[0:00] All right, so we will kick off just as a third reminder, we've had a handful of friends join since I last said it. So if you're interested in live translation in Spanish or Haitian Creole, you can use that stream.lexiquit.com slash Sudbury. You'll be asked to join and choose your language of preference that ultimately acts, gives you access to a live stream with a translator. You can also do that and use the local broadcast with English, and you'll be receiving the same stream.

[0:30] If you want to utilize that service, this Zoom will kind of remain open though.

[0:35] So either spot you sit is good, and we'll head through all the details of the Smiling Explore Summer Program.

[0:42] We're thrilled to have your families on board and to meet some of your children.

[0:48] Some of them are familiar to us already and others are new to us.

[0:52] We have an incredible representation from all four elementary schools,

[0:56] and we're eager to see them this summer at Peter Noise.

[1:01] So there's that link, if you need it,

[1:04] and otherwise, will it start it?

[1:08] So we really just wanted to acknowledge

[1:11] some of the people behind the scenes

[1:13] that have helped make the Silent Explorer program possible.

[1:17] Our funding partners continue to be the town of Sudbury

[1:20] and the Department of Elementary and Secondary Education.

[1:23] We're grateful for those funding sources

[1:25] and we look forward to future years of this program running.

[1:29] So if you have a younger elementary student or more to come,

[1:33] please continue to keep us on your potential books

[1:35] for your summer experiences.

[1:39] Our development team is deep.

[1:41] We have people working across all schools

[1:44] inside Bray Public Schools

[1:45] and throughout our central office team

[1:48] through literacy and math, our technology team.

[1:51] The Mechco program is involved

[1:53] along with our curriculum coordinators.

[1:54] members, our business and transportation departments all have a hand in making the program possible.

[2:00] So thank you to all of those contributors. We will continue to need your help as we go.

[2:06] We have quite the team with us. You'll see a few of us here this evening and be able

[2:12] to meet more of us boots on the ground as you get going. Kim Swain, our assistant superintendent

[2:17] for teaching and learning will hopefully be joining us soon. She was having a tech issue

[2:21] getting into the Zoom. I'm Rebecca Ameral and I'm coordinating the smile program this summer.

[2:30] Hi everyone. I'm Sarah Rivera and I am coordinating the Explorer programs this summer.

[2:38] And I'm Jeff Wappen. I'm the Assistant Director of Student Services coordinating the ESY program

[2:45] along with Anya Prudreski who should be joining us as well. We'll have a couple of administrative

[2:52] of assistance working with us this summer too, Jean Maguire and John Meritzky. One of those is

[2:59] a familiar face for the Peter Noise crew and another works diligently in our central office team.

[3:05] So they'll be kind of sharing the front desk duties through at the Peter Noise School this summer.

[3:10] And we'll have two nurses, Caitlin Griffin, who's familiar to the Nixon families and Meritzah crews.

[3:17] And Meritzah was also there last summer. So if your child participated last summer, you may be

[3:21] familiar with her as well. So we have quite the team of people helping coordinate, but really what's

[3:27] most important is the staff we've brought on. We're excited to say that we will kind of dig into

[3:34] what that looks like and share with you all about our enrollment and our team of teachers and exactly

[3:40] what you can expect from the program. Yes, so tonight we're going to give you a program overview that

[3:47] It includes things such as our purpose and goals, our schedules, resources.

[3:54] We also want to go about explaining some logistics, some important information we would like

[4:00] from you, and also what we're going to do with teacher feedback, and the arrival and dismissal

[4:08] procedures along with food service and any communication you might be receiving, moving

[4:13] forward.

[4:15] So if you have questions tonight, you can use the either zoom or lexiquit key Q&A.

[4:21] Both of those sources for questions will be fed right back to us.

[4:26] Some of them may be answered along the way.

[4:28] You may see a typed answer in that Q&A box from Mr. Lapin or one of us.

[4:33] And if not, we'll address those unanswered questions at the end of the presentation.

[4:37] There will also be an opportunity for other questions to be asked when we reach the end.

[4:41] So hold on to your thoughts or feel free to be typing them into that Q&A as they come up.

[4:51] Alrighty, so we'll take in a little bit to what the program entails. We'll be functioning out of

[4:56] the Peter Noise School this summer. Thank you to Peter Noise staff for letting us borrow your

[5:03] space. We keep calling this a pop-up school and it is exactly that. We have classroom

[5:08] from joining in every single classroom

[5:10] in nearly every office filled with staff members,

[5:13] providing services.

[5:14] We have a couple hundred plus children joining us

[5:18] for the summer, so we truly are filling

[5:20] the majority of the school.

[5:22] We'll run from July 10th to August 4th.

[5:25] If your child is participating in a full day,

[5:28] it'll run from 8.30 to 3 o'clock with lunch in the middle.

[5:31] In a half day, might run from 8.30 to 11.30

[5:34] or 12 o'clock to 3 o'clock.

[5:35] We'll talk about what constitutes bull day or half day in our scheduling portion and you'll

[5:41] hear me say it many times along with Sarah if you have any questions shoot us an email

[5:46] put it in the box.

[5:47] We'll talk about it tonight, but we're continuously available as we approach program

[5:51] cert time.

[5:54] So the smile program is a tuition free program designed to target literacy and numeracy

[5:58] skills in a classroom setting that is surrounded with grade level peers.

[6:02] some familiar in the same school and others that are across the district.

[6:07] We have, as I mentioned before, great representation from all four elementary schools,

[6:14] both in our staff and in our students. So as of right now, we have 15 classroom teachers

[6:19] with seven teaching assistants hired for the smile program.

[6:23] I'm proud to say that the majority of those educators are our SPS educators.

[6:29] We've filled some holes with summer turning educators from last year's summer program from a few neighboring districts that are absolutely dynamite, but we have a lot of our own people continuing on with us for the summer.

[6:42] We're on 30 class sections, so a couple in ready for kindergarten or pre-k, a few in kindergarten in first, second, and then a couple in third, fourth and fifth.

[6:54] As of right now, we have a little over 190 enrolled.

[6:58] That was a number about five days ago,

[7:00] so we've gotten a handful more.

[7:01] So we anticipate about six to 10 students per section,

[7:05] understanding that there are some grade levels

[7:07] that have different enrollment than others.

[7:10] So this program will run ready for kindergarten,

[7:12] which is our current pre-case students,

[7:14] or entering kindergarten in September of 2023,

[7:18] all the way through our current fifth graders.

[7:21] So those students heading off to the middle school after the summer are considered fifth grade

[7:25] still for the summer. Although they wouldn't tell you that, they would say they are middle schoolers.

[7:33] All right. Well, I'll tell you a little bit about our Explore program. The Explore program does run,

[7:39] it's a fee-based program. It runs in tandem with the smile program and our extended school year program.

[7:45] So, students are invited to join us for a fee, and if they do so, they will be engaged

[7:55] in lots of dynamic activities.

[7:59] We have four activity teachers that will cover science and music, art, and PE, and the goal

[8:07] of the program, not only to work in tandem with Smile and ESY, is to have a social emotional

[8:15] lens and so it's very important that our teachers are well first in that and I'm proud to say

[8:20] that all four of our activity leaders are Sudbury Public School teachers and are very familiar with

[8:28] what our goals are socially and emotionally for our students and so we'll be able to carry that

[8:33] easily into our program in the summer. Along with those activity lead teachers we have counselors

[8:40] that will be traveling with the groups of children.

[8:43] And right now, we have six student sections.

[8:46] There's about 125 enrolled.

[8:49] I do believe I added two more today.

[8:51] So maybe a little bit more.

[8:53] We love seeing that families are interested in our programs.

[8:56] So, very exciting.

[8:57] And so, that puts our groupings at about 20 or 22 per section.

[9:03] So, those sections each will be supported

[9:06] by a counselor, a junior counselor, and an activity leader.

[9:09] So, essentially, three supervising staff members for a group of about 20 kids.

[9:17] So, it's a nice number, and we can really dig in for those social emotional pieces

[9:21] along with those enriching experiences.

[9:29] So, Jeff can speak a little bit to the ESY program in general,

[9:33] but really it's a special education program designed to meet the needs of students

[9:37] via individualized education plans.

[9:42] Yep, so those students who'd require services for the summer would be on their IEPs and

[9:48] the teams have met and been meeting all year long and we've been planning for what is needed,

[9:52] so they will be covered.

[9:54] Some of our students, the questions should they do ESY or should they do smile, so many

[9:59] of our students are doing the smile program with support, as well as even students with

[10:05] IEPs are doing the Explorer program in the afternoon, and we have added support for those

[10:10] needed so that they can be successful in that programming. So it's a very inclusive program.

[10:15] So if you have any specific questions you can definitely let me know or Anya Dresquino.

[10:20] But we've worked very hand in hand with the SMILE and Explorer program to make sure that all

[10:24] the students' needs will be covered for the summer. And you'll be holding your own virtual ESY

[10:31] specific information session on May 30th, correct? Yep, May 30th is at seven for focusing just on the

[10:38] Send it to your program.

[10:40] Great.

[10:45] So this red string has me chuckling each time I get to this slide, but it has felt like my light for the last stretch.

[10:53] You'll see in the next couple of slides the combinations of programs you can be enrolled in in order to participate this summer.

[11:02] And it feels a bit like this red string on a board.

[11:04] So we have been working diligently to create a schedule that meets the needs of all programs

[11:11] that are running within noise this summer, explore, smile, ESY programming, things happening

[11:18] at the middle school, service delivery across all of those programs, multiple staff schedules,

[11:24] full-time and part-time staff and students, and we're getting quite close.

[11:29] So your enrollment letters were sent in April and May.

[11:32] The majority were sent at the very end of April with some trickling in throughout the month of May if you signed up a bit later.

[11:40] Please contact us if you have changes to your schedule or questions about your enrollment.

[11:45] We'll go over in just a moment what types of programs you might be enrolled in and what your day might look like.

[11:52] We encourage strongly that families communicate with us if there is a known interruption to your schedule.

[11:58] So some families have already reached out to share about a day or two or some short amount of time where their family is already engaged in something else and that needs to be accommodated.

[12:09] Having that information now enables us to plan accurately for the students will have in front of us the staff to be expecting them and so on.

[12:17] So please, please feel free to share if you already have something on your schedule.

[12:24] So if you are scheduled for a half day, that could mean one of many things.

[12:29] It might mean that you are just coming for a half day of ready for kindergarten, either

[12:34] in the morning or in the afternoon.

[12:36] You would know on that enrollment letter if you were morning or afternoon.

[12:40] You might also be coming for just K-2-2 smile only, where you're experiencing both literacy

[12:47] and math in an integrated experience.

[12:50] You might be coming for grades three through five smile in just one content area.

[12:55] So a half day focused primarily on literacy or a half day focused on math.

[13:01] You might come for just a half day of explore.

[13:04] We were able to open explore to the general community a few weeks ago and we gathered a few more

[13:09] friends that way.

[13:10] So if you're coming for just a half day of explore, you might be there or if you're ESY only.

[13:16] So if your student is only coming for their individualized education plan extended school

[13:22] year services, you would be functioning on a half day.

[13:25] So if you're in the morning, you'd arrive at 8.30, either by bus fan or car, we'll talk

[13:30] about that transportation in a little bit, then you'd have your scheduled session.

[13:34] In the earlier grades, ready for K, K through 2, that would be a real integrated experience

[13:40] of literacy, math, and social teaching.

[13:43] or grades through through five, you'd be there for just one content area.

[13:48] We'll talk about this too, but we know that creating and experience that is engaging

[13:53] and fun is important in this summer pop-up school.

[13:57] And that's something that's being really heavily built into our schedule making and planning for the summer.

[14:03] And then you'd head out at 11.30 if you had that morning schedule.

[14:06] If you're there for just a half day in the afternoon, you'd arrive at 12.

[14:10] 12, have your session from 12 to 3 and head out at 3.

[14:14] So half-dayers just come, they will eat a snack while they're with us, but they won't

[14:19] necessarily eat lunch.

[14:22] So if you are scheduled for a full day, it might be because you're doing ready for kindergarten

[14:28] or K through 2 smile.

[14:30] So you're one of those students who's coming for the ready for K or K through 2 smile program

[14:35] And you've chosen to do explore that tuition-based program.

[14:40] You may also be someone that's coming for grades 3 through 5,

[14:44] smile in both ELA and math.

[14:47] So all day long in that more classroom-based setting,

[14:49] half day of ELA, half day of math.

[14:52] Maybe your 3 through 5, but your smile for one content area

[14:57] and explore for the other half of your day.

[15:00] Maybe you're a full-explore student, so you're coming to explore on both halves of the day, or maybe your ESI and explore. You're coming for those IEP-driven services, and then the other half of your day is in the morning, and then in the afternoon you're in the Explore program. If that's your plan for the summer, a full-day schedule, you'll still arrive in 8.30 in the part at 3 o'clock. Your first session and second session will be the same time as those half-day sessions with a lunch in between.

[15:29] And we'll talk all about those lunch options, but you can imagine this is where my red string has come in, right?

[15:35] We have all of these program and enrollment types and there are many kids in each category and each has a different set of

[15:43] needs when it comes to scheduling and staffing. So if you are unsure of what your program is, please contact us privately through the smile at

[15:52] at subbray.k12.ma.us email address.

[15:57] And we can help to confirm your enrollment type.

[16:00] If you're sitting and thinking,

[16:01] wow, I'm signing up for Smile for a half day

[16:04] and I really wanna add Explore, please email us

[16:08] and we can add that.

[16:09] If you're listening because you haven't yet signed up

[16:12] and you're interested in doing that,

[16:14] saying send us an email

[16:15] and we'll get that enrollment confirmation out to you.

[16:19] More and more information will be heading our way.

[16:21] so we're hoping to get as many interested families enrolled as early as possible so we can focus on

[16:26] that connection.

[16:30] The smile and curriculum resources are really intended to be an extension of the

[16:35] learning we do during the school year. So we'll be using familiar programs that your students are

[16:39] already using in their year-long classrooms. Bridges and Mathematics is our district-wide or

[16:46] elementary-wide math program. It has a stand-alone math program and an intervention program.

[16:53] So both of those programs will be available for use throughout the summer.

[16:57] Heggardy and foundations are two of our primary literacy programs intended to teach children

[17:03] how to read. Heggardy focusing on the sounds that make up language and foundations focusing on

[17:10] and what to do with letters and their sounds to read words.

[17:14] We also have compiled a rich sequence of mentor texts

[17:19] that teachers will be using for guided instruction

[17:22] and comprehension.

[17:24] We'll also be doing some really structured writing

[17:27] experiences that will enhance what students have learned

[17:31] in their individual grades throughout the year so far.

[17:35] We have created curriculum maps for every grade bubble.

[17:38] So those resources are well organized available for teachers to be able to implement and it gives us

[17:45] the confidence that the same instruction or similar instruction is happening across all

[17:50] of our classrooms in each grade level. We'll have a math coach on staff along with a literacy

[17:56] specialist. Our math coach is our math coach and literacy specialists will be spending some time

[18:02] in the classrooms and then also working as instructional coaches with all of our staff. That's an

[18:07] important role as we welcome some teachers from outside of

[18:10] Sudbury Public Schools. They're being handed programs or

[18:14] techniques that may not be their day-to-day practice but we want to

[18:18] ensure that all students are getting the same

[18:20] continuation of learning so that instructional cultural has been

[18:24] pretty critical. We'll have some grade level collaboration time so teachers

[18:28] will be able to connect after the program ends throughout the week

[18:32] to streamline some of that work. We'll have access to the continued

[18:37] access to all of our grade level resources that everyone has all year. So our

[18:41] book room, which has all of our texts we use to teach children to read, the

[18:46] math materials that go with our math kits, all of our technology resources,

[18:52] Chromebook carts, all of those kinds of things would be available and we'll have a

[18:55] technology team member working on site throughout the summer as well. So it is

[19:00] truly an extension of the learning we do in the school year. Not necessarily

[19:05] meant to be a rinse and repeat or just grabbing a pre-taught unit that they were exposed to throughout

[19:14] the school year and going through it again, but are truly curated learning experience that targets

[19:21] the highest need skills for the students that are sitting in front of us.

[19:30] Pidgy backing on that, the Explore Curriculum and Resources rely heavily on the Harmony

[19:39] Social Emotional Curriculum that we use here in Sudbury Public Schools.

[19:45] Our activity leaders are utilizing that curriculum in tandem with the activities that they're

[19:54] Our Harmony curriculum is based on the castle research that stands for collaborative for academic, social, and emotional learning.

[20:05] And we know research tells us that students that do have stronger social emotional skills, they will have improved academic outcomes.

[20:14] And we are hoping that part of the explore curriculum and the experiences will help to foster that in what they're experiencing in the program along with being able to carry it forward in the classroom.

[20:34] Some explore components that I'd like to share with you tonight are we do have morning groups and afternoon groups and they will be built by age band.

[20:44] So, it could be a pre-K, K group, one, two group, and a three, four, five group.

[20:49] It is depending, we're still figuring all those strings out that we're back at talked

[20:53] about with our groupings, but we are looking very carefully at that.

[20:59] As I had stated earlier, each group will be supervised by a counselor and junior counselor,

[21:04] and when they go to their activity, they'll have a third supervisor, which will be the activity

[21:08] leader.

[21:09] Each day students will experience a welcome assembly run by myself and our activity leaders and our counselors.

[21:19] They will go to various activities and there will be an SCL focus embedded into everything that they are going through throughout the day.

[21:29] We will work on some team building during our snack break each session as well.

[21:36] As you can see, all of our experiences are run by those licensed Sudbury public school teachers.

[21:42] They will have four weeks of art, four weeks of physical education, and then two weeks of science, and then the other two weeks of music.

[21:50] So we've been working really hard at putting together some robust curriculum and experiences for our students and are looking forward to having them this summer.

[22:00] So, one of the ways that we are finding the fun in all of this is through looking for

[22:09] friendships, making it as project-based or cross-curricular as possible, embedding some spirit

[22:16] days and having themes. So, as you can see here, we've got four themes for the summer.

[22:23] Our first week will be a nature theme. Our second week will be space, safari, and ocean.

[22:28] And we know that those cross-curricular experiences make

[22:32] the learning much more meaningful for students,

[22:34] and will be deeper and richer.

[22:41] All right, and I'll give you a little sample schedule.

[22:43] For example, if you were in the blue team

[22:46] for your explore experience, the arrival

[22:50] and welcome assembly would happen first,

[22:52] then they may go to their art experience

[22:54] than the physical education.

[22:56] Head off to have a little break snack

[22:59] and do some team building together as a group and then head to science or music depending on the time of the summer.

[23:07] And then before heading off for dismissal, would have the closing assembly and then leave for the day.

[23:15] Looking ahead, some of the communication I wanted to share out is we plan to send out Sunday email reminders each week.

[23:23] Monday's and Fridays will be spirit color days, Thursday's will be

[23:27] scene days, and you'll be receiving Friday email newsletters with a summary

[23:32] of what students have been up to and share out some fun pictures of the

[23:38] various events that have been going on in our program.

[23:45] So we'll dive now into some

[23:47] program logistics, the little things that get us through each day. I am seeing one

[23:54] question I think we could attend to right now, thinking or was curious about explore being just

[24:01] in the afternoon and how our AM and PM grouped. So when you received confirmation of your enrollment,

[24:07] if you were explore only, you were told if you were in the morning or if you were in the afternoon.

[24:12] Otherwise, we are taking the full picture of who's enrolled in a dual program where they're in

[24:18] a smile classroom for half the day and an explore program for half the day. And then we're doing

[24:24] essentially classroom placement for our pop-up school with lots of data points that we'll talk about in a moment and

[24:31] Some students will have explore in the morning and it's smile in the afternoon

[24:34] And then some will have smile in the morning and explore in the afternoon. Those that are there for the whole day

[24:40] Give us a little bit of flexibility to be able to look for

[24:44] School alike pairings or friendship pairings or things like that to be able to honor those moments

[24:51] We have also noticed in previous years that students are able to do that full day.

[24:56] It sounds like a long one, especially with the warm weather and such, but we do have air

[25:01] conditioning at the Peter noise school.

[25:03] And while some activities will be happening outside, we won't necessarily be having super

[25:08] long days.

[25:09] So I go confident that students will be able to do either part of the program on either half

[25:13] of the day.

[25:17] So thinking about how we prepare for this, right?

[25:21] you can imagine that right now we're in the season of classroom placement and thinking about

[25:26] preparing for next year. So as a kindergarten teacher at the Nixon School, I'm taking all that I

[25:32] know about the students I've spent nearly 180 days with and carefully crafting really balanced

[25:37] classrooms based on a lot of data, right, that I have collected over time. And so when we think about

[25:44] creating class placements for this real temporary learning setting, we want to mimic that and as

[25:52] As deep away as possible and so we're looking at multiple information sources in order to

[25:59] be able to pull that information.

[26:02] One student information form will be coming to you later this evening via email.

[26:07] In that form you'll be able to identify some strength scenarios for growth for your child.

[26:13] Identify what your hopes are for the summer to help us kind of orient ourselves.

[26:18] You'll be able to share a bit of medical information and contact information, your plans for lunch and transportation and any potential schedule conflicts.

[26:27] That medical and contact information is available in our system.

[26:31] So I'll explore, sorry, all program directors and participants have access to the regular school system of student information that we have access to all school year.

[26:42] But as I know with my own kids at home, sometimes it is nice to be able to send them to a new setting and be able to check the box that says, oh, yes, they have an allergy and let me just make sure you know it.

[26:54] Especially where we're combining students from four schools.

[26:57] So we'll be kind of combining information from our current database, this family student information form.

[27:04] Our hope is that you can complete that by May 29th.

[27:08] We're hosting two days of training for all staff joining us this summer.

[27:13] And during a portion of that time, staff will have an opportunity to learn more about the students that will be with them for the summer, including this kind of feedback.

[27:23] If you can complete that as soon as it's possible, but particularly by May 29th, that gives me time to process that information and get it into the hands of our staff during our training days.

[27:35] We'll also seek information from our teachers. So their current classroom teachers are also completing a form.

[27:43] They are completing their typical end of your assessment data.

[27:48] That specific academic information will help drive our teaching choices this summer.

[27:55] So while we have created curriculum maps to give us a bit of a guide for what we'd like to cover,

[28:01] we are going to take the individual needs of each group sitting in front of us based on all of this information

[28:07] and make a more specific plan that meets the needs of those students.

[28:11] So we'll combine all that we've already talked about with that end of year assessment data that's already underway.

[28:17] We'll access any individualized education plans, 504 plans, building based accommodation plans, and then a teacher feedback form.

[28:27] So in addition to all of that, teachers are filling out a similar form to the one you're being asked to fill out for each student in their current class that's attending one or all of the programs being offered this summer.

[28:39] All of that information will be compiled and provided to smile and explore educators that are supporting your child.

[28:47] So anyone who your child will be looking to in a teacher role will have information that is important for their role.

[28:54] Otherwise that information will be kept private to the coordinators.

[29:01] So we'll take all of that information and get it into teacher's hands.

[29:04] But there are some other logistical pieces that are important as we work to get this up and running.

[29:11] Sarah and I were chatting last night about how long you have to work out the kinks of

[29:16] arrival and dismissal. And while nothing, not nothing. Few things about getting this

[29:22] program up and running this year have caused significant stress. But for some reason,

[29:26] arrival and dismissal, I just need the cars to go well and kids to get in the right places.

[29:32] So we're putting a lot of thought into that. But in the typical school, you've got 180 days

[29:36] over many years to find a system that works to practice and find the pits, fill them up and make it

[29:42] better, and we're looking at 20 arrivals and dismissals. So please bear with us if they want to

[29:48] and hopefully just to feel a little bit clunky. I do promise that it will be, it'll find its way

[29:53] in being smooth pretty quickly, but there will be morning, midday and afternoon transportation

[29:59] patient happening.

[30:00] And one of three ways. Car, you're bringing your student, bus, a bus is bringing your student

[30:05] or van. A van is bringing your student via an individualized education plan. The buses

[30:11] are picking up and dropping off at multiple locations throughout Sudbury and Boston. We'll talk

[30:16] specifically about what those locations are in a moment. Cars will be able to drop off

[30:21] and pick up as well. And then those van services will be running as they do during the regular

[30:27] school year. So if your child is one who's participating in explore or smile and

[30:34] utilizes van services via their IEP during the regular school year, that

[30:39] transportation can be continued. On that parent, that family information form, it's

[30:44] important that you let us know what your transportation plan is. You'll see in a

[30:48] moment that I'm still working with the bus company to find exact pickup and

[30:52] drop-off times at the locations because I need to know how many people are getting

[30:56] on the bus. So that kind of feedback that you'll give through that form will be important

[31:00] for future decision making. But that 830 time, that 1130 time for a potential pickup, 12

[31:09] o'clock for more friends to be dropped off and then 3 o'clock for anyone left to head home

[31:13] for the day will all be happening. So the buses will be busy and the parking lot will be

[31:18] a lot of the day.

[31:20] But one thing about the midday route.

[31:24] Yes.

[31:24] That if you are a family who's just doing

[31:27] either the morning or even just the afternoon,

[31:29] there's a midday bus.

[31:31] Yes.

[31:31] So if someone is doing just the afternoon,

[31:33] there's a midday bus that they could take,

[31:35] and they could take the late bus home as well.

[31:39] Exactly.

[31:41] Utilizing the bus,

[31:42] you'll have three busing options.

[31:44] Bus one will stop at hate,

[31:46] the Haines School, Haskell Field on Fairbank and the Curtis Middle School. The times are still

[31:53] being worked out. When the bus company figures out those times, they really need to take into

[31:59] account how many kids or families are boarding this bus at each stop so that we can give families

[32:04] an exact minute. But we ask that you honor your school year understanding that the bus could come

[32:10] 10 minutes in either direction. So plan to get there a tiny bit early and don't sweat if it's a

[32:15] a few minutes late getting to that spot,

[32:17] much like what it will look like at the noise school.

[32:20] I imagine that the bus will also have a day

[32:21] to figure out its route.

[32:23] So please be patient.

[32:25] My, I anticipate having those bus times

[32:27] in the next couple of weeks confirmed.

[32:30] I'll talk a little bit about some more information

[32:32] you'll get from us in June

[32:33] and one of those things will confirm

[32:35] all of your transportation to.

[32:37] But as of right now,

[32:38] the bus plans to go campaigns to Haskell over to Curtis

[32:41] and then bring kids to noise.

[32:43] and then they'll depart again at 11.30 and kind of do that route in reverse and

[32:49] then pick more people up to bring them back to noise and then drop people off

[32:54] in the afternoon. Bus one, Haynes, Haskell, and Curtis. Bus two will run to Boston

[33:01] Post Road to 655 Boston Post Road into the Loring School and do a similar route.

[33:06] It's looking as though the first bus stop will happen at about eight o'clock or

[33:10] 805 and then dropped off closer to 325.

[33:14] If in 10 same for dropping off closer to like 1150,

[33:18] or picking up at about that time too.

[33:22] Bus three will go into Boston.

[33:24] The Boston bus will also have a bus monitor,

[33:29] Ms. Monique Granem,

[33:30] who is our middle school program coordinator

[33:33] and absolutely fantastic.

[33:35] We'll be serving as the bus monitor for bus three,

[33:38] but also a smile and a smile and explore shared counselor.

[33:42] So you'll be seen throughout the building as well.

[33:45] The bus three will be stopping at the Boys and Girls Club rotary, the Franklin Park Zoo,

[33:52] the Jubilee Church on Blue Hill Ave and I've lost sight now. There we go.

[33:59] And then the stop and shop at the American Legion Plaza. So that's the same route as it is

[34:04] currently and then it will do the same route on the way back. So be prepared for

[34:09] that. These times we have been able to nail down just based on the distance from

[34:14] Boston, but I will send confirmed times closer to program launch just so

[34:19] people aren't left waiting or missing any transportation options. This bus three will

[34:25] just be running in the morning and then in the afternoon. So you may notice that

[34:28] there isn't a midday bus route for bus three.

[34:35] All righty. So that arrived on

[34:37] dismissal you come by bus. That's how you might get there. The buses and vans will unload in the

[34:42] front circle. At the at Peter noise during the school year there are a dozen plus or dozen or

[34:48] so buses that pack themselves in there so three buses and a few vans will be just fine. Cars will

[34:54] drop off and pick up on the basketball port behind the school. So if you are I I have a kindergartner

[35:01] and this is my alarm telling me to find his library book in case anyone's wondering my alarm that's

[35:08] So I'm mom too over here, so arrival and dismissal, the bus is a man's at the front cars to the back of your current Peter noise family, it's business as usual, so you'll enter through I'll show you a map in a moment, but you'll enter through one of the parking lot spots, and you'll head to the back of the school, and you'll be able to drop off or pick up your student there.

[35:27] For anyone riding a bike, there is a bike stand located near the front entrance if needed,

[35:32] but there will not be a crossing guard on duty.

[35:35] So if you plan to walk to the Peter noise school, I know many students who attend that school

[35:39] do travel on foot or bike, please bring your child all the way to the school as there won't

[35:45] necessarily be someone doing that road traffic support.

[35:50] Students are able to arrive at 8.30 and 12 o'clock.

[35:54] Please do not release your students from your vehicle before those two times.

[35:59] Particularly the 12 o'clock staff will be fully engaged with all of the students having lunch and will not be available to take in students until 12 o'clock.

[36:09] And at 8.30 we'll be having a quick staff kind of grouping just before we launch each day.

[36:16] And so we appreciate your patience and waiting until 8.30.

[36:19] If you do arrive after drop-off as ended, treat it like you would during the

[36:24] normal school year. Park and walk up into the office and check in with our

[36:28] administrative assistant, ringing the doorbell, and all of that.

[36:34] Here's our map

[36:34] of the car pickup. So this is how noise is currently running.

[36:40] They'll... Jeff, have you been over there during this wonderfully busy time?

[36:45] Yes, I've also been across and guard there, so very day.

[36:48] So you come in over here. So I've heard a couple of reports, but many families, well, if you can see these the two buildings that are just above the little a drop pin drop there, the range in the town hall, many families will actually turn in there, and it makes for a bit easier access to the back where this where you do see this white line, where you can then follow along the buses there, that's our bus depot, follow along those buses all the way to the back of the school.

[37:19] you'll see a large basketball court that's gated. It will be open for just drop off and pick up

[37:24] times and otherwise closed. When those gates are open you're able to pull directly onto the

[37:29] basketball court and you'll park in lines of about seven cars and then cars will be unloaded or loaded

[37:35] loaded one line at a time. Please look to staff for direction before that unloading and loading so

[37:41] we can ensure safety for all students and staff members. These tiny details will be coming to you

[37:46] again much closer to program launch. So do not worry if you're not a noise family and you

[37:51] don't necessarily know where the back of the noise school is because more will come.

[37:58] Shifting a bit to keeping our engines full as we work through the school day,

[38:03] you'll please plan to send a water bottle each day. I say labeled water bottle but label everything.

[38:10] If anybody else has lost and found looks like Nixon's lost and found which is bustling,

[38:15] many things get lost so if you label it we can ensure it gets back to you. Please also plan to

[38:21] send a nut free snack and then you'll be able to choose will you send a nut free lunch or will you

[38:27] access the lunch that's provided. This lunch will be free as it has been all school year. We're partnering

[38:33] with Wayland Food Services who we partnered with last summer and it went really well. Fresh meals are

[38:39] prepared at one of their sites each morning and then dropped off to us. So they're dropped off

[38:45] each day and stored in coolers for the morning until students are ready to eat at 11.30.

[38:50] You'll have an opportunity to opt in or out for that provided lunch on that student that family

[38:56] student feedback form. So when you go to fill that out you'll have to choose if you are interested

[39:01] in getting lunch. It is like an all-in or all-out but know that that means you're just letting us know

[39:08] you are a number who needs a lunch and we're assuming that your child will need lunch from us

[39:13] most days, but if your child will not eat a chicken Caesar wrap, then on that day you can skip

[39:21] and send a lunch and it is just fine. We can reallocate that meal. This slideshow will be shared out

[39:27] along with that form tonight. So you'll be able to access the menu by clicking on this word menu

[39:33] and that will give you the menu for the month. You could also just let that be. It will be coming in

[39:38] a welcome packet that you'll be getting in June as well with the day-to-day

[39:41] schedule for what lunch will include. Should your family need assistance with

[39:46] providing snacks or breakfast for your child, please just reach out. We are

[39:50] happy to help coordinate that. Wayland's Food Services is wonderful. Our partner

[39:54] there is amazing and she's happy to be to plan for that and drop off extras for

[40:00] whatever we need.

[40:03] You'll hear from us a lot throughout the summer and most of

[40:08] that will come via newsletters.

[40:09] Once our program kicks off at the end of each week,

[40:13] communications will be posted to the district website

[40:15] and sent via some more to our group of enrolled families.

[40:19] On Fridays, that will include a synopsis

[40:21] of what happened throughout the week

[40:23] and pictures of your kids in action.

[40:25] You will be able to give photo permission

[40:27] in that student information form.

[40:29] So please let us know if you're comfortable

[40:31] with us sharing photos of your child in that venue.

[40:35] They won't otherwise be utilized

[40:36] where during the school year there are far more events for photos to make

[40:41] your way into but this will primarily be for our weekly newsletters. Throughout

[40:46] the program, again, small detail that you'll hear more about in June so it's

[40:50] okay to tuck it away, but you'll report your absences the same way you would

[40:55] throughout the school year by either emailing or calling the office. The email

[40:59] you'll use is the Smilet Cyber-A-K12 and May-US one that you have been using and

[41:05] And then the phone number there is the noise phone number so that would connect you to one

[41:09] of our administrative assistants.

[41:12] In June you'll hear from us again with a little bit more specific information.

[41:17] So we'll take all that we hear from you and your child's teacher and other information available

[41:22] to us.

[41:23] We'll make our classroom groupings and then we'll be in touch and we'll let you know who

[41:27] your child's teacher will be for the summer, we'll confirm their schedule, we'll confirm

[41:32] their lunch and transportation plans based on your responses in that form that's coming out

[41:36] and we'll have a bit of a welcome packet that will include the lunch menu in the bus routes

[41:41] and some just other important information to have at your disposal as we get ready for lunch day.

[41:54] So I've noticed that many people have asked some questions and along the way and we've been

[42:00] able to answer those by just typing a response and I know what we do know it is a lot of information

[42:07] and so as Rebecca has said and I will reiterate if you should not have a question at this moment but

[42:14] something comes up later tonight or tomorrow or even you know any time between now and the whole

[42:19] summer give us a shout out via email we're happy to respond quickly and get those questions answered

[42:28] I do see a question that has not been answered yet, but I do encourage people if you have additional questions to continue to type them into the Q&A feature.

[42:39] We're happy to answer them live as of right now, because I think we've completed our presentation and gotten through all of our slides. Hello, Kim. Nice to see you.

[42:50] Well, I am so embarrassed, like Rebecca and Sarah know that I've been working with our

[42:57] tech team and our translation team and again, the weakest link, but I hope that all the

[43:04] families that are here are noticing the incredible excellence of our smile and our ESY teams.

[43:13] Rebecca and Sarah have been doing a phenomenal job, and I'm really, really confident that this iteration of smile and explore will be the best ever.

[43:28] I did want to talk a little bit about the broader context, like how does the public school system bring this to families.

[43:38] So we originally started with our from monies from the pandemic recovery, and we are still using some of those monies.

[43:49] But I also want to give a huge shout out to Dessie.

[43:52] We have been awarded multiple grants to continue this program.

[43:58] They acknowledge the excellence of the combination of academic and social

[44:05] emotional programming and that makes it very approachable for said very

[44:12] families. I do want to acknowledge also that you know the Explorer component has

[44:18] a tuition component that is more competitive than in years past. It is our hope

[44:24] that this program will continue way past any grant restrictions. So I had more

[44:35] hoping to make it sustainable because it's important meeting kids where they

[44:42] are and having fun summers and and having an academic component with our

[44:49] qualified said very educators is a priority. So just to to Rebecca to Jeff to

[45:00] Arra to Anya, who's not on with us tonight. This is an amazing program. I'm so proud of it. I'm so proud of the folks that are leaning in and we have an incredible team of certified educators and a verified curriculum. So I'm looking forward to meeting your kids this summer and I'm looking forward to supporting you in any way that I can. So when you write to smile,

[45:29] know that you will get an answer and gratitude team. You're amazing. Thank you,

[45:38] Cam. We are having fun along the way and I think the real fun is actually yet to

[45:42] begin. A couple of questions that we could touch on. One person has asked, can you tell a bit more

[45:51] about the Ready for K program and I am happy to. So the Ready for K program is a unique

[45:56] opportunity for incoming kindergartners to kind of get their feet wet in a classroom setting

[46:01] that mimics what a kindergarten classroom will look like. So consider it a good bridge between

[46:06] the preschool classroom or pre-k classroom they may currently be in or maybe they are in a different

[46:12] setting like a home daycare setting or not attending preschool and their destination in the fall

[46:18] of kindergarten. So students will be engaged in a variety of things that mimic a kindergarten day.

[46:24] We, um, Sarah is also a kindergarten teacher here at Nixon and we tend to call kindergarten

[46:30] or roller coaster.

[46:31] We have these highs of high demand and high expectation and then some lows where we

[46:35] get to recover for a moment before we go re ramped back up in what we, um, what we're asking

[46:40] students to be able to do.

[46:42] And so that roller coaster will kind of be mimicked throughout that.

[46:46] You can expect that the ready for K program will include a circle time and things like

[46:52] that but also includes some direct instruction in letters and numbers and counting in

[46:59] environmental print and book awareness and all of those pre-reading and pre-math skills

[47:05] that are important for students heading in. But far more importantly, the ready-for-k classroom

[47:10] will be very focused on the social growth of students. So students in ready-for-k is a bit unique

[47:16] compared to other classrooms and that they are predominantly grouped by school that they're heading

[47:22] into. So our hope is that they will be able to join friends and get to know some new faces

[47:28] before they transition in. They too will have access to our harmony curriculum and be able

[47:33] to work with some of those resources in addition to other resources that we know are best practice.

[47:39] They'll have social direct social teaching and opportunities to practice those social skills

[47:44] through guided or structured play and through unstructured play. We'll be looking to really develop

[47:50] students language, their problem-solving skills, their motor skills, all of the pieces that help

[47:58] create a ready-to-go Kindergartener. So the Ready-for-K program is half-day, but those students are

[48:03] absolutely welcome to join the Explorer program, and we anticipate that they'd be in an

[48:08] Explorer program grouping of like-aged students that will also have that real developmental lens.

[48:14] In thinking about the difference between ESY and Smile, so students who are eligible to participate in ESY are doing that via an individualized education plan through special education.

[48:33] Those students have been given access to additional practice and services throughout the summer.

[48:40] Some other students, though, also need that additional practice.

[48:45] And we've identified those students in a variety of ways.

[48:48] For some, we're looking at that assessment data.

[48:50] For some, we're working directly with families.

[48:52] Some of you listening right now have chatted with me directly

[48:55] and kind of talked about the opportunity for participating in smile.

[49:00] So while that academic and social focus will be happening

[49:03] in both ESY classrooms and smile classrooms,

[49:06] how you gain access to those is a bit different.

[49:10] One being a more special education initiative,

[49:12] and one being a bit more of an integrated setting,

[49:17] open to most students in the Sudbury Public Schools.

[49:21] All at the end of the day, though,

[49:23] regardless of program you're enrolled in,

[49:25] your students' needs will be met.

[49:27] So we'll take all of that available data,

[49:29] we'll take what we know about your child,

[49:31] and what supports they've been accessing in the classroom,

[49:34] and we'll put them into place in the smile or explore classrooms and probably find some more things along the way that help them to be successful.

[49:45] One thing with the ESY program, so there's program kids who are there every day.

[49:51] Those programs are interconnected into the building, so when they're like last year, we had a carnival two years ago, we had a snowstorm.

[49:59] So they were all integrated into it, so even though it's through with smile, those students

[50:04] had the opportunity to be a part of those activities.

[50:08] So that worked really well.

[50:09] One thing I think the biggest question we had between the difference between smile and ESY,

[50:14] some students for ESY would require tutoring for like an hour or two hours a week, where

[50:21] Their smile is a three hour day five days a week program, so they would get a more intense

[50:30] support and activities that really align with the curriculum.

[50:34] So that's a big difference that can be, so that's why sometimes the conversations with

[50:39] families figure out which one made the most sense.

[50:42] Really looking at the student and really the best people to know that is the families working

[50:47] with the teams because as this is director myself and I know we oversee it but we don't

[50:54] know each nuances of all the students so really listen to the team and the family figure

[50:58] out what makes the most sense for each student but all students are able to do explore if

[51:03] they're in the US White or Smile and I think that's really been a great success the last

[51:07] few years that we've had this program and some of our students who have higher needs have

[51:12] been able to participate in the the Explorer program with the support and just really integrate

[51:18] it well. So I want to say the staff that run the Explorer program really understand the needs,

[51:23] the diverse needs of all students and really make it inclusive to all students.

[51:34] Right now our question bank is empty and it might be that you digest if you're anything like me,

[51:42] you'll digest over the next hour or day or two or week and you'll think of more. So that smile,

[51:48] at Cadburyk12.amay.us is our best spot to be able to contact us with any of those questions.

[51:57] Sarah, do you want to touch upon this next question?

[52:04] Someone has asked that in prior years there was a PE session after smile and is that still the case?

[52:11] A PE session after smile.

[52:13] I think that's possibly the, what used to be, so smile last year was smile and smile plus, which was had a lot of PE really woven into it.

[52:23] That smile plus has now morphed into smile or explore and has kind of a higher variety of activities happening.

[52:31] Yes, so there is PE, there will be PE for the Explorer students every single day.

[52:37] So that is similar. We just have built out on what was what was working well and have expanded into music art and science as well.

[52:53] So I want to thank the team and I want to get them.

[52:56] you know, back to their families and but we are here for you at Smile email. It's

[53:07] right there. You'll be getting the parent survey and again Sarah, Rebecca, Jeff,

[53:25] and

[53:25] And I am on behalf of the Sudbury families.

[53:30] This is an incredible opportunity that's

[53:34] been recognized by Dessie.

[53:36] It's recognized by the district.

[53:38] And you're taking it to a whole new level.

[53:40] So we're here.

[53:42] We're going to work with you.

[53:43] We're going to be flexible.

[53:45] And I have no doubt that we are going to smile and explore

[53:51] for every day to the umpteenths degrees.

[53:55] So with joy and celebration.

[54:00] And again, apologies for my initial hiccup.

[54:05] Listen, it wouldn't be a webinar if we didn't have a tech issue,

[54:07] right?

[54:08] It's just part of it.

[54:11] I mean, thank you so much, everyone,

[54:13] that has joined us to hear this.

[54:15] Also, this recording will be posted on the summer program

[54:20] important of the website, which is also linked in this presentation and will be linked in the

[54:24] communication you'll be getting in about a half hour or so. So feel free to track it down if you want

[54:29] all about communication. Pat chat. And as a parting gift, thank you to Michael and the IT team.

[54:38] And Roderico and the Alexa Keat team. It is really important for us to be accessible. So having

[54:46] this in Haitian Creole and Spanish as well. Thank you. Thank you so much and IT is the backbone of

[54:56] everything we do. All right. We'll sign off for now. Thanks for joining me and we look forward to

[55:04] seeing your littles on July 10th. Yeah, can't wait. Thanks everyone.

Sudbury School District, MA meeting

Transcript