2026-05-26 - School Committee

0:00Good evening everyone.

0:01>> Good evening.

0:02>> Today is Tuesday. Thank you. Today is

0:04Tuesday, May 26.

0:07>> 2026. The time is 7:31. I call this

0:10school committee meeting to order. Yeah.

0:12I would like to remind everyone that we

0:13are being taped and streamed by WNCTV.

0:16So, thank you for that. Having said

0:17that, if all rise for the pledge of

0:19allegiance, please.

0:23I pledge algiance to the flag of the

0:26United States of America to the republic

0:29for it stands one nation under God

0:32indivisible with liberty and justice for

0:35all.

0:36>> Thank you everyone.

0:39So jump right in shall we with the

0:41superintendent reports.

0:42>> Great. Thank you Mr. Mayor. Good evening

0:44everybody. Uh great to see all of you.

0:46Um and to our friends tuning in at home.

0:50um have a few very important items on

0:52the agenda this evening uh under my

0:54report. The first uh I would like to

0:57take a moment uh to before

0:59introductions. First of all, uh to thank

1:02our entire uh school community who

1:05assisted us with our principal search

1:08for both the middle school and the high

1:10school. Um, I would also uh like to

1:13thank uh Patty uh Brown who is our HR

1:17director. And I understand that this is

1:19obviously what HR directors do. Uh, but

1:21Patty has so many things uh that she's

1:23managing right now and handles them with

1:26such grace and care, including these two

1:28search uh processes. So, Patty, a big

1:31thank you for all that you did to keep

1:32this uh process moving. Um we spent a uh

1:37a lot of time um really thinking deeply

1:41about what we were looking for in the

1:44next leader of the middle school and the

1:46high school. Um and we had many members

1:48of our school committee who were part of

1:49that uh who were part of that process uh

1:52which we were very grateful for as well.

1:54and uh our staff who spent a

1:57considerable amount of time uh sharing

1:59feedback and insight around um their

2:02thoughts about what we need in our next

2:05um and our next leaders. So, um I am

2:08very pleased tonight to share u publicly

2:11and to reintroduce

2:13uh to the community the new principal of

2:16the Witcom Middle School, uh Miss Terara

2:18Soleski, who will be taking the reigns

2:20July 1, and the new principal of Malbor

2:23High School, Miss Sarah Casey, who will

2:26be taking the reigns on Monday,

2:28[laughter] June 1st.

2:31Um but could not be more thrilled to

2:33have both of them joining uh our

2:35leadership team. Uh they are so deeply

2:38committed to the work here in Malboro.

2:41Um and what really struck me in my time

2:44with both of them and I had the chance

2:45to to interview both of them on a couple

2:47of occasions uh frankly was their

2:50commitment their commitment to the

2:52children of the schools in which they

2:53lead and to the children of our city uh

2:56was palpable. And so um honored to be uh

2:59here with all with both of you tonight

3:01and to ask you to take a few minutes and

3:03just share some insights and thoughts

3:04with the school committee. Tara, it

3:06looks like you're ready to go first.

3:08>> Go.

3:10>> All right. Good evening everyone and

3:12thank you. Um first I just want to say

3:13I'm incredibly honored and excited to

3:15officially introduce myself as the next

3:17principal of the Wickham School. Um over

3:20the past several years I've had the

3:21privilege of serving the Wickcom

3:23community as both an educational team

3:24leader and an assistant principal. Um,

3:27and Wickham is truly a place that means

3:30a great deal to me already. So, I feel

3:31very fortunate to continue serving in

3:33this new role. Um, as principal, my

3:36focus will continue to be centered upon

3:38supporting students academically,

3:40socially, and emotionally while

3:42fostering a collaborative environment

3:45for our staff and for our families where

3:47everyone feels engaged um and supported.

3:50Um, I keep getting the question, what's

3:52your vision for WICOM? What's your

3:54vision for WICOM? Um, and it really

3:55comes down to three main pillars for me.

3:58One for students, one for staff, and one

4:00for families. For students, I want them

4:02to be so supported and engaged and

4:05challenged that they look forward to

4:06coming to school every day, which I

4:08realize is a big feat for middle

4:09schoolers. Um, for our staff, I want

4:12them to feel so supported and have such

4:14a collaborative environment that they

4:16look forward to coming into work every

4:17day. And I want our families to be proud

4:19to send their kids to Wickcom. Um, so

4:22that essentially in a nutshell is what

4:24I'm looking forward to as Wickcom. I'm

4:26incredibly grateful for the support and

4:27trust that's being put in me um as I

4:30step into this new role. Um, so I just

4:32thank you all again for the opportunity.

4:35>> Thank you.

4:35>> Thank you and congratulations.

4:46>> Hi everyone. Thank you Mr. Mayor and

4:49school committee for having me here

4:50tonight. Thank you, Dr. Defalco, and the

4:52hiring committee for your faith in me

4:54and for appointing me to the position of

4:55principal of Marorrow High School. I'd

4:58like to extend a sincere thank you to

5:00the incredible staff, my colleagues at

5:02Marorrow High. Not only did I feel their

5:04kindness and support during the search

5:06process and the time leading up to it,

5:08but I have felt it over the last eight

5:10years of my time here in Marorrow. Many,

5:13if not most, have known that it has been

5:14my dream to be principal of Marorrow

5:16High School one day, and that day has

5:18come on Monday.

5:20Um, so

5:22>> joining the Marorrow community as a

5:23history teacher was one of the best

5:25decisions that I have made in my career.

5:27I truly loved my time in the classroom.

5:30When I first transitioned to become the

5:32director of alternative education, many

5:34of my former students would come up to

5:36me and say, "Do I miss teaching? Do I

5:39miss the classroom?" And I really did,

5:40and I still do. I miss having a direct

5:43impact on helping students get excited

5:44or curious about learning something new.

5:47This is something that I keep close to

5:49close in mind as an administrator and it

5:52is something that will be a guiding

5:53light to me as a principal. Supporting

5:55our students to continue to create that

5:57excitement, that curiosity, that

5:59academic mindset in our students and the

6:01academic culture in our school is my

6:03number one goal. A focus moving forward

6:05into next year will be to continue

6:07raising academic achievement at Marorrow

6:09High, to continue building a culture of

6:11compassion and to continue building

6:13leaders within our students while

6:15they're at high school and afterwards.

6:18We have so many exciting things that we

6:20are already doing at the high school in

6:21terms of our dual enrollment, our AP

6:23programs, our internships, our

6:24extracurriculars, and we are only

6:26creating more of these opportunities

6:28with new courses and the new pathways

6:30that we created this year for next year.

6:33It's very exhilarating to be on the

6:34brink of change and growth, and I know

6:36this excitement is not just my own, but

6:38of the Marbor High School staff as well.

6:40I'm excited to get to work to support

6:42and serve the students, the staff, and

6:44the community. It's right around the

6:46corner next week, which is good because

6:47we have a lot of work to do, and I can't

6:49wait to do it. So, thank you.

6:51>> Excellent.

6:52>> Thank you.

6:59>> Very exciting.

7:00>> Very exciting indeed.

7:02Um, next up, uh, on my report, um, is

7:07the updated draft of our bullying

7:09prevention intervention guide. Uh, the

7:11school committee, I'm sure recalls that

7:13we submitted, uh, and shared a draft of

7:17the updated document, uh, to the school

7:19committee on May 12th. Uh we since um

7:23have continued to pour over uh not just

7:28um the revisions that we have made but

7:30have uh reached out to our school

7:32community for feedback um and are

7:36grateful for uh the comments that we

7:38have gotten and the conversations that

7:39we have had during that time. Um, we did

7:43on Friday, you might uh be aware, we

7:45sent out an big communication update to

7:47the entire school community that had

7:49shared a few different pieces of

7:50information. Uh, did include uh a link

7:53to the updated um draft that is in front

7:57of the school committee this evening.

7:59Um, and uh this morning I was happy to

8:01have received some feedback uh from one

8:04of our parents in addition to feedback

8:07that I already received from some

8:08community members. Um, so we're

8:10definitely grateful for everybody's

8:11insight and input on this. Um, we know

8:15what an important document it is because

8:17all of us as parents send our children

8:19to school expecting them to be safe and

8:21to come home having learned as much as

8:23they could that day uh and to have grown

8:25as an individual, right? Um and so uh

8:29this is something that is is going to be

8:32uh a guiding document for our

8:34school-based teams and for our district

8:36as we think about how we look to support

8:39our students. One of the things I heard

8:41um a lot from different um community

8:45members um including some school

8:47community members during this review

8:49process was that we really needed to

8:51make this version of the U guide our

8:54own. And so we spent a lot of time

8:56thinking about what that means, what

8:58resources and supports uh are necessary

9:02to really make this a Malber document

9:05that is living and breathing. Um and and

9:07did just that. We spent a lot of time

9:09thinking about our student services

9:11work, how we align our resources and

9:14supports in that space to help support

9:16our students both in and out of the

9:18classroom. Uh and also our families in

9:21our community. Um, as you know, we have

9:23varying positions that are working with

9:25different groups of community members uh

9:27to help support overall health and

9:29wellness and growth and development of

9:31our youth. And so, we were really

9:33thoughtful about how we align those

9:34resources and really kind of weave those

9:37supports into this document. Um, so that

9:41it does more than just outline like what

9:43happens if, but it actually shares in

9:46general the resources that we have in,

9:48you know, to to support our students in

9:50the day-to-day, uh, of teaching and

9:52learning. And so we're happy to to to be

9:55able to bring that forward to our

9:57community. Um, and so, um, I think kind

10:01of running parallel to this, just so our

10:04public is aware, we do have a, uh,

10:08district, a new district student support

10:10team that looks at overall patterns and

10:13trends across the school system as it

10:15relates to things like discipline and

10:17attendance. Uh, we do look at this data

10:19as well. Um and so um as of the end of

10:22last week, we had 22 reports of bullying

10:25across our system. 16 vetted out uh and

10:29were confirmed. The others did not uh at

10:32the end of the investigation proved to

10:33be in fact um you know bullying in

10:35nature. Doesn't mean that there wasn't

10:37an issue there, right? Just bullying is

10:38a very specific uh legal definition of

10:41repeated offenses. Um and so uh we do

10:45track and monitor those reports

10:47carefully and we do discuss those along

10:49with other items like attendance and

10:51discipline and academics and suspensions

10:53um all the different non-academic um

10:56data points that you would think um is

10:59really kind of the task of the of the

11:01district student support team which Jod

11:03Miss O'Brien chairs. Um so wanted to

11:06share all that uh really for two

11:09reasons. uh one to thank everybody for

11:11their time, effort and energy of getting

11:12here. You know, it was a lot of

11:14conversations, a lot of thoughtful

11:15insight. Katherine, appreciate you went

11:18I mean combed through every sentence of

11:19this document uh and provided a lot of

11:22feedback. Um but also to our families

11:24who did the same thing who really u you

11:27know did share uh their thoughts and

11:31insights uh from a parent perspective

11:35and I think that's really important. Uh

11:37I was really appreciative. Uh I received

11:39an email. I was saying this morning from

11:41a from a parent um one that I know that

11:43mayor had been in contact with quite

11:44frequently. Um and she was really

11:47helpful and very thoughtful in in the

11:50insight that she provided. Uh and so I

11:53just can't thank the community enough

11:54for their help with this. Uh we know

11:56that um you know that kind of cliche of

12:00it takes a village. Uh but it does,

12:02right? Like there's not none of us wear

12:03a cape. Actually, I said that when we

12:05introduced Miss Casey to the high school

12:07staff or reintroduce her in a new role.

12:09Um, it takes us working as a team um to

12:12help support one another. So, I felt

12:13like this was really a team effort and

12:15just wanted to see if the uh committee

12:18had any questions about the draft

12:20document before them this evening.

12:25I guess my only question is um what um

12:30so if we presumably will vote to accept

12:34this um does it get reviewed next year?

12:38Is it a what's the cycle for reviewing?

12:41>> I'm really glad you asked that. It's a

12:43two-year cycle. Um but one of the things

12:46that's going to be critically important

12:47for the student the district student

12:49support team is to ensure that we are

12:51reviewing this along with our data. Um I

12:55think those are two really important

12:56pieces. Um the second piece is ensuring

13:00that our building based leaders have the

13:02training and support they need to

13:04actually implement this. Um we're going

13:06through some changes I think in a in a

13:08really positive way particularly as it

13:10relates to the student services work.

13:12One of the things we did at the

13:13recommendation of a couple of our

13:15community members uh was actually

13:18include the updated uh you'll see it as

13:21an attachment to the back of the

13:22document. It's page 23 and 24, but the

13:25updated elementary building based

13:27student support model and the secondary

13:29building based student support model.

13:31And the idea here is to share the

13:33structure that we've established to

13:35really help implement this work, right,

13:38and and do our best to prevent it when

13:40and where possible. um it isn't just

13:42unique to bullying prevention and

13:44intervention. Um

13:47but behavior is behavior, right? And the

13:49goal is to help improve the student

13:51behavior and student interaction. So my

13:53sense is um that we will be reviewing

13:56this document along with our data to

13:58make sure that we're getting the

13:59outcomes that we're expecting as we go.

14:01And if not, then we'll need to change

14:02it.

14:04>> Sorry for the long-winded answer, but

14:05it's

14:06>> No, no, that's helpful. and and um in

14:08just in terms of like kind of continuous

14:11feedback as we're going through this and

14:13folks are learning about it and how are

14:16we going to ensure that

14:20it's being followed.

14:23>> Yeah. So there are so there I there's

14:25kind of two pieces to this uh to your

14:27initial question about ensuring the

14:29implementation of it and kind of the

14:30integrity of what we have here. The

14:32review of the data is really interesting

14:34because it will show us if we have um a

14:38large number of reports in one place or

14:41none in others, right? And like of there

14:45are going there should be reports in in

14:47all of our buildings and not because we

14:49want that type of behavior but because

14:51kids are kids, right? And and and

14:53sometimes they engage in these things.

14:55So I think the absence of and like to

14:58the other end of the continuum will help

15:00us really signal where we need to do um

15:03additional work but probably different

15:05work if we're seeing a large increase of

15:08uh complaints in one building or reports

15:10in one building versus none in another

15:11building.

15:12>> Uh that's that's one piece. Um the other

15:16part I think that's really important is

15:19that is the kind of the data collection

15:21and the feedback from our community. So,

15:23we do have an active um email that

15:26people do use to report all kinds of

15:29issues, but some of them are these

15:30issues. We also have uh a um like kind

15:34of a hotline um where people do leave

15:37voicemails um and those do come directly

15:40to myself and members of our senior

15:42leadership team. Um so, we do get that

15:45feedback right away. Uh we also uh a

15:48little bit different but uh can be

15:49connected partner very closely with our

15:52Malbor Police Department and if they

15:54have to interfere or intervene uh with

15:57our families uh they will share with us

15:59if there is not the issue at all but you

16:01know if there is a a schoolaged child at

16:03home that's important for us because

16:05then we can intercede on their behalf to

16:07make sure the students okay and those

16:09can be for any number of reasons. So, we

16:11do a lot in this space to try to get

16:14information and feedback from our

16:15community to make sure that our children

16:17are safe.

16:18>> Little bit different than what you're

16:19asking, but kind of another side of that

16:21equation, right?

16:21>> Yeah. And then, of course, one more

16:23question. Um,

16:25the tie into the restorative work that

16:27we're doing. So you know if it goes

16:31through the process and it is shown to

16:34be bullying I there are repercussions

16:36for for the both the

16:41the both parties involved all parties

16:44involved. Um

16:46>> is there um a direct tiein to the

16:50restorative work that we're doing? I

16:52know there's more or less depending on

16:54the buildings. there is and I can kind

16:56of look at it from two different

16:57perspectives. Um at the building level

17:00at the at the like individual student

17:02level we are uh still in the process but

17:06we're almost there of finalizing our new

17:08hires for our social emotional learning

17:10teachers that will be really staffing

17:12those restorative centers across all of

17:14our schools. We have them in some now um

17:17but next year we'll have them in every

17:18building which is very exciting. I think

17:20they're going to pay play an integral

17:21role in that. Um but to go to more of a

17:24big picture when we see trends across a

17:27school like recently we've seen at the

17:28high schools some inappropriate language

17:30you know in the written in the bathroom

17:31and that sort of thing uh we don't

17:33minimize any of that and so that's where

17:36groups like our ABAR committee move into

17:38action and start to develop

17:40interventions and resources and

17:41materials that our teachers can use like

17:43in the Panther period uh for instance

17:45and so that's not unique to the high

17:47school we have that opportunity across

17:49our other buildings as well but so there

17:51will be opportunities for both the kind

17:53of schoolwide patterns and trends and

17:56the individual student interventions

17:57through our restorative center work.

18:00>> Okay.

18:01>> Thank you.

18:03>> Um I would also add that I would not be

18:06surprised if it doesn't come up in our

18:07health and wellness committee that's

18:09chaired by Lindseay Castro because that

18:12has been a conversation that we've had,

18:14you know, at different points throughout

18:15the year. Um, we've met a handful of

18:18times and I think it is having a

18:20conversation about how things are going

18:22in each school um, climate. I know Miss

18:26Casey, we had conversations about the

18:27restorative center at the high school

18:28and things that you really wanted to be

18:31doing to really bolster that. So, I

18:33think it's um, there's a thread there

18:36which is really important just to make

18:37sure that we're having the conversations

18:39in multiple spaces to make sure that it

18:41really is across the community. So just

18:44that would be another area I'm sure

18:45that's going to be touched upon.

18:49>> Thank you.

18:49>> Great. Thank you.

18:50>> Do you have received feedback as early

18:53as this morning? So is any changes that

18:55need to be implemented for the bully?

18:57>> No.

18:58>> Eventually?

18:58>> No. Nothing. Nothing significant.

19:00>> Okay. Thank you, Mr. I actually

19:04[clears throat] spoke to the

19:04superintendent about this earlier, but I

19:06was and I'm going to date myself by

19:08using this term, but is there going to

19:10be like a reader digest condensed

19:12version of this 24 pages that's goes

19:14right to what people are going to be

19:15looking for? Because I can imagine I sp

19:18I spent the afternoon reading through

19:19it, but I can imagine some of our

19:21parents who don't speak English

19:23necessarily as well may have a little

19:25trouble going through all this to find

19:26what they want.

19:27>> Almost like um an executive summary of

19:29sorts, which we certainly could do.

19:32Is this available in all languages?

19:34>> It will be. Yeah. Yeah.

19:37>> Some of theology

19:39even the language is very difficult for

19:42understand. Also the other question I

19:44had was um we do have a a bullying

19:47policy.

19:49We call sometimes this is called a

19:51policy and calling it a plan. Where does

19:53this fit? Did we look to see where it

19:54fits into that? Do we have to make

19:55changes in the policy or do we need the

19:58policy? Um well I would say the um

20:01bullying harassment policy is something

20:04that we normally actually take a look at

20:06every year with our legal team. Um they

20:09actually help us on reviewing it to make

20:11sure that it actually meets the u legal

20:13requirements that have been handed down.

20:16And I would say we probably need to do a

20:18review handinhand with both of them to

20:21make sure the bullying policy was

20:23updated fairly recently per you know the

20:26directions that they had given but I

20:28don't think it would be a bad thing to

20:30go ahead and make sure that they're both

20:32in alignment. Um but it was I don't have

20:36the date off the top of my head but it

20:38was I mean we did review it pretty

20:40recently.

20:41>> That's what made me think about

20:43>> Yeah. And I mean this

20:44>> a lot of it's similar too I know

20:46>> right this is the plan so this is purely

20:48more of the executional where the policy

20:50is more of the over overview of things.

20:54Um but we could certainly do that to

20:56make sure that it's all aligning

20:58correctly. Um, it's kind of a little bit

21:00chicken or egg, I think, at this point,

21:02but I I don't I wouldn't have a problem,

21:04I think, once we actually would solidify

21:06with that plan and moving it together

21:08and and making sure that our legal team

21:11feels like it actually is um both

21:14meeting the needs. I think that would be

21:15good because it's not a language that I

21:17think we necessarily speak every day.

21:20And I think to your point, you know,

21:22there's there's some people that are

21:24going to really understand all of that

21:25knowledge a lot better.

21:28That makes sense. So

21:29>> yeah,

21:30>> thanks. Last question.

21:32>> I just wanted to build on that. I think

21:34the suggestion of distilling it down to

21:39key bullets

21:40>> um helps make this as accessible as

21:43possible but also gives you the

21:46superintendent an opportunity um to

21:49demonstrate what I think is equally as

21:51represented in the document which is

21:53everything that is proactive and being

21:55done around expectations of positive and

21:58respectful behaviors. You know, by

22:01definition, a a policy is in response to

22:04something, but I want to make sure that

22:07we keep in balance everything that is

22:09expressed in the document relative to

22:12expectations of fair and equitable

22:14treatment. And should there be um

22:18something that needs to be responded to,

22:21the policy is there in equal weight, but

22:24this document is not just the policy

22:26itself. So I I want to give the team and

22:29the community credit for that in the

22:32collaborative document that we see in

22:34proposed

22:39because I want to make sure that we do

22:41this right from the beginning. Where

22:42would it because it's not a policy which

22:45is in a policy section of our our web

22:48page and stuff. Where would this exist

22:51physically? I mean, where would this

22:53live

22:54>> in our documentation? I guess the

22:56question, if that makes any sense.

22:58>> Yeah, I mean, I think physically it's

23:00housed will be housed on our web page.

23:02Um, but I also envision this being

23:04shared with families in a variety of

23:06ways, right? Beginning of year,

23:08information,

23:10um, emails that we send out through our

23:12communications u person, our schools

23:15being able to discuss this at the open

23:17house so that parents know that, you

23:19know, we have this resource. here's

23:21where it is. That was one of the

23:23important things in thinking about how

23:25do we use it to really kind of

23:26interweave

23:29our resources and supports that we have

23:31in in student services in general. Um

23:34because while it's anchored to bully

23:36prevention intervention, it also

23:38highlights other things that I think are

23:39important for parents to know. So if we

23:41want people to use it, we need to make

23:43it more useful and make it our own.

23:45>> That's makes sense.

23:46>> Yeah, that's well said.

23:49>> That's it. Thank you. Anyone else?

23:52Okay, let's move on.

23:53>> Okay. Um the next item on my agenda for

23:58this evening is um to give a very kind

24:01of highle update on our graduation

24:03standards. Um these are ever changing.

24:06Uh and I don't mean the Malber

24:08graduation standards. I mean the uh

24:10Massachusetts um graduation standards as

24:13it relates to the draft that has been

24:15put together uh from essentially this

24:17think tank that is working with a

24:19variety of groups that represent um um

24:23different um bodies of whether it's MTA

24:28whether it's MASC MASS

24:32department of education right all the

24:33alphabet soup in education all the

24:35different groups that represent uh

24:37different

24:38different stakeholders

24:40um continue to refine and revise what

24:45the governor will eventually put in

24:46place um which we do think is coming

24:49soon just for the record. Uh we are

24:51hearing that we are getting closer and

24:53closer. Um but basically uh the overall

24:56kind of tenants that we shared earlier

24:58in this school year uh with the school

25:01committee and the community around the

25:03graduation expectations haven't really

25:05changed much although the names have

25:07changed a little bit. So we're sort of

25:09calling the same thing something

25:10different but essentially we can expect

25:13graduation standards um in four

25:16different areas. foundational

25:18coursework, end of course assessments,

25:21post-secary planning, right? So, what do

25:24we do after high school? And then what's

25:26being referred to as a culminating

25:28experience, so some type of a capstone

25:29project um or portfolio

25:33that really hasn't changed since the

25:35beginning of our conversations, but

25:37we're sort of calling it some different

25:39different titles now. Um, but

25:41essentially we're talking about things

25:43like uh our program of study and making

25:46sure that we're mass core, which we

25:47already are. The end of course

25:49assessments where there's a lot of push

25:51and pull around boy this feels like

25:54MCCAST but we're calling it something

25:55different. Uh a capstone um or kind of

25:59culminating uh high school project of

26:02some sort. And then the post high school

26:04planning which is all around you our my

26:07cap um completing a FAFSA which is the

26:09financial aid form uh financial literacy

26:12etc. So we haven't changed as much as I

26:16think maybe the narrative is out there

26:18that we have. We're just kind of

26:20relabeled it. Um I think the short

26:23version to this is uh I will speak for

26:26myself and then speak for the

26:27superintendent association of which I'm

26:29very active in. Um but um as a

26:33superintendent of Malboro, I believe

26:35deeply in having very high standards and

26:37expectations and I know the school

26:38committee and our community does too. Um

26:41so uh I don't disagree with what is here

26:43necessarily uh in its entirety. I mean I

26:46think there's kind of nuances to each

26:48one of these things that we could uh

26:50discuss at a much deeper level and I

26:52know we will. Um but I think from the

26:54superintendent association's perspective

26:57uh the MASS has taken a strong position

27:01around supporting uh the high

27:04expectations and standards as well.

27:06However, uh we need to be very

27:08thoughtful about the fiscal implications

27:11that these have on our school systems

27:13and making sure that we are not placing

27:15additional expectations on our districts

27:18without providing the resources from the

27:19state in order to implement these. Uh

27:22now I will say uh Malro was way ahead of

27:25the curve in adopting mass core. Uh so

27:28huge shout out to u everyone around this

27:30table that had a hand in that. Um

27:33because there are places that many

27:34places that have not that are really

27:36struggling with this many

27:38>> um and that just isn't a hurdle for us.

27:40We've already done it.

27:41>> Um we already have a strong business

27:43department. Yes, we need to beef that up

27:45and strengthen it as it relates if you

27:47know having a new expectation on

27:48everybody having to take a financial

27:49literacy course. So I think there's

27:51going to be some implications there. Um

27:53but I know you know we in historically

27:56have had a strong um business team

27:58although I think that team is through

27:59retirements and things is kind of

28:01tricking

28:02>> but um and so there are some places

28:06where where we are ahead of the curve

28:08which is great. Um but just wanted to

28:11make sure to revisit this um keep it on

28:14everybody's radar uh so that there are

28:16no surprises um if and when this is

28:19approved by the governor.

28:22>> I just um you talking about Massore

28:26really was interesting when I um went to

28:28the executive um MASC board meeting

28:33filling in for our division 4 chair.

28:37There was a conversation around the

28:39table about Mascore and I think Michelle

28:42and I were both looking each other going

28:44we're pretty much there you know like we

28:46really did work years ago on making sure

28:48that Marbor was already meeting those

28:50requirements and in so many ways and and

28:54frankly even if we didn't have all of

28:57the spaces available

28:59to fill for that financial literacy

29:02we've had that conversation about how

29:05it's something that needs to happen and

29:06we

29:08We've all been in support for years. um

29:10about the and and I just totally blanked

29:14the day when um the kids

29:17>> no the kids get to come um oh gosh

29:20whatever the literacy the financial

29:22literacy thing with um is it rotary

29:25rotary right

29:27>> that rotary does

29:28>> reality fair thank you it just totally

29:31blanked on me but like

29:33>> those kind of moments are so important

29:35for our students and and we're so

29:38grateful that the opportunity has been

29:40there with reality fair and so much of

29:44the community really has been available

29:47to want to try and support our students.

29:49I think it's like we're there. We may

29:52call it something different.

29:53>> Sure. Ex. Right.

29:54>> But we're all behind it.

29:56>> Yeah.

29:56>> Yeah. So,

29:58>> which is great.

29:58>> Anyway, yeah. Thank you.

30:00>> And the fact that we're doing my cap

30:02already. I mean, we we are ahead of the

30:05curve in a lot of respects with some of

30:08the stuff. Um, but

30:13there's going to be a lot of hardships

30:15around the state if the governor accepts

30:18it kind of in the form that it's at now,

30:21>> right?

30:22>> Um, without leg the legislature

30:25intervening and adding some money to the

30:29pot because

30:31um we'll we'll figure out a way to do

30:34it, but I worry about a lot of other

30:36communities. Yeah, agreed.

30:39>> Just another reason why we choose them

30:40all, bro. Right.

30:41>> That's right.

30:42>> Yeah.

30:43>> Anything else for uh graduation

30:44standards?

30:46>> To be continued.

30:48>> Continued. That's right.

30:50>> Um and the last item on my report this

30:53evening is to uh do a overview of my end

30:56ofear evaluation. Um

31:00before um we walk through this, I just

31:04want to share that while it is my formal

31:08evaluation process, uh this work is the

31:12work of our incredible leaders and

31:15incredible educators that are helping to

31:18drive forward these different um you

31:20know, whether they're projects or uh

31:22initiatives within each of these goal

31:24areas. And so I could not be more proud

31:26of the work that I will share tonight

31:27because it is the work of our team. Um I

31:30just have the pleasure of sharing it. Um

31:32but um it [clears throat] took a lot of

31:35uh a lot of time, effort, and energy to

31:37get to where we are this evening uh in a

31:41short period of time. And uh am

31:43incredibly grateful to everyone who had

31:45their hands uh in this work uh including

31:48of course our school committee. Um and

31:50so um we have a very similar process as

31:55far as how um I had shared my midyear

31:58update um which was just a couple of

32:00months ago. And uh what you will notice

32:03as we start walking through the evidence

32:05for each of the goals is that um we have

32:09our middle-ofear evidence on one side of

32:11our table and our end ofear evidence on

32:13the other side of the table. And we just

32:14I just added a few pieces of I think

32:16high impact evidence to show the work

32:19that had happened that has happened

32:20frankly since since March since we met

32:23to go through this. Um I open with uh

32:27our framework for this year because

32:28while we were waiting for our new uh

32:31portion of a learner and our uh

32:33strategic plan uh which will hear our

32:36final uh draft uh from uh focus schools

32:40and members of our steering committee at

32:42our June 23rd school committee meeting.

32:44Uh this was the theory of action and is

32:47the theory of action that we're using.

32:49Um, and that really is keeping our work

32:51anchored in the what we teach, how we

32:53teach, minimizing those non-academic

32:55barriers and wrapping the adult talents

32:57around the students. All of the work we

33:00have done is anchored back to one or

33:02more of those places. And you might look

33:04at these and say, "Well, that's the work

33:05of a school. If you're not doing this,

33:06what are you doing?" My response would

33:08be right. [laughter] Right. Like, this

33:11is what we're supposed to be doing. And

33:13so it's important to call it out um and

33:15name it because our goal is to help our

33:17students be the best version of

33:19themselves. Like that's the entire

33:20reason we come to work every day. Um and

33:23so I just wanted to just kind of

33:25reaclimate everybody to that. Um as we

33:28start getting into uh the details, uh

33:31the school committee also approved some

33:32evaluation focus standards. Um we know

33:35there are many standards uh with which

33:38the superintendents or against which

33:39superintendents are evaluated. This year

33:41we landed on uh some key focal points uh

33:45for me in my first year to really help

33:48bolster the work around instructional

33:49leadership around the management of the

33:51school system um our family and

33:54community engagement work and then of

33:55course our professional culture. And so

33:58you'll see just like the middle of year

34:00um evidence that each of the evidence uh

34:04components that are for the end of year

34:06are also connected to one or more of

34:09these focus standards.

34:13Um the way that we're going to

34:16essentially look at the final

34:18evaluation, my final final evaluation

34:20this year is sort of in two parts. uh

34:22we'll do all of the evidence uh this

34:24evening and then the student learning

34:26which is really academic achievement and

34:29growth will be presented at the June 9th

34:32school committee meeting. So we did

34:34separate it out um it's just a ton of

34:36information to do all at once. Um, and

34:39we're still in the midst of our end of

34:40year testing. So, we really want to have

34:42all the data together. And so, you'll

34:44see in a couple of places um there may

34:47not be a piece of evidence linked, but

34:50there will be an important upcoming

34:52event that I that I tag in here. Um, and

34:55once we have um those events, those

34:58meetings, I'll actually put the evidence

35:00in here uh because I I think the end of

35:02year evaluation results will be shared

35:05uh publicly on the Michelle June 23rd.

35:08Is that right?

35:08>> Yes.

35:09>> Perfect. So, there'll just be a few

35:10pieces that I'll have to add after this

35:12just because the um the exercise hadn't

35:15happened yet.

35:17Um and again, I I'm not going to read

35:20all of the goals to uh the public.

35:22They're here. Uh folks know what they

35:24are. Um but the first is anchored in

35:27student learning.

35:29We broke the student learning goal down

35:31uh into not just academic outcomes for

35:34kids but also into what does this mean

35:36for our curriculum and what does this

35:37mean for our instruction? What are the

35:39implications on what we refer to what I

35:42referred to in the beginning of the

35:43discussion around the what which is our

35:45curriculum and the how which is our

35:46instruction. So we had very key pieces

35:48of work that we focused on this year to

35:51help accelerate our student learning

35:53outcomes.

35:55And so much like the middle of year on

35:58the left side of the column uh we have

36:00all of the evidence uh hyperl. I added a

36:03couple of pieces for the end of year. Um

36:05and I do want to just touch on these

36:07tonight because I think they're really

36:08important to identify. Um the first

36:11piece um is some work that we are doing.

36:14Uh we have started at the richer school

36:16and we've started at the high school

36:18just recently. Um and I think the school

36:21committee knows our leadership team does

36:23not take the mindset of well we'll just

36:24wait and do it next year. Hence we have

36:27our principal starting Monday and we're

36:29finishing off the year with a new

36:30principal. Um

36:32so have we started our instructional

36:34leadership team development work at MHS

36:37uh that Miss Casey will be at the helm

36:38of along with other uh leaders across

36:41the um across the high school. Um, and

36:44so we're really excited about this

36:46because this will be the blueprint that

36:48we will use for next year as we continue

36:50to build out our instructional

36:52leadership teams across all of our

36:53schools. The reason that team is so

36:56important uh is because those are

36:59educators in our classrooms and across

37:01our building buildings that will be

37:03helping to make our instructional and

37:06learning decisions. So when we think

37:08about things like our school improvement

37:09plans, yes, our school site councils are

37:11still very involved in that. Um, but

37:13these are really the boots on the ground

37:15individuals that are in formal

37:17leadership roles or just want to be

37:19involved in this work that can help

37:21really guide and steer the direction of

37:23the school. I said it earlier tonight,

37:26there's not one of us that wears a cape.

37:29And so the idea is that uh school

37:32improvement work doesn't just rest on

37:34the principal. It is the effort of the

37:36entire school community is every

37:38educator in the classroom and every

37:40student support individual in that

37:41building. And so this really creates the

37:44structure to allow this work to happen

37:47in the teaching and learning space. So I

37:49wanted to highlight that. And I do think

37:51there is a very uh handsome young man on

37:53the front of this picture. They might be

37:55sitting at our table over here.

37:56[laughter]

37:58I don't have my glasses on but I think

38:00that's you

38:02[laughter] famous.

38:04Um so I wanted to uh share that as one

38:07important piece of uh evidence of our

38:09work and how we're getting this work

38:11done. Uh the other piece is connected

38:13directly to um our curriculum review and

38:16this is still very much a work in

38:18progress but it's important to see. Uh

38:20so what we have captured uh for the

38:23school committee and for the community

38:25is really an overview of all of the

38:27curriculum work we've done across our

38:29school system. One of the things we

38:31talked about uh and I spent a lot of

38:33time discussing with our teachers is

38:35this idea of how do we make sure that we

38:38don't get into a situation where we have

38:41too much happening uh all at once.

38:44Right? So we have a a variety of

38:46curricula that we're implementing in a

38:48very uh short period of time. And so the

38:51way to do that is to create a curriculum

38:53review and renewal cycle. We can't

38:55create the cycle until we've established

38:57our actual curriculum map in the from

39:00the historical perspective of when we

39:02adopted and implemented what program in

39:06which content area. Uh that's critically

39:08important. The second piece that is

39:10going to help drive this process is when

39:13our

39:14um expiration date is for the adoption

39:17of these programs. Right? So typically

39:18when you adopt a program, you adopt it

39:21for a five or six year window. it takes

39:23a good two to three years to implement

39:25with fidelity and and then teachers

39:28really need time to make it their own as

39:30they're going through this process. And

39:31so um each one of these curricula areas

39:35will not only have their start date but

39:37would have really like an expiration

39:38date which triggers the year before that

39:41when we should be reviewing this. Um,

39:44and so we are doing this in a very

39:46thoughtful and intentional way with our

39:47office of teaching and learning to make

39:49sure that we don't get into a situation

39:51where we're doing too much too fast.

39:55Um, and then the other two important

39:57pieces of course are the student

39:59learning goal data. So that's looking at

40:01the achievement and the growth results

40:02that I mentioned Dr. Scaza will present

40:04on June 9th. And then we have which I'm

40:07really excited about our endofear

40:09district data meeting. Uh, that's what

40:11EOI is. um where all of our schools

40:14actually present their school-based data

40:16to one another. So, we have members of

40:18our leadership team um in those

40:21meetings. Where this is going, which I'm

40:24super jazzed about, uh we have we're

40:26going to have this conversation with our

40:29um district leadership team at our last

40:31meeting. We will be including members of

40:34our uh student body on these groups. So

40:37we will be developing uh student

40:40leadership teams that are going to

40:41actually have students coming to these

40:43meetings to present our data. So they

40:45will share with us here's what we're

40:47learning, here's what's working and

40:49here's what's not. This is their

40:50experience. So we need to hear directly

40:53from them. Um and so uh we'll be putting

40:55that plan in place for next year which

40:57is really exciting.

40:59Um so again you'll be seeing u more uh

41:03evidence of that as we move forward

41:04through the next uh couple of weeks.

41:08Um the next is our district goal around

41:10staff development and support. And

41:12again, this is sort of a lengthy goal,

41:14but the idea here is to really support

41:16our educators in our classroom around

41:18our road maps uh and how we're utilizing

41:21all of the supports and resources we

41:23have to do that. Um there's so much

41:25happening in this space. You'll see at

41:27the bottom that we actually outlined

41:29here's how we're going to measure some

41:30of this. So kind of be on the lookout

41:32for these things um as we go through the

41:35year. What you'll notice on the

41:37evaluation evidence slide on slide eight

41:40on the right side is updated um samples

41:43of work that have happened since March

41:47that are helping to accelerate the work

41:50around our staff and student

41:51development. Um a lot of this evidence

41:55uh we have recently seen. So things like

41:58our new accelerated learning pathway,

42:00our alternative education opportunities

42:02that we have at the high school, but

42:04also through through our new uh

42:05therapeutic program um at Hilddrth and

42:09our budget. We intentionally included

42:12our budget here because that is the

42:14document, the single document that

42:16actually lets this happen.

42:19Um, right. So, the idea is looking at

42:22how we're spending our resources and

42:24ensuring that our fiscal plan matches

42:26our instructional and our learning plan.

42:28And so, I won't open any of these

42:30because these are resources that we just

42:31looked at uh over the u past few

42:34meetings. Uh, but critically important

42:36as it relates to how we're actually

42:38going to get this work done as we're

42:42looking forward into uh next school

42:44year.

42:47Um the staff in student safety and

42:49well-being as you know is a is a

42:51critically important piece of this work.

42:53Um it is one that most of the updates we

42:56have done we've done in executive

42:57session because they relate to our

42:59safety plans. Um and I think that's

43:01really important. Um but there are a

43:03couple of things that I wanted to just

43:05include as in terms of some new evidence

43:08um here that you can um you can peruse

43:10when you have a moment. Um, we did a

43:14follow-up training on our Rave app,

43:15which is our essentially our Rave panic

43:17button. It's on all of our cellular

43:18devices. Um, and I do want to let um the

43:22community know uh that um we did uh move

43:27forward and get a cell phone for each of

43:29our main office um uh main offices in

43:32our schools. And we did outfit that with

43:35a few important apps that our families

43:37use regularly regularly like our talking

43:40points, our WhatsApp that we use a lot

43:42for communication. Uh we have included a

43:45translation app on there to help real

43:48real time translation for our front

43:49office staff, but we've also included

43:51the Rave app there so that if you don't

43:54have it on your cell phone, we do have a

43:56cellular phone in every main office that

43:58have these apps on them that our school

44:01administrative assistants can use in

44:03real time for any reason. Um I think

44:06that in itself is an important piece to

44:08mention. Um the other piece that I will

44:11mention um just briefly in high level um

44:15we did have a coordinated meeting with

44:17the Massachusetts Emergency Management

44:19Agency MIMA I think I'm getting it

44:22right. Um um they are helping to

44:26coordinate a cross uh departmental um

44:29tabletop drill with members of the

44:31mayor's office, police, fire, DPW,

44:34schools. Uh we requested that so that we

44:37can actually have an inter um department

44:41um exercise where we are able to tease

44:44out how each one of us would respond in

44:46a given scenario. Uh we actually asked

44:49them to walk one of our schools and

44:51create the scenario around that school

44:53so it would be as authentic as possible.

44:55And I want to be clear to anyone

44:57listening at home, this is just for the

44:59adults, this initial phase that we're

45:01going to do in the fall. Um but

45:04eventually we will get to what's called

45:05a tactical drill where we are all going

45:08to be responding to it in real time but

45:10we're not there yet uh one step at a

45:12time. So um that is also uh under

45:14construction as it relates to developing

45:16that but we have selected uh June um

45:18sorry October 9th as a tabletop date uh

45:21for that. So that is uh coming up in the

45:24fall. Um, and I did include uh a uh

45:28safety team summary update that we just

45:31sent out to the Malboro public school

45:33safety team um because it gives a good

45:36snapshot to the school committee of

45:38where we are. Um it really highlights

45:42kind of the strengths of the work we've

45:44done to date and where we need to go

45:46next. So we included that as evidence uh

45:49for you uh for this goal as well.

45:53Um, our district strategic plan, um, I

45:56know is something that we've given

45:58[clears throat] many updates to the

45:59school committee on as we've gone

46:00through, um, the, uh, last few months.

46:04Um, we've had two really important

46:06meetings as of, um, since our last

46:09update. Uh, we had our last

46:11administrative dinner. The P is a

46:13portrait of a learner. It was too long

46:15to get it on here. Um, but sorry for the

46:18acronym there. Um but we wanted to share

46:22our administrative dinner that includes

46:24all of our teacher leaders, our uh

46:26building leadership, so assistant

46:27principles,

46:29etc. Um we had uh about 80 members that

46:33were

46:35I'm really terrible with some of this.

46:36Sorry, I don't know if I Okay. Um, so we

46:39had about uh 80 members um that were at

46:43our last dinner that were uh just

46:45instrumental in giving feedback on the

46:48progress we've made to date and where we

46:50think we need to go next. Um, and so I

46:53know you've heard from Carrie Purcell

46:55who's leading the charge

46:56>> and a tool's on there again. [laughter]

46:58>> He's everywhere.

47:01>> Yeah, I think you're over off to the

47:03side somewhere, [laughter] right?

47:04>> Yeah. Well, the rest of the team's

47:05there. You got to be in there somewhere.

47:09Sorry to interrupt.

47:10>> No, no, it's all good. Um, and so, um,

47:15lots of good work happening in this

47:16space and we'll have this before the

47:18school committee to approve on June

47:1923rd. Uh and I do want to share just

47:22quickly um we had a very important and

47:26robust steering committee meeting uh of

47:28which uh Thor who's in our audience

47:30routinely member of we're very grateful

47:32for uh for Thor's participation and

47:34others who are um we're very much

47:37invested in helping us with this work

47:39really weigh in on these domains uh to

47:42help us decide if like does this feel

47:45right like this is what we heard from

47:47our community is this really the right

47:49uh these the focal points for us. So,

47:51this idea of being connected and

47:52collaborative, independent and

47:54adaptable, um engaged and responsible

47:58and critical and creative thinkers. So,

48:00those are kind of the four domains that

48:01it I think at this point we've really

48:04kind of landed on. Now, we're in the

48:06process of saying what does this look

48:07like at the varying levels and starting

48:10to build out how we actually bring this

48:11to fruition across our schools. Uh so uh

48:15very proud of the work that our team has

48:17done in that space

48:19and the last goal is around the new

48:22richer school. Um again it's just a

48:25significant amount of work uh done in

48:27this space as well. Um and the project

48:30is moving full steam ahead. Um, one of

48:33the pieces that I just wanted to

48:35highlight, um, and I'll pull up, um, and

48:38as a shout out to John Fletcher, our

48:40director of special education, Lisa

48:42Richards, uh, myself who spent a lot of

48:45time going through our special special

48:47education delivery, um, and really

48:51making sure that this matches and

48:54mirrors the vision that JOD has put

48:55forward for special education across our

48:58school system, but specifically as it

48:59relates to the richer school and ensure

49:02ing that we have the right um delivery

49:04methodology in place for the new richer

49:06building. We know it's be 950 students

49:08so it's a much bigger uh school. Uh and

49:11so uh this has been vetted uh through

49:13Jody, John, Lisa, myself and making sure

49:17that it captures all the programmatic

49:19pieces that it needs to. Now we got very

49:21little feedback on this which is a good

49:24thing. [snorts]

49:24>> Um actually I think on most things we've

49:26had very little feedback recently on

49:28>> it's been a pretty smooth process knock

49:30on wood. So yeah.

49:32>> Um again speaks to the team that's at

49:34the helm of doing this work.

49:35>> Yes. Very accurate.

49:37>> Yeah.

49:38>> Um and then the other piece uh is the

49:40draft uh schematic um design. Um, and I

49:45know the school committee has seen uh

49:46versions of this before and we'll see

49:49versions of it again uh on June 9th at 6

49:52p.m. when we have another uh public

49:54[clears throat] hearing

49:55>> um from our architects and OPM and

49:58members of the school building

49:59committee. Um so this project is right

50:03on track uh with where we're supposed to

50:05be. And again, we had a meeting last

50:07week with MSBA and had like zero

50:10questions and it was ref was actually

50:13even commented on the next day. We had

50:14another meeting with MSBA where they

50:15actually had said to the mayor like this

50:17doesn't happen. [laughter]

50:19>> So,

50:20>> yeah,

50:20>> we've been very fortunate. So, kudos to

50:23the OPM and and all the team that's on

50:26the uh committee. So, it's been meeting

50:28after meeting after meeting, but it's

50:30worth it in the end. So, it's very

50:33exciting. June 24th will be the vote for

50:36MSBA. So all systems are go for that.

50:40>> Great.

50:41>> Yeah.

50:43>> Um and um that is it for my evidence

50:47update for end of year. Um and then like

50:51I shared it uh the next school committee

50:53meeting will have the student NWA

50:55achievement and growth data.

50:57>> Excellent. Anything else for

51:01>> I'll just add that you should all have

51:03gotten too many emails from me with

51:06various iterations. Well, I sent it

51:09through the portal and then I looked at

51:10it and it was all like wonky. So, I had

51:12to resend. [laughter]

51:13You should all have the uh form

51:16>> and um

51:20>> yeah, get it back to me June 12th.

51:22Right. This is the evaluation form that

51:25all school committee members need to

51:27fill out regarding the superintendent's

51:29performance for those viewing at home

51:31that are not aware of what is being

51:33discussed. So,

51:35>> yes,

51:35>> the only thing I would say um for for

51:38those of you that weren't necessarily

51:40able to actually go to the um financial

51:44subcommittee meeting where our budget

51:46was coming up in front of the city

51:48council. I would just say please take a

51:52look at it only because really want to

51:54give you compliments. the presentation

51:58that you all made um was very

52:02wellreceived

52:03and um commented on and for the many

52:06years that I have been a part of this

52:08committee and I've gone to those

52:10meetings um that frankly was the first

52:13time I've ever heard um

52:17such positive comments about uh the

52:20budget that's being presented and um

52:25clearly

52:27that you had done your homework, which

52:29which of course you have. But I mean, it

52:31was just um I was really proud sitting

52:35there and watching you guys present and

52:38um it it really made me feel really

52:42good. So, I'm really I'm I'm grateful

52:45for all of the work that so many of you

52:47all have been putting forth on um moving

52:50us forward and getting things in place

52:53again um to make sure we're doing the

52:55best that we can on all kids uh for this

52:58community. Um but and as well, you know,

53:02thank you to the mayor for your kind

53:04comments about all of the hard work

53:06that's been done. Um, and to your point,

53:09Jay, it's it's not one. It's a community

53:12of us. There's just not one person

53:14wearing a cape. It's everybody working

53:15together and making sure we're having

53:17some tough conversations

53:19>> um to move things forward. But I really

53:21wanted to call you all out. And you talk

53:23about the budget overview.

53:25>> That's key.

53:25>> Yeah.

53:26>> And it's making sure we're working with

53:27the mayor and the city council to have

53:31everything in place. So, thank you.

53:33>> Thanks. We have an great team.

53:36>> We do. I'm very grateful for that. Uh,

53:39anything else?

53:44All righty. Um, school business manager,

53:47Mr. Muhammad. Go ahead.

53:48>> Thank you, Mr. Mayor. Um, the only item

53:51I have on my agenda is transportation.

53:54Actually, there's two parts to this. Uh,

53:57first one is a current transportation

53:59situation report, and the other one is

54:02for the upcoming school year planning

54:05report. Um so for the current

54:08transportation situation um NRT

54:11negotiation team has as as you know uh

54:14NRT has been negotiating with their

54:16drivers. So their team is um has

54:19remained in active communication

54:21throughout the weekend. They're still

54:23communicating with them. Um there's an

54:26agreement appears to be um closed, but

54:30um the district is planning it will and

54:33will continue to communicate with

54:35everyone. And over the past week or so,

54:38we've been planning and making sure that

54:40NRT has a comprehensive plan in place in

54:44the event of a work stoppage. Um making

54:48sure the coverage drivers and staff are

54:51ready to step in if needed. Um also

54:54fortunately there was no strike today um

54:58and the the drivers reported today but

55:02uh since there is uh there isn't an

55:05agreement finalized

55:07um we are continuing to closely monitor

55:09the situation and um we uh we remain

55:12hopeful that an agreement and a a

55:15resolution will be reached soon.

55:18Um that was my current update for the

55:22transportation. Uh and for this for the

55:25upcoming school year transportation

55:28update following up on um our previous

55:32reports. Um the district continues

55:34proactively planning for the

55:35transportation needs for the upcoming

55:38school year. And as part of this effort,

55:41we've identified

55:43um number of streets that will be

55:46removed from the walking zones. And with

55:48this report, I've provided a list of all

55:50the streets um that we will be removing

55:54from the walking zones. Uh just a quick

55:56note on that there is a total of 105

56:00streets that's listed there but due to

56:04the proximity of middle school and high

56:06school um 18 of those streets overlap so

56:09there's some duplicates in there. So the

56:11actual total of streets being removed is

56:1487. Um that's still a lot. So uh and we

56:18are actively verifying student address

56:21data to ensure accuracy. Um and our

56:24current approach right now is focused

56:26mainly on a smooth and efficient

56:29registration process. Um so we are

56:32anticipating approximately 75 to 80% of

56:37um current riders that will roll over to

56:40next year and um which provides a stable

56:44baseline

56:45um for our planning and at the same time

56:48we're looking at new writers

56:51um and um through multiple channels

56:57as for instance kindergarten students

56:59are are are being captured as part of

57:01the registration process. And we're also

57:04currently identifying the risers, fifth

57:07grade to sixth grade risers and 8ighth

57:09grade to 9th grade writers um students

57:13um who may become eligible for

57:16transportation. So for families of newly

57:20identified students um eligible students

57:24u communication will be sent out to them

57:27by the end of this school year. So they

57:30can um providing an option to opt out of

57:33transportation. So everyone will be

57:36registered in um the eligible students

57:38will be registered in transportation um

57:41unless they opt out. Um and as we move

57:46forward our goal is is to finalize

57:48accurate data and ensure clear

57:50communication uh with everyone. So um we

57:54will be working with NRT

57:56um with the expectation that after the

58:01summer school program we'll roll over

58:03the data and they can take that and uh

58:06create bus routes. We'll give them about

58:08a week or two so we will be post so they

58:11can post the bus routes by August 10th

58:16um allowing families uh ample time to

58:18plan for the um start of the school

58:21year.

58:22Um, so these efforts reflect a

58:24coordinated and proactive approach to

58:27ensuring a well organized start to

58:29transportation services for the upcoming

58:32FY27 school year. Um, and with that,

58:36I'll be happy to answer any questions.

58:38And that's that's all I had on

58:41transportation

58:43>> questions. Uh, thank you for the overall

58:47proactive uh, update. That's great to

58:49see. Um just curious if you know if you

58:52don't you can let me know afterwards. Do

58:54you know roughly how many students that

58:5787 streets reduction in walking zones

59:00translates to in terms of students with

59:02access to busing now?

59:04>> Yep. So currently we have about 189

59:07students that we've identified. Um but

59:11that's subject to change because we're

59:13still working through those. Yeah.

59:16>> Yeah. Yeah. I mean, it's 5% of the base

59:18rip and tough. So, that's I mean, that's

59:20great.

59:20>> Yeah.

59:21>> Nice.

59:23>> Uh, I'd just like to clarify for those

59:25streets that it is streets that are for

59:29grades 6 to 12. So, this is impacting

59:31Wickham in the high school. For grades 6

59:33to 12, the walking zones were very, very

59:38wide, much wider and larger than the

59:40areas for elementary. So, for instance,

59:42if we had a fifth grader at Good Now who

59:45was in a on a street that was busing

59:49as a sixth grader going into next year

59:51at Wickham, that street could have been

59:52a walking street. So, we're looking for

59:54consistency

59:56across the board on if it's an element,

59:58if at the elementary level it's a street

1:00:01that they're bust, then we're going to

1:00:03bust them at the um at the secondary

1:00:06level as well.

1:00:07>> Right. So, consistent. So the um

1:00:08elementary are those streets are all

1:00:11remaining the same. So this expansion of

1:00:13busing is for 6 to 12 where we have the

1:00:16capacity.

1:00:17>> Thank you.

1:00:21Good. Good. Good.

1:00:22>> I just have a question. It's not on your

1:00:24agenda, but I presume in the next one

1:00:27you'll be able to let us know about um

1:00:29the free meal programs in the

1:00:31summertime.

1:00:32>> Oh yeah.

1:00:32>> Where they're going to be located.

1:00:34>> I'll give you an update on that. Yeah.

1:00:35>> Perfect. Sure.

1:00:36>> Thank you.

1:00:36>> Thank you. All right, let's move on

1:00:40to public comment. Is there any public

1:00:42comment?

1:00:44Going once. Public comments. Come up to

1:00:47the podium. State your name and address,

1:00:49please.

1:00:55Mayor, good evening. Uh Kevin Muli, 58

1:00:58Bridge Road here in Malboro. Um,

1:01:01I'm here tonight to speak on behalf of

1:01:03myself and my wife Kelly in support of

1:01:05the bullying prevention and intervention

1:01:07plan put forward by Superintendent

1:01:08Defalco.

1:01:10We also want to thank the superintendent

1:01:12and their mayor uh and the mayor rather,

1:01:14sorry, for their leadership on this and

1:01:16other issues related to overall school

1:01:18safety. Just the idea that in presenting

1:01:21this plan tonight, the superintendent

1:01:22also discussed relevant data is

1:01:24significant. As simple as it sounds,

1:01:27it's not something that was done in

1:01:292022, nor 2024. And as all of you know,

1:01:33before 2022, the plan was last done in

1:01:362014, 2015, despite being required by

1:01:40law to be reviewed every two years. In

1:01:42fact, it appears the only other time

1:01:44that any process like that was conducted

1:01:46was when the plan was put together in

1:01:482010.

1:01:50While this plan is not perfect, no plan

1:01:52is, it represents a significant

1:01:54improvement over the district's past

1:01:56plans. No longer is this a copy and

1:01:58paste document from DESIE. It now speaks

1:02:01to Malber.

1:02:03In addition, from the interactions with

1:02:04the superintendent, many things similar

1:02:07to what we have been asking for for

1:02:08years, unrelated to bullying

1:02:10specifically are now in the works or

1:02:12under consideration. From our most

1:02:15recent conversation with the

1:02:16superintendent, it's clear that numerous

1:02:18voices, and you heard about it tonight,

1:02:20had input in the updating of this plan.

1:02:23And we know that even after that

1:02:25meeting, he was planning to seek more

1:02:26input. You heard about it. He received

1:02:28input as as late as this morning. This

1:02:31is something we have been asking for

1:02:33since 2022

1:02:35in which the district routinely

1:02:36discarded with members of this committee

1:02:39telling us things like there's no time

1:02:41to do a comprehensive review and that

1:02:43this is the superintendent's plan.

1:02:46First, there was plenty of time to

1:02:48conduct a comprehensive review,

1:02:50particularly in 2024 when we had first

1:02:52asked for it in 2022. Two years is

1:02:55plenty of time to do a comprehensive

1:02:57review. Second, this plan doesn't just

1:03:00belong to the superintendent, any

1:03:02superintendent or any one person. This

1:03:06plan belongs to all of us and it

1:03:08requires that we all play a role in

1:03:09ensuring that is carried out in order to

1:03:12keep students safe.

1:03:14The superintendent said it and I

1:03:15couldn't agree more. I made a note

1:03:17coming in here.

1:03:19This is supposed to be a living,

1:03:21breathing document. It has to be a

1:03:23living, breathing document. This isn't

1:03:25something you just do and then put on a

1:03:27shelf for two years and come back if you

1:03:30remember to look at it again. What's

1:03:33truly remarkable to my family is that

1:03:34the superintendent has done this in less

1:03:37than one school year when we spent years

1:03:39begging superintendent and members of

1:03:41this very committee to do just this.

1:03:49There's a lot more that I want to say.

1:03:52There's a lot more I'd like to say, but

1:03:53I'm not going to.

1:03:55The one thing that I will ask before you

1:03:58vote on this tonight, and even after you

1:04:00vote on this tonight, when you go home,

1:04:02is think about why.

1:04:05Why now?

1:04:07Why not two years ago? Why not four

1:04:10years ago? What changed?

1:04:15I would just ask you all to think about

1:04:19why it took so long.

1:04:23It's really difficult to sit here, stand

1:04:25here, kind of infuriating actually to

1:04:28know that we spent four years asking for

1:04:31this and it was only after our children

1:04:33left this district that a superintendent

1:04:36finally acted in this way.

1:04:38Mr. Mayor, superintendent, thank you.

1:04:40Again, we would urge everybody to

1:04:43support this plan. Thank you.

1:04:44>> Thank you.

1:04:47Anything else for public comment?

1:04:51Anything else for public comment? Going

1:04:53twice.

1:04:56Any other public comment? For the last

1:04:58and final chance for public comment.

1:05:02Seeing that, I will close the public

1:05:03comment. Moving on to acceptance of

1:05:06donations and gifts. We have box tops

1:05:09for education for students and

1:05:10activities at Wickham for $8.40.

1:05:13>> Motion to approve. Motion to approve on

1:05:17the table and seconded. Questions,

1:05:18comments, concerns? Seeing none, all in

1:05:21favor? Motion carries. Special Olympics.

1:05:24Special Olympics funding for Whipcom

1:05:26students for $500.

1:05:28>> Motion to approve.

1:05:29>> Motion on the table to approve and

1:05:31seconded. Questions, comments, concerns?

1:05:33Seeing none, all in favor? Motion

1:05:35carries. Thank you. Project Lead the

1:05:38Way. It's PLTW biomed science programs

1:05:41for 2627. It's a grant for $14,000.

1:05:45>> Motion to approve.

1:05:46>> Motion to approve is on the table and

1:05:48seconded. Questions, comments, concerns?

1:05:50Seeing none, all in favor? Motion

1:05:52carries.

1:05:54And last, Okconor Portra for students

1:05:57and activities at good now for $1,940.

1:06:01>> Motion to approve.

1:06:02>> Motion is on the table and seconded.

1:06:04Questions, comments, concerns? Seeing

1:06:06none, all in favor? Motion carries.

1:06:09Thank you very much. Moving on to the

1:06:11action items and reports.

1:06:14AI policy vote. I almost said A1. I'm

1:06:17glad I didn't. [laughter]

1:06:19>> Thank you. Um I you have the policy

1:06:23before you. AI policy that we presented

1:06:26last meeting for a first read. Um, I

1:06:31think this is about as comprehensive as

1:06:35we can be at this point and I think it

1:06:37is something that we're going to need to

1:06:40keep a pulse on it and probably just

1:06:43>> uh keep moving forward. Um,

1:06:46>> this is changing.

1:06:47>> Yes, it is.

1:06:48>> Right before us, but

1:06:49>> the technology,

1:06:50>> right? Exactly. Um, but I'd like to make

1:06:52a motion to approve.

1:06:55>> Motion's on the table and seconded. Any

1:06:56questions, comments, or concerns? Yes,

1:06:58Miss Michelle.

1:07:00>> So, I was a little bit of a naysayer

1:07:02going into your process. Um,

1:07:06curious how you were going to pull it

1:07:08off, but I was very impressed. Um, I do

1:07:11have some questions kind of not so much

1:07:13about the policy, but more about

1:07:15implementation.

1:07:16So, um, how are the staff going to be

1:07:20trained on this?

1:07:22Um, how are students going to be trained

1:07:25on this? How are we going to ensure that

1:07:29students in classes with teachers who

1:07:31don't use AI

1:07:33will have equal access to be allowed to

1:07:36use AI

1:07:38if I mean one of the tenants of it is

1:07:42that the teacher has to give permission

1:07:44right

1:07:44>> and if there's we know that not all

1:07:48staff are going to be using it. So if a

1:07:51staff person isn't using it, are they

1:07:54going to give permission for students to

1:07:57use it? [clears throat] And if not, then

1:07:59that's not equitable.

1:08:01>> So I was going to say I think that I

1:08:04mean very very valid questions and those

1:08:07were some of the questions that we had

1:08:09around the table. Um, part of it I and I

1:08:13would say and then superintendent,

1:08:14please please speak up if I'm going down

1:08:17the wrong direction here, but I think

1:08:19part of it was knowing that we needed to

1:08:22start putting a policy in place to allow

1:08:24some of those conversations to also take

1:08:27place. And um, Mr. Henry had really

1:08:31done, I think, a yman's job on trying to

1:08:34have many of those initial

1:08:36conversations, had many conversations

1:08:38with the MEA. um had conversations with

1:08:42um many of the building principles and

1:08:45um many of the students to really kind

1:08:47of talk about all of those issues. I

1:08:50don't think it's going to be it will

1:08:52boilerplate look like this because to

1:08:54your point, not everyone's

1:08:57um going to use it and I think um it was

1:09:02from a standpoint that human first,

1:09:05right? Is that fair, Mr. Thomas? I mean

1:09:09I think and and and a focus on it needs

1:09:12to be human first.

1:09:14>> Um and we also were talking about uh I

1:09:19think when we were when we were going

1:09:20through with the the principal search

1:09:23process really talking about needing to

1:09:25have conversations around um academic

1:09:29responsibility on how things would be

1:09:32approached. And so putting kind of rules

1:09:35in place so that everyone everyone was

1:09:38on the same page about how to first

1:09:41approach you have to have the knowledge

1:09:44base first in here before you can do the

1:09:47other things. So um I don't know that

1:09:50there's an exact process but I think

1:09:52it's it's putting this in gear to then

1:09:56allow you to have more of those

1:09:58conversations on a broader issue.

1:10:01>> Yeah. And my my question wasn't really

1:10:03to the subcommittee because you did your

1:10:06job.

1:10:06>> Yeah.

1:10:07>> Now it's your job,

1:10:09>> right? And I know this is a process and

1:10:11we needed to set some parameters, some

1:10:14guard rails, some common language, some,

1:10:17you know, we needed to do this. I I

1:10:20>> I'm pleased with the result. Um,

1:10:25>> and I don't expect you to answer the

1:10:27question right now, but it's a great

1:10:29question and it's important.

1:10:31>> Yeah.

1:10:32>> To get it right in real life.

1:10:36>> Yeah. Could not agree more. And I think

1:10:38one of the things that really created

1:10:40some urgency around this for us is um

1:10:44just my sense whether whether our

1:10:48teachers are necessarily using it or not

1:10:51the students are in some capacity and

1:10:54that's just by the sheer nature of

1:10:56whatever search engines they're using

1:10:57now right most of it is AIdriven at this

1:11:00point uh if not all of them um and so it

1:11:04it obviously has a very heavy presence

1:11:06from that perspective. Uh but one of the

1:11:09things that was really important to us

1:11:11in developing this was to make sure uh

1:11:14that it wasn't just the academic

1:11:16integrity issue because that tends to be

1:11:18what is what comes up the most often but

1:11:20are some of the other things that we're

1:11:22seeing happen happening with AI across

1:11:24our not Malboro schools but just schools

1:11:26across the Commonwealth where you know

1:11:29we're connecting it back to our other

1:11:31issue from earlier where children are

1:11:32using it to mistreat one another

1:11:35>> um and and you know and and that sort

1:11:38you know, inappropriate behavior, those

1:11:39kinds of things. And so, we had so many

1:11:42robust conversations about where AI is

1:11:45going. We talked a lot about how uh

1:11:48teachers can use it, how students can

1:11:52use it. We talked about the positive

1:11:54impacts and negative impacts. Uh we even

1:11:56went as far as discussing some of the

1:11:59more sort of startling, jarring things

1:12:01where people are developing like

1:12:03friendships and relationships with with

1:12:05these bots and like how do we prepare

1:12:06for that? Uh it's here. It's already

1:12:09here. So we're not going to pretend like

1:12:11it doesn't exist.

1:12:12>> I think to your like direct question,

1:12:17it was not a challenge for Chris Henry,

1:12:20our director of instruction, to get a

1:12:21group of educators together to talk

1:12:23about this.

1:12:24They really are like were eagerly

1:12:27anticipating these discussions and

1:12:30wanted some guard rails to think about

1:12:32like how do we use this correctly um for

1:12:36not just academic integrity but beyond

1:12:38like what does this mean for our for our

1:12:40for our teaching and learning. You have

1:12:42whole schools now you probably saw

1:12:44Boston you know approaching the Boston

1:12:46school committee to approve the first AI

1:12:49school like the entire school is driven

1:12:51by artificial intelligence. Um, and so

1:12:54that was a big thing in the globe

1:12:56recently like so it's I mean it's here.

1:12:58So I think this takes a good kind of

1:13:01shot at developing an overview of

1:13:03putting the student at the center. I

1:13:06think the professional development and

1:13:07the training for the educators around

1:13:09that is clearly that's what's coming

1:13:11next. But we have people who are eager

1:13:14to a lead some of this and just look at

1:13:17some of the tools and resources that we

1:13:19should frankly we probably shouldn't be

1:13:20using in our classrooms to help

1:13:22accelerate some of the learning

1:13:24experiences of our students. Um but also

1:13:27how do we teach the students to leverage

1:13:30the tools on their own

1:13:33>> because

1:13:35they're going to be entering a workforce

1:13:37and a higher education where that's what

1:13:40other kids are doing. So we have to

1:13:42prepare them for that. So we're taking

1:13:44that next step and thinking about what

1:13:45does that professional development need

1:13:47to look like. We have thankfully we have

1:13:48a really robust PD committee. Um and I

1:13:51know this is going to be one of the

1:13:53major topics that they're going to be

1:13:54discussing. Um when we went through the

1:13:57iteration uh the couple of iterations of

1:14:00this we had at our uh district

1:14:02leadership team meeting our

1:14:03instructional technology specialists.

1:14:06Um and we we asked them like give us

1:14:08your this is your world like give us

1:14:10your insight and your input on this. So

1:14:12we had other members at our leadership

1:14:14team meeting to help provide uh insight

1:14:16around the policy. The reason that's

1:14:18important because to your question like

1:14:19the training piece of it like these are

1:14:21the experts in the field that can help

1:14:24train on some of on some of the policy

1:14:26language. So there's definitely going to

1:14:28be a big roll out that will come um

1:14:32with how we implement this.

1:14:34>> Thank you. Any

1:14:37other questions for

1:14:39There is a motion and second.

1:14:41>> There it is.

1:14:42>> Any further discussions?

1:14:44All in favor?

1:14:46>> Motion carries. Thank you.

1:14:48>> Thank you.

1:14:49>> Moving on to memorandum of agreement

1:14:51between Marro School Committee and the

1:14:52Marro Educ Educators Association.

1:14:57>> Move to approve.

1:14:59>> Seconded. It's on the table. Any

1:15:01questions, comments, or concerns? Seeing

1:15:03none, all in favor?

1:15:05Motion carries

1:15:08and the bullying prevention intervention

1:15:11guide.

1:15:13>> Move to approve.

1:15:15>> Is on the table and seconded. Questions,

1:15:17comments, concerns?

1:15:20All in favor?

1:15:23Motion carries. Thank you. Thank you for

1:15:26everyone who worked on that. I know it

1:15:27was a lot, but it was well worth it and

1:15:29the wait. Moving on to reports of school

1:15:32committee subcommittee. Anything?

1:15:37Nothing. Nothing. Seeing none, moving

1:15:40on. Members forum.

1:15:43Yes.

1:15:44>> Um, I've reviewed the warrant and I will

1:15:46be signing that tonight.

1:15:47>> Excellent. Anything else from members

1:15:49forum?

1:15:50>> Yes. M.

1:15:51>> Uh, wanted to highlight uh the great

1:15:54work of our eighth graders at Wickham in

1:15:56their city civics projects. I think uh

1:15:59some of you if not all of you uh as well

1:16:01as the city council were reached out to

1:16:03by um teachers and students uh

1:16:06passionate about various issues and I

1:16:09think the net of this experience was

1:16:11helping to connect um wanting to see

1:16:13change in your community with what um

1:16:15the civic advocacy process looks like

1:16:17that culminated in a great uh workshop

1:16:20throughout uh this past Friday at

1:16:23Wickham. So, I want to just acknowledge

1:16:26um maybe some uh local uh soon to be

1:16:29civic leaders that could be sitting in

1:16:30these seats someday. So, thank you for

1:16:32that.

1:16:35>> Anything else for members forum?

1:16:38>> I'll just do a show. Oh, go ahead.

1:16:39Sorry.

1:16:41>> We um [clears throat] I attended the

1:16:43seventh grade concert. I was extremely

1:16:45impressed by the number of kids we had.

1:16:48It's just if I had that many kids when I

1:16:50was teaching, I'd still be teaching

1:16:51probably. It's just enormously proud of

1:16:54them in the audience. I'm going to give

1:16:56the audience kudos too because a lot of

1:16:58times the audience and those things

1:17:00because bunch of kids who sometimes

1:17:02don't have to do that sort of thing.

1:17:04Sometimes the audience is not quite as

1:17:06receptive. This audience was they

1:17:08supported those kids every I've never

1:17:10seen an audience who talked when there

1:17:12was no nothing going on. The minute

1:17:14those kids started playing or singing

1:17:16that audience just stopped talking and

1:17:18it's I've never seen that in my life as

1:17:19a teacher happening. Matter of fact, I

1:17:21used to joke a lot of my schools that it

1:17:22must be the fifth row back is the

1:17:24official talking section because

1:17:25[laughter] everybody back there would

1:17:26talk. But it was fantastic. I plan on

1:17:28going to I think tomorrow night's the

1:17:29eighth grade, seventh. Yeah, eighth

1:17:31grade is tomorrow night, right? And I'm

1:17:33going to go to the that as well. But I

1:17:34just have to say I was just super

1:17:36impressed as a teacher of that age level

1:17:39sitting there and watching all those

1:17:40kids on the stage and it was just

1:17:41fantastic.

1:17:42>> That's great.

1:17:43>> Fantastic.

1:17:44>> Thank you.

1:17:45And I think since our last meeting was

1:17:47the Jazzfest, which was also incredible.

1:17:51It was

1:17:52>> It was great.

1:17:55>> Anything else for me for him?

1:17:57>> Um, just that we don't meet again until

1:17:59after graduation. So, see you guys all

1:18:02on 67.

1:18:04>> Okay.

1:18:05>> 67. Oh, jeez.

1:18:06>> Work in education. You get [laughter]

1:18:07it.

1:18:07>> 67 at 11.

1:18:09>> At 11.

1:18:11>> That's right. Graduation.

1:18:12>> Congratulations, seniors. Mr. Mayor, I

1:18:15just wanted to remind the committee that

1:18:17next Friday, June 5th, is the second

1:18:19annual unified game day

1:18:21>> in collaboration with this uh Special

1:18:23Olympics and the opening ceremonies will

1:18:27be at 10:00 in the um high school

1:18:30fieldhouse. And then from there, um we

1:18:33do have the early childhood center

1:18:35joining us uh this year as well as the

1:18:37Crossroads, which is a private special

1:18:39education school in Malbor are also

1:18:41joining us.

1:18:41>> That's great. So after opening

1:18:43ceremonies at 10, the early childhood

1:18:46center uh will be um their activities

1:18:49will be in the fieldhouse. The

1:18:51elementary schools will be on the track

1:18:52and middle school and high school

1:18:54students will be on the baseball field

1:18:56and that will be from 10:30 to 12:30 um

1:18:59rain or shine. And uh we would love to

1:19:01see um anybody, you know, community

1:19:04members, school committee members, uh

1:19:05everybody is welcome to come and cheer

1:19:07them on.

1:19:08>> Great.

1:19:08>> And it is on the district website.

1:19:11Perfect.

1:19:12>> With the details.

1:19:13>> So, opening sum was at 10:00.

1:19:16>> Yes.

1:19:16>> Perfect. And then Ma High Fieldhouse.

1:19:19>> Correct.

1:19:21>> Just want to make sure my notes are

1:19:22correct.

1:19:25Okay.

1:19:26Anything else for members for

1:19:30I told I already checked in. We're good.

1:19:33Nothing else. Okay. You know what I

1:19:35need?

1:19:35>> Move to adjurnn.

1:19:36>> Move to adjourns on the table and

1:19:38seconded. All in favor of adjourning.

1:19:42It carries. We adjourn at 850. Thank you

1:19:44everyone.