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Local committee meeting of Wednesday, July 15, 20, 26, I call this the meeting to order at 705 p.m.

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School committee meetings provide American sign language, Spanish, Portuguese, interpretation by

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Azume, confining instructions on how to access live interpretation on the agenda on the school

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place website and when you register for Zoom.

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Reminder to members and all in attendance to speak slowly to allow time for interpretation,

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as well as to speak into the microphones, otherwise those on Zoom cannot hear those in the room.

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In attendance tonight, we have District 1, Rich Robles attending remotely.

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District 2, the right of tomorrow, District 3, Jen Moshe, District 4, Adam Fordberg attending remotely.

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District 5, Judy Sire, District 6, Brent Lewis, District 7, Kyle Shepard, District 8, Jessica Barnhill, District 9, William LeBarge.

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Exifcio, mayor, Charlie, Sysitsky will not be in attendance tonight.

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Our student advisor, welcome, Jolene.

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Jolene Zengens, our student advisory committee member joining us.

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From the district, we have superintendent, Dr. Trumbly, executive director,

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finance, and operations, Lincoln Lynch, and the assistant superintendent

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pre-cated 12 education analysts.

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The meeting is live on the government channel and can be viewed live on Facebook

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on the framing him public school, Facebook page.

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A recording of this meeting will be archived on access, framing him,

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school committee website as soon as possible.

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Meeting materials can be accessed on the school committee's website page with tonight's

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meeting date.

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Members of the public can participate by a Zoom specifically during public comment to join

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the meeting for the public comment portion, join through Zoom, or by calling the number

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looking on the agenda.

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That number is 305, 224, 196, 8, and the webinar ID is 862, 8134, 7776.

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Today's agenda includes public comment.

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And now since from the chair, student advisory will forego,

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mayors update, student advisory committee remarks,

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sci-foc appointments vote for the vacant local business seat,

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and at large seat. We'll vote on the superintendent's proposed 2026, 2027 school year goals.

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Following that, we have superintendents of schools update, followed by the Blue Ribbon Commission

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appointments discussion and vote, assistance superintendent for pre-cated 12 education update,

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executive director of finance and operations update, discussion and vote on unit EMOA,

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Consideration of the recognition of a union for family and community support and engagement.

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We asons school building committee of state subcommittee reports including finance and

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operations and policy approval of gifts and minutes followed by adjournment.

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Okay. We will start with public comment at every regularly scheduled school committee meeting.

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We reserve 15 minutes for members of the public who may wish to speak on a topic within the school

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committee's purview. Guidelines for public comment are located on the school committee's website.

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All comments will be accepted as advice to the school committee, but may not be responded to tonight.

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If you request follow-up, provide your contact information and indicate your remarks if you would like follow-up.

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The matter is in the school committee's purview, we will respond if in the superintendents here as office will.

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If you're participating via Zoom, you can use the utilize the raise hand feature and participate via audio.

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If by phone press star 9, if you'd like to speak during the public comment portion.

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column number again three zero five two two four one nine six eight and the webinar

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A.D. eight six two eight one three four seven seven seven six remarks including

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any personal tax anyone including members of the administration or members of the

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school committee will not be tolerated we will have additional public comment at

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the end of the screening so welcome Chris I think you're up but I actually didn't

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take the sheet, so if there's any other names, there are two, feel free to relay.

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We'll do three minutes.

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Okay, thank you.

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Everybody, here's to be on.

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Good evening.

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I'd like to share some exciting news.

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First of all, it's welcome to our new facility.

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Bear with us if there's any technology issues that are, thank you.

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I'd like to share some exciting news.

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the organization you have long known as the Framingham Teachers Association has officially adopted

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a new name, the Education Association of Framingham. While our new name has changed, our

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mission has not. In fact, our new name better reflects who we are today. We proudly represent

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educators and education professionals across many roles who work every day to support the

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students and families of framing him.

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This name recognizes the contribution of our entire membership while reaffirming our commitment

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to strong public schools, collaboration, and advocacy for the resources our students deserve.

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Over the course of the 2627 school year, you'll see us gradually transition to our new name

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on our new communications,

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publications and materials.

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During this transition,

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you may see both names used interchangeably,

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as we make the change thoughtfully and seamlessly.

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It's a new name,

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but the same passionate advocates you've come to know,

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the same trusted partners at the table,

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and the same unwavering champions for our students,

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our members, and our public schools.

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We look forward to continuing our work together

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as the Education Association of Framingham.

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I also hope everyone is enjoying a well-deserved summer,

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while school may be out, educators, and school staff

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are already preparing for the year ahead, planning lessons,

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participating in professional learning,

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and getting ready to welcome students back in a few weeks.

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This summer also marks the beginning of bargaining

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for a successor agreement between the Education Association

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of framing him and the school committee.

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A year ago, our community faced difficult budget conversations that reminded us how important

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it is to invest in our public schools and the people who make them successful.

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We appreciate our community's commitment to moving forward together and looking forward to productive negotiations grounded in respect, collaboration, and our shared commitment to students.

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Our members are asking for what is fair, competitive compensation, professional respect, and the resources needed to help every student succeed.

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Because, at the end of the day, the best way to demonstrate that we value public education

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is to value the people who make it possible.

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Thank you.

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All right,

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seeing those Zoom attendees raising their hand up, we'll go back to in-person, anybody

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else to speak in-person?

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All right.

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This concludes public comment.

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We'll go to analysis from the chair.

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I have a few of them.

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The school committee met earlier tonight in an executive session to conduct strategy in sessions

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in preparation for negotiations with non-union personnel or to conduct collective bargaining

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sessions or contracting negotiations with non-union personnel, specifically to consider

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the recognition of a union for a family and community support and engagement liaison.

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To discuss strategy with respect to collective bargaining because an open meeting law, open

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meeting might have a detrimental effect on the bargaining or litigating position of the public

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and the chair so declares pursuant to general law chapter 30, a section 21, a3,

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specifically for unit E to discuss strategy with respect to collective bargaining,

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because an open meeting might have an detrimental effect on bargaining or litigating

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position of the public body and the chair so declares pursuant to general law chapter 30, a section 21, a3,

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specifically for unit A, B, E, S, and T for approval of executive session minutes pursuant

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to general law chapter 30, A, Section 21, A, 7, and general law chapter 30, A, Section 22, G, L,

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Specifically, September 17th, 2025, January 14th, 2026, April 15th, 2026, May 6th, 2026,

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and May 20th, 2026, and Executive session minutes review updates to previously made redactions.

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Move forward for open session approvals, pursuant to MGLs, the community, the committee.

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is in the process of periodically reviewing previously

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redacted minutes from 2012 to 2025 and 2017

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school committee superintendent search committee.

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That was announcement one.

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An announcement two.

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August 5th is tentative meeting will remain a

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hold for emergencies however there are no current topics

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therefore it's expected that we will not meet.

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That's August 5th.

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Next is as included in the vote on

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school committee budget so when we voted on the

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budget. Subcommittee meetings will also now include Spanish and Portuguese interpretation,

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so just in an announcement for everybody in order to arrange this subcommittee should be

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scheduled well in advance, so a interpretation can be arranged. As recommended in the rules report,

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a long-term agenda for each subcommittee would also be helpful to have dates ahead of time

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to arrange interpretation. So, shut up to all the chairs. I'd like to also, my last announcement,

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and thank you, Brent, for sending this along as well. I'd like to recognize and thank everyone

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involved in Framingham's annual disability pride flag raising ceremony and the Framingham Disability

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Commission for their continued work to promote inclusion, accessibility and belonging in

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our community were grateful for the advocacy of so many individuals and organizations including

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our CPAC families and volunteers who voices help ensure that students with disabilities are

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seen, supported and valued and thank you all for what you do to make Framingham more inclusive

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place for every student. Thank you. All right, next up on the turn over to Joly and Zank for her student advisory

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remarks. Welcome, happy summer. Thank you, Madam Chair. I hope everyone here had a great summer so far

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and as far as school updates goes, I have really quick remarks.

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So fall school registrations are available

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to students who are interested in understanding that for fall sports, they are available until August

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24th and Triads are which are also starting the week of August 24th.

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Rising seniors can also sign up to help the incoming freshmen tours and orientations.

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And as right now for SAC, we don't have much updates.

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We are currently working on helping the new members getting settled for the incoming school

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year and me and the current members are just coming up with ideas and steps on what to

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for the fall. And that's all we've got for updates. Thank you.

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All right. Are there questions or comments?

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Okay. Seeing none, we'll go to

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SyFAC. So strategic initiatives and financial oversight committee.

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Appointments vote for the vacant local business community seat at large.

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Judy, forever grateful for you for her. It's your heading this committee. I will turn it over to you as

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this chair of the subcommittee. Just report out a little bit and then I can take it from there.

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Thank you Madam Chair. On behalf of the School Committee Syphox Subcommittee, I'd like to briefly summarize our work and thank everyone who applied to serve on the strategic initiatives and financial oversight committee.

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The Subcommittee reviewed applications and interviewed six outstanding candidates.

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We were impressed by the experience and knowledge and commitment to public service that each person brought to this process.

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So as we chose our recommendations, we look beyond resumes and professional accomplishments and

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focused on each candidate's understanding of CIFOX role, their ability to think strategically,

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work collaboratively, and help the committee address the long-term opportunities and challenges

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facing our cities.

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City, the candidates we are putting forward were Fredo DeLon for the local business seat and

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Donna Oothaford, Todd Parr, and John Rally for the at-large seat each bring different strengths

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and perspectives, and we believe each would be a valuable addition to CIFOC.

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So we'd like you to have the opportunity to hear directly from them, and about why they would

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like to serve in what they hope to contribute. After their comments, I believe there'll be an

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opportunity for school committee members to ask questions. Sure, thank you.

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All right, so welcome. We'll go in order as listed on my agenda. So we'll

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with you join us at the mic please we want to hear a little bit about why you're interested in serving on

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sci-foc. Welcome.

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It doesn't have to be a full interview. We've had the video. We've had it available for us and

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if you want to tell us a little bit about yourself. Sure and sweet. Sure.

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Well, my name is thank you for having me here today.

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My name is Will Froly and I'm very interested to serve as a sci-foc member of the committee

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In the role in the local business, I'm happy and experienced as an accountant for 25 years.

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I work for the federal government for a couple of years, 15 years.

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I'm a retired veteran, so I'm also a combabettering.

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The reason that I'm doing this without always like to serve.

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I have 22 years of in the research to come towards an Iraq,

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in which I always, the serving.

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Is in my veins, I guess. I serve Asadikon in the Catholic Church too. And I will love to offer my, on the board at

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expertise to the city of Firmahan and as a kind of advisor in the CIFO committee for the local business.

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Thank you.

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And correct me if I'm wrong, you're open for the local business seat as well. Thank you.

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All right, next up is we have Donna or the fur on line, she on line,

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hi, Donna, I'm just going to promote you to speak and I should be enable your camera as well.

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Can you hear me?

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We can, yes.

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Yeah, so thank you for the opportunity to speak about why I'm interested in SIPOC.

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I've been interested in framing him as a total city for a while.

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I've been interested in the schools and the betterment of schools, many years ago I got involved

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with the Fuller School and went to meetings about what the building was going to look like,

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kind of what the layout and what we'd hoped for Fuller and then I worked on the S for Fuller

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campaign and I think that a part of that was going out and meeting people around the city

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and finding out what was important to them and it gave me really good insight to what people

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felt was important and recently I've been attending city council meetings for different issues,

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budgets, zoning, and so I feel like I have a good kind of picture of Birmingham from the school

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perspective and also from the city's perspective. I think the site focus is being a piece of

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the puzzle to help move for any hemp forward so that we have a good strategic plan so that we don't

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I think we're losing the audio a little bit.

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Are you still with us?

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Did you hear the last part of it?

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We did not. Do you mind just restating that last part?

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I just wanted to say that I was interested in this insight

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because I felt like it's a piece of the puzzle

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as far as when we have those.

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And I see that we really do need a strong strategic plan to move the city forward

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and to help with the schools, budget, and, you know, just quality of life.

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So thank you.

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Thank you.

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All right.

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Next up we have Todd Paray.

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We are Todd.

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You all come on.

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Join us.

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Welcome.

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Thank you.

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I've got some brief prepared statements.

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And this is the part I like to list about getting old.

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This is reading glasses or new.

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All right.

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Good evening.

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Chair Barnhill.

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The rest of the city council members, school committee members, thank you for having me.

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For the record and for a quick refresher, my name is Todd Paray.

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My wife and I have lived in framing him for over 10 years.

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We have two kids in our public schools, it is 10 and 12.

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They'll be going into 8th and 6th, so both in middle school.

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So I have both a long-term and a very immediate stake in framing him in schools.

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First, I simply want to say thank you.

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Three years ago, you're giving the opportunity to serve on the Sifak Committee and it has

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been a genuinely rewarding experience.

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In full transparency, at the outset of that, I did not know what I was signing up for,

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or what to expect.

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But it has been a great three-year experience.

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I'm proud of what Sifak accomplished over that term, especially this last year or so.

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When the committee focused on developing a shared vision for framing him and advocating for

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a formal strategic plan, I'll credit Charlie Kiefer with really getting us

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started with the shared vision work, and it's still bald quickly and really excited I think

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all of the sci-foc members to really engage around this idea of a strategic plan.

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Very happy to have had the privilege of creating and presenting that resulting proposal,

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asking this committee to formally endorse the recommendation and thank you very much for doing so.

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That work was truly a team effort and it reflects the best of what this committee can do.

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Of course, endorsing that idea was the easy part there's still a great deal of important work ahead to make it real.

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Before I get to that, I want to acknowledge that the other candidates here tonight, I've seen the qualifications.

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This group brings and honestly, any one of us would serve you well.

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You have a very difficult choice ahead of you, and that is a great thing for framing him.

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For my part, what I believe I bring in what three years of working alongside the other South Lock members has let me validate.

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As a well-informed view of how strategic planning is done in industry, how a vision becomes

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a specific initiative and how transparent metrics, both leading and lagging, are what actually

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bring a plan to fruition.

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In my day job, I lead products strategy for a $100 million business unit within software

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and the discipline translates directly.

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Looking ahead, I see two big bodies of work for Sci-Fi.

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First, continuing to partner with the City Council, the mayor and the CFO on creating that

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citywide shared vision and strategic plan, likely with the support of outside consultants

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who do this professionally.

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Second, engaging with the city's various departments to guide adoption of an alignment

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with such a plan.

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Sci-Fi can help ensure that each department's goals are tied to specific initiatives with

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financial metrics attached so that our committee can see our community can see real progress.

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Thank you very much for the opportunity.

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Thank you so much, John Riley, are we... we have you on Zoom. Great. Welcome. Thanks for coming.

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Thank you for having me. Appreciate the opportunity. Tough act to follow Todd.

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I've read the report in the output from the white paper that's I thought put up.

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It's actually one of the things that inspired me to want to join the committee.

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I'm at 22 year resident in a Framingham,

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have three kids in the public schools.

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Okay, one kid just graduated from my school

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and is off to college and fall.

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So two kids were waiting in the public schools,

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one in middle school, one in high school.

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So I've invested in trust in seeing the school's flourish

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within Framingham.

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And over my time here, I've sort of felt like I've seen the opposite

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as reflected in some of the good schools,

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ratings and other things like that.

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And it's for me an opportunity to give back.

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you know, I personally run a biotech company, you know, I make strategic decisions on a

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daily basis, I deal with budgets on a daily basis, those sorts of things. So I think the

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experience is there to translate that into, you know, beneficial advice for the city for

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aiming at them and for the school district. But I do think it's an opportunity for me to give.

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And I do think I could contribute in a variety of ways in terms of realizing that being not been involved in a transformative change in large pharma, a couple of large pharma that I've worked in that are often ongoing on transitions within those large companies.

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And it's really about engaging folks in a productive and collaborative way and bringing people together to push a vision forward.

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So I appreciate that the vision has been articulated, I think, you know, as with all vision statements it gets refined midstream and then when the rubber hits the road

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It's about translating that video into reality and so I'm I'm hopeful to have the opportunity to do that within framing him

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Thank you

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All right, thank you so much

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All right, since so it seems like it's just vetting the paperwork. Well, Fredo's the only person only candidate who is eligible for the local business seat

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Is there a motion to a point?

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Will Fredo DeLan as a school committee appointed local business seat to

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say a fuck before we go through the other one?

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So moved.

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Who by Jen?

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Seconded.

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Seconded.

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Seconded.

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Okay.

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Any discussion?

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Go ahead.

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I just have one thing to say that, you know, and looking through the candidates, we'll

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Fredo will be an excellent addition to sci-foc, and I think you for putting yourself forward.

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Yeah, and I'll just echo that to all the candidates, like, thank you all for putting

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yourself forward to serve publicly,

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unfortunately, we can't take everybody. Okay.

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So Wilfredo

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Dilan is the motion to approve for the local business seat, local roll call vote. District 1.

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Yes, I don't know. Yes. Oh, and District 2? Yes. District 3? Sorry. District 2?

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Yes. District 3.

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District 4.

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Yes.

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District 5.

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Yes.

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District 6.

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Yes.

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District 7.

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Yes.

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District 8.

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Yes.

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District 9.

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Yes.

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All right.

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You need to have a welcome.

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Congratulations.

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Thank you so much for your service.

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And you're willing to serve the sci-fi.

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Okay.

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So next up we'll go.

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We'll go around.

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We will.

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say the name of the individual that you would like to vote for. So the third of the three remaining are

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Donna, or the fourth of her, Todd, per A and John Riley. Okay, so you'll say the name of the person that you're going to go for.

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Any objection to that? Are we going in district order? We're going to district order, yeah. Let me just write down.

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Let me know if you want me to come back to you. We'll start with district one.

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He said, all right, district two.

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John Riley, district three.

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John, Pierre.

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Sorry.

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Sorry.

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So it's district four.

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Odd, hooray.

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District five.

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Todd, hooray.

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District six.

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Todd, hooray.

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District seven.

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John Riley.

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district eight, Todd, per A, district nine.

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All right, welcome.

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Thank you so much.

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Congratulations.

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And it much appreciated to all of the

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contestants, all the candidates for a

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sci-foc.

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Appreciate it.

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All right.

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Yes, please.

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I would just encourage the candidates

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that we didn't select to consider applying

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for other open sci-foc seats or other

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positions within our community.

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You all bring such tremendous skills

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and clearly a passion to support framing him,

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Nicole, our community participation officer,

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I'm sure it would be happy to recommend a position for you.

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Thank you.

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Just for those of you not listening remotely,

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he said there's a vacancy on city council.

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Just relaying that into the mic.

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All right,

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we're moving on to Superintendent's proposed goals,

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2020, 6, 20, 27 school year goals, turn it over to Dr. Tremblay.

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Thank you, Madam Chair, good evening everyone, and thank you for working with us, your

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patience for our new space to see things, so I like to thank first just by way of

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announcement that it's okay with the chair, just to acknowledge Access Framingham, the team

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who's here tonight, and then for our entire Framingham Public Schools team who made this

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possible.

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So far, I think it seems to be going pretty well, and hopefully that will continue.

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So thank you again for your patience with us, and for accommodating the new location.

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This evening I'll begin with just going through the proposed goals for the school year.

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Normally I propose these in tandem with the end of the year evaluation.

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This year I intentionally waited on that evaluation feedback so they can incorporate that into these goals.

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Another committee has had a chance to already have this as part of your packets.

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Of course I'm happy to go through it and answer questions.

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I just want to go through the slides and I thank Joanna for sharing those on the screen.

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And so first is just a reminder of framing of who we are.

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So this is, I'm going to read this aloud and I think it's just important as a centering activity.

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The framing and public schools and all of us within it represent a learning organization that is committed to improving our practices

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and ensuring students their valued, loved, and celebrated.

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The vision of FPS is to be a place of belonging, where our students, their families, and

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our staff have voice, participation, and agency.

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Indeed, we aspire to embrace differences in inspire futures.

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Through a comprehensive education is our mission to create and empower free thinking, responsible

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citizens, who can participate equally in our rich and diverse community.

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In fulfilling our mission, we hold true to our core values, and it's probably not often enough

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that we come back and center ourself around our mission.

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I'm not going to reach at the strategic priorities.

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These are well captured in our long-range strategic plan,

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but just highlight the major topics of this

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and where we base all of our educational priorities

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and spending.

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The first of which is to strengthen standards-based,

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grade-level instruction to meet the needs of all students.

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00:29:25,820 --> 00:29:27,760
And I've heard the committee loud and clear on this

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and as you'll see tonight in the goals presentation

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That many of the goals tonight that are specified in there that are intended to be written as smart goals as requested to be measurable

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Should reflect this more than previous goals submissions that I've had for this committee get them where we are with our performance metrics

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00:29:45,360 --> 00:29:52,340
The next priority is to deepen relationships and to develop partnerships to benefit all students again

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This is work that's ongoing, but it's another one of our strategic priorities

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So everything you hear at these meetings or what you see in our budget book

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Should be tied back to these priorities. And the third strategic priority that we have is the create opportunities for expansion and innovation to benefit all students.

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Again, there's a lot of more details in each of the slides, of course, in our strategic plan that has annotations for every year from 2023 until 2030 that shows the progress for making, or where we've been stalled, or where we haven't made the kind of progress that we had hoped.

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and we need to reprioritize over the seven-year plan.

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So again, this reference to that on our website

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and our transparency center, I'm going to move now

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to more specifically the goals for the school year.

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I appreciate the sci-fi candidates who are here,

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and I want to thank you for staying in the room.

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I really do appreciate that.

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This next slide is a district priorities dashboard.

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I've talked about this at previous meetings,

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and frankly, it's the running increase

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the accountability for student achievement.

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00:30:56,820 --> 00:31:01,980
This has been a subject that's come in many of the evaluations, certainly in public commentary,

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00:31:02,380 --> 00:31:08,320
certainly everybody at this table from the administration and from our staff, from the FTA.

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00:31:09,300 --> 00:31:14,120
We all want to see our students succeed. We want to see our achievement as a district improve.

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00:31:14,580 --> 00:31:20,760
If that is an opportunity to spend some time talking with the leadership of SiFoc in their strategic

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of planning conversations, and also most recently, and Lewis and I had an opportunity to visit

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00:31:26,100 --> 00:31:30,820
the Callahan Center and hear from our seniors in the community around what their feelings

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are around a quality education system for their grandchildren as an example.

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00:31:36,760 --> 00:31:39,200
And so I want to talk quickly about this slide.

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This is in collaboration with the city's Strategic Initiatives and Financial Oversight Committee,

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sci-foc, our building principles, district leaders, and the Fremium School Committee, our FPS priorities

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dashboard is aimed to do the following things. And I'll speak a little bit more in a moment

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about the dashboard specifically. But we're looking for a public facing measure, illustration,

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that illustrates district accountability measures as they relate to expectations around

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00:32:07,520 --> 00:32:14,900
improved student achievement, and measuring progress in the Fremium Public Schools that the

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do, we don't articulate to a broader community.

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00:32:18,120 --> 00:32:20,260
We talk to our families through parents where

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we're trying to find more and more ways to do that.

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And we're hopeful that CIFOC is another mechanism

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in our community to do so.

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00:32:28,880 --> 00:32:31,380
But if we can agree on what are these things

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that we're paying attention to in a community?

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And among them, for example, is high school graduation rate.

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We'll talk more about that as one of the goals.

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00:32:38,120 --> 00:32:41,540
Our pre-K expansion effort is another example

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of where we've invested a lot of money.

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But one of those difficult areas to illustrate the return on investment, because it will take

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13 or 14 years before we see the long term benefit of a pre-K effort, but when they

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graduate from high school, where they go on to post secondary education.

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00:32:57,940 --> 00:33:02,680
So these are works in progress, but these conversations have been really rich with our leadership

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00:33:02,680 --> 00:33:08,100
team in the school, with Sci-Fock and others to say, what is it we're all paying attention

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to, so when we are sitting before a city council meeting and prioritizing our spending, everybody

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in the room, the city council, the school committee, the citizen re-affirming him,

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all say, yes, this is important. We have to invest these dollars because it directly impacts

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the ability of our students to graduate from fremylim high school in four years. We need to have

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that level of engagement. There's a universal agreement on what matters, and that's what this

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is striving to do. There are certainly things that we're doing in the district, and I have

460
00:33:37,280 --> 00:33:43,360
great feedback from Sci-Fock as an example with we've been working to expand theater programming

461
00:33:43,360 --> 00:33:45,320
as an example at the elementary level.

462
00:33:45,580 --> 00:33:50,580
Some of our elementary schools as you know offer, you know, through PTO's theater programs,

463
00:33:50,860 --> 00:33:51,880
but not all of them do.

464
00:33:52,060 --> 00:33:56,620
It was a strategic priority of ours and we've tracked it year over year, but not necessarily

465
00:33:56,620 --> 00:33:59,020
everybody in the city of Frammyham is looking at that metrics.

466
00:33:59,080 --> 00:34:04,300
So we can still track those important metrics, but we all want to see that our kids are graduating.

467
00:34:04,300 --> 00:34:08,980
We also want to see how we're spending our money on our pre-K investment as two examples.

468
00:34:09,840 --> 00:34:13,680
We also want to see how our grade three reading scores are improving or not.

469
00:34:14,040 --> 00:34:18,900
These are tied directly also to the work that this committee did in my contract

470
00:34:18,900 --> 00:34:23,760
of time specific performance metrics to my role as a leader in the district.

471
00:34:24,220 --> 00:34:26,840
And I recognize that I'm not the one that's necessarily teaching all students,

472
00:34:27,040 --> 00:34:29,780
but we're all in the same boat rolling together.

473
00:34:29,780 --> 00:34:35,480
And so this goal's presentation serves to do a few things.

474
00:34:35,900 --> 00:34:43,080
It serves to double down on our transparency and some of the criticism around what we can do better as a district and how we can broaden that messaging.

475
00:34:43,880 --> 00:34:55,920
It serves to tie to my own performance metrics, my own accountability, and it also shows this community how we're spending our dollars and how we're tying that spending directly back to educational outcomes.

476
00:34:55,920 --> 00:35:01,540
Among some of the topics of debate, however, around rankings, rankings are very particular,

477
00:35:01,660 --> 00:35:03,980
depending on what you're using US News and World Report.

478
00:35:04,380 --> 00:35:06,820
Think about any educator who uses right-might teacher.

479
00:35:06,940 --> 00:35:08,220
You'll have opinions on that.

480
00:35:08,860 --> 00:35:11,880
So the public discourse around rankings is real.

481
00:35:12,360 --> 00:35:16,620
We have to figure out how to capture that and how to show it because it is not necessarily

482
00:35:16,620 --> 00:35:21,760
something that everybody uses the same lever because for one family's experience and education,

483
00:35:22,220 --> 00:35:25,100
may be very different as to how they would rank that overall experience.

484
00:35:25,100 --> 00:35:34,160
But the goal here is to show something to the entire community as to how we're making this investment especially in these very difficult budget times.

485
00:35:34,640 --> 00:35:42,600
Second is garnering community supporters I mentioned for district improvement efforts so that everyone across the city can have a shared understanding and commitment to district priorities.

486
00:35:42,600 --> 00:35:55,620
Number three, aligning with the 2020-2023-2030 FPS strategic plan and progress tracker that is available with real-time progress monitoring on the district's transparency page on the FPS website.

487
00:35:56,220 --> 00:36:06,040
I mentioned this earlier, but it's just worth underscoring again, that while these goals are specific to certain areas of focus, that's not to say we're not paying attention to anything else.

488
00:36:06,040 --> 00:36:08,400
But we just can't continue to show all that.

489
00:36:08,560 --> 00:36:09,580
This is just too overwhelming.

490
00:36:10,360 --> 00:36:12,120
And so we are narrowing these priorities.

491
00:36:12,720 --> 00:36:16,460
But in this ongoing, attracting mechanism on our website,

492
00:36:16,860 --> 00:36:18,700
there is real time data that shows our progress

493
00:36:18,700 --> 00:36:19,740
in all of those areas.

494
00:36:20,280 --> 00:36:22,060
And then number four, defining, measuring,

495
00:36:22,260 --> 00:36:24,940
and communicating outcomes, including year over year

496
00:36:24,940 --> 00:36:26,880
illustrations of student achievement outcomes,

497
00:36:27,060 --> 00:36:30,620
to strengthen public confidence and allow community members

498
00:36:30,620 --> 00:36:33,040
to better understand the impact of the city's

499
00:36:33,040 --> 00:36:33,940
financial investments.

500
00:36:33,940 --> 00:36:46,500
It seems to me that it's not been a time ever before than this, what we've experienced, and I would be remissed in not acknowledging the reduction of 112 positions in our district through this budget process.

501
00:36:46,820 --> 00:36:52,280
That is extraordinary, and that is difficult, and our educators and our administrators will have to do more with less.

502
00:36:52,680 --> 00:36:58,720
But we worked in cooperation with the city to get where we are, but now we need to prove that we can do it.

503
00:36:58,720 --> 00:37:01,240
And so this is a very timely and important.

504
00:37:01,760 --> 00:37:04,720
So this is a dashboard that will come more to life.

505
00:37:04,840 --> 00:37:06,440
This is overarching as a goal.

506
00:37:06,620 --> 00:37:08,880
But I wanted to show that there's a tremendous synergy here.

507
00:37:08,940 --> 00:37:10,260
And I think the members of SciFlock

508
00:37:10,260 --> 00:37:12,000
who've been watching this would agree.

509
00:37:12,260 --> 00:37:14,320
This has been an ongoing iterative conversation.

510
00:37:14,780 --> 00:37:18,180
And I look forward to continuing that discussion with SciFlock.

511
00:37:18,580 --> 00:37:20,940
When I pause there on this slide, just to see

512
00:37:20,940 --> 00:37:23,100
if there are any specific questions around this,

513
00:37:23,500 --> 00:37:25,020
dashboard concept, I know you haven't seen,

514
00:37:25,160 --> 00:37:27,720
you don't see yet the data, well we'll be looking at.

515
00:37:27,720 --> 00:37:29,140
We're still refining that process.

516
00:37:30,000 --> 00:37:37,940
But what this will ultimately look like is what were the four or five areas that were watching, I named one of them, for example, is the graduation rate.

517
00:37:38,480 --> 00:37:44,260
And then showing how we can allocate the actual dollar costs to each of these priority areas.

518
00:37:44,660 --> 00:37:51,600
So you can see how much we're spending and what the outcomes are on that spending. Let me pause there in case there are any questions on the dashboard concept.

519
00:37:51,600 --> 00:37:54,060
All right, we're going to kick it off the chin first.

520
00:37:55,540 --> 00:37:56,580
Thank you.

521
00:37:57,440 --> 00:38:01,640
The accountability metrics of the data metrics is there.

522
00:38:02,360 --> 00:38:06,860
It would be the best way to kind of measure us against, like,

523
00:38:07,260 --> 00:38:11,800
what Dessie is versus what we are as a district besides just going

524
00:38:12,300 --> 00:38:14,620
to the Dessie website and looking it up that way.

525
00:38:14,640 --> 00:38:18,600
Is there a way to put that information on

526
00:38:19,320 --> 00:38:25,860
in the transparency center area just so it's kind of right there without having a really

527
00:38:25,860 --> 00:38:29,680
look for it to see kind of where we stand as a district.

528
00:38:30,260 --> 00:38:31,280
Yeah, it's an excellent question.

529
00:38:31,740 --> 00:38:34,200
The answer is yes and so there's two things we can do.

530
00:38:34,280 --> 00:38:38,700
One is to make direct length to the profiles information that's publicly available.

531
00:38:39,600 --> 00:38:42,860
And then also in this dashboard working with our data team is to say,

532
00:38:42,980 --> 00:38:47,820
how can we use that data from the state to drive the actual representation of that?

533
00:38:47,820 --> 00:38:52,520
Because some of it would want it I would want to go and reconcile that right if you're auditing your books

534
00:38:52,520 --> 00:38:56,920
You want to make sure what's posted on the desi page matches what's on the framing him page

535
00:38:56,920 --> 00:39:04,000
So so yes to both that information can be more easily available and we want to make sure that it is is a cross check of itself

536
00:39:04,000 --> 00:39:09,480
So that is part of the plan and and comparing it against the state is what we've agreed for now

537
00:39:09,480 --> 00:39:14,680
And some competitions with sci-flock and within our leadership team as opposed to comparing there's there's options

538
00:39:14,680 --> 00:39:19,000
right. We could compare ourselves to what's called dart districts. These are districts across

539
00:39:19,000 --> 00:39:23,840
the Commonwealth that I've been identified as comparable to framing and premiums in many ways,

540
00:39:24,380 --> 00:39:30,280
a very unique city for unique demographic. It's difficult to find comps for that. If you're in

541
00:39:30,280 --> 00:39:33,340
the real estate business, right, you're looking for comps. And this is one of those unique houses.

542
00:39:34,700 --> 00:39:44,660
That being said, we can at least compare ourselves to state averages. To compare ourselves to our

543
00:39:44,660 --> 00:39:49,660
comparing apples to apples, but I do think it's a starting point comparing a state

544
00:39:49,660 --> 00:39:52,260
average is where we'll begin.

545
00:39:55,720 --> 00:39:59,160
Oh, I'm sorry. And it's reminding me it's, or Amy,

546
00:39:59,520 --> 00:40:02,680
Amy, Candice, reminding us that it's actually already linked in the transparency center.

547
00:40:03,300 --> 00:40:04,740
It's just in the back of the room. Thanks, Amy.

548
00:40:05,740 --> 00:40:06,500
I've already done. Check.

549
00:40:09,080 --> 00:40:11,020
All right, more discussion, superintendent schools.

550
00:40:12,440 --> 00:40:12,960
Okay, Lorena.

551
00:40:15,310 --> 00:40:18,630
I have a question about the dashboard and I think you'd touch it on this a

552
00:40:18,630 --> 00:40:25,110
a little bit, but I'm just curious about the specific metrics that will be publicly reported and how

553
00:40:25,110 --> 00:40:31,290
if you have a plan for how often to report on those on the metrics.

554
00:40:32,670 --> 00:40:35,590
Yeah, it really kind of depends on the back end of that.

555
00:40:35,670 --> 00:40:37,390
Well, it depends on certain things that are reported.

556
00:40:37,670 --> 00:40:41,090
So for example, the grant is, I'll get it to this in a moment around the graduation rate.

557
00:40:41,310 --> 00:40:45,930
So even for now, we don't have the 26 graduation rate finalized because of summer school.

558
00:40:46,490 --> 00:40:50,990
And so some of that's depending on when the data is actually released from the state.

559
00:40:51,690 --> 00:40:58,650
Right? So sometimes if we have data, by last goal, presentation, we're using chronic absenteeism data from March as an example.

560
00:40:58,770 --> 00:41:03,950
So some of it is predicated when you try to reconcile, but we have our own internal data that we can use.

561
00:41:04,150 --> 00:41:11,130
So the goal is to have a back end that keeps it in real time, updating, as opposed to being in quarterly or by semester.

562
00:41:11,130 --> 00:41:16,230
But that's something we're working through right now to see how we can create a back-end so that we don't have to manually update that

563
00:41:16,810 --> 00:41:20,910
Okay, great, then I just want to have I just have a follow-up question

564
00:41:21,830 --> 00:41:24,530
To the whole presentation

565
00:41:26,270 --> 00:41:36,330
So the fuzzy framework typically has three goals and so I appreciate how thorough this document was and how much information you provided

566
00:41:36,870 --> 00:41:43,810
But how do these proposed goals map to the three categories that are part of your evaluation?

567
00:41:45,230 --> 00:41:45,670
Sure.

568
00:41:45,990 --> 00:41:47,670
Well, this is professional practice goals.

569
00:41:47,890 --> 00:41:48,350
And it's there.

570
00:41:48,670 --> 00:41:54,210
They're listed that way as we get to the goals document around professional practice for myself.

571
00:41:54,870 --> 00:41:56,350
Student achievement goals.

572
00:41:57,030 --> 00:41:58,150
So we can frame them.

573
00:41:58,150 --> 00:42:02,090
Usually I just take them and plug them into the respective sections of the three.

574
00:42:02,090 --> 00:42:04,670
It doesn't have to be three, could be four, and some years has been five.

575
00:42:05,090 --> 00:42:07,270
There's more than three in this.

576
00:42:07,630 --> 00:42:14,090
I would say that this presentation is less about professional practice for me, where it's

577
00:42:14,090 --> 00:42:15,650
more student achievement driven.

578
00:42:15,910 --> 00:42:21,130
So there's probably doubling, if not tripling, the number of goals focused on student achievement,

579
00:42:21,130 --> 00:42:26,290
because that's what I distilled from the evaluations and the commentary from this committee.

580
00:42:26,890 --> 00:42:31,970
So, when we take the goals, once they're approved, we'll plug them into the respective

581
00:42:31,970 --> 00:42:33,050
desi structure.

582
00:42:33,290 --> 00:42:36,530
I'll work with Joanna on that and we just plug them in where they belong, but predominantly

583
00:42:36,530 --> 00:42:38,810
they would be student learning goals.

584
00:42:38,950 --> 00:42:39,230
Okay.

585
00:42:39,450 --> 00:42:39,830
Thank you.

586
00:42:39,870 --> 00:42:40,950
This is my first time.

587
00:42:41,030 --> 00:42:41,690
No, no, it's okay.

588
00:42:41,790 --> 00:42:50,110
It's my first time presenting it this way also because I wanted to really show a real reflection

589
00:42:50,110 --> 00:42:55,170
on the feedback and to tie this into what it's been asked and to really be really intentional

590
00:42:55,170 --> 00:43:01,150
around reporting outcomes in accountability, which is entirely different.

591
00:43:01,370 --> 00:43:04,350
So it's supposed to be saying I'm going to make a profession development goal to better

592
00:43:05,670 --> 00:43:10,450
understand whatever the, you know, a practice in education.

593
00:43:11,170 --> 00:43:14,270
That's not to say that I couldn't learn and benefit from that, but it seems to me right now

594
00:43:14,270 --> 00:43:19,030
the time is to double down on that effort of student achievement outcomes to the extent that I

595
00:43:19,030 --> 00:43:22,430
can, which is why there's many, many more goals in that particular category.

596
00:43:22,430 --> 00:43:24,310
Yeah, wonderful, my last thing.

597
00:43:24,470 --> 00:43:26,250
I will give the floor to someone else after this.

598
00:43:28,130 --> 00:43:29,690
Tied directly to student achievement.

599
00:43:30,050 --> 00:43:32,770
I would have loved to see a little bit of focus

600
00:43:32,770 --> 00:43:36,130
on special education or a special education component

601
00:43:36,130 --> 00:43:38,030
included in the student achievement goal.

602
00:43:38,150 --> 00:43:42,050
And I wonder if it's something I know that we are set to book.

603
00:43:42,050 --> 00:43:44,490
Tonight, et cetera, but if it's something

604
00:43:44,490 --> 00:43:50,970
that can be included more broadly or part of communications,

605
00:43:50,970 --> 00:43:51,510
etc.

606
00:43:54,030 --> 00:43:57,830
Sure, do you have that? Well, I want to go through the specific goals next.

607
00:43:58,250 --> 00:44:01,030
So maybe as I go through it.

608
00:44:01,030 --> 00:44:01,890
Yeah, as we go through it.

609
00:44:01,890 --> 00:44:03,030
That's what I was wondering.

610
00:44:03,470 --> 00:44:06,010
Yeah, sure. And this is again, this is a proposal tonight.

611
00:44:06,650 --> 00:44:12,030
So I'm going to ask, and if I came down and I have a hard time talking and writing

612
00:44:12,030 --> 00:44:15,130
at the same time, but if animal takes some notes from me, we can modify those.

613
00:44:15,630 --> 00:44:18,070
To show if we want to include a subgroup.

614
00:44:18,070 --> 00:44:21,510
For example, this year we looked at Dulli identified students

615
00:44:21,510 --> 00:44:23,050
was a primary focus, right?

616
00:44:23,150 --> 00:44:26,450
So students who are identified as students with disabilities

617
00:44:26,450 --> 00:44:28,530
and students who are multilingual learners.

618
00:44:29,410 --> 00:44:30,130
So that had been.

619
00:44:30,430 --> 00:44:33,010
This one's looking at some of our other categories,

620
00:44:33,310 --> 00:44:34,110
based on some of the feedback,

621
00:44:34,330 --> 00:44:36,550
but we can certainly add a metric in for special education

622
00:44:36,550 --> 00:44:38,510
as a subcategory of these.

623
00:44:38,670 --> 00:44:39,930
My constituents would be happy.

624
00:44:40,070 --> 00:44:40,770
Sure, absolutely.

625
00:44:41,530 --> 00:44:43,450
Again, this is a starting point for a conversation,

626
00:44:43,830 --> 00:44:45,910
hopefully framed up for a good conversation,

627
00:44:46,370 --> 00:44:47,130
but it's helpful feedback.

628
00:44:48,550 --> 00:44:51,690
And this means to be voted by the last day of September.

629
00:44:52,910 --> 00:44:54,270
So this we do have time.

630
00:44:54,890 --> 00:44:56,610
So if it's helpful, I can take after tonight.

631
00:44:56,750 --> 00:44:57,530
I can take the feedback.

632
00:44:57,750 --> 00:44:59,390
I can frame it into the desi tool.

633
00:44:59,790 --> 00:44:59,970
And then.

634
00:45:00,000 --> 00:45:03,700
Just share that back with the committee for a final vote at the next meeting that would be fine.

635
00:45:04,040 --> 00:45:06,920
We have time. There's a meeting that's not going to start working on these.

636
00:45:07,160 --> 00:45:10,160
Like, I'm not going to be sitting down waiting for the vote to happen.

637
00:45:10,700 --> 00:45:12,920
I'm going to read the room correctly here.

638
00:45:13,280 --> 00:45:15,640
Are there any other questions or discussion before we move on?

639
00:45:15,880 --> 00:45:17,000
Okay. Right. Go ahead.

640
00:45:17,780 --> 00:45:22,860
Todd During has interviewed with subcommittee, said something that I thought was important, and that I wanted to highlight.

641
00:45:23,600 --> 00:45:25,260
He asked, how do we make data meaningful?

642
00:45:25,260 --> 00:45:31,420
The Dessey website is such a warren and plethora of information that I continually start

643
00:45:31,420 --> 00:45:33,440
all the find the same piece of information again.

644
00:45:34,060 --> 00:45:38,180
What I also think that the Dessey website doesn't do as well as track data year over

645
00:45:38,180 --> 00:45:38,740
a year.

646
00:45:38,740 --> 00:45:41,120
I would love to see some graphs included in our dashboard.

647
00:45:42,260 --> 00:45:45,940
But I would also encourage more than just presenting metrics.

648
00:45:46,400 --> 00:45:51,360
As we do in our budget book, we provide sort of a summary about what some of that work

649
00:45:51,360 --> 00:45:52,160
has been happening.

650
00:45:52,160 --> 00:45:56,800
And I think the more that we can provide a narrative as well that explains some of the work that's

651
00:45:56,800 --> 00:46:00,680
happening at the district for each of these metrics, the more information that we can

652
00:46:00,680 --> 00:46:02,700
provide to folks beyond just numbers.

653
00:46:03,600 --> 00:46:09,260
Sure, that's a great, great suggestion, thank you, Anne, for taking some notes on that.

654
00:46:10,080 --> 00:46:11,040
And we agree.

655
00:46:11,240 --> 00:46:13,900
Part of the challenge has been, what is the best way to illustrate this?

656
00:46:13,900 --> 00:46:18,620
I was thinking in my first iteration of this as a gauge, like a red degree, you know, people

657
00:46:18,620 --> 00:46:23,380
and generally understand that if it's green, it's probably a good thing except that when you

658
00:46:23,380 --> 00:46:26,880
then you have to invert some of the data because you actually wanted to go the other way,

659
00:46:26,920 --> 00:46:31,400
but if you show it as red, it's now a problem, right? But it's really not. So we've been wrestling with

660
00:46:31,400 --> 00:46:36,660
this and we can, after some discussions, we came back with showing some sort of graphs that compare

661
00:46:36,660 --> 00:46:42,720
progress over time and against a state metric, as you mentioned, is an illustration. I also think

662
00:46:42,720 --> 00:46:47,640
the anecdotal information is important. Not only here's how it looks, here's how the dollars

663
00:46:47,640 --> 00:46:51,440
are allocated, but here are some of the soft things that we need to know because not all of

664
00:46:51,440 --> 00:46:56,500
those skills, not all of those efforts are measured in the same way as you pointed out.

665
00:46:59,480 --> 00:47:01,280
I'll move on, Madam Chair, let's say, okay.

666
00:47:01,940 --> 00:47:05,020
So just going through each of these, again, I know the committee has had a chance to see these

667
00:47:05,020 --> 00:47:10,640
in advance, but first, again, these are all be framed under the student achievements,

668
00:47:10,780 --> 00:47:11,620
student learning goals.

669
00:47:12,620 --> 00:47:16,240
So specific to the instructional goals to be highlighted in the district priorities dashboard

670
00:47:16,240 --> 00:47:22,320
and consistent with the FPS strategic plan, individual school improvement plans, which have been considered here as well,

671
00:47:22,440 --> 00:47:26,540
from each of the principles and you'll be hearing from that in subcommittees coming in the fall.

672
00:47:27,780 --> 00:47:32,660
And performance benchmarks identified in my own contract, I proposed the following goals at the secondary level.

673
00:47:33,400 --> 00:47:40,500
By June 2027, the promotion rate of grade 9 students to grade 10 will increase by 8 percentage points.

674
00:47:41,320 --> 00:47:49,020
By June 2027, at least 85 percent of students in grades 9 through 11 will complete their four-year

675
00:47:49,020 --> 00:47:53,660
course plan as part of their MyCap, which is a highly high-quality individualized career

676
00:47:53,660 --> 00:48:00,300
and academic planner, aligned to post-secondary goals, and number 3 by June 2027, the four-year

677
00:48:00,300 --> 00:48:05,540
graduation rate will be at least 80 percent overall, and then subcategory here where we can

678
00:48:05,540 --> 00:48:11,680
to build in special education as well, 52% of English learners, students, and 62% of Hispanic

679
00:48:11,680 --> 00:48:15,920
Latino, so these are students that were identified in our group as underperforming in those

680
00:48:15,920 --> 00:48:16,360
areas.

681
00:48:16,840 --> 00:48:22,760
So just to put a few anecdotal notes on these, number one, the promotion of grade 9 students

682
00:48:22,760 --> 00:48:27,820
were seeing that our grade 9 is one of our greatest challenge areas, students have a minimum

683
00:48:27,820 --> 00:48:31,860
threshold of credits to reach before they're promoted to grade 10.

684
00:48:31,860 --> 00:48:36,700
And so unlike a student who'd be retained in grade, say, in first grade, they would be held

685
00:48:36,700 --> 00:48:37,360
back in school.

686
00:48:37,480 --> 00:48:38,700
They're back in first grade again.

687
00:48:38,940 --> 00:48:42,280
We would sort of all live that and know somebody or work with those people.

688
00:48:42,820 --> 00:48:49,060
In high school it's a bit different because you can be in these multi grade classrooms, but

689
00:48:49,060 --> 00:48:53,400
first students who achieve going from grade 9 to grade 10 have to meet a certain credit threshold,

690
00:48:54,040 --> 00:48:56,160
subsequently grade 10 to 11 and so forth.

691
00:48:56,720 --> 00:49:01,700
One of our areas of struggle is our grade 9 student retention rate of being under accredited.

692
00:49:01,700 --> 00:49:29,660
Some of that could be a combination of factors, some of which we now are students who aren't coming to school, which ties back to the absenteeism, all these things have root cause, so again, the goal is to increase this by 8 percentage points on this particular goal, and I'm working in tandem with, of course, principal, all right, and the high school administration with Amlutus, of course, on this, so that I'm helping to support in working in tandem with the high school around there, also working toward these same outcomes for students.

693
00:49:30,480 --> 00:49:34,920
The my cap is important on goal number two or sub-gold number two on this.

694
00:49:35,040 --> 00:49:40,700
This is an online platform that students use to plot their longer term interest, post-secondary

695
00:49:40,700 --> 00:49:45,280
career, and this helps them to sort of map what they need to do what they ultimately

696
00:49:45,280 --> 00:49:47,580
aspire to do along their journey.

697
00:49:47,780 --> 00:49:53,220
So this is important work, and we want to get more students, of course, participating in

698
00:49:53,220 --> 00:49:53,620
this.

699
00:49:53,620 --> 00:50:01,060
And then the third goal, which is with some conversation with Zyfak as well, and I've been wrestling with this one.

700
00:50:01,400 --> 00:50:05,380
Because, you know, it's one of those things where it's going to look worse before it's better, is our graduation rate.

701
00:50:06,620 --> 00:50:13,680
So we have used in the past our four-year adjusted, and there's also a five-year graduation rate.

702
00:50:14,320 --> 00:50:21,960
But for the general, we're going back to Mr. Lewis's point earlier around sort of like the simplicity of the general public.

703
00:50:21,960 --> 00:50:28,580
When people think of the graduation rate, they're thinking grades 9 through 12 without being retained in finishing high school.

704
00:50:28,760 --> 00:50:31,980
That's what most people arguably think of as the graduation rate.

705
00:50:32,800 --> 00:50:42,040
If you were to look at an adjusted graduation rate, you would look at students that were in the Framingham schools starting in grade 9 through grade 12, which is a higher rate.

706
00:50:42,600 --> 00:50:50,940
So if a student coming from another state or another country, where to join us mid-cycle, they would be removed from that adjusted for your adjusted rate.

707
00:50:51,800 --> 00:50:59,120
So, the optics of that look like we're having a higher performing school district in terms of overall graduation rate.

708
00:50:59,380 --> 00:51:03,920
But the truth is, where their student came to us from Michigan in grade 11,

709
00:51:04,500 --> 00:51:07,060
or started with us in framing him since they were in pre-K,

710
00:51:07,460 --> 00:51:11,900
they're still a framing him high school student, and they need to finish high school in four years.

711
00:51:12,640 --> 00:51:19,120
And so this is going to be a really important measure for us to be honest with ourselves about and to have an honest baseline.

712
00:51:19,120 --> 00:51:31,800
And so this is a really important goal for us to set and it was through these conversations that originally was going to show three separate metrics four year four year adjusted in five year, and that just proved to be confusing.

713
00:51:32,680 --> 00:51:43,780
So let's use the data point as an example that everybody in the community can get behind everybody in the community wants to be behind a four year graduation rate, I would hope, and not a four year adjusted or a five year.

714
00:51:43,780 --> 00:51:50,540
So, that's an example of taking a really assertive action on a goal, being very, very specific on this,

715
00:51:50,720 --> 00:51:53,720
knowing well that it's going to create a lot of room for judgment.

716
00:51:54,000 --> 00:51:54,680
But that's what it's about.

717
00:51:54,820 --> 00:51:58,140
We're going to be honest about our accountability, so we can show when we're making growth.

718
00:51:58,360 --> 00:52:03,760
We can be truly proud of it and not try to hide behind some perceptions that we can alter through language

719
00:52:04,340 --> 00:52:05,960
if I'm being 100% frank.

720
00:52:06,900 --> 00:52:08,900
Any questions on that before I move on?

721
00:52:09,260 --> 00:52:09,820
Mr.yer.

722
00:52:11,980 --> 00:52:18,600
I'm wondering about if there'd be a way to include a little more information about what the data

723
00:52:18,600 --> 00:52:22,360
look like now, for example, and will increase by 8 percentage points.

724
00:52:22,460 --> 00:52:23,620
What does that mean?

725
00:52:24,500 --> 00:52:26,380
What's the context for that?

726
00:52:31,260 --> 00:52:35,700
Sorry, I'm just, I'm looking at a different slide than what's right here.

727
00:52:39,140 --> 00:52:41,780
You mean you want that for, right now, or for the, in that point?

728
00:52:41,940 --> 00:52:53,380
Yeah, what are we, what are we, what are with our starting point? Right, so for, for example, so the baseline for this for the promotion rate for example, let's think the first one, the promotion rate of grade nine to grade 10.

729
00:52:53,580 --> 00:53:01,840
So right now we are at 82.6% of our students, right? We with the goal here with this number by eight percentage points of increase that to 90.6.

730
00:53:01,840 --> 00:53:06,260
Yeah, so what I'm thinking is it would be helpful to know what the starting point is.

731
00:53:06,300 --> 00:53:07,720
Sure, so we can build that into the yeah.

732
00:53:07,720 --> 00:53:11,040
And that would probably be true for the four-year graduation rate as well.

733
00:53:13,180 --> 00:53:14,460
Yeah, yeah, you want to comment on that.

734
00:53:14,580 --> 00:53:18,960
It's not available yet as I understand it from from Anne on this one, but yeah, I have the reason

735
00:53:18,960 --> 00:53:24,100
that those that goal one or sub goal one and sub goal three were written that way is that

736
00:53:24,100 --> 00:53:28,720
at the time that he prepared these those that data was not available from the Department

737
00:53:28,720 --> 00:53:35,380
of that, just recently they released the data for the retention rate, which allowed us to figure

738
00:53:35,380 --> 00:53:36,240
out the promotion rate.

739
00:53:36,380 --> 00:53:37,600
So now he has that data.

740
00:53:38,140 --> 00:53:45,200
We don't yet have the graduation rate for the high school, and that's because we have

741
00:53:45,200 --> 00:53:46,020
summer school.

742
00:53:46,120 --> 00:53:50,100
All of that has to get calculated out of district students have to be incorporated into that.

743
00:53:50,120 --> 00:53:58,700
But the 2025 rate was 74.3%, which is where overall, 47.9% for English

744
00:53:58,700 --> 00:54:06,760
learners and 57.9% for Hispanic Latino students, and we can certainly adjust those if it

745
00:54:06,760 --> 00:54:11,160
turns out that this year's graduation rate is higher and it already exceeds these,

746
00:54:11,420 --> 00:54:17,620
then we'll we can certainly revisit what the goals are. And the reason we did not include

747
00:54:17,620 --> 00:54:23,820
students with disabilities in this category was because we looked at where the discrepancies were

748
00:54:23,820 --> 00:54:29,780
between the overall graduation rate and for 20, 25 students with disabilities were it.

749
00:54:29,820 --> 00:54:34,520
I believe it was 70.5% so they were very close to the overall graduation rate.

750
00:54:34,640 --> 00:54:38,780
So we didn't feel we needed to single them out, but we're more than happy to do that.

751
00:54:39,000 --> 00:54:40,780
We looked for where the huge gaps were.

752
00:54:46,960 --> 00:54:50,600
Move on to the next slide here.

753
00:54:55,660 --> 00:54:58,720
Continue on, specific to the instructional goals to be highlighted in the dashboard.

754
00:54:58,720 --> 00:55:01,840
Again, I propose the following goals at the elementary levels.

755
00:55:01,980 --> 00:55:02,660
That was the secondary.

756
00:55:03,720 --> 00:55:06,560
These are two additional sub-goals on their student performance.

757
00:55:07,900 --> 00:55:11,780
So by June 2027, at least 30% of grade three students,

758
00:55:12,140 --> 00:55:15,560
and 10% of English learner students, 12% students with disabilities,

759
00:55:16,300 --> 00:55:19,900
meet or exceed expectations on the English language arts MCAS.

760
00:55:20,780 --> 00:55:25,000
Another committee has taken a position on MCAS and a previous statement.

761
00:55:25,580 --> 00:55:28,700
But we also know that the reality is people are looking at MCAS,

762
00:55:28,700 --> 00:55:32,600
as a measure. And so as much as we don't it's like rankings, as much as we don't want

763
00:55:32,600 --> 00:55:36,580
to have to look at it, or even agree in this facility that every student is a test taker

764
00:55:36,580 --> 00:55:40,960
and that one snapshot in time tells us everything we need to know about a student's performance.

765
00:55:41,500 --> 00:55:48,180
Nonetheless, it's how people are looking at for MIM's performance. So, there we are. And by spring

766
00:55:49,360 --> 00:55:54,760
2027, 75% of grade two students will demonstrate proficiency in foundational literacy skills,

767
00:55:54,760 --> 00:56:04,400
enabling them to independently make meaning from grade level text as measured by a mid or above grade level score in the phonics domain on iready diagnostic assessment.

768
00:56:05,120 --> 00:56:14,500
So you may know that whether you love it or hate it, iready has been around for some time and has proven to be a strong predictor of MCAS outcomes.

769
00:56:15,240 --> 00:56:21,440
We don't use all the features of that. We're really using a diagnostic tool and have specific benchmarking throughout the year,

770
00:56:21,440 --> 00:56:24,720
which is just how we'll use that to report out on our progress.

771
00:56:24,980 --> 00:56:34,740
But what we do know is that grade 2, grade 3 is really going to be important markers for us in terms of the longer term achievement that we want to see for our students.

772
00:56:35,820 --> 00:56:37,780
Again, so we'll include the base lines.

773
00:56:38,360 --> 00:56:41,780
As you mentioned on the previous slide for these, so we know we're comparing it.

774
00:56:42,160 --> 00:56:44,460
So at least 30% we like to know where we are.

775
00:56:44,920 --> 00:56:49,700
So I'm saying that right now we're at 29% it would be an easy goal to hit.

776
00:56:49,700 --> 00:56:56,080
the point you were making. So in this case, for example, 24 percent overall of our students

777
00:56:56,080 --> 00:57:01,560
in grade three, our meeting are exceeding those as opposed to the goal of 30. And for example,

778
00:57:01,840 --> 00:57:07,600
the goal of 75 percent of grade two students will demonstrate proficiency right now our baseline goal

779
00:57:07,600 --> 00:57:14,220
is 43 percent. So that's a significant climb from 43 percent to 75 percent. But I also believe in

780
00:57:14,220 --> 00:57:19,220
work we've been doing, I believe in the work that Anne is doing, that Mary Beth, Vanessa

781
00:57:19,220 --> 00:57:24,360
our team, our office and teaching learning, our educators of course, we're still new into

782
00:57:24,360 --> 00:57:28,940
this, we're still new into rolling out high quality instructional materials, but I really believe

783
00:57:28,940 --> 00:57:34,720
is going to pay these dividends, which is why I'm putting my own sort of stake in this in terms

784
00:57:34,720 --> 00:57:35,620
of overall achievement.

785
00:57:36,660 --> 00:57:38,760
Please pause for a second and see which has to stand up.

786
00:57:39,500 --> 00:57:40,200
Oh, sure.

787
00:57:41,200 --> 00:57:41,840
Glad Richard.

788
00:57:42,660 --> 00:57:42,880
So yeah.

789
00:57:43,140 --> 00:57:43,700
Thank you.

790
00:57:43,860 --> 00:57:48,660
So Bob, for the first one, if you know, you just mentioned that the baseline is 24 percent,

791
00:57:48,960 --> 00:57:51,500
and they went up to 30, you're going up to 30 percent.

792
00:57:51,720 --> 00:57:53,500
How did you happen to choose 30 percent?

793
00:57:53,520 --> 00:57:54,700
What's the formula here?

794
00:57:54,760 --> 00:57:57,580
I suppose to like the second one, it is 75 percent.

795
00:57:57,720 --> 00:58:01,060
And it has a greater, you know, jump based on the baseline.

796
00:58:02,320 --> 00:58:06,540
I'm going to, and I work collaboratively on the data side of this if you didn't know.

797
00:58:07,460 --> 00:58:08,200
Thanks so much.

798
00:58:08,200 --> 00:58:10,680
I think that's a great question, Mr. Robless.

799
00:58:10,980 --> 00:58:23,280
And so for the 24 percent, the MCAS is a tougher metric to exceed, right?

800
00:58:23,280 --> 00:58:33,700
to really get that growth because it's this isolated state-determined assessment that is based

801
00:58:33,700 --> 00:58:37,160
on the standards, of course, but not aligned to our curriculum necessarily, you know,

802
00:58:37,160 --> 00:58:39,200
it's not specifically tied to our curriculum.

803
00:58:40,040 --> 00:58:42,320
And so, and it's a once-a-year measure.

804
00:58:43,060 --> 00:58:48,020
And so, we've wanted to kind of, we looked at 24 percent, we said, well, a quarter of that

805
00:58:48,020 --> 00:58:49,120
is 6 percent.

806
00:58:49,120 --> 00:58:51,720
So if we can get a quarter more students, right?

807
00:58:52,260 --> 00:58:57,000
Getting to that meter exceed, then we'll be at 30%.

808
00:58:57,000 --> 00:58:59,480
So we kind of looked at that 24% and said,

809
00:58:59,580 --> 00:59:02,100
well, if we can increase that by a quarter more

810
00:59:02,100 --> 00:59:03,220
from where we're starting,

811
00:59:03,420 --> 00:59:05,140
that would be another 6% of students.

812
00:59:05,700 --> 00:59:09,020
I'd love to see this number at 100%, 80%, 90%,

813
00:59:09,020 --> 00:59:11,920
but to be realistic, we felt that that was

814
00:59:11,920 --> 00:59:13,320
a safe and achievable measure.

815
00:59:13,500 --> 00:59:16,040
And it also aligns with the types of targets

816
00:59:16,040 --> 00:59:21,180
that the Department of Educate Elementary and Secondary Education sets for the district when

817
00:59:21,180 --> 00:59:23,260
they're determining our accountability targets.

818
00:59:23,460 --> 00:59:27,140
So we felt that that was a reasonable measure.

819
00:59:27,820 --> 00:59:36,960
As far as the phonics domain on the I ready assessment, that is that assessment is given

820
00:59:36,960 --> 00:59:39,020
administered three times per year.

821
00:59:39,500 --> 00:59:44,880
So we can target students early on in the year that need tier two or tier three interventions

822
00:59:44,880 --> 00:59:47,640
and really start to work with them more closely.

823
00:59:48,760 --> 00:59:59,780
And we've made the connections between the I ready assessment and our curriculum in terms of the HMH curriculum for literacy for ELA.

824
01:00:00,000 --> 01:00:07,760
So again, we feel that's an ambitious school, but it's one that we want to achieve, because we just, we know that

825
01:00:07,760 --> 01:00:15,080
phonics is a gateway skill toward early literacy, and so we really want to push that needle as far as we can.

826
01:00:18,500 --> 01:00:26,040
Thank you, and I get it now. I see what you are saying that the second one is an ambitious school. The first one you refer to it as a

827
01:00:27,040 --> 01:00:32,080
We need to go higher than 30 percent to make it an efficient goal, or I might just wear out here.

828
01:00:34,560 --> 01:00:35,720
That's a great question.

829
01:00:35,960 --> 01:00:42,040
And again, we said, well, when we look historically at what our accountability performance

830
01:00:42,660 --> 01:00:47,840
across the district, across our elementary schools, we're not hitting our targets in the L.A. now.

831
01:00:48,420 --> 01:00:52,000
And so to align our target with desi targets, we do feel,

832
01:00:52,000 --> 01:00:54,900
is would be an improvement for us as a district.

833
01:00:56,580 --> 01:00:59,540
So I feel like, I mean, I'm happy to make it higher.

834
01:01:00,220 --> 01:01:07,060
But I also want to be able to show that we're making progress,

835
01:01:07,300 --> 01:01:10,380
too, and so I'd love that goal to be 40%,

836
01:01:10,380 --> 01:01:14,980
but is it realistic in one year to go from 24% to 40%.

837
01:01:14,980 --> 01:01:16,560
I don't think it's realistic.

838
01:01:18,180 --> 01:01:18,660
Don't you?

839
01:01:18,660 --> 01:01:19,160
I understand.

840
01:01:21,800 --> 01:01:22,760
Yeah, thanks so much, Jan.

841
01:01:22,760 --> 01:01:27,780
So again, we considered a lot of the data in this, and it was a great point around the

842
01:01:27,780 --> 01:01:28,380
I-ready data.

843
01:01:28,480 --> 01:01:32,620
As I mentioned, the diagnostic, we have more periods of which to measure, so we can move

844
01:01:32,620 --> 01:01:37,020
that standard up because we can recalibrate in real time with MCAS, it's sort of one and

845
01:01:37,020 --> 01:01:39,040
done and we'll miss that mark.

846
01:01:40,240 --> 01:01:43,220
But again, it's also calibrated against the work we've been doing with instructional

847
01:01:43,220 --> 01:01:46,380
leadership team work at the district level and at the school level.

848
01:01:46,500 --> 01:01:49,460
So there's a lot of thought that was put into setting those metrics and I'm grateful for

849
01:01:49,460 --> 01:01:53,400
and for really helping me to frame those in ways that are realistic.

850
01:01:53,600 --> 01:01:55,440
I think that's part of the smart goal framing.

851
01:01:56,140 --> 01:01:57,140
We believe those are realistic.

852
01:01:57,380 --> 01:01:58,600
Of course, they could always be better.

853
01:01:58,760 --> 01:02:00,820
We want to see 100% of our students graduate,

854
01:02:01,880 --> 01:02:03,940
but realistically, we need to make progress toward that.

855
01:02:04,620 --> 01:02:06,200
And that's actually achieved in year one.

856
01:02:06,400 --> 01:02:07,320
But the points are well taken.

857
01:02:09,060 --> 01:02:10,280
And Kyle has the question?

858
01:02:11,800 --> 01:02:12,580
Yes, thank you.

859
01:02:13,760 --> 01:02:15,400
That 30% goal and a fully understand.

860
01:02:15,800 --> 01:02:17,100
That's a more difficult metric

861
01:02:17,100 --> 01:02:19,880
who are making progress there, and that's a great thing.

862
01:02:21,220 --> 01:02:23,560
But when we look at that 30% number,

863
01:02:23,940 --> 01:02:26,500
I'm concerned a little about the incentives

864
01:02:26,500 --> 01:02:28,200
that this might put on teachers,

865
01:02:29,840 --> 01:02:33,900
where if I'm trying to get to 30%, maybe I find the 40%

866
01:02:33,900 --> 01:02:37,840
of my classroom that is most likely to be able to get there,

867
01:02:38,020 --> 01:02:41,600
so that I've got the goal, and I've got the 18

868
01:02:41,600 --> 01:02:46,560
and a couple of subs, and I try to get them across the line.

869
01:02:46,560 --> 01:02:49,440
How are we preventing that sort of incentive structure for our teachers?

870
01:02:50,460 --> 01:02:53,760
I don't think teachers are trying to hit a 30 or 40%.

871
01:02:53,760 --> 01:02:57,240
We have the most dedicated committed caring teachers.

872
01:02:57,400 --> 01:02:59,000
They want every student to be successful.

873
01:02:59,580 --> 01:03:00,920
So I don't think any of them are saying,

874
01:03:00,920 --> 01:03:04,140
Well, this is good enough if I even hit 30 or 40%.

875
01:03:04,140 --> 01:03:06,140
I certainly believe that about our teachers.

876
01:03:07,220 --> 01:03:11,840
I'm not casting this version on our teachers at all.

877
01:03:11,840 --> 01:03:18,160
I just want when you see professional pressures being put on on people, you know, it becomes

878
01:03:18,160 --> 01:03:22,400
it becomes difficult not to follow in a sense structure and I just want to be sure that

879
01:03:22,400 --> 01:03:28,120
we aren't creating incentive structures and sort of difficult types of pressures for our

880
01:03:28,120 --> 01:03:29,000
teachers with these goals.

881
01:03:29,160 --> 01:03:32,020
And we're doing it in a way that actually benefits.

882
01:03:32,380 --> 01:03:37,060
That brings every kid up to bring, you know, 30% over the threshold.

883
01:03:37,060 --> 01:03:45,080
Well, the way that MCAS is actually used with teachers is in particularly in data teams

884
01:03:45,080 --> 01:03:49,680
at the start of the year after the data is released with the grade level teams, for example.

885
01:03:50,540 --> 01:04:00,400
So the third grade team at a particular school will look at the students they had last year

886
01:04:00,400 --> 01:04:05,680
who were in third grade and now in fourth grade and they'll look at that data because they know the students

887
01:04:05,680 --> 01:04:09,380
writing, or they know their math skills, and they know the students' literacy skills, and

888
01:04:09,380 --> 01:04:16,060
they'll analyze the results about the individual test questions and the different standards

889
01:04:16,060 --> 01:04:20,500
to identify the strengths overall of the team, or their individual students from the prior

890
01:04:20,500 --> 01:04:21,100
year.

891
01:04:21,320 --> 01:04:26,900
Because that helps them identify areas of strength through weakness in the curriculum and helps

892
01:04:26,900 --> 01:04:30,920
them kind of plan better for how they're going to teach moving forward.

893
01:04:31,700 --> 01:04:40,060
There's I would be I have not I have not heard of any principle and we certainly don't say your goal is to make sure 30% of your students

894
01:04:40,060 --> 01:04:46,600
Meet or exceed the target. So we're not incentivizing motivating in that way. We're all about looking at the data and looking about it

895
01:04:46,600 --> 01:04:48,780
Best instructional practices in general.

896
01:04:49,320 --> 01:04:50,480
Thank you. Yeah, and that's that.

897
01:04:50,800 --> 01:04:57,920
Thank you for that clarification because I I do always get concerned when you start having these and you know goals and metrics are very important, but

898
01:04:57,920 --> 01:05:02,780
But goals in metrics also have the tendency to create incentive structure.

899
01:05:02,940 --> 01:05:04,880
Do you want to make sure it's the right ones and not the wrong ones?

900
01:05:05,180 --> 01:05:08,220
We do look at the I ready data because that informs instruction.

901
01:05:08,560 --> 01:05:11,620
So all of the data we're looking at isn't about, are you hitting your target?

902
01:05:12,140 --> 01:05:16,160
It's about informing instruction to improve the experience it's for students.

903
01:05:17,700 --> 01:05:18,480
Thank you.

904
01:05:22,320 --> 01:05:23,280
Thanks very much to the questions.

905
01:05:24,620 --> 01:05:31,290
The next is around engagement and empowering students, staff and caregiver voice.

906
01:05:31,290 --> 01:05:34,370
So, as I prepared to close up my final four years,

907
01:05:34,490 --> 01:05:36,010
a superintendent of the frame of up with schools,

908
01:05:36,170 --> 01:05:38,430
and in an effort to fully embrace our district priority

909
01:05:38,430 --> 01:05:41,250
around student belonging, it's my personal goal.

910
01:05:41,690 --> 01:05:43,890
Beginning in 2016, 2007, to immerse myself

911
01:05:43,890 --> 01:05:45,950
more deeply and meaningful in the life of our students

912
01:05:45,950 --> 01:05:49,150
in the class of 2030 through their next four years of high school.

913
01:05:49,810 --> 01:05:51,210
And as I said to the committee before,

914
01:05:51,210 --> 01:05:53,510
I've been following this class since they started in kindergarten.

915
01:05:54,630 --> 01:05:56,150
eager to spend time at the high school.

916
01:05:56,150 --> 01:05:59,210
I've worked with this and shared these goals of principle all bright.

917
01:05:59,210 --> 01:06:02,930
And so here are just some examples of specific engagement activities.

918
01:06:04,090 --> 01:06:07,510
For example, the Framingham High School Open House, which is a plus side live event.

919
01:06:07,550 --> 01:06:10,910
This is a brilliant idea from the high school from Principal Albright in the administration.

920
01:06:11,970 --> 01:06:14,590
It's an evening provided for welcoming families,

921
01:06:14,810 --> 01:06:17,350
reinforced the importance of the home school partnership,

922
01:06:17,970 --> 01:06:22,350
and to connect directly with students and caregivers as they learn more about FHS expectations,

923
01:06:22,890 --> 01:06:24,350
which were in support.

924
01:06:24,350 --> 01:06:33,470
So while I have had opportunity to talk with students every year of their journey, apart from the COVID year when a room was at home,

925
01:06:34,950 --> 01:06:40,430
this is a chance for me to interface at the high school specifically, and also with families of students there.

926
01:06:41,110 --> 01:06:46,450
So the specific to this goal is honor before my mid-year report to the Framium School Committee on these goals.

927
01:06:46,450 --> 01:06:53,110
I'll have presented my participation in outcomes from that participation in the Framium High School Open House.

928
01:06:53,110 --> 01:06:59,290
related as the next slide is the grade nine student advisory group. This is a new concept

929
01:06:59,290 --> 01:07:04,710
beginning at the high school. I am familiar with this working in a previous district of student advisory groups

930
01:07:04,710 --> 01:07:10,570
but beginning in the 2627 school year, framing him high school implement a new advisory model

931
01:07:10,570 --> 01:07:15,250
that will meet for full class period once per month rather than a few minutes each morning.

932
01:07:15,870 --> 01:07:20,230
In working with principal Albright I will facilitate a ninth rated advisory group throughout the year

933
01:07:20,230 --> 01:07:23,770
which will provide meaningful way for me to engage directly with students,

934
01:07:24,250 --> 01:07:27,830
cure their experiences, reinforce key messages about attendance,

935
01:07:28,470 --> 01:07:29,750
belonging, responsibility.

936
01:07:32,820 --> 01:07:35,960
So I'm going to pause there on the specific engagement with the Class of 2030, and again, by my

937
01:07:35,960 --> 01:07:40,880
mid-year report on our before, I'll present an update on my facilitation of the 9th-braided

938
01:07:40,880 --> 01:07:45,300
advisory group, including the number of students, number of sessions, and the discussion

939
01:07:45,300 --> 01:07:49,700
themes and topics that I've emerged. So I'm grateful to the High School and Tire High School

940
01:07:49,700 --> 01:07:56,600
of Administration within my spoken about this goal and being part of the High School culture. So I'm

941
01:07:56,600 --> 01:08:01,960
pause there on the specific engagement with the class of 20, 30, before I talk finally about the

942
01:08:01,960 --> 01:08:05,860
some policy work. Because any questions on that?

943
01:08:09,040 --> 01:08:09,980
Seeing no hand.

944
01:08:12,360 --> 01:08:14,320
I just have a question

945
01:08:14,320 --> 01:08:23,900
about how you will measure the success of the sessions and the discussions on certain themes and

946
01:08:23,900 --> 01:08:28,600
topics. I think the success question is a good one. I think it's going to be simply around engagement,

947
01:08:28,600 --> 01:08:34,580
And, you know, it depends on what the topics are for the advisory conversations, whether or

948
01:08:34,580 --> 01:08:36,860
not there's measurable outcomes of those conversations.

949
01:08:37,680 --> 01:08:42,620
But for me, this is the student voice, hearing that, reporting back what I'm hearing, not

950
01:08:42,620 --> 01:08:46,080
dissimilar from what we'd hear from a student advisory representative at a meeting.

951
01:08:46,640 --> 01:08:49,740
And then there may be action of items that come from that.

952
01:08:49,920 --> 01:08:54,300
But to go into this, I want to go into this with an open ears to hear what's on students'

953
01:08:54,440 --> 01:08:54,760
minds.

954
01:08:54,760 --> 01:09:02,540
What the discussions are in the framework of the new advisory at the high school to learn a little bit more how it can be part of that and because it's such a new structure

955
01:09:02,540 --> 01:09:05,640
I can't really define what those success measures look like yet

956
01:09:05,640 --> 01:09:09,980
So I haven't seen what the model looks like. I just know I want to be in on this at the point of entry

957
01:09:09,980 --> 01:09:16,620
So I'll report back to the committee on those but for now to go would be just frequency how many times did I show up at the high school?

958
01:09:16,740 --> 01:09:21,360
Did I meet with students did I hear them if so how do you know and what did they talk about?

959
01:09:22,100 --> 01:09:23,680
Then we can go from there. Yeah

960
01:09:25,380 --> 01:09:31,680
It's selfishly with the goal about the ninth grade promotion rate, grade 9 to grade 10.

961
01:09:31,900 --> 01:09:36,380
I'm thrilled that Dr. Trembley is going to have this captive audience once a month that

962
01:09:36,380 --> 01:09:40,600
he's going to be able to hear from because I think the student's learning experience

963
01:09:40,600 --> 01:09:44,300
like what is their experience in high school? What is it like to be a ninth grader?

964
01:09:44,440 --> 01:09:48,000
Since we're focusing on that ninth grade, it's going to really inform the work that we're

965
01:09:48,000 --> 01:09:52,000
doing in the office of teaching and learning. And certainly the office of student supports as

966
01:09:52,000 --> 01:09:57,960
and so I think it's going to really help us to have that student voice directly from the work

967
01:09:57,960 --> 01:10:02,620
that he's getting, and what I'm going to assume is going to become, be, feel over time,

968
01:10:02,820 --> 01:10:06,340
like a really comfortable, you know, safe space to have those conversations.

969
01:10:08,460 --> 01:10:09,880
Okay, let's put more questions, Luria.

970
01:10:11,700 --> 01:10:15,580
Um, my question was kind of the same as duties.

971
01:10:16,200 --> 01:10:22,380
I'm just, I think there should be some clear evidence on the impact that this will have.

972
01:10:22,820 --> 01:10:30,200
I'm kind of the broken record of data and having tangible things that we can actually look at.

973
01:10:30,200 --> 01:10:34,580
And I just don't know if this will have an impact.

974
01:10:34,620 --> 01:10:41,540
And I think that you are the ones who can tell us whether or not this will be impactful and how it will positively impact.

975
01:10:41,540 --> 01:10:49,060
And I think, I think I see this more as a personal goal, the focus on this particular class.

976
01:10:49,420 --> 01:10:56,980
I think that there are other areas of focus that could use your attention as well.

977
01:10:57,680 --> 01:11:07,120
So I just wanted to mention that as a comment that I would like to see the tangible impact that this will have.

978
01:11:09,060 --> 01:11:12,520
Sure, and I did frame this as a, it is my personal goal.

979
01:11:12,900 --> 01:11:14,260
That's one of the, that's he measures.

980
01:11:15,180 --> 01:11:18,280
So in addition to professional practice goal or student improvement goal,

981
01:11:18,360 --> 01:11:20,740
decision improvement, this is a personal personal goal.

982
01:11:21,140 --> 01:11:23,440
So that's exactly what it's frame to be.

983
01:11:24,580 --> 01:11:27,320
This is one of those areas where it's anecdotal, you know,

984
01:11:27,480 --> 01:11:30,300
to say, yeah, I can put some thought into,

985
01:11:30,560 --> 01:11:32,440
when I see the structure and report back,

986
01:11:32,700 --> 01:11:34,420
if there's specific ideas you have,

987
01:11:34,420 --> 01:11:37,560
I mean, to build a relationship with anybody,

988
01:11:37,580 --> 01:11:39,580
if the goal is to build that trusting space

989
01:11:39,580 --> 01:11:41,360
and to find out what are some of the challenges

990
01:11:41,360 --> 01:11:43,700
of a ninth grader moving on to grade 10,

991
01:11:44,220 --> 01:11:45,920
I mean, that would be related, right?

992
01:11:46,160 --> 01:11:49,100
But the current students that are struggling in ninth grade

993
01:11:49,100 --> 01:11:50,340
won't be this cohort.

994
01:11:50,640 --> 01:11:52,100
This is a different cohort coming in.

995
01:11:52,180 --> 01:11:53,540
We can learn lessons from them.

996
01:11:53,820 --> 01:11:57,400
I can give some thought as to what the specific measurable here,

997
01:11:57,440 --> 01:12:00,040
but this is about, this is why I frame the presentation

998
01:12:00,040 --> 01:12:02,860
around belonging and making connections with students.

999
01:12:02,860 --> 01:12:05,480
So it's a little bit different than a kind of ability

1000
01:12:05,480 --> 01:12:06,420
of student performance.

1001
01:12:06,960 --> 01:12:09,440
This is about, did I connect with a student in a way

1002
01:12:09,440 --> 01:12:11,640
where they felt heard and valued and belonging?

1003
01:12:12,140 --> 01:12:13,420
That could be done, I suppose, to a survey.

1004
01:12:14,120 --> 01:12:14,720
That could be a metric.

1005
01:12:15,240 --> 01:12:18,520
But it's going to be an anecdotal, more

1006
01:12:18,520 --> 01:12:20,380
than it is going to be, sort of, quantifiable

1007
01:12:20,380 --> 01:12:22,920
through an empirical measure of data, right?

1008
01:12:23,140 --> 01:12:24,300
It's different in that regard.

1009
01:12:24,320 --> 01:12:26,580
But I'm open to how you'd like to see that measured.

1010
01:12:30,260 --> 01:12:31,780
OK, I'll give some more thoughts to it.

1011
01:12:31,780 --> 01:12:33,520
But I think maybe a student survey that shows

1012
01:12:33,520 --> 01:12:38,440
whether or not I students felt her or something like that would show, so it's not just my opinion on it, right?

1013
01:12:38,440 --> 01:12:41,780
It's something that the student's voice is also captured, so I'll give some thought.

1014
01:12:42,300 --> 01:12:43,500
I'll just add to that.

1015
01:12:43,660 --> 01:12:44,620
I like the school a lot.

1016
01:12:44,880 --> 01:12:50,420
I would like to really hear the anecdotal data of reports to come out with the kids are saying and the impact it's having.

1017
01:12:50,520 --> 01:12:56,160
And I know that it might not fit neatly into a graph or a data composed memo.

1018
01:12:56,700 --> 01:12:57,700
I do like this school.

1019
01:12:57,760 --> 01:12:59,000
I do support the school.

1020
01:12:59,320 --> 01:13:01,140
Kyle's question, then we can keep going.

1021
01:13:01,820 --> 01:13:10,660
Sure, and I appreciate this goal too because I think before you take data you have to know what you need to take data about and it seems like this achieves that goal.

1022
01:13:11,900 --> 01:13:20,180
I would like to know more about how we're, you know, what the selection process for ninth graders for this is about are we.

1023
01:13:20,380 --> 01:13:29,420
Is it random or reaching out to certain groups of kids because it seems like the more kids who are different walks of life different experiences of school we have.

1024
01:13:29,420 --> 01:13:34,920
that's the better the information is going to be, you know, at the top of the class will have

1025
01:13:34,920 --> 01:13:39,600
easier problems than some other kids.

1026
01:13:40,960 --> 01:13:43,760
Yeah, I appreciate all these points and they're good thought, right?

1027
01:13:44,560 --> 01:13:49,300
So in terms of the specific advisory engagement, I'm really working with the high school administration

1028
01:13:49,300 --> 01:13:51,500
is that why we're a member of the high school faculty.

1029
01:13:51,960 --> 01:13:56,260
It's principal, all bright as signs, the advisories, I'll be assigned and would work with an advisory

1030
01:13:56,260 --> 01:13:58,480
and hopefully it's representative across, right?

1031
01:13:58,480 --> 01:14:01,520
So it's not just the top or I do hear that point.

1032
01:14:02,060 --> 01:14:04,900
But again, I've also spent the last, now,

1033
01:14:05,060 --> 01:14:07,400
coming into my 10th year, the last nine years building

1034
01:14:07,400 --> 01:14:10,760
relationships with every single student in grade nine.

1035
01:14:11,080 --> 01:14:13,240
I mean, maybe not home visits to that level,

1036
01:14:13,380 --> 01:14:15,140
but engaging with them when they were in first grade

1037
01:14:15,140 --> 01:14:17,640
and second grade in their classrooms was meaningful.

1038
01:14:17,900 --> 01:14:20,020
So I'm going to deepen that engagement with them.

1039
01:14:20,680 --> 01:14:22,680
So the next part of this around the policy,

1040
01:14:22,840 --> 01:14:26,080
I think gets to something where student voice has another layer

1041
01:14:26,080 --> 01:14:30,100
of engagement, but I want to acknowledge that I do hear you, and I'll make sure that I'm not

1042
01:14:30,100 --> 01:14:35,680
just working, for example, with the top 2% of the high school class, right? And I'm working

1043
01:14:35,680 --> 01:14:41,160
to have a broad sampling of everybody to hear what those challenges are between, I hear that

1044
01:14:41,160 --> 01:14:41,560
loud and clear.

1045
01:14:51,810 --> 01:14:55,810
So one of my favorite educational books is called Street Data,

1046
01:14:55,810 --> 01:14:59,970
next generation model for equity, pedagogy, and school transformation by Seth.

1047
01:15:00,760 --> 01:15:29,980
And I believe. And one of the things that those authors talk about is when they're talking about street data, they're talking about that, like on the ground data, rather than the lofty data that you see, like in terms of spreadsheets and assessment scores and whatnot. And one of the things they do is they talk about, they say, talk to students, shadow, students, and engage in those conversations. So I do think that in terms of really being able to do that,

1048
01:15:29,980 --> 01:15:34,960
and informed instructional leader, this is critical data, and it's also something that the

1049
01:15:34,960 --> 01:15:38,700
high school administration is going to be taking on. They're going to be shadowing students

1050
01:15:38,700 --> 01:15:45,660
through classes, so that they understand the students experience more fully than just the interactions

1051
01:15:45,660 --> 01:15:50,920
that they have in discussions through their current like their everyday roles. So I think any type

1052
01:15:50,920 --> 01:15:58,320
of street data, the way it's defined this way, is critical, and I think it can really inform a lot

1053
01:15:58,320 --> 01:15:59,720
of the work that happens in the district.

1054
01:16:03,770 --> 01:16:07,170
And then finally, this is also around empowering students,

1055
01:16:07,310 --> 01:16:09,910
staff, and caregiver voice, around policy development.

1056
01:16:10,330 --> 01:16:13,190
So another significant part of my role, professionally,

1057
01:16:13,630 --> 01:16:15,090
is around informing policy.

1058
01:16:15,670 --> 01:16:18,470
And there are two that are fairly significant right now

1059
01:16:18,470 --> 01:16:20,930
for our school department, for other school departments.

1060
01:16:21,070 --> 01:16:23,770
One is around AI policy, and the other is around

1061
01:16:23,770 --> 01:16:26,330
a cell phone policy, knowing what we have this belt

1062
01:16:26,330 --> 01:16:29,170
bell and pending legislation, what that looks like.

1063
01:16:29,670 --> 01:16:31,350
So this is a great opportunity to have

1064
01:16:31,350 --> 01:16:35,830
high school voice informing policy work as we've done before and so just briefly

1065
01:16:35,830 --> 01:16:40,910
articulate the goal here and what I expect to do with this. So the Artificial

1066
01:16:40,910 --> 01:16:45,230
Intelligence as the committee knows last year I started with this one of my own

1067
01:16:45,230 --> 01:16:51,650
professional practice goals was to have my own understanding of how AI looks in

1068
01:16:51,650 --> 01:16:57,370
behaves in schools. Not just in terms of students using this as a tool for writing

1069
01:16:57,370 --> 01:17:02,710
or for learning, but also how we can use this as a lever for and forming operations.

1070
01:17:03,670 --> 01:17:07,890
This specifically now is to work with, for example, the Student Advisory Council with

1071
01:17:07,890 --> 01:17:13,010
each department at Fermium High School as a starting point to get input on student and staff

1072
01:17:13,010 --> 01:17:17,710
voice included in a policy procedure that I would eventually bring to the policy subcommittee

1073
01:17:17,710 --> 01:17:23,270
and then ultimately to the full committee as we put some parameters around artificial intelligence,

1074
01:17:23,270 --> 01:17:28,050
A.I. specifically policy considering that evolves literally by the minute.

1075
01:17:28,730 --> 01:17:33,670
The other is around the cell phone policy and procedures which are important to consider

1076
01:17:33,670 --> 01:17:40,150
if we are adopting a no-phone or ultimately having to adopt the belt-to-bell legislation

1077
01:17:40,150 --> 01:17:44,350
if and when enacted we would need some procedures around how we're going to do that.

1078
01:17:44,490 --> 01:17:49,310
What better way than to collect student voice staff voice on that and that builds on work

1079
01:17:49,310 --> 01:17:51,430
that was started last school year,

1080
01:17:51,590 --> 01:17:54,250
where I was having conversations with the student advisory council.

1081
01:17:54,610 --> 01:17:56,010
So specifically to that,

1082
01:17:56,190 --> 01:17:59,650
of those two who's honored before my media report to the school committee,

1083
01:18:00,210 --> 01:18:03,210
I will have presented draft policies to the policy subcommittee,

1084
01:18:03,330 --> 01:18:05,130
which will include as detailed above.

1085
01:18:05,610 --> 01:18:09,830
At that time, I'll also share specific details regarding how stakeholder input was solicited,

1086
01:18:10,110 --> 01:18:13,310
including the frequency of engagement and the total number of participants involved.

1087
01:18:13,630 --> 01:18:17,390
This is also a chance to involve community voice, student voice,

1088
01:18:17,390 --> 01:18:20,690
care-giver voice, staff voice, and so forth.

1089
01:18:21,470 --> 01:18:29,150
And so that is the ambitious 13-12 slide goals that I can then take with the feedback tonight

1090
01:18:29,150 --> 01:18:33,970
and any additional questions you may have at this point and then formulate these into the

1091
01:18:33,970 --> 01:18:36,750
department's template and then get to work.

1092
01:18:36,970 --> 01:18:39,170
I'll turn it to the committee for questions on these specific goals.

1093
01:18:39,330 --> 01:18:41,330
Yeah, so we have Jen, a first follow-by-brun.

1094
01:18:42,010 --> 01:18:42,650
Thank you.

1095
01:18:43,150 --> 01:18:47,370
So, I want to say what I like about these goals, that even though you're setting the

1096
01:18:47,370 --> 01:18:49,810
for your evaluation at the end of the year.

1097
01:18:50,030 --> 01:18:54,490
It's also helping to form goals for people like Anne,

1098
01:18:54,770 --> 01:18:56,830
people like Courtney and other departments.

1099
01:18:57,170 --> 01:18:59,630
And I think that's important, because I know you and I

1100
01:18:59,630 --> 01:19:01,490
have had that conversation where you're here

1101
01:19:01,490 --> 01:19:03,090
and everything you do trickles down,

1102
01:19:03,690 --> 01:19:05,890
or whatever they do kind of trickles up, too.

1103
01:19:05,890 --> 01:19:08,530
And I think this is a really great way

1104
01:19:08,530 --> 01:19:11,650
to bring that all together under Monabralla.

1105
01:19:12,530 --> 01:19:15,730
One thing that I would like to see is to make sure

1106
01:19:15,730 --> 01:19:20,710
that pre-K through 8 doesn't get lost in this,

1107
01:19:20,710 --> 01:19:23,310
because there's a lot of attention on high school

1108
01:19:23,310 --> 01:19:25,430
with these evaluation goals.

1109
01:19:26,190 --> 01:19:28,690
So I just want to make sure that we

1110
01:19:28,690 --> 01:19:33,810
don't lose that pre-K through 8, upward direction.

1111
01:19:34,610 --> 01:19:36,790
Yeah, if I may, I don't know if you had two points

1112
01:19:36,790 --> 01:19:37,630
if that was the...

1113
01:19:37,630 --> 01:19:38,250
Oh, that was it.

1114
01:19:38,310 --> 01:19:39,970
OK, I want to thank you for that.

1115
01:19:40,010 --> 01:19:41,450
Because, you know, when you hear

1116
01:19:41,450 --> 01:19:45,030
and who interjects in a goal around data points and percentages,

1117
01:19:45,030 --> 01:19:46,590
is, that's exactly right.

1118
01:19:47,210 --> 01:19:52,350
So as much as I want to believe that I'm going to somehow single-handedly improve grade 2 reading

1119
01:19:52,350 --> 01:19:52,630
scores.

1120
01:19:52,650 --> 01:19:53,630
It's not going to happen, right?

1121
01:19:53,630 --> 01:19:54,570
It's everybody together.

1122
01:19:55,030 --> 01:19:59,350
So having a shape goals together with the team as you, and I really appreciate you acknowledging

1123
01:19:59,350 --> 01:20:01,410
that, that's what we do, right?

1124
01:20:01,410 --> 01:20:05,890
So then I can set goals as you pointed out for my own leadership team and then as we set goals

1125
01:20:05,890 --> 01:20:06,410
for principals.

1126
01:20:06,690 --> 01:20:08,470
So that everybody is, it's reciprocal.

1127
01:20:08,810 --> 01:20:13,090
The success of students is the success of our principals, the success of our central

1128
01:20:13,090 --> 01:20:20,590
office is the success of the school committees, is the success of me, right? So I do hear you and I thank you for that.

1129
01:20:21,190 --> 01:20:28,490
And you're right. So a part of this is to not be, I can't, I can't develop goals that address every single grade level every discipline.

1130
01:20:28,710 --> 01:20:34,910
So we've targeted some really key areas based on a lot of community input and our own discoveries and our own data analysis.

1131
01:20:35,430 --> 01:20:38,190
That's not to say we're not paying attention to middle school science.

1132
01:20:38,190 --> 01:20:45,610
Not to say we're not paying attention to financial literacy or graduation, you know, requirements that are changing through Dessie.

1133
01:20:45,890 --> 01:20:53,330
There's so much more than what these goals are that we are attending to and tracking and we can report out on or and we report out on.

1134
01:20:53,470 --> 01:21:00,270
But I'm picking these specific ones as I think they're the biggest levers to graduation rate grade nine.

1135
01:21:00,690 --> 01:21:04,650
We know these are the big problems that we have, which is why they've been identified here.

1136
01:21:05,310 --> 01:21:06,330
That's fair. Thank you.

1137
01:21:06,690 --> 01:21:07,350
Yeah. Thank you.

1138
01:21:07,350 --> 01:21:09,030
All right, friends up next.

1139
01:21:09,770 --> 01:21:14,410
Specifically just the policy selections that you've selected to explore with these students.

1140
01:21:14,590 --> 01:21:18,550
I love the idea of students being involved in policy decision making.

1141
01:21:19,410 --> 01:21:24,390
My only concern with these two is that this is something that I feel that the state is paying attention to and

1142
01:21:24,390 --> 01:21:26,830
made dictate a solution to us ahead of time.

1143
01:21:27,130 --> 01:21:33,510
And I'd hate for the students to be involved in participating in policy development only for the state law to

1144
01:21:33,510 --> 01:21:34,970
to proceed their work.

1145
01:21:35,690 --> 01:21:38,810
So I might encourage you to think about either some other policies

1146
01:21:38,810 --> 01:21:41,710
suggestions that they could explore as a mile or just framing

1147
01:21:41,710 --> 01:21:45,710
this very cautiously that this sometimes happens in policy

1148
01:21:45,710 --> 01:21:47,470
development, the state does what they do,

1149
01:21:47,510 --> 01:21:48,970
or the federal government does what they do.

1150
01:21:49,490 --> 01:21:51,230
Yeah, thank you for that, Mr. Lewis.

1151
01:21:51,350 --> 01:21:53,430
I'm going to push back just a little bit on that only

1152
01:21:53,430 --> 01:21:57,190
because I do think that this, maybe I can make this clearer.

1153
01:21:57,370 --> 01:21:59,550
I think the student voice in this may be more

1154
01:21:59,550 --> 01:22:01,850
around the procedure side of it.

1155
01:22:01,850 --> 01:22:06,250
Given our experience with what the state has done in the past, take COVID as an example,

1156
01:22:06,730 --> 01:22:11,510
there was no particular rule, it was more like, here's what you need to do, legislatively,

1157
01:22:11,830 --> 01:22:17,250
and now you figure it out. That's kind of been the my experience with the state,

1158
01:22:17,390 --> 01:22:23,090
no disrespect to any of our state legislators. But I live through that experience, but I do think

1159
01:22:23,090 --> 01:22:28,510
it's important, and why I pick these two. I think these are among the most relevant policies

1160
01:22:28,510 --> 01:22:29,970
that have...

1161
01:22:30,000 --> 01:22:59,960
Meaning to our kids. Whether they're not, they can use their phone for six or seven hours a day. They're going to want to have voice on that. And if, if the law says you can't have your phone, okay, we'll have to accept the law. But what do we do with that phone? What are the procedures? Where's it going? Is it on me? Does somebody else have it? Do I have to shut it off? Are you locking down Wi-Fi? I think that's where we can have some student voice, maybe around around the procedural piece. Also with AI, right? We know our students are using that, hopefully not to write their papers.

1162
01:23:00,000 --> 01:23:02,140
but hopefully it has brainstorming partners.

1163
01:23:02,640 --> 01:23:06,180
So I think as we set specific policy around copyright

1164
01:23:06,180 --> 01:23:10,160
and intellectual property and all those kinds of things,

1165
01:23:10,660 --> 01:23:13,440
where can we say, you know, where can we learn from our students

1166
01:23:13,440 --> 01:23:16,540
who are much more adept than probably any of us at the table are

1167
01:23:16,540 --> 01:23:17,580
using AI as a tool.

1168
01:23:17,800 --> 01:23:20,700
So I do think there is space where I do agree with you.

1169
01:23:20,700 --> 01:23:23,680
I think it's likely more around the procedural side

1170
01:23:23,680 --> 01:23:25,800
than it is around the policy, specifically

1171
01:23:25,800 --> 01:23:27,460
with if it's self-owned legislation.

1172
01:23:27,460 --> 01:23:31,880
When it's legislative, it doesn't have to really be a policy, because the law is the law.

1173
01:23:32,580 --> 01:23:37,960
So I do think around the procedural side of that is where there's space, but also be open-minded to additional policies.

1174
01:23:38,620 --> 01:23:46,360
I've had student and staff voice, for example, on an EV charging policy where that didn't exist, and that seems to be working really well across the district,

1175
01:23:46,520 --> 01:23:51,000
because it enlisted the voice of so many interested in that.

1176
01:23:51,500 --> 01:23:52,620
So it's a great point.

1177
01:23:52,620 --> 01:23:56,040
So thank you, and I'll give some thought to additional policies that, but I really do believe

1178
01:23:56,040 --> 01:24:00,700
these two are really tangible for our kids that will make a difference long after they graduate

1179
01:24:00,700 --> 01:24:02,580
in four years from primary and high school.

1180
01:24:02,900 --> 01:24:04,820
I appreciate that framing and I'm supportive.

1181
01:24:05,120 --> 01:24:08,540
You will certainly get a lot of passion at students and mental health on both of these.

1182
01:24:08,780 --> 01:24:08,980
I'm sure.

1183
01:24:09,320 --> 01:24:10,780
Thank you so much.

1184
01:24:11,880 --> 01:24:13,340
Now, let's do any other questions on that.

1185
01:24:13,420 --> 01:24:15,800
I'm going to stop there and take an additional questions.

1186
01:24:15,840 --> 01:24:19,440
Otherwise, I'll reframe some of this with additional feedback from tonight and then present

1187
01:24:19,440 --> 01:24:24,040
that to the soul committee at your next meeting for a for a final vote

1188
01:24:27,080 --> 01:24:28,120
so thank you so much

1189
01:24:28,120 --> 01:24:35,080
for your attention to that and I guess I'll move on to the next update if that's all right.

1190
01:24:35,080 --> 01:24:35,880
Yeah, it's your update.

1191
01:24:36,280 --> 01:24:36,340
Sure.

1192
01:24:36,760 --> 01:24:37,760
Thank you.

1193
01:24:37,760 --> 01:24:38,200
Thank you.

1194
01:24:38,420 --> 01:24:39,620
I wanted to thank everybody for that.

1195
01:24:39,760 --> 01:24:40,340
It was a lot.

1196
01:24:40,600 --> 01:24:44,340
I know and it took a long time to go through that and I read things to you that I don't normally

1197
01:24:44,340 --> 01:24:48,020
like to read but that really wasn't so much for the benefit obviously of the soul committee.

1198
01:24:48,020 --> 01:24:53,580
But for the public, for the members of SIFOC, for the members of the Callahan Center, who are

1199
01:24:53,580 --> 01:24:58,340
hopefully watching and paying attention to know and to validate that I do hear you, and I

1200
01:24:58,340 --> 01:25:00,560
do want to do this work together in community.

1201
01:25:01,360 --> 01:25:05,060
So thank you for your time and attention on hearing those report this evening.

1202
01:25:06,120 --> 01:25:08,360
The update I have, I'll try to be very brief on this.

1203
01:25:08,520 --> 01:25:12,160
I provided a memo in your packets around the school calendar.

1204
01:25:12,540 --> 01:25:14,340
The school committee has already voted the calendar.

1205
01:25:14,340 --> 01:25:16,340
However, I have to ask for your support

1206
01:25:16,340 --> 01:25:18,300
and making some corrections to that.

1207
01:25:18,500 --> 01:25:21,620
Does not change the start date for school or vacations

1208
01:25:21,620 --> 01:25:23,560
to any significant level, so it's nothing

1209
01:25:23,560 --> 01:25:25,680
that people have to undo vacation plans

1210
01:25:25,680 --> 01:25:29,560
for the spring of 27, which is it would be a concern.

1211
01:25:30,300 --> 01:25:32,780
But there is a change in a lot for us

1212
01:25:32,780 --> 01:25:36,200
to have to meet the National School Lunch Program guidelines.

1213
01:25:37,140 --> 01:25:38,960
In the past, we would not have to necessarily

1214
01:25:38,960 --> 01:25:42,440
provide meals for students on early release days

1215
01:25:42,440 --> 01:25:45,560
or half days, the lot does now require that we do that.

1216
01:25:45,620 --> 01:25:47,240
Nutritional guidelines require that.

1217
01:25:47,420 --> 01:25:50,360
In order to do that, we need more time to do that.

1218
01:25:50,680 --> 01:25:52,980
So I'm proposing here, we've provided notification

1219
01:25:52,980 --> 01:25:58,140
to the various bargaining units about shifting half days.

1220
01:25:58,520 --> 01:26:00,680
Now, early release days to meet

1221
01:26:00,680 --> 01:26:03,440
destiny, national school lunch program guidelines.

1222
01:26:04,060 --> 01:26:05,920
So there was only two half days that existed.

1223
01:26:05,980 --> 01:26:07,200
There was a day before Thanksgiving

1224
01:26:07,200 --> 01:26:09,160
I believe in the last day of school.

1225
01:26:09,480 --> 01:26:11,700
Those are just shifting by a few minutes.

1226
01:26:11,700 --> 01:26:18,140
It's some levels to be early release days instead that gives us a little bit more of a margin to make sure our students are fed

1227
01:26:18,140 --> 01:26:23,340
We can't simply send them with to go bags because of the food restrictions. We have on school buses

1228
01:26:23,340 --> 01:26:25,860
So we've got to build that time into the school day

1229
01:26:25,860 --> 01:26:30,400
So the principles are working on how to manage that on those early release days in the calendar

1230
01:26:30,400 --> 01:26:35,120
But we want to obviously have this reflected on the updated school calendar

1231
01:26:35,120 --> 01:26:40,480
Second to that is updates on the frame m high school fair campus school hours that mislead

1232
01:26:40,480 --> 01:26:45,640
is presented in a previous presentation around the student learning time waiver and the changes

1233
01:26:45,640 --> 01:26:47,160
to the school campus hours.

1234
01:26:47,780 --> 01:26:50,440
The third is the correction on report card dates.

1235
01:26:50,920 --> 01:26:54,780
The middle level we had those dates were incorrect and we've since verified that with

1236
01:26:54,780 --> 01:26:56,140
the principles to correct those.

1237
01:26:56,360 --> 01:27:01,700
Again none of this is significant to the calendar so much but they are reported on the approved

1238
01:27:01,700 --> 01:27:04,160
calendar so we want to correct it where it's been approved.

1239
01:27:04,160 --> 01:27:15,180
And then finally, the last day of school is the 180th day, still the 180th day, but this reflects a change to the 180 fifth day.

1240
01:27:15,640 --> 01:27:22,420
Should we need those additional days for inclement weather, as we had not accounted for the Juneteenth holiday?

1241
01:27:23,140 --> 01:27:29,160
So again, none of this really changes the start date, the end date, technically, on a typical school year.

1242
01:27:33,780 --> 01:27:45,240
It's been published already and voted upon, it requires a vote of the school committee, so I would ask for your favorable approval to make those updates on the school calendar, which we can push out and update on our website.

1243
01:27:46,060 --> 01:27:47,860
Okay, we have one question first.

1244
01:27:48,120 --> 01:27:48,640
Jen go ahead.

1245
01:27:48,800 --> 01:27:49,800
Thank you.

1246
01:27:49,800 --> 01:27:54,800
with changing him from a early release to a half day,

1247
01:27:54,800 --> 01:27:55,800
or the other way around.

1248
01:27:56,020 --> 01:27:56,200
Other way.

1249
01:27:57,280 --> 01:28:00,080
I know that there was, I've heard about this in the past,

1250
01:28:01,100 --> 01:28:05,180
that so many hours a day is considered actual full day.

1251
01:28:05,520 --> 01:28:08,740
Instead of a half day, do we have to make stuff

1252
01:28:08,740 --> 01:28:09,840
can you explain that a little bit?

1253
01:28:10,420 --> 01:28:11,680
Because I have questions on that.

1254
01:28:11,740 --> 01:28:15,060
OK, so the short answer is this only helps

1255
01:28:15,060 --> 01:28:16,580
to ensure that we have enough hours.

1256
01:28:17,260 --> 01:28:18,300
It doesn't go the other way.

1257
01:28:18,300 --> 01:28:22,180
So the early release day is longer than the half day.

1258
01:28:22,580 --> 01:28:25,400
And so it meets the time on learning requirements

1259
01:28:25,400 --> 01:28:29,120
and the required sort of what counts as a school day threshold.

1260
01:28:30,060 --> 01:28:32,380
So can we take a day off on the other side?

1261
01:28:32,600 --> 01:28:34,440
No, you still have 180 days.

1262
01:28:34,540 --> 01:28:34,960
All right.

1263
01:28:35,300 --> 01:28:40,080
So you have to meet both that I 100 to 990 hours and 180 days

1264
01:28:40,080 --> 01:28:42,900
and state the 185th day.

1265
01:28:43,060 --> 01:28:45,020
Sorry, God I saw that.

1266
01:28:45,360 --> 01:28:46,020
That a try.

1267
01:28:47,080 --> 01:28:49,260
Any other questions or comments for discussion?

1268
01:28:50,220 --> 01:28:50,240
Right.

1269
01:28:50,960 --> 01:28:55,040
The only concern that I have is switching from a half day to an early release day before

1270
01:28:55,040 --> 01:28:57,460
the Thanksgiving and winter holiday break.

1271
01:28:57,980 --> 01:29:02,000
I'd like for us to pay attention to our enrollment on this couple days, especially as we work

1272
01:29:02,000 --> 01:29:03,580
for the next school calendar year.

1273
01:29:04,120 --> 01:29:09,120
We may want to consider a shift if we have a significant number of students absent.

1274
01:29:09,920 --> 01:29:12,120
But with that I'd make a motion that we approve the changes.

1275
01:29:13,280 --> 01:29:13,600
All right.

1276
01:29:13,720 --> 01:29:14,980
Motion to approve.

1277
01:29:14,980 --> 01:29:19,040
Second, by Mr. LeBarge, any further discussion.

1278
01:29:21,840 --> 01:29:24,600
Okay, we'll roll, we'll call vote, District 1.

1279
01:29:25,080 --> 01:29:25,280
Yes.

1280
01:29:25,540 --> 01:29:27,360
2. Yes.

1281
01:29:27,540 --> 01:29:30,320
3. Yes. Yes.

1282
01:29:30,800 --> 01:29:32,480
4. Yes.

1283
01:29:33,200 --> 01:29:34,340
District 5. Yes.

1284
01:29:34,620 --> 01:29:36,580
6. Yes.

1285
01:29:37,120 --> 01:29:38,500
7. Yes.

1286
01:29:38,640 --> 01:29:40,680
8. Yes. 9. Yes.

1287
01:29:41,720 --> 01:29:42,280
unanimous.

1288
01:29:44,900 --> 01:29:47,840
That concludes my lengthy report this evening. Thank you very much.

1289
01:29:47,840 --> 01:29:51,340
Thank you and thank you for your updates on your goals as well.

1290
01:29:51,600 --> 01:29:52,800
Appreciate it.

1291
01:29:53,060 --> 01:29:58,300
We'll go to, okay, so we are joined by Councilor Stephanie,

1292
01:29:58,600 --> 01:29:59,880
Councilor Stephanie, I'm going to promote you too.

1293
01:30:00,000 --> 01:30:20,260
The panelist, right now, to speak on the Blue Ribbon Commission, appointments, discussion and vote. This was in your packet. It was after the agenda for feedback went out. There was a memo. This was referred to be by Councillor Stephanie. We have seats. So I'll let him speak to it a little bit before we take questions and comments. Welcome, John.

1294
01:30:21,960 --> 01:30:26,000
Good evening, thank you for a lot of time for this.

1295
01:30:26,360 --> 01:30:30,760
So over the last few years, as you may know, it's been four years since our community

1296
01:30:30,760 --> 01:30:32,180
pool at Keith closed.

1297
01:30:32,700 --> 01:30:35,100
It was the last of a series of pools that closed.

1298
01:30:35,900 --> 01:30:38,040
We've been searching for on the appropriate location.

1299
01:30:38,940 --> 01:30:45,340
The council trying to advance this conversation, created a 13 member Blue Ribbon panel

1300
01:30:45,340 --> 01:30:50,960
chaired by the chair of the school committee, the chair of the council, and the mayor, or their respective

1301
01:30:50,960 --> 01:31:04,440
designese, and a series of other members, including two members appointed by the school committee, a current or former swim coach, and a current or former swim swimming parent.

1302
01:31:05,700 --> 01:31:10,220
And the goal, which I know you have a copy of the resolution, which was passed 11, nothing

1303
01:31:10,220 --> 01:31:21,240
on June 2nd, is to thrash out locations, means, timeline so that we can get to a point

1304
01:31:21,240 --> 01:31:28,300
where we have a community pool for people to learn to swim, to compete, to get exercise.

1305
01:31:29,900 --> 01:31:32,500
And I'm happy to answer any questions, but I'll leave it at that.

1306
01:31:32,500 --> 01:31:36,520
And I would we're hoping to have our first meeting sometime in September.

1307
01:31:37,280 --> 01:31:40,650
All right. So just for timeline you said in December is your.

1308
01:31:42,520 --> 01:31:42,880
September.

1309
01:31:43,200 --> 01:31:47,000
September. So we would need to appoint two members by September.

1310
01:31:49,630 --> 01:31:55,050
And the chair would have to decide whether you wish to take that seat or whether

1311
01:31:55,050 --> 01:31:58,830
he doesn't need someone else to be co-chair of this group.

1312
01:31:59,570 --> 01:32:01,370
Okay. Thank you for reporting. I appreciate.

1313
01:32:01,370 --> 01:32:06,230
Are there any questions or comments for Councilor Stephanie Newell is here?

1314
01:32:07,030 --> 01:32:10,810
Well, interested parties go through the normal application process of the city.

1315
01:32:14,200 --> 01:32:23,160
Yes, for purposes of the mayor has appointments to this, but for purposes of the school committee appointments, that's for you to figure out.

1316
01:32:23,480 --> 01:32:32,040
There's been at least one person who is written to the mayor and the council who is a swim coach expressing an interest.

1317
01:32:32,520 --> 01:32:35,580
Another is expressed in interest, but the person is not afraid of me in resident.

1318
01:32:37,200 --> 01:32:40,340
Yeah, we're starting to see a little bit of email traffic on this one.

1319
01:32:41,440 --> 01:32:46,820
Okay, so as far as school committee seats go, we need to discuss how we're going to,

1320
01:32:46,960 --> 01:32:50,720
if we're ready to advertise for this process to accept people that are interested,

1321
01:32:51,240 --> 01:32:55,200
deadline, timeline, and have that conversation right now.

1322
01:33:00,480 --> 01:33:03,780
If there's no objection, I would say that we would have the applicants in here,

1323
01:33:03,780 --> 01:33:06,100
rather than have a subcommittee like we did for a sci-fi.

1324
01:33:12,940 --> 01:33:17,540
If there's no objection, I would say also let's put out an announcement after this meeting

1325
01:33:17,540 --> 01:33:24,060
to advertise and accept applicants and all accept any suggestions for a deadline on the

1326
01:33:24,060 --> 01:33:25,320
application process.

1327
01:33:26,520 --> 01:33:27,040
Go ahead, Jen.

1328
01:33:27,920 --> 01:33:32,620
John, when did you say that the committee needs to be formed by?

1329
01:33:33,300 --> 01:33:38,900
September. There's no deadline but we're hoping to have the first meeting sometime in

1330
01:33:38,900 --> 01:33:47,740
September. So I was to just an August 15th meeting. So applicants hopefully here.

1331
01:33:48,560 --> 01:33:57,700
So unless there's any objection we'll add this to the agenda for August 19th and then we will

1332
01:33:59,040 --> 01:34:04,720
do we want to cut off applicants the week before? So we'll advertise and this is the objection we can

1333
01:34:04,720 --> 01:34:11,700
advertise to receive applicants up until August 12th. Which gives us a little more time for

1334
01:34:11,700 --> 01:34:16,800
applicants because we're already in the middle of. I'm just thinking about how to get deadlines so

1335
01:34:16,800 --> 01:34:20,560
because the packet deadlines are the things that get us caught up that we need to make sure that

1336
01:34:20,560 --> 01:34:25,150
these materials are available before and usually we close it out in that 14th. We would close that

1337
01:34:25,150 --> 01:34:27,670
packet materials before, are 19th meeting,

1338
01:34:30,130 --> 01:34:32,610
so you're saying, yeah, so we'll see a little a couple

1339
01:34:32,610 --> 01:34:39,450
more days to get that information and everything's always kind of less than in any way. So it's always

1340
01:34:39,450 --> 01:34:42,530
all right, recommendations, discussion, any hands.

1341
01:34:49,430 --> 01:34:50,810
All right, so unless there's any objection,

1342
01:34:51,030 --> 01:34:54,090
we will do an announcement,

1343
01:34:56,850 --> 01:35:00,570
press release through parents square, seeking applicants,

1344
01:35:01,530 --> 01:35:10,550
do August 12 and we'll have the candidates for our 19th meeting and we'll have a

1345
01:35:12,750 --> 01:35:18,510
similar interview process and we'll vote on them on the 19th. So it'll be

1346
01:35:18,510 --> 01:35:24,410
ready for the September meeting. Okay, all right. Seeing no objection we'll go

1347
01:35:24,410 --> 01:35:27,630
with that and I think we're going to close out this topic John. Thank you for being

1348
01:35:27,630 --> 01:35:29,510
with us in for your explanations tonight.

1349
01:35:29,590 --> 01:35:30,290
Thank you very much.

1350
01:35:30,290 --> 01:35:31,370
I appreciate it.

1351
01:35:31,390 --> 01:35:32,450
We appreciate your work on this.

1352
01:35:32,490 --> 01:35:32,610
Bye.

1353
01:35:33,430 --> 01:35:33,590
Bye.

1354
01:35:43,540 --> 01:35:44,160
All right.

1355
01:35:44,340 --> 01:35:47,740
We'll go to Assistant Superintendent for Precated 12 Education Update.

1356
01:35:48,540 --> 01:35:49,480
Thank you very much.

1357
01:35:50,220 --> 01:35:52,620
I have two items to tonight.

1358
01:35:53,100 --> 01:35:55,940
The first is regarding the memo in your packet

1359
01:35:55,940 --> 01:36:02,500
for the about the governor's K through 12 state right statewide graduation council final recommendation.

1360
01:36:03,840 --> 01:36:08,740
The Healy Driscoll Administration, you've heard me talk about this a couple of times in the past,

1361
01:36:08,820 --> 01:36:13,680
but the Healy Driscoll Administration has released its final recommendations for a new framework

1362
01:36:13,680 --> 01:36:18,620
for the statewide graduation requirements, following, it's part of a phase out of the graduation

1363
01:36:18,620 --> 01:36:26,500
requirement following the 2024 ballot initiative. The new requirement still needs legislative action

1364
01:36:26,500 --> 01:36:31,840
before it becomes official, that's very important for people to be aware of this is not enacted

1365
01:36:31,840 --> 01:36:38,020
at this point it still needs legislative action. The major shifts though that we are preparing for

1366
01:36:38,020 --> 01:36:43,960
the first is about testing and capstone projects. The goal, the state's goal is to replace

1367
01:36:43,960 --> 01:36:51,360
the 10th grade MCAS with a subject specific end-of-course assessment in multiple subjects. Additionally,

1368
01:36:51,620 --> 01:37:01,820
all seniors will eventually need to complete a culminating experience that's the language in the

1369
01:37:01,820 --> 01:37:11,380
portfolio of some form. Details are not yet included. Everything is pretty general in terms of how things are described.

1370
01:37:11,980 --> 01:37:21,040
There will be some new curricula mandates. All students will be required to complete mask war in addition to instruction and civics.

1371
01:37:21,180 --> 01:37:29,980
Artificial intelligence, digital literacy and financial literacy. Those last few, the artificial intelligence, digital literacy and financial literacy.

1372
01:37:43,520 --> 01:37:52,200
We're pretty close to requiring mass core for our students. The biggest lift will be that fourth year of math as a requirement for all students to graduate.

1373
01:37:53,060 --> 01:37:59,940
And finally, college and career planning and financial aid. Students will be expected to complete

1374
01:37:59,940 --> 01:38:07,180
on my cap and that framework will also include a work-based learning experience such as an internship

1375
01:38:07,180 --> 01:38:14,720
or apprenticeship and families will be required to complete the FAFSA or FAFSA or formally opt-out.

1376
01:38:15,340 --> 01:38:20,440
As for a timeline next year, the 2627 school year will be a planning year,

1377
01:38:20,640 --> 01:38:26,320
Department of Ed will need to give us more information and guidance in terms of planning,

1378
01:38:26,320 --> 01:38:39,580
So that planning for implementation, the requirements will not take effect until the first cohort of students for whom this will take effect is our current rising eighth grade class.

1379
01:38:39,660 --> 01:38:47,280
So the students entering ninth grade in the 27 28 school year and what will be required for them will be the mass core requirements.

1380
01:38:47,280 --> 01:38:56,400
And it will be the current rising seventh graders who will be expected to complete all of the components of these proposed requirements.

1381
01:38:58,140 --> 01:39:03,640
The Office of Teaching and Learning is working with Framingham High School Leadership on two main fronts at this point.

1382
01:39:04,020 --> 01:39:12,020
The first is to be proactively thinking about the significant lift of the additional fourth year of math.

1383
01:39:12,020 --> 01:39:17,480
So I've worked with bringing him high school administration and based on historical data, we estimate

1384
01:39:17,480 --> 01:39:26,180
150 to 180 students will need that extra full year or maybe an extra half year of math to meet the requirements.

1385
01:39:27,020 --> 01:39:35,120
This will perhaps necessitate additional staffing eventually, but the fiscal impact will be delayed because

1386
01:39:35,120 --> 01:39:40,200
Students typically take math courses in 9th grade, 10th grade, and 11th grade, and if they choose

1387
01:39:40,200 --> 01:39:45,060
not to take a fourth year of math, it's in 12th grade, and so we're really looking at our

1388
01:39:45,060 --> 01:39:50,660
rising eighth graders when they will be in 11th and 12th grade when that impact is really,

1389
01:39:50,660 --> 01:39:55,820
it really hits us. The other piece, the second piece, is the delivery models for those

1390
01:39:55,820 --> 01:40:01,480
those additional competencies in AI, digital literacy, and financial literacy, as well as the

1391
01:40:01,480 --> 01:40:02,800
based learning requirements.

1392
01:40:03,920 --> 01:40:07,760
This academic year will be all about kind of figuring these things out as the Department

1393
01:40:07,760 --> 01:40:10,640
of Ed provides us with more information in guidance.

1394
01:40:11,520 --> 01:40:13,420
We don't have any funding models.

1395
01:40:14,180 --> 01:40:19,460
There's nothing coming from the state yet in terms of how this is going to be funded by the

1396
01:40:19,460 --> 01:40:20,140
school districts.

1397
01:40:20,700 --> 01:40:26,600
So more to come as we learn and I plan on presenting this in a more robust way,

1398
01:40:30,640 --> 01:40:30,640
more

1399
01:40:30,640 --> 01:40:35,200
of a school year or after the school year starts I just want to make sure that families are tuned back

1400
01:40:35,200 --> 01:40:39,780
in after the summer to hear all of these updates but at this point if you have any preliminary

1401
01:40:39,780 --> 01:40:41,900
questions I'm happy to answer them now.

1402
01:40:45,510 --> 01:40:48,810
I have lots of questions but they're not for you so I'll just

1403
01:40:48,810 --> 01:40:49,870
put it that way.

1404
01:40:53,100 --> 01:40:57,440
Okay and with that then I will move on so Joanna if you wouldn't mind presenting my slides

1405
01:40:57,440 --> 01:41:04,380
you can go right to slide three. I wanted to give an update on the incredible work that was done by the

1406
01:41:04,380 --> 01:41:07,380
working group for the five-day preschool and pre-K model.

1407
01:41:07,960 --> 01:41:13,020
It was really just a professionally rewarding experience

1408
01:41:13,020 --> 01:41:19,500
to work with so many collaborative and just knowledgeable

1409
01:41:19,500 --> 01:41:24,100
and skilled in caring educators in the pre-school

1410
01:41:24,100 --> 01:41:25,040
and pre-K program.

1411
01:41:25,600 --> 01:41:27,820
So I'm just going to dive right in here.

1412
01:41:28,040 --> 01:41:30,400
As a reminder, the purpose of this group was

1413
01:41:30,400 --> 01:41:32,260
to work out the operational challenges

1414
01:41:32,260 --> 01:41:39,440
and changes resulting from a five day, but shortened school day model, as a reminder, the original

1415
01:41:39,440 --> 01:41:45,200
school hours for Pre-K were shortened by 45 minutes per day, which still yielded an overall

1416
01:41:45,200 --> 01:41:49,960
gain of two and a quarter hours per week. So it's still an increase in instructional time,

1417
01:41:50,080 --> 01:41:56,960
but the school day got shortened, and so there were a lot of operational logistical questions

1418
01:41:56,960 --> 01:42:02,180
that needed to be answered. And in the past educators had no built-in prep time into

1419
01:42:02,180 --> 01:42:07,500
their work day on the days that school was in session, the Monday, Tuesday, Thursday, Friday,

1420
01:42:08,000 --> 01:42:12,740
and all of their planning time took place on Wednesdays, but that also included staff meetings,

1421
01:42:13,060 --> 01:42:18,060
a significant number of IEP meetings and screenings of community screenings for incoming

1422
01:42:18,060 --> 01:42:18,720
students.

1423
01:42:19,780 --> 01:42:23,520
So, that's a lot, right, that needed to be worked out.

1424
01:42:23,740 --> 01:42:28,720
On the committee, there were 19 members, there were school and district administrators, including

1425
01:42:28,720 --> 01:42:34,500
Christina Shay and Laurie Bruce, preschool and pre-K educators, the Spanish Immersion teacher,

1426
01:42:34,780 --> 01:42:37,640
special educators, paraprofessionals related service providers.

1427
01:42:37,940 --> 01:42:44,920
We really had a really well-represented group and the meetings were facilitated in the

1428
01:42:44,920 --> 01:42:48,520
beginning by Christina Shay, and then later by the school leadership, Kelly Napiersky,

1429
01:42:48,680 --> 01:42:52,320
the coordinator of early education and Chelsea Colvin, the assistant coordinator.

1430
01:42:52,860 --> 01:42:58,040
But other roles were shared among other members of the group in terms of note-taking and

1431
01:42:58,040 --> 01:43:06,380
communicating out. So we really did try to, the whole group really tried to really work collaboratively

1432
01:43:06,380 --> 01:43:09,460
and share the responsibilities. Next slide, please.

1433
01:43:11,400 --> 01:43:16,320
The very beginning, it was important to the group to establish norms and some of them

1434
01:43:16,320 --> 01:43:22,100
were the typical norms about respecting time, and voice, and not perseverating on something

1435
01:43:22,100 --> 01:43:25,640
to not making progress, knowing when it was time to move on and come back to something later.

1436
01:43:25,640 --> 01:43:50,520
But, too, that I just wanted to call out that we're really particularly helpful and influential in our working and conversations where the empty chair and the empty chair is think about a student or a parent of one of your students or parents that you work with, imagine that they're in this room sitting in that empty chair and how are you going to make sure you're making decisions that are in their best interests and really supporting them.

1437
01:43:50,520 --> 01:43:57,780
And then the bathrooms in Boots rule, and that is that with preschoolers everything takes longer to do.

1438
01:43:57,960 --> 01:44:01,360
Putting on Boots takes a lot longer, going to the bathroom takes a lot longer.

1439
01:44:01,480 --> 01:44:08,560
So that was a nice one to just remind us to be realistic about what can be accomplished in a school day for these little kids.

1440
01:44:08,820 --> 01:44:09,580
Next slide please.

1441
01:44:10,560 --> 01:44:14,940
There were seven meetings, starting in January with the full working group.

1442
01:44:14,940 --> 01:44:26,080
We had planned for six meetings, but at the May meeting, we added in an extra meeting on June 3rd, which was kind of in between the May meeting in the last scheduled June meeting.

1443
01:44:26,380 --> 01:44:40,100
Just to make sure we had enough time, turns out we didn't need that extra meeting, so instead we turned that final scheduled meeting on June 17th into a full staff presentation that was led by the staff members that were part of the working group.

1444
01:44:40,100 --> 01:44:45,560
They all presented different components of the decisions that were made by the group.

1445
01:44:46,120 --> 01:44:46,960
Next slide, please.

1446
01:44:48,040 --> 01:44:52,660
In addition to those seven meetings, there were also four meetings specifically focusing

1447
01:44:52,660 --> 01:44:54,500
on special education roles.

1448
01:44:55,140 --> 01:44:59,980
These were facilitated by Lori Bruce, the director of special education, and each of them

1449
01:45:00,000 --> 01:45:11,620
The meetings were the specialized staff that were for whom the meetings were relevant and it addressed issues of inefficiency, including the evaluation process and tools that are used.

1450
01:45:11,960 --> 01:45:21,060
Collaboration needs across disciplines and changes to ABA programming as well as the importance of increasing push in services with related service providers.

1451
01:45:21,960 --> 01:45:26,360
Next slide, please. So that's what's that. That's 11 meetings in total.

1452
01:45:26,360 --> 01:45:31,660
The main areas of focus for the majority of the meetings were logistical.

1453
01:45:32,100 --> 01:45:38,000
It was about scheduling time for collaborations, IEP meetings, consultations, prep time,

1454
01:45:38,300 --> 01:45:41,760
the school day structure when would lunch occur for all of these classes with a short

1455
01:45:41,760 --> 01:45:47,720
and school day, when would the recess occur, and then also special education related efficiencies.

1456
01:45:48,280 --> 01:45:52,220
Where would evaluations take place, what resources were needed, how would they manage?

1457
01:45:52,220 --> 01:46:02,720
We manage case loads or how would the administration of the school manage the case loads and then daily operations dismissal duties protocols after school programming and the likes.

1458
01:46:04,080 --> 01:46:04,680
Next slide.

1459
01:46:06,180 --> 01:46:10,440
So some examples of what some of those resolutions were for IEP meetings.

1460
01:46:10,760 --> 01:46:13,260
Some of these things are going to sound very obvious.

1461
01:46:13,860 --> 01:46:17,320
But they were, you know, there are things that needed to actually be said and then, you know,

1462
01:46:17,380 --> 01:46:21,640
oh yeah, we can do it that way because they were just things that hadn't been happening.

1463
01:46:21,640 --> 01:46:29,120
So, for IEP meetings, ensuring a consistent, reliable, ensuring consistent and reliable coverage

1464
01:46:29,120 --> 01:46:34,020
for the classroom teachers to attend the meetings, and then coming up with a consistent

1465
01:46:34,020 --> 01:46:38,520
schedule for when different teachers would be able to schedule meetings so that they wouldn't

1466
01:46:38,520 --> 01:46:44,280
overlap, and you wouldn't end up with these conflicts that resulted in a lack of sufficient

1467
01:46:44,280 --> 01:46:45,720
coverage for those classrooms.

1468
01:46:46,400 --> 01:46:51,380
So, that involved not only having a part-time designated person for coverage, who is a

1469
01:46:51,380 --> 01:46:59,340
or pre-cate educator, but also having that set schedule to avoid those conflicts and overlaps.

1470
01:47:00,600 --> 01:47:05,540
And also streamlining communication and coordination, pairing each teacher with a particular

1471
01:47:05,540 --> 01:47:10,980
speech and language pathologist. Again, avoiding conflicts just through very careful scheduling.

1472
01:47:11,180 --> 01:47:16,060
And that scheduling has already been laid out and presented to the full faculty so that

1473
01:47:16,060 --> 01:47:21,000
can see that all of those conflicts will be avoided next year using that schedule.

1474
01:47:21,940 --> 01:47:25,300
And again, some of these things seem small, but they're actually quite significant.

1475
01:47:25,720 --> 01:47:30,940
We heard from the educators that they have some resources that are used for our screenings,

1476
01:47:31,060 --> 01:47:36,160
for example, but they're stored in one place and people have to retrieve them and then take

1477
01:47:36,160 --> 01:47:38,520
them to the room where they're doing the screening.

1478
01:47:39,460 --> 01:47:44,800
But if we had multiple sets of them, just three instead of one, then they could be stored

1479
01:47:44,800 --> 01:47:49,520
the rooms where that screening is taking place and then you save those precious minutes where

1480
01:47:49,520 --> 01:47:52,980
you have to go get the materials, take them to the right location and set them up.

1481
01:47:53,160 --> 01:47:56,800
So now they're just going to be in the right place at the right time, so we were able to accommodate

1482
01:47:56,800 --> 01:48:02,780
that. Spaces being identified that are designated for specific things like IEP meetings so

1483
01:48:02,780 --> 01:48:08,260
you don't have to find a vacant room to have that meeting. These are just tiny little things that

1484
01:48:08,260 --> 01:48:16,920
make jobs so much easier. And then built into the 2627 school year calendar, our four community

1485
01:48:16,920 --> 01:48:22,160
screening days. These are days where students who are not current school students get screened

1486
01:48:22,160 --> 01:48:29,540
for services and screen for eligibility. And those right now happen on those Wednesdays where

1487
01:48:29,540 --> 01:48:35,600
there's no school which cuts into their prep time. And now instead of that now they're built into

1488
01:48:35,600 --> 01:48:41,140
school year calendar that's already been voted on and approved and that's going to just make their

1489
01:48:41,140 --> 01:48:44,880
lives easier because those days aren't going to, they're not going to need classroom coverage.

1490
01:48:45,540 --> 01:48:49,820
They're going to be able to preserve their prep time and they're going to be able to meet the

1491
01:48:49,820 --> 01:48:52,920
screening needs of the community. Next slide, please.

1492
01:48:56,460 --> 01:48:58,560
What should not come as a surprise is that

1493
01:48:58,560 --> 01:49:03,620
collaboration is at the foundation of high quality instruction and high quality education and so

1494
01:49:03,620 --> 01:49:11,340
and the Juniper Hill and preschool administration understand that and they identified ways

1495
01:49:11,340 --> 01:49:17,120
to not just protect collaboration time but also to increase collaboration time.

1496
01:49:17,700 --> 01:49:22,380
So school dismissal is at 130 in the afternoon. That's when students are dismissed.

1497
01:49:23,960 --> 01:49:27,700
The paraprofessionals are scheduled to remain until 2 o'clock.

1498
01:49:28,760 --> 01:49:34,580
Unit A members, teachers, educators are required to stay until three o'clock, that's when their work day ends.

1499
01:49:35,340 --> 01:49:41,740
The dismissal duties typically dismissal duties take about 15 minutes, so from 130 to 145.

1500
01:49:42,280 --> 01:49:47,700
Staff members are working with the kids supervising kids getting them to buses or to parent pickup.

1501
01:49:48,480 --> 01:49:53,920
What, that last 15 minutes, then, is available for para professionals and classroom teachers.

1502
01:49:54,040 --> 01:50:03,520
Teaching teacher and aid and assistant teacher pairs or trios to meet and collaborate at the end of every day to make sure that they're prepared for the next day.

1503
01:50:04,220 --> 01:50:13,740
What the administration did was they worked out a dismissal schedule that freed up teacher and para professional teams once per week.

1504
01:50:13,740 --> 01:50:15,660
So they're not part of the dismissal routine.

1505
01:50:15,920 --> 01:50:20,520
So as soon as students are the student dismissal process begins,

1506
01:50:21,460 --> 01:50:25,880
they immediately get to start having that collaboration time.

1507
01:50:26,380 --> 01:50:31,420
So this means that in addition to teachers' prep time and team time,

1508
01:50:31,740 --> 01:50:34,640
they'll have 25 minutes one day a week and 15 minutes

1509
01:50:34,640 --> 01:50:39,420
those other days a week, so that's an hour and 25 minutes of collaboration time a week,

1510
01:50:39,620 --> 01:50:41,360
above and beyond their prep time and team time.

1511
01:50:41,360 --> 01:50:46,700
So I thought that was a really creative use of the schedule in the work day to ensure that

1512
01:50:47,300 --> 01:50:50,000
that important time is available for them.

1513
01:50:50,460 --> 01:50:56,960
Team time is scheduled once per week after school, the remaining days after school are the prep

1514
01:50:56,960 --> 01:50:57,780
time for teachers.

1515
01:50:58,080 --> 01:50:59,820
Again, students are dismissed at 1.30.

1516
01:51:00,320 --> 01:51:05,500
The teachers work day doesn't end until 3 o'clock, so after dismissal they collaborate with

1517
01:51:05,500 --> 01:51:12,420
other classroom staff members, and then from 205 until 3 o'clock is either their prep time

1518
01:51:12,420 --> 01:51:18,320
or their once a week team meeting. And then no IEP meetings, team meetings, or screenings

1519
01:51:18,320 --> 01:51:24,300
will occur during prep time, again preserving that prep time for for teachers. Next slide, please.

1520
01:51:26,760 --> 01:51:32,540
Again, just in terms of special education, some efficiencies were created or established

1521
01:51:32,540 --> 01:51:42,520
including the, again, restructuring of staff. So this is not an additional FTE, but, and this was already built in in the spring.

1522
01:51:42,720 --> 01:51:52,680
But having a .5 FTE that is completely dedicated to managing IEPs to reduce the strain on teachers to manage some of those IEPs,

1523
01:51:52,680 --> 01:51:59,420
just reduces that case load for them, and then Lori Bruce worked with the special educators

1524
01:51:59,420 --> 01:52:07,060
on the KABC2 is a cognitive ability measurement tool in talking about improved observation

1525
01:52:07,060 --> 01:52:12,760
methods to streamline evaluation processes. And again, just trying to make sure that

1526
01:52:12,760 --> 01:52:17,360
they're using the tools that will be most efficient and not duplicating their efforts

1527
01:52:17,360 --> 01:52:22,000
or doing more than they need to. And improving the meeting time calendar with the goal

1528
01:52:22,000 --> 01:52:29,960
improving IEP writing and paperwork time so rather than having smaller chunks of time giving them it.

1529
01:52:30,020 --> 01:52:34,440
More like larger dedicated chunks of time to get that worked on.

1530
01:52:35,280 --> 01:52:36,300
And next slide.

1531
01:52:38,060 --> 01:52:44,980
This one I asked Christina Shay to give me some data. I said, tell me about the pre-K registration process

1532
01:52:44,980 --> 01:52:54,280
for this coming year. Did we see a change in the demand for the seats at our school-based sites?

1533
01:52:54,280 --> 01:53:01,220
because you might recall the partner sites all had five-day programming to begin with.

1534
01:53:01,700 --> 01:53:04,300
And it was the school-based sites that was where this came from.

1535
01:53:04,320 --> 01:53:06,000
The school-based sites did not.

1536
01:53:07,160 --> 01:53:10,760
And students who had IEPs and required services,

1537
01:53:10,820 --> 01:53:14,680
significant services, most of them could not have the option.

1538
01:53:14,840 --> 01:53:18,540
They would not be able to get the services they needed outside of the school-based sites.

1539
01:53:18,920 --> 01:53:22,700
So this was really to try and create that equity for all.

1540
01:53:22,700 --> 01:53:28,520
And what we he discovered was that it really did the parents spoke loud and clear.

1541
01:53:29,080 --> 01:53:39,340
If you look at the school year 2425 and 2526 data there was no lottery needed for the district's four day pre-K programming.

1542
01:53:40,180 --> 01:53:42,600
And this year we had to have a lottery.

1543
01:53:43,400 --> 01:53:51,360
There's a wait list for families who want pre-K public in our public school seats pre-K.

1544
01:53:51,360 --> 01:53:54,100
And that has not happened in the past.

1545
01:53:55,580 --> 01:53:58,060
Right now, the hold on.

1546
01:53:58,240 --> 01:54:00,960
I thought I have somewhere in my notes, how many?

1547
01:54:02,460 --> 01:54:03,300
Oh, it's in the slide.

1548
01:54:03,460 --> 01:54:04,400
That's why I don't have it in my notes.

1549
01:54:04,940 --> 01:54:09,480
We have, and I just shrunk that too small, is it 23?

1550
01:54:09,860 --> 01:54:12,940
Yes, 23 students on the weight list as of June 15th.

1551
01:54:12,960 --> 01:54:15,840
So there's more demand for those in-person

1552
01:54:15,840 --> 01:54:20,280
seats for the public schools than there ever has been.

1553
01:54:21,420 --> 01:54:24,480
And there was, I will say, for the partner sites,

1554
01:54:24,640 --> 01:54:28,440
there was a little bit of a decline in interest at first.

1555
01:54:29,220 --> 01:54:32,940
And what we found was that families wanted the school day model,

1556
01:54:33,060 --> 01:54:36,460
instead of a full day from 7 to 5 or 7 to 6,

1557
01:54:36,760 --> 01:54:38,300
that the partner sites were offering.

1558
01:54:38,840 --> 01:54:42,100
And so Christina worked with the Framingham State University

1559
01:54:42,100 --> 01:54:44,880
and offered a school day version at that site,

1560
01:54:45,100 --> 01:54:49,600
which is now filling up in filling that need that families had

1561
01:54:49,600 --> 01:54:58,640
us as well. So I think that's really, really great. Next slide. Next steps. We've already

1562
01:54:58,640 --> 01:55:05,060
shared the finalized schedules with the full staff. We will continue working with TNTP,

1563
01:55:05,320 --> 01:55:10,420
the new teacher project, for professional development. They have a great partnership with the

1564
01:55:10,420 --> 01:55:17,040
pre-K program. We will be strategically implementing what has been planned by the working group

1565
01:55:17,040 --> 01:55:20,240
by the school administration, and we know it's not going to be perfect.

1566
01:55:20,820 --> 01:55:26,080
So beginning in September, we will be having meetings to say how's it going, what's

1567
01:55:26,080 --> 01:55:28,340
not working, and troubleshoot, and problem solved.

1568
01:55:28,780 --> 01:55:36,100
And what I will say about the full faculty, when the meeting on June 17th, when all of

1569
01:55:36,100 --> 01:55:41,160
this information was presented to the full faculty, it was just an incredible experience.

1570
01:55:41,160 --> 01:55:45,600
because I know that this was stressful for them.

1571
01:55:45,640 --> 01:55:48,900
I know that this was created anxiety,

1572
01:55:49,320 --> 01:55:50,540
and they had a lot of questions.

1573
01:55:51,580 --> 01:55:54,620
And that was what the feeling was like

1574
01:55:54,620 --> 01:55:57,540
in the early winter when these conversations were happening.

1575
01:55:58,140 --> 01:56:00,900
And by the time the working group presented

1576
01:56:00,900 --> 01:56:03,640
to the full staff on June 17th,

1577
01:56:05,400 --> 01:56:06,460
there weren't that many questions.

1578
01:56:06,740 --> 01:56:08,500
The questions that they asked though,

1579
01:56:08,500 --> 01:56:10,160
if it was like, well, how is that gonna work?

1580
01:56:10,160 --> 01:56:15,840
could you consider doing this? Any questions that were raised? There was a potential resolution

1581
01:56:15,840 --> 01:56:23,800
that was included and to me that just goes to speak volumes about the professionalism of the

1582
01:56:23,800 --> 01:56:29,380
team, the working group and how they shared the results with the full staff and just the way

1583
01:56:29,380 --> 01:56:35,920
that they came into this with an open mind and willing to do what needed to be done to make sure

1584
01:56:35,920 --> 01:56:42,360
students had what they needed. So I'm really excited about what the future holds. The dates

1585
01:56:42,360 --> 01:56:47,240
have not yet been set for the meetings that will begin again in the fall. We wanted to wait

1586
01:56:47,240 --> 01:56:53,420
and give the staff a chance to live the school day experience for a couple of weeks and then set

1587
01:56:53,420 --> 01:56:59,420
those meeting dates based on their availability. But with that, I believe that is the end of my slide,

1588
01:56:59,420 --> 01:57:01,380
So I'll take any questions if you have them.

1589
01:57:01,540 --> 01:57:02,660
All right.

1590
01:57:02,900 --> 01:57:03,700
Raise your hand for in.

1591
01:57:04,260 --> 01:57:05,080
Questions, comments?

1592
01:57:05,960 --> 01:57:06,340
Good, Jen.

1593
01:57:07,060 --> 01:57:07,740
Thank you.

1594
01:57:08,120 --> 01:57:11,560
Thank you for all the work that you have done with the five-day model.

1595
01:57:12,220 --> 01:57:17,820
Even the updates through the inception when you guys decided to go to the five-day

1596
01:57:17,820 --> 01:57:21,660
model, you heard us, you create that working group, and I love to see the updates.

1597
01:57:23,240 --> 01:57:28,760
Has they been more buy-in from staff, because I know that there was kind of like that

1598
01:57:28,760 --> 01:57:30,160
if he, you know, our teachers

1599
01:57:30,160 --> 01:57:31,480
don't want to do this and they weren't

1600
01:57:31,480 --> 01:57:32,940
very happy about it.

1601
01:57:33,380 --> 01:57:35,400
Yeah, I mean, it seemed like it, right?

1602
01:57:35,420 --> 01:57:38,060
So that goes back to the June 17th full staff meeting.

1603
01:57:38,840 --> 01:57:43,300
The, everything about that meeting was just so positive.

1604
01:57:44,420 --> 01:57:47,440
The comments were either was laughter.

1605
01:57:47,920 --> 01:57:49,940
As their colleagues were getting up,

1606
01:57:49,960 --> 01:57:51,480
the colleagues who were part of the working group

1607
01:57:51,480 --> 01:57:53,380
were getting up and presenting there was laughter.

1608
01:57:53,480 --> 01:57:55,840
The questions were framed very respectfully,

1609
01:57:55,840 --> 01:58:03,400
suggestions were framed very respectfully. So I definitely felt that everybody had come together.

1610
01:58:04,480 --> 01:58:08,400
We'll see how it plays out. I really think one of the pivotal

1611
01:58:09,060 --> 01:58:15,220
turning points was when the staff got to see a potential change in action. And I believe I referenced this

1612
01:58:15,980 --> 01:58:18,160
very briefly at a previous meeting.

1613
01:58:18,900 --> 01:58:26,320
There was maybe in, I think it was in May, but maybe it was, I don't know, it was towards

1614
01:58:26,320 --> 01:58:26,720
the end.

1615
01:58:26,820 --> 01:58:27,480
Maybe it was June.

1616
01:58:29,180 --> 01:58:36,420
The staff actually, they simulated the dismissal procedures that they were going to do where,

1617
01:58:36,420 --> 01:58:41,920
you know, again, I mentioned earlier that staff would be on a rotation for the dismissal

1618
01:58:41,920 --> 01:58:49,160
procedures so that the classroom teams, teacher and paras, would have more time to collaborate,

1619
01:58:49,720 --> 01:58:53,480
which meant fewer staff members participating in dismissal procedures.

1620
01:58:54,200 --> 01:58:58,320
So to simulate that experience to show everybody that it would actually work,

1621
01:58:58,720 --> 01:59:07,220
the administration used snack boxes like those cardboard boxes, you get it like the warehouse

1622
01:59:07,220 --> 01:59:13,240
stores and made them buses and line them up like on the curb and each

1623
01:59:13,240 --> 01:59:18,660
popsicle stick represented a student and they actually practiced carefully

1624
01:59:18,660 --> 01:59:22,860
walking their popsicle sticks out like taking them from the classroom to the

1625
01:59:22,860 --> 01:59:27,360
room they were going to wait in for parent pickup and then you know or out to

1626
01:59:27,360 --> 01:59:31,820
the bus or whatever it happens to be so the fact that they got a chance to see it

1627
01:59:31,820 --> 01:59:36,860
and live it even though it wasn't with real children I think gave them like open

1628
01:59:36,860 --> 01:59:42,780
to maybe let let let's try these these ideas and these these these

1629
01:59:42,780 --> 01:59:46,760
recommended changes so I think we're going to be in good shape but again I

1630
01:59:47,320 --> 01:59:50,460
don't expect everything to work perfectly I expect that there's going to be

1631
01:59:50,460 --> 01:59:54,140
a need to make some adjustments and we'll deal with those next year. That was

1632
01:59:54,140 --> 01:59:55,540
my next question so thank you.

1633
02:00:00,000 --> 02:00:01,860
Any other questions or comments?

1634
02:00:05,810 --> 02:00:05,810
Okay.

1635
02:00:08,270 --> 02:00:10,050
All right. Thanks so much for your presentation.

1636
02:00:13,990 --> 02:00:14,800
All right. We'll go to

1637
02:00:17,030 --> 02:00:21,430
Executive Director of Finance and Operations, update and link and feel free to take it any of

1638
02:00:21,430 --> 02:00:27,930
a vendor on the line that. Yes. So feel free to go out of order. Okay. Yeah. I think we'll do just that.

1639
02:00:27,930 --> 02:00:36,140
Thank you, Madam Chair. I believe Matt Abrams is on areas from the Abrams group. So join if you can

1640
02:00:36,560 --> 02:00:42,220
put the presentation up, not if it's right with you, I think I'll let you go first and let you get out of here tonight.

1641
02:00:44,820 --> 02:00:49,840
Yeah, sure. It's perfectly fine in the beginning. Good evening everyone. This is Matt Heberham's from the Heberham

1642
02:00:49,840 --> 02:00:59,100
Group. Here to talk with you about student activities, specifically the result of the audit that we recently completed on

1643
02:00:59,100 --> 02:01:06,920
student activities for the school years 2021 to 2022 and 2022 to 2022 to 2023.

1644
02:01:10,750 --> 02:01:11,930
So happy to be back

1645
02:01:11,930 --> 02:01:13,470
before the school committee this evening.

1646
02:01:15,610 --> 02:01:17,510
A few years back we were before school committee

1647
02:01:17,510 --> 02:01:23,010
present the results of the out of fiscal years 2019 to 2020 and 2020 to 2021.

1648
02:01:23,950 --> 02:01:29,390
Like we did for that audit for this audit which is for school years I just mentioned 2021 to 2022

1649
02:01:29,390 --> 02:01:34,890
in 2223, we were asked to review and comment on each of the requirements and DSUs to

1650
02:01:34,890 --> 02:01:39,490
next to these guidelines document, regardless of whether the district satisfies the requirement

1651
02:01:39,490 --> 02:01:40,630
or not.

1652
02:01:40,990 --> 02:01:45,030
The report on this audit was issued a few weeks back, and I believe was included in your

1653
02:01:45,030 --> 02:01:46,450
packet for this evening's meeting.

1654
02:01:47,310 --> 02:01:50,710
It needs to wait a locate and review each of the requirements and the report is to look

1655
02:01:50,710 --> 02:01:51,730
for yellow highlights.

1656
02:01:52,550 --> 02:01:56,170
There's an X that's highlighting yellow for each of the requirements and they'll show

1657
02:01:56,170 --> 02:02:03,010
either yes or requirement was satisfied or no or requirement was not satisfied. For tonight's discussion,

1658
02:02:03,450 --> 02:02:08,630
we're not covering all of that. We're just going to focus on the nose and talk about those just a

1659
02:02:08,630 --> 02:02:13,330
little bit. And as we move to the presentation, we'll also cover some high-level comments about

1660
02:02:13,330 --> 02:02:20,990
the district's administering of student activities. So yes, now on to the overview slide. Again, we're

1661
02:02:20,990 --> 02:02:23,570
talking about 21 and 22 and 22 and 23.

1662
02:02:24,570 --> 02:02:27,130
Other audits that were recently completed by the district,

1663
02:02:28,890 --> 02:02:31,510
the 2019 school year, the 2020 school year,

1664
02:02:31,610 --> 02:02:35,770
and 2021 school year, and we were involved in,

1665
02:02:35,770 --> 02:02:40,590
like I said, the 2019, 2020 and 2021 audit,

1666
02:02:41,390 --> 02:02:43,430
and since then, and just in general,

1667
02:02:43,810 --> 02:02:45,310
we've noticed that the district has made

1668
02:02:45,310 --> 02:02:46,430
some considerable improvements

1669
02:02:47,010 --> 02:02:48,730
to how it administered student activities.

1670
02:02:48,730 --> 02:02:56,350
Some of the ways are the student activities policy has been revamped in the recent past and

1671
02:02:56,350 --> 02:03:00,190
it much better aligns with the ESC skydelines.

1672
02:03:00,850 --> 02:03:07,610
The district did have a policy manual prior to that, but it did not align nearly as well

1673
02:03:07,610 --> 02:03:13,310
with the ESC skydelines of Prudos to the district for the efforts to get to that point.

1674
02:03:14,090 --> 02:03:22,050
We've noticed improved internal controls, including the following, all disbursements now go through the warm process through City Hall.

1675
02:03:23,190 --> 02:03:32,330
And if you do that, if you do disbursements via the warm process, then there's no need for checking accounts because there's no need to do disbursements through the checking accounts.

1676
02:03:33,130 --> 02:03:37,250
So even though the checking account I believe still exists, it's not being used.

1677
02:03:38,370 --> 02:03:43,050
The district strongly discourages reimbursements and that's a

1678
02:03:43,050 --> 02:03:46,830
encouragement has definitely led to a decrease in reimbursement

1679
02:03:46,830 --> 02:03:53,830
requests. There's also improved procedure documents and the

1680
02:03:53,830 --> 02:03:58,270
high school design and the business office strongly enforces the use of

1681
02:03:58,270 --> 02:04:04,350
those procedure documents and despite improvements there's still more

1682
02:04:04,350 --> 02:04:12,130
to be done. So basically because there are many guidelines, many requirements for by DEC, some

1683
02:04:12,130 --> 02:04:16,730
of them are tough to achieve, and you'll see as we move forward here that the district is not fully

1684
02:04:16,730 --> 02:04:21,430
in compliant, but it's definitely more in compliant than the last audit that was complete.

1685
02:04:24,070 --> 02:04:24,870
Next slide, please.

1686
02:04:27,110 --> 02:04:29,270
So now we're getting to some of the results of this audit,

1687
02:04:29,750 --> 02:04:36,390
the student activities policy, which is JJF, is now outdated and it needs updating. So

1688
02:04:36,390 --> 02:04:44,690
It does really align with the ESC skylines and I think that's great, but what I mean by

1689
02:04:44,690 --> 02:04:50,830
needing updating, it's more about how the district does its practices today.

1690
02:04:51,290 --> 02:04:56,550
So for example, the policy itself has many mentions of the checking account, because back

1691
02:04:56,550 --> 02:05:02,450
when it was adopted in June 2019, the checking account was widely used, it's no longer being

1692
02:05:02,450 --> 02:05:11,510
So there are a lot of mentions of the checking account and other things that could be cleaned up just to make the policy better.

1693
02:05:11,990 --> 02:05:15,450
Or I should say more in line with what the district currently does.

1694
02:05:17,230 --> 02:05:27,530
And then we have a little bullet point list for you here on how the different guidelines themselves, how well they were satisfied by section.

1695
02:05:27,530 --> 02:05:30,530
So I'll quickly cover these for administration section.

1696
02:05:30,990 --> 02:05:34,270
Five guesses, two knows for stewardship and facility responsibility.

1697
02:05:35,350 --> 02:05:38,290
Five guesses and one know for general operating procedures.

1698
02:05:38,750 --> 02:05:42,210
Five guesses, three knows for revenue receipts and deposits.

1699
02:05:42,570 --> 02:05:45,550
Nine guesses, two knows for purchasing and disbursements.

1700
02:05:45,790 --> 02:05:49,350
Ten guesses, three knows for class and active accounts and deficits.

1701
02:05:49,710 --> 02:05:54,470
One, yes, and two knows and for student travel, two guesses and one know.

1702
02:05:55,110 --> 02:05:57,510
And again, we'll cover the nose tonight and I'll try and get through

1703
02:05:57,510 --> 02:06:03,070
as quickly as possible. If you want to refer to any of those other ones, the Ss, then again,

1704
02:06:03,190 --> 02:06:06,590
you can go back to that report that was issued on the Trilogy Yellow Highlights.

1705
02:06:09,500 --> 02:06:10,420
Okay, next slide, please.

1706
02:06:12,420 --> 02:06:15,860
So now we're getting into a little bit more detail. The individual sections themselves. This is

1707
02:06:15,860 --> 02:06:21,660
the administration section. Again, five Ss is two nodes. So we'll focus quickly on the nodes.

1708
02:06:22,340 --> 02:06:29,580
So what guidelines were not satisfied? We reviewed the funds deposit into student activity accounts.

1709
02:06:29,580 --> 02:06:31,340
and whether they're for a true student activities.

1710
02:06:32,100 --> 02:06:34,500
And we noticed that there were a few cases where perhaps

1711
02:06:34,500 --> 02:06:35,700
that was not the case.

1712
02:06:36,120 --> 02:06:38,560
But this is more just clean up type stuff

1713
02:06:38,560 --> 02:06:40,260
from past practices.

1714
02:06:40,900 --> 02:06:44,160
It's not a major concern, but because the guidelines

1715
02:06:44,160 --> 02:06:46,260
ask that we review them, we do review them,

1716
02:06:46,360 --> 02:06:47,940
and then we comment on them.

1717
02:06:48,140 --> 02:06:49,820
So the district, one of the things that it's done

1718
02:06:49,820 --> 02:06:52,980
over the past few years is it's

1719
02:06:52,980 --> 02:06:57,340
strive to move any athletics-related funds out of student activities

1720
02:06:57,340 --> 02:07:02,520
into the athletics revolving fund and district has on a great job with that. There was just a few

1721
02:07:02,520 --> 02:07:07,000
stragglers that were remaining. That's still needed to be cleaned up. So we made a comment on that.

1722
02:07:07,060 --> 02:07:11,500
But the plan is to move all of those funds. The commissions and gifts accounts, which are

1723
02:07:11,500 --> 02:07:16,560
going to control a bit of high school principal, have funded non-student activity to disbursements

1724
02:07:16,560 --> 02:07:23,660
in the past but no longer. They seem to regularly benefit students now. But again, the original funds

1725
02:07:23,660 --> 02:07:25,260
that we didn't really know the purpose for that.

1726
02:07:25,360 --> 02:07:28,060
So that's why we have this comment in there

1727
02:07:28,060 --> 02:07:29,960
and the district plans to close.

1728
02:07:30,000 --> 02:07:34,760
All of those funds once their fully exhausted and those should be exhausted in the near future.

1729
02:07:35,920 --> 02:07:40,500
The other now has to do a training and this is one that we see regularly when we do audits.

1730
02:07:41,100 --> 02:07:44,640
The ESE requires that there's an ongoing training in place.

1731
02:07:45,140 --> 02:07:56,000
So those that administer student activities are required by ESE to have some form ongoing training, a regular training that

1732
02:07:56,000 --> 02:08:03,680
Reminds them to focus on certain things for the administration of student activities and also it's a good idea that

1733
02:08:04,040 --> 02:08:08,480
the people who within the district to the staff that work on this

1734
02:08:08,980 --> 02:08:13,620
Also train the advisors to on some of those practices

1735
02:08:13,620 --> 02:08:18,980
So district knows about this and plans to have ongoing training and

1736
02:08:20,100 --> 02:08:23,220
We did look at the policy as part of the section and we do have

1737
02:08:24,040 --> 02:08:31,940
In the report itself, how we feel like the policy could be updated to better align with the district's current practices.

1738
02:08:34,540 --> 02:08:35,240
Next slide, please.

1739
02:08:37,490 --> 02:08:40,570
This section's stewardship and custodial responsibility.

1740
02:08:41,270 --> 02:08:43,970
Just one, and has to do with annual audits.

1741
02:08:44,570 --> 02:08:46,430
DSC requires annual audits.

1742
02:08:47,010 --> 02:08:51,210
That is not happening yet for the district, but it is not for lack of trying.

1743
02:08:51,210 --> 02:08:57,670
There has definitely been a concerted effort to get caught up on audits over the past few years.

1744
02:08:58,510 --> 02:09:01,630
And even though the district's not there yet, the district is getting close.

1745
02:09:01,910 --> 02:09:06,470
As you know, we're focused on the 2022-23 school years for this audit,

1746
02:09:07,030 --> 02:09:08,870
so that's somewhat in the recent past.

1747
02:09:09,030 --> 02:09:11,990
So hopefully soon, the district will be fully caught up.

1748
02:09:12,210 --> 02:09:16,850
Just so you're aware, DEC recommends an outside independent firm,

1749
02:09:17,050 --> 02:09:19,870
audits, student activities, at least once every three years.

1750
02:09:19,870 --> 02:09:27,170
and those in between years can be done by someone internal to the district or to the city.

1751
02:09:29,860 --> 02:09:30,740
Next slide, please.

1752
02:09:32,880 --> 02:09:38,860
General operating procedures, the three nose are being, after being reconcilations, they should be done regularly.

1753
02:09:39,820 --> 02:09:44,360
They were being done by the city treasurer's office at one point in the recent past,

1754
02:09:44,640 --> 02:09:47,020
but they are no longer being done.

1755
02:09:47,800 --> 02:09:52,400
And this is something that's important and district knows that it needs to get going on this again

1756
02:09:52,400 --> 02:09:55,240
by working with City Hall on having reconciliation

1757
02:09:55,240 --> 02:09:57,240
complete on a regular basis.

1758
02:09:58,120 --> 02:09:59,440
It has to be at least quarterly.

1759
02:09:59,960 --> 02:10:01,360
The district's plan is to do it monthly,

1760
02:10:02,220 --> 02:10:04,640
and another piece of this is that it needs to be sign-offs.

1761
02:10:04,700 --> 02:10:07,430
The prepare of the reconciliation needs to sign-off on it.

1762
02:10:08,180 --> 02:10:11,040
Someone needs to review it, and also needs to sign-off on it

1763
02:10:11,040 --> 02:10:13,180
in order to satisfy the ESC guidelines.

1764
02:10:14,260 --> 02:10:17,060
Financial reporting requirements are not in place.

1765
02:10:17,980 --> 02:10:20,860
The ESC requires that policies and procedures

1766
02:10:20,860 --> 02:10:26,960
are in place for financial support, reporting, multiple parties, including school committee and

1767
02:10:26,960 --> 02:10:30,180
the business office should receive reports regularly.

1768
02:10:30,820 --> 02:10:36,480
Regularly could mean annual, it doesn't have to be anything more regular than that, but

1769
02:10:36,480 --> 02:10:43,140
the district understands this and plans to issue reports on a regular basis going forward just

1770
02:10:43,140 --> 02:10:47,620
so that those parties understand the current finances related to student activities.

1771
02:10:47,620 --> 02:10:50,400
And there's another reconciliation piece,

1772
02:10:50,520 --> 02:10:51,900
reconciling the subsidiaries,

1773
02:10:52,200 --> 02:10:53,840
student activity details which are maintained

1774
02:10:53,840 --> 02:10:57,140
by the high school design need to the control account,

1775
02:10:57,320 --> 02:11:00,040
which is maintained by city hall.

1776
02:11:00,720 --> 02:11:02,740
So that's two things related to reconciliation

1777
02:11:03,590 --> 02:11:06,580
that are important and needs to take place.

1778
02:11:08,310 --> 02:11:09,030
Next slide, please.

1779
02:11:11,560 --> 02:11:13,080
For revenues, receipts and deposits,

1780
02:11:13,100 --> 02:11:14,960
we only found two nodes here.

1781
02:11:17,240 --> 02:11:19,600
Funds received are supposed to be turned over

1782
02:11:19,600 --> 02:11:21,760
to the principal's office within 24 hours.

1783
02:11:21,940 --> 02:11:24,480
So let's say there's some type of event takes place.

1784
02:11:24,820 --> 02:11:26,120
This money collected at the door.

1785
02:11:27,040 --> 02:11:31,100
The requirement has that that money is turned over to the principal's office

1786
02:11:31,100 --> 02:11:32,240
within 24 hours.

1787
02:11:33,220 --> 02:11:37,740
There was some, there weren't guarantees that that was happening.

1788
02:11:38,980 --> 02:11:41,260
And we talked about that with district staff.

1789
02:11:42,580 --> 02:11:44,560
And district staff is aware of that requirement

1790
02:11:44,560 --> 02:11:48,740
and is planning on improving measures to make sure that that does happen.

1791
02:11:49,840 --> 02:11:57,680
Additionally, this one is technically a no, but it really is there's no fault of anyone here

1792
02:11:57,680 --> 02:11:59,420
But we do have to note it

1793
02:12:00,300 --> 02:12:06,540
City Hall is supposed to receive deposits within one week from the principal's office. That's not happening and that

1794
02:12:06,540 --> 02:12:11,140
The reason why it's not happening always is because donations sometimes are made and

1795
02:12:11,140 --> 02:12:14,380
local community policy requires that donations are needed to be accepted as

1796
02:12:14,380 --> 02:12:17,900
local community meeting and those so often satisfy the one requirements.

1797
02:12:18,720 --> 02:12:24,800
So we did note that again, no fault of anyone at all, but that is part of the audit

1798
02:12:24,800 --> 02:12:26,720
requirements and part of the audit finance.

1799
02:12:28,440 --> 02:12:32,480
Also, just some very minor things, we just checked for things like signatures and dates

1800
02:12:32,480 --> 02:12:33,100
on deposits.

1801
02:12:33,340 --> 02:12:37,300
We noticed that there were very minor few cases where they weren't there.

1802
02:12:37,300 --> 02:12:41,680
We noticed one posting to an aircraft student activity account by the high school destiny that was

1803
02:12:41,680 --> 02:12:48,520
cleaned up. But again, we're supposed to note these things. So we did and overall, not a major concern.

1804
02:12:48,720 --> 02:12:52,960
We want to stress that that these are not major concerns because they are consistent.

1805
02:12:53,000 --> 02:12:58,730
We satisfied. Those are just some minor things that we found. Thanks a lot.

1806
02:13:01,490 --> 02:13:07,010
And purchasing in this

1807
02:13:07,010 --> 02:13:09,450
and personally benefit from purchases

1808
02:13:09,450 --> 02:13:12,570
because of credit card benefits when reimbursed for purchases.

1809
02:13:12,810 --> 02:13:14,650
So this gets back to reimbursement requests.

1810
02:13:15,730 --> 02:13:18,050
DEC doesn't want anyone to benefit from this.

1811
02:13:18,190 --> 02:13:23,470
Meaning staff and advisors and one way they could

1812
02:13:23,470 --> 02:13:25,050
was if they put something on their credit card

1813
02:13:25,050 --> 02:13:26,390
and they earned benefits for that.

1814
02:13:26,730 --> 02:13:29,670
So DEC tries to limit that and they put it

1815
02:13:29,670 --> 02:13:32,530
in the guidelines document themselves, itself.

1816
02:13:33,950 --> 02:13:35,950
And the district is taking measures

1817
02:13:35,950 --> 02:13:42,270
this strongly discourage it, but it is not able to fully avoid them and we have discussions

1818
02:13:42,270 --> 02:13:42,790
on that.

1819
02:13:42,830 --> 02:13:47,450
It seems unlikely that they can be fully avoided, but there may be some discussions on

1820
02:13:47,450 --> 02:13:48,050
that in the future.

1821
02:13:49,690 --> 02:13:53,990
Not all two activities funds are on choose two activities that gets back to the commissions

1822
02:13:53,990 --> 02:13:56,250
and gifts accounts that we talked about earlier.

1823
02:13:57,170 --> 02:14:00,650
Again, it's not really a concern, but we did need to note that because that's one of the

1824
02:14:00,650 --> 02:14:01,070
requirements.

1825
02:14:01,910 --> 02:14:06,270
Those funds will be closed out soon, so nothing to worry about going forward.

1826
02:14:07,350 --> 02:14:09,530
And there's a check on mitigating controls.

1827
02:14:09,790 --> 02:14:12,240
We just want to make sure that there are enough in place to limit risks.

1828
02:14:13,570 --> 02:14:16,190
And because of the lack of reconciliation going on currently,

1829
02:14:18,090 --> 02:14:21,070
we felt that we needed to know something along those lines.

1830
02:14:21,370 --> 02:14:24,970
As soon as reconciliation are happening regularly,

1831
02:14:25,630 --> 02:14:29,730
we believe the necessary controls would be in place and it would no longer be in the issue.

1832
02:14:31,330 --> 02:14:34,690
And again, we just reviewed some things like disbursement slips.

1833
02:14:35,030 --> 02:14:38,830
We saw that maybe there were a few lack of signatures on some,

1834
02:14:39,230 --> 02:14:42,290
but again, overall the district is satisfying this,

1835
02:14:42,290 --> 02:14:43,830
and it is not a major concern.

1836
02:14:46,780 --> 02:14:48,660
Next slide, we're almost done.

1837
02:14:50,140 --> 02:14:54,540
Class inactive accounts in deficit, accounts in deficit.

1838
02:14:55,620 --> 02:14:59,980
One yes, which was on class accounts, the district is doing it.

1839
02:15:00,000 --> 02:15:05,500
Excellent job with the requirements related to that. For inactive accounts, that was one of the

1840
02:15:05,500 --> 02:15:13,820
nose. There is remedial action listed in the student activity policy for inactive accounts. I've

1841
02:15:13,820 --> 02:15:20,500
listed him here. I'm not going to read them just in the interest of time, but just realize that the district is

1842
02:15:20,500 --> 02:15:28,960
not currently performing those things related to inactive accounts, even though that is part of policy. And we did

1843
02:15:28,960 --> 02:15:35,440
notice that there were five inactive accounts that had not yet been closed out, that the district

1844
02:15:35,440 --> 02:15:42,100
is planning and closing out soon, and inactive account is deemed one that has not had any

1845
02:15:42,100 --> 02:15:48,080
activity at all if it three years or more. So those five inactive accounts did not have the activity

1846
02:15:48,080 --> 02:15:53,300
for three years or more, but was still sitting on the bus. And then the other note has to do with a

1847
02:15:53,300 --> 02:15:58,200
deficit physician for one of the accounts. This is not a concern. It was just a timing thing.

1848
02:15:58,200 --> 02:16:00,480
I think I've checked Bounce, yeah, I listed that here.

1849
02:16:00,860 --> 02:16:02,940
I checked Bounce, and we just happened to look

1850
02:16:02,940 --> 02:16:05,720
at the statement at that point in time.

1851
02:16:06,160 --> 02:16:08,980
So we listed it, but not a concern overall.

1852
02:16:09,280 --> 02:16:11,500
Generally, the district does not have any accounts

1853
02:16:11,500 --> 02:16:14,080
and deficit positions, and I know that the design

1854
02:16:14,080 --> 02:16:16,840
keeps a watchful eye over that.

1855
02:16:19,880 --> 02:16:22,940
For student travel, two yeses, one no.

1856
02:16:23,920 --> 02:16:26,460
And the no is that school community policies

1857
02:16:26,460 --> 02:16:28,400
really just student travel are not adequate.

1858
02:16:28,400 --> 02:16:36,860
to satisfy DEC guidelines and I've listed some of the ways and when we look at what policy

1859
02:16:36,860 --> 02:16:42,200
that is, it's not the JJF student activities policy. There is a specific policy for student travel,

1860
02:16:42,360 --> 02:16:50,820
which is JJH. In order to satisfy this requirement, that policy would need to be reviewed and

1861
02:16:50,820 --> 02:16:54,600
data in order to satisfy what's in D.E.S.E's guidelines.

1862
02:16:55,720 --> 02:16:58,680
So that can be reviewed and signed the guidelines themselves

1863
02:16:58,680 --> 02:17:02,760
to fully align JJH with those requirements.

1864
02:17:04,200 --> 02:17:07,960
And then the final slide is a conclusion, just a wrap-up slide.

1865
02:17:08,660 --> 02:17:11,480
The district has come a long way in improving how it

1866
02:17:11,480 --> 02:17:13,420
ministers student activities in just a few years.

1867
02:17:13,520 --> 02:17:15,380
Again, if we think about the policy document

1868
02:17:15,380 --> 02:17:20,800
that preceded JJF, it did not align at all with D.E.S.E.

1869
02:17:20,800 --> 02:17:26,700
guidelines, and the one that is in place now aligns very well, but in addition to that,

1870
02:17:26,700 --> 02:17:32,740
the practices that the district staff have these days is greatly improved over what it was just

1871
02:17:32,740 --> 02:17:38,460
a few years ago. Most of the requirements that we're not satisfied are not major concerns as I

1872
02:17:38,460 --> 02:17:44,260
spoke this evening. I tried to mention that as I was going through the details. Overall,

1873
02:17:44,340 --> 02:17:48,080
the district is doing a great job in administering student activities, but there was always room

1874
02:17:48,080 --> 02:17:53,120
improvement and that really comes in the form of the guidelines that are not yet satisfied,

1875
02:17:54,020 --> 02:18:00,740
but also I think a major milestone would be to consider updating that JJF policy manual

1876
02:18:01,560 --> 02:18:06,480
to align with current district practices. Again, because the disbursements are all going through

1877
02:18:06,480 --> 02:18:15,220
the one process that checking accounts are not being used. So that policy can be updated in those ways,

1878
02:18:15,220 --> 02:18:18,660
as well as other ways that are mentioned in the report.

1879
02:18:20,300 --> 02:18:24,360
And with that, I will stop speaking for the moment and turn it back over to school committee

1880
02:18:24,360 --> 02:18:27,080
and happy to take any questions or comments. Thank you.

1881
02:18:28,020 --> 02:18:29,460
All right. Are there any questions or comments?

1882
02:18:36,710 --> 02:18:41,890
Madam Chair, I agree with the findings of the district has come a long way and I thank the auditing

1883
02:18:41,890 --> 02:18:49,010
team for their help. I'm wondering if the Desi process as we work on complying with the final items

1884
02:18:49,010 --> 02:18:51,910
that you flag, does the justice process differentiate

1885
02:18:51,910 --> 02:18:54,730
between the term policy and regulation?

1886
02:18:55,390 --> 02:18:57,930
For example, we have a regulation on guilt trip policies,

1887
02:18:59,330 --> 02:19:00,850
implementation, and that regulation,

1888
02:19:01,530 --> 02:19:05,110
then is the administration's way of making sure

1889
02:19:05,110 --> 02:19:06,710
that things are followed, but it's not something

1890
02:19:06,710 --> 02:19:08,250
the school could use to micro-manage.

1891
02:19:08,670 --> 02:19:10,110
Is that something that the district

1892
02:19:10,110 --> 02:19:12,990
provides in their regulations on guilt trip management,

1893
02:19:13,030 --> 02:19:14,510
and making sure that the principles

1894
02:19:14,510 --> 02:19:17,530
or the appropriate staffer follows through at the end

1895
02:19:17,530 --> 02:19:19,250
of a field trip by filing a report.

1896
02:19:19,570 --> 02:19:20,970
Does that really need a school committee vote

1897
02:19:20,970 --> 02:19:21,750
to amend that language?

1898
02:19:22,050 --> 02:19:24,010
Or kind of a regulation change happened

1899
02:19:24,010 --> 02:19:26,730
that the district does without a school committee vote?

1900
02:19:32,350 --> 02:19:33,670
Well, the guidelines themselves,

1901
02:19:33,930 --> 02:19:35,190
do you talk about policy?

1902
02:19:37,470 --> 02:19:39,350
Whether there's something in the form of a regulation

1903
02:19:39,350 --> 02:19:40,630
versus a policy,

1904
02:19:44,120 --> 02:19:45,100
I mean, it sounds like you think

1905
02:19:45,100 --> 02:19:47,000
that they're probably similar things, right?

1906
02:19:49,630 --> 02:19:54,490
So I, I was assume that if the regulation is something

1907
02:19:54,490 --> 02:20:03,930
that is being followed and applies to student travel. Then it could be used as a way to guide

1908
02:20:05,170 --> 02:20:10,350
what needs to happen related to student travel. If I'm understanding your question properly.

1909
02:20:10,710 --> 02:20:14,590
Yeah I know that's helpful. I know Jesse sometimes requires a school committee vote and sometimes

1910
02:20:14,590 --> 02:20:18,890
does it and so a policy in our practices as well as the Massachusetts School Committee

1911
02:20:18,890 --> 02:20:23,830
recommendations require a school committee vote while regulation most often does not need a vote.

1912
02:20:23,830 --> 02:20:25,010
So I think it comes down to the semantics.

1913
02:20:25,130 --> 02:20:26,730
Either way, I appreciate your findings

1914
02:20:26,730 --> 02:20:28,510
and look forward to working with the committee

1915
02:20:28,510 --> 02:20:32,130
on supporting your voting world ever we need to do to update.

1916
02:20:32,350 --> 02:20:34,510
All of these regulations or practices.

1917
02:20:34,710 --> 02:20:35,610
Thank you.

1918
02:20:37,840 --> 02:20:39,640
All right, are there any other questions or comments?

1919
02:20:45,010 --> 02:20:45,750
Thank you.

1920
02:20:45,810 --> 02:20:46,410
Thank you, Matt.

1921
02:20:46,790 --> 02:20:47,470
Appreciate you meeting you tonight.

1922
02:20:48,930 --> 02:20:49,570
And just for the committee.

1923
02:20:49,870 --> 02:20:50,430
Yeah, you're welcome.

1924
02:20:50,610 --> 02:20:53,210
Yep, based on the audit, I'll be coming back

1925
02:20:53,210 --> 02:20:55,090
at a future meeting with some recommendations.

1926
02:20:55,570 --> 02:20:56,770
I'll talk to the policy, subcommittee,

1927
02:20:56,890 --> 02:20:57,830
we'll change some policies.

1928
02:20:57,830 --> 02:21:05,490
but we've made a huge progress over the past couple of years, so no questions on that.

1929
02:21:05,650 --> 02:21:10,810
We'll move to capital budgets just a real quick update, just projects that we're working

1930
02:21:10,810 --> 02:21:17,210
on this summer. The Geothermal Phase 2, the Farly Solar Design, Fire Alumni Design at Cameron,

1931
02:21:17,470 --> 02:21:22,790
our three MSBA projects, elementary school and the two roofs, potter and broofy,

1932
02:21:22,790 --> 02:21:30,310
to be replaced next summer. But we're working through the MSVA process now. We're

1933
02:21:30,310 --> 02:21:37,390
replacing the King lift. We are in the middle of phase two roof replacement at

1934
02:21:37,390 --> 02:21:42,270
Juniper. We're building two pre-K playgrounds at Harmony and McCarthy. We are

1935
02:21:42,270 --> 02:21:49,110
resurfacing the back gym at the high school and replacing the HVAC

1936
02:21:49,110 --> 02:21:55,570
some pump at Cameron. So we've got a lot going on this summer. Billings of grounds, departments

1937
02:21:55,570 --> 02:22:00,830
doing a fantastic job and we're confident we were able to get all these completed and buildings

1938
02:22:00,830 --> 02:22:11,430
ready for the starter school. FY27 we had that past for capital 2.2 million and now we're working

1939
02:22:11,430 --> 02:22:18,410
on FY28 capital putting together a plan now to bring to the subcommittee over the next month or so

1940
02:22:18,410 --> 02:22:23,790
maybe six weeks, we'll bring it to the full school committee for approval, and we'll submit it to the city

1941
02:22:24,730 --> 02:22:29,510
round October. But we're already thinking ahead FY28.

1942
02:22:30,080 --> 02:22:33,940
I'm both capital and operating, so any questions on capital tonight?

1943
02:22:36,540 --> 02:22:44,640
Okay. Great. So next is just some updates on the operating budget. So FY26, we're still closing out

1944
02:22:44,640 --> 02:23:00,640
purchasers, paying final invoices doing everything we can to avoid prior invoices. So we are on pace to end with at least the 500,000 that we budgeted to balance next year's budget.

1945
02:23:00,640 --> 02:23:12,740
We might come in a little bit higher, we got some additional circuit breaker funding, so that will help us next year to actually have some funding in case anything comes up.

1946
02:23:13,240 --> 02:23:22,140
FY27 is in full swing, we're proving, I think we approved about 300 plus wrecks this week.

1947
02:23:22,140 --> 02:23:28,240
So we can convert them to purchase orders and then when staff come back in August they're purchase orders ready to go to place orders

1948
02:23:28,240 --> 02:23:34,320
And we'll be ready for the start of school with all supplies and materials. So

1949
02:23:34,320 --> 02:23:38,000
Work on FY2627 and we've already

1950
02:23:38,520 --> 02:23:41,280
We're well into FY28 as well

1951
02:23:41,960 --> 02:23:47,320
So we're going to expedite the process this year workbook should be done soon

1952
02:23:47,920 --> 02:23:54,360
And we're already having discussions on what funding might look like and any actions that

1953
02:23:54,360 --> 02:23:55,000
will have to take.

1954
02:23:55,400 --> 02:23:58,960
But more on FY28, probably at the August meeting.

1955
02:23:59,320 --> 02:23:59,880
Adam, this question.

1956
02:24:00,920 --> 02:24:01,040
Adam.

1957
02:24:03,510 --> 02:24:04,450
Thank you so much.

1958
02:24:04,470 --> 02:24:08,570
Mr. Lynn, I just wanted to follow up on our email, Jean earlier today to let people know

1959
02:24:08,570 --> 02:24:13,210
what a good news was filed by the governor today.

1960
02:24:14,110 --> 02:24:18,770
There was a new funding request, it's specifically to support both the retention of

1961
02:24:18,770 --> 02:24:20,970
teachers, professionals, mental health counselors,

1962
02:24:21,270 --> 02:24:23,090
and other school staff while preserving

1963
02:24:23,090 --> 02:24:24,630
important educational programming

1964
02:24:24,630 --> 02:24:26,370
and community facing physical challenges.

1965
02:24:26,710 --> 02:24:28,170
And quote, you know, that sums up

1966
02:24:28,170 --> 02:24:30,950
exactly what we've seen ourselves in the last few months.

1967
02:24:31,610 --> 02:24:33,970
And so if this new funding does come through,

1968
02:24:35,110 --> 02:24:37,170
curious to get us thinking about as a group,

1969
02:24:37,430 --> 02:24:39,270
what kind of a plan we can have understanding

1970
02:24:39,270 --> 02:24:40,410
and it's late in the higher season,

1971
02:24:40,510 --> 02:24:44,450
but other certain initiatives that were previously cut

1972
02:24:44,450 --> 02:24:46,810
that again, pending the state legislative approval

1973
02:24:47,490 --> 02:24:53,410
time for a real impact. This is new money that would come in to Framingham. I believe

1974
02:24:53,410 --> 02:25:00,030
it's $112 per student. So that would be between $900K and a million based on the formula

1975
02:25:00,030 --> 02:25:05,870
for Framingham. It's interesting to note that I couldn't tell just from the filing yet whether

1976
02:25:05,870 --> 02:25:12,470
this would be one time or as part of our base for the future, or if this requires an appropriation

1977
02:25:12,470 --> 02:25:16,570
request by us to the mayor and to the council or not make those districts, but either way,

1978
02:25:16,630 --> 02:25:21,750
it's only good news and we should think about if this funding comes through what of the

1979
02:25:21,750 --> 02:25:26,430
positions that were looked at last time or what one time cost, if this is not reoccurring

1980
02:25:26,430 --> 02:25:31,210
revenue, can we use it for maximum impact or student achievement in our community?

1981
02:25:31,890 --> 02:25:36,150
So Mr. Lynch, I welcome any thoughts you have on that tonight, understanding this is brand new,

1982
02:25:36,150 --> 02:25:40,910
you know right before tonight's meeting and there's more to be found through our your

1983
02:25:40,910 --> 02:25:45,750
contacts. Thank you for putting out and flagging that for us out of my understanding is

1984
02:25:45,750 --> 02:25:52,490
just a one time payment rate that yeah I mean this just came out a couple hours ago so we've

1985
02:25:52,490 --> 02:25:57,650
got some initial information on it but it seems like the funding will go directly to schools

1986
02:25:58,230 --> 02:26:05,790
but it's a one time payment it's not in addition to chapter seven so I think we need to be very careful

1987
02:26:05,790 --> 02:26:10,890
with how we spend the money. I know we cut hundred and twelve positions we want to take

1988
02:26:10,890 --> 02:26:16,470
get positions back but if this is really a one-time payment and we say for instance

1989
02:26:16,470 --> 02:26:22,430
higher a million dollars in staffing back we will not have that money next year so we will

1990
02:26:22,430 --> 02:26:28,630
already be a million dollars in the whole so I would highly recommend you know we wait a little bit

1991
02:26:28,630 --> 02:26:33,590
for details to come out hopefully the rest of this week we'll know and I'll send the email out

1992
02:26:33,590 --> 02:26:44,670
all the committee members. Once we know, once we solidify what exactly this money is. But I think we need to be very careful with how we spend it and look to the future.

1993
02:26:45,350 --> 02:26:55,110
Because I think the last thing we want is to start FY28 already a million in the whole if we're going to be spending these funds on something that's reoccurring when the money will not be there.

1994
02:26:55,110 --> 02:27:01,590
So, it is really good news, not sure about the timing, you know, we're already in FY 27.

1995
02:27:02,990 --> 02:27:06,870
But when I know more, I'll send it out, probably by the end of the week, I'll leave

1996
02:27:06,870 --> 02:27:14,790
given update to the committee just so you guys know the facts and I'll just reiterate my recommendation.

1997
02:27:17,360 --> 02:27:17,880
All right.

1998
02:27:21,050 --> 02:27:21,970
I think that's it for me.

1999
02:27:21,970 --> 02:27:22,510
That's it for you.

2000
02:27:22,510 --> 02:27:22,750
Yes.

2001
02:27:22,870 --> 02:27:23,050
Okay.

2002
02:27:23,230 --> 02:27:24,030
Thank you so much.

2003
02:27:26,110 --> 02:27:34,950
Next up, we have the discussion in vote on the unit E, framing him, campus A's, campus safety monitors, campus operations, liaison's, MOA.

2004
02:27:38,840 --> 02:27:45,680
So this is the first, tonight, an executive session, a superintendent for human resources in a London provided the following summary on the negotiations.

2005
02:27:46,700 --> 02:27:56,060
The district has been engaged in active negotiations with the framing him, teachers association, FCA to establish a new collective bargaining agreement for campus A's

2006
02:27:56,060 --> 02:28:04,100
campus safety monitors in unit E. Negotiations began on Friday, February 4th, 226. The

2007
02:28:04,100 --> 02:28:10,640
FCA voted to approve the MOA with an outstanding 97% ratification vote, attestment to the

2008
02:28:10,640 --> 02:28:14,620
collaborative efforts between the Union and the District. Tonight the school committee voted

2009
02:28:14,620 --> 02:28:20,220
to approve this MOA. This is a moment's occasion because it is the very first collective bargaining

2010
02:28:20,220 --> 02:28:25,800
agreement for this unit, which will be known as the Unit E building support staff. In open

2011
02:28:25,800 --> 02:28:34,480
Is there a motion to approve the unit EMOA as presented so move I will be seconded by Kyle and a discussion

2012
02:28:36,700 --> 02:28:39,880
Okay, we'll roll call vote D1 district one

2013
02:28:41,560 --> 02:28:45,560
District two yes district three yes district four

2014
02:28:46,740 --> 02:28:53,840
Yes district five yes six yes seven yes eight yes nine yes, okay, it is approved

2015
02:28:55,340 --> 02:29:02,340
The next one is consideration of the recognition of a union for family and community support and engagement liaisons.

2016
02:29:02,880 --> 02:29:04,880
This was approved earlier tonight in an executive session.

2017
02:29:05,100 --> 02:29:11,500
Is there a motion to approve the request for voluntary recognition of a family and community support and engagement liaisons unit?

2018
02:29:11,500 --> 02:29:18,690
move by Willie second say by Larena any discussion roll call vote district one

2019
02:29:21,640 --> 02:29:33,820
district two yes district three yes four yeah five yes yes six yes seven yes eight yes nine yes

2020
02:29:34,560 --> 02:29:41,140
approved all right school building committee Adam would you like Brent and I are here ready to support you

2021
02:29:41,140 --> 02:29:45,080
we'd like us to take the update or happy to turn it over to you too.

2022
02:29:46,020 --> 02:29:48,420
Yep, I defer to you, and I thank you so much.

2023
02:29:48,820 --> 02:29:50,000
All right, but we're going to tag to you.

2024
02:29:51,340 --> 02:29:57,700
So school building committee net last Monday, we voted to approve the June 2026 vendor package

2025
02:29:57,700 --> 02:29:59,980
invoice, that we voted to.

2026
02:30:00,000 --> 02:30:11,660
We approve the tap A amendment for reimbursable costs, including involving the feasibility study. There was a schedule and milestone update, cost overview, estimate and total project costs.

2027
02:30:12,220 --> 02:30:21,560
We're overviewed, however, there's still very much unknown with just isn't a certain level of precision available to us right now.

2028
02:30:21,560 --> 02:30:28,120
We evaluated options, so school building committee members were given a matrix with various evaluation criteria.

2029
02:30:28,980 --> 02:30:33,320
Some of the submissions we submitted were required by the MSBA.

2030
02:30:36,760 --> 02:30:41,520
Ultimately, we voted to advance an ad-runnow at existing Hemingway.

2031
02:30:41,760 --> 02:30:44,240
We advanced a rebuild option at Hemingway.

2032
02:30:44,460 --> 02:30:47,340
We advanced two new constructions at Bethany.

2033
02:30:48,480 --> 02:30:52,540
We voted to select those options to advance into the PSR phase.

2034
02:30:52,820 --> 02:30:58,620
There was a report out from the community outreach subcommittee, which is scheduled to mean again on 722.

2035
02:31:00,040 --> 02:31:03,300
And there are some other details I'm probably missing anything you'd like to add,

2036
02:31:03,640 --> 02:31:05,180
Brent, please take it from here.

2037
02:31:05,840 --> 02:31:08,940
No, I think that's quite you caught most.

2038
02:31:09,760 --> 02:31:13,440
The other bit I would just mention is that the communication subcommittee,

2039
02:31:13,440 --> 02:31:33,380
which has met previously before since we have met last will likely be having materials and talking points that I think will assist the full school committee and speaking with constituents about this so I don't have a timeline on that yet, but I think that's something you all can look forward to receiving hopefully in the next month or two.

2040
02:31:33,880 --> 02:31:42,140
Yes and this is a regular schedule that agenda item for us to and we try to bring anything we do over there over here so that we have.

2041
02:31:42,140 --> 02:31:49,080
just that level of transparency and advanced notice.

2042
02:31:49,540 --> 02:31:53,060
Okay. Moving on, we'll go to subcommittee reports.

2043
02:31:53,340 --> 02:31:54,700
We'll start with finance and operations.

2044
02:31:55,320 --> 02:31:56,340
Will you wrap more?

2045
02:31:57,240 --> 02:31:59,060
Thank you, Madam Chair.

2046
02:31:59,780 --> 02:32:01,900
For the awards total for today,

2047
02:32:02,460 --> 02:32:08,380
we have a total of 3,824,848,640,

2048
02:32:08,380 --> 02:32:22,240
and a payroll total of $13,979,670,770,770 of the dates of June 22nd and June 29th.

2049
02:32:22,500 --> 02:32:23,720
Thank you.

2050
02:32:24,000 --> 02:32:24,900
Thank you, Willey.

2051
02:32:25,360 --> 02:32:26,100
Policy in January.

2052
02:32:27,060 --> 02:32:27,620
Thank you.

2053
02:32:27,760 --> 02:32:29,280
The policy some committee met.

2054
02:32:29,580 --> 02:32:34,700
On June 16th, the review of several policies based on recent updated DSEMASC guidance, including

2055
02:32:34,700 --> 02:32:40,900
policy JKAA, timeout seclusion and physical restraint, which was approved at the last meeting

2056
02:32:40,900 --> 02:32:41,740
for our first reading.

2057
02:32:41,960 --> 02:32:46,320
This policy was previously reviewed and approved by the Health and Wellness Subcommittee

2058
02:32:46,320 --> 02:32:47,260
on May 18th.

2059
02:32:47,260 --> 02:32:49,160
It was drafted with Attorney Michael Joyce.

2060
02:32:49,820 --> 02:32:55,340
This policy has a deadline of needing to be updated and submitted to Desi by August 16th.

2061
02:32:55,640 --> 02:33:00,800
Two other policies were reviewed and are out for first reading, which include ECAB, access

2062
02:33:00,800 --> 02:33:06,340
to buildings and grounds in JFBB Mass Inter-District School Choice Program.

2063
02:33:07,080 --> 02:33:13,320
So I am looking for a motion to approve JKAA timeout seclusion and physical restraint for

2064
02:33:13,320 --> 02:33:19,960
a second reading and policy ECAB access to buildings and grounds in JFBB Mass Inter-District

2065
02:33:19,960 --> 02:33:21,840
School Choice Program for our first reading.

2066
02:33:22,320 --> 02:33:25,860
So move to the barge second by Mr. Lewis.

2067
02:33:26,540 --> 02:33:28,760
roll call vote will go district one.

2068
02:33:28,940 --> 02:33:30,380
Oh, sorry, discussion.

2069
02:33:32,200 --> 02:33:33,200
Sorry, discussion.

2070
02:33:34,780 --> 02:33:37,520
Seeing no discussion, roll call vote, district one.

2071
02:33:38,640 --> 02:33:39,760
District two?

2072
02:33:41,140 --> 02:33:41,780
District three myself.

2073
02:33:42,160 --> 02:33:43,060
Yes, district four.

2074
02:33:44,680 --> 02:33:45,300
District five.

2075
02:33:45,580 --> 02:33:45,840
Yes.

2076
02:33:46,160 --> 02:33:46,800
District six.

2077
02:33:47,600 --> 02:33:47,860
Yes.

2078
02:33:48,080 --> 02:33:48,720
District seven.

2079
02:33:49,700 --> 02:33:50,040
Yes.

2080
02:33:50,420 --> 02:33:50,700
District eight.

2081
02:33:51,400 --> 02:33:51,840
District nine.

2082
02:33:51,940 --> 02:33:52,200
Good.

2083
02:33:53,040 --> 02:33:53,800
Thank you very much.

2084
02:33:53,800 --> 02:33:55,980
passes nine zero.

2085
02:34:01,120 --> 02:34:01,500
All right.

2086
02:34:07,900 --> 02:34:09,080
Any other subcommittees?

2087
02:34:12,030 --> 02:34:13,090
Find us an operation. Subcommittee

2088
02:34:13,090 --> 02:34:18,830
met. We have a draft goals. Still working on them. Any feedback you can send it to Joanna.

2089
02:34:21,190 --> 02:34:23,170
I guess I give a report out on the goals.

2090
02:34:25,690 --> 02:34:27,770
Obviously if there's any feedback related to the budget

2091
02:34:27,770 --> 02:34:36,570
budget timeline, please send it in. We will be presenting these after another round of review

2092
02:34:36,570 --> 02:34:40,570
in our second meeting with the agenda topic of goals.

2093
02:34:41,610 --> 02:34:42,750
It's all I got right now.

2094
02:34:43,430 --> 02:34:44,610
Any other stuff for me reports?

2095
02:34:48,420 --> 02:34:49,780
Seeing that, we'll go to a approval of GIF's

2096
02:34:49,780 --> 02:34:50,920
field trips and minutes.

2097
02:34:51,720 --> 02:34:52,540
Let's keep an eye on it.

2098
02:34:52,660 --> 02:34:53,920
Let's see what my family is raising their hand.

2099
02:34:54,920 --> 02:34:58,740
Except GIFs for adult ESL plus high school health

2100
02:34:58,740 --> 02:34:59,240
and wellness.

2101
02:34:59,440 --> 02:35:02,520
McCarthy items include funds to support English classes,

2102
02:35:02,800 --> 02:35:04,300
support of the cozy cart.

2103
02:35:04,540 --> 02:35:06,500
Initiatives related to digital wellness and

2104
02:35:06,500 --> 02:35:09,660
for students and families in need, is there a motion to accept?

2105
02:35:10,980 --> 02:35:11,160
Who?

2106
02:35:11,200 --> 02:35:11,760
Who by willy.

2107
02:35:12,120 --> 02:35:12,860
Second by Jan.

2108
02:35:13,140 --> 02:35:13,560
Any discussion?

2109
02:35:15,600 --> 02:35:18,000
Seeing none, roll call vote, district one.

2110
02:35:19,460 --> 02:35:19,680
Two.

2111
02:35:20,220 --> 02:35:20,300
Yes.

2112
02:35:20,460 --> 02:35:20,780
Three.

2113
02:35:21,300 --> 02:35:21,520
Yes.

2114
02:35:21,740 --> 02:35:22,260
Four.

2115
02:35:23,320 --> 02:35:23,500
Yes.

2116
02:35:23,940 --> 02:35:24,440
Five.

2117
02:35:25,360 --> 02:35:25,460
Six.

2118
02:35:25,620 --> 02:35:26,080
Yes.

2119
02:35:26,080 --> 02:35:26,340
Yes.

2120
02:35:26,340 --> 02:35:26,600
Yes.

2121
02:35:29,460 --> 02:35:29,980
Minutes.

2122
02:35:30,080 --> 02:35:30,620
Open session.

2123
02:35:31,420 --> 02:35:35,300
The May 6, 2020, six minutes will be placed in the next agenda for approval.

2124
02:35:35,300 --> 02:35:41,800
Is there a motion to approve the March 18th, 2026 April 15th, 2026 open session minutes?

2125
02:35:41,980 --> 02:35:43,140
So most, move a gen.

2126
02:35:43,720 --> 02:35:43,740
Second.

2127
02:35:43,740 --> 02:35:45,040
Second, move a willy and discussion.

2128
02:35:46,460 --> 02:35:47,720
Rokalvo, district 1,

2129
02:35:49,910 --> 02:35:50,830
2, yes.

2130
02:35:50,950 --> 02:35:51,830
3, yes.

2131
02:35:52,030 --> 02:35:53,870
4, yes.

2132
02:35:53,970 --> 02:35:55,310
5, yes.

2133
02:35:55,310 --> 02:35:56,050
6, yes.

2134
02:35:56,190 --> 02:35:57,330
7, yes.

2135
02:35:57,510 --> 02:35:58,230
8, yes.

2136
02:35:58,590 --> 02:35:59,130
9, yes.

2137
02:35:59,630 --> 02:36:06,650
Executive session minutes to approve the September 17th, 2025 in January 14th, 2026 minutes as approved.

2138
02:36:06,650 --> 02:36:08,930
in executive session. Motion to approve.

2139
02:36:09,250 --> 02:36:09,950
So moved. Second.

2140
02:36:10,250 --> 02:36:12,470
By Jen, say that by Willie, any discussion,

2141
02:36:16,000 --> 02:36:16,060
roll,

2142
02:36:16,280 --> 02:36:17,260
vote, district one,

2143
02:36:19,620 --> 02:36:20,480
two, yes.

2144
02:36:20,600 --> 02:36:32,280
Three, yes, four, five, six, five, six, seven, eight, yes, nine, yes.

2145
02:36:33,180 --> 02:36:34,200
All right.

2146
02:36:39,290 --> 02:36:41,990
Review of reductions on previously approved executive session minutes,

2147
02:36:41,990 --> 02:36:45,010
Executive session minutes from 2012 to 2024,

2148
02:36:46,070 --> 02:36:48,450
2017, School Committee of Superintendents, Search Committee.

2149
02:36:50,610 --> 02:36:52,190
2020, four, switch, switch, switch, switch, switch.

2150
02:36:52,930 --> 02:36:53,690
Do I have the right date?

2151
02:36:53,910 --> 02:36:54,510
2020, four.

2152
02:36:55,890 --> 02:36:57,430
All right, is there a motion to approve updates

2153
02:36:57,430 --> 02:36:58,810
through executive session minutes

2154
02:36:58,810 --> 02:37:01,750
and redactions from 2012 to 2024

2155
02:37:01,750 --> 02:37:04,370
and the 2017 School Committee

2156
02:37:04,370 --> 02:37:05,530
Superintendent Search Committee

2157
02:37:05,530 --> 02:37:08,630
as part of ongoing periodic review of redacted minutes?

2158
02:37:08,750 --> 02:37:09,590
So good.

2159
02:37:09,590 --> 02:37:12,070
by Kyle, seconded by Willie, any discussion?

2160
02:37:13,370 --> 02:37:19,930
Seeing none, we'll call a vote, district one, two, now, three,

2161
02:37:21,190 --> 02:37:29,970
abstain, four, five, yes, six, seven, yes, eight, eight,

2162
02:37:30,000 --> 02:37:59,860
Eight, yes, nine, yes. Pass. Okay, additional public comment. So if you're on zoom in, you'd like to speak publicly. You can raise your virtual hand. We'll first go to the room. Anybody in the room speak publicly. Okay, guidelines again are located on the school police website. I'll comment so we accepted to his vice school committee may not be responded to in real time. If you request follow up contact information. I'll read the number 3052241968 webinar.

2163
02:38:00,000 --> 02:38:05,900
ID 86281347776.

2164
02:38:08,640 --> 02:38:13,620
All right, we have one hand-up who just put a stand-up.

2165
02:38:14,060 --> 02:38:16,380
Okay, all right, looking again and again.

2166
02:38:16,420 --> 02:38:17,620
I think this is top, all right.

2167
02:38:18,020 --> 02:38:20,100
I just wanted to let you know, I've been following along.

2168
02:38:20,260 --> 02:38:21,800
I just wanted to have a parting.

2169
02:38:21,920 --> 02:38:27,540
Thank you for everybody's very warm welcome back to this.

2170
02:38:27,660 --> 02:38:29,180
I thought, thank you very much.

2171
02:38:32,500 --> 02:38:33,420
All right,

2172
02:38:36,730 --> 02:38:38,690
all right, I will accept the motion to adjourn.

2173
02:38:39,690 --> 02:38:40,310
So move.

2174
02:38:40,450 --> 02:38:40,570
Second.

2175
02:38:40,810 --> 02:38:42,230
Move by, will you second by Jen?

2176
02:38:43,590 --> 02:38:44,110
Any discussion?

2177
02:38:45,450 --> 02:38:46,150
Seeing none.

2178
02:38:46,570 --> 02:38:47,090
Roll call vote.

2179
02:38:47,230 --> 02:38:47,850
District 1.

2180
02:38:50,080 --> 02:38:50,340
2.

2181
02:38:51,260 --> 02:38:51,440
Yes.

2182
02:38:51,720 --> 02:38:51,880
3.

2183
02:38:53,380 --> 02:38:53,660
Yes.

2184
02:38:53,960 --> 02:38:54,400
4.

2185
02:38:55,720 --> 02:38:55,960
Yes.

2186
02:38:56,440 --> 02:38:56,840
5.

2187
02:38:57,280 --> 02:38:57,720
Yes.

2188
02:38:57,980 --> 02:38:58,260
6.

2189
02:39:00,970 --> 02:39:01,290
Yes.

2190
02:39:01,570 --> 02:39:01,930
7.

2191
02:39:03,130 --> 02:39:03,570
Yes.

2192
02:39:03,850 --> 02:39:04,290
8.

2193
02:39:04,370 --> 02:39:04,630
Yes.

2194
02:39:04,630 --> 02:39:04,890
9.

2195
02:39:04,890 --> 02:39:13,890
Yes, all right. The next school committee is August 19th, 2026 with a whole and August 5th if needed this meeting is adjourned at 9.43 p.m. Have a great night