[0:07] Welcome everybody. I'm Glenn Pasterchairs, wants a school committee. You are at the regular regular session meeting for Thursday, June 11th, 2026. It is 6 o'clock. We are at Swamp's Good High School, 200 Essex Street, room B-129, and if you are so able, let's please stand for the evening.

[0:31] We'll like allegiance to the flag of the United States and the world.

[0:36] We'll like, for which stands, we're all the nation in the United States and the world.

[0:40] We'll live already in justice tomorrow.

[0:43] All right.

[0:45] Welcome everybody.

[0:48] Special night here tonight.

[0:52] And we'll let Superintendent Calichman talk about that.

[0:55] Right as I look around the room.

[0:56] You see a lot of faces that taught my own kids.

[1:00] So, with that, is there anyone here from public comment?

[1:04] Don't be shy.

[1:06] We live all comments.

[1:09] With that, stun silence, we'll say no.

[1:11] Anyone online?

[1:12] We go?

[1:12] No.

[1:13] There's no one online, so we will move forward.

[1:15] Community comments.

[1:17] Yeah.

[1:17] Start us off.

[1:19] All right.

[1:20] I don't have so much to say.

[1:22] I know the school year is winding down now.

[1:24] I know that all the spring sports that ended.

[1:27] The girls I've seen made it very far.

[1:29] It was great to see how they made it to the final four.

[1:33] And our across-season ended.

[1:34] The boys for us ended, as well as the track came to and after states.

[1:39] And last night there was Anakasa Awards ceremony.

[1:41] And it was really great to see how our students are

[1:44] excelling in the academic areas.

[1:47] Great.

[1:48] Thank you, which is, I think, sports is very important.

[1:51] But the academics are what's going to get everybody

[1:53] college and go from there. Thank you very much. I appreciate Katie.

[1:58] I just want to thank Dr. Palazato and her team for putting on a phenomenal middle school

[2:06] science fair. The kids were fantastic. I just loved seeing their enthusiasm and I can't

[2:15] read to see what they do with that event. It was great. Great. Thank you Katie. We got

[2:21] I'll second up a science fair was a lot of fun to see all the hypothesis that the students

[2:29] have and the way that they went through testing them. I also say I was at the farmer's market

[2:35] for the grand opening and it was great to see parents and kids just running around and listening

[2:40] to them about how much they've been enjoying the school year and all of the communications.

[2:45] So hopefully we can keep all of that up, moving forward.

[2:50] Great, thank you.

[2:51] Rather.

[2:52] How does thank you?

[2:53] I threw into the middle school science fair, and I just so happy to know that in fact,

[2:58] if you drop something on the floor and it stays here a little bit too long,

[3:02] it doesn't get that much more bacteria that you can still eat it.

[3:06] And I told the staff that my mother always told me it was good to eat a little bit of dirt.

[3:11] By the time we do that.

[3:13] The other thing I did this week, I'm a member of Shore,

[3:15] which is a community committee in town.

[3:18] And I just want to remind people

[3:19] that the town-pripes celebration

[3:21] is this coming Saturday from 4 to 7.

[3:24] And I will be scooping Rainbow Shurber Ice Cream.

[3:28] The other thing I want to mention is the Frederick Douglass

[3:32] speech on July 2nd.

[3:34] And I have flyative, would love to have scooping numbers.

[3:37] We would love to have families.

[3:39] Last year, we had some students.

[3:40] and it was so impressive to have the students stand up in the state.

[3:44] So I have these here and I'll pass them out later, but not now.

[3:48] Thank you.

[3:48] Great.

[3:48] Thank you, Martin.

[3:49] Thank you.

[3:50] I just wanted to say a couple words about the great graduation ceremony from Saturday.

[3:58] My daughter was one of the graduates, so I was especially happy to be able to present her

[4:03] diploma.

[4:03] So thank you for the Principal Zotto and Superintendent College for allowing that to happen.

[4:09] And I also thought it was great that I saw other teachers be able to hand their diplomas as well, and Doug Glenn with your knees.

[4:17] I thought that was a really nice addition to this ceremony besides everything else that was terrific.

[4:23] And also just wanted to recognize Scott for her great national anthem.

[4:32] It was even where we were sitting, which was hard to hear sometimes.

[4:36] We heard her a lot in clear.

[4:39] And she did a terrific job.

[4:40] So I just wanted to recognize that as well.

[4:42] It's just a great day.

[4:42] So thank you to everyone who helped make that possible.

[4:45] Thank you, John.

[4:48] Or me, I'll wait for me.

[4:50] Anything else from the group?

[4:53] All right.

[4:54] I just have a few things for an update.

[4:57] One, I do want to call out Superintendent Kalashman, Missato.

[5:03] First, I know you're here somewhere.

[5:04] First, graduation.

[5:07] I thought you guys did a great job.

[5:09] It's not easy getting everyone together with the threat of rain.

[5:12] You made the early call.

[5:13] So, it's a great job for you.

[5:15] For the first time, you know, being in charge of that.

[5:17] It was excellent.

[5:20] Congratulations to the girls.

[5:21] It's kind of steam, you know, make it to the final four of the division three states.

[5:27] That was that was great, a lot of just great things as we worked wrap up the school year.

[5:32] I just want to take just 60 seconds or so and talk about just probably one of the bigger things that has been in the news.

[5:39] And that's what's gone on in Epswiction.

[5:42] I'm certainly not going to talk about that because if it was here, we would have no comment on that anyways.

[5:48] Whatever happened, you know, who knows, I think from me, and I know we talk a lot about athletics here,

[5:55] but I mean, I'm going to publicly say that I'm really disappointed with the response from the head of the MIA.

[6:02] There are rules that will clear, you know, I read the paragraph, everyone read the paragraph,

[6:07] and the director of the MIA said, well, no, it's not us, it has to fall back to the local community,

[6:13] and the local schools.

[6:16] And I just have such a problem with that.

[6:19] We pay into the MIA, every district pays into the MIA.

[6:24] I know we could do a lot with that money, personally,

[6:27] from an education point of view, to a better,

[6:29] gendered, or special education.

[6:31] So I would just ask the MIA, de-job.

[6:35] If it's against your rules, say it's against your rules.

[6:38] If you're going to let it slide, let it slide.

[6:40] But don't throw it back on a small district

[6:42] who's in the middle of this crisis of however it happened.

[6:47] So I want to leave it with that.

[6:49] Again, great job in the graduate.

[6:51] Thank you.

[6:51] It's all he got.

[6:52] Do you see there?

[6:53] There he is.

[6:54] Yeah.

[6:56] All right.

[6:57] At this time, we have some legends of the game here, retiring from the small

[7:01] Scott.

[7:01] So I'm going to start.

[7:02] This is auto.

[7:03] If you could come up and start us off.

[7:10] Poor you.

[7:12] Yes.

[7:13] We're getting you and me.

[7:28] I'm just going to read the link and I'm just going to go.

[7:33] I have had the distinct privilege of working alongside with Peter Franklin this past year as the principal, but have worked with Peter Franklin for almost your entire tenure and certainly mine here as well.

[7:45] For almost the last 20 years, to truly understand Peter's impacts, you have to work with the legacy that he has built over the last two decades, it's once got high school and quite frankly, I think it's helpful to look at how he answers his phone.

[7:57] If you've ever called this classroom in the school, you didn't get the standard bureaucratic

[8:02] boring greeting. You were invariably met with Franklin's Fun House or House of Franklin

[8:07] or House of Fun. So I want to share a memory that really sticks out in my mind about navigating

[8:13] his house of fun more as a counselor. Working as a school counselor for many, many years,

[8:19] one of the roles as a school counselor is to help students facilitate the course selection process,

[8:24] So picking their classes for the next subsequent year.

[8:28] During course election time, especially when talking

[8:30] to 10th graders, rising 11th graders, and discussing

[8:33] the possibility of taking either an AP language

[8:36] or some years ago American studies, which Mr. Franklin

[8:40] has been known to teach over the last many, many years.

[8:44] You could see the look on their faces

[8:47] of being very visibly tentative.

[8:49] They've heard the rumors.

[8:50] They knew Mr. Franklin's class were rigorous,

[8:53] that is standards were absolutely unyielding and that as classroom was a place of intense

[8:58] intellectual challenge, a lot of laughter and students were thinking critically, working hard

[9:04] with each other, collaborating, and occasionally sharing a tear frustration. And I say this

[9:10] because year after year after year, the counselors would say it to the students. Listen, this is

[9:16] going to be tough. You are recommended for you are going to take on this challenge and they're

[9:21] going to be part of the year where it's going to be particularly difficult, you're going

[9:24] to face challenges, you would never know you were going to face before, and I can guarantee

[9:29] you that by June, you're going to sit in this chair and see the same thing that every student

[9:33] does, which is that was the hardest, that was the best class I've ever taken in, and undoubtedly

[9:38] this was the experience of the Swankah High School students going to Mr. Franklin's classes.

[9:42] So you're after year that prediction held true because beneath all of the rigor and alongside

[9:46] that, is Peter Franklin's true gift of empowering all young people to find their

[9:50] to authentic voices.

[9:53] Whether guiding students through the complexities of the AP language curriculum, creating

[9:56] an accessible and empowering speech-elective class, or introducing mindfulness activities

[10:01] and workshops to help both students and staff help them navigate and increasingly complex

[10:07] and anxiety-provoking worlds.

[10:08] Peter has consistently championed all of our students growth with profound compassion, and

[10:13] this is truly the essence of Peter Franklin.

[10:16] What makes him an exceptional educator is that he speaks from a place of immense

[10:20] life experience. He's a master of reinvention.

[10:24] Long before he arrived in Swamp's guide, he lived a life of many vibrant chapters. He's

[10:29] been an English teacher in California, a consultant in Jakarta and Venezuela.

[10:33] A lost student in award-winning pastry chef and an entrepreneur. He's a man who embraced

[10:38] the art of the pivot most certainly. He lives to learn and to master something new. Fortunately

[10:43] for us, his journey led him here to Massachusetts with certainly a nod to your wife, Jacqueline,

[10:48] where he connected with former principal Larry Murphy, and then ended up again, reconnecting with his love of really being in the classroom as an English teacher.

[10:57] Peter, you have modeled for our whole community what it means to live a life with passion, purpose, and true lifelong learning.

[11:03] Given your incredible history of reinventing yourself, I'm absolutely certain that you have a solid blueprint for what's to come next for your chapter.

[11:11] And on behalf of the Swamp's High School, thank you for 20 years of unwavering dedication, academic excellence, and for always keeping the house up on open to all of our students.

[11:19] We wish you the very best.

[11:53] Ms.

[12:04] Minzeri.

[12:05] And Mr. Nulls, come on up.

[12:14] I'm sorry, Peter, did you want to say something?

[12:16] You want this is your time to shot and you want no use Mr. Frank said it all along

[12:22] Frank on Saturday, but

[12:27] No, no, no, no, no, no, come on up. Come on up. Come on

[12:36] Sorry about

[12:40] that

[12:47] I

[12:50] think I began my speech with 20 years ago and

[12:54] to employ college professor and third year in law student,

[12:57] wandered into the principal's office at Swamster High School.

[13:01] We had a retirement party last night, and Larry Murphy was there.

[13:05] We both regaled in the fact that it was one of the most awkward and awful interviews

[13:11] either one of us has ever been in.

[13:12] In fact, he had just come off his interview where, on the way home, he'd flown

[13:16] his wife and said, there's no way.

[13:19] We just checked the box that was not going to happen.

[13:22] I said, well, Erie, you did the same thing to me.

[13:24] He was 45 minutes late, it was public knowledge.

[13:28] I hardly got a word in edge wise.

[13:30] And I called my wife, Jacqueline, on the way home,

[13:32] saying, I'm driving to Salem State,

[13:34] and I'm going to sale, take a couple classes in the fall.

[13:37] Next day, the phone call came in.

[13:39] I didn't think I was going to be here

[13:41] more than three or four years, because as Emily said,

[13:44] I kind of reinvent and pivoted some times.

[13:46] And I said, well, this is just like the kind of thing

[13:48] that I'm going to do in 20 years later, I'm here.

[13:50] It has been awesome.

[13:53] I had more fun.

[13:57] I hope I've made an impact

[14:00] and I thank you. I'm very

[14:12] I would try that again. Sorry, this was a good role. Come on up.

[14:26] I would like to first say that this was written in conjunction in collaboration with the fifth grade team.

[14:31] So these are not just my words. Good evening members of the school committee, Superintendent and members of the Swamp Scott community.

[14:37] It is an honor to stand before you tonight to recognize and celebrate an educator who embodies

[14:42] the very best of swamp-spot public schools.

[14:44] Anita Papas.

[14:46] Anita is the kind of educator every student hopes for and every colleague cherishes.

[14:50] She is kind and deeply invested in the success of everyone around her.

[14:55] Anita's incredible journey in swamp-spot began in 1998 as an aid at the former middle.

[15:01] In 2001, to transition to teaching fifth grade at the Clark School during what many fondly remember when fifth grade classes were held in the portables outside.

[15:12] In 2008, Anita moved back to the middle school as part of a pilot program to integrate the fifth grade. That transition was an overwhelming success, largely because Anita became the cornerstone of the program.

[15:23] Beyond her classroom, Anita has been a pillar of leadership for nearly two decades,

[15:28] team leader for 19 years and teacher mentor for five years.

[15:32] We have been incredibly blessed by her steady guidance throughout shifting administrations,

[15:37] field trip planning, and the unprecedented challenges of COVID-19, and so much more.

[15:42] While her professional resume is highly decorated, it is Anita's character that sets her apart.

[15:47] Not only is she an amazing teacher, but she is also a cherished friend and colleague.

[15:52] She has long been the mother hen of her department and great and constantly checking in to ensure everyone has what they need.

[15:59] As a fierce believer in collaboration, she has always championed the idea of working as one cohesive unit, making decisions together to ensure fairness and unity for every student.

[16:10] When she advocates for her team and her students, she does so with a signature grace and elegance that commands respects.

[16:16] Lastly, we want to acknowledge her warmth and width.

[16:19] We have shared countless laughs over the years, and her humor has brightened everybody's

[16:25] day on the toughest days.

[16:27] To say, she will be missed by the Swamp Sound Middle School community as an understatement.

[16:31] There is a whole leaving with her that will be incredibly difficult to fill.

[16:35] Anita, you are leaving behind a true legacy of excellence.

[16:38] Thank you for making us a wonderful place to grow, learn, and teach.

[16:41] We wish you nothing but the best in your next chapter.

[16:44] Thank you.

[17:34] Thank

[17:42] you.

[17:43] It has been a privilege to work in the past 28 years.

[17:47] Leaving my classroom, my students and my fifth grade colleagues, who my Duke

[17:51] consider family, is truly bitter sweet.

[17:55] Thank you for the gift.

[17:56] I hope I did make an impact on my students and my colleagues.

[18:00] The

[18:09] Samborn and Miss Hogan.

[18:20] It

[18:29] is an honor to be here seeking on behalf of all of my teammates.

[18:34] Tonight we have four retirements to honor at from Swam's Law Elementary School.

[18:41] I'm going to start with Christine Morgan.

[18:45] After 27 years in education, Christine Morgan retires with a career marked by dedication, care,

[18:53] and a lasting impact on her students, colleagues, the principal, and the Swam Scott School

[18:59] community.

[19:01] Christine spent the majority of her career at Clark School, a place she truly valued

[19:05] and called home for many years.

[19:07] While she taught in different settings over time, her years in Swam Scott kindergarten were

[19:12] especially meaningful to her.

[19:14] She loves being a kindergarten teacher

[19:16] and found great joy in helping children navigate

[19:19] their very first school experiences.

[19:22] From teaching letters and sounds to tying shoes,

[19:26] building confidence and encouraging friendships,

[19:29] Christine understood how important those early years were

[19:33] in a child's life.

[19:35] One of her greatest joys was watching her kindergarten students

[19:38] blossom over the course of the school year.

[19:40] She treasured, seeing children grow, from shy and uncertain learners, and to confident, independent

[19:48] students ready for first grade.

[19:51] Her classroom was a place filled with warmth, patience, encouragement, and care, where

[19:57] every child felt welcomed and supported.

[20:00] Throughout her career, Christine made a difference in the lives of many children, informed

[20:04] countless meaningful relationships with families and colleagues.

[20:08] She built life-long friendships with those lucky enough to work beside her and became a trusted and respected presence within the school community.

[20:18] Outside of school, Christine enjoys spending time outdoors on Hikes, relaxing during summers, on Fry Island with her family, and making memories with her husband, Jim, Son Joey, daughter-in-law, Anna, and her grandchildren, Jude.

[20:32] Grinch, child, Jude, I'll Jude, the Owen Ruthie.

[20:37] Family has always been at the center of her life.

[20:40] She also holds close the love and memory of her daughter Abby,

[20:45] whose spirit remains an important part of her family,

[20:48] and of who Christine is.

[20:51] Christine's strong faith in spiritual nature

[20:53] have guided her throughout her life in Korea,

[20:56] helping shape the compassion, kindness, and steady presence,

[21:00] So many have appreciated over the years, as she begins her well-earned retirement, Christine

[21:07] leaves behind a legacy of commitment, friendship, kindness, and love for teaching that will

[21:13] be remembered by generations of students in colleagues alike.

[21:18] Wishing you many happy adventures, especially family moments in your retirement, Christine,

[21:23] we will miss you at Swam's Got Elementary School.

[22:03] Honestly, I absolutely promised myself I wouldn't talk but

[22:08] I just have to say one thing and that is being a teacher was such a privilege

[22:14] and it saved me so many times like for my second family

[22:19] and I just knew that just going into that classroom with those kids

[22:23] which has helped me rise above anything they had to endure.

[22:28] And I just loved every minute of it.

[22:30] I

[22:46] would like to honor the retirement of Donna Kelty.

[22:54] There are people who do their job well, and then there are people who bring something extra into everything they do. They bring creativity, compassion, patience, and heart. Donna Kelty, that is exactly the educator you are. Your creativity inspires not only your students, but everyone, lucky enough to work alongside of you.

[23:16] You have a special way of turning ordinary moments into meaningful experiences.

[23:22] You consistently create an environment where students feel excited to learn and grow.

[23:28] Your ideas, your energy, your passion, brings so much vibrant life into Swamska Elementary

[23:35] School.

[23:36] At the same time, your organization and dedication keep everything moving forward, even on

[23:43] absolute busiest days. You are someone people naturally turn to because you bring calm,

[23:50] structure and thoughtfulness to every situation. You make challenging days feel manageable,

[23:57] simply through your steady presence and your endless willingness to help others. But what stands out most

[24:04] about you, Donna, is your patience. In fact, I can safely say, I have never once heard you raise your voice

[24:12] in the two years we have worked together, but word in the swamp is that Donna has kept

[24:19] this street going for 35 years. The kindness understanding and grace you show to both

[24:28] students and colleagues never go on a list. You meet people exactly where they are. You

[24:35] encourage them when they struggle and you celebrate them when they succeed. In a profession

[24:40] that asks so much of us, your compassion is truly remarkable. Beyond being an incredible educator,

[24:48] you're an amazing coworker and a deeply valued friend. You make our school a better place,

[24:54] not just through the work you do, but through the wonderful person you are. Your positivity,

[25:00] support, and genuine care have a lasting impact on everyone around you. Donna, thank you for everything.

[25:07] We will miss you immensely at Swarm Scott Elementary School, and we wish you the absolute best as you step into this next well-deserved chapter of your life.

[25:18] Happy retirement.

[25:38] Surprise, Donna.

[25:39] It's declining the mic.

[25:46] Next, I would like to honor Catherine Quinn.

[25:55] It is difficult to put into words what you have meant to our school community.

[26:00] Your kindness, compassion, warmth, and unwavering support for both students and staff have touched countless lives and ways you may never realize.

[26:13] You have always gone above and beyond, not because you had to, but because caring for others is simply who you are.

[26:21] Whether arriving early each morning, offering advice to a colleague in need, advocating for children and teachers, or taking the time to truly listen, you have been someone everyone could rely on.

[26:37] Your organization, dedication, and work ethic are remarkable, but is your heart that sets you truly a part.

[26:45] you see the good in every person and in every child.

[26:51] You have always treated students with love, patience, dignity, and compassion,

[26:58] making every student feel seen in the adults too.

[27:03] Your willingness to stand up for what is right has made an immeasurable difference for so many families and educators.

[27:10] You have brought so much joy and positivity to our staff through the Sunshine Committee,

[27:17] supportive cards, and flowers, your prayers, and thankful Thursday initiative.

[27:24] You have reminded us all the slow down.

[27:27] I appreciate one another and find the good in each day.

[27:30] Your positive spirit, encouraging words, and calming presence, have helped so many people

[27:37] through difficult moments.

[27:38] Thank you for being an extraordinary teacher and incredible colleague in an even even better human being.

[27:48] The love, compassion, positivity and strength you brought in every single day for 21 years

[27:55] have made Swarm Scott Public Schools a better community for all of us.

[28:00] Your generous spirit will be sorely missed.

[28:03] I hope your retirement brings you joy, rest, and all the love you so freely gave.

[28:10] With infinite gratitude, all of your teammates at SES.

[28:57] I'd better say a few nice words for hearing all of that.

[29:03] I came to the JLVSP at Clark School,

[29:07] feeling that it was a job I could devote myself to and also take care of my children and my family also

[29:15] Well, that's where I came but I stayed because I fell in love with the job all these years later

[29:20] I had been in regular red and

[29:23] this job I have

[29:25] Just brought me so much joy

[29:27] way more than when I had been in regular red nothing about regular teacher's here just my own

[29:32] I had done it because I didn't have to wear myself out with less than playing in papers.

[29:40] I could just devote myself to the children and their need and give them a moment.

[29:45] When my former students right there, I wouldn't down there.

[29:50] So it's just with great joy that I had an opportunity to serve in my own community,

[29:57] Here's Womskut and...

[30:00] Just to know that each day was special.

[30:05] And even the hard times were opportunities to learn. And I certainly learned so much from my students.

[30:13] I remember one particular student many years ago getting frustrated with me and telling them,

[30:19] that Irish woman from Ireland, I can't learn anything from her.

[30:25] So the next day, the Mama told me, I said,

[30:27] can you show me how you couldn't learn that multiplication?

[30:30] You show me and she was so simple and it changed how I thought

[30:34] about my lessons and how I was going to deliver them.

[30:39] She said, if I can use all the colors, I can do it.

[30:43] So she was doing two digital times, two digital multiplication

[30:46] and just using different color for each number,

[30:49] she could separate the value of the numbers.

[30:52] And it was just so simple and that thought,

[30:55] well, I'm too complicated.

[30:56] I need to get it down to the brass types here.

[30:58] She just showed me what to do, and it's just a matter

[31:00] of a few colors.

[31:01] I mean, this is great.

[31:02] So I won't go on.

[31:03] We've got all the amazing people coming after.

[31:06] And I just wanted to thank you, infinitely,

[31:09] for the opportunity I've had to spend it joy.

[31:11] And the friendships I've made with parents and students

[31:16] And my colleagues, I mean, I'm not a blist woman,

[31:20] that's all I can say.

[31:21] Very blist.

[31:22] So thank you all so much.

[31:37] And last but certainly not, we're here to honor Allison

[31:42] Norton and her retirement.

[31:46] Today, we are celebrating a true living legend,

[31:50] our very own Allison Norton.

[31:52] Her incredible journey started mid-year as an ESP,

[31:56] kicking off a phenomenal

[31:58] 36 and a half-year legacy.

[32:05] Allison spent every single one of those years dedicated to our Swam Scott Public Schools community,

[32:12] starting at Stanley School, moving through Blaney, and finally finishing right here with us

[32:18] at Swam Scott Elementary School, for 34 of those years, Allison ruled her own classroom,

[32:25] shaping young minds across kindergarten, second grade and fourth grade, to put her dedication

[32:32] into perspective. She survived 12 total classroom moves, including this massive final move

[32:42] to the new elementary school. She has truly seen it all and done it all. Allison successfully

[32:48] transition from chalk boards to smart boards. And finally, to Promethean boards. She survived

[32:57] the era of the Inc. Stained Minio Machines and moved us right into modern day copy machines.

[33:05] Through decades of change, she remained a pillar of strength as a long-standing curriculum

[33:12] content leader, a fierce union building representative, and an absolute leader in our new building.

[33:20] Who I don't know what I'm going to do with it.

[33:26] Allison, thank you for your years of unwavering dedication. Thank you for bringing your

[33:32] shark wit and daily laughs that lightened even our busiest days. Your event planning and pamphlet creating

[33:39] skills made everything feel effortless.

[33:43] Your uncanny talent, as our resident medical expert,

[33:47] kept us all informed and cared for.

[33:50] And we will always be grateful for your internal optimism

[33:54] and your variability to put things

[33:56] interperspective when we needed it most.

[34:00] Allison has been here so long and has made such a massive impact

[34:04] that Allison has officially achieved

[34:07] The ultimate legendary status, teaching the grand students of her very first pupils.

[34:19] And we had to this year, right?

[34:21] We had to.

[34:23] We had to.

[34:25] Alison, we will miss you more than words can say.

[34:29] But we are excited for your next chapter, and we are grateful for everything you did for

[34:34] us.

[34:35] Thank you.

[34:35] I

[34:58] did,

[35:03] it's so weird, it's surreal, but I won't say long, although I did when Stanley

[35:09] Clinton Blaney closed, we had a little party at the end of the year, and it was like

[35:15] based on the dummies, and I did when the never-giver in the microphone award,

[35:23] but I just

[35:24] And we have a lovely celebration for Christine and Donna myself the other day.

[35:31] I just want to say, and Martha actually hired me, and so I just want to say that I truly

[35:39] feel just so lucky because I knew I wanted to be a teacher not right away, but when I

[35:46] out, I just landed in Swamp Scott and 36 and a half years. There were dinosaurs, Roomy, and

[35:57] but I just wish for everyone that they felt as blessed as I felt because every day even

[36:05] on the hard days, I've looked forward to going to work and I just thank all of you and it's been

[36:12] my privilege, so thank you.

[36:22] And I just wanted to thank everyone, all of our Swans Battle

[36:25] and Dreeti Mates, that helped me find the words to honor such amazing, beautiful humans,

[36:31] so I just wanted to also acknowledge our teammates who helped me write all of this. Thank you.

[36:41] Thank you everybody. Before you guys take off, we'll definitely want to picture of all of you,

[36:46] but let me just go around the room. Marathon, when are we start with you?

[36:50] You can make a comment, if you're such as.

[36:53] Well, I'm just always overwhelmed when I, when I hear of a teacher retiring, especially someone

[37:01] who's worked their whole lives, giving their all to little ones of the classrooms, to bigger

[37:06] ones of the classrooms, and even growing up ones in the classroom.

[37:10] And I just think every day, and I'm just so thrilled that I'm part of this profession, and

[37:14] that you are all in that profession, too, and thrilled to congratulations.

[37:19] Thank you.

[37:21] So, I realized there were three, three persons were retiring that I actually had a touchpoint with with our fan.

[37:30] And I just wanted to recognize them. So with Mr. Franklin, both my daughters went through his class. And I think I can say, without hesitation, that they came away at the end of your course, both of them, with an appreciation, or why you did things the way you did them. And, you know, came away with with the skills that they're still using to this day. So I wanted to recognize the great job you did there.

[37:57] for Mr. Jordan, my daughter Hallow went to your class.

[38:00] It seems like a hundred years ago.

[38:01] I'm sorry to say that, but I think that's more on me.

[38:05] That's more on me than on you, trust me.

[38:09] So if you just turned 21, I don't.

[38:13] I turned 21.

[38:17] So thank you for everything you did way back when with her.

[38:22] And Ms. Quinn, I just wanted to acknowledge,

[38:26] You were on the negotiating team during the last contract negotiation, and the perspectives

[38:33] that you brought were unique and informative, and I can only speak for me personally,

[38:41] but I think I'm safe to say that it helped everyone on the committee understand what it was

[38:47] that was concerning to you or help explain an issue better for us.

[38:52] Thank you for that. Thank you, Jen.

[38:57] Okay.

[38:59] I mean, there's no...

[39:02] The key and the tool. Sorry.

[39:04] Should I go?

[39:04] No.

[39:05] Oh, I'm so sorry.

[39:10] Well, you know what?

[39:10] I'm going to throw Helen under the bus on that one, because I said,

[39:16] I asked, you know, who did you guys have decide to be prepared

[39:19] of my apologies. So, what grade was that? Fifth grade. Okay. Well, thank you for that, too.

[39:29] Good. I just think, you know, so Miss Kelty had my oldest Miss Morgan, you know,

[39:37] dealt with me at the PT, you know, all through Clark and our educators, I can't look at

[39:42] Miss Brendan. We're going to need to know Kate in the agenda that we're going to need like

[39:52] and miss Quinn got a little girl. I'm just,

[40:00] you're just fantastic. Thank you. Thank you.

[40:04] Thank you, Kay. We go.

[40:05] I'll save John and thank Miss Pappas. She had my child when he came into our family. I know he was

[40:17] difficult, so I thank you for the patience that you gave him during his transition there.

[40:23] And I want to thank everybody else too, I may not have gotten to interact with you.

[40:30] Well, I think we got to interact around a boop in the negotiations when I got thrown in there.

[40:38] But thank you for everything that we've done since the students here, when I interact with them, have great memories of their teachers,

[40:45] or they have great fun memories of the classroom, or just the building itself, and you're the people that make that happen.

[40:52] So thank you.

[40:54] Great, thank you.

[40:57] For me, let me start with Mr. Finkel.

[41:00] I had my twin boys and your support of them and our family.

[41:07] And just seeing you in action these last several years,

[41:11] this part of the negotiations and all that,

[41:14] I appreciate everything you've always brought to the table.

[41:17] I've always been very clear, succinct

[41:19] Um, and to the point when someone either was or was not, um, meeting up to your standards

[41:24] and that certainly helped us as parents, so thank you, and best of luck, uh, to Miss

[41:30] Quinn.

[41:30] I'm going to adopt Taylor Words at John said, you taught two school committees what you

[41:36] do and what your colleagues do and that changed thinking and anyone who changes thinking

[41:45] is an amazing human being, especially when

[41:49] those of us up here tend to have a relic relatively large you go. So thank you for that and

[41:56] obviously we go back a long way and so what you did for Sam and my family is always

[42:03] appreciated.

[42:05] Ms. Noron.

[42:07] Way back one. I can go more than that so let's see. It's too old for 20 years now. There

[42:16] some young adults at my home last night chatting about you and just want to say thank you

[42:27] for all you've done. We've got to know each other, you know, as your teacher and on the

[42:32] ball field as well, you know, with boys being friends of Patrick, best of luck to you and

[42:39] your family. Thank you for way back when for corraling Russell into a rather challenging human

[42:46] being into just someone who can just recognizing what some of the issues were and calling it out.

[42:52] And we thank you always for that, that time and second grade was always just very important to us.

[42:59] To everybody else, you know, my boy's mom is a teacher, fifth grade math.

[43:04] She's made a math curriculum person in Brooklyn.

[43:07] So I think I know a lot about really what you do, but you guys surprised me every single day.

[43:12] And we sit here, you know, the five of us who are smart enough to run for an election.

[43:19] And we were saying this earlier at a session we had.

[43:22] You know, our job is, yes, we are watching the budget.

[43:24] You know, yes, we deal with policy.

[43:26] The end of the day, our jobs are the kids.

[43:27] And it's really the same job you guys have.

[43:30] And I hope you've always felt supported by the school committees that you dealt with.

[43:35] Because that's what we do, the kids come first, then all of you and the parents come last.

[43:43] Because that's what we're elected to do, and that's what you guys have chosen to do.

[43:48] So from the bottom of my heart, from bottom of all of our hearts, thank you.

[43:54] All right.

[43:54] We just grab a picture with all of you. Please, before you take off.

[44:02] We got you want to snap a picture there.

[44:04] Sure.

[44:17] I love a plan.

[45:05] Thank you everybody. Thank

[45:17] you everybody. Thank you

[45:27] everybody. Thank you everybody.

[45:40] Thank you everybody.

[45:41] You can give her the one I put in.

[45:44] We're going to head to Ms. Ken's presentation.

[45:48] Our director of teaching and learning with an up into the eruptate.

[45:54] Let's let them all exit.

[45:56] Yeah.

[46:11] We gather you my-

[46:12] Yep.

[46:30] Yep.

[46:32] Okay.

[46:37] All right.

[46:39] Welcome and thank you very much for taking the time to hear an update on the Department

[46:43] of teaching and learning if you did click, can we go?

[46:49] We're shutting it all right now, there we go, there we go, there you go, okay so if you

[46:55] get just click, okay so tonight I'm going to talk about some very good news it's all happy

[47:00] good stuff I think we have three basic big projects that I'm going to be talking about and then

[47:06] give you a little bit of a preview for next year but before I started I just wanted to say that

[47:10] The work that is shown here is a team effort.

[47:14] We have lots of people that have contributed to this.

[47:19] We have PD facilitated a few of teachers.

[47:22] We have curriculum leaders.

[47:24] We have the administrations of the buildings,

[47:26] as well as central office, who all work together

[47:28] to make this happen.

[47:29] So I happen to be, get to be the person to talk about it.

[47:33] But it's really the work of a lot of people.

[47:36] So the first thing I wanted to talk about

[47:38] was our early-released professional development this year.

[47:42] We had three PD themes, based on multi-tiered systems of support,

[47:49] meeting the needs of all children, and that's both academically,

[47:52] but also socially and anything that they may need.

[47:55] The second was partnering effectively with families and caregivers,

[47:58] which I think you've been talking about the communication

[48:00] and all that's been happening, and then also designing rigorous standards

[48:05] aligned tasks. We had six sessions and we broke it into two series of three. When we took

[48:13] a survey at the end of it all on a scale of one to four, how effective has this PD series been

[48:19] in supporting your professional growth? You click 96% of our 187 respondents responded favorably.

[48:29] And that means that it was meaningful. And the key components that made that, that they brought

[48:34] out, if you click one more time, sorry for the animation, I'm used to working with myself.

[48:39] The key component is that they brought out, we're having choice because we ran it like

[48:44] a conference, right?

[48:45] So people made proposals for what they would like to present to their colleagues based on

[48:49] these themes and then the educators had a choice of what they took, right?

[48:54] It was most interesting to them.

[48:55] And I will say, I was pleased that we were able to get, I think, 94% of everybody got either

[49:01] first and second choice and everybody got their first and third choice. So, you know, it was, it was great.

[49:08] And then also the big piece was relevance. Since it was educators mostly teaching educators, it felt real, right?

[49:15] It wasn't somebody from some college or something talking about theory. It was like down and dirty stuff.

[49:21] You can bring back to your classroom the next day. And since it was a series, they could learn something,

[49:26] go back to the classroom and try it, come back and talk about it, learn something new,

[49:29] And it was just more of a, I don't know,

[49:32] I want to say a respectful learning environment

[49:34] of their professionalism.

[49:36] One more click.

[49:38] And then they love collaboration time.

[49:40] We built into this time to learn about something,

[49:43] but time to work on it and do it,

[49:45] so that they could bring it back to their classroom.

[49:47] And then they love the facilitation.

[49:49] It's just so good to work with your colleagues.

[49:53] So the other big announcement that we have,

[49:56] going to know is that we have been designated with a third innovation pathway.

[50:02] We've had a team working hard on a big application to be designated by Dessie.

[50:09] As you know, we have two, we have advanced manufacturing and we have business and finance

[50:14] currently and we're adding a third.

[50:17] I did a little bit of digging just so that there's one third of eligible high schools have

[50:23] innovation pathway, a career pathway.

[50:24] So the eligible part is they don't count high schools that have CTE programs.

[50:31] So but only one third have them and that's about 31 districts in the state of Massachusetts.

[50:37] 10 are actually new this year, those districts.

[50:40] So we were one of the 21 that already had been doing this.

[50:45] And near us, the only other ones that are near us is Lynn and payroll.

[50:50] Those are the only other two school districts near us.

[50:53] So without further ado, our newest pathway, I'm sure it's not going to be shocking, is called

[50:58] Media Arts and Communications.

[51:01] So we're going to take all that Joe and his team does and form it into a pathway, add

[51:06] some new stuff, but make it something that is an official sort of designation that kids can

[51:13] have on their diplomas and use when they're applying schools.

[51:16] And it's just a awesome program.

[51:17] Anyway, we all know what they do.

[51:19] Like, what they're doing right now.

[51:20] So, and then the last thing I wanted to talk about tonight was targeted instruction.

[51:27] I know I've been here before talking to you about it, but I wanted to show sort of what

[51:32] has happened over the year, both with data and sort of with some reflection.

[51:38] We, one of the things about rolling out a new initiative is that you never quite can predict

[51:42] how it's going to go and what we're going to need and how we're going to do it.

[51:45] So I would say that one of the biggest strengths of the program this year was continued

[51:50] adaptation from feedback, right, and student need. So we kept hearing from teachers,

[51:56] heard parents, heard from students, what was it that we needed to do better, or how to adapt

[52:00] the program to make meet the needs better of kids, and we kept doing that. Another big plus to me,

[52:07] where what I would call it tier two data team, I know that sounds funny, but putting all the reading

[52:13] teachers in a room and looking at the data and coming up with proposals, or putting all the math

[52:19] interventionist in a room and looking at the whole picture and coming up with proposals of groups

[52:25] and topics that we would then take as a proposal to the classroom teacher.

[52:30] Who then would look at the list and the proposals and stuff and tweak it based on their experience of the children in the classroom?

[52:37] Because the tier 2 team was really just using numbers, right? We don't, we don't spend all day with these children, like the classroom teachers do.

[52:44] So they'd be like, yeah, that kid really, I ready score is not really representative of what he or she can do in classroom, much better.

[52:54] They don't take, you know, and we can move them around according to that.

[52:56] So, that was that collaboration and that work to meet the needs of kids was really an amazing thing.

[53:04] And I think something to be honest that happened a lot more when we were in smaller schools.

[53:08] Right?

[53:08] Now that we're in a big school with seven teachers, it's harder, right?

[53:12] And I think that in the move and all the stuff that happened to change in the new language school,

[53:17] a bit of that was lost, that individualization, personalization, and we're getting it back.

[53:21] And it's really exciting.

[53:23] And then, one of the things that came up was, okay, we're doing this new thing, what are we going

[53:29] to use to help teach kids? And so we adopted some new supplemental math resources. We adopted

[53:36] Bridges Math Intervention Program at the elementary school. And we are trying a new program called

[53:43] media, math, swam Scott middle.

[53:47] And the cool part about edia is it's got some coaching

[53:50] involved and it's a total personalized path.

[53:54] And then we're also using fundations and into reading pieces,

[53:59] those programs are so big that we never get to all of it.

[54:02] So we're pulling other little pieces that we never

[54:05] get to to support what kids need.

[54:08] And then I ready, of course, is the data platform that we're

[54:12] using along with other data points, like one-on-one literacy testing and all that kind of stuff.

[54:17] And then we're using open architects, the data platform that I've shared with you that

[54:21] I'm about to show you graphs from, that helps us crunch the numbers.

[54:26] So I just want to sort of, the big reveal of the data for the year, we'll start with ELA.

[54:32] And in the elementary school from Keta 4, we've had great growth and great movement of

[54:40] students. So right now, 76% of our kids in elementary school are on or above grade level. I know

[54:49] that you're saying, oh, what's happening with the other 25%. Yep, that's our job and that's what

[54:53] we're working on. And I will say, I want to say to you, can you click one more time? Let me go. I do want

[54:59] to say that this is not just targeted instruction, right? They're learning all day every day,

[55:04] but this is sort of the new component that we've added into the mix. And you can one of the things

[55:10] that if you go to the middle school for ELA,

[55:14] you'll see that they are at 57.6%, one more click to,

[55:22] or grade level or above.

[55:24] And what that seems a little, you know, like only 57.

[55:27] But nationally, I sense the pandemic,

[55:31] that's mostly 50 to 70% of kids are on the grade level

[55:35] in reading.

[55:36] And I just want to help you read these bars.

[55:38] Green is, dark green is mid or above grade level,

[55:42] like green is early grade level, yellow is one grade level below,

[55:46] like red is two grade levels below.

[55:48] And dark red is three plus grade levels below.

[55:51] And one of the things that I'm really proud of

[55:53] is that the middle school, if you look in the fall,

[55:56] we had 46 students that were in the dark red.

[55:59] And we've cut that in almost half by the spring.

[56:03] And that means we're closing gaps.

[56:04] And that's really exciting.

[56:08] Also, totally off the record, but I can say.

[56:12] We have gotten some preliminary MCAS results back.

[56:17] Just the multiple choice.

[56:19] It's not the writing, but they're looking really good.

[56:22] I will say, and we're really excited about them.

[56:24] I'd all love them from third grade all the way up.

[56:28] So hopefully we'll have good news there, too.

[56:30] All right, moving on to math.

[56:33] In Massachusetts grades 3 through 8, about 41% of kids are on grade level in mathematics.

[56:42] And you will see that we're doing a nice job here.

[56:44] If you click there, we're at about 2-3rds, both in the elementary school and the middle school

[56:50] of our students are at grade level.

[56:53] And again, that gap closing is pretty amazing.

[56:56] when you look at, for example, the pinkish color in the elementary school.

[57:02] We went from 69 students who are two grade levels below to only 22 students.

[57:11] So we're moving them up, you know, they're starting to slide up.

[57:14] Of course, as the grade level goes on, you expect those greens to get bigger,

[57:18] because, you know, more kids achieve.

[57:19] But they are going into the next grade ready to go, which is great.

[57:23] The last thing I would just want to mention about this is that we also are starting a summer

[57:29] school program this year in the elementary school for rising first, second, third and fourth

[57:35] graders. And it's only going to be three weeks and it's four days, but it is going to be an

[57:43] hour and 15 minutes of math and an hour and 15 minutes of literacy and a snack and a recess

[57:48] in the middle. But for three weeks in July, and we've got some amazing teachers signed up to

[57:55] teach it. And kids are going to fight that summer slide a little bit, right? Hopefully it's

[58:03] just going to keep them in rhythm. That's all we want to do. We're not going to be climbing

[58:06] huge, you know, academic mountains here, but we're going to keep reading. We're going to keep

[58:10] doing our math facts. And we've got some teachers coming down from the middle school. We've got

[58:15] some great elementary teachers that are doing it,

[58:17] and it should be fun for everybody.

[58:20] If you just class one is the middle school math.

[58:24] Again, it's about two thirds.

[58:26] But you can see that we had about a 30% increase in kids

[58:30] that are on grade level from the beginning of the year

[58:33] to the end.

[58:34] And 20 kids move from that dark red.

[58:38] I would have that dark red into the pink.

[58:41] So, a quick preview of next year from my department, we have targeted instruction moving up to grade seven next year.

[58:50] We're going to try it out. See how it goes. We're going to have, we've had meetings with parents.

[58:56] We've had info sessions and explaining, we're trying something new. We'll see how it goes.

[59:01] The idea is that the content teachers from both teams will take that group and co-teach a smaller group in their subject.

[59:12] So they'll be doing things like pre-teaching, what's coming, mediating what might be missed, helping out with prerequisite skills that kids may not have, which will be great.

[59:22] And we're also going to continue to support target instruction with resources, time, and expertise.

[59:29] Like, that's going to be a real focus of meeting the needs of all kids through K through 7.

[59:35] Meanwhile, at the high school, we are going to be piloting some new assessments.

[59:40] It's called the Star Assessment.

[59:42] And what that will do is give us the kind of data that we need that we're using in the elementary

[59:48] and middle schools to help us support students.

[59:50] We'll be doing that in MAP and ELA in grades 9 and 10 in order to be able to know who to help and who to push, right?

[1:00:00] And we're also thinking about, and we're going to be messing around with seeing if we need a different assessment in K to 2 literacy.

[1:00:08] I already just seems really tough for a kindergarten or to be answering on an iPad.

[1:00:15] And we're seeing quite a discrepancy between what they're doing on the computer and when they sit one-on-one with somebody, especially through the dyslexia letter process we've done both.

[1:00:26] you know, we flag them from I ready and then we sit with them one on one and about half of the

[1:00:32] kindergarteners who didn't do well when I already do fine one on one. So we're starting to think

[1:00:38] about maybe we need something different, just cater to in just for literacy. And then in the

[1:00:45] fall we've been working really hard this year to create common curriculum maps and what we're

[1:00:53] calling scope and sequence documents that we're going to be putting on a website this summer so that parents can see not just like the little blurb that's in the program of studies, but like what happens each quarter or what what's going on in the classroom to help with that communication.

[1:01:09] And we also internally will have really good scope and sequence documents that will help new teachers that will help coherence across the classrooms and make sure everybody's getting sort of the same experience across classrooms.

[1:01:21] Sort of the what not the how right you know every teacher makes it their own and sort of the art in the science of teaching the art

[1:01:27] We'll still be there of course, and these are very

[1:01:31] General and I want to say they're big right, so it's not like a day-to-day thing

[1:01:35] It's like more of a unit by unit thing. Like that's all learn to do the same units at the same time

[1:01:40] Which feeds into my last bullet point here, which is focusing on common assessments

[1:01:46] You know unit assessments test that we can look at across classrooms

[1:01:51] and see how kids are doing, not just on the big I-ready tests or whatever, but like a long

[1:01:55] way. And then finally, our PD themes for next year, you'll see that two are the same, but

[1:02:01] we've swapped out the middle one. The PD committee has been keeping in touch with, you know,

[1:02:09] the news and everything else. And our new theme is going to be high tech planning for low-tech

[1:02:14] engaging instruction. So we want to help teachers leverage technology to make their jobs easier

[1:02:20] for differentiation, for ideas for all that kind of thing, but we really want to get kids off

[1:02:25] screens as much as we can and have them engaged in the classroom. So that's what our third

[1:02:31] PD theme for is for next year. And I would be happy to take any questions.

[1:02:36] Oh great. Thank you. What are we start with the UK?

[1:02:45] I love the targeted instruction. I appreciate the entire presentation. I'm thrilled to hear

[1:02:50] about the I ready and taking kids, you know,

[1:02:54] or counter balancing what they do on the screen versus in person.

[1:02:59] I think that shows Tenshou a good scope of what they can do.

[1:03:06] And I appreciate the presentation.

[1:03:11] Great. Thank you.

[1:03:12] I would say second on the trying to get them off the screens to do a little bit more.

[1:03:20] paper to pen or talking or talking. Since some of those social skills were definitely lost

[1:03:26] during COVID and just trying to get people to actually look you in the eye and sometimes

[1:03:30] be difficult. So that would be great and also just seeing the numbers like jump from 41 to 76%

[1:03:38] throughout a year is substantial. And I feel like parents should be very excited that like the subject

[1:03:48] from a 24% at the beginning of the year, we're not, well, we're, they knew what they were doing,

[1:03:56] but now we have it up to 67%, so I know it's not a favorite subject for most, but I'm glad

[1:04:03] that we're getting it.

[1:04:04] It's mine.

[1:04:06] And Leah, I skipped you if you have anything to add.

[1:04:10] Do you have anything to add?

[1:04:11] You don't have to.

[1:04:12] It's fine.

[1:04:12] No, I think that was a great presentation.

[1:04:14] I really like seeing how you're planning to use like less technology on teaching

[1:04:18] it's special and they're younger. I feel like that's definitely really important.

[1:04:22] See at the hands on like laying a style. We're actually talking about that in my

[1:04:25] laying class. Yeah, they're a prank on this. I think that's great.

[1:04:30] Great. Thank you. Worth it. It was great. Very informative.

[1:04:35] I am so impressed with how targeted everything is because it's obviously the way it has to be.

[1:04:41] One of the questions I would ask is it's a tremendous amount of data collection and I'm wondering

[1:04:45] how teachers are able to get all that data collected, analyzed, and then ready to teach

[1:04:53] the next lesson.

[1:04:56] So, I already, for example, does it for us?

[1:04:58] That's easy.

[1:04:59] Well, I mean, we get the data and then we have to interpret it, right?

[1:05:03] But the one-on-one things, it's hard to be honest, like for the dyslexia letters and a screening

[1:05:10] that we did. It was all hands-on deck. I mean we had the reading teachers, we had the classroom

[1:05:15] teachers, we had the special education teachers, we had the MLL teachers, everybody had

[1:05:19] their assignments and everybody breaks up. It only takes about five minutes a kid, but

[1:05:25] you have to get the kids at the kid down. We all try to do it, they try to do it with students

[1:05:31] they know, so that there's no I have to introduce myself until you who I am kind of going

[1:05:36] on. Yeah, it takes time. But I do think it's worth it. I mean, is the planning time made for

[1:05:42] the teachers to do this to have the actual discussion about, yes, but they have collaboration

[1:05:46] time. Okay. Yes. So the data and the talking about groups and who's going to teach what and

[1:05:53] how to do that is during their collaboration time. Thank you. Sure. Thank you for that. It's actually

[1:06:00] very informative. I think what stuck out for me was that it sounds like there's an ongoing

[1:06:07] process to evaluate how you assess and see if things are working and see what's not

[1:06:12] working. So I was really really glad to hear that piece of it.

[1:06:16] Yeah, there's no perfect assessment. Every assessment has its faults, right? And I mean, some

[1:06:23] are higher stakes than others. Like, you know, I'm cast as a bigger one because it's statewide, but

[1:06:29] They all have their flaws. And so what we got to try to do is create an assessment framework that gives us the different pieces of the puzzle to figure out how to help kids

[1:06:41] Great

[1:06:42] Like I want to say, thank you for the presentation. I actually have a couple questions. Great. Can you talk a little bit more about the tier two data teams?

[1:06:50] Sure. Yeah.

[1:06:51] So we have a protocol that we've used every cycle in

[1:06:56] and targeted instruction.

[1:06:58] And what the first step is for us, not the classroom teachers

[1:07:02] because they're so busy, but to pull a group of teachers

[1:07:06] together and we have these crazy colored spreadsheets

[1:07:09] and we sort and filter all kinds of different ways.

[1:07:13] And figure out what kids have similar characteristics

[1:07:16] that could be in a group that would work together to move.

[1:07:20] And the benefit of that is, I mean,

[1:07:23] This is not, it's qualitative and not quantitative, but I had a first-grade teacher yesterday explaining to me how she has a

[1:07:30] A child who was sort of mathphobic and never said anything in class, and then ended up in a math group, with other kids, with the similar struggles, and suddenly she was like, oh, I'm not the only one here that doesn't get this, right, gained confidence, and now she's raising her hand in class, because she's gotten, gotten some confidence around it.

[1:07:53] So anyway, this team puts together proposals of those groups looking at the data that we then bring to the classroom teachers who, you know, move kids around according to all kind, you know, whatever they feel would be best.

[1:08:08] Great.

[1:08:08] Does that make sense?

[1:08:09] It does.

[1:08:10] And then just for because the public does spend their money on it.

[1:08:13] Can you talk a little bit about bridges that use the elementary school?

[1:08:17] Yeah, sure.

[1:08:18] The Bridges program is an alternative math program to the IAM program that we use.

[1:08:26] They have different components.

[1:08:28] They have a tier one component that's not what we're using.

[1:08:32] But they have a really great intervention program.

[1:08:35] And what you can do is you can sort by standard.

[1:08:39] And it will give you lesson plans and that are usually pretty hands on.

[1:08:43] like games, standing up and moving, you know,

[1:08:47] more interactive, more than worksheets, you know.

[1:08:51] You do something like that, then you sit down

[1:08:53] and try it on a worksheet,

[1:08:55] and then there's a little exit ticket

[1:08:56] so that the teacher can see how you did.

[1:08:59] But what's really nice about it for the teachers

[1:09:01] is that it comes with the box of all the stuff,

[1:09:04] all the dice, all the, everything you need.

[1:09:07] And it also allows them to sort, like say

[1:09:10] you're a third grade teacher,

[1:09:11] But you need to go back and teach second grade edition that you can click that standard and

[1:09:18] comes up with a couple lessons for you and you can go back to teach second grade,

[1:09:22] but it's not the same way they saw it before in second grade.

[1:09:25] They learned it with IAM the first time, the Lester of Mathematics, but this will be a different

[1:09:31] way to teach the same thing at a different level.

[1:09:35] That makes perfect sense.

[1:09:37] Yeah.

[1:09:37] And this is kind of two questions about some of the data.

[1:09:42] When you're measuring all the students,

[1:09:44] that include Gen Ed and Special Education,

[1:09:48] that's all combined.

[1:09:49] They're all in there.

[1:09:51] For example, I think there were 740 kids at elementary.

[1:09:57] It's interesting to see the learning loss coming in for the summer.

[1:10:01] And I think, I mean, I know I've done this for a long time,

[1:10:04] But I think we've all said there's always going to be learning laws.

[1:10:07] What's really interesting is you can actually see that learning laws and I think it's

[1:10:13] great that we're having the summer program.

[1:10:15] And yes, I know that we live in a community that a high percentage go to camp or vacation

[1:10:20] or whatever, but it's a great idea to have it very condensed three weeks to make it as

[1:10:26] fun as possible.

[1:10:27] And it'd be really interesting to see these stats this time next year if some of the loss

[1:10:32] in the fall is a little bit less than it has, man.

[1:10:36] So we have 87, 88 as of this morning, students participating.

[1:10:42] Most of those are three weeks, some are two weeks.

[1:10:46] I think there's a couple of one weekers, but we didn't say no.

[1:10:48] And this is all being paid for through our Title 1 funds.

[1:10:51] Great.

[1:10:52] So it's going to ask that question.

[1:10:54] Yeah, Title 1 is we had a little bit of extra funding in Title 1 due to some things

[1:10:59] and we're putting it towards this.

[1:11:01] Great.

[1:11:02] As always, great presentation, thank you so much.

[1:11:05] We appreciate everything you brought to the table to share.

[1:11:07] Thank you.

[1:11:08] Guys, good.

[1:11:08] One more thing.

[1:11:09] The bridge is also gives us a challenge.

[1:11:12] They're called concept quests in there.

[1:11:14] So the bridge is, we have a piece in there that we can use with kids that are meeting grade

[1:11:20] level standards but want some fun application job, you know, project.

[1:11:25] For example, they were designing zoos with a certain area and you know, that kind

[1:11:29] of thing.

[1:11:29] So it helps both remediate, but also accelerates kids.

[1:11:33] Great.

[1:11:34] Anything from the University of California?

[1:11:35] Now, I'm just going to say, along with the, hopefully,

[1:11:39] they introduce the lack of learning loss for the next fall,

[1:11:43] I think the implementation of TI2.

[1:11:45] And I know you said that it's not just TI,

[1:11:47] and everybody needs to understand that.

[1:11:49] But the fact that we implemented this year with the health

[1:11:52] of this can't really be the driver, and the teacher is being

[1:11:56] on board, and you see the improvement throughout the year.

[1:11:58] I think next year, I can't wait to see what the results are next year.

[1:12:01] Once that we happen, because we've learned sort of what didn't work, what does work, how to fine tune it.

[1:12:06] And I would expect it next year we key on the rise.

[1:12:11] So, great.

[1:12:11] Well, I can't wait to see the MCAS results.

[1:12:15] Yeah.

[1:12:15] Are we going to, is that good?

[1:12:17] It says moving up to grade seven.

[1:12:19] Are we going to potentially move it up to grade eight?

[1:12:22] Are we just keeping it at one?

[1:12:23] That's, so, what happens is you need parent buy-ins.

[1:12:28] So basically once you get to the language, this parents that might say, I want to choose a language

[1:12:33] instead of take this out of our class.

[1:12:35] So just to be so little trickier, so as long as I think, well, that's the goal is to move

[1:12:39] a TA-3, but if we don't have the numbers, we don't have the numbers, we'll have to see.

[1:12:44] Yeah, and I think in seventh grade, when we were strategic about it, the kids that are moving

[1:12:48] up to seventh grade had had this program in sixth grade, right?

[1:12:51] So the parents have seen it, the kids have enjoyed it, and it's moving up.

[1:12:57] It will be a little different in 7th grade and that it will really be the students that are struggling the most.

[1:13:06] We're not going to have the groups for the Excel because they'll be in world language, right?

[1:13:11] So it will look a little different and it won't be the entire grade involved.

[1:13:15] But we've used data to target who we think needs help.

[1:13:20] And we're going to give it a shot next year and we'll see how close.

[1:13:22] You know?

[1:13:24] I think it's really helpful that they haven't sex.

[1:13:26] Yes.

[1:13:26] that was the key. So they used to do it and then you move up to seven.

[1:13:29] And they haven't chosen a language yet. And we've tried to explain. You still have a language

[1:13:35] when you get to high schools. And actually we promise to. If a kid excels and needs to go back

[1:13:41] into a language in the middle of the year, they can. Or next year, they're going to be in a

[1:13:45] language in eighth grade. We'll have a section that will work. We've worked with a world

[1:13:50] language teachers. I think the other important thing is that you touch on as well. It's not just

[1:13:55] already or MCAS or the reporter. It's all these things combined and then you can

[1:14:00] really paint a true picture of what?

[1:14:01] It's great. Yeah. Great. Thank you very much.

[1:14:05] I do the surplus.

[1:14:08] Yeah, sure. So moving on to the surplus on the agenda. So it's

[1:14:15] kind of thinking it was ironic that we were welcoming all the retirees. Well I've

[1:14:21] another 5,384 that I'd like to retire here in the surplus list.

[1:14:29] There are ages.

[1:14:31] Average age is a 1996, 30 years old, and the age range is from 1951 to 2013, and the books that

[1:14:42] are on the surplus list are all being recycled by a company called BASTEAT books, and what they do

[1:14:48] is they send what they can to different programs

[1:14:52] like Operation Paperback that goes to troops.

[1:14:55] Or there's a prison component,

[1:14:58] they send them to prisons or friends of...

[1:15:00] Libraries and their big mission is to keep them out of the landfill. Either recycle them or give them to these programs.

[1:15:08] But we've done a lot of spring cleaning here at the high school. The book rooms were a disaster, I'll be honest.

[1:15:16] And this is the result. So we would like your permission to surplus these.

[1:15:21] All right, great. We'll vote on that a little bit and on behalf of the 1951 book, the voice that is great within

[1:15:31] All right, thank you. We'll vote on that in a few minutes

[1:15:36] And yes, I know I have my presentation. Yeah, thank you very very the last superintendents report over a year

[1:15:49] This is coming up right now.

[1:16:04] Thank you.

[1:16:05] You know, you know, that first line.

[1:16:08] So the robotics team finished 10th in the state, which is incredible.

[1:16:14] When we talked about the pathways again, we've discussed a lot.

[1:16:17] We want to have every reason the kid wants to come to school.

[1:16:20] We want to have that for them.

[1:16:22] And the robotics team is thriving.

[1:16:23] I told you last year they had a world record for like three minutes of whatever until the next team broke it.

[1:16:28] But 10th in the state is really impressive.

[1:16:30] So congratulations to them, next slide.

[1:16:35] The girls tennis team made it to the final four.

[1:16:38] They lost a heartbreaker yesterday to do a virtual run.

[1:16:40] I went down and watched it came down to our number of player Nikki Carr,

[1:16:45] versus the other one she was incredible incredible incredible incredible.

[1:16:49] I don't want to, you know, I'm don't tend to scout.

[1:16:51] I don't pretend to know a bunch, but she, the player on the other team just kept on

[1:16:56] having it back, and Nicky was so fierce and so competitive,

[1:17:01] I think she just, it was like

[1:17:04] a strategy.

[1:17:05] You know, the strategy in tennis is sort of like four year appointed almost.

[1:17:09] And it worked.

[1:17:10] It was 95 degrees on 97 degrees.

[1:17:11] There was tremendously hot.

[1:17:13] She was so incredible.

[1:17:14] The whole team was cheering each other on.

[1:17:18] It was when you talk with teams representing the town representing the school.

[1:17:22] The girl's tennis team was phenomenal this year.

[1:17:25] and congratulations to the kids and to Coach Selina first year.

[1:17:28] It was quite a feat, so very impressive.

[1:17:35] This is a picture of, you know, 5.30 a.m.

[1:17:37] The morning that the kids went to DC, the kids were so well-behaved.

[1:17:42] Every year, I mean, listen, I've said it before,

[1:17:44] when I used to present as the principal that, you know,

[1:17:46] this is not exactly luxury travel.

[1:17:47] This isn't like a typical business trip.

[1:17:50] The kids are so good.

[1:17:53] They, you know, shout out to the teachers who volunteer their time

[1:17:56] their own families to go on this trip. The kids had a blast, they was so well behaved,

[1:18:02] and respectful. They, every year, sort of, like, judge everybody else, because we talked

[1:18:06] with those no cell phones, other schools will have them. You're going through, you know, leave,

[1:18:09] we'll tell you, right, that we went to, you guys, you guys, you guys, you guys, you guys,

[1:18:15] that, you're, you're some, that's some pretty sort of, you're revered places,

[1:18:21] and there's kids snapping their phones and video tape and our kids don't. And then they become

[1:18:25] They're judging them which I love that they shouldn't do that. We'd never do that. Why are they doing that but the kids is a great job in

[1:18:33] Another tremendous trip

[1:18:36] The senior prom, the seniors like quite a week of themselves. I have to say they had the senior awards. They had prom. They had Fenway. They had the senior barbecue

[1:18:44] And

[1:18:44] You know

[1:18:46] Obviously prom night everybody's sort of nervous nobody sleeps because you're waiting for that call and there was nothing kids

[1:18:51] Not they did a great job ever. We got home safely

[1:18:55] I will just say one quick thing came up after Red Carpet that people were wondering why we don't announce their names.

[1:19:02] This is when they come down. First of all, I mean, I think it's, you know, they're getting a lot of attention to themselves anyway on the Red Carpet,

[1:19:09] but some kids don't want that. You know, they don't want to be called out.

[1:19:12] And we have to respect sort of everybody's wishes. And I think that, again, if you don't want to walk the Red Carpet, you don't have to.

[1:19:18] adding your name being announced for all those people would be sort of an added sort of

[1:19:21] stressor, and we want the kids to just have a blast, and they did.

[1:19:25] So it would be like great graduation, like I said before, 320, I started stressing when the

[1:19:32] rain came down.

[1:19:33] This is all I took off our score code to uncovering the diplomas, but this is a, I'm so proud

[1:19:39] of this class.

[1:19:39] These kids, for my first year to have these seniors sort of representing the school and

[1:19:44] the leaders of the district, they were a tremendous class, they were that ways since I had them

[1:19:50] in fifth grade and we're really proud of them and are excited to see what they go on to

[1:19:55] accomplish. I won't talk about the scars today. The next event we had the Underclassman Awards

[1:20:04] that the categories are English math science, social studies, world language, innovation pathways

[1:20:09] and under the arts we have banned film media fine arts as well as the book awards for the

[1:20:15] juniors from universities. Within those categories there's a communication award, a literacy

[1:20:19] award, a problem-solving, community and critical thinking. It's just another example of our kids

[1:20:25] is shining academically. We already posted it and talked about the schools that they're getting

[1:20:30] into. It doesn't mean that that's everybody's just because you get into this great school. Doesn't

[1:20:34] mean that's where you should go. You should go where makes you happy and what makes the most financial

[1:20:38] sense, but the fact that they're getting into these schools from

[1:20:40] Swarmskate High School, again, I don't know why anybody would go anywhere else.

[1:20:45] And shout out to Dr. Paul Azadi and the science teachers for the

[1:20:48] science team, sorry, the science fair, I had marked the five-second rule

[1:20:53] too, because that was a shocker. I go the opposite way, where it's just like

[1:20:57] pick it up, eat it. And now, the other interesting one I thought, you know, there

[1:21:02] were all great, the back theory and the school water fountains we get from the

[1:21:07] surface. I guess when you have hundreds of kids thrown their hands on a after Jim class that will happen,

[1:21:14] but the kids are a great job. Also the ice cubes that changed color when you turned to put the

[1:21:18] lemonade on it was impressive as well. We had a Internet safety speaker come in to talk to our

[1:21:24] middle school kids and our high school kids, Kate Greer. She talked about again, what does

[1:21:37] information really private. I think something I've been talking to parents about since, again,

[1:21:42] they weren't fifth grade, and parents are coming to the middle school as principals.

[1:21:44] Like, the longer you can wait to hold off on the phone, the better, the longer you can hold off

[1:21:48] on social media, the better. It's hard. It's hard.

[1:21:52] I'm just really talking about this in presentation a few weeks ago. I mean, we're trying to teach

[1:21:55] them off in English. And they're used to that instant feedback from their phone or their iPad.

[1:22:00] If we can get them off the iPad, get them off the phones. You know, everybody's going to

[1:22:07] sort of make our jobs easier and as far as, you know, the discipline concerns, I mean, I can't tell you a weekend doesn't go by or something happens on the weekend on the phones that then

[1:22:16] Misato or Ms. Minter or Ms. Samord are dealing with the next week so the longer we can hold that off the better

[1:22:24] and she's coming to speak to our families on September 29 as well so parents can come

[1:22:30] And hopefully, you know, sometimes when we have those parent nights, so we people show up, it would be great if we can get the vast amount of our families to come, especially with the younger families.

[1:22:41] This, this council meeting of some of you this picture, this is just hilarious. I thought Paul is a graduating senior.

[1:22:45] That was he and I in eighth grade and then at the senior barbecue.

[1:22:49] He's looking great and after UNH, and then we have the moving on ceremony on the 17th for the middle school.

[1:22:57] that happens again here at the social high school and the moving on ceremony for the fourth

[1:23:01] graders is on the 18th in the morning. And that is it for my report.

[1:23:07] Great. Thank you very much. Any thoughts? Questions about that?

[1:23:13] Okay. So, please. Policy. Let me go.

[1:23:18] I have all the things.

[1:23:23] Let's see another policy.

[1:23:27] We went over these last time,

[1:23:30] like the access to the buildings and the grounds.

[1:23:34] Where that one is just adding some clarifying words

[1:23:38] about staff members having access to the building after school hours

[1:23:44] and like any contractors or people for events,

[1:23:49] since we're only really adding a sentence,

[1:23:53] where personnel's who's work requires it,

[1:23:56] and in the authorized event,

[1:24:00] to make it clear why people are entering the building.

[1:24:04] The parental advisory.

[1:24:05] We got, I'm sorry, could it? Before you go to the next one.

[1:24:08] Yep, are all of these new or some of them existing that have been updated, I wasn't sure.

[1:24:15] Yeah, so last time I said it was three of them are new and four are ones that we are updating.

[1:24:25] If you give me a second, I can tell you which ones we are working on here.

[1:24:33] It says it on the bottom, the very bottom of the F. It tells you if it's updated or it's new.

[1:24:47] Yeah, it just says source, source, M-A-S-C-2026. That means it's brand new.

[1:24:52] Okay.

[1:24:52] I saw the update that I can see.

[1:24:54] Yes, I do.

[1:24:55] That's all it says.

[1:24:56] Okay.

[1:24:56] I don't know.

[1:25:03] But I don't have any feedback on that one.

[1:25:08] Any feedback here?

[1:25:10] Did you go with self-medication already?

[1:25:11] No.

[1:25:12] The next one is the parent advisory council where that one is just updated to remove best practices and include guidance around

[1:25:29] Hacks not being subject to open meeting laws. So just letting essentially know that the PTOs and other organizations don't have to follow open meeting lots

[1:25:40] I'm posting their meetings or anything like that.

[1:25:46] Any questions on that one?

[1:25:51] The next one is around the self-medication

[1:25:55] and self-carry medication.

[1:25:59] Where is that one?

[1:26:03] This one was being updated because there's the new policy,

[1:26:08] which was the other one.

[1:26:10] They want it to align with 105 CMR-210, which is a regulation issued by the Massachusetts Department of Health to provide safe and proper storage and medication to students in the Commonwealth public and non-public primary and secondary schools.

[1:26:34] It also permits the school nurses to delegate responsibilities to administer medication

[1:26:44] to train, nursing, supervised, on licensed school personnel.

[1:26:51] So that one makes clear the policy around administering it, and then also essentially gives

[1:26:59] the school nurse's ability to delegate those responsibilities if they need to as well.

[1:27:07] So I get my question, and I don't know who I should address it.

[1:27:11] But it seems to put another sort of responsibility on the teacher.

[1:27:16] So in the self-ministration and the seven minutes of the nurse will establish a plan for safe storage and self-ministration.

[1:27:23] And it's necessary to consult with teachers.

[1:27:25] Does that leave the responsibility up to the teacher to make sure that when it is stored wherever they are that the teachers responsible for it?

[1:27:37] So the hot one, let's see.

[1:27:41] So number seven.

[1:27:47] The administration of medication to students.

[1:27:50] That one.

[1:27:56] Procedure for solving questions between school.

[1:27:59] I didn't, it's interesting to say that because I had the same question initially.

[1:28:02] But after reading it, it subtly says it consults with the teachers, the student and the caregiver,

[1:28:12] to me, it's still in nurses responsibility.

[1:28:15] But it's certainly not clear.

[1:28:17] It doesn't seem clear to me.

[1:28:18] It's like a little great area.

[1:28:21] It's one of them, one of them is all about the medication administration system and how that all is supposed to work.

[1:28:32] like the nurses perspective and the administration areas where it covers everything in the department

[1:28:39] of public health regulations and procedures, it details like the opioids and epinephrine procedures

[1:28:46] and how they're supposed to log things, have their medical plans, and the other one is around

[1:28:54] like the student having to carry or self-administer

[1:28:58] like some of that medication and how it references

[1:29:02] the emergency meds as backup storage,

[1:29:05] which is I think the part that you might be asking about

[1:29:08] is I am when I was looking at it

[1:29:12] and trying to get clarification around it,

[1:29:14] I think it's more of if they have like an inhaler

[1:29:19] or a pee pen or a pee pen,

[1:29:21] like trying to figure out where the teacher is gonna put it

[1:29:24] as a backup for that room, so that way they know where it is to then be able to administer it when needed.

[1:29:32] But it doesn't specifically say in inhaler.

[1:29:35] I can understand that.

[1:29:36] And that's the part where we don't want to add that into the policy because that's the procedure thing at that point where this

[1:29:43] or nurse will be the one to decide what the procedure would be on.

[1:29:47] How that is handled.

[1:29:47] On all medications.

[1:29:48] Mm-hmm.

[1:29:50] Can I, um, to ductal what Martha sang and this is one of those that the policy procedures

[1:29:57] are incredibly gray.

[1:30:00] Can we, if we don't vote on this today, and I know, and I'm going to talk later about what we're going to have another meeting or two during the summer, could we make certain that this is run by Ms. Seely?

[1:30:15] Just to make sure, I mean, I'm not, I don't even sure how much we can change of this, but we just make sure that

[1:30:24] I'm feeling has seen these, if she has any questions, and maybe Miguel, you can go back

[1:30:30] to the Mass Association of School of Committees to see if anyone else has had questions.

[1:30:36] Because again, I agree with Martha, and I agree with you, is that there's the policy versus

[1:30:41] procedure thing, but given that this is way out of our even remote understanding, and let's

[1:30:49] make sure that the nursing staff is in agreement of all this. I'm sure they are and I'm sure that

[1:30:56] the the MSC did what they needed to do but could we just since school is letting out and we can

[1:31:03] always meet and approve this before the new school year. Let's just make sure that we're covering

[1:31:08] all our bases and let's make sure that Missilea has signed off. Not signed off and we're just as red

[1:31:12] And if she has questions, we can then, you guys can go back to the M.A.F.C. and just get some

[1:31:19] clarifying and then just come back. When next time we have a meeting, we can come back

[1:31:23] and just approve this.

[1:31:25] Yeah, that's great.

[1:31:25] Glenn, I actually had similar thoughts to both of you, and I guess my, my interpretation was

[1:31:33] more of a compliance thing, is both seven and eight talk about establishing a plan or implementing

[1:31:39] a plan, and I guess where my head was, are they actually doing that? Is it a written plan,

[1:31:47] or is it a, is it something that's done by practice? Is that the plan? It wasn't clear to me

[1:31:53] what the plan was, or if it's something that's formal, and I guess I'd be more comfortable if it was

[1:32:00] maybe not volumes of written down, but something written down, so hopefully there's a chain.

[1:32:08] Yeah, hopefully very unlikely event is an issue that, you know, there's this, we can point back to someone that's written and that was followed.

[1:32:15] That's kind of where my head was at.

[1:32:22] The next one is around the bus driver examination in training.

[1:32:27] This one is literally to remove one sentence, which is to provide proof of freedom of tuberculosis.

[1:32:35] That is no longer a legal requirement.

[1:32:39] So there isn't really much on that one.

[1:32:44] Actually, can I ask a question on this one?

[1:32:48] When it's, this is on number four on that one.

[1:32:51] The contract will furnish to the school committee.

[1:32:54] A list of names in their records.

[1:32:56] Is that just, I'm assuming that's a high level thing that

[1:33:00] The school committee will be provided a report from the administration about

[1:33:05] What's going on as opposed to someone in the school committee going through these records?

[1:33:10] Yeah, I think that one is the Mr. Kalishman would get it as the superintendent, which then we would have access to it.

[1:33:18] That's what I figured I just wanted to extend thank you.

[1:33:20] He's the one that handles the contract negotiations on that and

[1:33:33] the school choice.

[1:33:35] The only thing that is changing here is that the state law,

[1:33:41] mass general, legislative chapters, 76, 12 B.J.,

[1:33:48] is including a sibling priority.

[1:33:50] So if there is already a sibling in the district,

[1:33:55] that any sibling of a student already enrolled in the district

[1:34:04] sections to accommodate that being added as a line item.

[1:34:10] I ask you to add a question about this, too.

[1:34:12] Of course, we don't have school choice.

[1:34:15] If a teacher brings in a student, and then that teacher leaves the district,

[1:34:26] does their student

[1:34:27] automatically leave the district?

[1:34:30] I believe so.

[1:34:31] And this, that this does not cover that though, right?

[1:34:35] Do not believe so, no.

[1:34:36] Okay, great.

[1:34:37] I just want to make sure that, you know, when the edged getaways and they're not from

[1:34:43] the district of the student.

[1:34:44] Absolutely.

[1:34:45] Thank you.

[1:34:46] Yeah.

[1:34:46] Because I think that all follows under our requirements that we have, if there are

[1:34:50] non-resident.

[1:34:52] I mean, we might make a consideration.

[1:34:54] Right.

[1:34:54] It's a senior course.

[1:34:56] That's it.

[1:34:56] That's always at the discussion.

[1:35:00] Thank you.

[1:35:03] Let's see.

[1:35:03] The next one is the one that is required by August 17th to be in our books, the time-out

[1:35:13] seclusion and restraint of students. The policy has been entirely rewritten to align with new

[1:35:20] state regulations, the severe requires of this policy in accompanying procedures being placed by August

[1:35:29] 17th in this one we did have Martha review for us. She didn't see anything crazy or anything that we needed to adjust

[1:35:38] Yeah, any other so to that point actually

[1:35:42] Speaking to the MFC about something really different and I brought this up and they were about as clear and they're never clear about

[1:35:49] Normally it's well when do this they actually said this is one of those

[1:35:53] except and in full, because it's been gone through

[1:35:56] at quite the vetting process, so we don't want to make any changes to this one.

[1:36:00] All right, that was actually my question as well.

[1:36:02] We've gotten glad to hear that you looked at it too, Mark.

[1:36:04] At that point, we're training in July.

[1:36:07] I mean, it is a little...

[1:36:09] I'm going to say it's actually commercial.

[1:36:11] But all the controversial among school districts to changes in the policy.

[1:36:18] But we're going to be training, and we'll have a good guidance

[1:36:22] and protocol for our district.

[1:36:24] We've already worked on it this year.

[1:36:26] There's just a couple of new changes,

[1:36:30] not unrestrained, but more on timeout procedures

[1:36:33] and subclusion that really, really changed,

[1:36:38] including, you know, so I guess for example,

[1:36:41] like a student who maybe really acting out

[1:36:45] and being disregulated or wanting to leave the building.

[1:36:49] And this is more our younger students,

[1:36:51] You know, we might have them, we have them in a quiet area, with a bean bag, with a

[1:36:58] staff member, but there's a little discrepancies or talk within our community, especially

[1:37:08] in special education that we now be considered seclusion rather than a timeout.

[1:37:15] exclusion requires and a physician to sign off and a parent permission to sign off and

[1:37:22] and a licensed medical health professional, mental health professional to sign off.

[1:37:28] And there actually are not the same.

[1:37:31] Requirements for restraint, which is interesting. I'm not sure how it's going to be implemented, but I do know

[1:37:39] like a lot of places, special education schools, who work with students who might have significant

[1:37:48] emotional regulation issues that might have acting out behaviors. You would think,

[1:37:52] a calming and soothing space to be with an adult, not separate, you know, never separate. We don't

[1:37:58] have any places where we have students that are not with an adult might be less restrictive

[1:38:04] than actually having to put your hands on somebody.

[1:38:07] So I'm a little worried about it, but I'm not feeling a person who's worried about it, and

[1:38:12] that's why I am going to a training throughout this collaborative and that purpose, expensive,

[1:38:19] which is, I mean, $1,000, which I guess, to be as expensive, but it does provide me with

[1:38:23] a lot of training materials I'll be able to utilize because it's going to be really important

[1:38:27] that all of our principles and all of our staff, especially at the elementary, so we'll have

[1:38:32] good guidance on it. But I will say there is even question among Dessie and the attorneys and the

[1:38:37] people who wrote it that they, you know, when people write things that aren't in the, um,

[1:38:43] actually doing the with the student might not quite understand how they wrote it.

[1:38:49] So could I ask, um, superintendent and, uh, Martha if you guys could, when you go to that class,

[1:38:57] maybe have a obsession, and maybe include Miguel and the policy

[1:39:04] subcommittee into that, discussion and if...

[1:39:06] The policy is correct, like that is it. I just need, you know, we're going to have to write the

[1:39:10] protocol. And that I'm happy to, I'm going to do, and I've already started, so that piece is

[1:39:15] done, and I'm also happy to come back. And here is what we're doing, and where my concerns are,

[1:39:20] which are important to talk about because, you know, it's really, it's going to be hard to get,

[1:39:24] I don't have a licensed mental,

[1:39:26] and I'm not even gonna find one in district

[1:39:28] who's gonna be willing to sign off on this.

[1:39:31] So then where am I going to,

[1:39:33] or are we gonna be paying for that,

[1:39:35] which we would have to ask parents to do anything

[1:39:38] that we need appropriate.

[1:39:40] So I might have to get talk to pediatrician or pediatrician's office.

[1:39:47] I know we do have somebody that we consult with,

[1:39:50] could they give us access to a licensed mental health professional

[1:39:52] do, that might help us for more, you know, needing to have that sign off.

[1:39:57] Okay. Um, so I mean, to me, you know, again, we'll vote on this, but I think it's no problem

[1:40:01] voting on it, but if you, if all of you could maybe at some point after, after you do that, you know,

[1:40:06] whether it's a conversation over the summer and, you know, if anything needs to be adjusted prior

[1:40:10] to the school year, let's, let's, let's do that. So just kind of go back to what you said a minute

[1:40:15] to go about the MASC.

[1:40:17] So it sounds like what they're telling you is it's been well-vetted.

[1:40:22] This is the recommending the schools to accept this in all.

[1:40:27] Yeah, we have to have this.

[1:40:29] We have to have this.

[1:40:30] I understand we have this.

[1:40:31] I just think the interpretation.

[1:40:33] I guess a lot of it is a hot topic in my field.

[1:40:36] Yeah, I guess my question is where we don't need Darren or anybody else to give this a look.

[1:40:40] Or if they're recommending this.

[1:40:42] I'd like we will have our protocols

[1:40:44] vetted through our special education theory.

[1:40:47] That I will do.

[1:40:48] Yeah, I think Martha said it great.

[1:40:49] Is that everything, the lengthy thing that's written is great.

[1:40:56] But there's been a lot of consternation

[1:40:59] of Martha and Martha's peers that the actual input,

[1:41:03] to bring this to a trueism at a school district,

[1:41:07] may or may not be 100% doable, accurate, et cetera.

[1:41:11] So that's what we're kind of stuck with this until they probably make you know, I get

[1:41:17] I bet or we're sitting here next year and then made an update to this or they do it made a year

[1:41:22] You might have to do this with surprise right exactly after people try to do this right

[1:41:27] We all know there's been some local time. Yeah, right exactly right. That's really why I wanted to bring it up

[1:41:32] Yeah, so I mean we know is we're talking about this

[1:41:35] We you know will have a vote to approve this

[1:41:38] But at the same time, I think the professionals are all telling us throughout the Commonwealth that

[1:41:46] certain things are going to maybe need to be changed and locally we'll have the staff will have procedures in place that day I'll come to work.

[1:42:03] Before if nobody has anything else before we move on I'm going to move make a motion

[1:42:08] to move these into the consent agenda as a group.

[1:42:14] So I make a motion to move the policies ECAB access to the buildings and grounds.

[1:42:22] The QBG parent advisory council, the EEEA bus driver examination and training.

[1:42:33] The JFB school choice and the JKAA timeout exclusion and restraints of students to be moved into the consent agenda.

[1:42:42] I will suck at that.

[1:42:44] I'll listen there.

[1:42:45] All right.

[1:42:46] Okay, good.

[1:42:48] All right.

[1:42:48] Thank you.

[1:42:49] There we go.

[1:42:51] Okay.

[1:42:53] Before we start taking.

[1:42:54] I'm sorry, guys.

[1:42:55] I'm sorry.

[1:42:55] I'm not.

[1:42:56] I'm sorry.

[1:42:58] I'm sorry.

[1:42:58] that I'm having a tough time hearing down here.

[1:43:00] So the last one, the JLCD, that's out.

[1:43:05] That one is part of the other medication one

[1:43:09] that you both were asking questions around that we're

[1:43:13] going to have the self administration one.

[1:43:15] Yeah, we're going to have miscealy just weigh in on that.

[1:43:19] Because they used to be one, they've split it into two.

[1:43:26] So, one is all about is very detailed around logging the medication plan and it's very

[1:43:36] extensive on like the staff training.

[1:43:39] While the other one is all about the self-carry, it's very short and focused mostly on nurses

[1:43:46] approving the process.

[1:43:48] So, we're going to vote on two of them.

[1:43:50] Okay.

[1:43:51] That way, she can review both and then we'll accept both.

[1:43:54] Okay.

[1:43:57] Okay,

[1:43:59] so before we get to the consent that you're actually, can I have a motion to move the text book surplus to the consent of your other.

[1:44:08] Second, all the favor?

[1:44:10] Hi.

[1:44:10] Okay.

[1:44:11] Great.

[1:44:13] So let me read my little thing here.

[1:44:19] Please.

[1:44:20] Oh, thank you before we get there.

[1:44:24] So, as a reminder, last week, we were somehow it fell off the list of subcommittees

[1:44:33] was the liaison for Mecca.

[1:44:36] We've had a few superintendent couchmen and I had a brief conversation about it, and

[1:44:43] Miguel and I had a conversation about it.

[1:44:46] And so, Martha, I know you were interested in that liaison, after speaking about it, I think

[1:44:53] We're going to have two people on that liaison and for what I understand we got you've been nice enough to volunteer for that.

[1:45:00] Thank you. Miguel had the great idea, too, is that throughout the year we really think of how we want that subcommittee to be with the potential of maybe rolling that into the communications group, because that really kind of where it goes.

[1:45:17] Every district has it a little differently. Some of the districts that have, you know, a, you know, two or three or four times as many medical students.

[1:45:24] This wants to get a set up much differently, but we don't have to go down there.

[1:45:29] But can someone make a motion for Martha and Miguel to serve as liaisons for Mecca?

[1:45:37] I'll make a motion for Martha and Miguel to serve as liaisons to the Mecca.

[1:45:43] Thank you.

[1:45:43] Good job.

[1:45:44] All second.

[1:45:45] All those in favor?

[1:45:46] I, and that is unanimous.

[1:45:48] Thank you.

[1:45:49] Thank you.

[1:45:49] All right.

[1:45:50] Thank you for bringing that to our attention.

[1:45:52] And then I still have no idea how that fell off from that.

[1:45:53] Okay,

[1:45:56] so let me read my thing, and then do we have any, do we have any, we do, it's not okay, it's not on here, it's not on the, it's not there, it's on the next.

[1:46:11] Okay, great, oh two pages saying, if I looked at it, it would be really helpful. Sorry, hold on a sec.

[1:46:18] Oh yeah, there we go. Okay, so let me read the consent agenda, and then I will read the donation.

[1:46:24] I think I would know this by heart at this point.

[1:46:29] All right, the consent agenda, the consent agenda is designed to expedite the handling of routine and miscellaneous

[1:46:34] business of the district, the school committee may adopt the entire consent agenda with one motion

[1:46:39] at the request of any committee member or members, any item or items, maybe remove from the consent agenda

[1:46:44] and place on the regular agenda for discussion.

[1:46:48] We have moved a few things to the consent agenda in addition to two donations

[1:46:53] and the regular session minutes of May 28, 2026.

[1:46:57] As is our practice, we'll read the donations.

[1:47:03] The donations from the Swanska High School parent teach a forum,

[1:47:06] PTF, the funding source, parents,

[1:47:11] Gargoy Cooper, Steven Gatchel,

[1:47:15] Allison Duffy, Tim McCarthy and Joe Ford.

[1:47:17] They have made donations to the class of 2026,

[1:47:21] class of twenty-six, class of twenty-seven, class of twenty-eight, class of twenty-29, and a big

[1:47:28] blue award. So, to those parents, thank you very much for that generous donation. I am quite

[1:47:36] sure those funds will be put to very good use, and thank you very much for spreading that

[1:47:42] among all the classes up here at the high school. Thank you. The second one is donation from

[1:47:50] I'm going to butcher this, and I really apologize.

[1:47:53] I don't have the key to say that one more time.

[1:47:56] A whole del haze.

[1:47:57] All right, thank you, USA Incorporated.

[1:48:01] They are donating a sum of money to the middle school,

[1:48:07] and, I'm sure the middle school will put those funds

[1:48:09] to very good use to that organization.

[1:48:13] Thank you very much.

[1:48:14] We really appreciate it.

[1:48:17] they are located in Carlisle, Pennsylvania.

[1:48:21] Again, thank you so very much for these dollars.

[1:48:27] They will absolutely be put to good use.

[1:48:30] Thank you.

[1:48:31] All right, so with that, can someone make a motion

[1:48:33] to approve the consent agenda?

[1:48:36] Make a motion to approve the consent agenda.

[1:48:39] Great, thank you, can someone second please?

[1:48:41] All those of favor?

[1:48:43] I, all those opposed, it passes unanimously.

[1:48:44] So just before we do take off, this is our last regularly scheduled meeting for the school year of 2526.

[1:48:55] We are going to have a couple of meetings through in the next several weeks.

[1:49:01] We're going to have an executive session or two coming up.

[1:49:03] Then we're going to, we will have a session that we will run through the review of the superintendent as required by law.

[1:49:14] will post that as we go forward into the month of July. Also in July I believe it's the

[1:49:21] 22nd on home. We're going to have a workshop with both cobalment and page and the M.A.F.C.

[1:49:28] and we will take it from there. So you can someone make a motion to adjourn.

[1:49:35] Motion to adjourn. And someone second. All those of ever? Hi. It is unopposed. Thank you very much,

[1:49:42] Everybody have a great day.

School Committee - 6/11/26

Transcript