essentially
[46:54] provides services with all things mental
[46:57] health oriented and part of that
[46:58] includes parent um parent and community
[47:00] training and so they offer um they offer
[47:02] monthly webinars on on topics of
[47:04] interest um pertaining to mental health.
[47:06] And just as a participating agency, our
[47:08] community members now have access to a
[47:11] uh to u monthly trainings pertaining to
[47:13] topics um that are important for parents
[47:15] to know about managing their children's
[47:16] mental health. So we'll be advertising
[47:18] those on a on a monthly basis. And so
[47:20] that'll um hopefully that'll be um
[47:22] helpful to the community. So that is just a really quick summary of
[47:25] the um cartwheel um agency and our
[47:29] relationship. and then um I'm happy to
[47:31] answer any questions
[47:34] >> questions on cartwheel.
[47:35] >> Um can just more of a comment as we're
[47:38] going into the school year? Um because I
[47:41] know a lot of people think mental health
[47:44] is a home thing and you know school is
[47:47] English, math, science, and at the end
[47:49] of the day if if mental health is
[47:53] getting in the way it's awfully hard for
[47:55] a child to learn. So really and for
[47:59] parents too if if they can't support the
[48:02] child the way they feel they need to.
[48:04] It's hard it's hard for a child to
[48:06] learn. So
[48:08] it is absolutely
[48:11] okay for people to reach out and ask for
[48:14] thoughts, ideas, services. You know that
[48:17] this is we have things available that I
[48:20] think a lot of people don't even
[48:21] realize. Um and sometimes it's not a
[48:25] huge thing. Sometimes it's the small
[48:27] little things that can help make big
[48:29] changes. So, thank you for this. But I
[48:32] hope that families really listen and
[48:34] hear that
[48:35] there are things out there. They are
[48:37] there are things available. And that
[48:39] older students, too, high school
[48:40] students, sometimes it's hard to get in
[48:42] the door. Just get in the door and tell
[48:46] someone how you're feeling and let's
[48:47] take it from there. I mean, if that's
[48:50] where we can start the school year,
[48:51] that's great.
[48:53] >> Great. Yeah, I think Yeah. Thank you. an
[48:56] agreed on long counsel. And just a a
[48:58] quick sentence or two that I'll add to
[48:59] that is I you know I think um that is um
[49:02] that's an important insight that a lot
[49:04] of our staff um um have become really in
[49:07] touch with over time. And so um in a lot
[49:09] of our activities pertaining to mental
[49:11] health training and um social emotional
[49:13] learning, a lot of teachers have like
[49:15] thrown themselves into that work and
[49:16] done a lot of personal research um just
[49:18] based on the idea that you know you have
[49:20] to feel um at ease with with yourself,
[49:24] at ease with the person teaching you and
[49:26] at ease in the larger class community in
[49:28] order to just absorb the information
[49:29] that's being taught and be willing to
[49:31] take academic risks. So kind of ju just
[49:33] to kind of your point like mental um
[49:36] like um secure secure and productive
[49:40] mental health is necess is a necessary
[49:41] component to learning and and I think
[49:43] our our teachers are are really in touch
[49:45] with that idea and doing a lot of
[49:46] personal work to to um help students
[49:48] with that.
[49:52] Um this is wonderful and um the
[49:55] educational webinars for everyone sound
[49:57] particularly helpful and I was wondering
[50:00] I know that um at the middle school
[50:03] level cuz that's where my own children
[50:05] are right now they do a lot of seal work
[50:08] in home rooms and has there been any
[50:12] talk of incorporating some of these
[50:14] tools from the cartwheel
[50:17] um the cartwheel system into like the
[50:20] home rooms or any of like the health
[50:21] classes.
[50:22] >> Um so so what I what I what I know is
[50:24] that the um the so what you're referring
[50:28] to is that the the advisory um approach
[50:31] that the middle school uses and so they do have a fairly active steering
[50:35] committee that includes the
[50:36] administrators, adjustment counselors
[50:38] and and um teachers to just reflect on what's included in that. So in
[50:43] previous years they um they had adapted
[50:45] a number of um uh they adapted a number
[50:48] of lessons and activities from the
[50:50] second step um curriculum and then
[50:52] realizing that a lot of their students
[50:54] were really struggling to keep up in
[50:55] terms of management and organization
[50:57] that they incorporated some executive
[50:59] functioning techniques and then and then
[51:01] I'm I'm sure as as we gather more
[51:04] information from cartwheel that I'm sure
[51:07] they'll take that information um
[51:08] seriously and see and see to what extent
[51:10] they can um incorporate into into class.
[51:13] I know that u um so Cartwell certainly
[51:16] has a lot of um concepts um to offer. I
[51:19] know that the f their focus isn't
[51:20] exactly social emotional instruction to
[51:22] a larger classroom, but I think they'll
[51:25] still have a lot of um um techniques and
[51:28] approaches to share. Okay.
[51:29] >> Um, so, so I think, um, so, um, your suggestion is a is is a good one,
[51:34] and I'll make sure to, um, to, um, speak
[51:37] with the AMS administration to, to, um,
[51:39] to just make sure that they're making
[51:40] the connection that you just made right
[51:42] there. Um, so that we're um, essent
[51:44] essentially getting all all the juice
[51:45] from the lemon, so to speak, so that we
[51:47] can kind of take all their ideas and put
[51:48] it to work.
[51:51] >> Can I ask one follow-up question? Um,
[51:54] you mentioned that there were 13, uh,
[51:56] sorry, 14 counseling relationships. Is
[51:58] that a branch of 14 connections or are
[52:02] you saying we have like 14 seats that we
[52:05] can refer in?
[52:06] >> Yep. And it's um and yeah, just it's 15. Yep. And essentially it's 15
[52:11] referrals. Okay. So essentially we we'll
[52:13] make a we'll make a referral and and
[52:16] through that referral um um cartwheel as
[52:18] an agency and their practitioners will
[52:20] decide with our input what the what that
[52:24] treatment plan will look like. In many cases it's the first thing that
[52:27] we visualize which is just like ongoing
[52:29] weekly counseling which involves some coaching some reflection um some
[52:34] education about how to better manage
[52:35] your emotions and so on. So that so
[52:37] that'll be the case in in in some cases
[52:39] but then but then some cases might be
[52:40] more um uh there might be a greater
[52:43] degree of challenge that the student's
[52:44] experiencing and it might need to reach
[52:45] a psychiatric level. So in that case and
[52:47] it's still one unit it would be that the
[52:49] student um may begin with counseling and
[52:52] that may be ongoing but that may also
[52:54] lead to a psychiatric referral and then just to kind of like wrap it
[52:58] all together there could be a third case
[52:59] where it starts as counseling it needs
[53:01] to go to psychiatric in order in order
[53:03] to um better manage the uh the emotional
[53:05] highs and lows so that they can gain
[53:07] more from counseling in their day-to-day
[53:09] life. But it also could be the case the
[53:10] family is struggling um um at some level
[53:13] let's just suppose with food food
[53:14] insecurity. So, um, Cartwood would would
[53:16] still provide services to the family to
[53:18] like have outreach to, um, food banks
[53:20] and things like that and that would
[53:22] still be one unit. So, it's essentially
[53:23] 15 referrals and that treatment plan can
[53:26] go in any different direction.
[53:27] >> Okay, great. Thank you to Abington Copes
[53:30] and thank you for working with them. Um,
[53:33] I think the one ask that I would make if
[53:35] possible is just to let us know partway
[53:38] through the year how that's going. I'd
[53:39] be curious to understand if there were
[53:42] 45 asks but we're like rationing these
[53:46] throughout the year so that we
[53:47] understand from a budgetary perspective
[53:49] if this is the gap that we look to fill
[53:51] and need to fill and I'd be curious to
[53:55] understand how the feedback is from
[53:58] those students who are participating if
[54:00] it feels effective. Um so if we could
[54:04] get an update maybe second half of the
[54:05] year I think that would be helpful for
[54:06] us.
[54:07] >> Oh certainly. Yep. Yep. Good work on on
[54:09] that. Absolutely.
[54:11] >> Great. Any other questions?
[54:14] >> All right. Thank you very much, Dr.
[54:15] Robbins.
[54:16] >> Yeah. Nice to see you all. Thank you.
[54:18] >> And now I'll turn it over to the third
[54:20] doctor, Dr. Michella.
[54:21] >> Thank you. [laughter]
[54:23] >> Uh thank you. 12 hours from now, we will
[54:27] have our first set of students walking
[54:29] through the door at Abington High
[54:31] School. Uh we're very excited um
[54:33] obviously to start the school year
[54:34] tomorrow. There's been um tons of prep
[54:37] work that's been done throughout the
[54:38] summer and uh to prepare us for
[54:40] tomorrow. So, I'd like to do a couple of
[54:42] thank yous and um I know I'm taking a
[54:44] little bit of Ser, but um thanking
[54:47] people twice is never a bad thing. So,
[54:49] um I'd like to thank our um
[54:52] administrators for the work they've done
[54:54] this summer, our administrative
[54:55] assistants, our central office staff,
[54:58] our custodians, maintenance and food
[55:00] service. um their behind-the-scenes work
[55:02] throughout since the day actually school
[55:04] got out in June until
[55:07] now um to prepare us for tomorrow uh has
[55:11] been unwavering in their support of our
[55:14] students um entering tomorrow. So, thank
[55:17] you to um to those folks. I'd also like
[55:20] to thank um the police department, fire
[55:22] department, department of public works,
[55:24] and our building department for their
[55:25] continued partnership. Um they've walked
[55:27] through our buildings with us. They've
[55:29] done trainings in our buildings. They've
[55:30] provided feedback on um on things that
[55:33] we can do better. And I'd like to thank
[55:35] them um for their continued support. And
[55:38] we'll see I know we'll see um the police
[55:40] department tomorrow out and about and um
[55:43] and helping get our students to school
[55:44] safely uh tomorrow and every day. Um, so
[55:48] yes, tomorrow we welcome our students in
[55:51] grades 1 through 12 with kindergarten
[55:54] and prek starting on Tuesday after Labor
[55:57] Day. Um, we had a great opening yes or
[56:00] at least I thought it was great opening
[56:02] yesterday uh welcoming our 350 plus
[56:05] employees um for a welcome and then they
[56:08] went back to their buildings for
[56:10] meetings yesterday also to prepare um
[56:13] everything for arrival tomorrow. Um
[56:16] yesterday I kicked off um our year with
[56:19] a little activity around um making a
[56:22] duck out of six Lego pieces. And so if
[56:25] people are interested, I'm happy to
[56:27] share that uh with with anyone who's
[56:29] interested. Um and then also kicked off
[56:31] our motto for the year that every piece
[56:34] matters, every person, every
[56:36] contribution, every student, every day.
[56:38] And you'll see that um on correspondents
[56:42] that are coming out of our office. Uh,
[56:44] and it's most important that every
[56:47] person and every piece makes up the
[56:49] Avenue Public Schools and everyone is
[56:52] important and the work that we do and
[56:54] the students that we serve are served
[56:56] the best by all of us and all of our
[56:59] contributions. So, thank you to
[57:00] everybody. Um, we're excited uh we're
[57:03] excited for um for tomorrow. A couple of
[57:07] um pieces or updates around staffing,
[57:09] which is always a question. Um we are I
[57:12] would say at this point 97%
[57:15] staffed. We have a few uh
[57:17] paraprofessional openings that we're
[57:19] still um interviewing for. Uh Chris had
[57:22] an interview this afternoon at 3:00. So
[57:24] um as applicants are coming in and
[57:26] interviews are happening at the building
[57:28] level, appropriate um uh um prospective
[57:32] employees are then moved over and meet
[57:35] with either curs or I. So, we anticipate
[57:37] we typically start the year um with a
[57:40] couple of paraprofessional openings and
[57:42] we'll continue to um to interview people
[57:44] and put them into those uh positions.
[57:46] I'm happy to report though that even
[57:49] short um a few paraprofessionals again
[57:52] which happens throughout the year, the
[57:54] student experience um should not be
[57:56] impacted by that. We currently have one
[58:00] teacher opening. Um we had a last minute
[58:03] resignation um last week and uh did a um
[58:07] shortened um advertisement for that
[58:10] position which was then filled by an
[58:12] internal candidate. So now we have that
[58:15] position open. Um it's a middle school
[58:18] special education teacher and uh we have
[58:21] someone who's retiring um in the middle
[58:24] of September. So they will be filling
[58:25] that position until their retirement. Um
[58:28] so we are looking for middle school
[58:30] special education teacher currently.
[58:33] I think that is that's it for our for
[58:36] our staffing updates. Um
[58:39] the uh our enrollment right now will
[58:42] have a better sense of enrollment um
[58:46] tomorrow at the end of the day. But um
[58:48] based on last week uh we have we are
[58:52] anticipating about 40 less students than
[58:56] we had last year. And that's across all
[58:59] grade levels. There's not one particular
[59:00] grade level that's much um that was a s
[59:04] significant. It wasn't 20 kids in third
[59:07] grade. It was um across all of our grade
[59:09] levels. But we also have had students
[59:12] moving in and out this week. So, we'll
[59:14] have a better idea tomorrow. Um but I am
[59:18] happy to report that we did not see any
[59:19] big spikes that'll significantly impact
[59:22] class sizes anywhere
[59:25] as of today.
[59:28] Um are there questions?
[59:31] >> What's the size of the incoming
[59:32] kindergarten class?
[59:35] We anticipated it was going to be quite
[59:37] large. Um we as of right now we're at um
[59:42] 167.
[59:43] >> Okay.
[59:44] >> Which is about 21 students in eight
[59:47] sections.
[59:48] >> Eight eight sections. Okay.
[59:50] >> The initial not initial the um
[59:54] enrollment prediction from NASDAQ uh was
[59:58] 17 more students than that. So that did
[1:00:01] not as of today materialize.
[1:00:03] >> Dr. Michelle, where's what's that
[1:00:04] compared to last year's kindergarten
[1:00:06] class?
[1:00:07] >> 168 last year.
[1:00:08] >> Okay.
[1:00:09] >> Yep.
[1:00:11] Um the most significant decrease from um
[1:00:16] from last year is actually seventh
[1:00:18] grade. So we'll try to get some more
[1:00:21] information on that. Was that students
[1:00:22] that moved out or is that students that
[1:00:24] went to other schools?
[1:00:25] >> Do you mean that class itself from
[1:00:28] >> So class going into eighth grade? the
[1:00:30] class going that's going to be in
[1:00:33] seventh grade this year.
[1:00:34] >> Oh yeah.
[1:00:36] >> And um again, we'll find out um
[1:00:41] try to get some information on those
[1:00:43] families, but um there like I there
[1:00:45] hasn't been any great um
[1:00:50] anecdotal evidence of a migration, if
[1:00:53] you will.
[1:00:54] But we um we are down like I said as of
[1:00:58] last Thursday down about 50 students
[1:01:00] from last year. So we'll see um how that plays.
[1:01:06] No a lot more tomorrow.
[1:01:10] Other questions on that?
[1:01:15] Couple policies.
[1:01:16] >> Yes.
[1:01:17] >> So we have a couple policies that I'd
[1:01:19] like to um present. I'm going to talk
[1:01:21] about the first one. James will uh talk
[1:01:24] about the second one. As um Melanie
[1:01:27] indicated at the beginning of the
[1:01:28] meeting, we won't looking for won't be
[1:01:30] looking for a vote tonight, but I did
[1:01:32] want to um describe or explain the two policies that you have in front
[1:01:37] of you. The first policy is um uh this
[1:01:42] is model policy from the Mass
[1:01:44] Association of School Committees and the
[1:01:47] Mass Association of uh school
[1:01:49] superintendent. It is a policy
[1:01:51] interacting with law enforcement
[1:01:52] officers engaged in civil law
[1:01:54] enforcement and it's based on the
[1:01:57] protect Act that was signed into law by
[1:02:00] Governor Healey on August uh 5th. So,
[1:02:05] this was signed into law and very
[1:02:06] quickly we got um guidance and model
[1:02:10] language uh for school uh for school
[1:02:12] committees to um to adopt um if they so
[1:02:18] well if they so choose. The law is that
[1:02:20] you have to adopt the policy. Um what
[1:02:22] this policy and I'm not going to go line
[1:02:25] by line but in general what this policy
[1:02:29] um does is it explicitly provides
[1:02:33] guidance um for schools around how to
[1:02:37] interact with CI with um federal law
[1:02:40] officials or ICE and it does not
[1:02:43] fundamentally change the guidance that
[1:02:45] was provided to schools in the last two
[1:02:48] years. What it does is codifies those
[1:02:51] recommendations into um a pol into a law
[1:02:54] and then into a policy. Um in addition
[1:02:58] to adopting a policy, schools are being
[1:03:00] asked to um to set up uh a set of
[1:03:04] procedures around who communicates with
[1:03:07] federal law enforcement, who
[1:03:09] communicates with local law enforcement,
[1:03:11] um who communicates with the district
[1:03:14] attorney to get information. We have all
[1:03:16] of we had all that in place based on
[1:03:19] guidance that was provided as I said
[1:03:21] earlier through the attorney general's
[1:03:23] office and um and the governor's office.
[1:03:26] So we have those in place. Um I can tell
[1:03:29] you that we are a small district.
[1:03:31] Everything comes through Chris and I and
[1:03:32] through our principles. So that has
[1:03:35] already been established. um and uh no
[1:03:39] change to the um the guidance from the
[1:03:43] over the last two years that um only
[1:03:46] judicial warrants or judicial orders are
[1:03:50] um acted upon in a school. So um we have
[1:03:54] to that that's our job with our
[1:03:56] attorneys to make sure that um that we
[1:03:58] hold that
[1:04:01] um once this is adopted the policy along
[1:04:03] with the procedures will constitute the
[1:04:05] written response uh the written plan as
[1:04:08] required by the protect act.
[1:04:13] Any questions?
[1:04:17] » This isn't this is a new brand new
[1:04:20] policy. This is a brand new policy. Yes.
[1:04:24] Based on the law signed on August 5th.
[1:04:29] And this again is model policy language
[1:04:32] provided by the Association of School
[1:04:34] Committees and Superintendent.
[1:04:40] So similarly to what we were discussing
[1:04:42] earlier, we don't really have a yes or
[1:04:45] no. This is this is the law. It's just a
[1:04:48] matter of the policy that we have
[1:04:50] adopted to fulfill
[1:04:52] >> the requirements requirements law.
[1:04:54] >> Yes.
[1:04:59] » The part
[1:05:02] Yes. Yes. Our procedures are what we
[1:05:06] have
[1:05:07] um authority over and the who fits the
[1:05:10] different positions within the
[1:05:12] procedures.
[1:05:17] And we won't be voting on this until
[1:05:19] Friday. So you can also we can have
[1:05:22] questions on Friday as well if people
[1:05:24] have questions.
[1:05:28] We ready for the second policy?
[1:05:31] Dr. Robbins is going to give a brief
[1:05:33] overview of the timeout seclusion and
[1:05:36] phys physical restraint policy. I'm also
[1:05:40] just going to give a caveat that this
[1:05:43] pol policy is also based on model
[1:05:46] language provided by the Mass
[1:05:47] Association of School Committees and
[1:05:49] Superintendent Association. Um this
[1:05:51] policy is also in um in response to a
[1:05:56] change in the law.
[1:05:58] >> Great. Thanks.
[1:05:59] >> Yeah. So um uh yeah, as Felicia
[1:06:02] explained, this is um um this is based
[1:06:04] on the um model language as proposed by
[1:06:06] the Massachusetts Association of School
[1:06:08] Committees. And um what it aims to do is
[1:06:11] really regulate the usage of of three um
[1:06:14] strategies that are that are believed to
[1:06:16] ultimately um um be at times harm uh at
[1:06:19] times harmful or counterproductive. So
[1:06:21] they want to make sure that these um
[1:06:23] practices are used as like absolute last
[1:06:25] resorts. Um so first um the first step
[1:06:27] the policy does is it aims to provide an
[1:06:29] updated definition of what we mean by
[1:06:31] timeout. Um and what it really clarifies
[1:06:34] is that timeout is a procedure that
[1:06:36] intends to calm and regulate um uh and
[1:06:40] students and is um and the arrangement
[1:06:42] is voluntary in nature and that a
[1:06:44] student can um leave the arrangement at
[1:06:46] any at any point. I had opened up these
[1:06:48] remarks by saying that these um that
[1:06:49] these methods um are sometimes
[1:06:52] considered um counterproductive for
[1:06:53] students. And so you might be
[1:06:55] questioning what well what could be
[1:06:56] counterproductive about timeout. Well
[1:06:58] the the idea is that it does remove
[1:06:59] students from learning um uh from the
[1:07:02] conventional classroom learning and from
[1:07:04] their peers and in general we want uh we
[1:07:06] want our students to be among their
[1:07:07] peers to the greatest extent possible so
[1:07:09] they can benefit from that modeling. Um,
[1:07:10] so that's component one of of this
[1:07:12] policy, which is just refining what we
[1:07:14] mean by timeout, but also say that that
[1:07:16] it's um uh what we mean by timeout and
[1:07:18] also say that it's a a practice that
[1:07:20] should be used um additionally as a last
[1:07:22] resort because it removes students from
[1:07:23] learning. Um um next up as a as a uh a
[1:07:27] procedure that's um should be regarded
[1:07:29] um as an absolute last resort is the
[1:07:31] practice of seclusion. So it provides
[1:07:33] for us an updated definition of what we
[1:07:35] mean um by seclusion and that is
[1:07:38] involuntary confinement of a student. Um
[1:07:42] so basically putting students in a
[1:07:44] designated space from which they are
[1:07:46] unallowed
[1:07:48] um from leaving and being confined to
[1:07:50] that space. And this can refer to um to
[1:07:53] um confinement with adult supervision or
[1:07:56] without supervision. And so the idea
[1:07:58] here is that seclusion should only be
[1:08:00] used when the child is um in imminent
[1:08:03] risk to others or to themselves and
[1:08:07] should certainly be regarded as a last
[1:08:09] resort. Um additionally, if the if a
[1:08:11] school district is to adopt uh to make
[1:08:15] use of seclusion in any given instance,
[1:08:17] there are certain safeguards that should
[1:08:19] be um uh considered um beforehand. And
[1:08:23] um some of these include that there is
[1:08:24] no like medical u medical situation the
[1:08:27] student might be experiencing um where
[1:08:29] seclusion might might lead to greater
[1:08:31] risk. Also um that um staff who were
[1:08:34] administering any instance of seclusion
[1:08:36] have been trained in alternative
[1:08:38] behavior deescalation methods um so that we can be assured that other
[1:08:43] techniques uh were used. Um also it
[1:08:46] should be the case that we have parent
[1:08:48] um permission um before making use of
[1:08:51] seclusion. Um and also in the instance
[1:08:53] that we in the in the instances that we
[1:08:56] do use seclusion, it asks us to have um
[1:08:59] uh procedures where whereby principles
[1:09:01] review the use of seclusion um on on a
[1:09:03] weekly basis and identify um ways that
[1:09:06] the usage could have been avoided. Um
[1:09:09] one thing I'll say just um from our
[1:09:10] district, this seclusion is not a is not
[1:09:12] a technique that we make use of. Um and
[1:09:16] um but but this policy provides just a
[1:09:18] clearer definition of what it is, what
[1:09:20] it means, and if [clears throat] we're
[1:09:22] using what criteria have to be in place.
[1:09:24] Um also, it just goes um it it uh
[1:09:28] reiterates the arrangements pertaining
[1:09:30] to um physical restraint that we already
[1:09:32] have embedded in policy, which again is
[1:09:35] just that it's an absolute um la uh last
[1:09:37] resort. um if we are if we are to use it
[1:09:39] has it has to be on a time limited basis
[1:09:41] by um by trained staff and the usage of
[1:09:44] it needs to be reported to the
[1:09:45] department and reviewed regularly by
[1:09:47] administration to um look to to see if
[1:09:49] we can identify ways of avoiding its
[1:09:51] usage altogether. Um so the the
[1:09:53] restraint language is very similar to
[1:09:55] what is essentially identical to what we
[1:09:57] have in place already. Um where this
[1:09:59] policy moves forward is just in in
[1:10:02] identifying the definition of timeout
[1:10:04] identifying the definition of seclusion
[1:10:05] and making sure we understand that
[1:10:06] they're restricted. absolute last resort
[1:10:08] approaches. Happy to answer any
[1:10:10] questions about that.
[1:10:15] » Dr. Robins, I think probably the key
[1:10:16] thing for me that you said is we don't
[1:10:18] we've don't haven't used it. Part of
[1:10:19] this is Dr. Michelle, like you
[1:10:21] mentioned, we have to develop part of
[1:10:23] our policy to include it type of thing.
[1:10:25] So,
[1:10:26] >> for anybody listening, just like to
[1:10:28] understand, I guess that we're not
[1:10:30] saying this is going to be done. It's
[1:10:31] saying that it we have to have this as
[1:10:33] part of our policy.
[1:10:34] >> Yep. That that's a great summary. Any
[1:10:39] other questions?
[1:10:42] Okay. So, um if you have further
[1:10:45] thoughts, we can certainly discuss them
[1:10:46] on Friday during our team's meeting.
[1:10:50] >> Thank you. And um last but definitely
[1:10:53] not least, I'd like to uh present my uh
[1:10:56] school year 2026 2027 goals. And just as
[1:11:01] a reminder, my goals are directly, it's
[1:11:04] like a triangle. My goals are directly
[1:11:06] related to the our strategic plan. Uh
[1:11:09] then you have my goals. Then principal's
[1:11:12] goals are related back to my goals and
[1:11:14] the strategic plan. And teachers goals
[1:11:17] are also aligned with um principal's
[1:11:20] goals, my goals and the strategic plan.
[1:11:23] And sitting alongside that is the school
[1:11:26] improvement plans which also are in
[1:11:28] alignment with our strategic plan, my
[1:11:30] goals, principal goals and um and
[1:11:32] teacher goals. So my student uh so I
[1:11:35] have a student learning goal uh my
[1:11:37] student learning goal or a student
[1:11:39] learning goal is around student
[1:11:40] achievement and it's to collaborate with
[1:11:43] district and building leadership to
[1:11:44] implement a comprehensive data-driven
[1:11:47] system of instruction and intervention
[1:11:50] that ensures MCCAST performance meets or
[1:11:52] exceeds the state average in ELA, math,
[1:11:56] science, and civics. strengthen uh
[1:11:59] instructional coherence, accelerate
[1:12:01] achievement growth, and reduce
[1:12:03] performance disparities among student
[1:12:05] subgroups through targeted supports,
[1:12:07] evidence-based instruction, and ongoing
[1:12:10] progress monitoring. And that's again uh
[1:12:13] directly related to our strategic plan.
[1:12:16] Um I I also think it's important or
[1:12:19] important caveat. Um but I'm not
[1:12:22] teaching um students how to read or um
[1:12:26] civics. But my job and our job is to
[1:12:29] support the learning. The most important
[1:12:31] thing that happens in any school is to
[1:12:34] support the learning that happens in the
[1:12:35] classroom between the student and the
[1:12:38] teacher. And so the ways that we support
[1:12:40] that is to ensure that our professional
[1:12:43] development is appropriate, to ensure
[1:12:45] that our um our uh curriculum and our
[1:12:49] curriculum materials are appropriate and
[1:12:53] uh support our student achievement that
[1:12:56] we have um that our that our um school
[1:12:59] calendar and our schedules support
[1:13:02] student achievement and um and that this
[1:13:05] is a goal across our district. So, it's
[1:13:09] not just something I say. This is
[1:13:11] becomes embedded in all of those things.
[1:13:17] And then, um, as part of my student
[1:13:20] achievement goal, I have indicators of
[1:13:21] accomplishment, which I I this is on our
[1:13:24] website. I'm not sure I need to, um,
[1:13:26] read all of those if that's okay with
[1:13:28] you.
[1:13:28] >> Yes. Unless anyone has questions, once
[1:13:29] you're done, we can bring it.
[1:13:30] >> Sure. Um, another uh student learning
[1:13:33] goal is around success for all learners
[1:13:35] in conjunction with the director of
[1:13:37] student services. Implement inclusive
[1:13:39] instructional strategies and MTSS
[1:13:42] practices to support diverse learners
[1:13:44] and improve outcomes across all
[1:13:45] subgroups.
[1:13:48] I have a professional uh my professional
[1:13:51] practice goal um is to conduct two
[1:13:54] learning walks in each building by May
[1:13:56] of 2027 using the department of um
[1:13:59] elementary and secondary education
[1:14:01] classroom observation tool which is new
[1:14:04] uh to the Abington public school and its
[1:14:06] uh schools and it's uh part of the
[1:14:08] accelerating achievement partnership
[1:14:10] with uh the department of education. So
[1:14:12] that's something that um for example uh
[1:14:16] Chris and Jonathan Bourne will be um
[1:14:19] providing professional development
[1:14:21] around this rubric for our
[1:14:22] administrative team uh so that we can
[1:14:25] then go and visit classrooms during our
[1:14:27] learning walks and um really calibrate
[1:14:31] what we're seeing and understanding what
[1:14:34] we're seeing um around instruction. And
[1:14:37] as a reminder, our learning walks are
[1:14:38] non evaluative um in nature. So we go
[1:14:42] into someone's classroom, we're looking
[1:14:44] at specific things or look fors and uh
[1:14:46] and provide feedback on the aggregate on
[1:14:49] the um overall what have we seen, what
[1:14:52] are the trends that we've seen in the
[1:14:53] buildings, not in a particular
[1:14:55] classroom. So, um, and also re when
[1:14:59] you're, um, an evaluator, when you're a
[1:15:01] principal or assistant principal and
[1:15:02] you're doing evaluations throughout the
[1:15:04] year, observations throughout the year,
[1:15:07] um, how do you know what you're seeing
[1:15:10] is um, is correct or what your um,
[1:15:14] judgment is on that. And to be able to
[1:15:16] speak with um, other evaluators and
[1:15:19] observers is very very helpful. And uh,
[1:15:22] we have found our learning walks to be
[1:15:24] very valuable. um for our for our
[1:15:28] professional development as a leadership
[1:15:29] team
[1:15:32] during the uh around this is around
[1:15:34] communication during the 2627 school
[1:15:37] year. Continue to enhance and
[1:15:39] standardize homeschool communication
[1:15:41] across the district by refining and
[1:15:43] centralizing communication system and
[1:15:46] ensuring consistent practices at the
[1:15:48] classroom, building and district levels.
[1:15:50] Uh this is a goal that you have seen
[1:15:52] over my this is the third time you've
[1:15:55] seen a goal around communication. Um I
[1:15:57] think we have come a long way in the
[1:16:00] last few years around communication
[1:16:02] tools and expectations around
[1:16:04] communication. But I I do believe and
[1:16:07] the feedback I continue to hear is
[1:16:09] around refining our communication and um
[1:16:12] and our expectations around
[1:16:13] communication. So I think it's something
[1:16:15] that um we need to keep as a um as a
[1:16:18] goal.
[1:16:21] And uh lastly uh to participate in the
[1:16:24] third and final year of the new
[1:16:26] superintendent induction program. I
[1:16:28] hardly feel new anymore. Um but uh the
[1:16:32] year three is a um is it is different
[1:16:35] than years one and two. It's more um uh
[1:16:38] it's more uh collaborative and um you
[1:16:43] talking about problems of practice
[1:16:44] within your district. not really looking
[1:16:46] at what do you do your first meeting and
[1:16:48] how do you do um how do you work with
[1:16:51] your school committee and those things
[1:16:52] it's much more um collaborative in
[1:16:54] nature and I am looking forward to um
[1:16:56] continuing through year three of uh NISP
[1:16:59] my Nissip program and um and also uh
[1:17:02] having worked with um with a different
[1:17:04] coach than I've worked with for the last
[1:17:06] two years.
[1:17:07] Um,
[1:17:09] those are my goals.
[1:17:13] >> Questions.
[1:17:15] >> You answer the first one that I had
[1:17:16] because it was how many years does the
[1:17:18] new superintendent? So, this isn't
[1:17:20] really a question and admittedly I don't
[1:17:22] know if I have the answer and um it go
[1:17:27] it dates to it talks it's about the
[1:17:29] student achievement piece of it
[1:17:32] I think because so will you lay out
[1:17:35] MCCAST scores as part of it. I don't
[1:17:38] know if there's a better way to do it,
[1:17:40] but I think because the state went from
[1:17:42] a way of where it mattered for
[1:17:44] graduation to not. So when I say that if
[1:17:46] it had never mattered for graduation, I
[1:17:48] think it would still be a great
[1:17:49] indicator. If it always mattered for ed
[1:17:52] graduation, I think it would be a great
[1:17:54] indicator. I think the drop of it and
[1:17:57] those students that know about the drop
[1:18:00] of it, I don't think they take it as
[1:18:02] seriously anymore based on what I've
[1:18:03] heard. So, I guess this is me saying I
[1:18:06] worry about you putting that as an
[1:18:07] indicator kind of to away.
[1:18:10] >> I I feel that I feel that way too. Um
[1:18:14] what's hard is that it kind of is the
[1:18:17] indicator and um if we're looking at
[1:18:21] across the state as um
[1:18:25] >> you know it's the same for every student
[1:18:27] across the state.
[1:18:28] >> Um
[1:18:29] >> okay. Yeah. State average. You're not
[1:18:31] comparing. Yeah. Comparing to the state
[1:18:32] average
[1:18:32] >> to the state average. Um that being
[1:18:34] said, we are also looking at I also um
[1:18:37] as part of the um indicators of
[1:18:39] accomplishment is looking at I Ready
[1:18:42] data, common formative assessments and
[1:18:44] subgroup performance trends. So it's it's um both larger and smaller
[1:18:50] than MCCAST. Um, I guess what I'm saying
[1:18:52] is maybe um the MCCAST the overall
[1:18:56] student achievement goal of um being
[1:18:59] above the average maybe we're not above
[1:19:02] the average but we are seeing growth in
[1:19:04] all of these areas as an indicator.
[1:19:06] >> Yep. No, I mean I was just it was more
[1:19:08] >> you sure you want to do this
[1:19:10] >> and it's based Yeah. Yeah. kind of
[1:19:12] [laughter] and it's uh I mean and part
[1:19:14] of that is based on just things that I
[1:19:15] hear kind of thing. So
[1:19:16] >> Yep.
[1:19:17] Well, and
[1:19:20] for me because I had a similar thought,
[1:19:22] but also uh going back to the ESY
[1:19:27] discussion we had earlier,
[1:19:30] I'm hoping that the pendulum is is
[1:19:32] shifting back again. Um seeing so many
[1:19:34] families take the opportunity,
[1:19:36] particularly for the middle school and
[1:19:38] the high school students. Um I you know
[1:19:42] we asked a lot of the town you know
[1:19:45] financially to trust us with an override
[1:19:48] and we want to see our students and our
[1:19:51] families take that to heart and embrace
[1:19:54] education as really the thing like that
[1:19:57] is what we need you to do and MCCAST
[1:20:00] although it's one snapshot it's one test
[1:20:02] it also tells us that you are taking
[1:20:06] your role as a a community member and
[1:20:09] the citizens of learning community to
[1:20:12] heart. So, I'm hoping that with the
[1:20:14] start of this school year, we will start
[1:20:16] to see students start to really look at
[1:20:18] it as an opportunity to show what they
[1:20:21] do know.
[1:20:22] >> Sure.
[1:20:24] And I, you know, just to kind of I agree
[1:20:27] with everything, Heidi, and I think that
[1:20:31] um kind of regardless of um
[1:20:36] MCCAST in general, I think we have to
[1:20:39] really look at um student growth in over
[1:20:42] a year or over multiple years. And
[1:20:44] whether that's through an MCCAST model,
[1:20:46] I ready data, common assessments, um
[1:20:49] that's really the the core of where
[1:20:52] we're at. Students start here, we want
[1:20:54] to get them to here. And how do we
[1:20:56] measure that and um you know, growth
[1:20:59] over time compared growth compared to
[1:21:01] our um to our uh students in in other
[1:21:05] districts. Um, but really drilling down
[1:21:08] into the data and that's what our K five
[1:21:12] six teachers did today with the I Ready
[1:21:14] data. That's what we're doing with
[1:21:16] developing common um units of study in
[1:21:19] the secondary uh to really look at being
[1:21:22] able to evaluate our students in a in a
[1:21:24] way that is reflective of what they're
[1:21:26] learning and then adapting our
[1:21:30] instruction to what they're learning
[1:21:34] or how they're learning.
[1:21:37] >> I have two questions.
[1:21:40] >> Sure. One is the term subgroup that is
[1:21:43] used a couple times. Can you expand a
[1:21:46] little bit on what you mean by
[1:21:47] subgroups?
[1:21:48] >> Sure. So if you look at subgroups in the
[1:21:51] um desi MCCAST world, that's 30 students
[1:21:57] in a grade, 20 students in a grade. Um
[1:22:00] so there are defined subgr defined by
[1:22:03] the department of elementary and
[1:22:04] secondary education. Okay.
[1:22:05] >> Um th that and those are the subgroups
[1:22:08] that we're that we're identifying here.
[1:22:10] Okay. All right. So, this is aligned
[1:22:12] with all the other metrics that we get
[1:22:13] with the different quarter subgroups.
[1:22:14] Okay.
[1:22:15] >> Um and then on the uh learning walks and
[1:22:20] um utilizing the accelerating
[1:22:22] achievement partnership.
[1:22:23] >> So, some of the tools that we're getting
[1:22:25] that is specific to the high school
[1:22:27] program, we're able to utilize in the
[1:22:30] learning walks from prek to 12 because
[1:22:32] it's not specific to high school. Is
[1:22:34] that what we're getting at? Okay. Yes.
[1:22:35] Yep.
[1:22:35] >> All right. Wonderful. That's fantastic
[1:22:37] that we can
[1:22:38] >> take something from that program and
[1:22:39] >> yeah, accelerating achievement is not a
[1:22:41] high school only program.
[1:22:43] >> Gotcha. Okay. All right. That's it.
[1:22:46] >> I have a question.
[1:22:48] >> The the first one, the data analysis, um
[1:22:50] the indicator with the action plans
[1:22:52] developed for each school. So, what is
[1:22:54] your vision for the action plans after
[1:22:56] they're made? Like, do you make them and
[1:22:58] then pass?
[1:22:59] >> Um I support the making of them. That's
[1:23:02] um that isn't something that would be something done at the
[1:23:06] school classroom teacher principal small
[1:23:10] group grade level um uh place and I
[1:23:14] would in in my work with principles
[1:23:18] supporting that happening.
[1:23:20] >> Okay. And is there like follow through
[1:23:22] or like action plans for the year or for
[1:23:25] two years?
[1:23:26] >> Yep. So I would envision again that
[1:23:28] those action plans would be based on the
[1:23:30] pre-assessment of the year what how are
[1:23:33] we moving throughout the year and doing
[1:23:35] mid mid assessments and then at the end.
[1:23:37] >> Okay.
[1:23:38] >> Yeah.
[1:23:39] >> Great. And um you know I think data
[1:23:43] analysis and um and uh differentiating
[1:23:47] instruction based on the data is
[1:23:49] something that our teachers um have been
[1:23:52] doing. Um it now we have more we get
[1:23:55] we're creating more and more data and
[1:23:58] how and really how are we using that
[1:24:00] data feedback that we got last year
[1:24:02] around I ready was okay we have all this
[1:24:05] now what are we doing with it um on a
[1:24:08] more um holistic how how are we using it
[1:24:10] holistically to impact the instruction
[1:24:13] at in the classroom level and so Chris
[1:24:16] um facilitated I ready to come back and
[1:24:18] provide PD today based on feedback that
[1:24:20] we got last year Any
[1:24:26] questions?
[1:24:28] Okay. So, again, we will bring this up
[1:24:30] on our meeting on Friday for a vote.
[1:24:33] >> Thank you.
[1:24:35] >> Wonderful. And
[1:24:36] >> ready or not, here they come.
[1:24:38] >> Last [laughter] but certainly not least,
[1:24:39] Miss Gy.
[1:24:41] >> Good evening, everyone. I hope everyone
[1:24:43] had a great summer. Um, back to school
[1:24:46] jitters are upon us. Um,
[1:24:50] so as Dr. Michella said, um, a lot
[1:24:53] happens behind the scenes. Um, as soon
[1:24:56] as this school year ends, um, our
[1:24:59] maintenance and custodial team and food
[1:25:01] service team are hopping into action,
[1:25:03] getting ready for the next school year.
[1:25:05] Um, so it was a very busy, productive
[1:25:07] summer um, across all of the buildings
[1:25:10] as maintenance and custodial prepared
[1:25:13] for the return of our staff and our
[1:25:15] students. Um, a tremendous amount of
[1:25:18] work is done to get everything safe,
[1:25:20] clean, welcoming, and ready. Um, and
[1:25:24] that ranges from deep cleaning and
[1:25:26] overall refreshing of our classrooms,
[1:25:29] our hallways, our common spaces, um, the
[1:25:32] cafeteria, etc. Um, as well as routine
[1:25:36] maintenance, repairs, improvements, um,
[1:25:40] all the all the good things. um
[1:25:41] lighting, filters, equipment updates um
[1:25:45] as well as our um safety inspections
[1:25:48] that we we must have um and any
[1:25:50] preventative maintenance that is um due
[1:25:53] upon us. Um so, as I said last year, um
[1:25:58] we really have one opportunity um to
[1:26:01] make that great first impression and I
[1:26:03] truly believe our team um delivers. Um I
[1:26:07] would also like to thank a few people.
[1:26:10] Um, I can't go without thanking uh Mr.
[1:26:14] Jason Lynn, Mr. Ed Belchure, our all of
[1:26:17] our head custodians and the entire
[1:26:19] custodial and maintenance staff um for
[1:26:22] the incredible amount of work that they
[1:26:24] accomplished this summer. Um, it truly
[1:26:28] is what makes it possible to have um a
[1:26:31] safe and smooth opening in our
[1:26:33] facilities.
[1:26:34] Um the last thing I just wanted to
[1:26:37] quickly mention that we were busy this
[1:26:40] summer um with our public procurement of
[1:26:43] our boiler at Beaverbrook. So a lot
[1:26:46] happened on that front. Um and I will
[1:26:49] just give you the ending that we have
[1:26:52] identified the lowest responsible and
[1:26:54] responsive bidder. Um, we are in those
[1:26:58] final stages where we are have a kickoff
[1:27:00] meeting next week to start that process
[1:27:03] and and get a new boiler in the
[1:27:05] Beaverbrook and replace boiler number
[1:27:07] one which is very exciting. Um, the
[1:27:10] timing will align um as the cold temps
[1:27:13] are are uh coming. Um we do have boiler
[1:27:17] number two still operational and um
[1:27:19] backup plans as needed, but it should
[1:27:22] the hope is that it all lines up when um
[1:27:25] mother nature says it's time to turn the
[1:27:27] heat on. So that's been exciting. More
[1:27:30] to come on that. That will be a fall
[1:27:32] project that's that's ongoing, but we're
[1:27:35] very excited to work with this this
[1:27:37] vendor. So that's what I have for um
[1:27:40] summer facility maintenance.
[1:27:43] one scale picture
[1:27:46] equipment.
[1:27:46] >> Oh yes. Um
[1:27:49] so
[1:27:51] Mrs. Jean Conan um she has made some
[1:27:54] great improvements in our kitchen over
[1:27:57] the last uh kitchens over the last um
[1:28:00] few years. And what she did this year as
[1:28:03] an allowable expense of our revenue um
[1:28:07] in the food service revolving account is
[1:28:09] she um we invested um in some great new
[1:28:14] equipment that uh cooking equipment that
[1:28:17] is going particularly in the Woodsdale
[1:28:19] school. Um the kitchen at the Woodsdale
[1:28:22] has a rather large footprint. So it's
[1:28:24] allow it's it allows for some some
[1:28:27] bigger more modern um equipment. So,
[1:28:31] we're able to kind of jazz up the menu
[1:28:34] at the Beaverbrook. Um, we're going to
[1:28:36] kind of get back into shipping food
[1:28:37] around the district. Um, and that is
[1:28:40] something that Jean takes, um, real
[1:28:43] pride in. She wants to offer a menu that
[1:28:46] kids are excited about. Um, and we
[1:28:49] really appreciate that about her. So,
[1:28:52] um, that all kind of went on this
[1:28:54] summer, the electrical, the plumbing,
[1:28:56] all that it took to to make that happen.
[1:28:59] um where Beaverbrook has a much smaller
[1:29:01] footprint in their kitchen. Um so yes,
[1:29:04] that happened as well this summer and it
[1:29:06] was very uh is always very excited to
[1:29:09] improve our kitchens.
[1:29:11] So that's what I have on updates on our
[1:29:14] facilities. Are there any questions?
[1:29:17] >> I have one question. Um can you just
[1:29:19] confirm with the boiler work that's
[1:29:20] happening at Beaver Burke this fall, no
[1:29:22] impact to the students? So for example,
[1:29:24] it's not like they're not going to be
[1:29:25] able to use the gym for gym for the
[1:29:27] month of November. Right. We are very
[1:29:29] fortunate that um our boiler room has an
[1:29:33] external door. Um so everything will
[1:29:36] happen through that door whenever
[1:29:38] possible. Um so there's there will be no
[1:29:42] disruption to students.
[1:29:43] >> Great. Thank you.
[1:29:45] >> Question.
[1:29:46] >> Um I was just going to say and there was
[1:29:48] no cost for the boiler, correct? We got
[1:29:51] like a grant or something for it. Yes,
[1:29:53] we um received a capital item from town
[1:29:57] meeting um which we are very thankful
[1:29:59] for um in the amount of $275,000
[1:30:05] um and that is is um adequate to cover
[1:30:09] the expense of replacing this boiler and
[1:30:12] the work that that um goes into it.
[1:30:19] So my next item is transportation. Um
[1:30:23] wheels will be rolling tomorrow morning.
[1:30:26] Um so I just want to provide a quick
[1:30:29] update. Um so we've been working all
[1:30:31] summer with our new vendor NRT. Um to
[1:30:36] really transition all of our services
[1:30:38] over to them, prepare for all things
[1:30:40] yellow buses. Um assign our students to
[1:30:43] buses, establish our roots. Um so again,
[1:30:46] this is another area that's buzzing all
[1:30:48] summer long. Um, I'm happy to report
[1:30:51] that many f familiar faces are going to
[1:30:54] be behind the wheel of NRT buses. So,
[1:30:57] that um is is really exciting and makes
[1:31:01] us all feel good that you know these are
[1:31:03] the folks that really know the
[1:31:04] community, the roads, the schools. Um
[1:31:07] so, we're excited about that. Um and it
[1:31:10] provides continuity for families. So um
[1:31:13] we have approximately 1,300 students on
[1:31:16] buses which is right in line with where
[1:31:19] we normally are. Um we feel good
[1:31:23] approaching tomorrow. Um you know of
[1:31:27] course with the opening of school and in
[1:31:30] you know we do have the new vendor but
[1:31:32] we expect that there may be some
[1:31:34] adjustments as um the days the first few
[1:31:37] days um go on but overall we're feeling
[1:31:40] good. I do need to thank someone. Um I I
[1:31:44] would like to thank Colleen Greenlaw.
[1:31:46] She has been um an incredible
[1:31:50] resource in the transition to NRT. All
[1:31:53] of her knowledge um her time, her
[1:31:55] dedication to making sure that, you
[1:31:58] know, NRT knows that so and so, you
[1:32:02] know, needs to be picked up here or
[1:32:04] there. She's just a wealth of knowledge
[1:32:06] and a a very caring, kind woman. So,
[1:32:08] we're very fortunate that she was able
[1:32:10] to participate in this implementation.
[1:32:13] So, thank you to Colleen. Um,
[1:32:16] as always, our top priority uh NRT for
[1:32:20] NRT and for for our transportation team
[1:32:22] is the safety of our students. Um, so I,
[1:32:26] you know, with that, I do want to say as
[1:32:28] the school year begins, families should
[1:32:30] expect delays tomorrow and Thursday. Um,
[1:32:34] drivers have done have done dry runs,
[1:32:37] but they're getting to know their roots.
[1:32:40] Um, we will have families taking photos
[1:32:43] and
[1:32:43] >> every kid on the bus takes a picture.
[1:32:46] >> Yes.
[1:32:46] >> 30 seconds.
[1:32:47] >> Yep. Yep.
[1:32:48] >> Times 50 kids right there. We're adding
[1:32:51] 25 minutes.
[1:32:52] >> So that, you know, we do expect those small things tomorrow. Um and then
[1:32:58] coming home, um especially at
[1:33:00] Beaverbrook, staff are checking checking
[1:33:02] bus tags. We're making sure that we have
[1:33:04] everybody and they're in the right place
[1:33:06] and that takes time. So parents should
[1:33:08] expect delays the next couple of days um
[1:33:11] for certain. Um all in the name of
[1:33:14] safety, of course. Um also families
[1:33:18] should anticipate delays on Tuesday,
[1:33:21] September 8th, which is our first day
[1:33:23] for our kindergarteners at Beaverbrook.
[1:33:25] So that will um that will also
[1:33:28] definitely we'll see some delays with
[1:33:30] that with our small our smallest
[1:33:31] friends. So um as always we ask for
[1:33:36] patience and understanding from our
[1:33:38] families in the community as we um go
[1:33:42] through these first few weeks of school.
[1:33:44] There will inevitably be things that we
[1:33:47] need to work out. Um, we will address
[1:33:49] any safety concerns and a major
[1:33:51] significant operational issues, but in
[1:33:54] general, we try to keep the roots pretty
[1:33:56] much the same for the first couple of
[1:33:58] weeks to kind of thing see how things
[1:34:00] shake out. Um, and that's really I mean
[1:34:04] that's really all. We're feeling good
[1:34:05] about it. We appreciate everyone's
[1:34:06] patience as the school year gets
[1:34:09] underway. Um, it will be a very busy
[1:34:12] morning with yellow buses and cars and
[1:34:16] all the like. So, um, with that, I'm
[1:34:18] happy to answer any questions.
[1:34:21] >> Um, I know that you did a pretty
[1:34:24] targeted outreach to get people to make
[1:34:27] sure. Did we see a decline in the number
[1:34:30] of late applicants this year?
[1:34:32] >> I'm happy to say that our um I I would
[1:34:36] definitely think we could say that our
[1:34:39] Thrillshare
[1:34:41] um text our text campaign was
[1:34:47] also known as Dr. Basta was very helpful
[1:34:50] in getting more families in and aware of
[1:34:53] the deadline. There are absolutely
[1:34:55] families that are still signing up and
[1:34:57] have been the last week or so. Um but
[1:35:00] overall, you know, have been very
[1:35:02] understanding of the fact that we will
[1:35:04] do another run of um another batch of
[1:35:09] additions next week once we get
[1:35:11] everything up and running. Um, but
[1:35:13] overall I would say yes, we saw an
[1:35:16] improvement and I do really attribute
[1:35:18] that to um, Thail and and and people's
[1:35:21] responsiveness to text messages. So So
[1:35:26] thank you.
[1:35:29] » I think as a number I heard today Yeah.
[1:35:32] >> since August 1st we've had about 120 bus
[1:35:35] applications. Yeah.
[1:35:36] >> Some of those are new students. some
[1:35:39] oftentimes it's that grade six to seven
[1:35:42] when you've never had to pay now you
[1:35:44] have to pay and sign up.
[1:35:45] >> Um and I would say that is
[1:35:48] >> well below half of what we typically get
[1:35:52] in August.
[1:35:52] >> I think that's fair.
[1:35:54] Um,
[1:35:56] it might also be worth mentioning that
[1:35:59] coming out of the summer, um, being
[1:36:02] particularly on this campus as much as I
[1:36:04] am, it I think people know that there
[1:36:06] are, um, creative cutthroughs that
[1:36:09] people like to use or um, signage that
[1:36:12] people like to maybe ignore during the
[1:36:14] summer months. And um, really we need to
[1:36:18] get back to correct operating driving
[1:36:20] procedures on campus. Um, we have a lot
[1:36:24] of new drivers out there. Um, a lot of
[1:36:26] busy drivers out there. Um, if people
[1:36:30] can lock in, slow down, be aware, and
[1:36:33] drive where they're supposed to, the way
[1:36:36] they're supposed to, that will make
[1:36:37] everyone's life a whole lot easier.
[1:36:42] » Please. And thank you.
[1:36:44] >> Thank you.
[1:36:48] » Great. Thank you very much, Miss Gayy.
[1:36:51] >> You're welcome. Um, so in your packets
[1:36:53] you'll see someformational items. Um, so
[1:36:56] just want to let everyone know those are
[1:36:57] there.
[1:36:58] >> May I take a second?
[1:36:59] >> Absolutely. Uh, so there are a couple of
[1:37:02] umformational items I just wanted to
[1:37:04] call your attention to. Um, we have a
[1:37:06] new uh, memorandum of understanding with
[1:37:08] the Amon Police Department. It is um
[1:37:11] again based on model language that we've
[1:37:13] received from the state and uh with some
[1:37:15] adaptations but this is it has not
[1:37:18] changed um over the uh last number of
[1:37:20] years with the Edmonton Police
[1:37:22] Department and um and theou has uh has
[1:37:25] worked. So thank you to Abington Police
[1:37:28] Department. Uh the second one is the
[1:37:30] FY25
[1:37:32] endofear fiscal report audit findings.
[1:37:35] And so, um,
[1:37:39] Sarah, in the coming weeks, we'll be
[1:37:41] preparing the FY26 end of the year
[1:37:43] report, which is an, um, a report of how
[1:37:47] we spent our money. It then gets audited
[1:37:49] by an outside firm. Happy to report in
[1:37:51] FY25. There were no findings, so
[1:37:53] congratulations, Sarah. Nicely done. Um,
[1:37:56] and then, uh, there's a Reed's quarterly
[1:37:58] report. And the last item is a
[1:38:00] correspondence from, um, Peter Shero.
[1:38:04] Did you want I'm happy to take it. Okay,
[1:38:06] great. Um that um our athletic
[1:38:09] department uh has won two awards and the
[1:38:12] first is a Southshore League
[1:38:13] sportsmanship award for the 2526 school
[1:38:16] year um which is awarded um as a
[1:38:19] reflection um sorry recipient for the
[1:38:22] each sport selects a sportsmanship
[1:38:24] winner throughout the school year whose
[1:38:27] results are then combined to determine
[1:38:29] the league's overall recipient. This
[1:38:31] award is a a reflection of the
[1:38:33] commitment of our coaches and student
[1:38:35] athletes to sportsmanship, character,
[1:38:37] respect, and fair play. It validates the
[1:38:40] efforts of our entire school and
[1:38:41] community to promote these values
[1:38:43] through athletics. So, congratulations
[1:38:46] to um to our athletic teams for the
[1:38:49] Southshore League Sportsmanship Award.
[1:38:52] And uh secondly, Alicia Barry, otherwise
[1:38:55] known as a um Alicia Reed, um has been
[1:38:59] uh named the secondary Massachusetts uh
[1:39:03] secondary school athletic director
[1:39:04] association district 9 athletic trainer
[1:39:07] of the year. This is in recognition of
[1:39:10] um Alicia's professionalism, dedication,
[1:39:13] commitment, and expertise in caring for
[1:39:15] our student athletes. Her work is an
[1:39:17] essential part of providing a safe and
[1:39:19] successful athletic experience for our
[1:39:21] students. And District 9 encompasses
[1:39:23] over 50 schools. As the MSSA
[1:39:28] District 9 Athletic Trainer of the Year,
[1:39:30] Alicia will now be considered as a
[1:39:32] finalist for the Massachusetts State
[1:39:34] Athletic Trainer of the Year. Uh we're
[1:39:37] extremely proud of these
[1:39:38] accomplishments. This is from Peter and
[1:39:40] grateful for the continued support of
[1:39:42] our athletic programs. Both recognitions
[1:39:44] reflect the outstanding people and
[1:39:46] strong culture that makes Abington High
[1:39:48] School special. And that's from Jonathan
[1:39:50] Bourne, principal, and Peter Shino,
[1:39:52] athletic director. So, congratulations
[1:39:54] to Alicia and congratulations to our
[1:39:57] athletic teams.
[1:40:02] >> Thank you.
[1:40:04] >> And now, uh, does anyone have anything
[1:40:06] else before we move on to dates to
[1:40:08] remember?
[1:40:10] Okay. So, dates to remember. Um, on the
[1:40:13] agenda, you see several here. I have a
[1:40:15] couple to add. Um, so Thursday,
[1:40:18] September 3rd, AE open house at 9:00
[1:40:21] a.m. here at Glenowitz. Friday,
[1:40:23] September 4th, no school for anyone in
[1:40:26] the district. Monday, September 7th,
[1:40:28] Labor Day, also no school for anyone in
[1:40:30] the district. At 6:30 at the Abington
[1:40:33] Police Department, there will be a 9/11
[1:40:35] memorial service.
[1:40:37] On Tuesday, this is not on the agenda,
[1:40:40] but on Tuesday, September 8th, at 7
[1:40:42] p.m., there's a Woodsdale PTO meeting.
[1:40:45] On Thursday, September 10th at 5:00
[1:40:48] p.m., there is an Abington High School
[1:40:50] open house here at Galenowitz. Um, also
[1:40:53] on Thursday, September 10th at 7 p.m.,
[1:40:55] the Beaverbrook PTO has their first
[1:40:57] meeting.
[1:40:59] On Sunday, September 13th at 7 a.m. at
[1:41:02] the Abington High School, there's the
[1:41:03] Music Parents Craft Fair.
[1:41:05] >> Is it really 7? I just looked it up.
[1:41:07] It's 10 to 1. I've got to think it's not
[1:41:10] 7 a.m.
[1:41:12] >> I've read the building is for 7 a.m.
[1:41:14] >> 10 to 1. 10 to one according to the
[1:41:18] Facebook post. Yeah.
[1:41:19] >> Okay.
[1:41:19] >> And it's two floors of vendors and a
[1:41:21] whole lot of amazing. So, come on out.
[1:41:24] >> Absolutely incredible vendors. And it is
[1:41:26] a huge community event for not only
[1:41:29] Abington but a lot of surrounding
[1:41:31] community members. Join us as well
[1:41:32] because it's fantastic. Um, Monday,
[1:41:35] September 14th at 7 p.m. in the Abington
[1:41:38] Middle School cafeteria is the AMS PTO,
[1:41:40] first meeting of the year. Uh, Thursday,
[1:41:43] September 24th is Beaverbrook Picture
[1:41:45] Day. And Friday, September 25th is
[1:41:47] Abington Middle School Picture Day. And
[1:41:50] we have Does anyone have more to add?
[1:41:53] Yes. Um, on
[1:41:56] Sunday, uh, September 20th is the
[1:41:58] Abington 5K, sorry, Abington Copes 5K.
[1:42:02] They do so much for this community.
[1:42:04] They're looking for 500 participants.
[1:42:06] So, um the deadline to register to get a
[1:42:10] t-shirt is uh September 8th. And then
[1:42:13] the sponsorship deadline is September
[1:42:16] 5th.
[1:42:17] >> And 9:00 a.m. Woodsdale.
[1:42:19] >> 9:00 a.m. Woodsdale. That might help.
[1:42:20] >> Okay. And how do they sign up?
[1:42:22] >> Uh they can go to www.abingtoncopes.org.
[1:42:26] » Fantastic. And thank you to Copes for
[1:42:28] our cartwheel participation.
[1:42:30] Um, anyone else have not that we're not
[1:42:33] all going to be really busy for the next
[1:42:34] three weeks given the length of this,
[1:42:36] but
[1:42:37] okay,
[1:42:39] great. So, I don't know if I can take a
[1:42:43] vote for a meeting to adjourn.
[1:42:44] >> Otherwise, we have to stay till
[1:42:45] tomorrow. [laughter]
[1:42:47] >> So, I'm going to look for a motion to
[1:42:49] adjurnn.
[1:42:50] >> I'll make the motion. I'll second. All
[1:42:52] in favor? I.
[1:42:54] >> Wonderful. Thank you all.