2026-10-05 - School Committee

10:26All right. Good evening everyone.

10:28We're going to call the Malden School

10:30Committee meeting to order. Today is

10:32Monday, October 5th, 2026.

10:37The time is 6:00 p.m. Our next meeting

10:40will take place on Monday, November 9th

10:44at 6:00 p.m. here in the chamber.

10:49This evening's agenda will consist of

10:50the following. We'll first pledge

10:52allegiance to our flag. We'll then have

10:55a moment of silence for those who have

10:57served our country. We'll then take

11:00attendance which will be done tonight by

11:04our fill-in of the clerk which is our

11:07vice chair Keith Bernard. Unfortunately,

11:10Ariana Langston could not be here

11:12because there was a death in her family

11:14and in a lot of ways in our community.

11:17So, we are thinking of her and we

11:20appreciate the uh vice chair offering to

11:23take the minutes in the meantime. Uh

11:27from there everyone, we're going to make

11:29the introduction of this year's student

11:32representative

11:34and uh after that we'll get into the

11:37consent agenda.

11:39Uh that will consist of three items.

11:41First is the school committee meeting

11:43minutes from August 31st and then we're

11:46going to take a look at the uh September

11:48warrants and grants.

11:50From there, we're going to get an update

11:52from the Northeast Metro Tech, although

11:56no update is needed if you were in

11:57attendance at last week's uh grand

12:01opening. Spectacular, truly. Uh from

12:04there, we'll take public comment.

12:06Anybody wishing to address the committee

12:08uh can do so. We only ask that you state

12:11your name and address for the record.

12:14After that, everyone, we'll hear from

12:16our school superintendent who's going to

12:18go over uh three items. First is the

12:20accountability results from 2026.

12:24Uh we're going to find out where we are

12:26enrollment wise and then we'll get some

12:28updates on technology.

12:31After that, we'll hear from Miss Rose

12:33Eyeberg on what's been going on with the

12:36policy subcommittee, which as you can

12:38see under motions and resolutions is a

12:40lot. Um this is a night I might condense

12:45what I'm going to say under motions and

12:47resolutions. Let's just put it this way.

12:49Okay, there are eight items that we're

12:52going to discuss and potentially vote on

12:55uh from the policy subcommittee.

12:58After that, everyone, we'll entertain

13:00points of personal privilege and then

13:02from there we'll entertain a motion to

13:04go into executive session for uh two

13:07reasons. one is to take a look at the

13:09August 31st uh minutes and then also to

13:14uh discuss uh contract negotiations with

13:17the Malden Education Association units

13:20A, B, and C. Uh we'll come back out from

13:23executive session, then we'll move

13:25adjournment.

13:27So, are there any questions from the

13:29team?

13:31Hearing none, let's uh salute our flag.

13:38I pledge allegiance to the flag of the

13:41United States of America and to the

13:43republic for which it stands, one nation

13:46under God, indivisible, with liberty and

13:49justice for all.

13:51>> Again, I'd ask everyone to please remain

13:53standing for a moment of silence in

13:56honor of all those who have fought for

13:58our country and continue to do so today.

14:13Thank you.

14:17>> Right now, let's take attendance to

14:19ensure that we have a quorum.

14:25>> Mayor Christensen

14:26>> here.

14:27>> Mr. Drum, Mr. McCarthy

14:30>> here.

14:31>> Miss Bataphora

14:32>> here.

14:33>> Miss Mlin

14:34>> here.

14:35>> Miss Horty

14:36>> here.

14:37>> Mr. Piaza

14:38>> here.

14:39>> Mr. Bernard I am here. And Miss Roseberg

14:42>> here.

14:44>> All right. So we have a quorum

14:45sufficient to allow us to gather.

14:49Let's take um up what some are saying

14:52the most important item on tonight's

14:55agenda and that's the introduction of

14:56our student representative. So to do

14:58that will be our school superintendent.

15:03Thank you, Mr. Chair. I'd like to

15:05introduce everyone to uh Fatima Hussein

15:09who is an 11th grader. [applause]

15:14She's an 11th grader at Malden High

15:17School. Um,

15:19pursuant to Mass General Law, we had an

15:23election of a student advisory council

15:26of five students who submitted

15:30statements to all of their peers as to

15:32why they wanted to represent them with

15:36the committee and five students were

15:38elected to that council uh two weeks

15:41ago. Uh last week that council met for

15:44the first time with member Rosyberg and

15:47myself and um they in turn elected a

15:51chairperson Fatima who will serve uh

15:55also as um the student representative on

15:58the school committee and I look forward

16:00to introducing the committee to the rest

16:02of the student um advisory council at a

16:05future meeting. But Fatima, we're

16:08delighted to have you here and delighted

16:09to have your voice.

16:11um in this chamber at these meetings.

16:16>> Are you ready for your maiden speech?

16:19[applause]

16:21>> Take it away.

16:22>> Um

16:23good evening guys. My name is Fatima

16:26Hussein and as Dr. Cibil mentioned, I'm

16:29a junior at Malden High. I'm currently

16:32also part of the Blue and Gold as

16:34managing editor and I really love

16:36working with Mr. Gallagher um in

16:38journalism. The main reason that I

16:41decided to be a part of the student

16:43advisory council and now thanks to my

16:45peers um a member the student

16:48representative of the school committee

16:50is because I've been in Malden for six

16:52years and Malden has always been a very

16:54welcoming place for me. I've never felt

16:57like out of place here and I found my

17:00people initially. I found my friends and

17:03I just wanted to give back. um whether

17:06that be just by listening to um my

17:09friends or the students and being able

17:11to sit here today and having a voice.

17:14I'm really really thankful.

17:18[applause]

17:21>> I will now entertain a motion to

17:22adjourn.

17:25It's all downhill from here. That's the

17:27highlight right there. Well, actually

17:29the Northeast Metro Tech is a pretty big

17:31highlight, too. So, but before we get to

17:33that, let's take a look at this consent

17:35agenda. Let's take up these minutes from

17:38August 31st.

17:40Any uh motions by the uh team or

17:44questions? Mr. McCarthy.

17:46>> Motion.

17:47>> Motion to approve. Seconded by

17:51Miss Horty. All right. Everybody had a

17:54chance to look them over. What say you?

17:57Any questions, queries, qualms?

18:00Hearing none. All those in favor say I.

18:03>> I.

18:04>> Anybody opposed.

18:06The eyes have it. That carries

18:08unanimously. How about the 2026 warrants

18:11from September?

18:14Any questions on those? Let's go to Miss

18:16Spataphora. Take it away.

18:18>> Thank you, Mr. Chair. I'm I'm pretty

18:20sure our finance

18:23manager is not with us this evening. So,

18:25I guess this is just going to be stated

18:27for the record. It was warrant number

18:2919, Dell USA. The invoice um was for uh

18:35$386,000.

18:37It was for the purchase of some new

18:38Chromebooks, but the PO says 450,000.

18:41So, there's just a difference in those

18:44numbers that I'd like to see why the the

18:46PO and the invoice differ.

18:49>> Did you reach out to the

18:51>> So, Miss Martz is not here. Um so, I

18:54have nobody to get that explanation

18:57from. Um she's out of town for the

19:00remainder of the week. Got it. So

19:01>> got it.

19:02>> Um

19:03>> Okay. Very good. So superintendent,

19:05you'll report back.

19:07>> Anything else, Miss Batterford?

19:09>> Uh nope, that was it.

19:10>> Okay. Anybody else from the team?

19:15Okay, I'll entertain a motion.

19:18Place on file.

19:21Mr. McCarthy,

19:23seconded by

19:29Miss Spataphor placed on file second and

19:33any questions hearing? None. All those

19:36in favor say I.

19:38>> I.

19:38>> Anybody opposed?

19:41The eyes have it. That carries

19:43unanimously. Next up, everyone. Grants

19:46from September 2026.

19:49Any questions on those?

19:56Mr. McCathy motions seconded by

20:03>> Mr. Piaza. Any questions? Team

20:07hearing none. All those in favor say I.

20:10>> I.

20:10>> Anybody opposed?

20:13The eyes have it. That carries

20:15unanimously.

20:17All right. Next up, Northeast Metro

20:19Tech. And um who's introducing them or

20:24they need no introduction, right? Let's

20:26just bring them up. Good evening.

20:29>> Good evening.

20:30>> Yeah, let me stop you there. I think it

20:31was Miss Rose Zyberg, right? You want to

20:33uh introduce or just

20:37>> Thank you, Mr. Chair. Um just as the

20:39reason that I had um asked the

20:41superintendent to include I had actually

20:42been over at the Lyndon and heard

20:44parents talking about gee, if I'm

20:47interested in the vote, what do I do?

20:48And I thought, well, okay, let's invite

20:51uh uh Mr. Salazar so he can let folks

20:54know if they're interested and sort of

20:55give an update so that people who are

20:57considering that actually know sort of

20:59where to look and where to go.

21:00>> Very good.

21:02>> Take it away.

21:02>> All right. Good evening and thank you

21:04for giving us the opportunity to provide

21:05this update uh for the Northeast Metro

21:07Tech um for the committee as well as the

21:10greater Malden community. As Malden's

21:12rep on the Northeast School Committee, I

21:13think it's important to keep you all

21:14informed and about what's happening at

21:16Northeast and what that means for our

21:18Malden students and families.

21:20Superintendent Dave Debar is joining me

21:22this evening to discuss our educational

21:24programs and explain the admissions

21:25process in more detail. We've also

21:28provided a short briefing packet as well

21:29as some information about uh one of the

21:31topics we're going to discuss is the new

21:33Polytech uh designation um for you to

21:35follow along with and refer to during

21:37questions. Um, I want to begin with our

21:39new building and then the Polytenic

21:41Academy and then share a snapshot of our

21:44Malden students and then we can spend

21:45probably most of our time uh discussing

21:47the admissions [clears throat] process

21:49um including students that are looking

21:50to apply for next year. So, this school

21:53year marks an important moment for

21:55Northeast with students and staff now in

21:57the new building. First, I want to

21:58recognize Dave, his administration,

22:00faculty, and staff for the hard work and

22:02long hours they put into preparing the

22:04building for this school year. I think

22:06it's important to celebrate Malden as

22:08well and its citizens for their support

22:09and investment in this project. It's

22:12exciting to see students using the

22:14spaces that have been planned for them

22:16after the long process of building a new

22:17building. Mayor Christensen, as you

22:19mentioned, members from this committee,

22:21as well as members of the city council,

22:22were able to see those spaces firsthand

22:24during our recent ribbon cutting

22:26ceremony. The new vocational shops and

22:28academic spaces give our students room

22:30to learn, practice, and develop their

22:32skills. They also create opportunities

22:34to connect that learning with the work

22:36students will do after graduation or

22:38even during their time at the school in

22:40some of the customer-f facing studentrun

22:42businesses such as the Breakcart Inn,

22:44Salon at Northeast, and the studentr run

22:46branch of Reading Cooperative Bank. For

22:48me, the most exciting part is seeing

22:50what students will be will be able to

22:51accomplish inside the building and how

22:54those opportunities will continue to

22:55develop. Another important part of this

22:57update is the Northeast Metro Polytenic

22:59Academy. The idea behind this model is

23:02to bring vocational education and

23:03college preparation together. Students

23:05can develop technical skills, work

23:07toward industry recognized credentials,

23:09and participate in early college and

23:10dual enrollment coursework. The academy

23:13model provides opportunities for

23:14students and participating pathways to

23:16earn up to 30 college credits while in

23:18high school that can give students a

23:20head start as they consider their next

23:21steps after high school. For our Malden

23:24families, I think this is an important

23:25message that attending Northeast can

23:27open several doors. students can prepare

23:29for employment while also building a

23:31foundation for further education. Um,

23:33I'll turn it over to Dave to explain a

23:34little bit of how that polytechnic model

23:36is being implemented and what

23:38opportunities that gives our Maldin

23:40students.

23:41>> Thank you, Sean.

23:42>> Good to see you.

23:43>> Thanks. Nice to be back here. I had a a

23:46wave of memories walking through the

23:48door because the last time I was here um

23:51shortly after COVID was when Malden

23:53approved um the new building and Maldin

23:56was the first um city to approve which

24:00was a a a big point when I was going out

24:03to other cities and towns and we've

24:06always had a great relationship with

24:07Malden. Mayor Christensen really helped

24:10us develop that to another level to the

24:12point it does sometimes feel like

24:15Northeast is Malden's other high school

24:17and thank you for carrying on that um as

24:20well. So

24:24as Sean had discussed that there are

24:26many factors and characteristics that go

24:28into a polytech.

24:30um you know later on when you're going

24:32through the through the little pamphlet

24:34there are really 18 characteristics on

24:37that and I'm happy to say that the final

24:39characteristic that we had not been able

24:42to meet was a future ready facility so

24:46the opening of Northeast and a

24:48state-of-the-art building was able for

24:50us to now work towards that designation

24:52there are only about 22 polytech high

24:55schools in the country and they are

24:58considered the best high schools in the

25:00country as well. So, Northeast has been

25:02in discussions with the Department of

25:05Education Desi U for Northeast to be

25:09designated as a polytech um and we're

25:12working towards a pilot program and as

25:14Sean mentioned it's two pathways that

25:17are integrated completely. We always had

25:20a strong technical um program or

25:23technical programs where we knew we were

25:26getting our students out into career

25:28ready positions. However, we needed to

25:31get our academics um to a higher level.

25:34So, most recently, two years ago, we had

25:37partnered with Middle Sex Community

25:38College, Boston Architectural College,

25:41and we're working with Salem State right

25:43now for early college coursework. So our

25:47first year I was happy we had 80

25:49students taking early college classes

25:52within the school. Our second year we

25:55bumped up to 300 students and currently

25:57almost 500 students are getting early

26:00college credits and that's a little

26:02different from some of the other

26:04programs. When you get early college

26:06credits number one um DESIE reimbures

26:10for that so it cost nothing to the

26:11students in to Northeast. Number two,

26:14those credits, unlike AP, are accepted

26:17at every school, public and private, in

26:20Massachusetts. So many of our students

26:24um have already taken advantage of it,

26:27um have already built up over two, three

26:29years, 18 credits. And one thing that

26:33we're happy about, we didn't expect is

26:35the students who do decide they want to

26:37go on to college. And as we know, it's

26:39not something we push. It's whatever

26:42road to choose uh student starts to

26:44decides to go on. Our college

26:47acceptances from some really competitive

26:50schools this past year was amazing. Um

26:53we had a metal fabrication student who

26:56took advantage right away of um the

26:59early college process and got a 4-year

27:02scholarship to BEu with housing as well.

27:06and talking to some of the people out

27:09there in the field. Uh we've done a lot

27:11of discussions with the admissions in

27:14the different colleges that when they

27:16see early college on a on an application

27:19that it definitely put raises the bar on

27:23that application. So it puts a little

27:26pressure on us now because if our

27:27students are getting accepted to these

27:29schools, we need to make sure that

27:31they're successful. So, we've really um

27:34tightened up and focused on a lot of our

27:36higher level academics. We've always

27:39worked well, as you know, almost a third

27:42of our students are on IEPs or 504s.

27:45We have a strong co-op model, but now

27:48with early college, we're really um

27:51allowing those students who can handle

27:53higher work um to take advantage of

27:55that. So, it's a very exciting time for

27:57us. And we're this is a draft that I

28:00gave in because there are no secrets. Um

28:02but I do hope to be back here um in a

28:05year at least um to say that we are

28:08working towards that pilot for

28:10Northeast.

28:11>> Great. All right, let's uh take some

28:14questions from the members. Any

28:16questions?

28:20Uh let's go to Miss Spaphor first.

28:24>> Thank you, Mr. Chair. not necessarily a

28:27question, but just a compliment to be

28:29quite frank. Um, because I think there

28:31was a time where a lot of students may

28:34have enrolled thinking they're going

28:36into the trades and then after

28:38graduation we're going right into the

28:39workforce to see that there is um that

28:43opportunity to maybe go into the

28:45workforce, maybe go into secondary.

28:48Kudos to um you and and the

28:52establishment for making that um a

28:54reality. And I I have to say, you know,

28:56to see that a third of your students are

28:58on an IEP or 504 is even more hope that

29:01those students with disabilities

29:03>> do have the opportunity to to go on to

29:06secondary education. So, um I just want

29:09to say great job.

29:10>> Thank you.

29:11>> Okay, Miss Rose Zyberg.

29:13>> Thank you, Mr. Chair. Um just following

29:15up with what I had heard parents talking

29:17about. Do you offer tours on a regular

29:19basis or if people are interested in

29:20seeing especially now I got the

29:22opportunity to see the new building? Um

29:23it's worth seeing. Um but what should

29:25parents do if they're interested or is

29:26that something on a regular basis that

29:28you do?

29:28>> Do you want to answer that?

29:30>> Yep. So fortunately um under the some of

29:33the new regulations, every student is

29:35allowed to have a tour of Northeast. So,

29:38in addition to our open house, every

29:40middle school eighth grader um is given

29:43the opportunity to come through

29:45Northeast when the school is open. So,

29:48um it can be a challenge at times. Um

29:51but they are actually able to see the

29:53kids um in the teachers in action rather

29:57than, you know, if you had a tour at 7

29:59o'clock at night, you'd say, "Wow, you

30:01know, looks pretty in here." But they

30:03can actually see how the students um

30:05work dayto day.

30:09All set.

30:12>> Thank you. Uh just from the chair, um

30:17hold on one second. Save that thought.

30:19Miss Hoody,

30:20>> can you just tell us when um the open

30:23houses? Um and if it's the type of event

30:26that a middle school parents need to

30:28sign up for, reserve spots,

30:30>> right?

30:31>> That sort of thing.

30:32>> Yep. So I probably could check my phone.

30:34It's in November the exact date. Um and

30:37it's open to um the middle school

30:40student, eighth graders.

30:42>> Before the new school, we couldn't find

30:45enough parking in the town of Wakefield

30:47um for the tours. So the the last, you

30:51know, the previous building was built

30:52for 900 and we had 3,000 people come to

30:56the open house. So, it's we're really

30:58trying to work um a system as we speak

31:02where we would have people pre-register

31:05um that have eighth grade students.

31:08>> Okay. And are you um

31:12are your counselors going into middle

31:14school to present?

31:15>> Yep. So, we present to every middle

31:17school

31:18>> um in in 12, you know what I mean?

31:21>> Yeah. [laughter] Um, and believe it or

31:23not, and you know, Malden again always

31:26had open doors to um to Northeast. Some

31:29of the cities and towns would not allow

31:31Northeast in. So, the new regulations

31:33require that they have to host um some

31:37sort of event at the middle schools. So,

31:40we do it's about 45 minutes. The eighth

31:42graders come down um you know, we we

31:45present a short video and we're actually

31:47updating it now. So, next year it'll

31:49have all the new programs in the new

31:51building. Um, but we did another short

31:53video last week that we'll present to

31:55students and any questions they want.

31:58Um, we stay behind afterwards.

32:01>> Last question just for for people

32:04listening. Um, when does the application

32:07open and is it done all online? Um,

32:10>> so it's it's an online application and

32:13we if you can't fill it out online, we

32:15have you come in and sit down with one

32:17of our counselors and fill out the

32:19application. Um, it's a rolling um date.

32:23Let's see what we have for the date. Do

32:25you have

32:25>> November 1st? They open

32:27>> November 1st and they close February 1

32:30as well. So there's a good amount of

32:33time for people to hear about it um and

32:36fill out the application.

32:38>> Thank you. You're welcome.

32:39>> Thank you, Miss Hordy. Over to Mr.

32:41Piaza.

32:42>> Thank you, Mr. Chair. Uh, thank you all

32:44so much both for the presentation and

32:46for all the outstanding work that you

32:47all are doing uh over there. I'm

32:50thrilled that students in Malden have

32:52the the opportunity to um to attend uh

32:56to attend the VO. Uh I just would love

32:58to learn a little bit more about the

33:00process of attaining the Polytech

33:02designation. I know you mentioned it a

33:04little bit and of course we have the

33:05perspectus here but if you could just

33:07share a little bit more about what that

33:08process entails and then specifically

33:10what you're able to offer in polytech

33:12that you're not able to offer without

33:14the poly.

33:15>> Right. Right. So you know polytech it's

33:18really you know a type of education um

33:21in that to be recognized it's something

33:24that as I had said there are certain

33:26characteristics you have to meet

33:28>> and then we would work with the

33:30department of education modes um to

33:33become first a pilot program and then

33:35have the program approved

33:38>> um but it's um not something that has to

33:40go through NEAS or one of the

33:42accreditation boards it's something that

33:44we could do internally internally And

33:46what's the time frame typically for that

33:48for that process?

33:49>> So we usually do a one-year pilot. So we

33:51would our hope is next year for it to be

33:54the pilot program with a group of

33:56students and see how that works and then

34:00decide at that point if we want to be a

34:03Polytech Academy at Northeast or whether

34:06we would open it up to everybody um if

34:09that's feasible and be you know

34:11Northeast Polytech. Mhm. And to be

34:13totally clear, it strengthens the

34:15academic preparation pathways alongside

34:17what are already extremely strong

34:19vocational pathways.

34:21>> Right. Right.

34:21>> Yeah.

34:21>> Yeah. Great. Thank you.

34:23>> You're welcome.

34:24>> Thank you. Uh just from the chair, I

34:26know much of the focus was on this last

34:30week, but I have to really take a moment

34:33to highlight those student ambassadors

34:36you had.

34:36>> Yeah. not just in a particular part of

34:39the building but throughout uh the

34:41entire event. They

34:43>> I don't know if you can give them credit

34:45but they deserve it.

34:47>> I will very impressive

34:48>> and I will share that our DECA program

34:51has grown so dramatically that the

34:55majority of those students were um

34:58representing on behalf of DECA and they

35:01get a lot of skills-based training. So

35:04Malden um can see the value in that as

35:07well.

35:07>> Yeah. And also just want to uh highlight

35:11Mr. Salazar being here. In the past

35:13we've typically appointed or they've

35:16been elected and then the next time we

35:18would see them is when we were giving

35:19them a citation after they retired. But

35:22here's Mr. Salza a year later making

35:25sure that we are updated and I do want

35:28to publicly acknowledge your efforts.

35:29Thank you. Thank you.

35:30>> Definitely my intention to keep that

35:32going. Yes. All right. Well, thank you

35:34both.

35:35>> Thank you. Appreciate it

35:36>> very much. Continued success.

35:38>> Thanks.

35:41>> All right, everyone. Now, we're at

35:43public comment. This is an opportunity

35:45for members to address the public. We

35:48only ask that you state your name and

35:50address for the record. And uh we're

35:53going to keep public comment open for

35:58let's try um 15 minutes is what we

36:01typically do.

36:03All right. So, let me um let me just get

36:05set up here.

36:09Okay, take it away.

36:11>> I'm gonna wear my

36:13hope. Channeling hope tonight. Hello, my

36:17name is Amy Abu Shanab. I live at 5

36:19Pagum Street. I'm the mother of two, one

36:22of whom is at the Early Learning Center

36:24and one of whom will be there next year.

36:27I am a proud public school graduate. I

36:30went to public school from kindergarten

36:31to 12th grade. didn't have enough and I

36:34went there for public university

36:36and um I am so grateful for my education

36:40and I'm excited to give that continue

36:42that gift that our country gives um and

36:45and um

36:47uh instill that that public good um that

36:51we have for my children as well. Um I

36:54recently heard from my nephew who who

36:56started kindergarten last year. I asked

36:58him how his kindergarten class is going.

37:01He told me that um he was he was loving

37:03it. Um and he's learning his math from a

37:07lap from from his Chromebook. And that

37:09kind of surprised me. Um he opened it up

37:11and showed it to me. There were like

37:13four buttons in the program that that

37:14he's learning and he was pushing random

37:17buttons until he gets to the next level

37:19of the program. Um so that was that was

37:23pretty alarming to me and and just a

37:24little bit of an eye openener into the

37:26fact that in kindergarten schools are

37:28using onetoone screens. I know that, you

37:31know, something like this I don't have a

37:33problem with, but one to one laptops,

37:34that was new information to me. My next

37:37door neighbor is a kindergarten teacher,

37:39so I asked her um, you know, about this.

37:42She informed me that, um, for at least

37:4430 minutes a day, she's told that she

37:47needs to use um, laptops for her

37:49students. She doesn't like the policy,

37:50but she's forced to do it. Um, this is

37:53really disheartening to me because um,

37:57as a parent, I prioritize humanto human

38:01interactions. You know, we don't have

38:03screens at the dinner table. I I don't

38:04give my kids an iPad or or phones. I

38:08think it's so important for them to play

38:10with each other, play with me, play with

38:12kids at the park, you know. Um, so that

38:14was a little bit disappointing to hear

38:17that that the schools are having

38:18onetoone screens for the kids. Um, if

38:22you just look at a quick search on

38:24PubMed, a a database of journal art

38:26peer-reviewed um, scientific journal

38:28articles, um, you'll see that screen

38:31time is associated with, um, higher

38:33anxiety, problems in emotional and

38:35social development. Um, you know, the

38:37list goes on and I'm happy to send you

38:38guys many articles that um, document

38:41this, the problems that onetoone screens

38:43have in in young children. Um, I know

38:46that young during COVID, we had no

38:47choice, right? like the kids were home

38:50and

38:52we didn't know what to do. So, we

38:53brought all these Chromebooks for for

38:55the kids and you know again we did what

39:00we could for the kids but we're not in

39:01CO anymore and we're not beholden to

39:04those screens and I wouldn't want you

39:06know Google or or any other corporation

39:09to um you know have such a stronghold.

39:14>> You're at three minutes so can you

39:16conclude?

39:17>> Yes. I would just um ask that you um

39:19implement Danver's policy which is that

39:21from from K to2 they have no screens

39:23this year and and we don't have to do

39:26anything. We don't have to order things

39:27to do it. We just say today no more

39:30screens for kindergarteners through

39:31second grade. Thank you.

39:32>> Thank you. All right. Anybody else

39:34wishing to address the committee can do

39:36so now. Just ask that you state your

39:38name and address for the record. Good

39:40evening.

39:40>> Good evening. My name is Fanny Dyn. I

39:42live at 174 Beltran Street. I'm a parent

39:45of two children ages 10 and six at the

39:47BB school. For the past 5 years, our

39:50family has relied on the Little Dragon

39:51After School program run by the

39:53nonprofit Chinese Cultural Connection to

39:55provide our children with a safe,

39:57nurturing environment where they can

39:58learn, explore Chinese culture, and

40:00develop new skills. Every week, my

40:03children come home excited to tell me

40:04what they did during after school

40:06program. Um, they make paper lanterns

40:08for the Midn Festival to learning the

40:10Mandarin word of the day. um practicing

40:12their Chinese characters, playing

40:14Chinese drums, and yes, even finishing

40:16their math homework so I don't have to

40:18do it at night. But that is what makes

40:21Little Dragon so special. It is more

40:23than just child care. It is a place

40:25where children are learning, creating,

40:26and developing a deeper understanding of

40:28another culture, all within our own

40:30diverse Malden community. That is why

40:33families were so stunned to learn in

40:35early August that the program's future

40:37was suddenly in jeopardy just weeks

40:38before the start of school. Because the

40:41school committee entered into an

40:42exclusivity agreement with Alphabest,

40:45Little Dragon was unexpectedly faced

40:46with the possibility of losing its

40:48ability to operate at BB. Since spring

40:51of 2026, city and school administrators

40:54had repeatedly assured CCC that they

40:56could keep enrolling families directly

40:58as they had done with Little Dragon um

41:00since they Little Dragon began at BB.

41:02Learning otherwise at the end of this

41:04July, so close to the start of the

41:06school year, had put us all in a very

41:08difficult position. But regardless of

41:10how the situation developed, the result

41:12has been a significant disruption for a

41:14program that has served the BB community

41:16for 15 years.

41:18Enrollment has declined. The program

41:20started one week later than Alphabest

41:22because of reduced storage and supply

41:24space. The Chinese drumming program has

41:26been lost because of those same storage

41:28limitations. As of today, October 5th,

41:31Little Dragon still does not have a

41:33permanent home secured for its program.

41:35But we're not here tonight just to

41:37express our frustration. We're here

41:38because we want to find a path forward.

41:41We respectfully asked the school

41:42committee to help provide answers to

41:44some questions. Number one, why were CCC

41:46and Little Dragon families not given

41:48earlier notice about decisions that

41:50directly affect the program? Two, can

41:52the storage and enrichment needs,

41:54including the return of the Chinese

41:56drumming program, be addressed at BB?

41:58Three, can Little Dragon and Alphabets

42:00continue operating alongside one another

42:02at BB beyond this school year? Four, if

42:06BB is not a sustainable long-term

42:08location, what affordable and stable

42:10alternatives are available for Little

42:11Dragon? And five, most importantly, what

42:14is the long-term plan for Little Dragon

42:16beyond this 2627 school year? We, the

42:19Little Dragon families, understand that

42:21the district has to make decisions about

42:22space, resources, and afterchool

42:25programming. We are simply asking that a

42:27program with 15 years of history in our

42:29community and so much value to Malden

42:32families be given a meaningful

42:33opportunity to continue. Little Dragon

42:36embodies what makes Maldin special.

42:38Cultural diversity, community,

42:40curiosity, and inclusion. Our children

42:42aren't just being cared for there.

42:44They're learning to appreciate a

42:45culture, develop new skills, and become

42:47more connected to members of our

42:48>> three minutes. Okay. We respectfully ask

42:50the school committee to work with CCC

42:52and Little Dragon families to find a

42:55sustainable path forward and thank you

42:57for listening and supporting the Little

42:58Dragon families.

42:59>> Thank you. Anybody else wishing to

43:01address the school committee can do so

43:02now? Anybody online, Mr. Bernard?

43:07Uh, one sec. We're just going to see if

43:08there's anybody that wants to

43:11participate online. We don't see any

43:13hands raised, so

43:15come right up.

43:17>> Hello.

43:17>> Good evening.

43:18My name is Lynn Walters Reky. I live at

43:20621 Highland Avenue in Malden. Um my

43:24first avenue is to cosign everything

43:27that Fanny Dyn just said. Um as a

43:30cohort, there's quite a few Little

43:32Dragon family parents here tonight. I

43:34don't know if they want to take a stand

43:35so you can see how many of us are here.

43:37The rest of them are at soccer with the

43:40children. Um,

43:43so this is this is a serious issue and I

43:44feel like we've sent numerous emails and

43:46kind of gotten back partial responses.

43:49So we would like to continue to push

43:51this matter forward, make sure that

43:53we're working together with Little

43:55Dragons and uh Malden Public Schools to

43:58find a home or to figure out how to have

44:02them be able to remain at BB um and

44:05address the storage space issues and

44:06things like that. uh the janitors or

44:10facilities have indicated that there is

44:12storage for the drums. They're just not

44:13being given access to it. Um and that

44:16was a really big highlight of the

44:17program for pretty much all of the

44:21children of the women standing behind

44:22me. And so I I'd really love to see that

44:26brought back. Um, it's also, I think, a

44:28huge highlight of the Lunar New Year

44:30celebration that occurs every year, and

44:32that will be missing this year because

44:33these kids are not getting to

44:35participate in these drumming programs.

44:37Um, they're being offered Hooi, but if

44:40anybody's listened to Hooi, it is kind

44:42of like a recorder and it doesn't hold

44:44quite the same appeal as Chinese

44:46drumming um for parents or or children,

44:50[laughter] I think. Um, the other thing

44:52I would like to ask is, you know, if

44:55Little Dragons isn't successful next

44:57year, if we're stuck utilizing

44:59Alphabest, what sort of evaluations are

45:03you guys putting Alphabest through as a

45:05program? I've heard nothing but negative

45:08things about people and kids in

45:10Alphabus. The communication with

45:12parents, mischarging, misfunding,

45:15non-responsiveness from their corporate

45:16offices, um dismissive behavior to

45:21children's needs, um especially children

45:23with special needs as mine is. Um, and

45:27then just that they're just kind of like

45:29a giant babysitting service and they're

45:31not really offering an enriching program

45:34like they sold you guys. So, and then my

45:38understanding is morning care is like

45:39double the price that it was in the

45:41past, which I think is really impactful

45:42in these financially constrained times

45:44that we are currently living in. So, we

45:48want to know how are they being

45:50evaluated? What are you guys doing to

45:51look at the quality of the program? and

45:53and do they have a one-year contract? Do

45:56they have a probationary period? Like if

45:59they suck, what does this look like next

46:02year? You know, or are we stuck choosing

46:05between a rock and a hard place? Do we

46:06choose a crappy after school program

46:08that we're stuck with because we have to

46:09go to work every day, or do we lose the

46:12really great enriching program that we

46:13currently have?

46:15>> Thank you.

46:16>> Thank you.

46:17>> Anybody else wishing to address the

46:19committee can do so now?

46:25Good evening.

46:26>> Good evening. My name is Angela Delair

46:29and I am at um

46:32[clears throat] I am a parent of uh two

46:35kids. Um you probably actually recognize

46:38my name because um seven years ago my

46:42Sophia broke her arm

46:46and for two hours and after school she

46:49cried.

46:50She cried her eyes out with her dress in

46:54the camera in the cafeteria. You could

46:57see it shaking and there was no

47:00attention brought to her. Okay. And I

47:04live down the street from Forestdale and

47:07that after school program that first

47:09week of kindergarten, we decided to move

47:13our school over to BB. And for all these

47:17years, we have driven across town to BB

47:19instead of going to the Forest Hill

47:21that's within walking distance of our

47:23street.

47:26That broke so much of my trust. And to

47:30me, trust is a very important thing when

47:33they are the literally my heart outside

47:37of my chest that every day I'm trusting

47:40the school to be able to take care of

47:43our kids.

47:45And so

47:47going to BB is because of the CCC

47:50afterchool program. And anytime that

47:52there's even the slightest issue, that

47:56level of trust has always been there

47:58that I know it's not a babysitting

48:01service. These are people that actually

48:04care

48:06and we are all in this together. I don't

48:09want to ever feel like, you know, let's

48:12just bring in a corporate company and

48:15let's set aside a program that has

48:18worked so well for so many families.

48:22It should be an asset, not just

48:25something that's a secondary thought

48:28and especially because it really broke

48:31my trust that we didn't learn about this

48:34till the end of the summer.

48:36So again, please please

48:40make it so that we can work together to

48:43find a future for Little Dragons.

48:48Thank you. Anybody else wishing to

48:50address the committee can do so now

48:56time for one more? Good evening.

48:59>> Good evening everyone. Thank you all for

49:01listening. My name is Katherine Shehoer.

49:03I live on Hawthorne Street. So I along

49:06with the lady's parents standing here,

49:08I'm also part of the little dragon um

49:10CCC after school. I have two kids, one

49:13nine-year-old and six-year-old. And I

49:17echo everyone everything that Angela and

49:20Fanny has said and really here to offer

49:23my additional sort of endorsement also

49:26emphasize

49:27um I mean Malden is such a great

49:30community, such a diverse community. I

49:33think my me and my family we choose to

49:36stay Malden because we love the

49:38community here and then also Malden

49:40prides itself as a inclusive look at our

49:42public school has one of the most

49:44diverse student populations in the

49:46country. I think that's something I am

49:49proud of. I think we all should be a

49:51proud of and to do that like walk the

49:53talk um you know embracing programs like

49:57little dragon to the others have said

50:00it's not just a you know place where we

50:02put our kids it's truly you know people

50:04tr truly care I think it's so important

50:07for our community modern overall to be

50:10that multicultural community and um you

50:15know not just in the school district I

50:18think the existence of the program with

50:20you know if they can operate at BB and

50:23also affordable I believe that CCC has

50:27explored other options like venues but

50:30it's not they it's going to be not

50:34affordable for families to continue if

50:37they have to venture out to other like

50:40for example the church next door um so

50:43we are relying on this program in terms

50:45of like after school care um and I asked

50:48ask you um you know please reconsider

50:51and to work together to find a solution.

50:54>> Thank you.

50:55>> Thank you.

50:57>> All right, we're going to end it there.

51:00Thank you very much. Uh next up, let's

51:03go to our school superintendent.

51:12All right. Well, good evening everyone,

51:15Mr. chair, members of the committee,

51:19our student representative, and everyone

51:22uh here and those who are online. Um

51:26delighted to be with you and to share a

51:29report on the work that's happening in

51:32the district. Um we need Thank you.

52:11is something you can talk

52:14to do the touchdown.

52:20So, um the the uh largest portion of the

52:25update we have tonight uh regard the

52:29accountability data that was released by

52:32the uh department of elementary and

52:34secondary education uh two weeks ago. Um

52:38our assistant superintendent um for

52:41teaching and learning Kamal Bassine will

52:42be approaching the podium in just a few

52:45moments um to walk us through the

52:48highlights of that data and also to talk

52:50about the work that's been happening

52:53last year and the work that's underway

52:55this year

52:57um to respond to this data and to

53:00continue moving it in the right

53:01direction.

53:03Um while we're waiting for um that

53:06presentation um to be uh available on

53:09the screen for those at home and all all

53:11of you who don't have a copy of it in

53:14front of you. Um I will just share a

53:17couple of um other points that I wanted

53:21to to give an update to the committee

53:22about tonight. um both one related to

53:26our enrollment for 25 26 27 and then

53:32also a brief update on technology.

53:37Um and I'll start with uh the

53:39enrollment. So um as of uh last uh w uh

53:45Thursday rather October 1st which was

53:48the census day we had 5,821

53:51students enrolled in our schools

53:54including those who were out of district

53:575,821

54:00which um is uh considerably lower than

54:04our October 1st enrollment last year. I

54:07will say that that we have to wait a few

54:10weeks for that enrollment to be

54:11certified. Um there is a a an accounting

54:15district or statewide of students and

54:18where they've where they've uh landed

54:20and to con confirm that every student

54:23that we've counted um is in fact um not

54:27being counted by someone else and that

54:29no one else is counting a student that

54:31actually is is here in Malden. Um

54:36the uh second thing I'll just share is

54:39that we have seen uh that a couple of

54:44our schools uh were more level in terms

54:46of their enrollment, but we did see

54:49those declines across several of our

54:51schools and most significantly at the

54:54high school. Um but again, that's where

54:56all of our all you know the enrollment

54:59in grades K through eight is is divided

55:01five different ways. and at the high

55:04school everything is is there. Um we

55:07only have one high school so [snorts]

55:09it's it's understandable. Um but we are

55:13um continuing to look at the at the data

55:16for the enrollment to understand um the

55:19differences between last year and this

55:21year and what trends we might see and

55:23I'll have more information for the

55:25committee about that in the coming

55:26weeks.

55:27>> Let's stop there. Any questions

55:30on that information? Mr. Piaza.

55:34>> Thank you, Mr. Chair. Uh, and thank you,

55:36uh, as always for the enrollment

55:37reports. You mentioned that you're

55:39looking closely at the data and that

55:40you'll report back to us. Can you tell

55:42us um what specific um questions you're

55:45asking as you're looking back at the as

55:47you're looking more closely at the data?

55:49>> Yes. So we are uh looking at just all of

55:52the the demographics we report to the

55:54state

55:55>> from all the various student groups that

55:58that we have the the most significant

56:00student groups in in our in our schools

56:03to see whether we see any discernable

56:05differences in the representation among

56:08those groups from last year's data to

56:10this year's data. So that's that's the

56:12main thing we're looking at

56:14>> and that includes the the racial

56:16demographics, the income demographics,

56:18high needs, low-inccome, all the desty

56:20categories.

56:20>> Correct. Okay.

56:21>> Correct.

56:23>> Thank you, Miss Rose Zyberg.

56:25>> Thank you, Mr. Chair. Um, two different

56:27questions. One with the ELC data. Is any

56:30of that due to the way I know there's a

56:32sort of a new way of configuring the

56:33classrooms. So that's the first

56:35question.

56:40Thank you for that question, Mr. Rose

56:42Hyber. Yes. Um, so last year we had all

56:48of our students who were come are the

56:51typical peers who enroll as tuition

56:54paying students.

56:56Those seats because we had some students

56:59coming three days, some students coming

57:01two days, some students coming five days

57:05were not always filled. And as of uh

57:09last October, they were roughly 2/3

57:12full. Um so about between 66

57:1675% of of seats were filled in terms of

57:20to capacity. This year we did shift to

57:24require all of our tuition paying uh

57:26typical peers to enroll 5 days a week

57:29either at the uh as a half day student

57:33or as a full day student. And so those

57:36seats are completely full and we have a

57:38waiting list both for the full day

57:40program and for the half-day program. So

57:44while it says 183 and last year was 212

57:47like it's it's it's more full than it

57:50was last year based on those students.

57:53>> And the other question the um current

57:56numbers for this year does that include

57:58I know they've been looking into

58:00students who are enrolled but haven't

58:02shown up yet. Are those included in that

58:04count or is it just kids who we know for

58:06sure are showing up?

58:08>> Correct. So, we any students who did not

58:11show who did not actually report

58:13physically to a building by October 1st

58:16were not included in this count.

58:17>> Thank you.

58:18>> Thank you. We're going to go to uh Miss

58:20Hodi. She'll be followed by Miss Baphor.

58:25>> Thank you, Mr. Mayor. I I can't help but

58:29look at Salemwood and wonder where a

58:31hundred children went.

58:33I think when we think about the high

58:35school, we there's a lot of different

58:37factors at play often with any high

58:39school uh between private school, the

58:43great presentation we had from Northeast

58:45um and just other options. Um, but when

58:48I look at Salemwood and I see such a

58:51drastic decrease,

58:54I I feel like I've sat at this meeting

58:56not even that long ago and we talked

58:58about worry about Salemwood being

59:00overcrowded or that we're us having to

59:03add a cla like a fifth class in some

59:07place in some year like grade bands

59:09because it was too busy and now we don't

59:11have 100 students. And I'm not saying

59:13that you like need to tell me the answer

59:14cuz I'm not sure that you know, but I'm

59:17wondering how it seems to have been

59:20so apparent at that building. And even

59:23for that way, the for that matter

59:25fairway too seems to have lost why those

59:27two schools seem to have lost so many

59:30students whereas the other schools I the

59:33the other schools feel like we could

59:34wipe them away with just statistics. You

59:37know, it just doesn't feel like it's a

59:38big enough jump. Um,

59:42but if you're doing all of the if you're

59:44going to do a deep dive into the desi

59:46categories like Mr. Piaz asked, maybe

59:48that will shed some light. If not, I

59:50would love for us I don't necessarily

59:52think that when people are I mean when

59:54people are transferring out or when

59:55they're not returning, we obviously

59:58send their records with them behind

1:00:01them, you know, to their next school or

1:00:03something like that. But is there a way

1:00:05for us to have a good idea of how we're

1:00:06doing that? And do we track that in any

1:00:08way where we're forwarding records to

1:00:10and things like that?

1:00:13>> It's a lot. Yes, we do. Uh we do have we

1:00:18don't always have um um accurate

1:00:24information. Sometimes students,

1:00:25especially if they have left and they

1:00:28didn't go through the withdrawal

1:00:29process, we don't have that information.

1:00:31But generally speaking, our students are

1:00:33going to another instate public school

1:00:36or they're going out of state and we do

1:00:38know where those records have been

1:00:39transferred.

1:00:41>> Um and so that that what you're

1:00:44inquiring about is a part of the

1:00:45analysis we're doing.

1:00:46>> Okay.

1:00:47>> More broadly.

1:00:48>> Okay.

1:00:48>> And I will say that um

1:00:51the the students who are at those

1:00:53schools that you mentioned, both Salem

1:00:55Woodway, all of our schools, as I visit,

1:00:58there's wonderful things happening in

1:00:59those buildings. and [clears throat] and

1:01:01educators are working really hard with

1:01:03the students, all of the students who

1:01:06who we have. Um, and so

1:01:10yes, it's it's something that we're

1:01:12looking into though because we want to

1:01:14know where all of our students are.

1:01:16>> Thank you.

1:01:16>> Thank you, Miss Ferur.

1:01:20>> Thank you, Mr. Chair. under um I'm

1:01:22looking at the summary enrollment that

1:01:24you provided actually and um

1:01:28and I think it might have actually been

1:01:30your Friday updates that we get um but

1:01:32it kind of correlates over because under

1:01:34the services only

1:01:37>> I'm just curious do any of those numbers

1:01:40actually overlap with ELC

1:01:42enrollment numbers because I know like

1:01:44specifically ELC we may have a student

1:01:46that only comes in for 30 minute service

1:01:50>> um are counted in both places.

1:01:54>> No,

1:01:55>> I mean Tess is saying no. Okay.

1:01:57>> No, they are they are mutually exclusive

1:01:59counts. However, um there were students

1:02:03who were previously may have only been

1:02:07uh had an IEP for speech

1:02:09>> but were being included in the day.

1:02:14>> Okay. And so, um, we've made sure that

1:02:18students who choose to do that, those

1:02:20students would in fact be counted as if

1:02:24they're they're choosing to stay or

1:02:27they're choosing to come for a half-day

1:02:28program, even though their services only

1:02:30require um speech services a certain

1:02:33number of minutes per week. Yep.

1:02:35>> That those students are in fact um

1:02:37paying tuition for that um for that seat

1:02:41and then they would be counted up above

1:02:44and not down below as a services only.

1:02:47>> Okay. So they're included in the

1:02:49enrollment numbers because the

1:02:50enrollment numbers did drop at the ELC

1:02:52significantly from like just in July it

1:02:56was 250. Um, so I just wasn't sure if if

1:03:00that was because people are choosing to

1:03:03>> to

1:03:04>> um, assistant, hold on one second. I

1:03:06think part of it is also that students

1:03:08turn three over the course of the year.

1:03:11And so we get we're full by June, but

1:03:13part of that is because students

1:03:14birthdays don't all fall in September.

1:03:17And so when they turn three in October,

1:03:19and this might be what Miss McDonald is

1:03:21going to say, um, and she can elaborate

1:03:24on it, but they they if they're they

1:03:26turn three or 2.9

1:03:29something um by February 2nd, that's

1:03:33when they can start and they don't

1:03:36unfortunately turn all three by October

1:03:381st.

1:03:38>> Sure. Uh, and there are a few kids that

1:03:41are services only that may be either

1:03:43homeschool or in parochial that will

1:03:45come to us just for services. So,

1:03:47they're also in that services only.

1:03:49>> Services only. Okay. Thank you.

1:03:51>> Thank you, uh, Miss Betaphor.

1:03:54Anybody else?

1:03:57Uh, if I might, just from the chair,

1:03:59what does this mean for future budgets?

1:04:04as the state indicated

1:04:06whatsoever what they intend to do

1:04:09because this is not just Malden, right?

1:04:11This is districts around us and beyond

1:04:14and I was just wondering at your monthly

1:04:17meetings with fellow superintendent

1:04:20if anything has come up around that. I'm

1:04:23uh aware that at a upcoming meeting of

1:04:26the urban superintendent network, we're

1:04:28going to be focusing on the enrollment

1:04:30question um just in advance of um budget

1:04:35season. So that is something that is

1:04:38being discussed. I have not heard any as

1:04:41of yet um any um updates from DESIE um

1:04:44for the statewide trend that is

1:04:47happening. Uh, Misspaphora, this is

1:04:49something you might want to make a

1:04:51standing item on your agenda because if

1:04:55nothing does change, this could have a

1:04:58significant impact on our future. You

1:05:02you said the number again was what

1:05:04compared to what

1:05:05>> 350

1:05:07>> somewhat. Yes. I mean, that's a big

1:05:09number time the per pupil cost of that

1:05:14>> all but a straw poll. I I was um

1:05:17informed a straw poll of urban

1:05:20superintendent. We have about 40

1:05:22districts in the in the network across

1:05:25the Commonwealth and all but three uh

1:05:28had a significant drop in their

1:05:30enrollment this year.

1:05:31>> And just so the committee knows, we did

1:05:32raise this with Commissioner Martinez at

1:05:35the Northeast Metro Tech grand opening.

1:05:39He's aware of it. You know, the

1:05:41department's aware of it.

1:05:42>> Yes. But um we should get all over this

1:05:46because if they don't do anything, we're

1:05:49in trouble. So we need to be on top of

1:05:52it as best we can.

1:05:56All right, superintendent, do you want

1:05:57to take care of uh technology updates

1:06:00and then we'll go to the account?

1:06:01>> Yeah, just very briefly um as I we

1:06:04shared last month um GoG Guardian is

1:06:08very much uh being implemented across

1:06:11the district.

1:06:13We um I've just seen some some initial

1:06:16data that um one one thing is that the

1:06:21the I believe my understanding is that

1:06:23districtwide

1:06:25K to 12 roughly about 43 minutes is

1:06:30about the average the median screen time

1:06:32that we're seeing on devices

1:06:35and most of that is being and that that

1:06:38was measured to be clear in the middle

1:06:41of September when a lot of the

1:06:42diagnostic testing was taking place and

1:06:45the programs that were most um used for

1:06:49that were the programs that we use for

1:06:52that diagnostic testing along with our

1:06:54Google classroom suite. Um the uh a lot

1:06:59of students have some feelings about GoG

1:07:00Guardian. Um, but I can tell you that

1:07:03one site that was extremely extremely

1:07:07highly visited back in spring was

1:07:10YouTube and that is no longer the case.

1:07:13Um, YouTube is still available to uh

1:07:16teachers to use on their devices to show

1:07:19video content that's appropriate for

1:07:21their lessons and they can also use the

1:07:24GoGardian settings to make it available

1:07:26directly to students. Um, but it's it's

1:07:29a it's a much much a very drastic uh

1:07:32reduction in the use of that site. Um,

1:07:35which we're um very pleased about

1:07:37because that's a site that has

1:07:38advertising and all kinds of other

1:07:41things that we don't think is of

1:07:43educational value for our students. Um,

1:07:46the other thing I just want to say is

1:07:47that we are uh moving forward. We'll

1:07:51have more updates about this, but um

1:07:53part of the strategic plan was to u

1:07:57elaborate um guidelines for screen time

1:08:01along with our uh approval process for

1:08:04all of our edtech tools. Um and to do

1:08:06that um with in with the voices of

1:08:09educators involved in that. Um and I'll

1:08:12have more information about that for you

1:08:14at our next meeting.

1:08:16Um, and one last thing is I know several

1:08:19of you have seen news reports about

1:08:22um, other school districts that have had

1:08:25cyber security incidents recently. Um,

1:08:28we are working with the city uh, IT

1:08:31department. We're working with our labor

1:08:33partners and working internally um to

1:08:37continue to make sure that our systems

1:08:38are secure and to take measures to make

1:08:42them even more secure um for our

1:08:45students information but also for the

1:08:47functioning of the district overall.

1:08:50Questions? Any questions about that? If

1:08:54not, we're going to go to the

1:08:55accountability data.

1:08:59All right, soup. Let's do this. All

1:09:01right, I'm going to invite assistant

1:09:03superintendent Komodo Bossim to walk us

1:09:06through the

1:09:08um the data for our attendance or excuse

1:09:12me our well talk about attendance but

1:09:15we'll be talking about the um

1:09:18accountability data for 206

1:09:23and here we go.

1:09:25>> I may use the mouse.

1:09:26>> Yes, you may.

1:09:29Missing, please.

1:09:37>> Right. Well, good evening and thank you

1:09:39for the opportunity to address you

1:09:41tonight about our state accountability

1:09:42data. Uh the superintendent shared a

1:09:45video with the committee and with the

1:09:47public with a far more detailed analysis

1:09:49of these results than I'll go into

1:09:51tonight. Um, and I also want to note

1:09:53that families across the district, if

1:09:55they did have a student who took MCCAST

1:09:57last year, they'll be receiving a parent

1:09:59square message from the district that's

1:10:01scheduled to go out tomorrow with their

1:10:03individual students reports. So,

1:10:04families watching um will be able to

1:10:06contextualize this in light of their

1:10:08students results. Um, so this

1:10:10presentation is intended to give a

1:10:13high-level account of this our

1:10:14district's results and our plans for

1:10:17action. Um, so as you likely know, in

1:10:20late September, the Department of

1:10:22Education publicly released our MCCAST

1:10:24scores and our accountability data from

1:10:26the last school year. And you know, this

1:10:28data is important for us to understand

1:10:30and to share publicly. But I want to be

1:10:32really clear that it doesn't tell the

1:10:34whole story of the Malden public

1:10:36schools. It doesn't tell about our

1:10:38engaged community, our committed and

1:10:40hardworking educators, our amazing

1:10:42students and families, the relationships

1:10:45between teachers and students, the

1:10:47resilience and cultural richness of our

1:10:49students or the music, arts, athletic um

1:10:53success that our students experience. Um

1:10:55so that's important to note as these are

1:10:57part of a comprehensive education. Um

1:11:00but the data does does tell one part of

1:11:02the story and one that's very important

1:11:04as we see how our students are

1:11:06performing on a common assessment taken

1:11:08by peers across the state. Um and you

1:11:10know we engage with it through the lens

1:11:12of what can we learn as a system right

1:11:14not looking at any individual student or

1:11:16educator but really as a system to

1:11:18elevate the strengths that it shows and

1:11:21to embrace the growth that illuminates

1:11:23for us so that we can continue to do

1:11:25right by all students. Um, so we had the

1:11:28opportunity to analyze this data over

1:11:30the summer. And so today's presentation

1:11:32shares with you the trends in the data,

1:11:34but also the steps that we've taken as a

1:11:36district that we've already launched uh

1:11:37to try to address it.

1:11:40I'll start by saying you may have read a

1:11:41very sobering message in the Boston

1:11:43Globe uh that the state's MCAST scores

1:11:46went down significantly this year. Uh

1:11:49that is true. Uh but it is not Malden's

1:11:51story. Actually, in Malden, as a

1:11:53district, we met a greater percentage of

1:11:56targets than last year, and we had every

1:11:58one of our schools make meaningful

1:12:00progress in the accountability system.

1:12:02Uh, so we're really proud of that. Our

1:12:04primary focus is how we can improve and

1:12:07get better to do better for all of our

1:12:09students, but we think this is a sign

1:12:10that we're on the right track. Um, so we

1:12:13don't typically name individual schools

1:12:15in our public presentations, but I do

1:12:17want to take a moment to share that

1:12:18every single school has a story of

1:12:20progress to elevate. Um, so Salemwood

1:12:23and the BB school both rose into new

1:12:26cortiles in the accountability system

1:12:28with BB also hitting a milestone by

1:12:30entering the top half of the state in

1:12:33terms of performance. The Forestdale and

1:12:35Lynden School both rose into new desiles

1:12:38of performance.

1:12:40Last year, Ferryway had made a big jump

1:12:42to get into the top half of the state,

1:12:44and they maintained that growth this

1:12:45year. Malden High School more than

1:12:48doubled their percent of targets met

1:12:50from last year, which we're excited

1:12:52about. And our students at the early

1:12:55learning center don't take MCCAST. But

1:12:57when we do look at the Dibbles data, uh,

1:12:59which is an early literacy assessment,

1:13:01we see that students who attended our

1:13:03ELC have higher literacy scores in their

1:13:06elementary school years um, over the

1:13:08next uh, several years. Uh, so as I

1:13:10mentioned, our focus as a district is on

1:13:12how we can get better every year. U, but

1:13:14it is very encouraging to see signs of

1:13:16progress being recognized.

1:13:19Our public accountability profile from

1:13:22the department of ed has five components

1:13:24including MCCAST access which is a test

1:13:27for English learners absenteeism and for

1:13:29high school a number of indicators such

1:13:31as graduation rate and advanced

1:13:33coursework. So I'll start by diving into

1:13:36the ratings for our K through8 program

1:13:38and then I'll conclude with the MHS

1:13:40results.

1:13:42All of our K through8 schools were

1:13:44classified as not requiring assistance

1:13:46and intervention. That's very good news.

1:13:49and every single one of them was ma were

1:13:51classified as making substantial

1:13:53progress towards targets.

1:13:57Um these results are based on MCCAST

1:13:59achievement and growth in grades three

1:14:02through eight. So we had hoped to see

1:14:05some growth here. Last year as you know

1:14:07we made a big investment in literacy and

1:14:09math intervention materials for our

1:14:11schools. We dedicated significant time

1:14:13during the school day for educators to

1:14:16come to together separate from their

1:14:18prep to talk about instruction and

1:14:20supporting all learners. And we call

1:14:21this a lesson study protocol. And we for

1:14:24the first time had all of our schools

1:14:26participating in the open sedience grant

1:14:29program.

1:14:31And we saw positive returns on all of

1:14:33that work. In English language arts, the

1:14:36state had a decline and Malden now has a

1:14:40statistically significant increase over

1:14:432024 performance. Our achievement has

1:14:46been on an upward trajectory the past

1:14:47two years and this year we also met our

1:14:50state targets for growth.

1:14:53In math, we are consistent with the

1:14:55statewide trend, but we have also met

1:14:57state targets for growth, which is what

1:14:59you want to see to close achievement

1:15:01gaps over time.

1:15:03In both ELA and math, we are

1:15:05outperforming our peer districts. And in

1:15:08science, while the state and our peer

1:15:10districts sadly had a decrease, Malden

1:15:12had a meaningful increase in

1:15:14achievement. And multiple K through8

1:15:16schools actually outperform the state

1:15:19average for percent of students meeting

1:15:21or exceeding expectations.

1:15:24We spend a lot of time looking at the

1:15:26performance of various student groups in

1:15:27the video that we posted for the

1:15:29committee and the public. So, I won't

1:15:31repeat myself here, but one highlight I

1:15:33do want to pull out is that our students

1:15:35with disabilities have made progress

1:15:37toward go growth targets in both English

1:15:40language arts and math in Malden and

1:15:43also had a jump in science achievement.

1:15:46Um, this is really important because

1:15:49across the state, this student group's

1:15:52performance sadly decreased. Um, so we

1:15:54are really proud to say that we are

1:15:56making progress in serving our most

1:15:58vulnerable student populations and we

1:16:01want to continue to push ourselves to

1:16:02higher levels of performance.

1:16:05So there's positive news to report here.

1:16:07Um, though based on analyzing this data

1:16:09over the summer, we created an action

1:16:12plan to continue to improve. This

1:16:14includes

1:16:17uh deepening our work around

1:16:19collaborative teaching and planning with

1:16:21ESL and IEP goals in mind as well as our

1:16:24professional development focus on the

1:16:26science of learning. Um this will help

1:16:29us better meet the individual needs of

1:16:31our students. We're going to continue

1:16:34our work with math and literacy

1:16:35intervention block and our

1:16:37implementation work with our highquality

1:16:39instructional materials to drive results

1:16:41in math and literacy. And this year we

1:16:44also want to share what's working. We

1:16:45have science educators at every one of

1:16:47our K through8 buildings uh leading

1:16:49professional development for their peers

1:16:51and this is funded again through our

1:16:53open sed grant

1:16:57in the accountability system. We are

1:16:59also rated based on our work with

1:17:00chronic absenteeism. So last year our

1:17:03attendance teams at each school began to

1:17:05work together to support students and we

1:17:07began notifications through parent

1:17:09square to families whose students were

1:17:11absent.

1:17:12And as a result, in grades 1 through

1:17:15eight, we had a measurable decrease in

1:17:18chronic absenteeism.

1:17:21That's a good thing. We didn't just meet

1:17:23our DESIE targets, we exceeded them.

1:17:27Again, that's very good. It means that

1:17:28more kids are coming to school. Grade 1

1:17:31through eight chronic absenteeism rates

1:17:33continue to be better than our peer

1:17:35districts and are improving at similar

1:17:36rates as the state of Massachusetts.

1:17:39We plan to continue this work in the

1:17:41year ahead and draw in some of the

1:17:43practices that were working at the high

1:17:45school into our middle school

1:17:46programming to really create a more

1:17:48coherent system of supports.

1:17:52So, we've now seen the trends in our K

1:17:54through 8. I'd like to turn now to our

1:17:56high school performance.

1:17:58First, our accountability ratings. The

1:18:00high school actually raised its

1:18:02percentage slightly percentile slightly

1:18:04from last year. As mentioned earlier,

1:18:07the high school has made progress. We

1:18:09more than doubled our percent of targets

1:18:11met from last year.

1:18:14Although we are not in the bottom 10th

1:18:16percentile, we do continue to be flagged

1:18:18by the state in terms of needing

1:18:20assistance for student group

1:18:21performance. And this is top of mind for

1:18:24us to prioritize and improve in the work

1:18:26ahead.

1:18:28Um, similar to the K8s, last year we

1:18:30launched professional development blocks

1:18:32at Malden High where educators could

1:18:35collaborate with each other and receive

1:18:36professional development in their

1:18:37content area. We also invested heavily

1:18:40in math at Malden High last year. We

1:18:43paired with partnered with dementation's

1:18:46inclusion and access network to bring

1:18:49math PD opportunities to Malden High

1:18:51educators with a specific focus on

1:18:53students with disabilities.

1:18:56And now to the results.

1:18:58I want to put our results in context of

1:19:01the state over the past two years. Since

1:19:04question two, which removed the

1:19:06graduation requirement for the 10th

1:19:08grade MCCAST, the state has seen a

1:19:10significant drop in high school

1:19:12achievement across all subject areas

1:19:15both years.

1:19:17in Malden, perhaps relatedly in English

1:19:20language arts, we did see a decrease in

1:19:22achievement this past year, though it

1:19:24was less of a drop than what the state

1:19:26experienced. Um, but I will say we did

1:19:28meet our state targets in English

1:19:30language arts for making growth and that

1:19:32meeting targets for growth means that we

1:19:34are on track to see higher achievement

1:19:36in upcoming years.

1:19:38In math, last year, as you heard, we

1:19:40made that big investment in professional

1:19:42development. The state had very flat

1:19:45performance, but we are proud to report

1:19:47that in Malden, we saw an increase in

1:19:50the percent meeting or exceeding

1:19:51expectations and made progress towards

1:19:54our growth targets. Um, so we're again

1:19:56always thinking about how we can get

1:19:58better, but are proud to see that

1:19:59increase in achievement. For science, we

1:20:02saw a drop in bio achievement similar to

1:20:04the statewide drop.

1:20:06So, it is our goal to improve

1:20:08proficiency at the high school. And

1:20:10based on our analysis of this data over

1:20:12the summer, we started the year with a

1:20:14significant body of work in place.

1:20:17This year we're starting use of a new

1:20:19curriculum in grades nine and 10 in

1:20:21English language arts. It's called the

1:20:22fish tank curriculum. And we have really

1:20:24focused on collaborative teaching with

1:20:27English learners and students with

1:20:28disabilities. We've scheduled common

1:20:31planning time in the day for every

1:20:33single collaborative teaching pair or

1:20:35trio. And we're very hopeful to see

1:20:37proficiency rise.

1:20:39We also want to continue the growth that

1:20:41we saw in math. This year, we've

1:20:43launched a new initiative where our

1:20:44freshmen take math every single day

1:20:47despite the block schedule. And we've

1:20:49made a big investment in co-eing,

1:20:51collaborative teaching for English

1:20:53learners and students with disabilities.

1:20:55Again, really focusing on having that

1:20:57collabor protected collaborative

1:20:59planning time in the day for our co-eing

1:21:01pairs.

1:21:03We're also heavily investing in coaching

1:21:05for educators. Since this time last

1:21:08year, we've added two new STEM coaches,

1:21:10one who started midyear last year and

1:21:12one who started earlier this fall, and

1:21:15we're excited to work with them from the

1:21:16beginning of the year to support our

1:21:17educators. One will focus on high school

1:21:20math and the other will focus on high

1:21:22school science. And so there's going to

1:21:24be a particular emphasis on 10th grade

1:21:25biology.

1:21:29Now, on to absenteeism.

1:21:31As you know, last year we began family

1:21:33notification for daily and period

1:21:35attendance. And we launched teams of

1:21:38educators to support 9th graders in

1:21:40staying on track with academics and

1:21:42attendance.

1:21:44And just like in grades 1 through eight,

1:21:47at the high school, we saw a measurable

1:21:49decrease in chronic absenteeism. Again,

1:21:52that's good news. That means more young

1:21:55people are coming to school. And

1:21:56similarly, we exceeded state targets for

1:21:59reducing absenteeism. chronic

1:22:01absenteeism.

1:22:03This year, our school improvement plan

1:22:05has a real focus on attendance, building

1:22:07and deepening last year's work.

1:22:12As you know, there are a number of other

1:22:14indicators related to high schools

1:22:16focusing on student preparedness for the

1:22:18future. So, I'll just go very quickly

1:22:20through these indicators.

1:22:22Our advanced coursework completion rate

1:22:24was very consistent with the prior year.

1:22:27A reminder, graduation rate and dropout

1:22:30rate are on a one-year time lag. So

1:22:32these results are from the class of

1:22:332025.

1:22:35In that year, graduation rate increased,

1:22:37which is great. And our dropout rate

1:22:39remained flat.

1:22:41Extended engagement rate is on a

1:22:43two-year lag. So we're now looking at

1:22:45the class of 2024.

1:22:47Um these are students who graduate

1:22:50within a five-year time time period.

1:22:52That decreased slightly. So we are

1:22:54looking into the reasons. Keep in mind,

1:22:56we're going back two years now, and so

1:22:58we're really focused on this upcoming

1:23:00cohort of students and supporting them

1:23:02across the finish line. This year, the

1:23:05Malden High School school improvement

1:23:06plan is again hoping to extend work to

1:23:09keep our students on track to provide

1:23:11support for students not just in their

1:23:13senior year, but in all grade levels.

1:23:19One final data point in the

1:23:20accountability system is one where I am

1:23:22pleased to report that Malden students

1:23:25consistently outperformed the state

1:23:27average as well as our peer district

1:23:29averages and that is on our results on

1:23:32the access assessment. Access is a test

1:23:35administered statewide to our English

1:23:37learners. And as you can see over the

1:23:39past three years at each gradspan and

1:23:41the district, we have increased our

1:23:43scores over 2024 performance and we are

1:23:46now performing above the state average

1:23:48as a district and we're really proud of

1:23:50that. This is a multi-year story of

1:23:53progress towards fluency and that's an

1:23:56encouraging sign that in future years

1:23:58we'll see movement in our MCCAST results

1:24:00which are proxies again for student

1:24:02future and post-secary success.

1:24:06So we have covered a lot of ground in

1:24:08what in this uh presentation but what I

1:24:11hope you take from this is that we are

1:24:12moving forward in a collaborative way as

1:24:15a district and seeing signs of progress

1:24:18in all schools.

1:24:20As we move forward with our overall

1:24:22performance, we are meaningfully looking

1:24:23at the performance of student groups to

1:24:26bring all students along and do right by

1:24:28all kids. And we strongly believe that

1:24:31all of our students are capable of

1:24:32growth and high achievement. and we're

1:24:34committing to making good on that

1:24:36promise for all students. We come to you

1:24:38tonight not just with the data, but also

1:24:41embracing growth for ourselves, with a

1:24:43commitment and action steps that we've

1:24:45already begun implementing to embrace

1:24:47growth for all student populations. So,

1:24:50thank you uh for the opportunity to

1:24:51share this with you and the public. Uh

1:24:53and I'm happy to take any questions.

1:24:56>> All right, questions from the team. Mr.

1:24:59Chair, if I could just thank you, Miss

1:25:01Bassine. And I also I just wanted to um

1:25:05well acknowledge you and all the hard

1:25:07work that you've done along with all of

1:25:09our principles and all the rest of our

1:25:10team as well. But I also just wanted to

1:25:13acknowledge the investments that the

1:25:16school committee made um last spring. Um

1:25:19several of the items in terms of the

1:25:22additional staff that we needed to pull

1:25:24off, the double period of of math one,

1:25:27for example, the additional coach for

1:25:30STEM. Um so many investments that that

1:25:34that were reflected in the budget that

1:25:36this committee approved. Um and I just

1:25:39wanted to acknowledge that um that laid

1:25:42the foundation for for the work that's

1:25:44happening right now. So thank you, Mr.

1:25:46Chair.

1:25:47>> All right. Very good. Can you take it

1:25:49back to uh page 16? I just want to stare

1:25:53at that the rest of the night. Just

1:25:54leave it right there. It's going to be

1:25:57my new screen saver.

1:25:59>> Yeah, leave it right there. My new

1:26:02screen saver. Now, the student

1:26:04representative read my mind because I

1:26:06was going to uh start with her to get

1:26:09her sense of what we just heard and what

1:26:12you think. So, let me turn it over to

1:26:14you.

1:26:15>> Thank you, Mr. Chair. Um, so I was

1:26:18interested specifically in the double

1:26:21math block concept for increasing MCCAST

1:26:24scores. So my first question initially

1:26:27is with the inclusion of a double math

1:26:29one period, how does this affect credits

1:26:32needed to graduate, will this be counted

1:26:34as two credits because students are

1:26:36taking it every day or is it still a

1:26:37one-year credit?

1:26:39>> Great question. Thank you for that. Um,

1:26:41so students will this will help keep

1:26:43students on a path to graduation.

1:26:45they'll still get their math every year

1:26:46credit and then that second block adds

1:26:48to their elective credit so that they

1:26:50are able to stay on track with the

1:26:52number they need for mass core and for

1:26:53high school graduation.

1:26:55>> Um, and my second question is is why

1:26:58wouldn't this policy be more targeted

1:27:00towards the sophomores seeing as they're

1:27:02the ones who are taking MCCAST targeting

1:27:04both math 1 and math 2 content instead

1:27:06of the freshmen?

1:27:08>> That's a great question. Thank you. And

1:27:10we did actually think about that. Um, we

1:27:12thought for sophomores, juniors, and

1:27:14seniors who hadn't had the experience

1:27:17with Math Every Day, the exper they had

1:27:19planned out their high school

1:27:20trajectory, thinking about electives and

1:27:23other courses that they would need to

1:27:24take this year. And that when having

1:27:26math every day might lock them out of

1:27:28some courses that they had already set

1:27:29in motion. So, they might have planned

1:27:31to take a certain course sophomore year

1:27:33to get into an AP course junior year.

1:27:35And we thought there would be a lot of

1:27:36disruption there. So, from a change

1:27:38management standpoint, we decided to try

1:27:40with freshmen this year. As um we've

1:27:42said, freshmen didn't know any

1:27:45different. And so, last year they had

1:27:47Math Every Day in 8th grade, they'll go

1:27:48to Math Every Day in 9th. We wanted to

1:27:50sort of have a very concentrated pilot,

1:27:52if you will, um to really learn from um

1:27:55unintended um consequences of of trying

1:27:59this change, really try to guarantee its

1:28:01success. And something that we were

1:28:03actively considering is whether then as

1:28:05these freshmen become sophomores, this

1:28:06might be something we consider for math

1:28:08too. It does require uh more staff in

1:28:11order to be able to um to do so.

1:28:14However, enrollment changes um you know

1:28:17there there are always opportunities

1:28:20um to think about what that looks like

1:28:21from a scheduling perspective. Being

1:28:23able to think about that from the

1:28:24beginning of the year also allows us to

1:28:26be far more creative within a limited

1:28:27budget. So thank you for that great

1:28:29question. And one last question, are

1:28:31both blocks taught by the same teacher?

1:28:33>> Yes, great question. They're not only

1:28:35taught by the same teacher, but if there

1:28:36is a co-teer, it is the same co-teer.

1:28:39Um, so yes, absolutely.

1:28:41>> No, keep going.

1:28:44>> Thank you very much. Uh, let's go to

1:28:48Miss Hy.

1:28:50>> Thank you, Mr. Chair.

1:28:52So, I have to just tell you that you

1:28:55provide this to us, you know, in advance

1:28:58of this meeting, but um as someone who

1:29:01works in a school, when this information

1:29:02comes out, we're all sitting on the edge

1:29:04of our seat dying to go through it. And

1:29:06usually the globe's the best place

1:29:08because they have it all broken down.

1:29:10And I immediately went there and

1:29:12obviously looked for Malden, but looked

1:29:14for my hometown of Holio, who's in a

1:29:16very similar situation to Malden

1:29:18frequently and other um pure districts

1:29:21and other areas that I know that of from

1:29:24that folks who lived in Malden have

1:29:26moved to and just kind of really across

1:29:28the board. And I was so proud to see how

1:29:33well we had done over and over and over

1:29:37in different categories

1:29:39in comparison to all of these other

1:29:42places. And I just can't I can't even

1:29:45begin to tell you how excited I am for

1:29:47about all of the hard work actually

1:29:49coming to something because we know that

1:29:52it's been going on. We know that the

1:29:53teachers and the students and all the

1:29:55coaches and everybody has really been

1:29:57they've bought in. They've done

1:29:59different things and they've worked

1:30:00really hard. So, the fact that there is

1:30:02something here that we can say, look, it

1:30:04actually worked. I I'm really hoping

1:30:06that that can drive everybody even

1:30:08further. Um, but that's not my question,

1:30:10but I had to say that to you guys

1:30:12because I was just so proud and so

1:30:13excited. So I have a question about

1:30:16science now, which of course is the one

1:30:20area in the high school that there's,

1:30:22you know, not to be the person to point

1:30:23out the thing, right? But um I did want

1:30:26to just ask a question because I know in

1:30:29Forestdale often times science and

1:30:32civics are taught by the same person or

1:30:34they're like looped in a different way.

1:30:37And I'm wondering if we have thought

1:30:39about and maybe you have because it

1:30:41sounds like you have a STEM coach and

1:30:42things like that. I'm wondering how that

1:30:44might affect some of the science testing

1:30:48and if we have any idea about that. Um I

1:30:51I know this this talks specifically

1:30:53about biology and I don't know if you

1:30:55have eighth grade science numbers and

1:30:59how that might indicate any change

1:31:02there. But obviously if we have STEM

1:31:04coach coming in that might account for

1:31:06some of this. But I'm just thinking

1:31:07about the different sides of the brain

1:31:10that I would use if I'm teaching science

1:31:12and civics and how we're making sure

1:31:15that all of the students have the best

1:31:17access to science curriculum and

1:31:21instruction.

1:31:24Um, thank you. And happy to provide more

1:31:26detail as followup. Um, if you're asking

1:31:28to sort of break down 10th grade scores

1:31:30based on their eighth grade placement,

1:31:32>> I'd like to take a look at it.

1:31:34What I will say is that in fifth and

1:31:35eighth grade, we're seeing huge jumps

1:31:37forward.

1:31:38>> Um,

1:31:40even in schools where the same teacher

1:31:42might be teaching two content. Um, and

1:31:43so we're seeing a ton of progress in in

1:31:46the elementary schools. I think at the

1:31:48high school, we're looking at a number

1:31:49of different um

1:31:50>> different factors. Um, and we're just

1:31:52really excited to be partnering with the

1:31:53department. Our educators have really

1:31:55leaned into this. Um, and we're excited

1:31:57to um, you know, try some new things,

1:31:59push ourselves, and hopefully see come

1:32:01back to you with, um, with with more

1:32:03growth for students.

1:32:05>> Congratulations again, everybody.

1:32:07>> Well, I think, you know, congratulations

1:32:09goes to our amazing students uh, who

1:32:10took these tests and uh, to their

1:32:13families who supported them and to all

1:32:15of our educators who've just been

1:32:16working day in and day out to support

1:32:18our students. Um, and I do want to echo

1:32:20the superintendent's thanks to this

1:32:21committee. Uh, all of the very

1:32:23constructive pushes uh, particularly

1:32:24around uh, around STEM and math just

1:32:27have been much appreciated. Um, really

1:32:28feels like we're in partnership here,

1:32:30all working towards the same goals.

1:32:32>> Absolutely.

1:32:32>> Thank you,

1:32:34>> Mr. Piaza. Thank you, Mr. Chair. Uh,

1:32:37thank you to the administration for

1:32:40putting together all this data and

1:32:41helping us digest all of it. There's

1:32:43really so much to go to go into here.

1:32:45Uh, I have a few questions. the the the

1:32:48overarching question is like just I'm

1:32:50I'm interested to hear your explanation

1:32:53about why certain results were the way

1:32:55they were and if it's all right I'm

1:32:57going to start with two positives

1:32:59um the first being what you highlighted

1:33:01earlier related to um ELA right the

1:33:04state has saw has seen a decline and we

1:33:07have bucked the trend as as member was

1:33:09just saying what's what's the

1:33:11explanation why are we what what do you

1:33:14see from our schools um that would

1:33:16explain why we're going against the

1:33:18grain on that one.

1:33:19>> The best teachers, best students of

1:33:21Malden. It's really it's really all I

1:33:23can say. Um well, I think we've made a

1:33:26series of investments over time and

1:33:28we've tried to really stay the course

1:33:29over the past few years rather than sort

1:33:31of this whiplash different things every

1:33:33year. So, we really said if we can put

1:33:35high quality instructional materials in

1:33:37front of students, if we can support our

1:33:39educators, we can give them time in the

1:33:40day, right, our lesson uh lesson study

1:33:42or PD blocks to collaborate with one

1:33:45another and really address individual

1:33:46needs. And this year, we're sort of

1:33:48trying to continue that by saying if we

1:33:50can really invest in partnership with

1:33:51collaborative teaching, uh then we can

1:33:53really start we can sort of take these

1:33:55grade level materials and really start

1:33:57differentiating for the needs of

1:33:58students to see that progress. And we've

1:34:00just um you know I think what we're

1:34:02seeing is teachers being given educators

1:34:04being given the time to focus on that

1:34:05same initiative. Um we've also made some

1:34:07investments in early literacy. Um so as

1:34:10I mentioned last year kindergarten

1:34:11dibbles which is um an early literacy

1:34:14assessment sort of testing things such

1:34:16as phonics and fluency. Um those results

1:34:18were the highest in three years. Um and

1:34:20so we've made some more investments with

1:34:22students coming in. Um, and we've also

1:34:25really worked to strengthen our

1:34:26intervention blocks for students who

1:34:28might need more support uh during the

1:34:30school uh during the school day. So, I

1:34:32think it's never there's no like magic

1:34:35wand, but I think if you can kind of try

1:34:37to get the pieces in place um and create

1:34:39sustained time for in the day, obviously

1:34:42there's never enough time. We wish we

1:34:44had more for educators to collaborate

1:34:45with one another, elevate the practices

1:34:47from each other. Um, we are starting to

1:34:49see the results from that steady focus

1:34:51on instruction.

1:34:52Yeah, I agree.

1:34:53>> I guess I should I want to also shout

1:34:55out our building leaders who've made a

1:34:56real sustained effort around this

1:34:58instructional leadership work. Um being

1:35:00in classrooms supporting leading those

1:35:02PD blocks, running PD. Um I really I

1:35:05really want to commend um our our

1:35:07leadership teams as well um for

1:35:09embracing that that work.

1:35:10>> For sure. For sure. Yeah. Yeah. And you

1:35:12see me nodding along because I'm

1:35:13thinking about my two kids and the um

1:35:16their experiences with track exactly

1:35:17along um some of the the things you're

1:35:20mentioning about um attention to dibbles

1:35:22intervention blocks so on and so forth.

1:35:24The other thing I want to highlight

1:35:25comes from this graph the the other

1:35:27positive which is that the access scores

1:35:29are really strong right and if you drill

1:35:31down into the individual schools there's

1:35:33a few schools that made more than a 10%

1:35:35increase towards their targets. Um three

1:35:38schools basically because one was 9%. I

1:35:40got to shout out Salemwood because they

1:35:42made a 10% increase towards 62% progress

1:35:46towards target. That was 52% last year.

1:35:49That's a big growth from the school that

1:35:51serves the largest population of EL

1:35:53learners um in the K to8s, right? And so

1:35:56similar question, what was it that drove

1:35:58the access um the access scores in your

1:36:01opinion?

1:36:02>> Um so again, it's never one thing,

1:36:04>> right? Um, I think our our schools have

1:36:06and as a as a team, all of our

1:36:08principles have really embraced a few

1:36:10big pieces. Over the past few years,

1:36:12we've really worked um to integrate our

1:36:15SEI programs and by that I mean making

1:36:17sure that our L's have access to the

1:36:18full range of experiences in the school

1:36:21um to English speaking peers to all of

1:36:24the activities to the lunch block,

1:36:25right? Um so they're not segregated in

1:36:27the classroom but really have those that

1:36:29access. Um we've really um embraced um

1:36:32the use of English 3D which is a

1:36:34curriculum for English language

1:36:36development. Um and so we see in some of

1:36:38the schools that have made the most

1:36:39growth during our service delivery

1:36:42blocks we sort of have this um this uh

1:36:45intense approach around vocabulary

1:36:47development in spoken language um which

1:36:49is I think really positive. And then in

1:36:51our core education we've really tried to

1:36:53make sure that our um English learners

1:36:55have access to the the curriculum that

1:36:58all of their peers have. um through

1:37:00accommodations, through scaffolds, but

1:37:01really being integrated in those

1:37:03classrooms. So, I really want to thank

1:37:05um all of our teachers who have been

1:37:06part of these co-eing pairs and trios um

1:37:08who've really worked collaboratively um

1:37:10in support of English language

1:37:12development and this idea that we're

1:37:14teaching language through content.

1:37:15You're not pulled out. You might have

1:37:17time in the day with your service

1:37:18delivery. you're learning vocabulary and

1:37:20you're learning, you know, basic

1:37:21interpersonal skills like, "Hi, hello,

1:37:23my name is um but you're also in the

1:37:25classroom learning the language of math

1:37:27and learning the language of science."

1:37:29Um, and that's been um that's been

1:37:31really exciting to see. Um, and then I

1:37:33think anytime we do professional

1:37:35development, we try to make sure, and I

1:37:38would say this is the case for students

1:37:39with disabilities as well. It's not like

1:37:40we do professional development here and

1:37:42then we go think about our student

1:37:44populations over here. If we're going to

1:37:45do PD, it's got to be how does this

1:37:47strategy, why did we pick this? Is this

1:37:50was this picked with our most

1:37:51marginalized students in mind? Is this

1:37:52best for our students with disabilities?

1:37:54Is this best for our L's? And right, so

1:37:57our lesson stud our protocols that we

1:37:59use in lesson study. We write the

1:38:01exemplar response. Then we look at the

1:38:02language demands. Then we think about

1:38:04our student this this year on the PD

1:38:06day, we pulled up student IEPs and we

1:38:09said, "Okay, what does specially

1:38:10designed instruction look like with

1:38:11these particular goals in mind?" And so

1:38:13I think every year just trying to push

1:38:15ourselves to get better at thinking

1:38:16about the individual needs of students

1:38:18when we're doing our general

1:38:19instructional strategies.

1:38:21>> Yeah, I love it. I really appreciate all

1:38:23the like the thoughtfulness that goes

1:38:25into it because clearly it's a

1:38:26multiaceted thing as we can hear in your

1:38:28response and appreciate all your

1:38:29attention to it. Of course, like we're

1:38:30also looking at like areas for growth

1:38:32and there were two data points that I

1:38:34just wanted to highlight that I'm

1:38:35curious about like again similar about

1:38:37like your your your thoughts about why

1:38:39they were what they were and maybe

1:38:41thoughts about how we might improve next

1:38:43year. I'll just highlight these quickly.

1:38:44One is the at the high both of these are

1:38:46at the high school. One is um the EL

1:38:49student uh performance in ELA

1:38:52>> um and the second is we were looking at

1:38:54chronic absenteeism. you look under the

1:38:56hood a little bit, it seems like a lot

1:38:59of the chronic absenteeism numbers at

1:39:01the high school are driven by the rates

1:39:04for students with disabilities, right?

1:39:06Because those were particularly high

1:39:07when compared to the other subgroups.

1:39:09And so those are the two things I was

1:39:11just kind of like those jumped out at me

1:39:13uh in terms of maybe areas for

1:39:15improvement and I was curious to hear

1:39:16your your thoughts on those. Yeah, I've

1:39:18spoken a bit about our support for L's,

1:39:20which we've really tried to deepen this

1:39:21year, but I I really want to speak about

1:39:23supporting students with disabilities um

1:39:25because a bit of uh quite a bit of

1:39:26scheduling work has gone into that this

1:39:28summer and I want to shout out the full

1:39:29team for really embracing this and even

1:39:31if it wasn't a large driver of results,

1:39:34it would matter to us uh because this is

1:39:35a really important student population

1:39:37and I think we're judged by how well we

1:39:39do for our students who need the most.

1:39:41Um, so you know, from an absenteeism

1:39:43standpoint, you know, the most important

1:39:45thing we can do is go student by student

1:39:47and catch those early warning signs and

1:39:49think about, you know, what does it mean

1:39:52for this student to come to school? Why

1:39:53are they absent? And a couple structures

1:39:55that we have in place this year um is

1:39:57educators have come in planning time and

1:39:59in also in their faculty meetings to do

1:40:01what we call kid talk, which is um

1:40:04identify kids who need support um with

1:40:06attendance or with their grades or often

1:40:07with both, right? they sort of reinforce

1:40:09each other um to really think about what

1:40:11we can do to support those the student

1:40:12and their family. Um administrators are

1:40:15also looking at attendance lists weekly.

1:40:17This is a really big priority for

1:40:18principal Sabin. Um we're also trying to

1:40:21think about on the other end, can we

1:40:23give students more reasons to come to

1:40:24school and so when you look at a student

1:40:27um maybe a student with disabilities,

1:40:28they might have a number of different

1:40:30classes that are required for their

1:40:31service delivery. Um but last spring

1:40:33when we were looking at this, those

1:40:36classes might be at the same time as for

1:40:37example an elective that they might

1:40:39really be passionate about. So, we were

1:40:41really thinking thoughtfully about what

1:40:43scheduling barriers can we remove or can

1:40:45we open up multiple versions of the same

1:40:47class which allows more flexibility in

1:40:49being able to take those other classes

1:40:51because you know for a student

1:40:54I would like to believe that students

1:40:56come to school because math is so

1:40:57inherently interesting they want to come

1:40:59and many for many students it is right

1:41:00for many students it is but there might

1:41:02be other students who band is the reason

1:41:04they come to school and then we've

1:41:05hooked them and they're here and then we

1:41:06do math and they're like oh now I love

1:41:08math right and so we just really have

1:41:10been um we continue to do this work. We

1:41:12still have more work to do. Every year

1:41:14as we build a schedule, we've tried to

1:41:15be more and more thoughtful about

1:41:16removing barriers for students to have

1:41:18access to a wide variety of courses. Um

1:41:21we've also just to put another point on

1:41:22it um for students with disabilities

1:41:25also just thinking about when you're in

1:41:26class, do you feel successful? And so

1:41:28really investing in that co-eing model.

1:41:30And one of the pieces we've really

1:41:32shifted this year, thank you to feedback

1:41:33from educators who actually sat with us,

1:41:35sat with the superintendent and voiced

1:41:36this. um you know last year educators

1:41:39teach five classes and maybe you have

1:41:41three co-taught classes but you might

1:41:42have had three different co-teers or two

1:41:44co-teers and a third and so that both

1:41:46for the educ the general education

1:41:48teacher and the um special education

1:41:50teacher that can be really jarring and

1:41:52so this year we've really tried to

1:41:54invest in the relationship between the

1:41:56math general education teacher and the

1:41:58math special education teacher and tried

1:41:59to basically anchor them as a pair and

1:42:02then schedule them together for the

1:42:04multiple blocks of math one for example

1:42:05or math 2. So, um, we're hopeful that

1:42:08that investment then they also have that

1:42:09protected common planning time with just

1:42:11each other. Um, and so we're really

1:42:13hopeful, um, that this all of these sort

1:42:15of different things can work together

1:42:17to, um, better support our students to

1:42:19achieve and to be at school.

1:42:22>> Awesome. Thank you so much.

1:42:24>> Thank you very much. Uh, Miss Roseberg,

1:42:26she'll be followed by Miss Paphor.

1:42:31One second. Here we go.

1:42:33>> Here we go. Thank you. Um, you had just

1:42:36mentioned it and I had had circled it.

1:42:38I'm not familiar with what you mean by

1:42:39kid talk. Can you go into that a little

1:42:41bit more?

1:42:42>> Sure. Absolutely. And I want to thank

1:42:44assistant superintendent McDonald who um

1:42:45and her work with the rise network to

1:42:47bring these protocols to us. So the rise

1:42:49network is a nationwide network that

1:42:50pulls together some of the best practice

1:42:52or most effective practices from schools

1:42:54across the country that have been

1:42:56successful in uh raising achievement ra

1:42:58uh decreasing absenteeism etc. So these

1:43:01are certain protocols that educators can

1:43:03use when they come together in like a

1:43:05common planning time or during a content

1:43:06meeting or a faculty meeting. And we

1:43:08call it kid talk because basically

1:43:09you're identifying a student and then

1:43:11they ask you a series of questions about

1:43:13what the kid can do, what their

1:43:14strengths are and then where they might

1:43:16trying to really hone down to places

1:43:18they might be struggling and really

1:43:20helping us name those in terms of a

1:43:22skill that we might need to build with

1:43:23that student or supports that we might

1:43:25need to provide for that student. Um,

1:43:27and so it's it's it's just a protocol, a

1:43:30series of questions that you sort of

1:43:31just get in the habit of asking

1:43:32regularly. Um, but it allows us to look

1:43:34at data, see who's struggling, ask

1:43:36ourselves these questions, and then put

1:43:37together a plan to support that student.

1:43:40>> Is it predicated on a child that it's

1:43:43perceived that there's something going

1:43:44on, or is it asked of every student to

1:43:46sort of what's going on with every

1:43:48single one?

1:43:48>> Great question. So, there's different um

1:43:50different protocols that you can use.

1:43:52There's one where you're just scanning

1:43:53the data, sort of like a class protocol

1:43:55where you could scan the data to see

1:43:56which students

1:43:58might uh might rise to like having a

1:44:01concern, which I think is valuable

1:44:03because sometimes, you know, you're

1:44:05going through the day and you think, oh,

1:44:06this student might be um it might be

1:44:08really obvious that they're having a

1:44:10challenge, but another student might be

1:44:11really quietly struggling and you might

1:44:12not be aware of it. So, that is really

1:44:14helpful. Um but then there's others when

1:44:16you've identified a challenge to be able

1:44:18to work with that student.

1:44:19>> Thank you.

1:44:20>> Thank you.

1:44:22Uh, Mr. Patter.

1:44:24>> Thank you, Mr. Chair. I was looking at

1:44:27and I have a question that I feel like I

1:44:29maybe I should actually take this

1:44:30question first because I think maybe the

1:44:31answer we'll have to do at this kid

1:44:33talk, but it was how are we identifying

1:44:37students falling behind early enough

1:44:40before high school? Um, and what

1:44:43indicators trigger that intervention?

1:44:46Great. So, a number and thank you for

1:44:47this. I'll try to be really brief but

1:44:49happy to provide more detail. um our K

1:44:52through eight buildings, particularly at

1:44:54the middle school level, have sort of

1:44:55diversified this year the things they're

1:44:57doing during their PD block and one of

1:44:59which includes this sort of kid talk

1:45:01review. So looking at students, looking

1:45:02at grades, looking at attendance um and

1:45:04in some cases looking at social

1:45:06emotional indicators to think about

1:45:07which students might be in need of more

1:45:09support and being able to provide that.

1:45:11So again, these were protocols that we

1:45:13started at the high school um and are

1:45:15now sort of bringing in an age

1:45:17appropriate way to the middle school to

1:45:19try to widen our support net for

1:45:21students.

1:45:24>> I feel like I was thinking about the the

1:45:26grade nine coming down into the middle

1:45:29school and how we're building that at

1:45:31that lower level. Um,

1:45:34also

1:45:36black and African-American students,

1:45:39grades 3 through eight, measurable drop

1:45:41in math.

1:45:44And then, of course, I go a few pages

1:45:46down. Chronic absenteeism,

1:45:49black and African-American students drop

1:45:52in grades 1 through eight. I mean, I I'm

1:45:56not one to guess. I feel like clearly

1:45:59there is a correlation between those

1:46:01two.

1:46:03what are we doing for that specific

1:46:04demographic of students because

1:46:07specifically in math it was the only

1:46:10drop and what's interesting at the high

1:46:13school in math that population of

1:46:15students had a huge increase right um

1:46:18both in math and ELA and so I think

1:46:20looking at practices that have been

1:46:22successful at the high school trying to

1:46:23scale those and then at the elementary

1:46:26level school by school looking at

1:46:27particular students what can we do to

1:46:29support um using these structures of the

1:46:31PD PD blocks, the ones involving kid

1:46:34talk and again making sure that we keep

1:46:36our eye on the data throughout the year

1:46:38um and really looking at those trends

1:46:40before right when we look at our midyear

1:46:42data before it becomes the end of year

1:46:44when we take the MCAST

1:46:45>> and then I think lastly and this may be

1:46:48more of a question for the

1:46:49superintendent but you know I think you

1:46:52guys have heard us loud and clear as

1:46:53we've sat up here and screamed about

1:46:55math and like you know we're we're

1:46:58seeing these increases happily

1:47:02Um

1:47:03but then ELA and I know especially you

1:47:07assistant superintendent have been very

1:47:08passionate about ELA. Would we ever

1:47:11consider doing a double block for ELA

1:47:14for grade nine as well?

1:47:17I I mean I know the schedule is foster

1:47:19in itself so to even implement something

1:47:22like that but I just I'm curious if

1:47:24there were discussions seeing these

1:47:25results with the the decrease in high

1:47:28school but seeing an increase in math of

1:47:32what are our next steps.

1:47:34>> So I I will say that um when we were in

1:47:38going through the adoption process for

1:47:40an ELA curriculum which was another

1:47:43investment that the committee made. So,

1:47:45thank you. Um, one thing that came up uh

1:47:50as teachers were piloting, I believe,

1:47:52two different curricula was just the the

1:47:55challenge of the the volume of the of

1:47:59the curriculum, the resources and the

1:48:01the the reading that students were being

1:48:03expected to do and not seeing them every

1:48:05day. Um, that was a challenge. Um, but

1:48:11the schedule we have is the schedule we

1:48:12have

1:48:13>> for now. Um, and I will say that um, the

1:48:18initial observations of of the work in

1:48:21progress with the new fish tank

1:48:22curriculum is very positive. And so

1:48:26we'll take a look halfway through the

1:48:28year to see how things are going before

1:48:30we do anything too drastic. I will also

1:48:32say that I uh when I was a principal, I

1:48:36was at a we had uh English language arts

1:48:39every day and math every day on a block

1:48:41schedule. And it um there are

1:48:44advantages, but there are disadvantages

1:48:47too as far as the opportunities that

1:48:50students do not um have an opportunity

1:48:53to take and ways that that strong

1:48:56curriculum could make up for um the time

1:48:59that they don't get by seeing that

1:49:01teacher every day. Um so we'll more to

1:49:04come more to come. But thank you for the

1:49:06question.

1:49:07>> No, thank you. Thank you.

1:49:09>> Thank you. Anybody else?

1:49:13Uh just from the chair, I want to end by

1:49:16how Miss Horty began. This is good and

1:49:21on behalf of our entire committee.

1:49:23Really truly thank you.

1:49:25>> I have to look at extending you guys 10

1:49:27years. [clears throat]

1:49:29>> I mean the real the credit goes to our

1:49:30students, the credit goes to our

1:49:32educators and our school leaders. Really

1:49:34proud to work on this team and it is uh

1:49:36truly a collective effort, right? um

1:49:38including the support we receive um from

1:49:40this committee. So I really um kudos to

1:49:43our students uh for some of us uh as we

1:49:46renew lenture and continue to sit for

1:49:48exams

1:49:50it's not an easy feat um and our

1:49:52students are really um are really

1:49:55incredible. So feel very very privileged

1:49:57to work in Malden

1:49:57>> but it is easy when you come in to have

1:50:00these lofty goals and then as time goes

1:50:03on you forget about them or something

1:50:05comes between them. But uh I I think

1:50:09along with the rest of the committee

1:50:10remember

1:50:12this talk about curriculum from the

1:50:15superintendent and and the team and

1:50:17you've meant every word of it. So again

1:50:20on behalf of all of us continued

1:50:23success. Uh I only have one request if

1:50:26you would could at some point we see how

1:50:29we measure against and I know Miss Hy

1:50:31mentioned this other urban districts.

1:50:34>> Absolutely. Um so in the memo and we can

1:50:37pull this out um and share um we compare

1:50:39to our peer districts which are urbans

1:50:41um including sort of local Everett uh

1:50:44river Chelsea um but then others similar

1:50:47uh demographics just across the state so

1:50:49it includes Brockton we consistently on

1:50:52every measure outperformed that

1:50:53collection of peer districts um which is

1:50:55pulled from the department of education

1:50:57tool um but happy to um pull that out

1:50:59specifically. Yeah. Um we're also um

1:51:01going to the urban superintendent

1:51:03network u meeting on October

1:51:0618

1:51:07in mid-occtober and [laughter] um where

1:51:11typically or annually the department of

1:51:13education sort of pulls out the urban

1:51:15trends um so I can show you the state

1:51:17line right now um they'll share with us

1:51:19at that point the urban line and so we

1:51:21can also we use that we take that quite

1:51:23seriously just in terms of thinking

1:51:24about um our performance in comparison

1:51:27as well.

1:51:28>> Good. All right. Thank you very much.

1:51:30Thank you superintendent. Uh let's now

1:51:34hop over to Miss Rose Zyberg.

1:51:37>> Thank you.

1:51:38>> To lead us in the subcommittee report.

1:51:43>> Here we go. I know it looks like a lot,

1:51:45but it's really not. It's really not. Um

1:51:49>> see about that.

1:51:50>> It's not. It's not. Um so we met on

1:51:53September 23rd. This was the first time

1:51:55that we were able to look um together at

1:51:57information that we received as part of

1:51:59the MASC um policy review which we had

1:52:02all approved. So the first set um was um

1:52:05basically dealing with section A. Um the

1:52:08way that it's broken down, we get the

1:52:09feedback. They'll put little notes if

1:52:11it's broken down. Excuse me. If it is a

1:52:13grammatical error, if it's something

1:52:15that really needs updating, if it's a

1:52:17matter of just our coding is sort of off

1:52:19because there's a standard coding that

1:52:21is used by MASC, which makes it easy

1:52:25then when you're trying to update

1:52:26things, you don't have to go, oh, wait a

1:52:27minute, what's our policy called?

1:52:28Because it could be something different,

1:52:30which we found. We did have some cases

1:52:31like that. Um as well as sometimes you

1:52:34need updating. We also have like we

1:52:36revisited some policies that we actually

1:52:38had updated but then in January um there

1:52:41were federal changes. So we actually

1:52:42actually revert back to um former

1:52:45policies um and work that out. And in

1:52:48our case I know we had updated to a set

1:52:51of policies but we had missed sort of an

1:52:53update. So there's a little bit of

1:52:55figuring out okay which policy are we

1:52:56actually putting back into place. So we

1:52:58had that um to work on. Another

1:53:00interesting thing that we found out

1:53:02because they don't just look at our

1:53:03policy book, they look at a whole lot of

1:53:05material and we found in some cases that

1:53:07in our handbook we would have something

1:53:09that really was almost verbatim a policy

1:53:12which we don't actually have adopted as

1:53:13a formal policy. So we are waiting

1:53:16through that level of things to see okay

1:53:18is this a policy that we really do want

1:53:19to adopt then does it need to stay in

1:53:21the handbook or does it where does it

1:53:23fit? So we're using a lot of the

1:53:24guidance from MASC. There were a number

1:53:26of policies that we didn't feel ready to

1:53:29bring to full committee just because we

1:53:30do need so much more information about

1:53:32them and sort of where we're going

1:53:33whether it's legal or just sort of

1:53:35random questions that we need to um look

1:53:38at MASC. One of the things we did vote

1:53:40to come forward for discussion purposes

1:53:43only if everybody looks at policy AD

1:53:45which is the mission statement. So, I

1:53:47included in the support material our

1:53:49current policy and then also the MASC

1:53:53policy and they even had put um on it if

1:53:55you read it, it's it's a sample and it

1:53:56says like this policy serves as a

1:53:58placeholder. That's theirs. The feedback

1:54:00that we got on that was these are pretty

1:54:02close. what do you want to do that we

1:54:05could go either way um and we could

1:54:07leave it as it is. But when we looked at

1:54:08it, we did want to open it up um to

1:54:12members who are not on the subcommittee

1:54:14here and just see if there are items

1:54:15that you think or ways that you think

1:54:18this mission statement should be

1:54:20changed, altered, tweaked um knowing

1:54:23that obviously we can't have you all

1:54:25come to um the subcommittee meeting. So

1:54:27we have to do it here. Um so that was

1:54:30the gist of that of just seeing as you

1:54:31can see it's broad terms. terms it is a

1:54:33mission statement. Um ours focuses a lot

1:54:36on inclusivity.

1:54:38Um the model one again is sort of a you

1:54:41know as I said it's a placeholder. It

1:54:42wants us to do um to put our own we

1:54:46should insert our own mission statement.

1:54:48Um so I don't know if folks had time to

1:54:51look into that. If you have comments or

1:54:53things that you wanted to offer up for

1:54:54that if you did have feedback obviously

1:54:58remember

1:55:00you have to not go through us. um

1:55:02because it would be an OML. Um

1:55:05>> but just curious if people have any

1:55:08where you sort of think a mission

1:55:09statement should go.

1:55:12>> Well, let's hold that thought. Um any

1:55:15questions

1:55:17about the items before us? You want to

1:55:21just take them up one by one, Miss

1:55:22Rosberg or

1:55:23>> Sure thing. Um so the motion for policy

1:55:27AA school district legal status is a

1:55:29motion to adopt the revised wording. The

1:55:31wording on that is simply dropping where

1:55:33it says established by law, which is

1:55:35just an extraneous throwaway that we

1:55:38don't need.

1:55:40>> Okay, any questions on that? If not,

1:55:43we'll entertain a motion.

1:55:46>> Motion, Miss Rose Zyberg, I presume,

1:55:48right?

1:55:49>> Uh, Miss Papford, do you have a All

1:55:52right, I was gonna

1:55:53>> second. Right. All right, everybody. So,

1:55:55what's up before us? Any questions?

1:55:57Final questions on this.

1:56:02Okay. All those in favor say I.

1:56:05>> I.

1:56:05>> Anybody opposed?

1:56:08>> Okay. The eyes have it. That carries

1:56:10unanimously. Number two, policy ACA.

1:56:13>> Policy ACA, non-discrimination on the

1:56:15basis of sex. This was a an updated

1:56:18version to match the MASC version which

1:56:21included changing um we had less words

1:56:24in. It was basically adding will not

1:56:25discriminate on the basis of sex, sexual

1:56:27orientation or gender identity were the

1:56:29words that were updated in the MASC

1:56:32policy which we recommend. Our motion is

1:56:34to update to the MASC version.

1:56:36>> Motion made second by Miss Horty. Any

1:56:40questions team?

1:56:44>> All those in favor say I.

1:56:46>> I.

1:56:46>> Anybody opposed?

1:56:49The eyes have it. That carries

1:56:51unanimously. Number three. Yep. Policy

1:56:54AC non-discrimination on the basis ours

1:56:57had said on the basis of handicap. That

1:56:59was the old version. So was a motion to

1:57:01adopt the updated MASC policy with

1:57:03revised language in the text and revised

1:57:05name of the policy which is basically

1:57:07replacing handicap or handicapped with

1:57:09disability or disabled.

1:57:12>> Motion made second by

1:57:15Mr. McCarthy.

1:57:17Any questions on that

1:57:22hearing? None. All those in favor say I.

1:57:24>> I.

1:57:25>> Anybody opposed?

1:57:29That carries unanimously. Number four,

1:57:31policy ADC.

1:57:33>> Policy ADC which we had listed as

1:57:35smoking on school premises or motion to

1:57:37adopt the updated policy with revised

1:57:39language and the text and the revised

1:57:41name of the policy to match which is in

1:57:43the MASC which is tobacco products on

1:57:46school premises prohibited. Um it

1:57:48basically was adding additional items um

1:57:51to sort of update um different tobacco

1:57:54products was a change in that and then

1:57:55the change in title just to be

1:57:57consistent with how it's um done by

1:57:59MASC.

1:58:00>> Motion made seconded by Miss Horty. Any

1:58:04questions? Mr. Piaza.

1:58:06>> Thank you, Mr. Chair. I do have a

1:58:07question about this one. I notice um I I

1:58:10noticed somebody smoking near our school

1:58:12recently when I was dropping off my kids

1:58:13and I took note of the sign. Right. The

1:58:16sign outside says no smoking with within

1:58:18100 yards of the school premise

1:58:20premises. I was expecting to see that

1:58:22specific language in here and I'm

1:58:24wondering um if there was a if there was

1:58:27discussion about whether or not we

1:58:29should include the 100 yard boundary or

1:58:31not.

1:58:32>> Rosberg,

1:58:34>> we did not. This is the MASC one. I'm

1:58:36curious if um

1:58:39district policy because yeah

1:58:41requirements of state law in case it

1:58:44changes. I don't know. I don't know why

1:58:45they don't have it on the MASC policy.

1:58:47If we want, we can wait on this one and

1:58:49I can find out.

1:58:50>> Or is it just

1:58:51>> Do we have room do we have room for me

1:58:53to make a motion to include it here or

1:58:54is that not okay? You could do that, but

1:58:57I think we should probably check out

1:58:58what's going on.

1:59:00>> Okay. Yeah, that's fair.

1:59:01>> Yeah. Um

1:59:03>> Yeah, please.

1:59:03>> If it's possible to include that, I feel

1:59:04like it just makes the policy that much

1:59:06stronger.

1:59:07>> I suppose what we could do is adopt

1:59:09this. You could always come back with an

1:59:11amendment based on what Mr. Rose Eyeberg

1:59:13says.

1:59:14>> Yeah. Okay. Yeah, that sounds great.

1:59:17>> So, you'll follow up with Mr. Piaza. All

1:59:19right.

1:59:20>> So, uh was the motion made on this?

1:59:23>> Motion made by Miss Rose Zyberg need.

1:59:27Okay, you have that. All right. Uh any

1:59:29other questions? Hearing none. All those

1:59:32in favor say I.

1:59:33>> I.

1:59:33>> Anybody opposed?

1:59:36>> The eyes have it. That carries

1:59:37unanimously. All right. U number five,

1:59:40policy a DDA.

1:59:42>> Okay, this is an interesting one. So

1:59:44policy add-1.

1:59:49Okay. We have a motion to retire that

1:59:51policy. That's the one with all the

1:59:52crossouts on it. And it says please note

1:59:54Malden only. It's procedural. So that's

1:59:57it says recommend removal and relocation

1:59:59to procedures. So the the first step of

2:00:03this would be to retire that policy.

2:00:04Remove it from our policy manual because

2:00:06it's procedural. It is not a policy.

2:00:09If that is accepted then the policy that

2:00:13we had listed as ADD-R2

2:00:17would be renamed to MASC policy example

2:00:22ADD

2:00:24A-R.

2:00:26We on our own for some reason made two

2:00:28policies. Um it's only Maldon did it. Um

2:00:34>> they weren't sure why either. um but it

2:00:37would be getting us in line with um the

2:00:39MASC.

2:00:41>> All right, let's take it up as one. So

2:00:43motion made by Miss Rosyberg, seconded

2:00:45by

2:00:47Mr. Bernard. Everybody clear? So we're

2:00:51acting on number five and six.

2:00:56>> All those in favor say I.

2:00:58>> I.

2:00:59>> Anybody opposed?

2:01:01The eyes have it. That carries

2:01:03unanimously.

2:01:05All right, we're on seven now, right?

2:01:07>> Yep.

2:01:07>> Okay, take it away.

2:01:09>> Okay, again, this one, policy J A, which

2:01:12was U Malin policy, and we actually had

2:01:15worked, thank you to um assistant

2:01:17superintendent McDonald, on updating

2:01:18this through our own legal um

2:01:21department. Um, and this follows along

2:01:23in lines with what we needed to do um,

2:01:25with the under the protect Act. We ended

2:01:28up looking, we also had gotten the

2:01:30proposed language from MASC, but we

2:01:32preferred to go with what the city had

2:01:35come up with in part because we included

2:01:37the historical information because we

2:01:38did feel it was important to go on

2:01:40record that as back as far as um 2019,

2:01:43we already had started addressing this

2:01:45and felt it was important to keep that

2:01:47as a historical and an important

2:01:48document to show how much we actually do

2:01:51support this um within our schools. So

2:01:54this would be though so accepting the

2:01:56updated wording for J A but then

2:01:59changing it and labeling it as policy

2:02:02ACL interacting with law enforcement

2:02:04officers engaged in civil law again. So

2:02:06then we'll be in alignment with MASC but

2:02:08it'll be with our wording which is

2:02:10pretty much identical except we really

2:02:12felt that it was important to keep um

2:02:14that Malden perspective on it. Motion

2:02:17made, seconded by Miss Horty. And I

2:02:21presume Miss Rosyberg, all these

2:02:24garnered unanimous consenting committee.

2:02:27>> Oh, yeah.

2:02:27>> Yeah.

2:02:28>> Yep.

2:02:28>> All right. Mr. Piaza.

2:02:31>> Thank you, Mr. Chair. Um, I do have two,

2:02:34similar to my question earlier about the

2:02:36policy. There's two points of the

2:02:37protect Act that I wanted to raise here

2:02:39and I'm curious about if these came up

2:02:41in conversation either in the policy

2:02:43subcommittee or in like legal council

2:02:46review of the of the of the um of J A.

2:02:51So the two the two specific specific

2:02:54pieces of the protect Act one um I

2:02:56understand that the act allows

2:02:57pre-appointment of a legal guardian in

2:02:59case of quote adverse immigration

2:03:01actions against a parent or guardian. So

2:03:04if if a if a parent or a guardian is

2:03:07detained by ICE that schools would have

2:03:10on record uh schools would have on

2:03:12record a legal guardian to step in to uh

2:03:15to address that student's case. So

2:03:17that's one issue pre-appointment of a

2:03:18legal guard guardian. The other one is

2:03:20that I understand the protected act

2:03:22allows schools to designate a non-public

2:03:25location for student protections. is as

2:03:28simple as putting up a sign that says

2:03:30the this is a non-public location of the

2:03:32school and if immigration agents were to

2:03:35approach the school, they wouldn't be

2:03:36able to access that non-public location.

2:03:39And of course, this is not like sort of

2:03:41like idle chatter there. There were

2:03:43globe stories about ICE agents parked

2:03:45outside of schools in other towns in

2:03:47Massachusetts just last week. So anyway,

2:03:50just those those two issues um I was

2:03:54curious about.

2:03:55>> Mr. Zberg

2:03:56>> did not come up. I'm not sure. I don't

2:03:59know if Miss McDonald if you know

2:04:00because it about that and I also don't

2:04:02know if that would then become a

2:04:03procedural if that would be under

2:04:05procedure.

2:04:05>> Let's go with the superintendent. Um s

2:04:10Thank you. Uh

2:04:13there was a lot

2:04:15>> in the law um that legal council

2:04:17reviewed um and and looked and to the

2:04:20credit of the committee going dating

2:04:22back to 2019. there was a huge amount of

2:04:26consistency

2:04:28and um harmony between the action that

2:04:32this body made back in 2019 and the

2:04:37action that the state just took in

2:04:40August. So, you know, I'm I'm very proud

2:04:44to be the superintendent of a district

2:04:45that was that forward thinking. Um, even

2:04:48though the circumstances are not uh what

2:04:51we would want to have to respond to, I I

2:04:55did not uh that second item that you

2:04:58talked about the non-public place. Could

2:05:00you clarify that one more time, Mr.

2:05:03Piaza?

2:05:05>> Yeah. Again, it was my

2:05:09>> through the chair if that's okay.

2:05:11>> Yeah,

2:05:12>> thank you. Um yeah, it was my

2:05:14understanding that schools now are

2:05:16allowed to uh designate a non-public

2:05:18location simply by putting up a sign so

2:05:21that if um immigration agents were to

2:05:23approach the school um looking for I

2:05:26don't know one particular student for

2:05:28example that other students could could

2:05:31be like uh that that there's a place

2:05:34where students could go to be safe from

2:05:37interaction with that immigration agent

2:05:39because the agent wouldn't be able to go

2:05:40into the non-public space even if they

2:05:42have a judicial warrant.

2:05:45Okay, that that did not come up um that

2:05:48I can recall in the review by legal

2:05:50council, but I um we can certainly ask

2:05:54for I think the urgency with this uh if

2:05:58I might um is just we want to make sure

2:06:01that our current procedures are

2:06:04>> uh reflect the 99% at least of the of

2:06:08the protect Act and make sure that we

2:06:10have that information in the hands of

2:06:13our principles. and our educators

2:06:16um as soon as possible. That that item

2:06:20that uh that portion of the of the the

2:06:24act that you're referencing will I'd

2:06:26like to have the opportunity miss by

2:06:29Zyberg if we could

2:06:33>> I don't know if you do you have

2:06:34something.

2:06:34>> Do you want to hold this over?

2:06:36>> Miss Baphor has some info.

2:06:37>> Okay. [clears throat] Okay. Stand by.

2:06:40One second. There we go. just a quick

2:06:43Google

2:06:44because I had never heard of that is it

2:06:47reading it I understand it but it does

2:06:49say that designating a non-public

2:06:50location at a school is a procedure so I

2:06:53think falling under the actual

2:06:57>> um

2:07:00policy at the end where it says this

2:07:02policy and accompanying procedures

2:07:05>> that would then fall on the

2:07:06superintendent to create those

2:07:08procedures for the you know to go with

2:07:10the policy

2:07:12um

2:07:13>> which we have uh

2:07:18Mr. Chair, member, federal for member

2:07:21Piaza, we we do have uh our procedures

2:07:25that were developed to comply and

2:07:28implement the previous action of the

2:07:30school committee and we've um with the

2:07:33support of legal counsel updated all of

2:07:35those procedures as well um to make sure

2:07:38that they comply with the protect Act um

2:07:41and I can we may already have it covered

2:07:44I guess is what I'm saying but um it's

2:07:47not a part of the policy itself. self,

2:07:50>> right? Yeah. And so my so two things.

2:07:52One is that I don't at all mean to

2:07:53disparrage the policies that we have in

2:07:54place. I share your same sort of like um

2:07:57you know appreciation of the 2019

2:07:59committee for putting this in place in

2:08:01the first place. Um and indeed it in

2:08:04lines uh with the protect Act. Uh I'm

2:08:06I'm um and I also don't want to hold up

2:08:09the passage of this one because it is so

2:08:11urgent. I'm just thinking about like

2:08:13every which way that we can strengthen

2:08:15our protections for our immigrant

2:08:16students. So, uh, I'm I don't know. I

2:08:19I'm curious about the best way to

2:08:21proceed here. I, you know, I think

2:08:22[clears throat] I think we do what is

2:08:24presented and we can always come back

2:08:26and change it if um, it's

2:08:31known that we can do that.

2:08:34>> I mean, if I could, um, I I have the

2:08:37procedures that, uh, will be, I mean,

2:08:40that we'll be rolling out to implement

2:08:41this policy. We were waiting for the

2:08:44adoption. Um so but but once we have the

2:08:47procedures once the policy has been

2:08:49adopted I happy to share the procedures

2:08:52with the committee so that you all can

2:08:53see what it looks like in implementation

2:08:56and if there's questions that you have

2:08:58about it then perfectly I'm happy to to

2:09:01entertain those.

2:09:03>> Great. So then the the piece about

2:09:04non-public locations would be captured

2:09:07under procedures. Um circling back to

2:09:10the piece about pre-appointment of a

2:09:11legal guardian. This is something that I

2:09:13had imagined could be in the explicit

2:09:15language of the policy that we're

2:09:17drafting that we're that we're about to

2:09:19vote on. Um we have we have language

2:09:22about updating emergency contacts. Uh

2:09:25that seems to be a place where we could

2:09:26also simply add language about um you

2:09:29know allowing pre-appoint of a legal

2:09:30guardian if if um

2:09:33>> we should probably just run that by our

2:09:35council.

2:09:36>> Right. Yeah.

2:09:37>> So we could come back and add that at a

2:09:39later date.

2:09:40>> Yeah. And similar with the tobacco

2:09:41policy, like I'm I'm happy to review

2:09:43these things and and and come back to

2:09:45them when we have more details either

2:09:46from MASC or from the legal council. So

2:09:49yeah,

2:09:50>> that sounds good.

2:09:51>> All right, everyone. So, Miss Rose

2:09:53Eyeberg, you're making the motion.

2:09:56>> And so it would be the motion to accept

2:09:58the new language and also rename it um

2:10:00ACL, interacting with law enforcement

2:10:02officers engaged in civil law

2:10:04enforcement.

2:10:06>> Okay. Second.

2:10:08>> What was it? I knew that. [laughter]

2:10:11>> Any other questions?

2:10:15Hearing none. All those in favor say I.

2:10:17>> I.

2:10:17>> Anybody opposed? The eyes have it. That

2:10:20carries unanimously.

2:10:22All right, Miss Roseberg. Is this it?

2:10:25>> There's one that is a simple one of just

2:10:27sending policy um JB to policy

2:10:30subcommittee. This one came up um in

2:10:32discussion with the superintendent um

2:10:35that I we

2:10:38it needs to be clarified because there's

2:10:40um the wording is not correct for

2:10:43entrance age. So we just we need to look

2:10:45at it and make it comply. So it has to

2:10:46come to us so we can then report back.

2:10:49>> Motion made second by Mr. Bernard. Any

2:10:54questions on that everyone?

2:10:56Hearing none. All those in favor say I.

2:10:59I.

2:10:59>> Anybody opposed?

2:11:02The eyes have it. That carries

2:11:04unanimously. All right, good work. Uh,

2:11:06let's see now. Personal privilege,

2:11:08everyone. Let's go left to right. Start

2:11:12with Mr. Piaza.

2:11:14Uh, thank you, Mr. Chair. Few points of

2:11:16personal privilege from from the

2:11:18Salemwood School. This Wednesday,

2:11:21uh, October the 7th, two days from now,

2:11:24is the, uh, National Walk, Bike, Roll to

2:11:27School Day. Um it happens every year. Uh

2:11:31and uh at each one of our K to8 schools

2:11:34this year there are at least there was

2:11:36at least one meetup uh location for

2:11:39Salemwood in particular. It is at the

2:11:41intersection of Maplewood A and the bike

2:11:43path by Armor Door and Lock. So anybody

2:11:46listening right now that wants to join

2:11:48me, I'll be there with my kids at 7:30

2:11:50on Wednesday at Armor Door and Lock. and

2:11:52then we'll be walking down the bike path

2:11:55to um uh to celebrate National Walk,

2:11:58Bike, and Roll to School Day. Uh a few

2:12:01other quick updates. Of course, no

2:12:02school on uh October Monday, October

2:12:0412th for uh Indigenous People's Day.

2:12:07Friday, uh October 23rd is the Salemwood

2:12:11FTO Family Teacher Organization Fall

2:12:14Fest Trunk or Treat. Uh that's right

2:12:17outside uh the Salemwood main entrance.

2:12:20And then Monday, uh, October 26th to

2:12:22Friday, October 30th, uh, every day of

2:12:25that week is a Salemwood Scholastic Book

2:12:28Fair. I'll be there working the cash

2:12:29register. Um, and, uh, it's always

2:12:32always a good time for kids to get new

2:12:34books. Thank you.

2:12:35>> Thank you.

2:12:37Okay, next up,

2:12:40Miss Rose Zyberg. Then we'll go to Miss

2:12:42Horty.

2:12:43>> Thank you for the Lynden. The Tiger

2:12:46Truck fundraiser is going on right now.

2:12:48Um, and then they're having an event

2:12:49over at the school October 16th from

2:12:516:00 to 7:00. The book fair is the week

2:12:54October 26th through the 30th and that

2:12:56is being set up in the school library.

2:12:58Um, coming up in November, they wanted

2:13:00me to um start now promoting on November

2:13:0314th from 10 to 3 is the winter

2:13:06wonderland craft fair. And that one is

2:13:07the combined um craft fair that's put on

2:13:09by the Lynen ELC and Salemwood PTO. And

2:13:13that one will be held at the Salemwood

2:13:14School. Um, I did want to just say thank

2:13:17you for getting that invitation to

2:13:18actually go and see the brand new Vogue.

2:13:20It was it's a a fantastic opportunity to

2:13:22see how everything turned out. It's an

2:13:24absolutely beautiful um building. And

2:13:26also wanted to thank everybody over at

2:13:28the ELC. I was able to go and walk

2:13:31through and visit classrooms and things

2:13:32along with the superintendent. Um, and

2:13:34no surprise to me that everything was

2:13:36um, fantastic because they are fantastic

2:13:38there. Um, and I already put some of the

2:13:41things I saw going on in their

2:13:42classrooms into action in my own

2:13:43classroom. So there you go. Um but it

2:13:46was wonderful to see um a lot of folks I

2:13:48hadn't seen in a bit and just to

2:13:50reconnect with folks and see all the

2:13:51great work um that is going on over at

2:13:53the ELC. And that's it. Thank you.

2:13:55>> Thank you very much. Uh let's go to Miss

2:13:57Hardy.

2:13:58>> Thank you, Mr. Chair from Forestdale.

2:14:00The fall book fair is this week at

2:14:02Forestdale as well. Uh parents and

2:14:06families can check in with your

2:14:08classroom teacher or with Miss Lillian

2:14:09in the library for more info. And you

2:14:12can also stop by and visit Jenna Camille

2:14:14and the other PTO volunteers after

2:14:16school if you can. They'd love to see

2:14:19you. Uh Mr. Wai's monthly principal

2:14:21coffee hour is this Friday morning,

2:14:23October 9th at 8:15 in the building.

2:14:26He'd love to chat if you'd like to stop

2:14:28by. The next meeting of the Forestdale

2:14:30PTO is Wednesday, October 18th at 6 PM.

2:14:34The meeting is virtual and the links can

2:14:36be found on the PTO website and the

2:14:39Facebook page.

2:14:42Friday, October 16th from 5:30 to 7 is

2:14:45art night at Forestdale. The original

2:14:48works fundraiser is a fun night. Kids

2:14:50get a chance to create original artwork

2:14:52that will then turn into awesome gifts

2:14:55for the holiday season. I still have

2:14:57coasters from this event at my house, so

2:14:59I I highly encourage you to to go. Um,

2:15:03[clears throat]

2:15:04Sunday, October 18th from 3:00 to 5:00

2:15:07in the Forestill Cafeteria is the annual

2:15:09Ward 5 Halloween party. Councelor Taylor

2:15:13and I, school member school committee

2:15:16member Horty will [laughter] be keeping

2:15:18a a extended tradition alive and kicking

2:15:21off spooky season with a ton of fun.

2:15:23Please join us. It's great. We love it.

2:15:26Lots of candy.

2:15:29>> Thank you. Anybody else? Uh, okay.

2:15:33[snorts] Let's entertain a motion.

2:15:36Uh, let me see. Let's go to our student

2:15:38representative.

2:15:40>> Um, I just wanted to mention that next

2:15:43Thursday, October 15th, our PSATs for

2:15:46sophomores and juniors and SATs for the

2:15:49seniors. It's also freshman Olympics

2:15:52that day. What the freshman are going to

2:15:54do during the time their upper classmen

2:15:56are going to be testing.

2:15:58>> Thank you.

2:15:59>> Thank you.

2:16:00>> All right. I will entertain a motion to

2:16:02go into executive session.

2:16:09>> Miss Rose Zyberg, seconded by Miss

2:16:12Hoody. Let's call the role.

2:16:22>> Okay, Mr. Drum. Mr. McCarthy,

2:16:24>> yes.

2:16:25>> Miss Faphora,

2:16:26>> yes.

2:16:27>> Miss Mlin,

2:16:28>> yes.

2:16:29>> Miss Hardy,

2:16:29>> yes. Mr. Piaza,

2:16:31>> yes.

2:16:32>> Mr. Bernard, yes. Miss Rose Zyberg,

2:16:35Christensen,

2:16:36>> yes. Okay, we're now in executive

2:16:39session.

2:16:56>> I'm a I'm a spring chicken.

2:16:59Okay.

2:17:01>> I ran 5K

2:17:06because you know

2:17:08>> why not like still hurts.

2:17:10>> Um

2:17:12>> I How about this props? But yeah, maybe

2:17:17next time.

2:17:18No judgment.

2:17:24>> Actually, you know what? There are 100

2:17:26times better to shave than

2:28:26All right, the school committee is back

2:28:27from executive session. Are there any

2:28:30motions to be made?

2:28:33>> Mataphor.

2:28:35>> Thank you, Mr. Chair. I'd like to make a

2:28:37motion that we ratify the memor

2:28:40memorandum of agreement between the

2:28:42Malden Education Association units A, B,

2:28:45and C and the school committee um for

2:28:49appendices D and E of the unit A

2:28:51collective bargaining agreement.

2:28:54>> Second,

2:28:56Miss Horty. Any questions, team?

2:29:00If not, let's uh let's call the role.

2:29:06Mr. Drum. Mr. McCarthy,

2:29:07>> yes.

2:29:08>> Miss Bataphora,

2:29:10>> yes.

2:29:10>> Miss Mlin,

2:29:11>> yes.

2:29:12>> Miss Horty,

2:29:12>> yes.

2:29:13>> Mr. Piaza,

2:29:14>> yes.

2:29:15>> Mr. Bernard, yes. Mr. Rosyberg,

2:29:18Mayor Christensen,

2:29:19>> yes.

2:29:20>> Carries unanimously. School committee

2:29:22will now be in a brief recess.

2:29:26>> Just kidding. Motion to adjourn.

2:29:30All the hands should go up right away.

2:29:32Mr. McCathy [laughter]

2:29:35seconded by Miss Rose. She gives a two

2:29:38hands up. Miss Roseberg. All those in

2:29:41favor say I.

2:29:42>> I.

2:29:44>> Anybody opposed?

2:29:50The eyes have it. School committee is

2:29:52hereby adjourned.

2:29:56[laughter]