[0:13] Good evening and welcome to the Brockton
[0:15] Public School Committee meeting. Today
[0:18] is Tuesday, October 6, 2026. It's
[0:20] currently 700 p.m. and we are gathered
[0:24] at the George Rumlow Theater at Brockton
[0:26] High School 470 forest staff Brockton,
[0:29] Massachusetts 02301.
[0:32] Dear visitors, welcome to a meeting of
[0:34] the Brockton School Committee. This is
[0:37] the agenda that will be discussed this
[0:38] evening. Please note that hearing of
[0:41] visitors is included. If you have a
[0:43] statement or question, please give your
[0:44] name to the secretary. We have some
[0:47] people that have signed up. In addition
[0:49] to attending, the public can view this
[0:51] meeting via television on Comcast
[0:54] channel 8 and 1071 HD version and online
[0:58] via this link
[0:59] wwwd.youub.youtube.com/thebroton
[1:02] channels. I do call this meeting to
[1:04] order. I'll establish a quorum. Miss
[1:07] Santeo
[1:08] >> here.
[1:09] >> Miss Oliver
[1:10] >> here.
[1:10] >> Miss Azac
[1:11] >> here.
[1:11] >> Mr. Pina
[1:12] >> here.
[1:13] >> We do have a quorum. Um, we'll move on
[1:16] to agenda item two, which is the hearing
[1:19] of visitors. I'll read the following
[1:20] into record. Pursuant to school
[1:22] committee policy, each person requesting
[1:24] to speak shall be allotted a maximum of 3 minutes since this period
[1:30] is limited to 15 minutes. A total of
[1:33] five people shall be permitted to speak
[1:35] on first come first- serve basis. Um, I
[1:38] think we have a swap. So, the first
[1:40] person to come up is Matt Stanton. Good
[1:42] evening, chair, members of the school
[1:44] committee, superintendent, and members
[1:46] of the community. I'm here tonight not
[1:48] only as a parent, an educator, and a
[1:50] taxpayer, but also as someone who has
[1:53] the priv who's had the privilege of
[1:55] serving on this very school committee
[1:56] during difficult times such as COVID,
[1:59] the George Floyd era, and a significant
[2:02] district budget crisis. Having served in
[2:05] this capacity, I understand that public
[2:07] service is not easy. Governance requires
[2:10] difficult conversations, competing
[2:12] perspectives, accountability, and at
[2:15] times uncomfortable decisions.
[2:17] Disagreement is inevitable. However,
[2:19] what should never be negotiable is
[2:22] professionalism, integrity, and a
[2:24] commitment to the students and families
[2:26] we have elected to serve. And quite
[2:28] frankly, I am concerned about what I
[2:30] have been witnessing. There appears to
[2:32] be an increasingly troubling pattern of
[2:34] institutional intimidation,
[2:36] interpersonal conflict, and the use of
[2:39] positions of authority in ways that risk
[2:41] undermining the very institution you
[2:43] were elected to serve. Let me remind
[2:46] everyone in this room. The school
[2:48] committee is not a platform for personal
[2:50] agendas, political optics, or protecting
[2:53] individual reputation. Is a governing
[2:56] body entrusted with the education and
[2:58] well-being of our city's children. Our
[3:01] students should be at the center of
[3:03] every conversation. Our families should
[3:05] be at the center of every policy
[3:07] decision. Our educators be should be
[3:10] supported in their work. And our
[3:12] community should be able to trust that
[3:14] the people elected to represent them are
[3:16] operating with professionalism, sound
[3:18] judgment, and a shared sense of
[3:20] responsibility. When the focus shifts
[3:22] for governance to personal
[3:24] disagreements, public image, political
[3:26] positioning, or undermining one another,
[3:29] we all lose. And I don't know about you
[3:30] guys, but I don't like to lose,
[3:31] especially if we're calling ourselves a
[3:33] city of champions. Most importantly, our
[3:36] students and families lose. I also want
[3:38] to address accountability at the
[3:40] individual level. I have personally
[3:42] reached out to my elected school
[3:43] committee representative through direct
[3:45] communication and text messages and have
[3:47] been met with silence. This is
[3:50] particularly disappointing given that I
[3:52] had previously invested my own time in
[3:54] providing one-on-one coaching and
[3:56] support to this individual, giving them
[3:57] my time, my talent, and my treasure. Let
[4:00] me be clear. I do not believe that
[4:02] helping someone creates an obligation
[4:05] for them to agree with me, return a
[4:08] favor, or maintain a personal
[4:09] relationship. That is not what public
[4:11] service is about. However, when someone
[4:13] is elected to represent a constituency,
[4:16] communication, accessibility are part of
[4:18] that responsibility. Constituents should
[4:20] not have to question whether their
[4:22] elected representative is willing to
[4:24] acknowledge them, respond to their
[4:26] concerns, or engage in meaningful
[4:27] dialogue. Representation is simply
[4:30] occupying. Representation
[4:32] is not simply occupying a seat at the
[4:34] table. It is understanding that you have
[4:37] been entrusted with a responsibility to
[4:39] people beyond yourself. And that brings
[4:42] me to another point.
[4:43] >> Your time is up.
[4:44] >> Next up, we have Matt Stanton.
[4:47] >> Each of these position carries an annual
[4:49] stipen of approximately $20,000 funded
[4:52] by our taxpayers. According to the
[4:54] enterprise, it consists of a $15,000
[4:56] salary and a 5,000 stipen under city
[4:59] ordinance. That is a meaningful public
[5:02] investment. With that investment comes
[5:04] an expectation of accountability, prep
[5:06] um preparation, professionalism, and an
[5:09] understanding of the responsibilities
[5:11] associated with the role. Our community
[5:13] deserves representatives who are
[5:15] qualified, emotionally intelligent,
[5:18] capable of navigating conflict, willing
[5:21] to listen, and able to distinguish
[5:23] personal feelings from professional
[5:25] obligations. We need people who
[5:27] understand governance. People who can
[5:30] disagree without resorting to
[5:31] intimidation. People who can receive
[5:33] criticism without making it personal.
[5:35] People who understand that leadership
[5:37] requires self-awareness, emotional
[5:40] regulation, humility, and the ability to
[5:42] put the mission above the individual.
[5:45] Quite frankly, I believe it is time for
[5:47] a significant change in the composition
[5:49] and culture of this school committee. I
[5:51] want to see a table where students and
[5:53] families are the priority. A table where
[5:55] difficult conversations are welcomed
[5:57] rather than suppressed. A table where
[5:59] elected officials understand their
[6:00] authority, but more importantly,
[6:03] understand the limitations and
[6:04] responsibilities that come with that
[6:06] authority. And I want to see a table
[6:07] where the community's trust is earned
[6:09] through actions, not public appearances
[6:11] or carefully managed optics. To the
[6:13] members sitting before me tonight, I
[6:16] want you to leave with a few questions.
[6:18] Are you governing in the best interest
[6:20] of our students and families? Are you
[6:23] holding yourselves to the same standards
[6:25] of accountability that you expect from
[6:27] our educators, our administrators, and
[6:29] our district employees? Are you
[6:31] accessible to the constituents who
[6:33] elected you? And when you leave this
[6:35] room, can you honestly say that your
[6:37] decisions, your conduct, and your
[6:39] leadership have advanced the interests
[6:40] of the children and families of this
[6:42] community? Because that is the
[6:45] expectation. I did not enter public
[6:47] service to protect titles, egos, or
[6:49] political relationships. And I certainly
[6:51] do not believe that anyone should enter
[6:53] public service for those reasons. Public
[6:55] office is a public trust, is not a
[6:57] personal platform, a popularity contest,
[7:00] or an entitlement. You have been
[7:01] entrusted with the voices, resources,
[7:04] and educational futures of an entire
[7:06] community. Please start governing like
[7:08] it. Our children deserve that. Our
[7:11] families deserve that. Our educators
[7:13] deserve that. And our taxpayers deserve
[7:15] that. Thank you for your time. Uh that
[7:18] concludes the hearing of visitors agenda
[7:20] item number three, the report of sup
[7:22] superintendent of schools. Welcome.
[7:24] >> Hi, my name is Raina Cannon. I'm the
[7:26] executive director of Discovering
[7:28] Justice. Um and uh I just wanted to say
[7:31] thank you for having me tonight here. Uh
[7:33] so Discovering Justice has been
[7:35] partnering with the Brockton public
[7:37] schools uh for 5 years and we launched
[7:40] in 2021 with just one school. Um, our
[7:44] program, Mock Trial in the fall and mock
[7:46] appeal in the spring, pairs students
[7:49] weekly with legal professionals to
[7:51] analyze real cases. Um, and then they
[7:53] culminate in a final event at the
[7:55] courthouse where students argue a case
[7:58] before a real judge and a jury or a
[8:00] panel of judges in the spring. Uh for
[8:02] five years um the Massachusetts Civics
[8:05] Fund covered uh nearly 100% of the
[8:07] program costs and for the first time in
[8:10] five years uh Brockton School District
[8:12] did not receive that funding for FY27.
[8:15] Obviously, we all value the partnership
[8:18] and um determined that we would keep the
[8:21] program going this year um and that we
[8:24] would uh make sure that the students
[8:26] continue to have access in the program
[8:28] which is in all seven middle schools in
[8:30] Brockton. Um you know, the school
[8:32] district really stepped up and found uh
[8:35] money for teacher spins and buses to the
[8:38] courthouse. They were covered with
[8:39] district funds. So, we really thank uh
[8:42] the district for going through that
[8:44] process. um and really working hard to
[8:46] make that happen for the students. Um
[8:48] and then Discovering Justice committed
[8:50] to continuing to fund raise for the
[8:53] program and making it sustainable over
[8:56] time. Um and so that we can rely less on
[8:59] the programming. And so in order to keep
[9:02] this program going um we are you know
[9:05] really uh tapping into the Brockton
[9:07] community for support and asking for
[9:09] their help in ensuring that this uh
[9:12] program continues for the long haul for
[9:14] students in Brockton. Uh and so you know
[9:16] what we're doing at Discovering Justice
[9:18] is that we're continuing to commit to
[9:21] Brockton public schools and um we have a
[9:23] shared commitment and a partnership. Um
[9:26] and then we are also fundraising in the
[9:29] community and writing to grants um to
[9:32] foundations and other grant sources to
[9:34] replace the lost state funding. Uh many
[9:36] of you have been to this final event.
[9:39] Many of you have seen the program with
[9:41] your own eyes. Um, I do have to say that
[9:43] I think it's an amazing uh thing to
[9:45] watch a student uh over the course of 10
[9:48] to 11 weeks really uh gain the
[9:51] confidence and the public speaking
[9:52] skills and the understanding of
[9:54] constitutional law to stand up before a
[9:57] actual judge um and a jury of volunteers
[10:01] where they will deliver a verdict um and
[10:04] they argue their case and they do a
[10:07] phenomenal job. Brockton is one of our
[10:09] best partnerships. It's one of the
[10:10] partnerships that we point to whenever
[10:12] we start in a new district. We say we
[10:14] would like this partnership to become
[10:15] like Brockton. Um and so it's a really
[10:18] important program to many people in the
[10:20] community and it's a really important
[10:22] program to discovering justice. Um and
[10:24] my ask is just that you know please uh
[10:27] keep us in mind as you think about uh
[10:30] connecting connecting with funders who
[10:31] care about Brockton students. Um we're
[10:34] really looking to connect with local
[10:35] businesses, employers, community
[10:37] foundations, civics groups, um law
[10:39] firms, bar associations, legal partners,
[10:42] um and families and alumni of the
[10:44] program. Um we have our contact
[10:46] information here. My uh co my colleague
[10:49] Sarah Gil who is our director of
[10:50] development and people are always
[10:52] welcome to uh reach out to myself as
[10:54] well. Um but we are really committed to
[10:57] continuing this work. Um and we're
[10:59] thrilled to be here this evening um
[11:01] presenting to you. So, I'm happy to take
[11:03] any questions as well.
[11:04] >> Before I open it up to the floor, I'd
[11:07] just like to say um I believe we learned
[11:10] about this program, myself and Miss
[11:11] Oliver during our second year um of our
[11:16] first term and it's one of the many
[11:18] programs that our students here in
[11:20] Brockton are participate in and it does
[11:24] uh give them the opportunity for
[11:26] exposure and networking with real
[11:28] professionals in the field. um they have
[11:30] access to, you know, courtrooms, doing
[11:32] mock trials and really working um in the
[11:36] area that they're uh interested in. Um
[11:39] recently we learned that they have been
[11:42] defunded and they're trying to work to
[11:44] maintain and keep the pro the program
[11:46] going for as long as they can and they
[11:49] also entails, you know, fundraising
[11:50] support and whatnot. Uh I'll now open it
[11:54] up to the floor if anybody has anything
[11:56] to say. It's all over there. Mr. Ina,
[11:58] >> thank you um vice chair and I do
[12:01] appreciate it um getting this on the
[12:03] agenda um so quick as soon as uh Rhonda
[12:08] let us know via email the status of
[12:10] being unfunded. I was extremely
[12:12] disappointed because this is extremely
[12:14] important for our students. Um it's a
[12:16] great program. I've been um one of the
[12:19] juries on the mock trial and just to see
[12:23] how incredible our students can put a
[12:26] legal case um in front of a judge, it
[12:31] has left me like breathtaking every
[12:33] single time because they do incredible
[12:36] job. And the fact that we are finally
[12:38] able to do every middle school to find
[12:40] out that we are not funded is kind of
[12:43] heartbreaking. So, I definitely wanted
[12:45] to bring you on today to see how we can
[12:47] support you to make sure we do not lose
[12:49] this great program. Our students deserve
[12:51] it. I think it's a great um addition to
[12:54] the after school program. I truly
[12:56] appreciate all the mentors, the um
[12:59] attorneys that basically um you know
[13:02] participate and volunteer with our
[13:04] students and really give them the
[13:05] knowledge of how to you know do a court
[13:07] system works, how the judge works, how
[13:09] to fight a legal system, not and also
[13:12] making sure our kids are not so afraid
[13:13] of the legal system to see how other
[13:15] ways they work for the people. They
[13:18] protect the people too against criminals
[13:20] and how we can better serve the
[13:22] community, not always be afraid of the
[13:24] police, the judge, and the attorney. But
[13:27] I was trying to figure out how were we
[13:30] originally funding it? Is it to like a
[13:32] grant, a federal grant, a state grant?
[13:34] How do we how do we lose it? Like how
[13:37] can we basically reapply for the grants?
[13:40] >> Yeah. So, um the Massachusetts Civics
[13:43] Fund, that's a great question. Um, and
[13:45] I'm I I am thrilled that so many folks
[13:47] in this room have um been part of this
[13:49] program as jurors and just uh shown up
[13:52] for it. So, thank you for that. Um, the program was funded through um
[13:58] something called the Massachusetts
[14:00] Civics Grant, which is about a million
[14:02] dollars that's that is distributed from
[14:04] the Department of Elementary and
[14:06] Secondary Education each year. Sometimes
[14:09] it's a little more than that. Um, but
[14:11] it's right around 1 million $1.1
[14:13] million. Um, the civics fund uh comes
[14:18] out the our the grant application comes
[14:21] out every spring. Um, and then uh
[14:24] districts find out in the summertime
[14:26] whether or not they received it. In the
[14:29] last five years, Brockton has applied
[14:31] for that grant and received the grant.
[14:33] Um, last year, last spring, we applied
[14:36] again. Everything went fine. Uh
[14:39] everything went perfectly. Um you know,
[14:41] we wrote the grant, we submitted it. Um
[14:44] and you know, I think that really what
[14:47] happened is that the priorities shifted,
[14:50] right? And so it wasn't just Brockton
[14:53] that we saw who did not receive funding
[14:55] from this. We saw actually several of
[14:56] our partner districts um uh did not
[15:00] receive funding for this program. Um and
[15:03] they prioritize different things. Now I
[15:06] have spoken uh with representatives at
[15:09] DESIE and they have told us that you
[15:11] know Brockton can apply again. Any
[15:14] school district that was turned down
[15:16] this cycle can apply again. And it is um
[15:20] and it is my uh we intend to support
[15:23] that application and you know uh partner
[15:26] and you know apply again in all of the
[15:28] districts where uh we were denied
[15:30] funding. um but I don't think it's
[15:33] something that we can rely on moving
[15:35] forward. And so I do think that shifting
[15:38] um the funding of this program um to uh
[15:43] other places and to find those funding
[15:46] streams um and the more people that we
[15:49] can you know we I think a large job we
[15:52] are a 501c3. We're a nonprofit
[15:54] organization and so we are allowed to
[15:56] fund raise and we always have and so I
[15:58] think the best thing um that you know
[16:01] can be done is really if you have ideas,
[16:04] if you have thoughts on people we should
[16:06] connect with foundations
[16:08] um or other funders in who you know are
[16:13] um you know are passionate about this
[16:15] type of work, civics education for
[16:17] students um and empowering students to
[16:21] understand and learn about the law and
[16:24] the legal system and the judiciary. Um,
[16:26] I think we would love to speak with them
[16:28] and a warm intro goes a really long way.
[16:31] I think once people see the program and
[16:33] once people understand what's happening,
[16:35] um, they really are thrilled by the idea
[16:38] of it. Um, but I think that, you know,
[16:41] people are inundated with information
[16:43] every day. And so if there's somebody or
[16:46] something that can happen that can cut
[16:47] through the noise a little bit um and
[16:49] give us a warm introduction, I think
[16:51] that is one of the best things that can
[16:53] uh that can come of this this uh this uh
[16:57] situation.
[16:58] >> Thank you, Ron. And I appreciate um
[17:01] giving us all the information and what
[17:02] we need to work u with. And I do think
[17:05] that this committee definitely needs to
[17:06] get together and have a conversation how
[17:08] we can support the program more and how
[17:10] we can basically get other, you know,
[17:12] lawyers or judges from Brockton that can
[17:14] support this program and also see if
[17:16] they can donate. But I think this is
[17:18] something that we do not want to lose at
[17:20] all. I definitely don't want to lose
[17:21] this program in the city of Brockton and
[17:23] I'm fortunate that other cities are
[17:24] going through the same thing. But
[17:26] hopefully we can work together and find
[17:28] a solution to it. I appreciate um all
[17:30] the work that everybody's been doing in
[17:31] the in the background and especially the
[17:33] judges at the courthouse. They do
[17:35] incredible job. They have gone and speak
[17:37] to our students at the school. I think
[17:39] definitely we need to work together and
[17:41] get this done. I appreciate it. Thank
[17:42] you.
[17:44] >> Thank you so much.
[17:45] >> Thank you, Miss Oliver. Let the record
[17:47] reflect uh Mr. Rodriguez is here. Uh Mr.
[17:50] Pina,
[17:52] >> good evening. Um I've also uh from the
[17:56] um invitation of member Rodriguez had
[18:00] gone to uh the event both the um the
[18:03] appeal and the trial and and was u
[18:07] really surprised how well some of these
[18:09] students were able to communicate and um
[18:13] and and get their points across and the
[18:15] feedback they got from the judges and
[18:17] the lawyers was great as well. I just
[18:19] had a a few questions. Um I I see some
[18:22] great value in this program. What is the
[18:26] cost uh for the program on a So it looks
[18:30] like it's broken up into two sections.
[18:32] So each section
[18:38] » Sorry, can you repeat that? What is the
[18:40] cost of each program?
[18:42] >> Yeah, the cost of the program and I it
[18:44] seems as though it's broken into the
[18:46] trial section and then the appeal
[18:48] section.
[18:49] Yeah, absolutely. So, um, and it's a
[18:53] little bit dependent on the size of the
[18:54] team and the size of the district
[18:56] because there is a little bit of scale,
[18:58] but generally it costs us about $5,000 a
[19:01] semester per team to deliver the
[19:03] program. And so about $10,000 covers a
[19:06] full program year for a group of
[19:08] students. Um, and our average team size
[19:11] is usually about 12 to 15 students. Now,
[19:13] Brockton usually blows that out of the
[19:15] water. We have teams of 20 to 25
[19:17] students. um coming into the Brockton
[19:20] schools and it's incredibly uh it's an
[19:22] incredibly robust number of students. Um
[19:25] but it's about $5,000 a semester in
[19:27] terms of real costs. Um and that
[19:30] includes all of the you know uh
[19:32] curriculum and the materials and um you
[19:36] know the final event um and just making
[19:39] sure that all the logistics are taken
[19:41] care of. Um, and you know, our
[19:43] curriculum is vetted by teachers. It's
[19:46] vetted by attorneys. It's vetted by
[19:48] judges and volunteers who really look at
[19:51] it and say, "This is appropriate for
[19:53] middle schoolers. It's high quality."
[19:55] Um, and so we work really hard to make
[19:58] sure that students are getting not just
[19:59] like any experience, but a really high
[20:01] quality experience um where they can
[20:04] really thrive.
[20:05] >> And what was the number of teams?
[20:08] >> Uh, the number of teams in Brockton.
[20:10] Yeah, cuz you said it was 5,000 per team
[20:12] per semester. Semester. So, what is the
[20:15] >> It's all all seven middle schools have a
[20:17] team this year.
[20:19] >> So, each middle school had eight.
[20:24] » Is that what is that what you said? So,
[20:25] 48 teams.
[20:27] >> So, one one team per middle school.
[20:29] Seven teams in all.
[20:30] >> Oh, seven teams in all. Okay. Okay.
[20:33] >> And so, it's about 10,000 per um team
[20:36] with everything in. So, about $70,000.
[20:38] >> I went to Brockton. I got the math.
[20:41] [laughter]
[20:42] >> Um what are the what are the measurable
[20:44] outcomes that you get from this program?
[20:48] >> Yeah, so um the outcomes that we are
[20:52] really tracking towards are um we want
[20:55] to make sure that students are gaining
[20:58] um skills and dispositions. And so the
[21:02] skills that we're really targeting is
[21:03] that students are improving at things
[21:06] like public speaking, writing,
[21:08] listening, sharing their ideas. Um, and
[21:12] so those are all measured by surveys
[21:14] that we deliver over the course of a
[21:18] semester. Um, you know, and
[21:20] observational data that we also collect
[21:22] from teachers and legal mentors. Um and
[21:25] then we also want to make sure that
[21:28] students uh we also really focus on what
[21:30] we call dispositions, civic skills and
[21:32] civic dispositions. And so we want to
[21:35] make sure that students are feeling um
[21:37] like they are part of a community, that
[21:39] they can be proud of something that
[21:41] they've worked on, that they are maybe
[21:43] thinking about how they can continue to
[21:46] stay involved in civic life um and you
[21:49] know have options for that and
[21:50] understand that as um you know something
[21:53] that's available to them and also a
[21:55] responsibility of being a citizen.
[21:58] >> And this is a afterchool program.
[22:01] >> It is correct. It meets once a week
[22:03] after school for about 90 minutes.
[22:06] >> And then lastly, um when they graduate
[22:10] or rise or whatever we call it from
[22:13] middle school and go to the high school,
[22:15] um is there's no CRT program, I'm sorry,
[22:19] Cte program that um they go into. It's
[22:23] it just ends.
[22:25] >> We do not have a high school program
[22:27] with Discovering Justice. There are
[22:30] there is a statewide program that's run
[22:32] by the bar association that many high
[22:34] schools do participate in and I do
[22:36] believe Brockton students actually do
[22:38] participate in that. We also find that
[22:40] some of our students go into other
[22:42] similar type of programs debate model UN
[22:47] um things like that uh that but we don't
[22:50] continue into high school. We believe
[22:52] that, you know, when we started this
[22:53] program, we we chose middle school
[22:55] because we believe that, you know, there
[22:57] was a lot on for the older students and
[23:00] a lot for like really young students,
[23:02] but not a lot for those middle school
[23:03] students. And we thought it was um
[23:05] really important to focus in on those
[23:07] years.
[23:09] So, I guess the next question is to the
[23:11] uh superintendent as to uh why not just
[23:15] bring this inhouse and have this
[23:16] internally and then have a CTE program
[23:19] that goes up to the high school.
[23:21] >> So, that's certainly something that we
[23:23] could consider. We do have a mock trial
[23:25] program at the high school. It's just um
[23:28] run through I believe it's the Mass Bar.
[23:30] Um so, we we there is a program that is
[23:34] run. Um, as far as making it a CTE
[23:36] pathway, that's certainly something we
[23:38] could consider. And
[23:39] >> as we're as we're building a new high
[23:41] school, I believe that one of the things
[23:43] that we want to do is maybe put a a mock
[23:46] courtroom or something in there that
[23:50] I I guess I'll I'll look to you up
[23:52] there, Mr. Principal, as to some of the
[23:55] plans for the future of uh adding to the
[23:56] CTE program. But I think I think it's a great program. I think it's I I
[24:02] understand that it's a it's a
[24:05] extracurricular activity. I don't know
[24:07] if that makes some of the kids that play
[24:09] sports um lose the ability to
[24:12] participate.
[24:14] Um so I I think I would like to see it
[24:16] brought in house and um and can and put
[24:21] into the curriculum inside.
[24:24] >> Good.
[24:26] >> Miss Azac,
[24:27] >> thank you so much. Uh, Miss Kanan. So,
[24:30] I'm actually I've had the pleasure of
[24:32] sitting um as a juror on some of these
[24:35] trials over the years, and it's always
[24:37] impressive to see our students and the
[24:41] amount of work that goes into this. So,
[24:44] you know, 5 years we've been partnering
[24:46] with Discovering Justice. Um,
[24:50] what's really impressive is 75 volunteer
[24:53] judges. Can you just let those that are
[24:55] listening,
[24:57] we have 75 volunteer judges and I
[24:59] remember um I spoke with someone a few
[25:01] years back and the amount of time that
[25:04] goes into this, isn't it like 90 minutes
[25:06] a week or something or 90 minutes
[25:08] bi-weekly? It's it's a lot of time that
[25:11] these volunteer judges are putting into
[25:13] this into our students and um that says
[25:17] a lot. you know, that's an hour and a
[25:20] half that someone is taking out of their
[25:21] workday to sit and mentor our students
[25:24] and and to give back to BPS. So, um,
[25:28] same with, you know, when we look at
[25:30] this and you break down the number and
[25:32] you have 350 plus students. When you
[25:35] break this down, that's 350 plus
[25:37] students. I mean, anywhere from 200 or
[25:40] under $200 a student that this is
[25:42] costing for an 11 10 to an 11week
[25:44] program. Um, but if you can can you just
[25:48] talk a little more about the volunteers,
[25:50] our judges, our attorneys. Um, I know
[25:53] that there's a cost to this, but 70K
[25:55] sounds like a lot of money, but when you
[25:57] break it down over 350 plus, and to know
[26:00] that a lot of our middle school, all our
[26:01] middle schools are participating.
[26:06] Um, so a lot of the um, middle schools
[26:09] are part of this and thank you. And um
[26:14] which is for those that have sat as a
[26:17] juror, you can see it builds confidence
[26:20] and it teaches our students um to get
[26:23] them comfortable and to get comfortable
[26:25] with our attorneys and the process as
[26:28] far as like public speaking, things like
[26:30] that. Um but can you just maybe um just
[26:33] speak a little bit about those that are
[26:35] volunteering that are actually take
[26:36] these are attorneys, judges, and others
[26:39] in our community that are taking their
[26:41] personal time to invest in our students.
[26:44] Um I just don't know the amount. Yeah, I
[26:45] don't know the exact time, but I do know
[26:47] I know it was a few years ago, a couple
[26:49] years ago, someone had mentioned I think
[26:50] it was like 90 hours um each session
[26:53] that they were they were putting in out
[26:55] of their time.
[26:56] >> Yep. Absolutely. Um so our volunteers
[27:00] are really amazing and the teacher
[27:03] coordinators who are school-based who
[27:05] also give their time are also phenomenal
[27:08] people. Um so each session lasts about
[27:12] 90 minutes after school once a week.
[27:15] Each semester runs about 10 to 11 weeks.
[27:18] Um the legal mentors and the teachers
[27:22] are there for every single session. So,
[27:24] for every single 90minute session, they
[27:27] are there um and they're coaching
[27:29] students, they're working with them,
[27:32] they're teaching them, they're listening
[27:34] to them, they're helping them practice
[27:37] um and doing all of that work. Um our
[27:39] judges are uh and the judges in Brockton
[27:43] are phenomenal and every single person
[27:45] at the Brockton courthouse um they give
[27:47] their time and energy to run that final
[27:50] event. Um but also during the semester,
[27:53] judges go and they visit the students
[27:55] and the attorneys um a few weeks before
[27:58] the final event. They watch them
[28:00] practice. They talk to them about you
[28:03] know how their journey um and uh it's a
[28:07] really incredible thing to I think watch
[28:10] the students be mentored with the time
[28:12] but also build these relationships. We
[28:14] also find that many of our students
[28:16] actually come back year after year. So,
[28:18] they're in the program for two, three
[28:21] years and they develop these incredible
[28:24] relationships with the attorneys. Um,
[28:26] and look forward to the judges coming
[28:29] back every single year. Um, and
[28:31] Brockton's a really amazing community.
[28:33] Um, I think that, uh, we have seen these
[28:37] students like build these relationships
[28:39] and, you know, I think that it's
[28:41] something that is really special to
[28:43] watch. Um and it's really amazing that
[28:46] when you know last year I remember I was
[28:48] at the final event at the appeal and uh
[28:51] one of the students um you know got up
[28:54] and gave her oral argument and the judge
[28:57] who had visited her classroom a few
[28:59] weeks ago had a very pointed question
[29:01] and the student listened. She took you
[29:04] know she took in what the judge said and
[29:06] then she said her piece. She said it,
[29:08] the judge pushed and she pushed right
[29:10] back and it was an amazing exchange and
[29:13] I thought it was so impressive. Um, it
[29:15] was done in an incredibly like
[29:17] respectful, professional way. Um, and I
[29:20] had seen this student a few weeks before
[29:22] and I would not have told you that she
[29:24] could have done that and she did. And
[29:26] so, um, the volunteers, the teacher
[29:28] volunteers, the attorneys who volunteer
[29:31] their time, um, and the judges who come,
[29:34] um, and volunteer their time as well
[29:36] really make the program, um, an
[29:39] incredible experience for every student.
[29:42] >> Thank you. Um, so the 70k, um, can you
[29:48] break that down for us to see where the cost is? Um because I mean
[29:53] maybe we can try I know you mentioned
[29:54] you can do fundraising. I'm sure um if
[29:58] there's ways to reach out to the
[30:00] different you know the Plymouth County
[30:02] Bar Association, the Bris like the the
[30:04] surrounding bars with with we're ask our
[30:07] attorneys um that are probably members
[30:10] to try to sponsor a student or at least
[30:13] sponsor a school um see how we can help
[30:16] you because this is a very important
[30:18] program for our kids. I mean, we have
[30:19] many important programs, but this one
[30:21] where it affects so many of them. Um,
[30:24] whatever we can try to do to help you, know, I I wasn't sure is it is this
[30:28] something we can go under community
[30:30] schools, a portion of it. Um,
[30:33] again, it just if if if there's ways
[30:35] that we can try to help you. Um, we
[30:37] can't you've worked so hard to get to
[30:40] where we are. you have the judges
[30:41] because I know there was a time they
[30:43] were having a hard time getting judges
[30:44] and attorneys um given the uh commitment
[30:47] of time but now that you have that we
[30:50] need to help as far as the funding
[30:52] figure out how we're going to find the
[30:53] funding. So um
[30:55] >> yes thank you.
[30:56] >> So what is if if you can can you break
[30:58] down the 70k is um is it you know
[31:02] resources that they're using? I mean
[31:04] what is it that maybe there's something
[31:06] we can do to offset that a little bit?
[31:09] Yeah, absolutely. And I think that um we
[31:12] did have a we did recently receive a
[31:14] very generous grant from an anonymous
[31:17] donor in Brockton. We received $10,000
[31:20] uh towards the Brockton program. Um and
[31:23] we've had a few other funders step up
[31:25] and make smaller gifts, but we are
[31:27] making headway. Um, and we are applying
[31:30] to a state grant um that includes
[31:34] Brockton and we're hoping to uh you know
[31:38] um we're hoping that that will come
[31:39] through which would be a really large
[31:41] chunk um of the 70k. And so I think like
[31:45] we're making really good progress and
[31:47] we're making really good headway. you
[31:49] know, the thing that um the things that
[31:51] the the dollars pay for are really
[31:54] around um the curriculum materials, the
[31:57] curriculum development. Um you know, we
[32:00] develop the case, we develop every
[32:02] single lesson plan, we develop all of
[32:04] the materials so that the legal mentors
[32:07] and the judges can bring the legal
[32:09] expertise and they don't have to also be
[32:11] education experts. Um, we also make we
[32:14] have a staff member um who is really
[32:18] responsible for the coordination of the
[32:21] final events and all of the logistics
[32:23] and the training um of our volunteers
[32:26] because we want to make sure that it's a
[32:28] really high quality experience for
[32:30] students. Um, and so those are the types
[32:33] of things that the $70,000 the $10,000
[32:36] per team um is going towards. It's
[32:39] really around things like curriculum and
[32:42] um uh curriculum and materials,
[32:45] volunteer engagement, the f the
[32:47] training, the final events, things like
[32:50] that. Um and I'm happy to send like a
[32:53] more uh detailed budget if that's
[32:55] helpful. Um, and uh, you know, I think
[32:58] the community that we've reached out to
[33:00] so far, including tonight, has uh, done
[33:03] an amazing job of just saying like, yes,
[33:06] like let's, you know, make this make
[33:08] sure that students still have access to
[33:10] it and it's already showing gains.
[33:12] >> Thank you. I think those that have
[33:14] actually attended um, these mock trials
[33:18] see how how amazing they are. Um, you
[33:22] know, usually they're around this time
[33:23] that you have you have them. usually
[33:25] October, November. Um they usually have
[33:28] them. So again, um thank you so much for
[33:31] the presentation and uh we will do our
[33:34] best to try to keep this program going.
[33:38] Thank you.
[33:39] >> Thank you. Thank you for having me. I
[33:41] appreciate it.
[33:42] >> Um any other question, Mr. Sullivan?
[33:47] » No questions.
[33:49] >> Mr. Rodri, uh Misso,
[33:53] >> um hello. Um so when I was doing my
[33:56] internship I at west I I actually was
[33:59] part of supporting students to practice
[34:02] for this debate. So this is definitely a
[34:05] program that do not want our students to
[34:07] lose. So and I am with Mr. Pina to
[34:10] figure out how we can keep this in
[34:12] house. um because grants is not
[34:15] guaranteed and we should not be
[34:17] dependent on people to donate money
[34:19] which we will always welcome that but I
[34:23] would like to figure it out um ways that
[34:27] we can at least fund a portion of it um
[34:30] because this is a program that I do not
[34:32] want us to lose. Thank you.
[34:35] >> Thank you. Uh Mr. Rodriguez.
[34:37] >> Thank you. [clears throat] This kind of
[34:39] feels like deja vu. Um when I first got
[34:43] on the committee I was I believe it was
[34:44] Lara at the time from Discovering
[34:46] Justice that reached out to me um in
[34:49] 2020 2021. Um and at the time we only
[34:52] had uh one school participating and
[34:55] there was a deadline of like two days
[34:57] and I'm calling Melinda to schedule a
[34:59] meeting u to make sure that this uh
[35:01] grant was applied so we can grow it. Now
[35:03] we have seven but now um we need some
[35:06] funding. Um, I don't want to be
[35:08] sarcastic to say, um, take it jokingly,
[35:11] but I I do believe I could identify just
[35:13] off the top of my head with the
[35:14] overpayment by the school school
[35:16] committee members, we can allocate those
[35:18] funds to this program, seeing fit if,
[35:20] uh, the superintendent can look into
[35:22] that so we can give a portion of that.
[35:24] Um and also uh you know with this
[35:27] program um when members uh Gomes and
[35:31] Oliver got on the committee um and you
[35:34] know informing them of how great this
[35:36] program is is to make sure that this
[35:39] program uh lives uh for quite some time
[35:42] in the district and we can just see how
[35:44] uh it's grown. Um it was eyeopening when
[35:48] I attended one of the events at the
[35:50] Mowley uh center. Um and at the time
[35:54] Mrs. Rivas who was actually in the
[35:56] audience uh accompany me and the former
[35:59] superintendent um and we actually kind
[36:01] of had to drag him along but the
[36:03] showcase was all about Brockton at that
[36:06] event and you had over 800 people in
[36:08] attendance um including uh you know
[36:11] channel 10 and all his news media that's
[36:13] been covering uh discovering justice
[36:15] program. So, thank you for all the work
[36:17] uh and everybody that's been involved in
[36:19] this uh endeavor with the school
[36:20] district. And I'm confident that this
[36:23] body will work together to make sure
[36:24] that we can identify some funds uh
[36:27] through the superintendent to make sure
[36:28] that you know we can play a small part
[36:30] uh in making sure that we maintain it.
[36:32] Thank you.
[36:35] >> Any other members?
[36:37] >> Okay, Mr. Gomes just stepped away for a
[36:39] couple of minutes. Um, thank you so much
[36:42] for the presentation. Uh, and I
[36:47] is when is your deadline? Do you have a
[36:49] deadline that you need this by
[36:52] the funding?
[36:54] >> I think the sooner that we know, the
[36:55] better off we'll be. I think we are
[36:57] going to continue to raise funds for
[37:00] this program. And so, I think that, you
[37:02] know, we're committed to having it this
[37:04] year. We're not we're not talking about
[37:06] making any changes to the program this
[37:08] year. um this school year. And so, but I
[37:11] think that, you know, the sooner that we
[37:13] know that we uh you know, what we can
[37:16] sort of rely on um the better the you
[37:19] know, more we can turn to um continue
[37:23] continuing to just run the program in
[37:25] the way that um you know, in a way that
[37:27] it benefits students.
[37:29] >> Uh not to put you on the spot, um so you
[37:31] mentioned you identified some funds. Um
[37:34] do you have a ballpark idea of what you
[37:36] what the remaining funds are needed? um
[37:41] >> if we got this if we we are applying
[37:44] right now for a major grant through the
[37:46] state. Um and I think that if we receive
[37:49] that we would be more than halfway
[37:51] there. So I think we'd have you know 30
[37:54] 20 to 30 more to raise um if this grant
[37:59] comes through.
[38:00] >> Okay. Thank you so much. Um Vice Chair
[38:03] Commes is back. Thank you.
[38:05] >> Absolutely. And I'm happy to talk and
[38:07] follow up at any point. I'm happy to
[38:09] provide more data if it's helpful. Um,
[38:11] we have a lot of it. I just didn't know
[38:13] exactly how much time I had. And so, um,
[38:16] I'm happy to talk at any point, um,
[38:18] about further, you know, potential, um,
[38:21] ideas and, uh, really want to, you know,
[38:23] continue working with this community to
[38:25] ensure that the students continue to get
[38:28] the, um, program because, uh, you all
[38:31] have built it and, um, they deserve to
[38:33] keep it. And so I think um really uh
[38:37] excited about the momentum.
[38:39] >> So one last question. So Discovering
[38:41] Justice is applying for this grant. Is
[38:44] it something that Brockton public
[38:46] schools can also apply? one of us is
[38:48] bound to get the grant if if
[38:50] >> we are actually partnering with Brockton
[38:52] already and I spoke to um two folks at
[38:56] the district who they are uh we're
[38:58] talking about like a it requires like a
[39:01] fiscal sponsor and so Brockton is
[39:03] actually already involved.
[39:05] >> Okay. I just wanted to make sure if you
[39:07] needed our help as far as the grant um
[39:09] grant writing that we'd also step up and
[39:11] see what we can do on our end. But thank
[39:13] you so much.
[39:14] >> Thank you.
[39:15] Any final questions,
[39:17] comments, concerns? No. Thank you, Miss
[39:19] Kennet. Appreciate you being here
[39:20] tonight. Uh feel free to reach out and
[39:24] uh if there's additional information
[39:25] you'd like to provide, um you can send
[39:27] that to us as well.
[39:29] >> Thank you for having me.
[39:31] >> Of course. Um we will now move on to the
[39:35] superintendent's report.
[39:38] >> Right. Thank you. Um so yes we have been
[39:41] working with discovering justice in or
[39:43] and so we did uh find some funds in one
[39:46] of our entitlement grants to support as
[39:49] uh Raina mentioned the the stipens and
[39:52] the transportation and we are continuing
[39:54] to advocate with DESIE um to secure
[39:57] those funds because um as Raina
[39:59] mentioned this is a grant that we can
[40:01] apply for every year but I do appreciate
[40:03] the fact that they are being forward
[40:05] thinking about the fact that we may not
[40:07] get the grant in the future and so we
[40:08] want to make sure that this is a
[40:10] sustainable um that we have a
[40:13] sustainable funding source moving
[40:15] forward. But I do appreciate that they
[40:17] have committed to continuing Discovering
[40:19] Justice and that we are in partnership
[40:21] with them and making sure that we're
[40:23] doing our part in both providing funds
[40:26] and advocating um for additional funds
[40:29] from the state.
[40:32] All right. So um oh so uh we'll move on
[40:35] to my report. And in my report, I'm
[40:38] actually including um my presentation
[40:41] regarding my upcoming evaluation since
[40:44] we are completing my current evaluation
[40:46] this evening um as long along with the
[40:49] superintendent update.
[40:53] So I've known I know you've seen these
[40:55] slides before. So just a reminder of the
[40:57] five-step cycle um for the
[40:59] superintendent evaluation process. So
[41:02] this evening we are doing number five
[41:05] which is approving the final evaluation
[41:07] and overall rating but I'm also starting
[41:09] with a preview of number one um so that
[41:12] you can get an idea of what I'm thinking
[41:14] for my goals. You will not be approving
[41:16] them tonight but you will hear about
[41:18] them tonight um and then I will send
[41:20] them to you so that you can provide
[41:21] additional feedback.
[41:26] As a reminder, there need to be three
[41:28] goals. a district improvement goal, a
[41:29] professional practice goal and a student
[41:31] learning goal and also uh there are
[41:34] several focus indicators and generally
[41:37] we choose uh six focus indicators to
[41:39] focus on. I'm evaluated on all of them
[41:42] um all 21 but there are six in
[41:44] particular that I focus on every year
[41:46] and those are the artifacts that you
[41:48] receive um in the book.
[41:52] So we'll be speaking about uh the
[41:55] evaluation later on but um as a preview
[41:58] for what I was thinking for my
[42:00] improvement goals for this upcoming year
[42:02] uh based largely on the um DESIE review
[42:06] that we received um and the uh and the
[42:10] evaluation the initial evaluation
[42:12] results that I've read. So the district
[42:14] improvement goal um and these will be
[42:16] words smmith and you will be able to
[42:17] provide feedback um is to implement an
[42:20] attendance improvement strategy that
[42:22] leverages family engagement and
[42:23] coordinated student interventions. The
[42:26] professional practice goal um that I am
[42:28] thinking of is providing access to
[42:30] consistent opportunities for families
[42:32] within the community to participate in
[42:34] school advisory and engagement
[42:36] structures. So that was an item that was
[42:37] mentioned in the Desi review as some as
[42:40] an area that requires greater
[42:42] consistency. And then the student
[42:44] learning goal is to cultivate
[42:45] opportunities for deeper deeper
[42:47] learning, higher order thinking and
[42:49] student driven dialogue.
[42:53] Uh for the focus indicators, again
[42:55] there's 21 indicators and so the six
[42:57] that I chose again were specific to the
[43:00] recent DESI review. So standard 1B on
[43:03] instruction, standard 2C scheduling and
[43:05] management information systems, standard
[43:07] 2e fiscal systems because I think that
[43:10] one has been in my evaluation one of my
[43:12] um focus indicators for the last two
[43:14] years and I think it should continue to
[43:16] be standard 3A family engagement
[43:19] standard 4A shared vision and commitment
[43:21] to high standards and standard 4D
[43:23] continuous learning.
[43:27] And so just as a reminder of where we
[43:29] have been this past year and where we'll
[43:31] be going this upcoming year, um last
[43:34] year the review of my goals and focus
[43:38] indicators, so this preview that I'm
[43:40] providing tonight was provided on
[43:42] October 22nd and then sent out to the
[43:44] school committee. Um they were then
[43:46] actually approved on December 2nd. Um,
[43:50] and then August 14th of this year, I
[43:52] sent you the report that you have. By
[43:54] September 18th, the evaluation forms you
[43:57] all submitted and uh, then it was
[43:59] compiled to be approved this evening um,
[44:02] on October 6th. So, tonight I'm doing my
[44:05] initial review of the goals and focus
[44:07] indicators. [snorts] Um, uh, a tentative
[44:10] schedule for approval of goals and focus
[44:13] indicators after you provide your
[44:14] feedback would be October or November of
[44:16] this year. Um and then I figure we will
[44:20] follow the same general timeline which
[44:22] was which is that the end of year report
[44:24] would come for me in August of next
[44:26] year. Um the evaluation forms would be
[44:29] submitted by school committee in
[44:30] September with the evaluation being
[44:32] approved by the school committee in
[44:34] October of next year. So this is the
[44:36] same cycle that we've followed um the
[44:38] last two years I've been here. And so I
[44:40] um figured that we would follow
[44:42] something similar this upcoming year.
[44:46] And so I would like to jump right into
[44:48] the update of some exciting things that
[44:50] have been happening around the district
[44:52] and we you will see that we are already
[44:54] um working towards some of these goals.
[44:58] So this year Brockton Public Schools is
[45:00] placing an intentional focus on
[45:02] strengthening family collaboration as an
[45:05] important part of supporting student
[45:06] learning and success. So our goal is to
[45:09] si move beyond simply communicating
[45:11] information to families toward creating
[45:13] more meaningful opportunities to work
[45:15] with families, valuing their knowledge
[45:17] of their children, engaging them in
[45:19] dialogue about learning, and seeking
[45:21] their perspectives and feedback when
[45:23] determining how best to support their
[45:25] students. Principles across the district
[45:27] are engaging with staff to identify how
[45:30] they currently cor collaborate with
[45:32] families and identifying ways in which
[45:34] they can deepen that collaboration. So
[45:36] here you see an example of this pictured
[45:38] where Downey educators are working
[45:40] collaboratively to dig into how making
[45:42] subtle shifts in practice can translate
[45:45] to more powerful partnerships with
[45:47] families.
[45:51] Also we launched our new parent
[45:54] engagement platform um and uh parent
[45:57] square. So many of you I'm sure have
[45:59] gotten your uh parent square
[46:00] notifications. Um and here you'll see
[46:03] that Mr. Kelly and I had the distinct
[46:05] honor of making a surprise visit to Miss
[46:07] Raposa's first grade first grade
[46:09] classroom at the Angelo School to
[46:12] recognize her as BPS's inaugural Parent
[46:15] Square champion because of all the
[46:17] incredible work she's done to make the
[46:18] most of this new platform for family
[46:20] outreach. Miss Raposa has done an
[46:22] amazing job using Parent Square early
[46:24] and often to keep her students families
[46:27] up to date on all that they're learning.
[46:29] She has also been a leader among her
[46:30] peers in helping them get the most out
[46:32] of parent square as well. The Angelo was
[46:35] our leading school through the first few
[46:37] weeks of the school year in terms of
[46:39] post for families and Miss Raposa was
[46:41] the leading poster at the Angelo which
[46:43] taken together earned her the
[46:45] distinction of being our first parent
[46:46] square champion. The championship belt
[46:49] she earned will be hers to display in
[46:50] her classroom until we identify our next
[46:52] champ. and the belt will then travel
[46:54] around the district throughout the year
[46:56] as we celebrate our educators and
[46:58] administrators who are doing an amazing
[46:59] job keeping families informed and
[47:01] engaged.
[47:05] Also, uh this past weekend, BHS girls
[47:07] sports teams welcomed 45 girls from
[47:10] grades 3 through 8 to Marciano Stadium
[47:12] over the weekend for the annual girls
[47:14] sports day. Students took part in six
[47:17] different sports stations, giving them a
[47:19] firsthand preview of the opportunities
[47:20] that await them in basketball,
[47:22] volleyball, softball, field hockey,
[47:24] cheer, and soccer, while also giving
[47:26] them the chance to get a feel for the
[47:28] brand new turf field that many of those
[47:30] sports now have the privilege of calling
[47:32] home. Thank you to Katie Baloni for
[47:34] organizing this growing tradition and to
[47:36] all of the amazing athletes and coaches
[47:38] who volunteered their time and made so
[47:40] many younger students feel welcomed and
[47:42] excited about the amazing opportunities
[47:44] at VHS. Thank you also to member Pina
[47:47] for helping to organize donated lunches
[47:49] from Bracks.
[47:54] Congratulations to the 30 BPS Middle
[47:56] School student musicians who have been
[47:58] chosen to represent the city of
[47:59] champions at the annual Bridgewater
[48:01] State University Honor Band Festival.
[48:04] They will be performing in a full-day
[48:06] festival this Thursday, October 8th,
[48:08] with peers from across southeastern
[48:10] Massachusetts. The day will be full of
[48:13] rehearsals and culminates with a concert
[48:15] at 3:30 p.m. at the Rondello Student
[48:18] Center Auditorium at Bridgewwater State.
[48:23] Last week, members of our finance team
[48:25] attended the Mass Buys Conference in
[48:27] Foxboro, joining public sector
[48:29] professionals from across the
[48:31] Commonwealth for a day of learning and
[48:32] collaboration. Through hands-on
[48:34] workshops focused on finance,
[48:36] procurement, and budgeting, our team
[48:37] works sidebyside to sharpen the skills
[48:39] they use every day in service of our
[48:41] students, schools, and community.
[48:44] Opportunities like this strengthen our
[48:45] fiscal practices, keep our team current
[48:47] on resources available to the district,
[48:49] and build teamwork. The team reported
[48:52] feeling energized after this opportunity
[48:54] and is looking forward to putting what
[48:55] they learned into practice each day.
[49:00] I'm also excited to share that the NFL
[49:02] foundation and the character playbook
[49:04] team have recognized BPS as a character
[49:07] champion district. The distinction is
[49:09] awarded to districts where students are
[49:11] actively engaged in character playbook,
[49:13] demonstrating a meaningful commitment to
[49:15] helping young people develop the
[49:17] character, leadership, and life skills
[49:19] that support success both inside and
[49:22] outside the classroom. Brockton is one
[49:24] of approximately a 100 districts
[49:26] nationwide to earn this recognition,
[49:28] which represents the collective effort
[49:30] of educators, administrators,
[49:31] counselors, and staff who work to foster
[49:34] student growth and achievement every
[49:35] day. Thank you to every member of our
[49:37] team who contributed to us earning this
[49:40] incredible milestone or reaching this
[49:42] incredible milestone.
[49:45] The free books for kids mo bookmobile
[49:47] has been making stops throughout
[49:49] Brockton during the school year with
[49:50] more to come as the school year goes on.
[49:52] It made its most recent stop at the
[49:54] therapeutic day school giving students a
[49:56] chance to select books of interest to
[49:58] keep them at no cost to them or the
[50:01] district. This is part of a regular set
[50:03] of stops the bookmobile is making across
[50:05] the district. This initiative is led by
[50:08] Margaret Burgess who takes this project
[50:10] on in addition to her work as a
[50:12] librarian in needm schools. Each year
[50:15] when Margaret reaches out about this
[50:17] program, our principles rush to sign up
[50:18] and there will be dates throughout the
[50:20] remainder of the year where Margaret's
[50:22] bookmobile will be paying a visit to
[50:24] schools serving grades K to 8.
[50:28] I also want to extend a big thank you to
[50:30] our partners at the Brockton Public
[50:31] Library for their continued support of
[50:33] our youngest students. This year, BPL
[50:36] generously helped put 1,200 copies of
[50:39] The Dot by Peter H. Reynolds into the
[50:41] hands of students, allowing us to
[50:43] provide a book to every incoming
[50:45] kindergarten student across the
[50:46] district. Each book included a special
[50:49] book plate recognizing the partnership
[50:51] between Brockton Public Schools and the
[50:52] Brockton Public Library and welcoming
[50:54] our students as they begin their school
[50:56] journey. This initiative is about more
[50:59] than just distributing books and sharing
[51:00] the joy of literacy. This initiative is
[51:03] helping to build a bridge that connects
[51:04] school registration to early literacy to
[51:07] family engagement and community
[51:08] partnership.
[51:12] And finally, National Custodians Day was
[51:15] last week, and I wanted to take a moment
[51:17] to thank our amazing custodians, some of
[51:19] whom are pictured here. Our custodians
[51:21] are an essential part of the team at
[51:22] every one of our buildings. And while
[51:24] their work often happens early in the
[51:26] morning or late in the day, it's always
[51:28] seen by our students and staff in the
[51:29] form of clean and safe buildings that
[51:32] allow them to focus on teaching and
[51:33] learning. So on behalf of myself, the
[51:35] leadership team, the school committee,
[51:37] and all of our students and educa
[51:38] educators, thank you to our wonderful
[51:41] custodians.
[51:42] >> Thank you, Superintendent. Um, Mr. Pin,
[51:45] and then Miss Oliver.
[51:47] >> Um, so the district has made some
[51:52] progress with the
[51:55] overwheling.
[52:03] bit closer.
[52:12] » Test test test. There you go. All right.
[52:14] So, the district has uh made some great
[52:17] progress. Actually, I was just talking
[52:18] to Dr. Spalding about the literacy
[52:20] scores in the uh lower grades K through
[52:23] uh three and uh some of the the movement
[52:26] that we've made um in that area. My my
[52:30] concern is and I I wanted to bring this
[52:32] up is about the uh the higher grades. Um
[52:37] what do you what do you believe are the
[52:39] primary reasons for those schools
[52:42] continue that continue to struggle and
[52:44] what specifically are we doing
[52:47] differently this year than uh that we
[52:49] did um that you expect will materially
[52:54] uh improve student achievement?
[52:56] >> Yes. So I think this will be an ongoing
[52:58] conversation that we have throughout the
[53:00] school year and I think that the uh Desi
[53:02] district review certainly gave us some
[53:04] uh great insight as well. Um and so as
[53:09] you mentioned uh there you know our
[53:11] outcomes are remaining uneven but we do
[53:13] see that we have promising practices
[53:15] within our own school district and so
[53:17] certainly leveraging those promising
[53:19] practices and sharing them amongst our
[53:21] schools. sometimes um you know [snorts]
[53:23] our solutions are within our own walls.
[53:26] Um also some of the more uh the more
[53:29] focused support that we're going to be
[53:31] doing is our on our district data
[53:34] reviews, our learning walks and our
[53:36] ongoing work with DESIE um because those
[53:40] have helped us identify these areas and
[53:42] sharpen our focus. So when you look at
[53:43] our DESI review for example, they have
[53:45] in the appendices several of the
[53:47] walkthroughs and they've identified
[53:48] certain areas where we can provide
[53:50] additional support. So I think that
[53:52] gives us a good starting point. [snorts]
[53:53] Desi also has reached out to us because
[53:55] this is where we start partnering with
[53:57] them this school year on providing
[53:59] additional support. So, we are going to
[54:02] take a much more focused and intentional
[54:04] approach this year and we've established
[54:05] a clear uh dis district instructional
[54:09] priority um on ensuring that our
[54:11] students are actively engaged in grade
[54:13] level learning, talking, reading,
[54:15] writing, explaining, questioning, and
[54:17] responding with purposeful supports so
[54:20] that all of our students, including our
[54:21] multilingual learners and our students
[54:23] who are on IEPs, are participating uh in
[54:25] a successful way. We are also working to
[54:28] better align and leverage the tools and
[54:30] structures that we already have. So
[54:32] common planning time for example which
[54:34] um as you mentioned in the higher grades
[54:37] new this year we have expanded at
[54:39] Brockton High School. Uh learning walks
[54:42] again professional learning educator
[54:44] evaluation is a tool that we can
[54:46] leverage student data and targeted
[54:48] interventions so that they reinforce the same instructional
[54:51] priorities um rather than operate as
[54:55] separate initiatives. So I think that that is something that we can also
[54:59] be doing better um and more
[55:02] consistently. Um we also have allocated
[55:05] grant funding to support each school
[55:07] that is designated as requiring
[55:10] additional assistance this year uh so
[55:12] that they have a professional learning
[55:14] community that's focused on research for
[55:16] better teachings making student thinking
[55:18] visible course. So we'll be doing that
[55:20] and that course will equip teachers to
[55:23] create environments where our students
[55:25] are talking more than um talking more
[55:28] and taking part in higher order level
[55:31] thinking and um academic student
[55:35] dialogue. Um so moving shifting that
[55:38] dialogue from our teachers to to our
[55:40] students. And so our hope is that and we
[55:43] will continue to report on it is that
[55:46] with um these more targeted supports
[55:48] coupled with stronger accountability and
[55:50] monitoring uh that we will be able to
[55:52] lead to measurable improvements in
[55:54] student outcomes.
[55:55] >> Just a followup with that. So you we had
[55:58] the promise school that scored
[56:01] much higher than our high school.
[56:03] >> What are we what did we learn from that?
[56:05] Is that what is that what you got this
[56:08] what you're saying? What you got that
[56:09] from? Is that what we're doing at
[56:10] promise that maybe made them a little
[56:12] bit um score
[56:15] >> planning time you mean? Um
[56:17] >> correct or actually the higher level
[56:18] engagement because I mean I'll be honest
[56:20] with you and I know you have a child as
[56:22] well in an ISL school and I do as well
[56:24] and so their curriculum is much
[56:26] different than ours and they do a lot
[56:28] more of that.
[56:30] >> Um and I believe they do that at the
[56:32] promise as well. So I'm just curious if
[56:34] that is that's why we brought it over
[56:36] and bring it over to the high school.
[56:38] So, I I that's a great question. I think
[56:41] I'd have to think about that a little
[56:42] bit more and look at the data. I mean,
[56:43] we are certainly expanding early college
[56:46] at um at the high school. And so, I
[56:49] think that early college is certainly uh a reason that I think our promise
[56:53] students are um excelling. And so, we
[56:56] are trying to leverage that more greatly
[56:58] at the high school. It it's hard it's
[57:00] hard to compare the two because it is
[57:02] sometimes apples and oranges. is I mean
[57:04] Brockton High is a much larger school
[57:06] and it provides a lot of different
[57:08] opportunities and you know um while
[57:12] accountability and I would never say
[57:14] that accountability is not important and
[57:16] assessment scores aren't important but
[57:18] it is interesting because when I go to
[57:19] promise one of the things that they
[57:21] mention is that they would like to have
[57:22] greater access to some of the
[57:25] opportunities that um and and they do
[57:28] have you know access to athletics but
[57:30] some of the opportunities even during
[57:31] the school day that are provided at
[57:33] Brockton High that they don't have some
[57:34] of the electives, some of the the the
[57:37] specialties. So, it really is it's
[57:40] different and it's hard to compare. So,
[57:41] I would have to think about that a
[57:43] little bit more um as far as what
[57:46] practices we could share. And actually,
[57:48] I would probably uh lean on the school
[57:50] leaders themselves. Like I was saying, I
[57:52] think we have promising practices at a
[57:54] lot of our different schools that can be
[57:56] shared and leveraged. And I think that
[57:58] actually goes both ways between Brockton
[58:00] High and Brockton Therapeutic Day. and
[58:03] uh promise and champion. So, I think
[58:05] that it's our job to make sure we're
[58:08] leveraging the opportunities that we
[58:09] have with our principles in order and
[58:11] our educators in order for them to share
[58:13] those practices.
[58:14] >> As a followup that I just thought about
[58:16] as you were speaking, um one of the more
[58:18] unpopular things that I said and
[58:21] obviously, you know, I say a lot of
[58:22] those, but um so does that not show that
[58:26] there should be two that we should split
[58:27] the high school up and maybe have a
[58:29] smaller high school? like why are we why
[58:31] are we asking the taxpayers to build
[58:33] this high school that's so large when
[58:36] now you're telling me the data is
[58:38] proving that a smaller high school would
[58:40] be better so why not build two separate
[58:42] high schools.
[58:43] >> So actually no that's not what I said
[58:44] because um I said that there are areas
[58:47] in um that where BHS has I think it it
[58:50] depends on what we're talking about.
[58:52] >> We could just get those to that to the
[58:54] school. We're just not giving them to
[58:55] them right now. Like they don't have a
[58:57] gym. They don't have um they should have
[58:59] I I believe they should have their own
[59:01] sports teams.
[59:02] >> I believe that they should be a separate
[59:05] high school completely
[59:06] >> and I think that's that was proven over
[59:09] uh how well they did in their scores.
[59:10] >> They are a separate high school
[59:12] >> but but then they
[59:13] >> Oh, you mean having their own play in
[59:14] the majorettes. They play football. They
[59:18] >> And then Yes. And then
[59:22] so well let me start with the MSBA
[59:24] question. Um, when we were applying to
[59:26] the MSBA, uh, you only get funding for
[59:29] one school, right? So, if we got funding
[59:32] for a new school, it would have to be
[59:34] split. So, we would have some students
[59:36] who stayed here and then we would have
[59:38] um a new high school where other
[59:39] students would go. And we did, when we
[59:42] were going through the process, exhaust
[59:45] every single exploration of one school,
[59:48] two schools, where would they sit? And
[59:49] so, um, there was a lot of work that
[59:52] went into determining that it should be
[59:54] one school. Uh, and that included, uh,
[59:58] not just the education and the CTE
[1:00:00] programs, um, and the economies of scale
[1:00:02] that were able to provide here at
[1:00:03] Brockton High. Um, [snorts] but it it
[1:00:06] did include like geography and transfer.
[1:00:09] Like there were all myriad of um
[1:00:12] [snorts] factors that were included in
[1:00:14] that decision to to build one uh,
[1:00:17] Brockton High. Honestly, if we were to,
[1:00:19] let's say we're we were to split it in
[1:00:21] two, I think we would all still agree
[1:00:24] that we would want a new building here.
[1:00:26] So ultimately, we would still be
[1:00:27] building two buildings, two new
[1:00:29] buildings, paying and potentially paying
[1:00:31] more in the long run, right? Um because
[1:00:33] then we'd be paying for one now, tearing
[1:00:36] this one down, break building another
[1:00:37] one later and when it costs are higher.
[1:00:40] So I think all all in all I while I know
[1:00:43] it is an incredibly large investment, I
[1:00:46] think that the one large Brockton High
[1:00:49] School was the right way to go. And and
[1:00:51] just for me um as somebody coming to
[1:00:54] Brockton, one thing that I will say that
[1:00:55] I really uh have loved and appreciated
[1:00:59] about Brockton is the level of spirit
[1:01:01] and and and that culture of having it,
[1:01:04] you know, um one large high school that
[1:01:07] sometimes, you know, um can suffer when
[1:01:10] you have two different high schools and
[1:01:11] you've seen things like that like
[1:01:13] Newton, like Newton North and South and
[1:01:14] they have this big rivalry and and at
[1:01:16] times that can be nice, I suppose, but
[1:01:18] there is something to be said, I think,
[1:01:20] for uh for the camaraderie and the
[1:01:23] culture and the the community coming
[1:01:25] around one large high school. Um so
[1:01:28] that's the MSBA question, but then you
[1:01:30] asked another question about smaller a
[1:01:34] smaller high school. I think honestly
[1:01:37] what we've done here in Brockton is the
[1:01:39] best of both worlds because you're
[1:01:40] right, there are some um programs and
[1:01:43] there are some students that are going
[1:01:44] to flourish more greatly in a smaller
[1:01:46] environment and then there are some who
[1:01:48] are going to be better in a larger
[1:01:49] environment and I think the fact that we
[1:01:51] are offering both of those opportunities
[1:01:53] is actually the best case scenario. Um
[1:01:56] so in my opinion and obviously it's not
[1:01:59] my opinion that um is the one that you
[1:02:02] know guides everything but I I actually
[1:02:06] uh believe that we're we're doing it
[1:02:08] well and we're doing it right and that
[1:02:10] we um what all we are looking to do is
[1:02:13] make sure that we are improving and
[1:02:14] building upon the foundation we have. So
[1:02:16] I mean a few years ago, five years ago
[1:02:18] there was not a promise academy. So even
[1:02:20] just the development of that school and
[1:02:22] the fact that we you know that I think
[1:02:24] demonstrates that Brockton is um is not
[1:02:29] just married to like the one large high
[1:02:30] school but isn't just thinking about it
[1:02:33] so um in such a like concrete linear way
[1:02:37] of like it's either two high schools or
[1:02:38] one high school like we're thinking
[1:02:40] about it in a more nuanced way that I
[1:02:42] think is more individualized to the
[1:02:44] student population we have.
[1:02:45] >> Yeah. I I would just ask that we think
[1:02:47] more about outcomes, student outcomes
[1:02:50] than financial. Uh I know we have to
[1:02:52] think of both, but I think obviously the
[1:02:55] student outcomes are important. Um we're
[1:02:57] lucky that we have uh the promise school
[1:02:59] and uh I have two more two more
[1:03:02] questions that were actually from what
[1:03:04] you were uh from your report.
[1:03:06] >> Uh do you have the metrics on that
[1:03:09] parent square? I know that there's and
[1:03:12] just so that I fully understand because
[1:03:14] I got conflicting information. So
[1:03:18] >> obviously I get the text a lot of them
[1:03:21] which is good. Um but at the same time
[1:03:23] so if you download the app is it like a social media platform where the
[1:03:28] teacher is now because I know in the in
[1:03:31] the last um I just totally forgot the
[1:03:33] name of it. The last uh product that we
[1:03:35] had
[1:03:36] >> school messenger.
[1:03:37] >> Yes.
[1:03:38] >> Um they they could do pictures. they
[1:03:40] would send the pictures and stuff. So,
[1:03:41] is that what you're measuring
[1:03:43] from what you're
[1:03:43] >> measuring posts, newsletters? Yeah. So,
[1:03:46] and we do get and I actually get um a
[1:03:49] weekly feed of who was the the top
[1:03:51] poster and what kind of posts were
[1:03:53] provided, what kind of interactions
[1:03:55] happen because it is um a two-way
[1:03:58] communication. Um, and so I can bring um
[1:04:02] to our next meeting uh the analytics uh
[1:04:05] for the full month of September um
[1:04:08] because I was actually uh talking about
[1:04:11] them with um Jordan today and he was
[1:04:14] letting me know sort of like the
[1:04:15] percentage of the families that are that
[1:04:17] are utilizing it and I was able to meet
[1:04:19] with DPAC yesterday evening and and
[1:04:22] there are definitely still kinks that we
[1:04:24] need to work out and and areas that we
[1:04:26] know need improving um for parents
[1:04:29] parent square. So, we're still working
[1:04:30] those out, but one of the parents
[1:04:32] actually said that they were able to get
[1:04:34] a newsletter um from the district from
[1:04:38] that was specifically she has a sixth
[1:04:40] grader and it was specifically came a
[1:04:42] sixth grade newsletter to her, but that
[1:04:44] was district level. So, she was very
[1:04:46] excited to have that kind of targeted um
[1:04:50] uh communication um that came from the
[1:04:52] district. So, not simply just from, you
[1:04:54] know, within your school, you're getting
[1:04:55] it from the the district as well.
[1:04:58] um but in a way that kind of tells you
[1:05:00] what's happening around the district in grade six. So I think it offers us a
[1:05:04] lot of different opportunities and we're
[1:05:06] still trying to figure out all of the
[1:05:07] functionalities. We're actually being
[1:05:09] trained next week um on their attendance
[1:05:13] module which is something we may want to
[1:05:15] utilize or leverage. So we're going to
[1:05:17] be exploring that as well. Um but I can
[1:05:20] certainly bring more information about
[1:05:22] um how how it's going so far. And is the
[1:05:25] principal at each uh facility are they
[1:05:27] like the moderator of that or is it
[1:05:32] >> Yeah. Yes. I mean different um different
[1:05:36] folks have different permissions. So for
[1:05:38] example, the principal can communicate
[1:05:40] with everybody. Teachers have the
[1:05:42] permissions to communicate with their
[1:05:44] students. Um, and that's sort of one of
[1:05:46] the things that we're working on right
[1:05:47] now is making sure that
[1:05:50] we all have the correct permissions to
[1:05:52] communicate with who we want to
[1:05:54] communicate and to to change it when we
[1:05:56] want to because sometimes I may want to
[1:05:58] communicate with this group but not this
[1:06:00] group. So that's what we're working on
[1:06:01] now.
[1:06:01] >> Is that is there anything in there where
[1:06:03] the um the school committee would be
[1:06:05] able to have access? I have it just
[1:06:07] because obviously I have my kids uh one
[1:06:08] of my kids two of my kids in schools.
[1:06:11] Um, but is it something that the school
[1:06:13] committee would then be able to like if
[1:06:15] there were
[1:06:16] >> post? Um, so it would
[1:06:17] >> not really post but just like you know
[1:06:18] if there was something that um that it
[1:06:22] kind of keeps me informed a lot more
[1:06:24] than I mean I talk to Mrs. Paul all the
[1:06:26] time anyway but
[1:06:28] >> um keeps it would keep everyone else
[1:06:30] informed. That's all.
[1:06:31] >> Absolutely. And that is our hope is that
[1:06:33] we'll be able to utilize it to um
[1:06:35] communicate out the DPAC meetings to
[1:06:37] communicate out um Yes. So absolutely.
[1:06:40] So if there are school committee
[1:06:41] functions or even the meetings that we
[1:06:43] want to utilize uh parent square to
[1:06:45] communicate. Absolutely.
[1:06:47] >> One last question. So the honor band
[1:06:49] festival at Bridgewwater is that open to
[1:06:51] the public or is that um
[1:06:52] >> I believe so. I mean I I actually don't
[1:06:55] know. Um I hope so. I'm going. So uh
[1:06:58] hopefully they'll let me in but I can
[1:06:59] find out.
[1:07:00] >> Okay. Thank you.
[1:07:02] >> Yes.
[1:07:02] >> Thank you Mr. Pina. Uh any other
[1:07:04] members? Uh Miss Oliver.
[1:07:05] >> I'm sorry. Can I can I just add one more
[1:07:07] thing?
[1:07:08] >> Go ahead. I I I had to I had to say
[1:07:09] thank you to the um custodians. Um they
[1:07:13] are they are literally the backbone of
[1:07:15] this uh community of ours and the
[1:07:18] schools. Thank you for what they did in
[1:07:19] the hallway cleaning up uh after that
[1:07:22] really bad storm. Um our schools are not
[1:07:25] uh in bad of shape as what you might
[1:07:27] think. Uh and that's because of what
[1:07:29] they do and what facilities does. I
[1:07:31] don't know if Ken's up there, but he
[1:07:33] would have just heard me compliment him.
[1:07:34] Thank you.
[1:07:36] >> Thank you, Miss Oliver.
[1:07:37] Thank you. Um just a few questions with
[1:07:40] the MCCAST scores. Do you have the data
[1:07:43] for different grades and like what how
[1:07:46] we scored for like math, science, and
[1:07:49] English?
[1:07:49] >> Yes. So the the MCCAST presentation that
[1:07:52] um you all get every year. Uh we will be
[1:07:54] doing that again this year. Um and so
[1:07:57] you will be receiving the full
[1:07:58] breakdown, the comparison of us from
[1:08:01] last year um and us from surrounding
[1:08:04] districts. so similar to what you've
[1:08:05] received in the past.
[1:08:07] >> And also if you actually go on the the
[1:08:09] DOE website, you can kind of look
[1:08:11] through and play around with the
[1:08:13] accountability. You can see it for every
[1:08:14] school.
[1:08:15] >> Yeah. Because I'm extremely um proud
[1:08:17] that Brockton did an incredible job
[1:08:20] compared to the state how low they went.
[1:08:22] But we increased our um score level and
[1:08:25] I just wanted to see like how we
[1:08:28] improved from last year to this year and
[1:08:30] is and then see what we did differently
[1:08:32] this year, right? to basically increase
[1:08:34] our score. I just want to I can't wait
[1:08:35] for that presentation just to basically
[1:08:37] say thank you to the leaders and
[1:08:39] educators who has worked really hard to
[1:08:41] basically get us where we where we at.
[1:08:43] But definitely it's something to be very
[1:08:45] proud of that we're seeing on the
[1:08:47] newspaper that Brockton did an
[1:08:48] incredible job. Um also another thing
[1:08:51] that I saw recently is that we're um
[1:08:53] competing very strongly with
[1:08:54] Southeastern when it comes CTE program.
[1:08:56] Thank you to uh Mr. Macascco for doing
[1:08:58] an incredible job bringing a lot of um
[1:09:01] programs to the CTE program. So I think
[1:09:04] we're finally giving competition where
[1:09:07] to certain cities and towns. So I'd like
[1:09:09] to see I love to see that. Another thing
[1:09:11] also I do like Parent Square. I think
[1:09:13] it's perfect. I like the fact that it's
[1:09:16] very um multilingual. a lot of bilingual
[1:09:19] parents I open house at South that a lot
[1:09:22] of parents that were bilingual was being
[1:09:24] um you know helped to like sign up to
[1:09:27] and they liked it. I like getting all
[1:09:29] the message. I like getting all the
[1:09:31] posted because sometimes that's how I
[1:09:32] update what's going on in the city with
[1:09:34] the school district. But I do like it
[1:09:35] and also when you know teachers send me
[1:09:38] emails and different message about my
[1:09:41] kids. But I think it's very personal. I
[1:09:42] do like this better than the old system.
[1:09:45] And the last thing I want to say is um I
[1:09:48] do want to thank um coach Baboni for
[1:09:51] this past Saturday um event. It's
[1:09:54] definitely the second annual. The
[1:09:56] numbers of students that attended has
[1:09:58] totally increased. Um and also to all
[1:10:01] the coaches that went out on Saturday to
[1:10:03] participate and help out all the um
[1:10:06] student adviserss that's also was there
[1:10:08] helping and playing with the young kids.
[1:10:11] Just watching like our future Brockton
[1:10:13] High boxers on the field. They were so
[1:10:15] happy. They were laughing. They were
[1:10:17] giggling. They were playing with each
[1:10:18] other. I think we had over 50 or more
[1:10:20] stu um kids and they really really
[1:10:23] enjoyed themselves and and I do
[1:10:25] appreciate partic um appreciate that
[1:10:27] they're putting more spotlight on girl
[1:10:29] sports. So Saturday was really really
[1:10:31] great. Thank you for the donation. The
[1:10:33] kids did love eating their sandwiches.
[1:10:35] We made sure they didn't eat on the
[1:10:37] field. So that was a good thing. But it
[1:10:39] was a good day. It was hot. It was nice.
[1:10:41] And um continue the great work every
[1:10:42] year. Thanks. Thank you. Any other
[1:10:45] members?
[1:10:48] Seeing none, I have a few things I'd
[1:10:50] like to say as well. Um, I'll start with
[1:10:54] the high school. Um, since Mr. Pina
[1:10:56] brought it up, um, I have a few
[1:10:59] constituents of mine that have always
[1:11:01] asked, why don't we build two high
[1:11:04] school, break it down in half, and give
[1:11:06] more individualized, more focused
[1:11:09] attention to our students. Um I I used
[1:11:12] to say that sounds good to me cuz you
[1:11:14] know smaller classrooms, more staffing
[1:11:17] and so on and so forth, but there's a
[1:11:19] lot of um other aspects that we have to
[1:11:22] consider. And one of the things that the
[1:11:25] superintendent said that I think um is a
[1:11:28] good perspective to take is every
[1:11:31] student has their own ways of learning.
[1:11:35] Some do well in smaller spaces, some do
[1:11:37] well in larger spaces, but I do like the
[1:11:39] idea of having a separate high school.
[1:11:40] I've thought about it a couple times.
[1:11:43] Um, even though there's other things
[1:11:45] such as transportation, you know, access
[1:11:47] and whatnot that comes into play. Um,
[1:11:51] also I lost my access, not access, I
[1:11:53] just got rid of my parents square cuz my
[1:11:56] kid is not here anymore. So, I won't be
[1:11:58] able to see all the great um news and
[1:12:01] information shared um through the
[1:12:04] system, but I think picking up um from
[1:12:07] that conversation, it would be a good
[1:12:09] way for us to utilize it for information
[1:12:12] sharing um not just with parents, but
[1:12:14] with the whole community. if there's um
[1:12:18] a different access for other people that
[1:12:22] don't maybe don't have kids in the
[1:12:23] district but want to stay informed, want
[1:12:25] to participate if we are able to do
[1:12:28] that. Um that came to mind as Miss Pina
[1:12:31] was talking about it utilizing it as
[1:12:33] information sharing and you know a way
[1:12:36] of keeping people updated. Um similar to
[1:12:39] how we share things on our website
[1:12:41] having an app that you'll get a
[1:12:43] notification, hey there's an event going
[1:12:44] on. we're doing a, you know, high school
[1:12:47] project uh conversation this day or
[1:12:49] there's a um after school going on and
[1:12:53] what not. So, if that's something we
[1:12:55] could do um or have available and
[1:12:59] accessible to other folks, not just
[1:13:00] parents for their kids, that would be
[1:13:02] great. Um any other comments? Okay,
[1:13:07] seeing none, we'll move on to
[1:13:10] item 3B. Any items to refer to
[1:13:14] subcommittees?
[1:13:16] No.
[1:13:17] >> Oh, I'm sorry. Yes. I thought we were
[1:13:19] just on A.
[1:13:22] That's C you're talking about, right?
[1:13:23] I'm sorry.
[1:13:25] >> We got A and B. So, we just went
[1:13:27] >> the the bullet points messed me up. I'm
[1:13:28] sorry. So, that's not one, two, and
[1:13:30] three.
[1:13:31] >> Not necessarily. No.
[1:13:33] >> Oh, my [laughter] bad then.
[1:13:34] >> Do you have more questions?
[1:13:35] >> Yeah, I
[1:13:35] >> Okay, Mr. Pino.
[1:13:36] >> Um, and and I I'll be totally
[1:13:39] transparent. I did let you know about
[1:13:41] these because I I don't want to catch
[1:13:43] you off guard and uh make it seem as
[1:13:46] though I'm trying to play the gotcha
[1:13:48] game. But um as as we establish your
[1:13:52] goals and indicators, what specific
[1:13:55] measures uh student outcome targets are
[1:13:58] you willing to be evaluated against this
[1:14:01] year particularly in literacy um
[1:14:04] mathematics attendance and or lowest
[1:14:07] performing schools? I know that you had
[1:14:08] mentioned attendance and that was
[1:14:10] something that was also brought up in
[1:14:12] the in the report as well. Um but I I
[1:14:16] guess the purpose of this question is
[1:14:18] just because of how poorly our high
[1:14:21] school um scored and how um you know we we're doing well in the lower grades
[1:14:29] and I I I have some ideas as to why
[1:14:33] we're not doing as well in the upper
[1:14:34] grades. Um and I believe it's across the
[1:14:38] state that that's happening for the same
[1:14:40] reason. Um so I I guess
[1:14:45] as as we identify the issues, is that
[1:14:49] something that um we can look at to
[1:14:52] improve? Um I know it's going to cost a
[1:14:55] lot more um because it is mostly the ESL
[1:14:59] students that are coming in and then
[1:15:01] they are not performing at the same
[1:15:03] level. Um,
[1:15:06] so is is and I'll just leave it at that.
[1:15:09] >> Um, and so yes, and I appreciate so much
[1:15:12] you sending the questions ahead of time.
[1:15:14] Um,
[1:15:17] my answer to that is I would certainly
[1:15:19] be open to um what the committee
[1:15:24] thinks would be good metrics. Um, and so
[1:15:27] I'm certainly, you know, interested in
[1:15:29] the feedback. So, if you have um
[1:15:31] specific smart goals or metrics that you
[1:15:34] wanted to send me that um we could think
[1:15:37] about, that's absolutely um that would
[1:15:40] be great. I think certainly demonstrated
[1:15:43] academic growth in the schools that have
[1:15:46] been identified by DESIE as requiring
[1:15:48] targeted assistance um I think would
[1:15:52] be a natural um
[1:15:56] you know one to look at. So may maybe
[1:15:59] more holistically just improvement at
[1:16:01] the targeted assistance schools. Um I we
[1:16:05] or we could do something more specific
[1:16:07] to grades. Grade three I know is one
[1:16:09] that you've mentioned before. So
[1:16:11] thinking about grade three across the
[1:16:13] district and our lit literacy um scores
[1:16:16] could certainly be one or um another
[1:16:19] high leverage point could be grade eight
[1:16:21] mathematics because we know that grade 8
[1:16:23] math and algebra are often a predictor
[1:16:26] for graduation rates and and and high
[1:16:29] school completion and um high school
[1:16:31] course taking uh college enrollment STEM
[1:16:34] pathways etc. So, I'm certainly open to
[1:16:37] whatever the committee would be
[1:16:39] interested in
[1:16:41] evaluating me on.
[1:16:43] >> Awesome. And I think uh as as we've
[1:16:46] discussed previously that third grade is most important and and eighth grade
[1:16:51] for math as well. I think those would be
[1:16:53] u great measures and I hope that we can
[1:16:55] discuss that further. Uh the last
[1:16:57] question that I had um I know you didn't
[1:17:00] want to discuss this but uh regarding
[1:17:02] the 2026 transportation
[1:17:05] uh deficit.
[1:17:07] Um what was originally budgeted? Uh what
[1:17:11] was actually spent? What specifically
[1:17:14] caused the variance? And uh was this
[1:17:18] operational overrun or was this
[1:17:20] transportation budget established below
[1:17:22] the uh reasonably anticipated cost to
[1:17:26] providing those services? So, we've
[1:17:29] actually ended the year about where we
[1:17:31] thought we would as far as the
[1:17:32] transportation costs at around 22.3. And
[1:17:35] I'll be bringing the final numbers um at
[1:17:38] our next meeting. So, we will have our
[1:17:40] fiscal up. Well, we're going to have a
[1:17:42] transportation subcommittee meeting, I
[1:17:43] believe, um and then we're also going to
[1:17:46] have a fiscal update during our regular
[1:17:48] meeting. Um where the interim CFO for
[1:17:51] the city, Jay Condan, will be coming as
[1:17:54] well. Um and we have been working
[1:17:56] collaboratively with him. So we did end
[1:17:58] around on the nonn net school spending
[1:18:01] about where we had imagined but as you
[1:18:03] know um it was underfunded from the
[1:18:06] start. So we said we would need I think
[1:18:10] we actually said we needed more than
[1:18:11] that like 24 and 26 the same as we did
[1:18:13] this 25
[1:18:15] budget
[1:18:16] >> and then this year we asked for more as
[1:18:17] well. Uh but last year I believe we
[1:18:19] received 19. This year we received 17. I
[1:18:23] and now I'm forgetting but I will have
[1:18:24] all those numbers for you when we
[1:18:26] present them. So we were underfunded for
[1:18:28] that and that is an area where I very
[1:18:31] much appreciate that um Mr. Condan is
[1:18:36] looking at that looking at how we're
[1:18:38] using circuit breaker wants to be
[1:18:39] collaborative doesn't want it to be a
[1:18:42] situation where we're simply
[1:18:43] underfunding to figure it out later. Uh,
[1:18:45] so I very much appreciate that and uh
[1:18:48] we'll be bringing our final numbers
[1:18:50] because the books close um this Friday
[1:18:53] and and we're figuring out sort of um
[1:18:57] how the city is going to uh fund that
[1:19:00] deficit. Um,
[1:19:03] so yes,
[1:19:05] >> just to be clear because I know and I
[1:19:07] wasn't on the committee um back when
[1:19:09] there were some overruns
[1:19:11] uh but just to be clear so um we
[1:19:14] expected these this deficit, we expected
[1:19:17] this to happen and um we fully
[1:19:22] anticipate to fund it. So on the non-net
[1:19:26] school spending side, it's it's
[1:19:28] interesting because
[1:19:30] what ends up happening is it hits the
[1:19:33] city treasury anyway.
[1:19:35] >> Correct.
[1:19:36] >> So on one hand it's a deficit because
[1:19:39] they haven't reclassed it to us to rec,
[1:19:42] you know, but at the end of the day it
[1:19:44] still hits their lines. It hits their uh
[1:19:47] budget. So as long as we're not paying
[1:19:49] it out of the net school spending. So,
[1:19:51] there was an area where we had spent
[1:19:53] some out of the net school spending, but
[1:19:54] we again as we're closing the books,
[1:19:56] we're classing exactly where we're
[1:19:59] allowed. Um, but we're reclassing those
[1:20:01] expenses. So then now now it'll be all
[1:20:03] on the net school non-net school
[1:20:05] spending side. Um, so at the end of the
[1:20:09] day, it doesn't end up being a deficit
[1:20:11] on our end.
[1:20:13] >> It ends up being one they have to take
[1:20:15] care of either way.
[1:20:16] >> It's a city deficit then.
[1:20:17] >> Correct. and understanding that non-net
[1:20:20] spending is the city's responsibility
[1:20:22] anyway.
[1:20:22] >> Correct.
[1:20:23] >> Um Okay. All right. Yeah. Thank you.
[1:20:26] >> Any other uh Miss Oliver?
[1:20:28] >> I just wanted u Mr. Peina to clarify the
[1:20:31] ESL comment you made. I'm not sure the
[1:20:34] numbers like what was the question if
[1:20:36] you can repeat.
[1:20:36] >> So if you look at Desi uh Desi has all
[1:20:38] the numbers. Uh you can look at uh where
[1:20:41] we dropped. Uh we dropped in certain
[1:20:44] areas. Um and so it's factual data
[1:20:48] that's on the DESIE website.
[1:20:50] >> Okay. Thank you.
[1:20:51] >> Mhm.
[1:20:52] >> Um yes, go ahead.
[1:20:54] >> So um I can certainly look at that data
[1:20:58] point, but one data point that I think
[1:21:00] is important to to note just in general
[1:21:04] is that English learners obviously they
[1:21:06] do perform not as well on MCCAST when
[1:21:09] they're within their first few years of
[1:21:10] being in this country. I mean, I think
[1:21:12] any of us who went to another country in
[1:21:13] the first two years are not going to do
[1:21:15] great on a standardized test. Um,
[1:21:17] however, our former English learners,
[1:21:19] and I believe this is a statistic in
[1:21:21] Massachusetts overall, but former
[1:21:22] English learners actually outperform
[1:21:24] their native English-speaking peers once
[1:21:27] they
[1:21:28] become once they fle or become a former
[1:21:31] English learner. So, and and this is for
[1:21:34] all of the reasons that we know like
[1:21:36] bilingualism and dual language. And
[1:21:38] that's why we have um a global studies
[1:21:41] school. And that's why it would be
[1:21:42] amazing if we could expand dual language
[1:21:44] because we know that the uh bilingual
[1:21:47] brain works a little differently and is
[1:21:49] able to once catching up it in the
[1:21:52] language is able to demonstrate
[1:21:54] proficiency. So when they're not when a
[1:21:56] student who is an English learner is not
[1:21:58] performing well on a test, it is not
[1:22:00] simp it's not because they are not able
[1:22:03] to. It's because they just have not
[1:22:04] reached that level of academic English
[1:22:06] to be able to demonstrate what they
[1:22:08] know. So
[1:22:09] >> thank you.
[1:22:10] for that clarification. I
[1:22:12] think that no matter what country you
[1:22:13] go, if you speak a different language,
[1:22:15] you're not going to score high on a
[1:22:17] MCAST or any other um screening they
[1:22:19] have because it's very difficult because
[1:22:21] that's not your, you know, native
[1:22:22] language. But I think that we need to
[1:22:25] look also the other aspects of like a
[1:22:26] math science how we're new um comers in
[1:22:29] the ESL um second language or scoring
[1:22:32] because that would be a good thing to
[1:22:33] say yeah we might know not know the
[1:22:35] English language but we are able to also
[1:22:39] succeed in science and math. So I think
[1:22:41] that's something that we need to look at
[1:22:43] what the data is what the scores are.
[1:22:45] But I do appreciate that you clarify
[1:22:48] that cuz a lot of it after you learn the
[1:22:50] language and able to know your skills of
[1:22:52] writing and you know you are able to
[1:22:55] basically score higher and I do apprec
[1:22:58] appreciate the the clarification. Thank
[1:23:00] you, Mu. And then Miss Zach.
[1:23:03] >> And
[1:23:03] >> oh,
[1:23:07] go ahead.
[1:23:09] >> And as someone that was in the bilingual
[1:23:12] program, um I would like that as a
[1:23:16] district we continue to support them in
[1:23:18] the classroom. Uh meaning like can we
[1:23:21] have extra teachers there to support
[1:23:23] them? Can we um offer more reading
[1:23:26] opportunities for them to read? So I
[1:23:28] hope that that will be a continuing area
[1:23:30] we will continue to um invest because
[1:23:34] like I said as someone that was in those
[1:23:36] classroom we do need that support. So we
[1:23:39] might be able to do well in math when we
[1:23:41] come from our home country but again for
[1:23:44] me I didn't know anything. I couldn't
[1:23:46] even say the single word in English. So
[1:23:49] for me that that boost or that extra
[1:23:52] support I think would have um would have
[1:23:55] gave me faster to learning the English
[1:23:57] language. So thank you.
[1:23:59] >> Thank you. Um two point of information I
[1:24:03] would like to share before we move on.
[1:24:05] Um as far as the transportation aspect,
[1:24:08] this committee did request an
[1:24:10] appropriate amount. It just was not
[1:24:12] funded to that level. Uh and the other
[1:24:15] thing is we have not yet voted for the
[1:24:17] new focus indicator. So as uh the
[1:24:20] superintendent said, if anybody has, you
[1:24:23] know, suggestions or recommendations,
[1:24:25] send them over before when we have to
[1:24:28] vote to accept the new focus indicators.
[1:24:30] That way it's all incorporated. If she
[1:24:32] needs to go over any of those, she can
[1:24:34] with us and we can have a final
[1:24:35] discussion.
[1:24:37] Um now we can move on to uh 3B which is
[1:24:41] items to refer to subcommittee.
[1:24:46] » Oh also Mr. Sullivan are you still with
[1:24:48] us?
[1:24:50] >> Yes I am.
[1:24:51] >> Any questions?
[1:24:53] >> No.
[1:24:56] » All right. Um seeing none we will move
[1:25:00] on to agenda item four which is the
[1:25:02] consent agenda. What's the will of the
[1:25:04] committee? [clears throat]
[1:25:11] Mr.
[1:25:12] >> Oh, go ahead. Nope. If you had
[1:25:14] questions.
[1:25:14] >> Uh, can I pull out uh D?
[1:25:20] >> Okay. Uh, is there any other items that
[1:25:23] folks want to pull out?
[1:25:26] >> We I'd like to just recognize um letter
[1:25:29] B and letter C. Um, so we don't really
[1:25:32] need to pull them up, but I just wanted
[1:25:34] to recognize them and recognize those
[1:25:36] two donations.
[1:25:37] >> Okay. We'll start with Mr. Pin and then
[1:25:40] um let's say Zach, you can recognize
[1:25:42] those and then we'll take them all
[1:25:43] together. So motion to take um D out of order and discuss it now.
[1:25:52] >> Yeah. Um
[1:25:54] so again I I sent this to the
[1:25:56] superintendent beforehand so that she
[1:25:58] would uh be not surprised by the
[1:26:01] question. Um so the question is who
[1:26:03] currently performs the functions
[1:26:05] assigned to the uh proposed benefits
[1:26:08] coordinator? What is the fully loaded
[1:26:10] annual cost of this position? And what
[1:26:14] analysis uh demonstrates that adding
[1:26:17] another position
[1:26:19] uh is
[1:26:20] >> D is not um it's acceptance of donation.
[1:26:24] >> Oh no.
[1:26:25] >> Are you looking at the right
[1:26:27] >> we're on you're looking at agenda
[1:26:30] >> new business.
[1:26:31] >> You want to new business?
[1:26:32] >> My bad.
[1:26:33] >> All right. So in that case we'll
[1:26:34] [laughter] go back.
[1:26:35] >> My bad.
[1:26:36] >> No worries. Uh Miss A.
[1:26:38] >> My eyes they're burning.
[1:26:40] >> Thank you. Um so letter B is acceptance
[1:26:43] of donation for back to school teacher
[1:26:45] appreciation event from AJ Deansa
[1:26:48] Foundation and World Vision. Um let me
[1:26:51] see if I can find it here.
[1:26:54] I think my book is a little out of order
[1:26:56] so I apologize.
[1:27:02] So um it's our pleasure to accept a
[1:27:04] generous donation of backpacks, lunch
[1:27:06] bags, school Hold on one second. I think
[1:27:09] this is out of order. military.
[1:27:10] >> That's it. Um, school supplies, um,
[1:27:13] classroom supplies, cups, coffee makers,
[1:27:15] fans, and SEI kits from AJ Debansa, the
[1:27:18] AJ Debansa Foundation, and the World
[1:27:20] Vision as a back to school teacher
[1:27:22] appreciation event for the for the YMCA
[1:27:25] in the Brockton public schools. Um,
[1:27:28] again, you know, this is one of our
[1:27:30] students that has um is very successful
[1:27:33] right now and he is doing what we're all
[1:27:36] doing, we all try to do is you give back
[1:27:38] to your community. So, you know, we just
[1:27:40] wanted to acknowledge that and thank him
[1:27:41] and thank the foundation for remembering
[1:27:43] our school. Um, and then the second one
[1:27:48] is the
[1:27:51] this one um Angela School. So, I happen
[1:27:54] to be talking to the principal that day.
[1:27:56] So, that one we have acceptance of
[1:27:59] donation for Angela School from Mr.
[1:28:01] James Wade of Costco wholesale. So,
[1:28:04] thank you to Costco. Um, again, local
[1:28:06] businesses remembering our students. So,
[1:28:09] it's um it is our pleasure to accept a
[1:28:11] generous donation of $500 along with 160
[1:28:14] backpacks from Mr. James Wade of Costco
[1:28:18] wholesale which will be used to support
[1:28:20] our Angelo school students. The
[1:28:21] backpacks will help students or student
[1:28:24] organization and help strengthen the
[1:28:26] homeschool connection and the money will
[1:28:28] go towards activities and events to
[1:28:30] continue continue to strengthen our
[1:28:32] positive school culture. Um, and this
[1:28:34] donation was made possible through the
[1:28:35] generosity of Costco Wholesale. Um, so
[1:28:39] thank you to Costco again. Um, you know,
[1:28:42] it's wonderful to always see whether
[1:28:44] it's our alumni or whether it's local
[1:28:46] businesses giving back to our students
[1:28:48] and our community and even our staff.
[1:28:49] So, this is awesome. So, we definitely
[1:28:51] always want to acknowledge them.
[1:28:52] Hopefully, I I caught everyone, but
[1:28:55] thank you.
[1:28:56] >> Thank you. Um, anyone else? Mr.
[1:28:59] Rodriguez.
[1:29:00] >> Um,
[1:29:02] superintendent, just on the uh on the
[1:29:03] approval of the grants. I know we've
[1:29:05] discussed this um prior to you and also
[1:29:07] when you first arrived, if we can just
[1:29:10] get a breakdown of the grants online
[1:29:11] item, you know, as far as what's being
[1:29:13] spent on salary and supplies. I know
[1:29:15] we've we we have done it, but it's uh
[1:29:18] not on this one. So, just want to make
[1:29:19] sure that
[1:29:20] >> Oh, to send it to every
[1:29:22] >> Yeah. Yeah. Okay.
[1:29:23] >> Um, thanks.
[1:29:24] >> What's the will of the committee?
[1:29:27] >> Mr. Pina,
[1:29:28] >> I'm sorry. I just had one question. I
[1:29:30] found the question. Yes. I apologize for
[1:29:32] my issue with my eyes. Um as as uh as we
[1:29:36] approve these grants and and we end up
[1:29:40] approving uh I mean getting a lot of
[1:29:42] grants. It's a a great deal.
[1:29:44] >> Um I believe the city comm city council
[1:29:48] uh was surprised that we got the amount
[1:29:50] in grants as I remember watching that uh
[1:29:54] that happen. So, as as we get this money
[1:29:57] and we get these grants, what student
[1:29:59] outcomes um are attached to the spending
[1:30:03] and and will the committee uh get those
[1:30:06] reports and to determine whether these
[1:30:07] programs actually work uh before we
[1:30:10] continue to expand them?
[1:30:11] >> Yes. So, when you um write a grant or
[1:30:14] apply for a grant, establishing goals is
[1:30:18] part of uh the grant process and it's
[1:30:21] actually in our grant manual as well. Um
[1:30:23] there's a step-by-step framework um
[1:30:25] regarding our expectations for grant
[1:30:27] application, grant management. And so
[1:30:29] each grant that we receive um carries
[1:30:32] outcome and reporting requirements uh
[1:30:34] set by the funer and the administration.
[1:30:36] And it aligns each program to our
[1:30:38] district's priorities. So depending on
[1:30:41] the grant's purpose, programs are
[1:30:43] measured on student achievement and
[1:30:44] academic growth, attendance and
[1:30:46] engagement, English learner progress and
[1:30:48] language acquisition, access to
[1:30:50] specialized services and interventions,
[1:30:53] college and career readiness indicators
[1:30:54] or program participation and completion
[1:30:56] rates. So those are the major areas. So
[1:30:59] before recommending that any grant
[1:31:01] funded program continues um the
[1:31:04] administration will review their the
[1:31:06] outcomes against uh the program's
[1:31:09] targets whether or not the program was
[1:31:11] implemented as it was designed uh the
[1:31:13] participation levels and the alignment
[1:31:15] with again our district strategic
[1:31:17] priorities and pro programs that are not
[1:31:19] meeting those targets are adjusted or
[1:31:21] not recommended for renewal. Um and so
[1:31:25] uh I can give you some examples of that.
[1:31:27] So for example, last year we received a
[1:31:29] grant from Massachusetts Afterchool
[1:31:31] Partnership or MAP to run afterchool
[1:31:33] programming for students at Champion.
[1:31:36] And so from the first day, uh there was
[1:31:39] tracking on if students were attending
[1:31:41] the program and if they were continuing
[1:31:43] to return to the program. That was one
[1:31:45] of the items that we were looking at. As
[1:31:47] the year went on, more students joined
[1:31:49] and attendance kept climbing. Um so that
[1:31:51] told us that students wanted to be
[1:31:53] there. Um [snorts] then there was survey
[1:31:56] data. Um so they surveyed the students
[1:31:59] about what they enjoyed and what they
[1:32:01] wanted the um the program to do better.
[1:32:04] And then they we use those answers to
[1:32:07] plan the next round. um parents and
[1:32:10] families actually also started to join
[1:32:12] uh in the afterchool activities and so
[1:32:14] that was actually an unanticipated um
[1:32:17] result but that was great and so that's
[1:32:19] how we knew that the program was working
[1:32:21] was based based on the students u
[1:32:23] participation and their survey results
[1:32:26] um another example uh would be the prism
[1:32:29] grant which includes goal setting action
[1:32:31] planning and monitoring as a regular
[1:32:33] part of the work so one of our k3 goals
[1:32:35] for prism for example is By June 2027,
[1:32:39] at least 73% of students in grades K to
[1:32:42] 1, up from 53% in June of 2026, and at
[1:32:45] least 67% of students in grades 2 to
[1:32:48] three, up from 47.5%
[1:32:51] in June of 2026, will meet or exceed the
[1:32:53] end of grade level benchmarks. So again,
[1:32:56] we look at um so we'll set the goals and
[1:32:59] then we'll measure the prog measure the
[1:33:01] grant against those goals. Um so for
[1:33:04] this one in particular, they'll be
[1:33:05] looking at composite scores of Dibbles
[1:33:07] assessment um
[1:33:10] on and and looking at the individual
[1:33:12] student groups as well.
[1:33:14] >> Are are we able to um I know there's a
[1:33:16] dashboard for the money side of this,
[1:33:18] but is are we able to see as the
[1:33:21] committee how those are performing? And
[1:33:23] when you said administration, do you
[1:33:25] mean like do you have a a subcommittee
[1:33:27] within your administration that reviews
[1:33:29] the grants or are you part of that? So
[1:33:30] it's the grants director who supports
[1:33:33] the those who are applying for the
[1:33:35] grants and then who are implementing the
[1:33:37] grants and we do have a a and she comes
[1:33:39] and does a quarterly report. So what we
[1:33:42] can do for her next quarterly report is
[1:33:44] she can certainly provide um that
[1:33:47] information on because I know in the
[1:33:49] past few she's been providing here are
[1:33:50] the number of grants we've applied for,
[1:33:52] here's how much we received, um here's
[1:33:55] sort of what they were uh supporting um
[1:33:58] and and things like that. And so what we
[1:34:00] could do for the next one is talk more
[1:34:02] about the goal setting.
[1:34:03] >> And lastly, I would just add that um to
[1:34:06] put our um colleagues and the council's
[1:34:09] mind at ease and we uh ensure that it's
[1:34:14] we can show what these funds are being
[1:34:16] spent on
[1:34:17] >> and that they're not being um mismanaged
[1:34:19] or misused, which I'm not saying they
[1:34:21] are, but I'm just saying
[1:34:23] >> um that they're actually have a a
[1:34:24] purpose and and why we're using them and
[1:34:26] that we need them.
[1:34:28] >> Yes, absolutely. I mean, yes, our grant
[1:34:30] funding is really important and we see
[1:34:32] what happens, right, when a a grant or a
[1:34:34] funding source like for Discovering
[1:34:36] Justice doesn't return. So, they do have
[1:34:38] actual impacts on our programming and
[1:34:41] our students. So, thank you. Yes.
[1:34:44] >> Any other questions?
[1:34:46] >> No. What's the will of the committee as
[1:34:48] far as the consent agenda?
[1:34:52] » Motion to approve um as a whole. Is
[1:34:56] there a B CDE E FG?
[1:34:58] >> Seconded.
[1:34:59] >> Motion has been properly made and second
[1:35:01] to approve consent agenda. I'll read it
[1:35:03] into the record. A approval of minutes
[1:35:06] accounts review subcommittee meeting
[1:35:08] July 7, 2026. B accept acceptance of
[1:35:11] donation back to school teacher
[1:35:12] appreciation event from AJ Debasta
[1:35:15] Foundation and World Vision. C.
[1:35:17] Acceptance of donation Angelo school
[1:35:18] from Mr. James Wade of Costco wholesale.
[1:35:22] D. Acceptance of donation BPS athletic
[1:35:24] department from Franklin Cummings Tech.
[1:35:27] Uh F approval of community schools
[1:35:29] advisory board. F E I'm sorry. F is
[1:35:34] approval of Reed's collaborative
[1:35:35] quarterly report overview September
[1:35:37] 2026. G request for authorization to
[1:35:40] accept proposing expenditures of funds
[1:35:42] FY27 21st CC continuation and
[1:35:46] enhancement grant in the amount of
[1:35:49] $678,720.
[1:35:52] Uh FY27 Commonwealth Preschool
[1:35:54] Partnership Initiative grant in the
[1:35:56] amount of $671,695.
[1:36:01] FY2721st
[1:36:03] CCLC continuation and enhancement grant
[1:36:06] summer in the amount of $190,000.
[1:36:10] FY27 coordinated family and community
[1:36:13] enhance engagement grant CFCE in the
[1:36:16] amount of $158,573
[1:36:20] and FY27 CTE frameworks in competency
[1:36:24] based implementation grant in the amount
[1:36:26] of $25,000.
[1:36:28] A motion has been made improperly.
[1:36:30] Second, Miss Inte,
[1:36:31] >> I actually have a question
[1:36:32] >> on the motion.
[1:36:33] >> Yes. Um, I wanted more clarification on
[1:36:37] E and F. I just thought we was only
[1:36:39] talking about donations.
[1:36:41] Um, can I just have can I just ask you a
[1:36:44] question
[1:36:45] >> on the motion? Can I ask a question?
[1:36:49] for so for the community advisory school
[1:36:51] board.
[1:36:53] >> Um
[1:36:55] I wanted to know like what was the
[1:36:57] process
[1:36:58] for for creating this this revision?
[1:37:01] >> Yes.
[1:37:02] >> And also who was part of it?
[1:37:04] >> Yes. Um so it was a multi-step process
[1:37:07] that um where we actually had to look um
[1:37:11] and it was guided by uh Dr. um Sariah
[1:37:15] Daros. Um, so the community schools
[1:37:18] advisory board, the the the bylaws and
[1:37:22] the way it was structured before, I
[1:37:23] believe was somewhat outdated. That was
[1:37:25] actually something that was brought up
[1:37:26] here at this committee. Um, and so we
[1:37:30] she was um wonderful in being able to
[1:37:32] provide a lot of institutional knowledge
[1:37:35] and old documents for how community
[1:37:38] schools was actually established in the
[1:37:39] first place, how it evolved over time.
[1:37:42] um she actually provided some
[1:37:43] information that Kathy Smith uh had
[1:37:46] provided regarding like again the
[1:37:48] genesis over time. And so basically the
[1:37:50] advisory board
[1:37:52] served a community schools that no
[1:37:54] longer exists like in the format that
[1:37:57] it's in. And so in updating it, she
[1:38:01] wanted it to be a more meaningful
[1:38:03] process with more meaningful engagement.
[1:38:05] Right. Right now I believe some of you
[1:38:07] have participated in those meetings. Um
[1:38:09] I believe Miss Oliver and Mr. Rodriguez
[1:38:11] have gone to those meetings. They're
[1:38:12] more um reporting out and there's 11
[1:38:16] members and there's not it's a little
[1:38:18] bit unclear what the selection process
[1:38:20] is. Um but we worked on and she went
[1:38:24] through several revisions of figuring
[1:38:25] out what would be best um ser what would
[1:38:28] best serve the community schools model.
[1:38:30] So it's very it's similar to what we
[1:38:32] already have but is just updated um and
[1:38:35] would be uh more supportive of her
[1:38:37] process. So she worked with her
[1:38:38] supervisor, worked with Dr. Labilwa, um
[1:38:42] got feedback from her stakeholders and
[1:38:44] put together uh this revision um that
[1:38:47] she would like to put into place
[1:38:48] immediately. Uh so she normally does
[1:38:50] have four quarterly meetings, I believe,
[1:38:52] that um y'all would be invited to. You
[1:38:54] would still continue to be on the the
[1:38:57] board. It's just it would go from, I
[1:38:59] believe, 11 or 13 members down to seven.
[1:39:01] and she's very specific about who would
[1:39:03] be part of that because I believe there
[1:39:06] were there the membership um uh yeah
[1:39:09] didn't serve our current needs
[1:39:12] >> and I'm all about trying to be
[1:39:14] transparent to our community. Can you um
[1:39:17] can you explain to the community the
[1:39:19] seven members that that should be part
[1:39:22] of this um this board?
[1:39:26] >> Absolutely. And so I'm happy to read it,
[1:39:28] but also if it would be okay. Um, Dr.
[1:39:30] Daris couldn't be here with us tonight,
[1:39:32] but Matt Campbell is here and so he may
[1:39:34] be able to shed some light on some of
[1:39:36] these uh on the the change in the
[1:39:39] advisory board if that's okay. But I am
[1:39:42] happy to um
[1:39:45] sorry
[1:39:48] um
[1:39:49] >> ask questions.
[1:39:54] Thank you.
[1:39:55] >> Okay. Well, what do you guys want?
[1:39:57] >> You can sit right here.
[1:39:58] >> We are a team.
[1:40:01] Put them on the spot.
[1:40:03] >> I do have additional questions, though.
[1:40:06] >> Well, I'll do the best I can to answer
[1:40:07] them.
[1:40:07] >> I appreciate that.
[1:40:09] >> Uh, super. Uh, hi.
[1:40:12] >> Hello.
[1:40:13] >> I'm Matt Campbell. I'm a coordinator at
[1:40:14] the community schools. Uh, what's
[1:40:17] happened in the past is we have a very
[1:40:18] large advisory board committee that has
[1:40:22] it. it's very very difficult to schedule
[1:40:24] the quarterly meetings because when you
[1:40:26] have a lot of people a lot of people
[1:40:28] have a lot of stuff going on. So what's
[1:40:31] happened really all through last year
[1:40:34] and off and on through the I think eight
[1:40:36] years I've been part of the community
[1:40:38] schools
[1:40:39] uh we you schedule a meeting the
[1:40:42] invitations go out as it currently
[1:40:44] stands there's members of the city
[1:40:45] council there's community members people
[1:40:49] who used to be parents the it has been a
[1:40:52] very it's it's very difficult to get
[1:40:54] everyone in the same spot at the same
[1:40:57] time I know we've run up against a
[1:40:59] couple years ago
[1:41:01] you guys and it wasn't necessarily all
[1:41:02] of you but the school committee had
[1:41:05] subcommittee meetings you know at
[1:41:09] 7 6:30 we would have a meeting at 6:00
[1:41:12] which okay you're not that's that's
[1:41:14] difficult thing so we've had a lot of
[1:41:15] scheduling problems uh as the
[1:41:17] superintendent said this community
[1:41:19] schools was founded eons ago when this
[1:41:22] building opened and for those of you
[1:41:25] that don't know it is the deal that got
[1:41:27] this high school made
[1:41:30] This high school was controversial when
[1:41:32] it was open because it was moving from
[1:41:34] downtown over to the west side. And the
[1:41:38] one of the things that got this high
[1:41:39] school approved and built was the
[1:41:42] agreement that the community school all
[1:41:44] the other elementary schools and over
[1:41:46] time it's grown into the junior highs
[1:41:48] will be open for the community
[1:41:52] at night many nights during the week.
[1:41:55] Now obviously over time the community
[1:41:57] schools has evolved. Uh what's Dr. De
[1:42:00] Barrow is trying to do is get a workable
[1:42:03] group to kind of be a steering committee
[1:42:05] for what we do. Uh and what we do is I
[1:42:09] think as all of you know and I think
[1:42:10] most people that are watching at home
[1:42:13] know we have a very wide and varied sort
[1:42:16] of platform and you know the British
[1:42:19] would say our brief is extensive. Uh
[1:42:24] Dr. Dr. Dearis has outlined she would
[1:42:25] like a s a designate from the
[1:42:27] superintendent. In the past, we've
[1:42:29] always had an administrator outside the
[1:42:31] community schools on it. Uh one city
[1:42:33] counselor at large or a mayor's
[1:42:36] designate. We've have ward counselors
[1:42:38] before, but if that represents one ward,
[1:42:41] it would be helpful if we had somebody
[1:42:42] who sort of is responsible for the whole
[1:42:45] city. And if they're unable, I think the
[1:42:47] mayor's designate sort of covers that.
[1:42:50] uh a school committee member which would
[1:42:53] obviously be you all of you uh the
[1:42:56] director of the community schools sort
[1:42:57] of chairs the meeting and runs the
[1:42:59] meeting not not dissimilar to what uh
[1:43:01] Dr.
[1:43:03] does in front of all of you. Uh and
[1:43:05] three community members uh ideally
[1:43:09] people that are in the school system
[1:43:11] that are have children in the school cit
[1:43:14] system reside in Brockton. So they kind
[1:43:17] of get the idea of people being inside
[1:43:20] the schools but also in the community
[1:43:23] have kids coming up or in the school
[1:43:26] system. So they're sort of, you know,
[1:43:28] rather than just doing the same thing
[1:43:29] every year, they provide a little bit
[1:43:31] more insight as to what parents want,
[1:43:34] what the kids want, what people need,
[1:43:36] and how we are going forward.
[1:43:41] » Um, well, thank you for clarifying the
[1:43:44] community members because when you say
[1:43:46] community members, I'm just thinking
[1:43:49] um parents that's not working in the
[1:43:52] schools or caregivers. And I think in
[1:43:56] order for us to allow a voice to be
[1:43:59] heard, um I guess my question to you is
[1:44:03] uh why are we specifically well prefer
[1:44:08] someone that's working in our school to
[1:44:10] be part of this? The reason why is
[1:44:13] because we also have that they can get
[1:44:15] compensated.
[1:44:16] Um
[1:44:18] which is great, right? Like we don't
[1:44:19] want anyone to work for free. Uh but I I
[1:44:23] do want more clarification first on
[1:44:25] paying them. But why not allow this
[1:44:28] opportunity to be for those that's not a
[1:44:32] someone that works within our schools?
[1:44:34] >> We are a school I can answer that
[1:44:36] actually. Hopefully it's an acceptable
[1:44:38] answer. Uh we are a school program.
[1:44:43] There is a lot of people that would you
[1:44:46] know that feel the community schools is
[1:44:48] outside of the Brockton public schools
[1:44:50] or that we're on or that we are run by
[1:44:53] the city or we are a nonprofit that is
[1:44:56] existing and there are some fine
[1:44:58] nonprofits. We are run by the schools.
[1:45:00] What we have found over the course of
[1:45:02] time is the best advice we get is when
[1:45:05] with a smaller group of people is to get
[1:45:08] people who sort of understand how the
[1:45:10] school system works and also have
[1:45:14] children in the school system. So they
[1:45:17] sort of bridge both you know the school
[1:45:19] system because there's a lot of stuff
[1:45:21] that parent you know internal workings
[1:45:23] and processes that you know
[1:45:28] need to be followed. They have an
[1:45:30] understanding of that. They also have
[1:45:31] all the parent perspectives of, you
[1:45:33] know, going to little league on a Friday
[1:45:35] night or going to youth soccer on a
[1:45:38] Saturday morning, going to the play,
[1:45:41] going to the art, you know, whatever art
[1:45:43] program here. So, what we're trying to
[1:45:45] do is hit as many different groups
[1:45:47] because a lot of our a lot of people in
[1:45:51] the community schools that use the
[1:45:52] community schools are
[1:45:57] part of the community, but they're also
[1:45:58] working here as part of the school
[1:46:01] system. They're also working as part of
[1:46:03] the the city. and we're trying to get as
[1:46:06] many different perspectives and as many
[1:46:08] different ideas
[1:46:10] while still sort of maintaining our
[1:46:12] presence as a school department.
[1:46:16] >> I'm still struggling with that part.
[1:46:18] Well, um, can we try to figure out if we
[1:46:21] for the three community members? I guess
[1:46:23] I understand where you're coming from,
[1:46:25] right? like the that we would like
[1:46:26] parents that are teachers to be part of
[1:46:30] this, but I also don't want the ones
[1:46:33] that wants their voice to be heard that
[1:46:36] not in our school um that's not inside
[1:46:38] of our schools to miss this opportunity.
[1:46:42] So like for example, I do have a lot of
[1:46:44] parents that's part of the DPAC and they
[1:46:47] have been asking how can they be
[1:46:49] involved? How can they um voices be
[1:46:52] heard? Um, are we open to instead of
[1:46:56] three community members to only be
[1:46:57] people that work in our schools, can we
[1:46:59] allow two to be two of them to be part
[1:47:03] of the school system and one from a
[1:47:09] parent advisory group that is invested.
[1:47:11] I do understand about the scheduling
[1:47:13] because it happens here with us too,
[1:47:15] right? Scheduling with multiple people
[1:47:17] takes time and a lot of times things
[1:47:19] don't get done. But we do have a lot of
[1:47:22] invested parents like I said the one
[1:47:24] that's part of um a parent advisory
[1:47:28] group. Can we start tapping into them to
[1:47:31] see is this something that um they want
[1:47:34] to be part of? And now if they are not
[1:47:37] and we can't find anybody of course I
[1:47:39] want us to move forward. So is that
[1:47:41] something that you can think about and
[1:47:44] explore even if it's not this year is
[1:47:47] that something that we can start? I'm
[1:47:49] not in a position right here to approve
[1:47:52] or disapprove anything. Certainly
[1:47:54] something I can bring back to the
[1:47:55] superintendent and Dr. Dearos for
[1:47:58] consideration. I don't have the
[1:48:00] authority to sit here and say yes, we're
[1:48:02] going to have somebody from the uh
[1:48:04] special education pack or you know the
[1:48:07] George school or any other pack or any
[1:48:09] of the other packs beyond the community
[1:48:12] schools. In the past, I know going back
[1:48:16] several years, I used to go to a lot of
[1:48:18] the pack meetings. When I first got this
[1:48:20] job, one of the things that I was asked
[1:48:22] to do was this actually predates Dr.
[1:48:24] Deberos. I was assigned to go to a lot
[1:48:27] of the pack meetings to try and re, you
[1:48:29] know, that is something that I think we
[1:48:32] could revisit as well. And I can, you
[1:48:34] know, I'm sure we could all do that, but
[1:48:36] I can bring that to Dr. Dearos.
[1:48:38] >> I appreciate that. Uh again um I am a
[1:48:42] parent but I'm also I do try to make it
[1:48:45] a priority to attend these pack
[1:48:46] meetings. Uh and one of the ongoing
[1:48:50] concern is how can they voice be heard
[1:48:53] and I think this would be a great start
[1:48:55] in a um and a great opportunity. Um, so
[1:48:58] I don't have any more questions for this
[1:49:01] for today, but I also don't I'm not sure
[1:49:04] if we're ready to vote if I feel like
[1:49:06] there's some pending
[1:49:08] clarification as far as the three
[1:49:11] community members. I mean, I'm open for
[1:49:14] a discussion from you guys and to see
[1:49:16] how we can go about this.
[1:49:18] >> Um, Mr. Rodriguez,
[1:49:21] >> thank you. um you can pull it out um for
[1:49:25] further review or um recommendations and
[1:49:27] take it up on the next committee
[1:49:28] meeting. Just need to make the motion
[1:49:30] put on the floor. But this is I believe
[1:49:32] this is the second time that we're
[1:49:35] restructuring community schools advisory
[1:49:36] board. I remember when I first got on
[1:49:37] there was about like 20 something to 30
[1:49:39] members
[1:49:40] >> since I've been in I started in I think
[1:49:43] 2019.
[1:49:45] This is the second restructuring. We
[1:49:47] went from over 20 people at the first
[1:49:49] meetings down to 13. And it is still a
[1:49:53] struggle to get
[1:49:55] we at that point when we had 20 we had
[1:50:00] a wide variety of people and it was very
[1:50:03] difficult to schedule a meeting. So we
[1:50:05] are trying to hone down.
[1:50:07] >> Yeah. Um my my only recommendation would
[1:50:10] be I know the committee we've added uh
[1:50:13] second members to some of the you know
[1:50:15] through save our sports and um
[1:50:19] uh other committees. So I I would like
[1:50:21] to see two members of this committee uh
[1:50:23] remain on uh community schools and I do
[1:50:26] agree with um member CentO to uh look at
[1:50:30] other options of how we want to
[1:50:31] structure it because that you know we're
[1:50:32] the final approval on it. So any
[1:50:34] recommendations uh we could forward it
[1:50:36] to the superintendent um to get
[1:50:38] something teed up. So
[1:50:41] >> Miss Isak,
[1:50:42] >> thank you. Um actually, [clears throat]
[1:50:44] um Mr. Rodriguez touched base on two of
[1:50:47] the items I was going to mention is um
[1:50:49] the way this was written, I read it as
[1:50:52] three community members, not BPS
[1:50:55] employees.
[1:50:56] >> Yeah. So that's how I understood it
[1:50:58] because I do agree we should have the
[1:51:00] community and if you want to have
[1:51:01] employees that's fine but I read it as
[1:51:05] community members within our community
[1:51:07] parents or those that want to advocate
[1:51:09] for our students. And then in our
[1:51:12] subcommittee assignments we do have two
[1:51:14] members. So that is part of our
[1:51:16] subcommittee. So we do have the two
[1:51:18] members there. And one other
[1:51:19] recommendation I would make because it
[1:51:21] kind of is contradicting but um we all
[1:51:25] serve different wards and I think we
[1:51:28] shouldn't just limit it to city
[1:51:29] councilors because that's only four. We
[1:51:31] should also just um city councils at
[1:51:33] large. I think it should be rewarded and
[1:51:35] have it be city counselor um because we
[1:51:40] I get phone calls for all the schools
[1:51:42] but if there's an issue I will reach out
[1:51:43] to that school committee member first
[1:51:45] and work with them and bring it to their
[1:51:46] attention. So, there was some rewarding
[1:51:49] here. Um, that was a little different,
[1:51:51] but I thought it was going to be
[1:51:52] community members. The way this was
[1:51:54] written, I didn't realize it was just
[1:51:55] going to be based on our, you know,
[1:51:58] employees. Um, and I do remember cuz I
[1:52:00] served that was the the year I served on
[1:52:02] community schools and there was always
[1:52:04] scheduling conflicts and it was just I
[1:52:06] don't think we ever met to be honest
[1:52:07] with you. Um, because it just kept
[1:52:09] getting cancelled. So, it is hard to
[1:52:10] coordinate. But, do they have to have a
[1:52:13] quorum? I mean, I do they have the
[1:52:15] bylaws as far as community schools,
[1:52:17] >> you have to have a quorum.
[1:52:18] >> Yeah. What is their quorum? The way that
[1:52:19] the bylaws are written, can we see a
[1:52:21] copy of the bylaws?
[1:52:22] >> I don't have it in front of me. I I
[1:52:24] think right now there's either 11 or 13
[1:52:27] people on the committee and I want to
[1:52:30] say the quorum is well be more than 50.
[1:52:32] It's either six or seven. It's more than
[1:52:34] seven.
[1:52:35] >> Yeah, I would definitely like to um I
[1:52:37] would, you know, with Miss Inte, Mr.
[1:52:38] Rodriguez and any other member, I would
[1:52:40] make a recommendation to remove this for
[1:52:42] further discussion just so we can get
[1:52:44] some clarification, review the bylaws
[1:52:46] because again it was one member for
[1:52:48] school committee and we did make we did
[1:52:51] uh a revision and add an additional
[1:52:54] school committee member um to make sure
[1:52:57] there was representation at the
[1:52:58] meetings. So whatever you know the will
[1:53:01] of the committee but I [clears throat]
[1:53:03] definitely would would prefer a little
[1:53:04] more info on this. With that in mind,
[1:53:06] then we would need to withdraw the
[1:53:08] motion on the floor.
[1:53:09] >> I will withdraw the motion.
[1:53:11] >> Who second it?
[1:53:13] >> Mina. Second it.
[1:53:14] >> Um,
[1:53:15] >> withdraw. Um, now I'll take a motion to
[1:53:19] remove and postpone item E, approval of
[1:53:22] community schools advisory board, if
[1:53:24] that's the will of the committee.
[1:53:26] Did Miss Antio have a second question or
[1:53:29] was it just a
[1:53:30] >> It's for um the reads collaborator but
[1:53:33] if you want to take a motion on this
[1:53:35] >> we can take a motion post
[1:53:36] >> and then come back to my question. Yes.
[1:53:38] >> Yes. What's the will of the committee?
[1:53:41] >> She has to put a motion on.
[1:53:42] >> Yes. I need a motion
[1:53:46] >> the motion to take out
[1:53:49] >> item E and postpone it to next meeting.
[1:53:52] >> You just said it
[1:53:53] >> motion as stated.
[1:53:55] >> Thank you. Second.
[1:53:56] >> Motion has been properly made in second.
[1:53:57] Miss Conteo,
[1:53:59] >> yes.
[1:53:59] >> Miss Oliver,
[1:54:00] >> yes.
[1:54:00] >> Mr. Rodriguez,
[1:54:01] >> yes.
[1:54:01] >> Miss Azac,
[1:54:02] >> yes.
[1:54:02] >> Mr. Pina,
[1:54:03] >> no.
[1:54:04] >> Mr. Sullivan,
[1:54:06] >> yes.
[1:54:07] >> I'm a yes. As well, it carries. Um, now
[1:54:09] we can go into the
[1:54:11] >> Thank you.
[1:54:12] >> F.
[1:54:14] >> Um, my question is for the Ree
[1:54:17] Collaborative. Um, thank you for
[1:54:19] bringing this um forward. I know that we
[1:54:22] spoke about this um and I understand
[1:54:24] this is our third year that we are
[1:54:28] partnered with them um and I'm sure this
[1:54:30] business this has been a a critical uh
[1:54:34] partnership. So my question for you is
[1:54:38] um
[1:54:39] my understanding is that the rea was
[1:54:41] chosen from several collaboratives um
[1:54:45] years ago and my question to you is have
[1:54:48] you been happy with them? Um and two uh
[1:54:53] would you would there ever be a reason
[1:54:55] for us to switch? So if you can educate
[1:54:57] us on that.
[1:54:58] >> Yes, absolutely. So uh mo many school
[1:55:01] districts do um choose to be part of
[1:55:04] collaboratives because it does provide
[1:55:06] us the ability to have services that we
[1:55:10] can't provide um within the school
[1:55:12] system and also provides us with
[1:55:14] additional you know uh services and
[1:55:17] testing that we wouldn't be able to
[1:55:19] provide. And so I actually recently um
[1:55:23] went back and watched one of the I think
[1:55:25] one of the meetings where Dr. Labila was
[1:55:27] presenting on some different
[1:55:28] collaboratives and and the committee
[1:55:30] chose the Reeds collaborative. Um and so
[1:55:32] I think we are starting our third year.
[1:55:34] Um and you do receive these quarterly
[1:55:36] reports just to you know um keep you all
[1:55:39] a breast of what is going on. They have
[1:55:41] board meetings very similar to this uh
[1:55:44] where superintendent and special
[1:55:45] education directors will uh go to the
[1:55:48] meetings um and you know they they we
[1:55:52] vote on their uh approvals for new staff
[1:55:55] and hiring and again very similar to
[1:55:58] this board. Uh we have been very happy
[1:56:01] with uh the reads collaborative and the
[1:56:03] services they provided. In fact, we have
[1:56:05] actually uh expanded sort of um the
[1:56:08] testing support that we get from them.
[1:56:11] So, it certainly and there is because
[1:56:12] we're a collaborative board me uh member
[1:56:15] um it it does end up being um
[1:56:20] being more financially uh viable for us
[1:56:24] to be able to provide these services
[1:56:25] because we're part of the collaborative.
[1:56:27] Um so, yes, we are very happy uh with
[1:56:29] the collaborative. They're very uh
[1:56:31] professional and organized. they address
[1:56:33] issues in a timely manner. They actually
[1:56:35] recently built a new facility. Um, and
[1:56:38] so it's it's been a great collaboration.
[1:56:41] It's that's a great question about if
[1:56:42] there were ever a time we wanted to
[1:56:44] switch collaboratives. Absolutely. I
[1:56:46] believe that would be within our purview
[1:56:48] if we were for some reason not happy
[1:56:51] with our collaborative. Uh, but um, it
[1:56:53] has been an extremely positive
[1:56:55] experience and they have been very
[1:56:57] responsive to our needs and they have
[1:56:59] served our students very well. I'm happy
[1:57:01] to hear that the partnership continues
[1:57:04] to be strong and that it is supporting
[1:57:06] our district. So, it sounds like for
[1:57:08] right now, no changes needed. We're just
[1:57:10] going to keep going, which is great.
[1:57:12] Thank you. I don't have any more
[1:57:14] questions now. We can get back to
[1:57:17] >> any other members. See none, I'll take a
[1:57:19] motion.
[1:57:21] >> Motion to approve agenda A B C D FG.
[1:57:26] >> Our motion has been made. Is there a
[1:57:27] second?
[1:57:28] >> Second. Motion has been properly made
[1:57:30] and second. Um, I've already read the
[1:57:33] same into the record. Miss Conteo,
[1:57:36] >> yes. Miss Oliver,
[1:57:37] >> yes.
[1:57:37] >> Mr. Rodriguez,
[1:57:38] >> yes.
[1:57:38] >> Miss Azac,
[1:57:39] >> yes.
[1:57:40] >> Mr. Pina,
[1:57:40] >> yes.
[1:57:41] >> Mr. Sullivan,
[1:57:43] >> yes.
[1:57:44] >> I'm a yes as well. It carries. We will
[1:57:46] move on to agenda item five, unfinished
[1:57:49] business. Is there any unfinished
[1:57:51] business?
[1:57:54] Seeing none, we'll move on to agenda
[1:57:56] item six, new businesses. We have items
[1:58:00] A, B, C, D, and E. Um,
[1:58:04] there's a few that we actually will be
[1:58:06] taking out of this uh list, but I would
[1:58:10] like to take a motion to approve the
[1:58:12] ones that Miss Azac,
[1:58:14] >> I'd like to remove um letter B
[1:58:19] for for discussion if possible.
[1:58:20] >> I was going to give it to you anyways.
[1:58:22] Um
[1:58:24] in that case, you can go ahead.
[1:58:26] >> Okay. Um so earlier this evening around
[1:58:29] six o'clock uh myself, Mr. Gomes um and
[1:58:32] Miss Contento met for the building
[1:58:34] naming subcommittee meeting and um we
[1:58:37] had uh councelor Shirley Asac um
[1:58:41] attended and so did uh Nancy Tucker and
[1:58:44] a few others that um spoke about uh Dr.
[1:58:48] Appling and um the recommendation to not
[1:58:53] change the name of the street but to add
[1:58:57] a memorial plaque um and name it Dr.
[1:59:00] Appan. Believe it was Dr. Apple M her
[1:59:04] middle initial. Um
[1:59:06] >> so recommendation was made. It was
[1:59:08] wonderful. We got to hear from um you
[1:59:10] know sorority sisters uh part of but
[1:59:13] there's a chapter that's here um in
[1:59:15] Brockton. We heard from friends, family
[1:59:18] and it was wonderful to acknowledge Dr.
[1:59:20] Appling and um the leg the legacy that
[1:59:24] she left behind. We do have many many
[1:59:26] educators, many many staff over the
[1:59:28] years that you know will be remembered
[1:59:32] down the road but you know tonight was
[1:59:33] about Dr. Appling and you know the
[1:59:36] committee made a recommendation uh Mr.
[1:59:38] Gomes made a motion and it was seconded
[1:59:40] by Miss Centeo to move this to the
[1:59:41] committee of a whole to make a
[1:59:43] recommendation to um
[1:59:46] name Memorial Drive which is the
[1:59:49] entrance off of Forest A. So it's
[1:59:51] Memorial Drive to name um put a plaque
[1:59:54] at the Memorial Drive signage um reading
[1:59:58] um
[2:00:01] Dr. Claire M. Appling Way and if the
[2:00:05] committee if we could vote on that this
[2:00:07] evening. Um if anyone has any questions
[2:00:11] or um
[2:00:14] you know it was it was favorably moved
[2:00:16] to the committee of a whole for further
[2:00:18] discussion and for potential vote. And
[2:00:21] we would if if it passes tonight then we
[2:00:25] would like to have this uh taken care of
[2:00:27] before the end of the year. have the memorial plaque put out
[2:00:33] >> any uh Mr. P
[2:00:34] >> make a motion to um to pass uh making
[2:00:38] that the memorial memorial way whatever
[2:00:41] she said over there
[2:00:42] >> Dr. Appling Mr.
[2:00:44] >> Claire M. App
[2:00:46] >> second if I can.
[2:00:47] >> A motion.
[2:00:48] >> I feel like it would be nice if some of
[2:00:51] the members here can hear one thing or
[2:00:53] two about her. I think for me the
[2:00:55] takeaway was that she was the first
[2:00:58] woman in leadership role here at
[2:00:59] Brockton Brockton High. And I feel like
[2:01:03] we all should hear that piece um because
[2:01:05] that's important. It's also important
[2:01:07] for us women um to continue to take
[2:01:11] bigger lead bigger role in all settings.
[2:01:14] So um like you said there was many
[2:01:17] friends and families that was here some
[2:01:20] of them were colleague
[2:01:22] >> um so just wanted to make that statement
[2:01:26] before we um say yes and I'm ready.
[2:01:30] >> Absolutely. I will um I'm going to try
[2:01:32] to see Miss Tucker had uh emailed me her
[2:01:36] presentation and I actually I just
[2:01:38] logged off so give me two seconds. Um I
[2:01:42] will go on. You know Dr. Appling um was
[2:01:45] 52 years of service at Brockton public
[2:01:47] school system. Um you know she was
[2:01:50] appointed to appointed one of the four
[2:01:53] original house masters back then. That's
[2:01:55] what we called them as housemasters. So,
[2:01:57] she served she was with us from 1970 to
[2:01:59] 1999.
[2:02:01] Um, you know, she she moved through the
[2:02:03] ranks. Um, she was over at West it was
[2:02:06] West Junior High School back then. Then
[2:02:08] she went to the high school. It says
[2:02:10] that she transferred in 1962 to Brockton
[2:02:12] High School. Um, but just hearing about
[2:02:15] um I would really love to
[2:02:18] read some of the items here, but again,
[2:02:20] those can watch it at the previous
[2:02:22] meeting. I mean they talked about you
[2:02:24] know we saw many of us saw Dr. Ablin and
[2:02:27] I'll be honest it was intimidating um
[2:02:30] she was a very strong strong um
[2:02:35] you know principal here and to hear the
[2:02:38] soft side of Dr. Appling was was amazing
[2:02:41] and I just and I I mentioned it during
[2:02:43] the meeting when I first [clears throat]
[2:02:45] came on to the committee I just remember
[2:02:46] I I was sitting next to her and I'm like
[2:02:48] who would have ever thought here's me
[2:02:50] class of 91 sitting Dr. next to Dr.
[2:02:53] Appling and and I was like so
[2:02:55] intimidated like I was nervous and then
[2:02:56] I just looked over at her and she's like
[2:02:58] she was so excited that Brockton public
[2:03:02] schools still reaches out to her. They
[2:03:04] were reaching out to her, inviting her
[2:03:06] to the events and she was just so
[2:03:08] honored to still have this welcome uh
[2:03:11] invitation to the events and to be there
[2:03:13] for our students. And I I believe it was
[2:03:15] the superintendent's um you know they for the seniors they have the book
[2:03:19] awards and I remember sitting next to
[2:03:21] her for that and after just leaving
[2:03:23] there I was just like oh my god she's
[2:03:25] like the sweetest thing ever and then
[2:03:26] listening to some of the um some of the
[2:03:30] people that were here and just talking
[2:03:32] about
[2:03:34] her legacy and what she has left um for
[2:03:37] Brockton. Yes, we have many many people
[2:03:39] that need to be acknowledged but to
[2:03:41] today was about her. So, I mean this I
[2:03:44] can read it quickly. It's it's about a
[2:03:46] page and a half. Um, you don't want me
[2:03:48] to read it? [laughter]
[2:03:50] >> Come on.
[2:03:50] >> They can go watch the meeting if
[2:03:52] >> they can go watch it. But she went
[2:03:53] everything from, you know, uh helping
[2:03:56] out the kids in in in her neighborhood
[2:03:58] in the community through the holidays
[2:03:59] and stuff and camps and it was just a
[2:04:02] different side of her. So, I would
[2:04:03] definitely definitely
[2:04:05] >> recommend that people just go watch the
[2:04:07] um building naming subcommittee and
[2:04:09] listen listen to some of the
[2:04:11] >> um statements people were making cuz you
[2:04:15] know this is her legacy and honestly she
[2:04:17] would be she'd be in awe you know having
[2:04:19] [clears throat] this. So,
[2:04:20] >> thank you Miss Azac.
[2:04:21] >> Thank you.
[2:04:22] >> Um a motion has been properly made in
[2:04:24] second. Miss Inu,
[2:04:26] >> yes.
[2:04:26] >> Miss Oliver,
[2:04:27] >> yes.
[2:04:27] >> Mr. Rodriguez,
[2:04:28] >> yes. Miss Azac,
[2:04:29] >> yes. Mr. Pina,
[2:04:30] >> yes.
[2:04:31] >> Mr. Sullivan.
[2:04:33] >> Yes.
[2:04:33] >> I'm a yes as well. It carries. Uh be I
[2:04:37] do apologize. I missed item A, which is
[2:04:39] discussion potential vote bid review
[2:04:41] subcommittee meeting uh September 22nd
[2:04:44] which was an off day. So we didn't get
[2:04:47] to bring that to the whole committee.
[2:04:48] Did we?
[2:04:50] >> No.
[2:04:50] So Mr. Rodriguez, my apologies.
[2:04:53] >> Don't worry. Um on Tuesday uh September
[2:04:56] 22nd the bid review subcommittee met and
[2:04:59] there was approval of uh two bids. Uh
[2:05:02] the first one was um awarded in the
[2:05:05] amount of 100,000 for one year to Hatch
[2:05:07] Landscape and Design uh for paving
[2:05:10] services and the second bid uh was up to
[2:05:14] uh $150,000 for three years to Buckley
[2:05:19] um elevator for elevator services uh for
[2:05:21] the district. Um, I'll put a motion on
[2:05:25] the floor for approval of the FY27
[2:05:28] school bids. Um, bid BPS-2026-031
[2:05:34] for paving services of up to $100,000
[2:05:37] one year hatch landscape
[2:05:39] >> in design.
[2:05:41] [laughter]
[2:05:42] >> Hold on.
[2:05:43] >> He's reading into the record. Go ahead.
[2:05:45] reading uh with both bids uh and also
[2:05:48] bid uh BPS 2026-036
[2:05:52] up to 150,000 uh for 3 years to Buckley
[2:05:56] Elevator.
[2:05:57] >> Now you can second it.
[2:05:58] >> Seconded.
[2:05:58] >> Motion has been properly made and
[2:06:00] second. Misso,
[2:06:01] >> yes.
[2:06:02] >> Miss Oliver,
[2:06:02] >> yes.
[2:06:03] >> Mr. Rodriguez,
[2:06:04] >> yes.
[2:06:04] >> Miss Azac,
[2:06:05] >> yes.
[2:06:05] >> Mr. Pina,
[2:06:06] >> yes.
[2:06:06] >> Mr. Sullivan,
[2:06:08] >> yes.
[2:06:09] >> And I'm a yes as well. It carries. Um
[2:06:12] item C, discussion, potential vote.
[2:06:15] Superintendent's evaluation approval. Um
[2:06:18] you guys have my slideshow.
[2:06:21] All right. Perfect. So every year the
[2:06:24] school committee has the privilege and
[2:06:27] um
[2:06:29] obligation of doing the superintendent's
[2:06:31] evaluation. Usually in the beginning of
[2:06:34] the fiscal year superintendent presents
[2:06:35] her uh indicators and goals for the
[2:06:38] whole fiscal year as she did earlier
[2:06:40] today. And towards the end of the fiscal
[2:06:43] year, this body goes over all those
[2:06:46] indicators and we rate her um from
[2:06:50] unsatisfactory, needs improvement,
[2:06:52] proficient to exemplary. And those
[2:06:55] scores are then uh combined and put
[2:06:57] together for us to present for this
[2:06:59] committee to accept and approve. All the
[2:07:01] evaluations from each individual me
[2:07:04] individual member will be um are usually
[2:07:07] uh uploaded to our website. people can
[2:07:09] go review and read what we said and how
[2:07:11] we um evaluated her and the work that
[2:07:14] she's been doing. So for this past
[2:07:17] fiscal year the um progress towards goal
[2:07:20] there were three major items as she
[2:07:22] presented earlier that we are required
[2:07:25] for uh implementation improvement. One
[2:07:27] of those is student learning goal. The
[2:07:29] second one is professional practice goal
[2:07:31] and the third one is district
[2:07:33] improvement goals. As far as performance
[2:07:36] uh indicator, we have those four
[2:07:38] standards. The first one is the
[2:07:40] instructional leadership. Second one is
[2:07:42] management and operations. Uh third is
[2:07:45] family and community engagement. Fourth
[2:07:47] is professional culture. And based on
[2:07:50] everybody's evaluation, uh myself,
[2:07:53] member CentO, member Pina were
[2:07:56] designated to um meet and put all the
[2:08:00] results together so we can average average out the um the scores
[2:08:05] and how she performed for the uh three
[2:08:08] goals. Professional practice, she met
[2:08:12] for the district improvement, she met
[2:08:13] the goal. And for student learning,
[2:08:15] there were significant progress. As far
[2:08:17] as the standards uh for instructional
[2:08:20] leadership, she performed in the
[2:08:22] proficient range for management and
[2:08:24] operations proficient as well. Family
[2:08:27] and community engagement proficient as
[2:08:29] well and professional culture
[2:08:31] proficient. The overall summitive rating
[2:08:34] was a proficient score. Uh this is based
[2:08:37] on every individual member scoring
[2:08:39] subcategories of each one of these
[2:08:41] standards saying how did she do as far
[2:08:44] as curriculum? how she should do as far
[2:08:46] as uh instruction in the classroom. So,
[2:08:48] you know, evaluating our teacher, so on
[2:08:50] and so forth and the average of those
[2:08:53] will tell you the overall score for each
[2:08:55] of these standards and she was
[2:08:57] proficient on all of them. I believe in
[2:08:59] past year what we did when that was my
[2:09:02] first time doing the evaluation uh we
[2:09:06] took some a few of the comments from
[2:09:08] each member under each one of these
[2:09:10] standards and put it with the whole
[2:09:12] evaluation packet and then the overall
[2:09:14] comment we use everybody's um evaluation
[2:09:18] comments for this year um myself and
[2:09:22] Misso I know unfortunately Mr.
[2:09:25] uh was unable to attend due to um
[2:09:28] outside of his control uh circumstances,
[2:09:32] but we used everybody's evaluation for
[2:09:35] every uh standard and every indicator.
[2:09:38] So, the packet that you guys have and
[2:09:40] they will be uploaded to our website has
[2:09:42] everybody's comments, everybody's
[2:09:44] evaluation for every indicator. Um I
[2:09:47] thought it would be fair and transparent
[2:09:48] that we put everybody's comment for each
[2:09:50] section so the public has the
[2:09:52] opportunity to read. Either way, we were
[2:09:54] going to upload all these um all the
[2:09:56] evaluation from each member. But a few
[2:09:58] things that I wanted to highlight. Uh
[2:10:00] these are comments from different
[2:10:02] members. Uh I subdivided them into
[2:10:05] strengths and into each standard. I put
[2:10:08] a few um a quick sentence paragraph if
[2:10:11] you will uh from you guys and some of
[2:10:14] you will recognize your comments. I hope
[2:10:16] you do. Um for instance from
[2:10:19] instructional leadership uh an area of
[2:10:22] strength uh from one of the members they
[2:10:25] said maintaining a clear focus on
[2:10:27] teaching learning and continuous
[2:10:29] improvement across the district. This is
[2:10:31] what they have seen for operations. Uh a
[2:10:34] member said I believe this is the
[2:10:36] superintendent's strongest standard and
[2:10:38] the year's work is exceptionally well
[2:10:40] documented for family and community. Um
[2:10:45] the comment reads as her collaborative
[2:10:47] approach and accessibility have helped
[2:10:49] foster greater trust and partnership and
[2:10:52] for culture has de demonstrally rebuilt
[2:10:56] professional and intergovernmental
[2:10:58] relationships. This district's recovery
[2:11:01] required as far as uh growth. Obviously
[2:11:05] uh there's always areas for growth. For
[2:11:07] instructional we have demonstrate to
[2:11:10] demonstrate whether interventions are
[2:11:11] producing results not simply whether
[2:11:13] programs were implemented. Uh for
[2:11:16] operations uh fiscal systems especially
[2:11:19] require stronger transparency planning
[2:11:22] monitoring and accountability for family
[2:11:25] and community um engagement. A more
[2:11:28] visible and consistence presence
[2:11:29] throughout the community. And for
[2:11:32] culture, we heard that areas that we
[2:11:34] need to continue working on,
[2:11:36] particularly communication and
[2:11:37] continuous learning. Uh these are just a
[2:11:40] few of some of the comments that were
[2:11:41] submitted by uh members of this uh
[2:11:44] school committee. Uh the full
[2:11:47] evaluation packet will be uploaded so
[2:11:49] members of the community can go and take
[2:11:51] a look, read some of the feedback and
[2:11:53] some areas of strength and growth that
[2:11:55] uh were provided. If members have any
[2:11:58] question, comments, concerns, more than
[2:12:00] happy to take them. Superintendent if
[2:12:02] you have anything as well. Uh, Miss
[2:12:04] Oliver,
[2:12:06] >> thank you. I appreciate that. Um, I do
[2:12:08] like the whole evaluation process. Um, I
[2:12:12] get great joy of doing it even when I do
[2:12:15] it for my nursing my nurses and clinical
[2:12:17] supervisors. Um I think the take um away
[2:12:21] is just basically the growth that I've
[2:12:23] seen since you've been here and the
[2:12:26] recovery that you have implemented with
[2:12:28] your team and how we're moving forward
[2:12:31] and we're not so much looking at the
[2:12:33] past. You walked into a a disarray, a
[2:12:37] mess, a disaster, a chaos, and I was
[2:12:39] part of that when you walked in. Um, and
[2:12:42] now I see a whole different um, school
[2:12:46] district since you walked in and all the
[2:12:48] work that you have done with your lead
[2:12:50] with your team. I appreciate each one of
[2:12:52] them because I think it's been a team
[2:12:54] work. It hasn't been just a solo person.
[2:12:56] hasn't just been I I I there's
[2:12:59] definitely been a team and just working
[2:13:01] to figure out and also the the ability
[2:13:04] to work with every each one of us
[2:13:08] different personality um and taking back
[2:13:11] what we're asking individually and
[2:13:13] respecting our opinions and to and bring
[2:13:16] it back to your team and say okay how
[2:13:18] can we do this better I do appreciate
[2:13:20] that because some of us are very
[2:13:22] stubbornheaded and we want certain
[2:13:24] things to go um certain way like
[2:13:27] tomorrow not giving you enough um you
[2:13:30] know area of improvement and taking time
[2:13:33] cuz nothing is done overnight especially
[2:13:36] after everything that we've been through
[2:13:39] the deficit the deficit and everything
[2:13:41] else I think it's um it's uphill battle
[2:13:45] and I see it every day and I see how
[2:13:47] sometimes we had our conversations we
[2:13:49] have spoken and I see how
[2:13:51] [clears throat]
[2:13:51] you are trying your best and I do
[2:13:54] appreciate that Um, and I do see
[2:13:56] sometimes you you're tired, you're
[2:13:58] exhausted, but you keep moving. And
[2:14:01] that's all we can ask. I think we ask to
[2:14:04] build a a team and a relationship
[2:14:06] between this all members and with you
[2:14:09] and your team to respect. At the end of
[2:14:11] the day, we have to be professional. We
[2:14:13] got to respect and give you room to grow
[2:14:16] and to make those improvement. We can't
[2:14:18] just expect it to be tomorrow that you
[2:14:20] get it done. But I do see the grace. I
[2:14:23] do see your professionalism. I do see
[2:14:26] the love that you have for the city and
[2:14:28] the students and educators and that's
[2:14:30] what all we ask is for you to continue
[2:14:32] showing that and when I see um different
[2:14:36] post of you going to different
[2:14:37] activities and how the students just get
[2:14:40] to you and and the educators and some of
[2:14:43] them are speak very highly of you and
[2:14:44] this is what we wanted. It was totally
[2:14:46] not like that when we when I first
[2:14:49] started with the old superintendent, but
[2:14:51] I do see the growth and I do appreciate
[2:14:53] that you do take all the feedbacks. You
[2:14:56] allow it to sink in and you do your job.
[2:14:58] At the end of the day, you basically
[2:15:01] turn off the noise and you silent it all
[2:15:03] and you do what we asking you to do is
[2:15:05] continue moving the school district
[2:15:07] forward. Thank you.
[2:15:08] >> Thank you. Uh Miss Cinte followed by
[2:15:11] Miss Azac.
[2:15:14] >> Hello. Thank you for all the work. Um so
[2:15:18] as someone that was um
[2:15:22] elected or chosen to kind to help you um
[2:15:26] to help with the with preparing this
[2:15:29] material.
[2:15:31] I was kind of shocked at how some of us
[2:15:35] how how some of our comments was very
[2:15:38] broad. So like I am someone that
[2:15:40] supervise a team of seven and I also do
[2:15:43] yearly reviews. Um for me as a
[2:15:47] supervisor cuz we always want to make it
[2:15:49] very clear that we are your boss. Um
[2:15:53] that when I am supervising my folks I do
[2:15:57] get I I do provide feedback to them in
[2:15:59] the moment allow them for them to grow
[2:16:02] or not. Um and when I do make my yearly
[2:16:08] review with them, they will never be
[2:16:11] surprised about what was said because
[2:16:13] throughout the year I was able to
[2:16:15] provide feedback. So for example,
[2:16:18] um some of the comments that was there
[2:16:21] was greater transparency,
[2:16:24] better communication,
[2:16:26] and strong accountability.
[2:16:29] like we did not explain what was missing
[2:16:32] or what do we wanted to change. Um so
[2:16:35] for me those statements was very broad.
[2:16:38] Um
[2:16:40] if we need if we if we expect
[2:16:42] improvement we need to give specific
[2:16:45] examples and explain um how like how how
[2:16:49] can that be success? Um
[2:16:53] and I also think I think from being in
[2:16:57] this role from January to now um I do
[2:17:00] see that we as a committee really need
[2:17:04] to see which one is our job role and
[2:17:06] which one are the superintendent. So for
[2:17:08] example like um school committee
[2:17:12] calendar um meeters agenda
[2:17:15] um communication responsibilities like
[2:17:19] we also need to take ownership of that
[2:17:21] because I've been in this seat here
[2:17:24] where when we talk about communication
[2:17:26] we have said that you know you did not
[2:17:28] share with us on time or that you did
[2:17:31] not do it when in fact you did provide
[2:17:34] it to us. You also and you also email
[2:17:37] this information. So, some of us are not
[2:17:40] taking the time to check our emails or
[2:17:42] read and then we come here and kind of
[2:17:45] put the blame on you. Um, as one of your
[2:17:48] seven boss, like we always like to say
[2:17:51] it and throw it at your face. Um I
[2:17:54] always said right like make sure you're
[2:17:56] having a healthy work um and family
[2:18:00] balance um self-care because
[2:18:04] you have seven seven of us with seven
[2:18:07] expectations and seven work style. Um
[2:18:11] you're not going to be able to please
[2:18:13] all of us at the same time. And I think
[2:18:15] what um member Oliver was saying um you
[2:18:18] can't respond to us right away because
[2:18:20] that is not realistic. Um, so like I
[2:18:24] said, I just hope that moving forward we
[2:18:27] will pour into you so you can continue
[2:18:30] to move the district forward and not
[2:18:32] constantly bringing you down and
[2:18:34] constantly critic criticizing you when
[2:18:37] we're not doing our part. So again, I'm I'm speaking from someone that's
[2:18:42] super that is currently supervising
[2:18:44] teams um and how some of the comments
[2:18:48] that was made um I really wanted to send
[2:18:51] them back and said this is not
[2:18:53] acceptable. We need to be more specific.
[2:18:56] Um, as a new school committee member, I
[2:18:58] took the time to attend a training on
[2:19:02] how to do this. And per mask, uh, we
[2:19:05] should be given specific we there's
[2:19:08] clear goals and none of the goals was
[2:19:11] about how do you feel about the
[2:19:12] superintendent. It was about what are
[2:19:14] the facts
[2:19:16] and we know what facts are, right? So
[2:19:18] facts is about what is documented and
[2:19:20] what is our crime and our observation.
[2:19:22] So, I just hope that moving forward that
[2:19:25] we do a better job with pling for you,
[2:19:29] supporting you, and if there is areas
[2:19:32] that we feel like you're not doing well,
[2:19:34] that will will be there to support you
[2:19:36] and not bring you down every time. Um,
[2:19:40] so thank you for doing the work. Um,
[2:19:42] I've even though I was not part of the
[2:19:44] hiring, I feel like I did reach out to
[2:19:46] you and kind of give you a second
[2:19:48] interview to ask why you invested in
[2:19:50] Brockton. Um, so please continue to be
[2:19:54] here, continue to pour into our
[2:19:56] students, but most important, which is
[2:19:59] to move the district forward. Um, and
[2:20:01] I'm here to support that growth, but
[2:20:03] also to support this city and our
[2:20:06] student deserve a superintendent like
[2:20:08] you that represents the community. So,
[2:20:12] thank you,
[2:20:13] >> Miss Azac.
[2:20:14] >> Thank you. Um, actually
[2:20:18] reviewing this this evening, I have to
[2:20:21] admit I was not satisfied with the
[2:20:23] format that we were using. Um, I didn't
[2:20:27] like the format last year and I had
[2:20:28] mentioned it to the vice chair at the
[2:20:30] time. So, I was surprised we were using
[2:20:31] the same format because
[2:20:34] the thing that's on here that I'm
[2:20:36] disappointed in is yes, I did put needs
[2:20:39] improvement, but I did see progress and
[2:20:41] I did give her an overall proficient.
[2:20:44] that's not on here. It looks like I just
[2:20:46] gave her needs improvement and I
[2:20:48] explained why I put needs improvement
[2:20:50] because I compared it with the with the
[2:20:52] evidence with the book and with the Desi
[2:20:53] report. So, I would prefer that this is
[2:20:57] corrected because it's making it look
[2:20:59] like I put needs improvement, but I did
[2:21:02] give you an overall proficient. I should
[2:21:04] hope you see those ratings because it's
[2:21:07] an evaluation. We're all going to be all
[2:21:09] over the place. Some of us really went
[2:21:12] through this and put a lot of time into
[2:21:14] it. Um, it is an evaluation. You you
[2:21:18] will probably evaluate us. I mean, it
[2:21:20] just it's this is how we're going to be
[2:21:21] able to work better. Um, you know, we do have our strengths and we have
[2:21:25] areas we have to work. Um, but I would
[2:21:29] prefer that this be corrected is I do
[2:21:31] not feel comfortable voting on this this
[2:21:32] evening because this makes it look like
[2:21:35] I put needs improvement as my overall
[2:21:38] rating for that. um
[2:21:41] for that standard and it just my overall
[2:21:44] if you go back was proficient.
[2:21:47] >> It didn't say that
[2:21:48] >> where because it says needs improvement
[2:21:50] next to
[2:21:51] >> your overall was
[2:21:55] no my overall for standard three misso.
[2:21:57] So vice chair overall yes you have the
[2:22:00] proficient but again you have needs
[2:22:04] improvement next to our names in
[2:22:06] parenthesis so it doesn't show that my
[2:22:10] overall for for standard three was
[2:22:12] proficient for the superintendent it
[2:22:14] wasn't needs improvement
[2:22:19] because I believe the other areas that I
[2:22:21] did put needs improvement I did state
[2:22:23] the positives our strengths and our our
[2:22:25] weaknesses Um,
[2:22:27] >> you tell me the page. Sorry.
[2:22:28] >> Yes. Cuz
[2:22:30] >> so if you if you go on here, I mean
[2:22:32] overall I did give her proficient,
[2:22:34] >> but when we look at for example like
[2:22:36] standard I mean honestly this doesn't
[2:22:38] look like
[2:22:41] how we had it. So I mean it doesn't show
[2:22:44] how many proficient she got, how many
[2:22:46] needs improvement.
[2:22:47] >> Yours says proficient
[2:22:49] >> where I'm looking.
[2:22:50] >> So which one are you?
[2:22:51] >> I'm looking on the standard three vice
[2:22:53] chair. You're you're saying in your
[2:22:55] comment area it says
[2:22:56] >> yes in my comment but yes it says needs
[2:22:59] >> overall proficient these are the um
[2:23:02] because remember it's overall comments
[2:23:04] and overall um rating for that standard
[2:23:07] for standard three your overall rating
[2:23:09] was proficient
[2:23:10] >> okay as long as you're
[2:23:11] >> talking about the subcategories where
[2:23:12] you give a few yes these are the overall
[2:23:15] ratings so for instance if there was
[2:23:17] five and you said for one that was needs
[2:23:19] improvement the other four were
[2:23:20] proficient
[2:23:21] >> I mean you have some that are exemplary
[2:23:22] I mean This is the same one.
[2:23:24] >> Yeah, we are all over the place. I mean,
[2:23:26] reviewing this, it's
[2:23:27] >> this is the same thing as last year
[2:23:29] >> and last year's format was not
[2:23:32] >> we needed to work on it. I I I would
[2:23:34] have hoped.
[2:23:35] >> Absolutely agree.
[2:23:36] >> Got recommendations prior to this going
[2:23:38] out to the committee. Um
[2:23:39] >> well, I'll say this. You and I had this
[2:23:41] conversation. I agree. And I have those
[2:23:43] feedback from you from member CentO
[2:23:46] because she also wanted boxes for each
[2:23:48] subcategory. So, if she had something to
[2:23:50] say to specific one. So those are
[2:23:52] recommendations that I will be able to
[2:23:54] provide for the next evaluation.
[2:23:56] >> Yeah. Because I mean you go from
[2:23:57] >> if last year you gave those
[2:23:58] recommendations to our former vice chair
[2:24:01] that should be something that we should
[2:24:03] have implemented then for now or should
[2:24:05] have been communicated to all of us so
[2:24:07] we could have implemented it.
[2:24:09] >> So for instance the feedback you gave me
[2:24:10] this year after this evaluation will be
[2:24:13] submitted so we can update it and do
[2:24:16] better next time.
[2:24:18] >> Does that make sense? Um, it does, but
[2:24:19] it just I I'm trying to look on here
[2:24:21] because our, you know, you go from
[2:24:24] unsatisfactory to needs improvement to
[2:24:26] proficient to exemplary. And I know in
[2:24:28] years past we've had seen significant
[2:24:31] progress. Um, you know, you go from one extreme to another and it's just
[2:24:36] like we really need another category
[2:24:38] there.
[2:24:38] >> Absolutely. But I just want to make
[2:24:40] sure. I mean, I'm reading this and it
[2:24:42] just says, you know, needs improvement,
[2:24:43] but it doesn't show that my overall,
[2:24:45] even though the majority overall was
[2:24:48] proficient for her, but doesn't show
[2:24:49] that I gave her a proficient overall, me
[2:24:51] specifically. Where am I on here? Me
[2:24:54] specifically.
[2:24:56] >> Hold on. I'm confused.
[2:24:57] >> So, you know, when you do the evaluation
[2:24:59] in each one, so standard number one, I
[2:25:01] gave her an overall proficient. Yes.
[2:25:02] >> But there were areas that I put needs
[2:25:05] improvement.
[2:25:05] >> Yeah. Um,
[2:25:09] >> we we can discuss. I mean,
[2:25:11] >> I I know I hear what you're saying. This
[2:25:13] is just for the overall for each
[2:25:15] standard.
[2:25:16] >> Yes.
[2:25:16] >> So, she will be able now to get all the
[2:25:19] other ones. She can review it and it
[2:25:21] will be posted on our website. Your
[2:25:23] individual evaluations
[2:25:24] >> as long as the individual ones are
[2:25:25] posted so they can see that
[2:25:27] >> similar to last year. This is just for
[2:25:30] the overall because the options you have
[2:25:32] here, it doesn't have an option to say
[2:25:34] category 1 A, 1 B, 1 C. Otherwise, this
[2:25:38] is going to be a thick packet.
[2:25:39] >> Usually, it is a thick packet. This is
[2:25:41] an Yes. Don't say never. Never.
[2:25:44] >> Last year, this is what we had.
[2:25:45] >> You can't base this off of last year,
[2:25:46] vice chair.
[2:25:47] >> But this is what I'm saying. previous
[2:25:48] years, we we
[2:25:51] every every school committee member
[2:25:54] >> takes time to do an evaluation and the
[2:25:56] superintendent deserves a complete
[2:25:58] evaluation from each one of us. And
[2:26:00] >> as long as the complete evaluations are
[2:26:02] online because the way that I'm looking
[2:26:04] at this
[2:26:06] >> um doesn't show that my overall
[2:26:09] >> even for each individual standard was
[2:26:11] proficient because you only gave
[2:26:13] proficient or needs improvement. there
[2:26:15] was no so that's why when I based my uh
[2:26:19] recommendations is I have seen progress
[2:26:21] I'm not going to say I haven't but you
[2:26:23] know given given the um obstacles we've
[2:26:26] hit we we do have work to do um you know
[2:26:28] you compare it to the DESI report you
[2:26:30] compare it to her exhibit book um so
[2:26:34] again
[2:26:35] >> no no I I understand what you're saying
[2:26:36] but this is exactly as it was last year
[2:26:39] just to say you know I haven't seen it
[2:26:40] in the way that you're describing
[2:26:42] >> yes I when I worked on it miss uh Dr.
[2:26:45] Spalding had worked on it with me.
[2:26:47] Previous um vice chairs had committees
[2:26:50] that worked on it.
[2:26:51] >> Totally understand.
[2:26:52] >> Um but also you did give me feedback
[2:26:55] this year. So my job as the vice chair
[2:26:58] this year is to make sure for next year
[2:27:00] those feedbacks are incorporated to the
[2:27:02] new evaluation form.
[2:27:04] >> Definitely.
[2:27:05] >> If you said this last year,
[2:27:07] >> I did.
[2:27:08] >> Our former vice chair was here. So those
[2:27:10] are feedback that you probably provided
[2:27:12] to him which is great. It's fine. uh
[2:27:14] these are the feedback you're providing
[2:27:16] to me which again yourself miss you also
[2:27:19] gave some feedbacks which will be um
[2:27:22] recommended for next year
[2:27:23] >> yeah and I respect
[2:27:23] >> but this is the same as last year so
[2:27:25] >> I respect everyone's evaluation this is
[2:27:28] how they evaluate um everyone has a
[2:27:30] right to do their own evaluation and if
[2:27:33] they want to discuss it directly with
[2:27:34] the superintendent they have every right
[2:27:36] to and the superintendent can you know
[2:27:37] have a meet with meeting with them but
[2:27:39] um
[2:27:40] >> absolutely um but no thank you and I did
[2:27:43] note your feedbacks when you and I
[2:27:45] spoke. So those will be recommended.
[2:27:47] >> I think moving forward, especially where
[2:27:49] we have a committee, we really should
[2:27:51] have better recommendation as to how you
[2:27:53] know Desi Desi um and I think um
[2:27:59] you know, mask others have have
[2:28:01] different um templates that we can use.
[2:28:04] I I would recommend just seeing
[2:28:06] different templates
[2:28:07] >> um because I think it will just make it
[2:28:10] better for the committee and for the
[2:28:12] superintendent.
[2:28:13] Thank you.
[2:28:13] >> Um,
[2:28:15] any other members? Just uh fight Mr.
[2:28:18] Rodriguez.
[2:28:19] >> Um, I I understand what member Azac is
[2:28:22] saying, but one of my one one of the
[2:28:24] issues that I have with this, and I'm
[2:28:26] not sure if she still wants to hold off
[2:28:27] on it because if you do, I would like to
[2:28:29] hold off on this as well. Um, when we
[2:28:32] know when we do the evaluation, if you
[2:28:34] put exemplary or unsatisfactory, you
[2:28:36] have to provide evidence. I would like
[2:28:38] to see that evidence of, you know, what
[2:28:40] brought that that rating to, you know,
[2:28:43] unsatisfactory or exemplary um with
[2:28:47] those members because you have to
[2:28:48] provide evidence in in here. And even
[2:28:51] with the uh evaluation process, there
[2:28:53] was no mechanism of you actually
[2:28:55] providing that evidence other than just
[2:28:56] typing it in in your comment section.
[2:28:58] >> That has to be uh accompanied with that
[2:29:00] rating as well.
[2:29:02] >> And that's in training.
[2:29:03] >> We certainly can. um this will be the
[2:29:06] will of the committee. However, I will
[2:29:08] say um we did look it over. Um I did
[2:29:12] question some of the comments, but
[2:29:13] people really wrote a lot this time
[2:29:15] around. Um the other piece is
[2:29:19] yes, I I do appreciate that we should
[2:29:21] have evidence and hey, this is what I
[2:29:24] saw and this is why I gave you this
[2:29:25] feedback,
[2:29:28] which is also a good space for
[2:29:30] improvement, but we just did the same
[2:29:31] thing as last time.
[2:29:34] and no evidence was provided um for some
[2:29:38] cases and it was fine.
[2:29:42] So I'm just
[2:29:44] >> you can go back and review the uh last
[2:29:46] year's event with those members when we
[2:29:48] came that was something that was missed
[2:29:51] and it's again with the format.
[2:29:53] >> Uhhuh.
[2:29:54] >> We have to just kind of I mean this is
[2:29:56] why we're having this meeting to see
[2:29:57] what works and what doesn't work make
[2:29:58] our recommendations uh to provide
[2:30:01] >> which is great. That's why I'm saying uh
[2:30:03] I understand your frustration with the
[2:30:04] form but I did not get your feedback
[2:30:06] from last year. You gave them to the
[2:30:08] former vice chair. So that's why we have
[2:30:11] these forms. I didn't know that was one
[2:30:12] of your recommendations, but this year
[2:30:14] you gave me feedback. So I would improve
[2:30:17] that.
[2:30:17] >> But um as far as the um
[2:30:20] >> so not so advice you not to interrupt,
[2:30:22] but not so much on the forums, but just
[2:30:23] in general,
[2:30:25] >> those that take the chatting the course
[2:30:27] um whether it's exemplary or
[2:30:30] unsatisfactory,
[2:30:31] you have to provide your evidence, not
[2:30:33] just your opinions on someone's
[2:30:35] performance. And there's a lot of
[2:30:37] exemplaries. And I'm just trying to do
[2:30:40] my job as a school committee member and
[2:30:42] not have people say, "Well, why didn't
[2:30:43] you point it out? Why did you guys just
[2:30:45] rubber stamp this?" I would like to see
[2:30:47] like pull it out. If it's in the
[2:30:49] evidence, pull out the exemplaries and
[2:30:51] the unsatisfactory, pull them out in the
[2:30:53] evidence.
[2:30:53] >> Is there an example you want to give me?
[2:30:56] >> There's a lot of exemplaries in here
[2:30:57] that don't have evidence attached to
[2:30:59] them. So you guys prepared this and it
[2:31:01] would have been nice to see you prior to
[2:31:02] tonight to be able to absorb it, have
[2:31:04] some questions made, um, you know, get
[2:31:06] questions ready and things like that. So
[2:31:09] again,
[2:31:14] » mask says this is a
[2:31:16] >> for someone to have exemplary, you have
[2:31:18] to be a you have to have done something
[2:31:21] [clears throat] to be a model for other
[2:31:24] districts.
[2:31:24] >> No, no, absolutely. I absolutely agree.
[2:31:26] And you know years ago we used to see a
[2:31:28] lot of that and then we had to we had to
[2:31:30] educate some of the members that you
[2:31:33] need to stand and same with
[2:31:35] unsatisfactory. You have to stand behind
[2:31:38] your ratings. Uh the the general one is
[2:31:41] proficient but make your recommendations
[2:31:43] and and things like that. But it's just
[2:31:46] um I was really surprised just flipping
[2:31:48] through this tonight like where's the
[2:31:51] evidence? Um because it's all over the
[2:31:53] place
[2:31:53] >> and I'm wondering where's everybody?
[2:31:55] Where where did everyone get their info
[2:31:56] from? So
[2:31:57] >> when you say everybody, you got to be
[2:31:59] specific because I
[2:32:00] >> Right. I think let's be clear about what
[2:32:01] we talking about.
[2:32:02] >> This speaks for this speaks for itself
[2:32:04] and those can actually take a look at
[2:32:06] it. It speaks for itself. Um and that's
[2:32:08] why I was concerned because I did have
[2:32:10] needs improvement.
[2:32:11] >> Yes.
[2:32:11] >> But it was overall each standard was
[2:32:14] overall proficient is what I gave the
[2:32:16] superintendent.
[2:32:16] >> Okay. I put needs improvement so I could
[2:32:19] actually explain where my concerns were,
[2:32:22] but I gave her an overall proficient
[2:32:25] >> in each each standard because I did see
[2:32:27] the changes. I saw the work that goes
[2:32:28] into this and her her team. Um, and it's
[2:32:31] nothing against the superintendent, but
[2:32:33] this is part of doing an evaluation.
[2:32:35] >> You know, this is this is how we're
[2:32:36] going to work on what we need to do. Um,
[2:32:39] and I appreciate all the work that went
[2:32:41] into it, but it's just seeing the
[2:32:42] extreme here. I'd really like to take a
[2:32:44] moment to review it before we we vote on
[2:32:47] anything.
[2:32:48] >> I'm just going to share then a few
[2:32:49] things just so we we clarify. So, for
[2:32:52] one, um we had our deadline. Not
[2:32:55] everybody was able to meet the deadline.
[2:32:57] Um well, we had a timeline for when we
[2:33:00] wanted to present this and we had to
[2:33:02] extend the the timeline for folks to
[2:33:05] finish completing the evaluation. That's
[2:33:07] one thing.
[2:33:08] >> From who who needed an extension? I did
[2:33:10] because I had family members that passed
[2:33:12] away in the same week.
[2:33:13] >> Member Sullivan, yourself and member
[2:33:14] Sullivan.
[2:33:14] >> But I also had it into you vice chair.
[2:33:17] >> Yes, you did that on that Sunday and I
[2:33:19] did reach out to the superintendent
[2:33:20] because I'll be honest if we're going to
[2:33:23] go there. Some of the exhibits weren't
[2:33:25] even legible in the book. It was like a
[2:33:27] font number two.
[2:33:28] >> I'm not I'm just giving you reasons why
[2:33:31] provided that it's legible. I accepted
[2:33:32] everybody's response. Everybody wrote
[2:33:34] something whether it's your pers
[2:33:36] perspective what you have observed and
[2:33:38] what not
[2:33:39] >> there's there's no
[2:33:40] >> my concern too is my concern too is I
[2:33:44] know last year we had a lot of
[2:33:45] evaluation that said unsatisfactory
[2:33:49] and said didn't see anything but we did
[2:33:53] not send it back because that was my
[2:33:55] experience my first ever experience
[2:33:56] doing an evaluation members said fair
[2:33:59] and said unsatisfactory that was not
[2:34:02] enough evidence But we did not complain
[2:34:04] about it. We allowed it to be.
[2:34:07] You see what I'm saying? This year, most
[2:34:09] of us wrote a lot. Whether it was very
[2:34:12] detailed, it was very elaborate
[2:34:15] >> and everybody had their own perspective,
[2:34:17] their own evaluation. It's like you
[2:34:19] mentioned earlier, we this is what we
[2:34:21] do. We have the opportunity to evaluate.
[2:34:25] And for the for instance, yours was
[2:34:27] submitted at a reasonable time. Then the
[2:34:29] other one we had to work with member
[2:34:31] Sullivan to submit his as well. It took
[2:34:35] maybe a week after yours to be done to
[2:34:38] then send it back to him to provide more
[2:34:40] and he's you know he got his own health
[2:34:42] issues and other things going on. So I
[2:34:44] think the only person there that said
[2:34:47] either exemplary or needs improvement
[2:34:49] and did not write a lot is his and I
[2:34:53] accepted it.
[2:34:56] Yes. Because that's why I said, "Give me
[2:34:58] an example of who and what was rated
[2:35:01] that needs evidence." The only one that
[2:35:04] I can think of is Mr. Sullivan's. You
[2:35:07] see what I'm saying? So, I don't feel
[2:35:08] it's fair to just now push it back. Last
[2:35:10] year, we allowed him to do that and he
[2:35:12] was fine to come here to the meetings
[2:35:14] and do everything.
[2:35:15] >> We didn't send it back to him to say
[2:35:17] fair is not just a
[2:35:18] >> different committee. Vice Chair,
[2:35:19] >> I understand. But this is just I'm just
[2:35:21] explaining the difference. You mentioned
[2:35:23] vice chair. Hold on a second. I have so
[2:35:26] you also mentioned there was a dead
[2:35:27] there's never been a deadline actually
[2:35:29] the reason we did the eval because I
[2:35:30] asked where the evaluation was I even
[2:35:32] had a conversation about the evaluation
[2:35:34] I was told there's nothing that states
[2:35:35] that we had to have it done by a certain
[2:35:37] time we've had the evaluations done back
[2:35:39] to Mr. Machello in December back to Mr.
[2:35:43] Diagino in November and December. My
[2:35:45] year was the first year we had it done
[2:35:47] in the summertime. So, there was no
[2:35:48] deadline to have to rush this and I
[2:35:50] really wish the committee would have had
[2:35:51] time to review this. Um, but I'm only
[2:35:55] one vote.
[2:35:56] >> No,
[2:35:56] >> I just I in all fairness to the
[2:35:58] superintendent though, I just am not I
[2:36:00] do not agree with how it has all this.
[2:36:03] >> Mhm.
[2:36:04] >> Because when you do an overall, the
[2:36:06] average would be proficient, but it
[2:36:07] doesn't show that I gave her proficient.
[2:36:09] It shows that I put needs improvement.
[2:36:12] We can review this afterwards because I
[2:36:13] mean this is how I'm understanding it
[2:36:15] but I'm not going to keep hopping on
[2:36:16] this.
[2:36:17] >> No, no, I understand what you're saying.
[2:36:18] Those evaluation will be posted along
[2:36:21] with this. This is think of this as a
[2:36:23] summary as an overview.
[2:36:24] >> No, I understand.
[2:36:25] >> Just like the presentation I just did.
[2:36:26] She scored professional on everything
[2:36:28] but it's the average of everybody's
[2:36:30] >> but the detailed ones I can't put
[2:36:32] everything together for this. It will be
[2:36:34] posted on our website. People will be
[2:36:35] able to read. The only things that I
[2:36:37] posted for everything is the comments of
[2:36:38] everybody's. Usually I thought it had
[2:36:41] overall next to each one of us. I could
[2:36:43] be wrong, but I thought when we did it,
[2:36:45] >> did not. Last year it did not.
[2:36:46] >> Each standard what you gave them. I
[2:36:48] thought each standard would be what you
[2:36:49] gave them, but if
[2:36:51] >> No, it didn't last year. I did review it
[2:36:54] because I wanted to prepare for this
[2:36:55] presentation. I looked at what former
[2:36:56] vice chair did. I follow similar
[2:36:59] structure. I just wanted to do a quick
[2:37:00] PowerPoint for it. But
[2:37:01] >> just a reminder, everyone has a right to
[2:37:03] do an evaluation. It should absolutely
[2:37:05] that's what I'm saying. not be
[2:37:08] >> it should not just you know what we all
[2:37:10] have a right to do an evaluation and we
[2:37:12] can all evaluate our way of evaluating
[2:37:14] um
[2:37:15] >> yes
[2:37:15] >> so
[2:37:17] I'm not going to go back and forth
[2:37:18] listening to
[2:37:19] >> I agree with you what we did and what we
[2:37:21] didn't do no just from you just
[2:37:23] committees in general like I just
[2:37:24] >> I can evaluate any way I want to
[2:37:26] evaluate and I shouldn't be
[2:37:28] >> that's what I'm saying I'm agreeing with
[2:37:29] you yeah well
[2:37:31] >> yes
[2:37:31] >> just just as a point of I guess of
[2:37:33] information in the future
[2:37:36] Um I I have in the past myself managed
[2:37:41] large numbers of people.
[2:37:42] >> Um maybe if you just gave us um the
[2:37:46] expectation beforehand
[2:37:48] >> and had a meeting with us, maybe a a
[2:37:51] workshop or something that explained
[2:37:54] what you wanted to get at with this
[2:37:56] evaluation and how you wanted it done.
[2:37:59] It would have maybe had this go a little
[2:38:01] bit smoother. Um, you know, I'm just
[2:38:05] coming from the federal side. Um,
[2:38:08] obviously this is just weird doing it
[2:38:10] out in the public like this because
[2:38:12] normally you would give the, um,
[2:38:14] employee the opportunity to discuss it
[2:38:17] and to possibly change whatever you
[2:38:20] wrote.
[2:38:21] >> That's how it works in the real world or
[2:38:24] not in this setting, I guess. Um, so I
[2:38:29] guess I'm just I'm getting used to it.
[2:38:32] Um,
[2:38:34] so I guess that's all I would say to
[2:38:36] that.
[2:38:36] >> No, I agree. And um, you brought up a
[2:38:39] good point because one of the people
[2:38:41] that I reached out to and Sarah also put
[2:38:43] me in contact with is Sean, who's the
[2:38:46] new mask representative for us, and he
[2:38:48] does these trainings. Uh, the timeline
[2:38:51] just did not coincide with our timeline
[2:38:53] of when we started this. Uh the other
[2:38:55] piece too is I checked in with some of
[2:38:57] the members. I know I did it last year.
[2:39:00] So I was going to follow that structure.
[2:39:01] Miss AAC has been in this committee. Mr.
[2:39:04] Rodriguez Sandra did her own individual
[2:39:06] training. Miss Oliver has been the
[2:39:08] committee. Um so to an extent most
[2:39:12] members here have had the exposure or
[2:39:14] have had some sort of training for this.
[2:39:17] Um
[2:39:19] the the the and there's nothing
[2:39:21] different
[2:39:23] from this one compared to last one so to
[2:39:25] say but would some training be
[2:39:29] important? Yes.
[2:39:30] >> I don't I don't just I'm not saying
[2:39:32] training. I'm saying your expectation as
[2:39:34] to what you were trying to get from
[2:39:36] this. I
[2:39:36] >> timeline
[2:39:37] >> I took training on this. Uh I I've done
[2:39:40] this myself many many many times. Mhm.
[2:39:43] >> All I'm saying is that I I think it
[2:39:46] would have been more beneficial to the
[2:39:49] committee if we had met first to discuss
[2:39:53] the expectations and then conducted the
[2:39:57] evaluation
[2:39:58] and then discussed the evaluation as a
[2:40:01] whole. That's all
[2:40:03] >> the uh I'm going get to you one second.
[2:40:06] No, the expectation for me as far as
[2:40:09] this evaluation was just that we did
[2:40:11] complete it by the timeline and if
[2:40:13] anybody had any concerns or questions to
[2:40:16] reach out. Um the standards and
[2:40:18] everything was self-explanatory, had the
[2:40:20] writing in the box that you know to
[2:40:23] illustrate and and explain what they
[2:40:25] were looking for. For me, it was just
[2:40:27] that we got it done on time, similar to
[2:40:29] last year, so we could then schedule the
[2:40:31] meeting that I was trying to schedule
[2:40:32] with the three of you guys, for us to
[2:40:34] put it together and sit down and have
[2:40:36] that conversation.
[2:40:36] >> And to that, I would just say, I guess
[2:40:38] it's uh it's more important than to just
[2:40:40] get it done on time. Um I think it's
[2:40:42] more important as the other members have
[2:40:44] mentioned that we discuss this a little
[2:40:46] bit more
[2:40:48] >> and and um allowed some feedback from
[2:40:51] the superintendent within the process
[2:40:54] um so that she so that we could have as
[2:40:57] a as a whole had a better um
[2:41:01] perspective. I
[2:41:02] >> I think the feedback was that meeting
[2:41:04] that we did I did request that she came
[2:41:07] in and present on the evaluation. In my
[2:41:09] experience, it's not like we do away, we
[2:41:12] give it to her, she gives some feedback.
[2:41:13] We all submit it and the committee
[2:41:15] members that sit down, put it together,
[2:41:17] then have a discussion. If there's
[2:41:19] anything that needs to be sent back or
[2:41:21] needs further clarification, then we ask
[2:41:23] the um the other thing too is we were
[2:41:27] given about a month, which I think is
[2:41:28] reasonable to do an evaluation. We were
[2:41:31] provided with the book and there's the
[2:41:32] DESI review, the OIG report, and all
[2:41:35] these resources at our disposal. Um, and
[2:41:39] also I think
[2:41:41] there's no set timeline, but we were
[2:41:43] given a timeline just like we for
[2:41:45] instance hold her to that standard of we
[2:41:47] need these things done by a certain
[2:41:49] timeline or we should get these
[2:41:51] information on time. I think we should
[2:41:52] also abide by that same standard in a
[2:41:55] sense. Um then this is part of the
[2:41:58] school what the school committee does is
[2:42:00] complete the evaluation and if we and
[2:42:02] that timeline was provided here and I
[2:42:04] gave a reminder to the whole group in a
[2:42:05] subsequent meeting. So we knew how long
[2:42:08] we had we knew the timeline the
[2:42:10] evaluation was shared with everybody. So
[2:42:13] I did expect everybody to complete it by
[2:42:15] that timeline. Now, granted things
[2:42:18] happen, um it doesn't mean we're going
[2:42:20] to just stop you from doing it because
[2:42:22] members still got to complete it after
[2:42:23] the fact. If that I don't know if that
[2:42:26] answer your questions. Um
[2:42:29] but anyways, it is the will of the
[2:42:31] committee. We have the evaluation. This
[2:42:34] is nothing different from how we did it
[2:42:36] last year. Um we can go on our websites,
[2:42:40] the same thing that we uploaded. a few
[2:42:42] things that I will say and then I'll
[2:42:44] open it up to the rest of the members if
[2:42:45] they want to say anything
[2:42:48] uh to the superintendent. I know how
[2:42:50] difficult it can be to you know being a
[2:42:52] superintendent and all the work that you
[2:42:54] have to do. Uh I think Mr. Rodriguez can
[2:42:56] agree from a vice chair perspective. You
[2:42:58] can see some of the things that goes on
[2:43:00] and some of the work that the
[2:43:02] superintendent has put in and her staff.
[2:43:05] Um so I think a proficient across all
[2:43:08] standards and goals is appropriate. Uh
[2:43:11] it's welld deserved. You've been working
[2:43:13] hard uh from the moment you got here um
[2:43:18] a year, two years ago um till now and
[2:43:20] we've seen a lot of progress. A lot of
[2:43:23] things have changed. A lot of things
[2:43:25] have been implemented. A lot of goals
[2:43:28] have been accomplished. And I'm not just
[2:43:30] saying that for myself. The OIG report,
[2:43:32] the DESIE review says the same. um and
[2:43:36] seeing you and your team just working
[2:43:38] trying to make sure we are fulfilling
[2:43:40] the needs, we are fulfilling all these
[2:43:43] um all the work that needs to be done
[2:43:45] and making sure the district is doing
[2:43:47] what it's supposed to do. Um so I
[2:43:50] applaud you. I applaud your team for all
[2:43:52] the work that you guys do. Um proficient
[2:43:54] all across is exactly what I expected.
[2:43:58] um you guys have put in a tremendous
[2:44:00] amount of work and again Miss Sent you
[2:44:03] mentioned earlier there's you know
[2:44:04] you're working for the district but
[2:44:06] you're also working for this committee
[2:44:08] we often have different perspective
[2:44:09] different views and I've seen you trying
[2:44:11] to run around and accommodate for
[2:44:14] everybody which I always tell you it's
[2:44:16] not always possible uh we can't have it
[2:44:18] all um maybe something that I want is
[2:44:21] not something one of my colleagues want
[2:44:22] to do or the way that we want to go
[2:44:24] about it but you still try to make it
[2:44:26] happen so I appreciate all the work you
[2:44:28] put in. Um, and I hope um, you know,
[2:44:32] with this evaluation, also communicating
[2:44:36] with members throughout our district
[2:44:37] that we can be more supportive of not
[2:44:40] just one another, but of the
[2:44:41] superintendent and her team and some of
[2:44:43] the work that needs to be done. Um, we
[2:44:45] keep going back and forth a lot. I don't
[2:44:47] know, we just had some back and forth
[2:44:49] here, but we we need to focus on the
[2:44:53] main goal uh, and keep that in mind as
[2:44:55] we move forward.
[2:44:58] Uh, Miss Oliver,
[2:45:00] >> I think before I put a motion through, I
[2:45:02] think um just to go back on Miss Aac, I
[2:45:05] think that definitely something we need
[2:45:07] to figure out how this valuation was
[2:45:09] done. I know you had opinions last year
[2:45:12] um regarding this valuation.
[2:45:14] Unfortunately, it was not implemented
[2:45:15] this year. And I think that's something
[2:45:17] as we go from vice chair to vice chair
[2:45:19] to speak to each other to pass the baton
[2:45:22] correctly as we like you know mentor
[2:45:24] each other and say listen this is what
[2:45:26] the individuals from last year or last
[2:45:29] time said we can improve on the
[2:45:31] valuation so we can make those
[2:45:33] corrections but if certain individuals
[2:45:35] are not
[2:45:36] you know given that information to next
[2:45:38] vice chair is very hard for the next
[2:45:41] vice chair to implement those changes.
[2:45:43] So I think as we move forward we also
[2:45:45] should have an evaluation on the vice
[2:45:47] chair and how we move how certain things
[2:45:49] are being done so the future vice chair
[2:45:51] can see what was done and how we can
[2:45:54] change it better. I think just having
[2:45:56] those hard conversation to basically
[2:45:58] help each other like if you don't if you
[2:46:00] think the valuation can be improved
[2:46:02] let's have a conversation among
[2:46:04] ourselves to see how we can implement a
[2:46:06] better valuation for next year. But we
[2:46:09] did have almost like a month and we had
[2:46:11] the booklet and all the information um
[2:46:13] with us. I think it's Yeah, maybe the
[2:46:16] years past we were doing it, you know,
[2:46:18] you guys were doing later in the year. I
[2:46:20] like it this way to do it mid year
[2:46:22] before the next um school year, you
[2:46:24] know, start the fiscal year started. I
[2:46:27] don't mind it, but I think the valuation
[2:46:29] itself, it's not the best. Definitely
[2:46:31] not the best um format. I work with
[2:46:34] better ones. it's more easy to
[2:46:36] understand to basically put the goals
[2:46:38] and implement the changes and the growth
[2:46:40] um that I deal with uh on the year
[2:46:43] yearly bas. But I think it's something
[2:46:45] that we need to look and see how we can
[2:46:46] fix it. But I'm just going to put the
[2:46:49] motion into
[2:46:51] number C uh vote for superintendent
[2:46:53] evaluation approval.
[2:46:55] >> That's a form of a motion.
[2:46:57] >> Yes.
[2:46:58] >> Is there a second?
[2:47:00] >> Second.
[2:47:01] >> A motion has been made and second. Do
[2:47:03] you did you have something to say, Miss
[2:47:05] Santea, on the motion?
[2:47:08] >> I I I did, but I feel like what is the
[2:47:11] point? So, I feel like as a newbie that
[2:47:14] just started in January, um, yes. Do I
[2:47:17] agree with the form itself? No, I do
[2:47:19] not. Like, it was not friendly to use.
[2:47:22] However, I took it upon myself to attend
[2:47:25] a training so I can learn what I'm
[2:47:28] supposed to be doing. one. Two, I even
[2:47:32] took it a step further to share with all
[2:47:33] of you guys the recording. So, you was
[2:47:36] not able to attend. Here it is. And as
[2:47:40] someone that I would like to believe I'm
[2:47:42] a busy mom, right? I'm a mom of two. I
[2:47:45] have two jobs.
[2:47:47] There was a timeline and I honor that. I
[2:47:50] remember being in grad school. Um there
[2:47:53] was a timeline of when assignments
[2:47:55] needed to be done because so I'm not I'm
[2:47:58] here trying to understand where all
[2:48:01] these where the disconnect is happening
[2:48:05] when we could have easily emailed each
[2:48:07] other or emailed and asked for
[2:48:09] clarification
[2:48:11] what is needed. Um again I'm new. I only
[2:48:14] been here since January. Um so I feel
[2:48:17] like some of you guys has been here
[2:48:19] longer than I. So I am ready to to move
[2:48:22] to um put a motion so we can vote on
[2:48:26] this so we can move forward so we can
[2:48:28] address the next topic.
[2:48:30] >> All right. Motion
[2:48:32] >> on that motion.
[2:48:32] >> Motion, Miss Azac.
[2:48:33] >> So to make my point, look at the last
[2:48:35] page. So how do you give somebody that
[2:48:38] kind of a statement and then you do
[2:48:39] unsatisfactory? Did you reach out to the
[2:48:41] member and clarify? Is that what you
[2:48:44] wanted to do as a reading?
[2:48:47] >> Last page.
[2:48:48] >> Yeah, Mr. all of us coming.
[2:48:50] >> Did you reach up? So you do that
[2:48:52] >> not well to write this is this is what
[2:48:55] I'm saying Joyce
[2:48:56] >> they okay I'm just saying it just again
[2:48:59] and I don't think more training is I
[2:49:01] don't think we need nothing to do with
[2:49:03] training this was how he
[2:49:04] >> No I'm just saying I don't think I know
[2:49:06] we got to because we did something last
[2:49:08] year but ex
[2:49:09] >> I know
[2:49:10] >> but I can bring other over the years
[2:49:13] we've had members from Brockton public
[2:49:15] schools come before the committee so let
[2:49:17] me just educate the committee they would
[2:49:18] come before the committee explain how this is going to be done. Go
[2:49:23] through all the standards and explain
[2:49:24] it. So, it wasn't just given to us and
[2:49:26] then said, [clears throat] "Here you go,
[2:49:27] do it." Um, we've I've done evaluations.
[2:49:30] I have no problem doing it, but I'm just
[2:49:31] saying we keep saying this is how we did
[2:49:33] it last year.
[2:49:34] >> Last year, I remember voicing concerns
[2:49:36] about that form. Um, but again, it's
[2:49:39] just I don't think we need more
[2:49:41] training. I just we really need to look
[2:49:43] at better because I mean, again,
[2:49:45] clicking on things and going through it
[2:49:47] just was not user friendly. Um, but
[2:49:50] we're just not I'm not going to keep
[2:49:52] harping on this, but again, it just I
[2:49:53] don't think the committee needed more
[2:49:55] training on how to do an evaluation.
[2:49:56] >> I agree with you there. I feel like
[2:49:58] we're all complicated.
[2:49:58] >> We've all attended mask. We've all
[2:50:00] attended chatting.
[2:50:01] >> As far as your feedback on the form
[2:50:03] stuff, you gave me that this year after
[2:50:05] the evaluation, like towards the end,
[2:50:07] and I said, "This is good feedback.
[2:50:09] Another member gave me feedback. I'mma
[2:50:12] pass it on to the next whoever vice
[2:50:14] chair is or the district and have them
[2:50:16] improve it." Simple. How does that sound
[2:50:19] to you?
[2:50:21] >> It's fine. I'm one I'm one vote.
[2:50:23] >> This is how we're supposed to improve.
[2:50:25] We give each other feedback. You gave me
[2:50:27] that feedback. I took I said, "Yes,
[2:50:28] I'mma pass it on. So, next year we're
[2:50:30] going to do a better form. It's more
[2:50:32] user friendly." Whatever the case is,
[2:50:35] >> but just for clarification, we could we
[2:50:37] are not able to discuss the evaluation
[2:50:39] with each other ahead of time.
[2:50:41] >> Uh we would be violating um in
[2:50:43] violation. So, we cannot discuss it with
[2:50:45] each other and email each other back and
[2:50:46] forth. This is our individual um
[2:50:48] evaluations. But again, I just
[2:50:52] >> No, I totally understand.
[2:50:54] >> But I do feel like if you do need
[2:50:55] clarification
[2:50:57] that we can reach out to superintendent
[2:51:00] if the font of what we receive is too
[2:51:03] small, then we did.
[2:51:04] >> So, you know what I mean? So, like I
[2:51:06] feel like we're just bringing things
[2:51:08] instead of us figuring out are we going
[2:51:10] to move forward or not? Um I feel like
[2:51:13] another thing that I constantly hear in
[2:51:14] this committee is that we are
[2:51:17] elected officials. So, if we're
[2:51:19] concerned about how Tim Sullivan
[2:51:22] um did not provide enough information
[2:51:26] um that maybe we need to start
[2:51:28] addressing, should he be in this
[2:51:30] committee?
[2:51:32] >> Um because I feel like
[2:51:34] >> All right, let's let's move forward.
[2:51:36] >> No, actually, vice chair, point of
[2:51:38] clarification. I did not I just said
[2:51:41] make sure when someone clicks on
[2:51:43] something because it just contradicts a
[2:51:45] positive a negative was contradicting a
[2:51:49] positive statement. So, I just wanted to
[2:51:50] say they might have clicked on something
[2:51:52] accidentally. Did I was just asking did
[2:51:54] you clarify because I even had questions
[2:51:56] like cutting and pasting the way that
[2:51:59] the format was. It was only one sentence
[2:52:01] at a time. So, that's all it was just
[2:52:03] clarification. It's only to help the
[2:52:05] superintendent not to be against just to
[2:52:07] make sure how do you have a positive and
[2:52:08] then that was clicked.
[2:52:10] >> So, it could have been an error. I mean,
[2:52:12] I'm all set. Have a good evening.
[2:52:14] >> Thank you. Make it brief and keep it to
[2:52:17] the topic, please, Mr. Rodriguez. the so
[2:52:21] last year was the first year
[2:52:24] as vice chair when I did the uh when we
[2:52:27] did the uh evaluation with that process
[2:52:30] we added two members to that
[2:52:32] subcommittee in order to bring more
[2:52:34] transparency uh to do that and that
[2:52:36] happened last year. So, I mean, some
[2:52:39] people want it a certain way, some
[2:52:40] people don't want it a certain way, but
[2:52:42] I think collectively we just have to g
[2:52:44] up into a a simpler format. Um, you
[2:52:47] know, how we want it. And it's a
[2:52:49] learning experience as being a vice
[2:52:51] chair and doing your first evaluation
[2:52:54] and then trying to compare it to years
[2:52:55] past as just a member. You don't and I
[2:52:58] understand that. Um and this is
[2:52:59] something from last year to this year
[2:53:00] that we, you know, prior to having the
[2:53:03] uh the final superintendent that all the
[2:53:05] members get everybody's copy so they can
[2:53:06] review it and they can forward it to the
[2:53:08] vice chair and the team to to look at it
[2:53:10] to to make any um you know you know for
[2:53:13] you know exemplary or and satisfactory
[2:53:15] to to provide those evidence. That's
[2:53:17] it's one of those uh uh learning
[2:53:19] experiences of that. But um I know
[2:53:22] there's a motion on the floor, but I
[2:53:24] just want to just clarify it just to uh
[2:53:26] my vote is not personal. It's that I
[2:53:29] wanted to see some certain stuff. So
[2:53:31] >> No, no, that's fine. Um
[2:53:34] where did she go?
[2:53:37] >> No, I completely understand. It is a
[2:53:38] learning experience. That's what I'm
[2:53:40] trying to say. So every time we do,
[2:53:42] especially now that this committee is
[2:53:44] being more transparent, we will improve
[2:53:47] upon something with feedback, with
[2:53:49] communicating with one another. Um,
[2:53:53] we have a motion on the floor with papy
[2:53:54] second. Uh, Miss Oliver,
[2:53:59] >> yes.
[2:53:59] >> Mr. Rodriguez,
[2:54:00] >> no.
[2:54:01] >> Miss Azac,
[2:54:02] >> nothing personal, but I'd like to review
[2:54:04] this, so I'm a no. I'd like to review it
[2:54:06] further. Why is everybody leaving?
[2:54:08] >> Mr. Ina
[2:54:09] >> no.
[2:54:10] >> Mr. Sullivan.
[2:54:13] >> Yes.
[2:54:14] >> Miss Contento.
[2:54:15] >> Yes.
[2:54:16] >> I'm a yes as well. It carries. Uh we
[2:54:19] will move on to agendum item D.
[2:54:22] Discussion potential vote approval of
[2:54:24] higher benefits coordinator position.
[2:54:26] Mr.
[2:54:28] Superintendent.
[2:54:31] >> Go first. So this position um uh the
[2:54:35] need for it is is uh interesting because
[2:54:38] it was not uh part of our original plan
[2:54:41] or uh part of our budget from last year.
[2:54:44] [snorts] Um because generally benefits
[2:54:46] have been handled by the city. Um
[2:54:49] however
[2:54:51] recently uh we have been taking on more
[2:54:54] of the benefits responsibilities and the
[2:54:56] city has actually asked us to take on
[2:54:59] the full benefits responsibilities for
[2:55:02] the school district. So the 3,000
[2:55:06] employees that we have um obviously this
[2:55:08] is a a huge amount of work. um and in
[2:55:13] city hall uh they do have several
[2:55:16] benefits um coordinators. Um [snorts]
[2:55:20] and so in order to take on this uh
[2:55:24] additional responsibility
[2:55:26] uh we did speak with the city about the
[2:55:29] fact that we do have schedule 19
[2:55:31] chargebacks and we pay for part of the
[2:55:34] HR office at city hall. And so if this
[2:55:37] is a responsibility that we are going to
[2:55:40] be taking on that then that funding that
[2:55:44] is in the schedule 19 for the HR office
[2:55:46] needs to come back to the school
[2:55:48] department so that we can fund this
[2:55:50] position. So that is how this position
[2:55:51] will be funded is from our own schedule
[2:55:54] 19. So basically it's just a
[2:55:55] reallocation of these funds. Um I think
[2:55:59] it does raise. So the the uh job
[2:56:03] description that you see is very similar
[2:56:05] to the one I believe for city hall. Um
[2:56:08] along with the the salary range. Um and
[2:56:14] um sorry, what was I going to say? I've
[2:56:18] now lost my train of thought. Oh, this
[2:56:20] brings up the question I that I I know
[2:56:22] we've been talking about um [snorts] a
[2:56:25] lot and we've been hearing about a lot
[2:56:27] about merging the city and the school's
[2:56:32] uh departments and responsibilities and
[2:56:36] I know I have have talked about being
[2:56:40] certainly open to that conversation as
[2:56:43] long as we're very clear about what are
[2:56:45] the steps, what are the timelines, where
[2:56:47] are the responsibility centers, who are
[2:56:48] the supervisors. Um because otherwise it
[2:56:52] just becomes like a like I the merger if
[2:56:56] you're just merging the departments
[2:56:57] there's still people who have to do
[2:56:58] those jobs and you still have to pay the
[2:57:01] and so actually when I was presenting in
[2:57:04] front of the city council or when they
[2:57:05] invited me to talk about the merging of
[2:57:07] departments we spent the majority of the
[2:57:09] time talking about uh school police as
[2:57:11] sort of the first pilot. Um,
[2:57:15] however, I had also provided to them
[2:57:16] because I'd done some research on cities
[2:57:21] that have municipalities that have
[2:57:23] merged certain departments with their
[2:57:25] school department. And what was found in
[2:57:28] many of those cases is that it doesn't
[2:57:30] end up actually being a huge cost
[2:57:32] savings because the work doesn't
[2:57:33] disappear. The work is just shifted from
[2:57:36] one to the other or you're saying now
[2:57:38] it's a department together. And so
[2:57:41] anyway, so this is all to say that I
[2:57:43] know we need to have that more clear
[2:57:46] conversation about when we're talking
[2:57:47] about merging departments, what does
[2:57:49] that really look like? Because shifting
[2:57:50] work from the city to the schools and
[2:57:52] isn't exactly I feel like we're actually
[2:57:54] going the opposite direction. Um that
[2:57:57] all being said, we are taking on the
[2:58:00] benefits. Uh the HR department has been
[2:58:03] uh in meetings with the HR department on
[2:58:06] the city hall side has been starting to
[2:58:08] be part of those meetings. uh been
[2:58:10] working with their benefits
[2:58:12] coordinators, but it is a huge amount of
[2:58:13] work. And for those of you who were on
[2:58:15] the committee um last year, my first
[2:58:17] year, we actually
[2:58:20] had done an or you all had done an HR
[2:58:23] audit before I even arrived that then
[2:58:27] resulted in a restructure of the HR
[2:58:29] department when I did arrive. So, we
[2:58:31] actually um made the department smaller.
[2:58:34] We we streamlined some of the the um job
[2:58:38] responsibilities. And so we actually
[2:58:41] have an HR department that now has less
[2:58:43] people and costs less than it did when I
[2:58:45] first arrived as a result of that audit.
[2:58:48] But if if now we have to take on these
[2:58:50] more responsibilities, we do still need
[2:58:53] like the the office as it stands right
[2:58:55] now just doesn't have the capacity to do
[2:58:57] it. Now I have very mixed feelings about
[2:59:00] us taking on the benefits um
[2:59:04] uh because on on one hand it's a huge
[2:59:06] amount of work for the HR department. On
[2:59:08] the other hand, I know that it has been
[2:59:09] a conversation amongst many of us um and
[2:59:12] with the city that there have been
[2:59:14] concerns regarding benefits and there
[2:59:16] have been concerns about benefits um
[2:59:18] continuing maybe when an employee is no
[2:59:20] longer uh with us anymore. And that has
[2:59:23] been something that the school
[2:59:24] department actually has been our team
[2:59:26] has been supporting in auditing and
[2:59:29] looking at and making sure is done
[2:59:31] appropriately because obviously that
[2:59:32] costs all of us money. But since we have
[2:59:35] the most employees in the city, it costs
[2:59:37] us the most money if we're paying for
[2:59:39] folks who are not um
[2:59:42] who are not supposed to be getting these
[2:59:44] benefits. So on one hand, it's a huge
[2:59:46] amount of work that is going to take a
[2:59:47] lot of capacity and take a lot of staff.
[2:59:49] On the other hand, does it, you know, I
[2:59:52] do have some mixed feelings because I I
[2:59:54] do want us to have more eyes on the
[2:59:57] benefits on the school department side
[2:59:58] to make sure that we are not paying for
[3:00:01] employees that no longer work for us or
[3:00:03] that shouldn't be getting certain
[3:00:04] benefits. Um, so anyway, this is all to
[3:00:07] say that I have mixed feelings, but uh
[3:00:10] the work has been shifted over to us.
[3:00:12] The HR department at city hall does not
[3:00:14] have the capacity. uh we would be doing
[3:00:16] it and I think m honestly one benefits
[3:00:20] coordinator I don't even know if that's
[3:00:22] going to be enough um to to do all 3,000
[3:00:25] but at least for now as we're starting
[3:00:27] this in the middle of the year and
[3:00:28] transitioning this work over um it would
[3:00:31] at least be a start.
[3:00:34] >> So this is this was the question that I
[3:00:37] had but so since you now presented it it
[3:00:40] kind of shifts a little bit. Um I wish id known that beforehand. Uh
[3:00:45] so
[3:00:47] okay
[3:00:49] so I in my experience I've worked in the
[3:00:52] federal government and and I was lucky
[3:00:53] enough to be over an office where I had
[3:00:55] control over HR and all that other stuff
[3:00:56] right
[3:00:58] 3,000 employees and how many do we how
[3:01:00] many HR um whether we call them liaison
[3:01:04] or whatever we call them what how many
[3:01:05] >> so we have in the department um six
[3:01:09] seven people eight people.
[3:01:12] >> Okay. Um, wow.
[3:01:16] >> So, this would be nine.
[3:01:17] >> That would be nine.
[3:01:18] >> This would be nine.
[3:01:18] >> And And so,
[3:01:20] >> knowing what I've kind of looked at
[3:01:24] previously that we were bringing the
[3:01:26] packets over to city hall once somebody
[3:01:29] came on or left. Right. So, is this
[3:01:31] person now does that eliminate the
[3:01:33] packet going over to city hall?
[3:01:35] >> Well, we're digitizing all of that
[3:01:36] anyway. So that has been a project that
[3:01:38] we have been working on in conjunction
[3:01:40] with city hall. But this would actually
[3:01:42] be someone who even enroll like helps to
[3:01:45] enroll folks. But yes, they would not
[3:01:47] then have to go over to city hall and
[3:01:49] sign up for insurance.
[3:01:50] >> So your expectation is is that this
[3:01:52] person works 40 hours a week, 52 weeks a
[3:01:55] year.
[3:01:58] » I'm sorry. Say um meaning are they a
[3:02:01] full-time employ,000?
[3:02:03] >> Yes.
[3:02:04] >> So you think only one?
[3:02:06] >> No, I don't. Okay. Um
[3:02:08] >> because then that means they can't take
[3:02:09] leave. They can't get sick.
[3:02:10] >> Right. I mean, I do think we are going
[3:02:12] to have to hire that this is we're going
[3:02:15] to have to have and this is part of that
[3:02:16] larger conversation because some of the
[3:02:19] things that we've been doing right now
[3:02:20] is telling um city hall that we've got a
[3:02:23] halt like we can't be taking it all on.
[3:02:25] We just don't have the capacity. So,
[3:02:27] this would at least give us some
[3:02:28] capacity to start to take on the work,
[3:02:30] but I do not by any means believe that
[3:02:33] this is going to give us the capacity to
[3:02:34] do all employees. So, we're going to,
[3:02:36] and this is what I sort of mean about
[3:02:38] like we can't just talk say we're
[3:02:41] merging or we're we or we're
[3:02:42] transferring the work from here to
[3:02:43] there. There needs to be a a business
[3:02:46] plan. There needs to be a timeline.
[3:02:47] There needs to be responsibility
[3:02:49] centers. We need to have an
[3:02:50] understanding of what we're doing before
[3:02:52] we're doing it. Um, we need to be
[3:02:54] planning it proactively rather than
[3:02:56] reacting. And and I very uh much admit
[3:02:59] that this is reactive because that work
[3:03:02] has been shifted over to us. So, do I
[3:03:04] think that this is the the greatest plan
[3:03:07] and that this should be the long-term
[3:03:08] plan? Absolutely not. Um, but it it is
[3:03:13] uh just a step as we are trying to
[3:03:16] figure out what the larger plan looks
[3:03:18] like. And I do think we need to have a
[3:03:20] conversation
[3:03:21] with city hall and and I know and again
[3:03:24] Jay Condan has been incredibly uh
[3:03:27] collaborative and supportive and
[3:03:28] recognizes that there's the maintenance
[3:03:30] line of schedule 19 that doesn't exactly
[3:03:33] tie out. So I do believe that it's going
[3:03:35] to be um that you all are going to be
[3:03:38] able to see a schedule 19 that is
[3:03:41] auditable and that is understandable and
[3:03:43] that actually reflects the services
[3:03:44] we're getting. So I do feel confident in
[3:03:46] that now. Um but and so yes this um this
[3:03:51] cost would then be shifted to us from
[3:03:53] that schedule 19.
[3:03:54] >> So I I just have three quick questions.
[3:03:56] So the first first one is um do do our
[3:04:00] current HR employees have the expertise
[3:04:03] to do this?
[3:04:04] >> No.
[3:04:04] >> All right. No. Second um I I've seen our
[3:04:09] schedule 19. Um ho how how are we
[3:04:15] predicting the cost that was
[3:04:19] >> well that's a great question back
[3:04:20] >> and
[3:04:21] >> so for last year I believe it was
[3:04:24] >> almost 400,000
[3:04:26] >> almost $400,000 that we were spending um
[3:04:30] on the HR department for city hall that
[3:04:32] was one of the the lines so we will be
[3:04:36] putting less than that um by at least 60
[3:04:40] to8 85,000 is I believe the range for
[3:04:42] this position. Um that will at least be
[3:04:45] uh it will be less than that. Now do I
[3:04:48] think it will be even less than that?
[3:04:50] Yes, because I do believe that we will
[3:04:52] be able to have a number that is more
[3:04:54] auditable.
[3:04:55] >> And then the last question is um this
[3:04:58] was there a number on this that you put
[3:05:00] forward that I don't I didn't see the
[3:05:02] number.
[3:05:02] >> Um
[3:05:02] >> does it say one? Uh
[3:05:04] >> just one you mean meaning one FTE? Yes,
[3:05:08] one FTE for now. Um, and hopefully again
[3:05:11] I'll be able to come to you all with a
[3:05:13] larger long-term plan um that I do need
[3:05:16] to work with the city on because again I
[3:05:18] need to better understand because if
[3:05:21] we're shifting the work over that's less
[3:05:22] of a merger, right? That's more that's
[3:05:24] actually going the opposite direction.
[3:05:26] So I need to better understand again
[3:05:28] what the vision is. Um I admit I don't
[3:05:31] know right now. Uh but I have every
[3:05:33] intention of finding out. So
[3:05:35] >> last cost concern and this is a major
[3:05:37] concern obviously.
[3:05:38] >> Yes.
[3:05:38] >> But so much.
[3:05:42] >> So we know that we were paying out in
[3:05:44] excess of a few million dollars of
[3:05:46] benefits that we shouldn't have. So with
[3:05:48] this happening, is there currently a
[3:05:50] backlog where we're that's still
[3:05:52] happening? Are we we assured that we're
[3:05:55] not paying for things that we shouldn't
[3:05:57] be right now?
[3:05:58] >> No, we are not assured of that right
[3:05:59] now. We are in the process of cleaning
[3:06:01] it up. So, why couldn't we just hire
[3:06:03] like I mean,
[3:06:05] >> why just one then? I guess
[3:06:08] >> because I don't want to overpromise at
[3:06:10] this point. Um,
[3:06:12] yeah. I I mean, I figure let's start
[3:06:15] with one.
[3:06:15] >> So, they're going to keep most of it.
[3:06:17] >> No, not necessarily. I'm sorry. Again, I
[3:06:20] don't have a long-term plan. We're just
[3:06:22] starting with one uh because that I feel
[3:06:26] is a safe way to go. um is to start with
[3:06:29] one because I know that we will at least
[3:06:30] get that amount back in our schedule 19
[3:06:33] before we were to hire any more than
[3:06:35] that. I want to want to get confirmation
[3:06:37] of what that final schedule 19 number is
[3:06:39] for HR for city hall. Like I wouldn't
[3:06:42] want to just assume that we were going
[3:06:45] to get two salaries worth.
[3:06:46] >> So why not just say four right now and
[3:06:48] then if you only need to hire one, you
[3:06:51] hire one.
[3:06:53] I I mean that is certainly another way
[3:06:55] to go if that would be something y'all
[3:06:57] would be comfortable with. I I
[3:07:02] that's certainly something we could do.
[3:07:04] I would want to again confirm with city
[3:07:07] hall that we would be getting all of
[3:07:09] those salaries back in our schedule 19
[3:07:12] uh before actually hiring for. Uh but at
[3:07:15] least for now I know we need one because
[3:07:17] as the work is even transitioning a
[3:07:19] little bit we do need somebody who has
[3:07:21] that that expertise.
[3:07:26] » I yield.
[3:07:27] >> Thank you.
[3:07:27] >> Uh Miss M. Oliver.
[3:07:29] >> So um when the audit happened with the
[3:07:33] HR I think we were spending about like
[3:07:35] $1.6 $6 million about that and two two
[3:07:39] millions and we had how many people in
[3:07:41] HR when we before we did what we had to
[3:07:45] do to save um cost
[3:07:47] >> I actually came back
[3:07:48] >> we actually have a
[3:07:49] >> like I don't know um it's all right I'll
[3:07:52] invite up Kathy Marian she'll
[3:07:54] >> while legal team you know she gets to
[3:07:56] the podium but the only concern I have I
[3:07:58] get this whole merging thing but this
[3:08:00] doesn't sound like merging this is sound
[3:08:02] like you're taking our responsibility
[3:08:04] and you pay for it. I'm just We've like
[3:08:08] before I even got on the school
[3:08:09] committee, all I've ever heard in this
[3:08:11] city is that Central is heavy. That
[3:08:14] Central loves to spend money. We're
[3:08:15] throwing money out the way and there's
[3:08:18] money three out somewhere and then we
[3:08:19] just keep giving money out. And we
[3:08:21] finally did an audit. We cleaned it up
[3:08:24] and we saved so much money by doing what
[3:08:27] we had to do to be fiscally responsible.
[3:08:30] And now you're telling us that you want
[3:08:33] us to hire all these people and then
[3:08:34] where the money's coming from.
[3:08:36] >> Well, in all fairness, they didn't say
[3:08:38] that wasn't their directive. It was to
[3:08:40] take the work, but they didn't say hire
[3:08:42] people.
[3:08:43] >> We would have to hire people,
[3:08:44] >> but we have to hire people, right? So,
[3:08:46] we did at least confirm that we need to
[3:08:48] hire someone and so we will be taking
[3:08:50] that money back from SC.
[3:08:51] >> So, it's hiring and also training
[3:08:53] because we don't have people to do the
[3:08:55] job and now it's going from paper to
[3:08:58] Yes. Our hope is to be more efficient
[3:09:01] and Exactly. Yes.
[3:09:02] >> So for us to go to paper electronic, we
[3:09:04] have to train individual and that's
[3:09:07] going to take time and then we have to
[3:09:09] make sure we get people that's also able
[3:09:11] to do the job. This is a high a lot of
[3:09:14] responsibility for 3,000 people and
[3:09:16] we're trying to figure out I if we're
[3:09:18] merging, we're merging. We're taking
[3:09:20] responsibility together, not I'm just
[3:09:22] going to keep throwing things to the
[3:09:23] school side and you guys figure it out
[3:09:25] and you pay for the people. We're saving
[3:09:28] them money, but we're putting more cost
[3:09:29] on us. But uh how many do we have?
[3:09:32] >> There were 12 at one point. 12.
[3:09:34] >> 12 and now we're down to eight.
[3:09:36] >> Yes.
[3:09:38] >> It's just very confusing to me how I get
[3:09:40] it. We need we want to merge certain
[3:09:42] department, but we also got to be
[3:09:43] fiscally responsible and you're not
[3:09:45] going to put all the work on us and for
[3:09:48] us to figure it out. I'm just very
[3:09:50] concerned about that that I don't feel
[3:09:51] comfortable voting on this until we have
[3:09:54] a better picture idea of what it's going
[3:09:56] to cost us and what's the consequences
[3:09:58] going to be on our budget.
[3:10:01] >> Miss you.
[3:10:03] >> And my concern is that we take on this
[3:10:06] responsibility by only hiring one one
[3:10:10] person and then like you said this for
[3:10:13] 3,000 um staff that's a lot. And the and
[3:10:17] then for you to do your assessment, it
[3:10:19] says we we need more. So how can we say
[3:10:22] we need two to three staff? So like I
[3:10:25] guess when is this happen or did it
[3:10:28] already happen?
[3:10:29] >> No. No. It's for your you to approve.
[3:10:31] >> Okay. So it sounds like
[3:10:33] >> and for us to have this discussion.
[3:10:34] >> Okay. Great. Um so do you have a date
[3:10:38] line like have they proposed a date of
[3:10:40] when this merger? Well, I don't even
[3:10:43] know if it's merge. this added
[3:10:45] responsibility to be sent back to be
[3:10:47] sent to us.
[3:10:48] >> We've already started to do some of the
[3:10:50] work. The um the timeline that city hall
[3:10:52] had set was that all of the health
[3:10:54] insurance would come over to the school
[3:10:56] department by the end of August, which
[3:10:58] has already passed. Um I was also
[3:11:00] informed in August that it was not just
[3:11:01] health, but it's also dental and life.
[3:11:04] So, um there's more work that's coming
[3:11:06] our way as well. We've just started the
[3:11:08] trainings to and to get access to the
[3:11:10] portals.
[3:11:11] >> Okay.
[3:11:13] So I'm now
[3:11:15] >> I'll say
[3:11:15] >> I'm confused. What
[3:11:17] >> Mr. Pena?
[3:11:18] >> I'm very very confused. Not not not at
[3:11:21] you. Um
[3:11:22] >> so they just decided to just send it
[3:11:24] over and just say you deal with it. I'm confused now. Now I know that you
[3:11:28] guys are great down there in HR. I know
[3:11:30] a lot of you down there. You're you're
[3:11:32] salt of the earth. But I mean I I'll be
[3:11:36] honest that I I believe there's a ratio
[3:11:38] to how many HR I just call them leazison
[3:11:41] but whatever you want to whatever you
[3:11:42] guys call them. Shouldn't there be like
[3:11:44] maybe one per 200 employees? And that's kind of a lot.
[3:11:49] >> Um when we asked when I went to the
[3:11:51] first meeting in August and was told
[3:11:52] that this work was coming to my office
[3:11:54] um I asked how many people they have at
[3:11:57] city hall doing this work and I was told
[3:11:58] they have four. Um we currently have
[3:12:01] 3,3449
[3:12:03] employees in the city in the school
[3:12:05] department. Um I believe that this I
[3:12:07] don't have the number between 8 and 900
[3:12:10] for the city side. So obviously as Dr.
[3:12:13] Tieani said uh one is not enough but if
[3:12:16] we're going to we already have some of
[3:12:17] the work in my office we already have
[3:12:19] people meeting uh with people like
[3:12:21] polymorphic to figure out how we're
[3:12:22] going to digitize this and I could go on
[3:12:24] and on but um we don't have the capacity
[3:12:26] right now to do this well and as you
[3:12:29] know benefits are extremely important to
[3:12:31] people.
[3:12:32] >> So don't don't we see that this is what
[3:12:34] messed up before? Like I'm con I'm very
[3:12:39] confused right now.
[3:12:45] Miss Oliver.
[3:12:47] >> So when this first came to light at a
[3:12:50] meeting that you went to in August
[3:12:52] shouldn't have been brought to us to our
[3:12:55] attention before it was thrown into our
[3:12:57] HR without discussing it with us. Like I I just feel bad for the for the HR
[3:13:03] department because we decreased it to
[3:13:05] save money and now we're putting more
[3:13:07] work on individuals that without even
[3:13:10] consulting with the school committee
[3:13:12] members to even say do we approve or not
[3:13:14] approve what you're throwing at at HR.
[3:13:17] You're telling us we need to save money.
[3:13:19] We let go people change position and
[3:13:21] move them. And now you're telling us
[3:13:23] never mind you're going to have to hire
[3:13:24] four people because you got to do all
[3:13:26] this. But it was not brought to us cuz
[3:13:28] this is this is financial. This is money
[3:13:31] that we have to figure out how we going
[3:13:32] to be able to afford for different
[3:13:35] people in that department to do the job.
[3:13:37] So I'm just very this is when
[3:13:40] communication
[3:13:42] breaks down right because when city does
[3:13:45] certain things and thinks that data
[3:13:47] shouldn't basically
[3:13:49] consult with us to basically say okay
[3:13:52] where's the money where's it coming from
[3:13:54] how are we funding this do we yes we
[3:13:56] want to make sure that we're not paying
[3:13:58] individual health insurance or benefits
[3:14:00] they shouldn't be having but this should
[3:14:03] have been a deep conversation this
[3:14:05] should have been a meeting in August
[3:14:07] and not now to basically say, "Yeah,
[3:14:09] we're going to have to hire somebody." I
[3:14:11] think that we need to throw it back and
[3:14:13] we need to have a conversation cuz this
[3:14:15] is not going to work well. And I don't
[3:14:17] think it's fair to put on director of
[3:14:19] HR, figure it out, do it or no, do it.
[3:14:22] You have no choice. Basically, what they
[3:14:23] did like you have no choice. You got to
[3:14:25] start doing it in August.
[3:14:31] » I say that.
[3:14:34] Superintendent, is this something that
[3:14:36] you would recommend we try to get more
[3:14:37] information and move it to the next
[3:14:39] meeting just given the time?
[3:14:44] >> I'll be honest, I've been struggling
[3:14:45] with this one. Um it it is it is hard to
[3:14:48] manage um because um
[3:14:53] you know, we're trying to be uh more
[3:14:55] collaborative and supportive to city
[3:14:57] hall. On one hand, I think that this is
[3:14:58] a compliment. I think it's because we
[3:15:00] are doing great work and we have a lot
[3:15:01] of capacity. um uh not people-wise, but
[3:15:04] we have uh the ability to do um more
[3:15:08] than we have in the past. And so I and I
[3:15:11] think, you know, we're demonstrating
[3:15:12] ourselves to be very competent. And so
[3:15:15] on one hand, I think that's a good
[3:15:17] thing. Um that uh but
[3:15:21] um
[3:15:26] it is a difficult position for me to be
[3:15:28] in because I sort of report to
[3:15:30] everybody. Let's be right. I report to
[3:15:32] all of you and I report to city hall
[3:15:34] because you know the mayor is the chair
[3:15:36] of our committee. So,
[3:15:39] and this kind of comes back to the the conversation we were having earlier
[3:15:43] about like it's not seven different
[3:15:45] bosses, it's eight actually [laughter]
[3:15:47] and trying to make sure that I am
[3:15:50] managing everything appropriately. Um,
[3:15:52] and so we are just trying to at the end
[3:15:55] of the day, benefits, like you said,
[3:15:57] they're important and we want to get the
[3:15:59] work done and we want to get the work
[3:16:00] done right for our employees. Um, and I
[3:16:02] think the way this really started is
[3:16:04] because um, we had it had come to our
[3:16:09] attention or we had known for a while
[3:16:11] that um, there were benefits being paid
[3:16:13] out that shouldn't have been. And we did
[3:16:15] start to take more interest in that
[3:16:18] because we wanted to stop that process.
[3:16:20] So, we started to ask more information,
[3:16:22] ask for data, ask for access to portals,
[3:16:25] started to help with the audit. Um, I
[3:16:28] will say that Kimside ended up being
[3:16:30] integral to that process. And so,
[3:16:32] somehow in that whole process of us
[3:16:35] cleaning, being part of the cleanup,
[3:16:38] somehow it this got shifted. And
[3:16:41] honestly, it was news to all of us. Um,
[3:16:44] none of us were part of the meeting
[3:16:45] where that happened. Um, so I I don't I
[3:16:49] don't really know. Just one last
[3:16:50] question. So the directive came on which
[3:16:53] date was it?
[3:16:53] >> It wasn't really a directive as much as
[3:16:55] it was like
[3:16:57] >> do it. Okay.
[3:16:58] >> Here you go.
[3:16:59] >> I was being gaslighted. [laughter]
[3:17:02] >> Yeah.
[3:17:02] >> So to take it kind of off of your
[3:17:06] >> I mean that was it because I'm just
[3:17:07] looking at the time and I know we have
[3:17:08] our attorney here. Um is it something
[3:17:11] that you need us or if we were to call a
[3:17:14] special meeting just to discuss this
[3:17:17] once we have more information? Um I mean
[3:17:19] is it an outside comp you?
[3:17:21] >> So I would like to be supportive to the
[3:17:23] HR department. So I guess we have two
[3:17:25] options here. We have the option of
[3:17:26] moving forward with one uh benefits
[3:17:29] coordinator and and trying to start to
[3:17:32] transition this work over or so I think
[3:17:35] that would be option one or option two
[3:17:37] would be to stop um try to push the work
[3:17:40] back and say we're going to pause. We
[3:17:42] can't take any of this for an hour and a
[3:17:43] longer conversation needs to happen.
[3:17:45] That's what I believe to be the two
[3:17:47] options are. If there's a third option
[3:17:48] that I'm missing, please feel free to
[3:17:50] let me know. But I would want to hear
[3:17:52] from um Dr. Moran.
[3:17:54] >> So Dr. Moran, before you answer, so you
[3:17:56] mentioned training. What is involved
[3:17:58] with the training? Like is it is it um
[3:18:03] extensive training or is it something
[3:18:05] that we can bring in an outside company
[3:18:07] to help you uh temporarily?
[3:18:10] Well, when it comes to just the Blue
[3:18:12] Cross and Harvard for the health
[3:18:13] insurance, we've been working with Blue
[3:18:15] Cross with their um representative to
[3:18:18] get ourselves acclimated to just the
[3:18:21] portal itself. When it comes to actually
[3:18:23] getting in and um starting the process
[3:18:25] for new employees, ending the process
[3:18:28] when people leave, changing things when
[3:18:30] people have additions to their families.
[3:18:32] Those are all details that we need to be
[3:18:35] trained on. Those are the the details.
[3:18:37] Um, in addition to that, as I said,
[3:18:39] there's also, uh, dental and life that
[3:18:41] we haven't begun to scratch the surface
[3:18:44] yet. So, um, in in terms of bringing in
[3:18:47] an outside agency, I think it's really
[3:18:49] about if since I was hired here in the
[3:18:51] early 2000s, health insurance was always
[3:18:54] handled by city hall. So, we need to
[3:18:56] build our capacity by working with city
[3:18:59] hall that's been doing it for decades,
[3:19:01] so we can get ourselves up to speed. Um,
[3:19:03] but that's just the health insurance
[3:19:04] piece. the dental and life are also um
[3:19:07] out there.
[3:19:08] >> So, I mean, this is something they're
[3:19:09] already doing now, but by the time we
[3:19:12] get on board and um get the training,
[3:19:15] it's just it's it's it's
[3:19:17] timesensitive. So, I would say let them
[3:19:22] continue to help us until we can
[3:19:25] identify
[3:19:27] funds for those positions that you're
[3:19:29] going to need. um
[3:19:32] just yeah just take the money but more
[3:19:34] than one person you know she's she's going to need more than one
[3:19:38] employee to be doing that where they
[3:19:39] have four
[3:19:41] >> um but okay that
[3:19:43] >> I'll say
[3:19:45] >> um to take it off your plate um please
[3:19:48] answer truthfully
[3:19:51] how many employees do you think you need
[3:19:54] to be able to do this uh proficiently
[3:19:58] because I will tell you that as somebody
[3:20:00] that is someone with disabilities that
[3:20:04] um if you do not correctly input the
[3:20:07] insurance then you start getting phone
[3:20:10] calls at the house a lot.
[3:20:12] >> Mhm.
[3:20:12] >> And then it becomes a stressful
[3:20:14] situation for the employee and there's a
[3:20:17] lot of trust that's lost everything
[3:20:19] else. So please answer as honestly as
[3:20:22] you possibly can.
[3:20:24] >> I have no idea. We haven't started this
[3:20:26] process yet. All I know is that city
[3:20:28] hall has four employees that are doing
[3:20:30] this work for the school department and
[3:20:33] city side for about 4,000 employees if
[3:20:35] we're taking um 3/4s of that. Um and
[3:20:39] >> and they weren't doing it proficiently.
[3:20:41] Correct.
[3:20:41] >> I I there are always glitches. I mean
[3:20:43] there were times when people left um and
[3:20:45] their insurance wasn't turned off, but
[3:20:47] as you just mentioned, whenever there's
[3:20:49] a change in um if a benefits change,
[3:20:51] there'll be open enrollment. you know,
[3:20:53] when your baby turns 26 out of nowhere
[3:20:55] and she needs to get her own insurance.
[3:20:57] All of these things, these life events,
[3:20:59] they trigger something and they they're very timesensitive.
[3:21:02] >> And so I I would just say um I think
[3:21:04] there's an option C and and I would move
[3:21:08] to amend this item to add two additional
[3:21:12] um FTE to it in case so that you don't
[3:21:16] have to come back if it's something that
[3:21:17] you need to hire right away. So I would
[3:21:19] move to amend it to three rather than
[3:21:21] just one.
[3:21:23] That's in the form of a motion.
[3:21:25] >> That was
[3:21:26] >> uh is there a second?
[3:21:27] >> Second.
[3:21:28] >> Motion has been properly made and
[3:21:29] second.
[3:21:31] >> Uh Miss Cinte. Miss Oliver.
[3:21:33] >> No.
[3:21:35] >> Mr. Rodriguez.
[3:21:37] >> Nope.
[3:21:38] >> Miss Azac?
[3:21:40] >> Yes.
[3:21:40] >> Mr. Pina?
[3:21:41] >> Yes.
[3:21:42] >> Mr. Sullivan?
[3:21:44] >> Yes.
[3:21:45] >> I'm a yes as well. Two
[3:21:48] four. It carries. So, I make a motion to
[3:21:51] now pass that um item D E.
[3:21:56] >> Wait, D, you're right. Sorry, man.
[3:21:58] >> Oh, see, you got me there, man.
[3:22:00] >> I make a motion to advance
[3:22:03] >> item D uh approval to hire three um
[3:22:07] benefit coordinator position.
[3:22:11] >> Motion has been made. Is there a second?
[3:22:15] >> Clarification. Um all same salary.
[3:22:19] So, I mean,
[3:22:20] >> there's a range. We'll post a range and
[3:22:22] I think it depends on expertise or
[3:22:25] experience. Yeah. A number of factors.
[3:22:27] >> Okay. I'll second it. Yep. I'll second
[3:22:29] it
[3:22:29] >> on the motion. Do you want to add that
[3:22:31] the funding source has to come from the
[3:22:34] schedule 19?
[3:22:34] >> Yeah.
[3:22:35] >> Granted that
[3:22:36] >> Yeah, that that's what she she already
[3:22:38] identified that though.
[3:22:40] >> Yeah,
[3:22:40] >> I know. But I'm just saying cuz we we
[3:22:42] fight for money a lot. We fight over
[3:22:44] money a lot. Contingent upon
[3:22:46] >> contingent upon
[3:22:48] >> as long as we put it on the record.
[3:22:50] >> Perfect. Um, so there's a motion on the
[3:22:53] floor. Second. Misso,
[3:22:56] >> yes.
[3:22:56] >> Miss Oliver,
[3:22:57] >> no.
[3:22:58] >> Mr. Rodriguez,
[3:22:59] >> no.
[3:22:59] >> Miss Azac,
[3:23:00] >> yes.
[3:23:01] >> Mr. Pina,
[3:23:02] >> yes.
[3:23:02] >> Mr. Sullivan,
[3:23:04] >> yes.
[3:23:05] >> I'm a yes. As well carries. Um, item E.
[3:23:09] Discussion potential.
[3:23:10] >> Thank you, Dr. Maran.
[3:23:12] election of official voting delegate of
[3:23:15] the mass mask mass annual business
[3:23:18] meeting November 4th to the 6, 2026. Uh
[3:23:21] as you guys know, every year when mask
[3:23:23] does um their conference, we elect a
[3:23:26] member uh among those that are going to
[3:23:29] be our repres representative of this
[3:23:32] committee uh to vote on our behalf and
[3:23:34] we also elect an alternative member. Uh
[3:23:37] I'm not sure who is going. I won't be
[3:23:39] going this year. So if we can have just
[3:23:42] a
[3:23:44] uh hands up for those that are going so
[3:23:46] the rest of the committee knows. So we
[3:23:49] got Mr. Pina, Miss AAC.
[3:23:52] So almost everybody but myself and Mr.
[3:23:54] Sullivan are you going?
[3:23:55] >> I think it's that front.
[3:23:57] >> I did but
[3:24:00] I'm assuming that's a no.
[3:24:01] >> Um is anybody willing to be the
[3:24:04] delegate?
[3:24:05] >> I nominate Joyce Azac.
[3:24:07] >> I thank you for the nomination. And I
[3:24:09] just I need to step away. Nope. Thank
[3:24:11] you.
[3:24:12] >> Thank you for the nomination. Um but I I
[3:24:15] will not be attending the delegate part.
[3:24:17] So I do have to leave
[3:24:18] >> accept your nomination.
[3:24:19] >> No, it's for that Friday. So I have to
[3:24:21] leave and come back.
[3:24:22] >> Any other members that would like to be
[3:24:24] the delegate or you guys want to
[3:24:26] nominate any other members?
[3:24:28] >> Stephen. [laughter]
[3:24:31] >> Wow.
[3:24:32] >> I nominate
[3:24:34] Tony Rodriguez.
[3:24:36] >> Tony, do you accept that nomination?
[3:24:39] You don't have to accept.
[3:24:40] >> Might as well. Nobody else is going to
[3:24:41] stand.
[3:24:41] >> All right. So, Tony Rodriguez has been
[3:24:43] nominated as our delegate. Can we have
[3:24:45] an alter alternate?
[3:24:47] >> I'll [clears throat] be the backup.
[3:24:49] >> Everybody in agreement.
[3:24:52] >> Do we have to vote on it or No.
[3:24:53] >> Yeah, you have to vote on it.
[3:24:54] >> Yeah, we vote on it.
[3:24:55] >> Okay.
[3:24:55] >> So, we have uh Mr. Rodriguez as our
[3:24:59] delegate and Mrs.
[3:25:01] >> Miss Cinteo as our um secondary. Um,
[3:25:05] I'll take a motion to
[3:25:06] >> make a motion to pass the Mr. Rodriguez
[3:25:09] as the primary and Miss Contento as the
[3:25:12] alternate for the mask mass uh
[3:25:14] delegation.
[3:25:16] >> Is there a second?
[3:25:17] >> Second.
[3:25:18] >> Motion has been properly made in second.
[3:25:20] Miss Cento,
[3:25:21] >> yes.
[3:25:21] >> Miss Oliver,
[3:25:22] >> yes.
[3:25:23] >> Mr. Rodriguez,
[3:25:24] >> Miss Azac,
[3:25:25] >> yes.
[3:25:26] >> Mr. Pina,
[3:25:26] >> yeah.
[3:25:27] >> Mr. Sullivan,
[3:25:29] >> yes.
[3:25:30] >> I'm a yes as well passes.
[3:25:32] Congratulations.
[3:25:33] Um, agenda item
[3:25:36] seven, school school safety and
[3:25:39] security. Our police layers on.
[3:25:41] >> All right, let be quick about this. It's
[3:25:43] getting late.
[3:25:45] Our last two home night games were Oh,
[3:25:48] good evening everyone. Sorry. Our last
[3:25:50] two home night games went off without
[3:25:52] any significant issues. We appreciate
[3:25:54] the continued cooper Well, what
[3:25:56] happened? uh cooperation of the students
[3:25:59] and the families and the fans and
[3:26:01] helping with making the event safe and
[3:26:02] successful.
[3:26:04] We continue to work collaboration with
[3:26:06] the school uh department in various ways
[3:26:08] accommodating their needs and promote
[3:26:10] safety and respect among our
[3:26:12] constituents ensuring different uh
[3:26:14] different perspective and concerns uh
[3:26:17] are heard with and valued. Excuse me.
[3:26:21] We're also conducting internal
[3:26:23] interview.
[3:26:26] We're looking at what has gone well,
[3:26:28] identifying areas of improvement. It may
[3:26:30] be appropriate reviewing these goals and
[3:26:32] previous established
[3:26:34] determine whether any uh new goals
[3:26:36] should be considered considering moving
[3:26:39] forward.
[3:26:41] Any questions?
[3:26:43] >> Miss Oliver,
[3:26:45] >> thank you very much for your report. I
[3:26:48] think the last two home games has been
[3:26:50] great. Um Don, my only concern is that I
[3:26:53] noticed last um game. I know it was
[3:26:56] raining. A lot of people didn't want to
[3:26:57] go sit in the bleachers. Um I think that
[3:27:00] if we can just help the coaches and just
[3:27:03] move individuals from defense. I I saw a
[3:27:06] lot of um athletic director trying to
[3:27:09] move um students and go to the
[3:27:11] bleachers. Um if we can get more help
[3:27:13] with that cuz I did see a lot of it more
[3:27:15] kids um by the fence instead of sitting
[3:27:18] down. But I think the overall I think
[3:27:21] that like the you know the blackout day
[3:27:23] they had the first home game and the
[3:27:25] last game was like the pink for breast
[3:27:27] cancer a war awareness and I think that
[3:27:30] it was a really good home game and I and
[3:27:32] I do appreciate all the hard work
[3:27:33] everybody's been doing. Thank you.
[3:27:35] >> Thank you
[3:27:36] >> Mr. Pina.
[3:27:37] >> Yeah. So uh I have a few questions. The
[3:27:40] first one is um what is your thought on
[3:27:43] the um illumination of the non non-field
[3:27:47] areas? Are they illuminated enough for
[3:27:50] safety purposes?
[3:27:52] My my concern is over by the uh
[3:27:55] underneath the scoreboard and where that
[3:27:57] the snack shack or I forget what we call
[3:27:59] it, but it's not really lit up. Uh I've
[3:28:01] been to obviously the other um high
[3:28:04] schools in the area and theirs is pretty
[3:28:06] lit up. Um
[3:28:09] I don't know whether it would help
[3:28:10] safety wise. Um
[3:28:14] thoughts?
[3:28:15] >> Yeah, lights are great. That'd be great.
[3:28:18] Lighting, visible, safety.
[3:28:22] >> Awesome.
[3:28:23] >> And the uh second question is that
[3:28:26] pertaining to the football um in all
[3:28:28] sports, but um I noticed that uh there
[3:28:32] were no um Brockton police um city
[3:28:36] police at our at the games and there was no incidences which as you
[3:28:42] reported. So that would be a a pretty
[3:28:45] big savings. uh to us. Um was it
[3:28:50] beneficial?
[3:28:51] Uh were you guys able to uh conduct the
[3:28:54] safety measures everything without uh
[3:28:57] concern?
[3:28:59] >> There's 12 of us there. We actually had
[3:29:03] uh
[3:29:05] Captain Captain two captains.
[3:29:09] We had good vision.
[3:29:11] >> Awesome. And then um I I might have
[3:29:14] missed it, but did you mention anything
[3:29:16] about any recent um
[3:29:20] criminal activity around any of the
[3:29:22] schools pertaining to either uh the
[3:29:25] transate population or any incidences
[3:29:28] involving students?
[3:29:31] >> Um
[3:29:34] say that again. I'm sorry. So the
[3:29:36] homeless population that uh takes over
[3:29:40] the PL area especially in the Arnown as
[3:29:43] well. Um in the past we'd had issues
[3:29:46] with that with uh them leaving some
[3:29:49] gifts behind. Uh has that has there been
[3:29:52] any uh additional issues?
[3:29:56] >> Uh not that I know of. But if I can
[3:30:01] reach out to
[3:30:03] get get that information for you to
[3:30:06] >> Awesome. And you said you said we now
[3:30:08] are at 12 on duty.
[3:30:15] » Or was that some from the
[3:30:17] >> total? Yeah.
[3:30:19] >> Awesome. And I'll just say um one kudos
[3:30:22] or good job or whatever you guys want to
[3:30:24] call it. Pat on the back. How's that?
[3:30:26] Um, so I've noticed that you have you
[3:30:29] guys have randomly gone to the
[3:30:31] elementary schools and not just driving
[3:30:34] by, but actually going with your lights
[3:30:36] on during the drop off and pickup, which
[3:30:39] has helped immensely with the I I'll say
[3:30:43] quadruple parking uh especially at the
[3:30:46] schools that I've gone and and watched.
[3:30:49] Um, so I I would thank uh who whoever is
[3:30:52] in charge of that process and and as as
[3:30:55] well as the the school police for being
[3:30:58] as um um on the ball as as you guys
[3:31:03] >> I'll call you back on this.
[3:31:06] >> Mr. Sullivan,
[3:31:07] >> I call you back.
[3:31:10] I I think the one of the reason maybe we
[3:31:13] can find out the lights issue by the
[3:31:16] shed um the concession stand is because
[3:31:19] there's houses right there and we can't
[3:31:21] have so much bright light just facing
[3:31:23] the the the houses over there. I wonder
[3:31:26] I'm just trying to figure out cuz it is
[3:31:27] very dark in that area when I try to go
[3:31:30] get food and it's very very dark in that
[3:31:32] area.
[3:31:33] >> I don't know if it's because of house
[3:31:34] that like fenced our stadium. We'll talk
[3:31:38] to Ken.
[3:31:39] >> Yeah. Well, and if you face them this
[3:31:40] towards the field, it's not an issue.
[3:31:42] But I would also add that the the band
[3:31:44] boosters
[3:31:45] >> u and this this is very dark.
[3:31:47] >> This is a facilities thing. They're
[3:31:49] sitting out there with uh
[3:31:51] >> little tiny lanterns.
[3:31:54] It's I mean we can we can run a line out
[3:31:56] there and put a light up there, but
[3:31:58] >> and I think also facilities issue
[3:31:59] >> the light under the bleachers too when
[3:32:02] um the band um they go under it to like
[3:32:05] have their snacks and drinks. It's very
[3:32:07] dark there and the safety um issues too,
[3:32:10] especially with the rain. I mean, if we
[3:32:12] can figure out the lights under there
[3:32:13] will be greatly appreciated just for
[3:32:15] students when they walk in to go to the
[3:32:17] bathroom is very dark under there. Um,
[3:32:19] another thing that I want to find out if
[3:32:22] it's true or not, if there's already
[3:32:24] encampment like a encampment around here
[3:32:27] at the school, like where the forest
[3:32:28] area is, or is there any individuals
[3:32:32] basically housing out there like the
[3:32:34] homeless people? Because I know there
[3:32:36] are some students that have said they
[3:32:37] have walked that way and there are
[3:32:39] individual in the woods living there.
[3:32:41] So, I want to make sure that we're
[3:32:43] trying to figure out if there is and how
[3:32:45] we basically make sure our students when
[3:32:47] they walk through there, they're safe at
[3:32:49] all time if we can get an idea what if
[3:32:51] it's really happening or not.
[3:32:53] >> Thank you,
[3:32:56] >> Miss Cinte.
[3:32:57] >> Hi.
[3:32:58] >> Uh when we was there, uh we did talk
[3:33:02] about traffic cuz that is on a main busy
[3:33:06] road.
[3:33:06] >> Yes. So what they what the principal did
[3:33:09] share was that when there's a present
[3:33:11] when one of your um somebody from your
[3:33:14] team or you are there that things tend
[3:33:17] to run smoothly
[3:33:19] um they even give us a situation that
[3:33:22] happened that week where um a school a
[3:33:26] driver was behind the school van and did
[3:33:29] not see the stop sign and took over. Um,
[3:33:32] but you guys was right there and step up
[3:33:35] um and spoke with the person. I sure if
[3:33:37] they got a ticket or not. Um, I would
[3:33:41] like if we can come up with a system
[3:33:46] that because they aren't on the main
[3:33:48] road
[3:33:49] if there's a possibility that we for us
[3:33:52] to make sure that they should always
[3:33:54] have some coverage as much as I can. Of
[3:33:57] course, does the Baker needs it? Does
[3:33:59] the George need it? Does other school
[3:34:00] need it? Yes. But I feel like for safety
[3:34:02] reasons, um, is that something that can
[3:34:05] be done?
[3:34:06] >> Yes.
[3:34:08] >> All the time.
[3:34:10] >> Yes.
[3:34:12] >> Okay. I'll be doing some random drive
[3:34:13] by. Well,
[3:34:14] >> thank you.
[3:34:15] >> Random cruising.
[3:34:17] >> I'll say this. We have a we have
[3:34:21] a list of schools that we sit on traffic
[3:34:24] >> in the Angelo where it's at because it's
[3:34:27] such a congested area. It's either
[3:34:31] before school or after school before dis
[3:34:34] arrival dismissal. It's about 15 minutes
[3:34:37] of chaos and it goes away. So it is on
[3:34:40] our list of schools that we try and try
[3:34:43] to get to. However, sometimes even
[3:34:46] though we have 12, sometimes things come
[3:34:48] up. Um officers are tied up on calls if
[3:34:52] we're not able to get to that school on
[3:34:53] that date. But that rest assure the the
[3:34:56] Angelo is on that list along with the
[3:34:59] Baker, the George, the Hancock.
[3:35:05] Um, yeah, we got about we got seven
[3:35:09] try to get to the Raymond.
[3:35:16] Well, I just wanted to give a shout out
[3:35:18] because the the principal did did
[3:35:19] mention that when you guys are there
[3:35:21] that things tend to move quickly, but
[3:35:24] the safety of the students and also the
[3:35:27] staff. So, I'm happy to hear that those
[3:35:30] schools that are in the main road are on
[3:35:32] top of your priority list. So, thank
[3:35:35] you.
[3:35:35] >> The uh football games and the events at
[3:35:37] the uh stadium, how many officers do we
[3:35:39] need to cover the uh the football games?
[3:35:45] Hello. Um, that's up to the lieutenant
[3:35:47] usually comes up with the the magic
[3:35:49] number, but I can get that to you.
[3:35:52] >> All right. Yeah, I I would like to
[3:35:53] review that uh, you know, to coincide
[3:35:56] that with our contract. Um,
[3:35:59] >> okay.
[3:35:59] >> You can ask number on the school police
[3:36:03] >> that we shouldn't be getting any uh
[3:36:05] invoices. Uh, that's extra.
[3:36:08] >> Okay.
[3:36:09] >> Thank you.
[3:36:10] >> All right. Thank you, folks. Thank you.
[3:36:12] Um item
[3:36:15] eight, announcements. Is there any
[3:36:17] announcements?
[3:36:19] Seeing none, we'll move to item nine,
[3:36:21] executive session. Um I'll read this
[3:36:25] into the record. Pursuant to mass
[3:36:26] general law, chapter 30A, section 21 A3
[3:36:30] to discuss strategy with respect to
[3:36:32] collective bargaining or litigation if
[3:36:34] an open meeting may be may have a
[3:36:36] detrimental effect on the bargaining or
[3:36:38] litigation position of the public body
[3:36:40] and chair. So declares threaten and
[3:36:42] current litigation. Uh can I have a
[3:36:44] motion to go into executive session?
[3:36:46] >> Motion to go into executive session.
[3:36:49] >> Second.
[3:36:49] >> Motion has been properly made in second.
[3:36:51] Miss Antio,
[3:36:51] >> yes.
[3:36:52] >> Miss Soliviver,
[3:36:52] >> yes.
[3:36:53] >> Mr. Rodriguez,
[3:36:54] >> yes.
[3:36:54] >> Mr. Isac,
[3:36:55] >> yes.
[3:36:56] >> Mr. Sullivan,
[3:36:58] >> yes.
[3:36:59] >> Uh myself is a yes as well. We will be
[3:37:01] going to executive session and we will
[3:37:04] not be coming back. Um
[3:37:06] >> is it going to be on a laptop or is it
[3:37:09] going to be my phone? phone.
[3:37:13] >> Yeah. Um,
[3:37:15] wait, say that again.
[3:37:18] >> And M. Yes. Mr. Sullivan will be joining
[3:37:20] via phone for executive session. Um, can
[3:37:23] I have a motion to adjourn?
[3:37:26] >> Motion to return.
[3:37:28] >> Second.
[3:37:28] >> Motion has been properly made in second.
[3:37:30] Miss Antio,
[3:37:31] >> yes.
[3:37:31] >> Miss Oliver,
[3:37:32] >> yes.
[3:37:33] >> That was executive session.
[3:37:35] >> Oh, Mr. Rodriguez.
[3:37:37] >> Yes.
[3:37:37] >> Mr. Mr. Sullivan.
[3:37:41] >> Yes.
[3:37:41] >> I'm a yes as well. Meeting is adjourned.
[3:37:43] We will not be coming back.