2026-10-13 - School Committee

0:02Good evening everyone. Today is Tuesday,

0:05October 13th and we are at the Malboro

0:07Public School Committee meeting. The

0:09time is 7:31 and I call the meeting to

0:11order. I'd like to remind everyone that

0:13we are being taped and streamed by

0:15WMCTV. Again, everyone rise for the

0:17pledge of allegiance, please.

0:22>> I

0:22>> I pledge algiance to the flag of the

0:25United States of America and to the

0:27republic for which it stands, one nation

0:30under God, indivisible, with liberty and

0:33justice for all.

0:36>> Thank you everyone. I'll dive in. First

0:40up is the Karuno trip presentation. They

0:42are actually not going to be here

0:43tonight because they will be here next

0:45week. uh next school committee meeting

0:46with the actual exchange students from

0:49Japan. So if we could

0:51>> motion to table

0:52>> motion to table.

0:54>> Motion to table is seconded. Uh any

0:57questions, comments or concerns? Seeing

0:58none. All in favor of table and

1:00presentation. It is so tables.

1:02I'm really looking forward to next

1:04school committee because of that. Sounds

1:07like a great trip. Moving on to student

1:09advisory committee presentations.

1:12So who's up first?

1:17No pressure.

1:21>> Okay.

1:21>> Hello.

1:23>> Go ahead.

1:23>> Go ahead. Just see. Make sure the green

1:25button is on.

1:27>> Okay. Hi everybody. Can you everybody

1:28hear me?

1:29>> Yes.

1:29>> All right. Amazing. So, good good

1:32evening everyone. My name is Felicia

1:34Wonga and I am a senior at Marbor High

1:37School. I am so excited to be part of

1:40this lovely committee today and to be

1:42representing the senior student voice at

1:45my school. But just like you're

1:47experiencing this new change of having

1:49me here, um so has MHS been experiencing

1:53some new changes

1:57and

1:59we've experienced a lot of changes this

2:01year. Um the introduction of the eighth

2:04graders along with like a non-rotating

2:06schedule. Um, we have a reduced study

2:10hall with the expectation of taking

2:12three APs. We have a like we can't have

2:16non we can't have personal computers

2:19anymore. And honestly, this is just the

2:21beginning. In today's meeting, I want to

2:24take the time with you to cover to cover

2:26some of these changes with the responses

2:29I received from a survey.

2:31um a survey in which I went all around

2:33MHS speaking to various seniors,

2:37teachers, guidance counselors, and staff

2:39members about the way they feel about

2:42the school year.

2:44Originally, I started with the senior

2:46class, but upon talking to others, I

2:49realized the best way to represent this

2:51topic that I need to view it

2:53holistically in the eyes and the shoes

2:55of everyone experiencing it. That's why

2:58I interviewed approximately 50 MHS

3:02seniors and 15 MHS staff members,

3:06including Miss Casey right here, who is

3:09the MHS principal. Behind me is the list

3:13of questions each interviewe uh

3:16received. They were asked, "What were

3:18you expecting to happen this senior

3:21year? How do you feel about the changes

3:23this school year? and what are your

3:25suggestions for the future?

3:29Next slide. Um, one of the biggest

3:32changes was the introduction of eighth

3:34graders through MHS's accelerated

3:37program, which brought upon the

3:39non-rotating schedule. In previous

3:42years, the schedule would be laid out so

3:44you would drop a class every single day.

3:46But the new schedule, students attend

3:49all their classes. They no longer drop

3:52one. When discussed with various people,

3:55the majority response was more negative

3:58than positive. Many stated how the

4:01shorter class periods contributed to

4:03burnout, to stress, and less time in

4:06between class periods. I understand that

4:10the shorter in-class the shorter in

4:13between class period time is something

4:15that

4:17had to happen because of like state laws

4:20and stuff like that. But the thing is is

4:23that there was also the thing of just

4:25like

4:27we have this non-rotating schedule

4:29because of the various opportunity

4:32programs that we have at MHS like the

4:35EMT program. We have educational

4:38opportunities at good now and wickcom.

4:40We also have a new program that is a

4:43co-op with aset.

4:46Currently there is eight students who

4:49after taking their required classes

4:51spend the rest of their day after lunch

4:53going to aset involving themselves into

4:56cosmetology and electrical programs. So

5:00when they graduate alongside their high

5:02school diplomas they will also receive a

5:05certificate in that trade. Similarly,

5:08there is also a handful of students who

5:10are also taking the chance after lunch

5:12to head over to Good Now Elementary and

5:15Wickcom Middle School to be in

5:17classrooms and learn what it means to be

5:19a teacher. And there's also our lovely

5:22EMT program where students can also

5:24learn about what it means to really be a

5:28first medical emergency responder. These

5:32post-secondary pathways wouldn't be able

5:34to happen if we held a rotating schedule

5:39as time would become such a constraint.

5:42Another big change that we experienced

5:45this year was the phone pouches.

5:50Um, another big change this year was the

5:52phone pouches.

5:54And it was to no surprise that many

5:56stated that they disliked them. Yet, I

5:59actually found that some of the students

6:01and teachers alike found the concept of

6:04the pouches beneficial and progressive

6:07in the sense that like the concept of

6:10putting the phones away helped students

6:12talk face to face and it made them look

6:15up from their screens and be more

6:16present in the moment.

6:20And the last change I really want to

6:23talk to you guys about is study hall.

6:26This year, an expectation for students

6:29was created that they would be taking

6:31three or more advanced placement classes

6:33in order for them to receive a study

6:35hall. In addition, students would not

6:38also be allowed to leave early during

6:41last period study halls or arrive late

6:44in their first period study halls. Now,

6:47this was an esteemed senior privilege

6:50that the class of 2027 really looked

6:52forward to since freshman year. then for

6:56it to be revoked in their senior year

6:58definitely did take a hit in their plans

7:00as reflected in some of the survey

7:02responses. They argued that if the

7:05expectation is three APs, couldn't it be

7:08lowered to two APs or two QC two QCC or

7:12Quinc Siguman Community College courses

7:16or a mix of both as QCC and APs are both

7:20classes that are on the college level

7:23that offer college credit as well as

7:27some of the students were also not

7:29allowed to take the 3APS because it just

7:32couldn't fit in their schedules.

7:34nor um and if they were to take those

7:37classes, they couldn't take some of the

7:38other required classes that they needed

7:41to to pass.

7:43So, and if we're all being honest,

7:46senior year is a very taxing year with

7:50college applications, jobs,

7:52extracurriculars, and sports. The list

7:55is endless. Stu study halls really give

7:58students the chance to breathe during

8:00the day and really just catch up on

8:02coursework.

8:03On the other hand, I do understand that

8:06this 3AP expectation drives students to

8:10pursue higher level classes and assist

8:13in having more classes rather than just

8:16students resting in studies.

8:19Now, I understand that this sample size

8:22for the survey of just having 50 seniors

8:26and a handful of staff can't really be

8:29generalized for the whole school body at

8:32MHS. But I hope that it just illuminates

8:35some of the perspectives and viewpoints

8:37of the community

8:40when it comes to all of these new

8:41changes that we're facing this year.

8:44Thank you guys so much for your time and

8:46I hope you have a wonderful rest of your

8:48night and feel free to reach for me

8:50after for any questions or concerns.

8:54Thank you.

8:56>> Thank you.

9:00>> Of course.

9:02>> Um Felicia, thank you so much. I

9:04appreciate your presentation and

9:06information.

9:07um interesting to hear about the um

9:11three APS as being something that's a a

9:13must um to get to a study hall. I guess

9:17I would say to you that um for years my

9:21hope has been that study hall really

9:23isn't something that's the norm in

9:25someone's schedule. Um not necessarily

9:27with a requirement of say APS as much as

9:30having a robust schedule. I'll put it to

9:33you that way. Um, and being the chair of

9:35policy, as I have for a number of years,

9:38I will say that that that's been my

9:41hope. Um, that we've been trying to

9:43tackle having um, students be able to

9:46partake in classes as much as possible.

9:50Um, so that you could fully achieve

9:54opportunities that would be harder after

9:56you graduate of being able to expand

9:58upon your your opportunity for

10:00knowledge. Um, and I can appreciate that

10:04with some of the drawbacks, if you will,

10:08that you all as seniors have seen about

10:12the uh not being able to necessarily

10:14arrive late or leave early. Um, again, I

10:19will say, um, and my unfortunately my

10:22children can attest to it. Um, I was

10:25never a subscriber to that.

10:28um only from a standpoint of, you know,

10:30you get to school, you do your stuff,

10:32you leave when you leave, and you make

10:35sure you're utilizing that time the

10:36whole way. So, um unfortunately, I would

10:39have been in that camp of people not not

10:42really being too happy with me about

10:44that. So, um you know, I I I hear you. I

10:49appreciate you gathering the insight and

10:51information. specifically appreciate the

10:53insight about the cell phones um because

10:56that is something that we literally just

10:58um were having some conversations with

11:01um principal Casey earlier uh this

11:03morning um during our policy

11:05subcommittee meeting um because we're

11:08trying to make sure that we're

11:09supporting student learning across you

11:12know many different levels and wanting

11:15to support a policy without truly

11:18necessarily having to shove it down

11:20somebody's neck you know like let's all

11:23do this because we need to do it

11:24together. So yonder pouches I think

11:27sometimes help from a standpoint of

11:29limiting that I really want to look at

11:33my phone and it's harder to get to in

11:35there. But it sounds like the

11:37conversations we've had with uh

11:39principal Casey um you all have done a

11:42spectacular job of not necessarily

11:44having to rely upon the yonder pouches

11:46and being good about approaching that we

11:50need to keep our phones off. So kudos to

11:53you guys on on doing that from a high

11:56school. And I think I would say I'm

11:59hopeful that you all can uh learn to

12:02adapt to what's been put in front of

12:04you. Um I think a lot of a lot of minds

12:08have been put together to try and find

12:10things that were going to be helping to

12:11make people successful. So thank you.

12:14>> Of course.

12:16>> Anyone else?

12:18>> Thank you, Felicia.

12:19>> Thanks, Felicia.

12:20>> Thank you.

12:21Thank you guys.

12:29Testing. Testing. Can you guys hear me?

12:31>> Yep.

12:36>> Hello members of the school committee

12:38and student student advisory committee

12:40and just general citizens here today.

12:44Before I start my presentation, I'd like

12:46to briefly introduce myself as I

12:48understand that this is my first time at

12:49a school committee meeting. I'm

12:51Nathaniel or Nate Sojay and I'm the new

12:54junior representative for SACE. It's so

12:57exciting and a total pleasure to meet

12:58with you all today. Today I'm going to

13:01be discussing the foreign language

13:02program. I had the idea of presenting on

13:04this topic since at the end of last

13:06school year I noticed that I was among a

13:08small group of juniors that were

13:09continuing to take their third year of a

13:10language.

13:12Foreign language at Malra foreign

13:14language at Malra High is requirement

13:16for graduation. Two consecutive years of

13:18any of the three languages we offer.

13:20French, Spanish and Latin. The most

13:22populous of these classes being of

13:23course Spanish. I take it.

13:27Foreign language as it stands is

13:29something that has many many advantages

13:31but also faults. To delve deeper on this

13:34topic, I conducted multiple interviews.

13:36One with Shelley McCormlane, a Wickham

13:38Latin teacher and department head for

13:39foreign language. During our

13:41conversation, McCormlane and I discussed

13:44the connection between learning language

13:45and their media application, as well as

13:47the difference between perfection and

13:49learning. We also talked about the many

13:51opportunities that the program itself

13:54presents itself with like the global

13:56competency scholar and seal of

13:58biiteracy, which promises college credit

14:00depending on the schools applied to.

14:04Another big benefit are the AP language

14:06courses. We currently have Latin and

14:08Spanish as well as VHS virtual high

14:11school options which provides students

14:13with the opportunity sorry

14:18to learn, perfect, and then later take a

14:20large scale exam about the material

14:21they've picked up through on their high

14:23school experience in that specific year.

14:25However, as I said before, this system

14:27has certain issues. It's hard to get

14:30students to stay after they fulfilled

14:31the prerequisite of two years. Mrs.

14:34Reyes, a Spanish teacher at Malber High

14:36School and McCormlane had similar

14:37answers to this problem. And that answer

14:41was advertising how colleges love three,

14:44in some cases four years of their

14:46foreign languages. There was also talks

14:48about how the accelerated program is

14:50going to fit into the structure of

14:51language at a high school level.

14:53Starting early seems to be the solution

14:55as the program promises.

14:58With students starting early, it will

15:00ensure them the opportunity to not only

15:01take classes with a lower enrollment

15:03level like AP Spanish or Latin 4, but

15:06also have the drive to complete the path

15:08they've been laying the foundations in

15:09sixth or seventh grade. Many students

15:12also discussed wanting more languages

15:14like Japanese, Spanish, Portuguese, and

15:17Latin. And while there's VHS options,

15:19it's just currently not too too

15:21attainable to get these classes on a

15:22classroom level.

15:25Likewise, students also wanted exchange

15:27or large scale trips for reaching high

15:30levels of language proficiency. Kind of

15:32like the Acurino exchange trip. And

15:34while these trips possess, in the words

15:36of McCormack Lane, a lot of moving

15:38parts,

15:40they seem like a incredible incentive to

15:42really strengthen the entire the entire

15:44choose MHS campaign in the long run.

15:47However, as a good alternative, I

15:49thought of smaller field trips that are

15:51based on culture that are like instate

15:53or in the community that would be a good

15:56way of keeping students interested.

16:03Another goal that teachers could provide

16:05their students with is studying abroad

16:07in college or things of the sort.

16:10As for the final issue I've heard a lot

16:11of student push back on was pertaining

16:13to the curriculum of these courses.

16:15students that I've heard from and also

16:17heard about are not always prepared to

16:19take the next level of these classes. I

16:21don't necessarily think that the problem

16:22stems from the curriculum itself, more

16:24so the way it's structured currently.

16:28With more structure and application of

16:30feedback, I believe that foreign

16:31language classes can improve from the

16:32already great place they're at.

16:35Foreign languages might have their

16:37qualms and as it stands, it might not be

16:39every student's first choice of class or

16:41every adult's first choice to discuss,

16:43but I do believe they play. an important

16:45part of our curriculum and community,

16:47especially when it comes to being a

16:48conscious student and an even more

16:50conscious citizen. Formally, before I

16:53finish, I'd like to thank you guys so so

16:55much for the value time you've given me

16:57today. Thank you.

16:58>> Thank you.

17:00>> Any questions or comments for Nathaniel?

17:02No. Thank you very much.

17:05>> Can I actually I do have a question. I

17:07think in the past there was some You may

17:09or may not know the answer to this, but

17:12somebody else might. Um, there was a

17:14problem with some students advancing to

17:16the higher levels because it interfered

17:19with music.

17:20>> Yes, scheduling was a big problem as

17:23well. And both of the um interviews I

17:26held, a big like problem, especially

17:29with students, was the fact that like

17:31because there's so many classes that run

17:33for like one period, like music or like

17:36certain electives that people want to

17:38prioritize, languages just get lost in

17:40the mix. Especially with, as Felicia

17:42said, a lot of opportunities like EMT,

17:45which takes up three classes on your

17:47schedule, or the um education program,

17:51languages just sometimes don't really

17:52fit.

17:54>> Yeah, I can actually speak this a little

17:56bit. Like I was uh supposed to take

17:57French for this year, I was on a French

17:59pathway, but and then I I got my

18:01schedule in the fall and I was like,

18:02"Oh, French isn't in here." And it just

18:03ended up like it conflicted cuz it's one

18:05like when it gets to the higher level,

18:06when it gets to that level four, it's

18:08usually one period. And so like for me

18:10it ended up conflicting with a class

18:11that's for my major so I kind of had to

18:13take it. But I think if we like do more

18:15to kind of like advertise it well like I

18:17think it'll be good and get more signups

18:18for those higher levels and then they'll

18:20be able to offer more periods. So I

18:21think it'll I think just like

18:22advertising it more and like

18:23strengthening the program will be good

18:24for everyone because like I know that

18:26that's what personally happened to me is

18:27that it just didn't fit in my schedule.

18:29>> Yeah.

18:30>> Maggie, can I follow up on that though?

18:32Is [snorts] are there opportunities

18:34where for instance just you brought up

18:37yourself as an example

18:39could you potentially take say a VHS

18:42class for French 4 if you wanted to

18:45pursue something like that? I wasn't

18:47given the opportunity. I know so what

18:50happens is VHS slots I know usually fill

18:52up in the spring cuz I know there's like

18:54a lot of limited slots. So, like um I

18:56know I really wasn't given the

18:57opportunity cuz I didn't like I don't

18:59like know what scheduling h with

19:00happens. Like I think someone could like

19:02push for that if they really wanted to.

19:04Like I think it would be a possibility,

19:06but like

19:07>> for me it was I I didn't even like I was

19:09I just kind of found out in the fall

19:10that I didn't fit my schedule. But um I

19:13think there is possibilities taking I do

19:14think the one like caveat with that is

19:16that like when it gets like the like the

19:18French 4 that I know that the curriculum

19:20will probably be very different,

19:21>> right? Like so like I know like for like

19:23one two and three which following that

19:24same curriculum it might be a big

19:25difference [clears throat] where it

19:26comes like AP it's kind of like cuz

19:27you're following that standardized AP

19:28curriculum but it might be really hard

19:30for people going from like a a French

19:31three um in the school to going to a

19:33French four with a whole new teacher I

19:35feel like it might be like very

19:36challenging. Yeah, ex definitely. And it

19:38looks like we have some more insight

19:40here, so feel free.

19:41>> Felicia's got something to say about

19:43this topic. I think [laughter]

19:46>> help Nathaniel, you guys work together

19:48in this conversation of like taking the

19:51alternative of like VHS classes for

19:53language. Um, I think it's more of just

19:57like some students don't know what BHS

20:00is as it's not one of those like other

20:03things that is promoted as greatly. And

20:05just in this conversation, Lucy informed

20:08me that she doesn't even know what BHS

20:09is. And to be fair, she I don't blame

20:12her as much and I'm not trying to put

20:13her on the spot, but I think it's also

20:15just like bingo.

20:16>> It's okay. [laughter]

20:17>> Yeah. So, it's a freshman.

20:19>> Sorry, Lucy.

20:21[laughter] I do want to say for some

20:23students VHS just might not be an option

20:26to them cuz like face to face learning

20:28is just online to learn

20:30>> especially for a language.

20:31>> I know like being on dual lingo.

20:34>> Yeah.

20:35>> Like in my meeting with Miss McCormick

20:36we talked about VHS a lot and we think

20:38it's like a great alternative for

20:39students that it may work for but it

20:41just simply doesn't compare.

20:43>> Yeah. I guess that that's why I asked

20:45that question though because it sounds

20:48like we need to do a better job of

20:50making sure that students know about VHS

20:54as a potential opportunity. So there's

20:56at least a a discussion about it. It may

20:59not be the right alternative, right? But

21:02yeah,

21:02>> and honestly, it goes like above

21:04languages as well. Like I know so many

21:05friends that take like VHS classes of

21:07electives or APs that we don't offer.

21:10So, I feel like advertising it as it

21:12stands now would just be a great way to

21:13go about it.

21:14>> Yeah.

21:14>> Yeah. So, we need to do a better job of

21:17making sure that we're having more

21:18conversations ahead of time because I

21:21think, you know, getting to a point

21:23where you're getting you're getting

21:25ready to get your schedule as the fall's

21:27starting and you're like, h, what do I

21:29do now? Like, we need to be figuring

21:32that out so there's more conversation,

21:33it sounds like, in the spring about

21:35opportunities.

21:37Um because maybe there's another class,

21:39I'm just going to say a math class,

21:41let's say, that may be something that

21:43may be more worth worthwhile to fit into

21:46the VHS kind of area. So you could do

21:50say the language in person, right? So

21:54thank you. Really great insight.

21:56>> Thank you.

21:59Next,

22:02>> Jennifer.

22:07>> Um,

22:10testing. Okay, wait. [laughter]

22:11Um, hi, good evening everybody. My name

22:14is Jennifer and I am the SACE

22:16representative for the class of 2029.

22:19Today I want to share some feedback I've

22:21collected from students from class of

22:222029 about our new sketch school

22:25schedule to understand what is working

22:26and what could be improved.

22:29One of the biggest concerns was getting

22:30to class on time. Six out of 10 students

22:33say said they were almost late every day

22:36because of the time between the periods.

22:38Nine out of 10 also said that distance

22:40between classrooms make it makes it more

22:42difficult. while eight out of 10

22:44mentioned crowded hallways. When

22:45hundreds of students are moving through

22:47the building at once, getting to class

22:48on time can be challenging, even when

22:50students are trying their best. Another

22:52concern was feeling rushed throughout

22:54the day. Nine out of 10 students said

22:56their school day feels more rushed than

22:58before, and seven out of 10 said their

23:00schoolwork feels more rushed, too.

23:02Students need enough time to ask

23:04questions, practice new concepts, and

23:06understand lessons before moving on to

23:07something new. Homework was also a very

23:10big like major concern. Almost all

23:13students who responded said they have

23:15more homework this year than in previous

23:16years. Some students also share that is

23:18become harder to balance school work

23:20with sports, clubs, jobs, and family

23:22responsibilities. I understand that high

23:24school comes with more responsibility,

23:26but finding a balance is still very

23:28important. At the same time, some

23:30students do appreciate parts of the new

23:32schedule, including class lengths and

23:34having more independence. I think it's

23:36important to consider both the positive

23:37feedback and the concerns.

23:40Based on these responses, I recommend

23:42reviewing the time between classes to

23:44see if small adjustments could help

23:46students get to class on time. And I

23:48also think gathering more feedback from

23:50students and teachers about class

23:51lengths, lesson pacing, and homework

23:53could help us understand what

23:54improvements would be most helpful. I

23:57understand that creating a schedule that

23:59works for everybody is not easy, and I'm

24:01not suggesting that everyone No, I'm

24:04sorry. And I'm not suggesting that

24:05everything needs to change. I simply

24:07believe that students experiences should

24:10be part of these conversations because

24:12we experience the schedule every day.

24:14Even small changes could make a

24:16difference in our school day. Um, thank

24:18you for your time and for listening to

24:20my feedback.

24:22>> Thank you.

24:24>> So, I'm just curious, what is the

24:26difference in time before one minute?

24:29>> Yeah, it's

24:31>> sorry.

24:34Four to three minutes. Just

24:35>> four minutes to three minutes.

24:38>> Do you find that students are not

24:40getting to class on time?

24:41>> Yeah, I feel like a lot of students I've

24:44also had like questions on my Google

24:47form asking if they've seen their

24:48classmates not get to class on time

24:51because of a schedule. uh I mean because

24:53of the passing period and they like they

24:58like they um answered mostly to yes

25:01they've seen their classmates arrive to

25:03class late because of the new passing

25:07time. Do you feel like things have been

25:10beneficial relative to not necessarily

25:12having phone access, which means that

25:15more kids are going to be moving from

25:17class to class as opposed to feeling my

25:20wish of checking on my my Instagram or

25:24>> No. Yeah. I feel like the phone policy

25:26like since the new phone policy, not a

25:28lot of students have seen other students

25:30with their phones and I just feel like

25:33like the passing periods because some

25:35some students have a classroom, let's

25:38say from the first floor and they have

25:39their other class and the third floor

25:41and I feel like it's just way too little

25:43time to go from one class to another and

25:46that much of a distance.

25:49>> Okay.

25:50>> Okay.

25:50>> Yeah, I can kind of like add on to that.

25:52Like I think it has done a lot to help

25:53like with the I like before last year

25:55like people would kind of congregate in

25:56the hallways during passing periods and

25:58it could be kind of a roadblock like

25:59you're trying to get to class you think

26:00around like 18 people and it's kind of

26:01hard but I do think like I have one

26:03class on the first floor in the arts

26:05corner then I have one class in like the

26:06math corner and the third floor and like

26:08I I get myself ready and I run there

26:10like I I walk pretty fast but I still

26:12end up being late every day just cuz the

26:133 minutes isn't enough to get all the

26:15way up the stairs. You still have to get

26:17around people. Like I do think that it

26:19has been like even even people if you

26:20pack up your stuff and get like get

26:22there and walk with walk fast, you're

26:24still going to end up being late just

26:25cuz it isn't enough time. But I think

26:27the one the good thing is that like

26:28teachers have been more lenient about

26:29things. Like I think they realize that

26:30like their students are coming from far

26:32away so they haven't there's not many

26:33teachers that are like oh the bell rung

26:35you're tardy. Like I think students I

26:37think teachers have been more lenient.

26:38So I think it overall has been good for

26:40like the people not congregating in the

26:42hallways.

26:43>> Yeah.

26:46Anything else?

26:49>> Thank you, Jennifer.

26:50>> Thank you.

26:50>> Thank you.

26:56>> And let's see.

27:06Hi, can you guys hear me?

27:08>> Yes. Um, my name is Lucy Lawrence and

27:11I'm the freshman representative for

27:13SACE.

27:14Um, so my presentation was supposed to

27:18be about the advanced pathways program.

27:21Um, specifically like especially

27:24regarding the eighth graders. Um, and so

27:27I have a Google form,

27:30but it got put out a little bit late and

27:32so I don't have that many answers um or

27:36like responses for it. But I did want to

27:39talk about what I thought about the

27:41advanced pathways program from my

27:43perspective and also the perspective of

27:45my peers. Um,

27:48so something that I noticed is that on

27:53my form for the people who did fill it

27:55out, I asked the question of if you were

27:59taking more than one advanced class, do

28:01you think it's too difficult or are you

28:04like, you know, happy with that? you

28:06think it was the right choice? And many

28:08people said they don't think it's too

28:10difficult. And a few said and to me in

28:13person as well that maybe they think

28:15it's too difficult. And what I infer

28:18from that that maybe is that they

28:21actually just find it a little bit

28:22challenging. But I do think that having

28:25an advanced pathways program, like the

28:28purpose of it was to put students in

28:31more challenging classes to make them

28:33push themselves to

28:36grow their skills um and just also

28:42have something um extra to add when they

28:45apply to colleges. Um,

28:48so I think for from my standpoint, it's

28:52been very helpful to a lot of students

28:55to be able to have that opportunity to

28:57take a higher class. So I am taking 10th

29:01grade English as a ninth grader. And I

29:04think that it's definitely more

29:06challenging for me than if I was to be

29:08taking 9th grade English. But at the

29:11same time, I'm really glad that this is

29:15going to like

29:18like help me in the long run, you know?

29:20Um it's going to make me look better.

29:22It's going to help me just grow my

29:25skills. Um, so I wouldn't say that it's

29:29a problem, but I also wanted to talk

29:32about how the eighth graders are going

29:36from the middle school to the high

29:38school or the high school to the middle

29:39school every day. And

29:41>> [snorts]

29:41>> um, I wasn't able to get that many

29:43responses, but I was wondering if it

29:46might be difficult for some of them like

29:49to adjust to the time where they have to

29:52go to the high school. I don't know if

29:55they're necessarily like feel like they

29:58fit in there. You know what I'm saying?

29:59Um I definitely hear a lot of people

30:01being like, "Oh, like it's so weird like

30:03there's eighth graders here now. Like

30:05that's never happened before." Um and I

30:08was also just wondering if it was like

30:12maybe hard for the eighth graders to

30:14adjust from going to the middle school

30:15or to the high school to the middle

30:17school every single day. um and if they

30:20were like missing out on any class time.

30:25But that's about all I have for that at

30:28the moment, but I just thought I'd put

30:30my input in. So, thank you.

30:32>> Thank you.

30:33>> Thanks, Lucy.

30:34>> Good.

30:35>> So,

30:35>> yeah, just Yeah, I was going to You and

30:38I are probably going to say just for a

30:39historical perspective, the eighth grade

30:42used to be at the high school.

30:43>> Oh, it did?

30:44>> Yes.

30:44>> Yeah. So [laughter]

30:46we we have some people in the audience

30:48that remember that. Well,

30:50>> yeah. So, um

30:55>> yeah,

30:56>> it it's just something where I

30:57[clears throat] think, you know, it's

30:58it's valuable to think about. I mean,

31:01anytime I think you're taking someone

31:03who's used to being in middle school and

31:05popping them into a high school setting,

31:08>> it is something that you have to think

31:09about how to make sure you're supporting

31:11them so that they feel comfortable. But

31:13I think that's with any of us trying to

31:14feel comfortable in a new and cha

31:17potentially challenging setting. Um so

31:20good things to bring about for um you

31:22know keeping an eye on so that we're

31:24making sure that everyone feels good

31:26about what they're doing.

31:27>> Yeah.

31:28>> Yeah. And if you get more feedback on

31:30this, even if the next time you come you

31:32have a different topic, if you want to

31:34update us on any more data that you have

31:38gathered, that would be helpful because

31:39I think your point is that they're now

31:42kind of half in one school and half in

31:44another school. So, does that make it

31:47more difficult for them?

31:48>> I really wanted to see like their

31:50>> perspective of how that felt for them

31:52throughout the day.

31:53>> Yeah.

31:54>> Great. Thank you.

31:55>> Thank you. Thank you. Thank you, Lizzie.

31:58Okay, believe that wraps up the student

32:01advisory committee presentation. So,

32:03we'll move on to the superintendent

32:04report.

32:08>> Great. Uh, thank you, Mr. Mayor. Good

32:09evening, everybody. Um, always tough to

32:12follow those presentations. Although,

32:15um, many of the topics under my, uh,

32:18report this evening are directly

32:19connected to what the students were just

32:22sharing and, uh, experiencing. And so,

32:25uh, before I jump into that, just a big

32:27thank you to our, um, student reps and,

32:30uh, for all their dedication and, uh,

32:33commitment to this work. We, uh, just

32:35last week had an opportunity, uh, to

32:37meet with, uh, a group of, uh, Malber

32:41High School students to talk about their

32:43experiences and kind of what's working,

32:45what's not. And I'm eager to keep

32:46checking in with them as Mrs. Casey and

32:48I huddle up and, you know, make some

32:50quarter turns to some of the some of the

32:53programming pieces that we can. and

32:54should um continue to get their

32:57feedback. So, thank you uh for that. Um

33:00so, this evening um the first item on my

33:03report is to take some time to walk our

33:06community through um some of our student

33:10uh performance data that might feel a

33:12little a little old actually at this

33:14point uh because the Department of

33:15Education has released this data uh to

33:19the public as of September 22nd. And so,

33:23uh, we have been taking that time to

33:25really gear up and share with our

33:26community this evening, um, a, uh, good

33:30overview of essentially Malber's report

33:33card and how we did as it relates to,

33:36uh, both the accountability to 2026

33:38accountability results and our MCCAST

33:41achievement and growth results, which of

33:43course are part of the overall district

33:45accountability. Uh part of the

33:47discussion this evening will also

33:49include uh two other very important um

33:52data points that will be shared out by

33:55our executive director of teaching and

33:56learning uh Miss Jen Ryan and um our

34:00principal of uh Malboro High School,

34:03Miss Sarah Casey. So we're excited to

34:05talk about uh both our advanced

34:07placement scores from last spring and to

34:10talk a little bit about our uh NWA our

34:13MAP assessment. That's our internal uh

34:16assessment that we give um multiple

34:18times a year to really measure student

34:20progress as we move throughout the year.

34:22So, we're going to talk a little bit

34:23about our

34:25uh beginning of year data. Uh but before

34:28we jump into that, I would like to take

34:29a few minutes and just talk a bit about

34:32our accountability and MCCAST results.

34:35And so, linked in our slide deck

34:37tonight, I'm going to pull it up on our

34:38screen here. Hopefully, I can make it

34:39nice and big. um is an overview of our

34:44um Malboro 2026

34:47accountability and MCCAST performance.

34:50Um so as you know um each school and

34:55each school district across the

34:56Commonwealth is measured on its ability

34:59to attain certain targets set by the

35:02Department of Education. Um each of

35:05those targets has a point value assigned

35:08to it. either uh a school and or

35:11district are rewarded zero points uh for

35:14not um making any progress uh in some

35:18cases going backwards uh as far as the

35:20targets uh are set are concerned uh can

35:24get one or two points for making some

35:26three points for meeting the department

35:28of education set target um or four

35:31points for achieving u um exceeding it.

35:35So um that point system is actually

35:37really important because that is a uh

35:41structure that is assigned to each

35:43school in Massachusetts and then each

35:46district is treated like its own school.

35:49So not only does uh each school within a

35:51district get its own individual rating

35:53but the district is looked at as one

35:56giant school with all of the scores

35:59aggregated and pulled together. Um and

36:02so this is really important uh because

36:04the results we're going to talk about

36:05tonight from the accountability

36:07perspective is both at the district

36:09level and at the individual school

36:10level. Um similarly our MCCAST results

36:14are looked at the same way uh where each

36:18school has their individual outcomes

36:20based on student achievement and student

36:22growth and the district as a whole is

36:25looked at um in terms of how all of its

36:28students did across all of its schools

36:30in its tested grades. As a reminder for

36:33our friends at home, our tested grades

36:35are grades 3 through 8 in um English and

36:39math and then in fifth grade. In 8th

36:42grade, they have an additional science

36:43exam. And then in eighth grade, they

36:45also have a civics exam. So 8th grade is

36:48a is a pretty heavily tested uh grade

36:51level. Um in our 10th grade, we know

36:53that last year was the first year that

36:56the um MCCAST uh is no longer part of

36:59the graduation requirements. So the

37:02students still take the exam but it is

37:04not part of the uh requirements any

37:07longer as we know that passed through a

37:08ballot question last year. Um as we will

37:13talk about as we move through the

37:14presentation um we will see that uh many

37:18high schools across the Commonwealth um

37:21declined quite significantly in their

37:23performance uh where uh MHS actually

37:26made some nice progress uh both as it

37:28relates to student growth and as it

37:30relates to um they're achieving the

37:33targets that were set by the department

37:35of education. Those targets are set in

37:38the areas of achievement. So, did the

37:41students meet the targets as it relates

37:44to getting closer to meeting or

37:45exceeding grade level expectations as

37:47measured by MCCAST? Did they hit their

37:50growth targets? Right. In the targeted

37:52growth percentile that we're looking to

37:54reach is 50. So, you want to grow in the

37:56at least the 50th percentile.

37:58Um, there are targets in reducing

38:00chronic absenteeism.

38:02Um, that's another really important one.

38:04The high school has targets as it

38:06relates to graduation rates, student

38:08dropout rates, and enrollment in

38:11advanced coursework. And then all of our

38:13schools are measured upon the um our

38:17English language learners and their

38:18ability to make the appropriate language

38:22uh progress as it relates to the access

38:24test. So, are the students making the

38:27adequate progress they need to master

38:29the English language within six years?

38:32Um so just kind of high level those are

38:34really the big buckets that um every

38:37district and each school in the

38:38Commonwealth is measured against.

38:41Um and so uh some headlines uh in terms

38:44of how uh Malber public schools did. Um

38:48I will start out by saying um I am

38:51incredibly proud of our educators and

38:53our classrooms, our support staff and

38:55our leaders. Our team worked really

38:58really hard to show the progress that uh

39:01is in front of you this evening. And

39:03while uh these may just look like

39:05numbers on a page uh and I know to the

39:07community uh and school committee uh you

39:09certainly know this um there is so much

39:12work that goes in behind this. Um and so

39:15wanted to start out uh by sharing that

39:18out of all the total points available to

39:20um MPS. Uh in 2025

39:25uh the district achieved about 42% of

39:27the possible points available to us. Uh

39:30last year we achieved 64%.

39:34So uh we saw a significant increase in

39:37the number of targets that were reached

39:40uh and or exceeded in one year. uh that

39:42double-digit gain uh does not happen

39:44easily and does not happen often. So uh

39:47could not be more proud of the district

39:49as a whole as it relates to the work

39:52that is doing for uh on behalf of our

39:55students each day. Um another really

39:58important data point, the Department of

40:00Education looks at our student

40:02performance from two main buckets or two

40:06main drivers. The first is all students.

40:08So that's the aggregate. And then the

40:10second is really looking at how our

40:12bottom 25% of student performers are

40:14doing, right? So, are we really helping

40:16to uh kind of lift and raise our

40:19struggling students? Uh, one thing I

40:22want to note before I, uh, delve into

40:24this, uh, we just heard from the school

40:27committee's advisory council at the high

40:30school. And one of the themes that, uh,

40:33at least resonated with me, um, was this

40:36idea of challenge and that the students

40:39are in a lot of ways are being

40:40challenged. Uh, it sounds like as far as

40:42homework and new expectations, maybe not

40:46necessarily all things people agree on.

40:47Uh we heard a lot about our advanced uh

40:50coursework and advanced learning

40:51opportunities.

40:52Um so to our families and friends tuning

40:55in at home that are wondering about you

40:57know those accelerated learners, I think

40:59we just heard uh four different examples

41:02of how we're really challenging uh

41:05students at that level as well. uh but

41:07very pleased to to share that in grades

41:093 through 8, our most struggling

41:12students achieved 88% of the possible

41:15points available to them. That is

41:18tremendous. Um and that speaks a lot to

41:20our classroom instruction. It speaks a

41:22lot to our interventionists and all the

41:24good work that's happening to really

41:26help provide additional supports for our

41:29students who need it. Um at the high

41:31school, our student growth percentile

41:33for mathematics was in the 60th

41:35percentile. that is also a significant

41:37number. Um it is considered high growth.

41:40Um our growth target is 50. I will also

41:43mention that uh MHS had a ELA u student

41:47growth percentile of 57. So some really

41:50good work happening at our high school

41:52as it relates to really helping to grow

41:54students uh academic achievement.

41:58Uh the department of education also

41:59ranks districts on in uh one of four

42:02categories. There is uh the first

42:05category is a district that is meeting

42:07its targets. The second is a district

42:09that has substantial progress towards

42:11its targets. That is where we are. That

42:13is tremendous. Uh only 40% of districts

42:15are there uh across the Commonwealth. Um

42:19then there is um a third uh moderate

42:22progress and then no progress. So very

42:25pleased. Uh we're not meeting our 100%

42:28of our targets yet, but we are making

42:30substantial progress towards that. Uh so

42:33I think there's a lot to be proud of

42:34here.

42:35Um and again u some of these key

42:38highlights I just ran through. Um but

42:41this idea of you know as a district

42:44achieving more of its accountability

42:47points uh in one single year is is quite

42:50a is quite a jump particularly as it

42:52rates from 42 to 64%.

42:54Lifting some of our most struggling

42:56students. We're having really strong

42:58growth as it relates to uh MHS and

43:01particularly in a year where a lot of

43:03high schools in the Commonwealth went

43:05the other direction, our st our kids

43:07still showed up uh and leaned in uh

43:10which is a testament to them and to our

43:12teachers. Um and then of course um

43:16talking a little bit about uh earlier

43:18our um students in our bottom 25%

43:23achieving 88% of their points. And then

43:26looking at our high needs student group,

43:29remember that's a different group. Our

43:30high needs are students who are

43:32lowincome andor special education andor

43:36English language learners. And that's

43:38where about 75% of our students are uh

43:41as a district. uh those students as a

43:44whole moved up and achieved 73% of their

43:47accountability points. That is up from

43:4935% the year before. That's in one year.

43:53[snorts]

43:53So you cannot tell me that our strategy

43:56is not working. Um the teachers are

43:58working incredibly hard. They are

44:00working incredibly smart and we have

44:01amazing leaders uh in each building that

44:03are really driving this progress uh

44:05forward.

44:07Um before we jump into some of the next

44:09steps, I do want to uh just talk a

44:11little bit about our achievement and

44:13growth overall. Um I know this committee

44:16has heard me say in a few occasions um

44:20growth is really important and certainly

44:22would not minimize that. I know it's

44:24been a focal point for us for many

44:26years. Uh and it should remain a focal

44:28point. uh but we do need to start

44:31shifting our emphasis onto achievement

44:33and making sure that our students are at

44:35grade level. Uh I'm going to tell you u

44:38sort of an example or share an example

44:40of why this is important.

44:42So you may have a student who is not

44:44meeting grade level expectations

44:47grow 10 to 15 points and their student

44:51growth percentile could be in the 60th

44:53percentile, 65th percentile depends upon

44:56how they performed with like peers from

44:59their exam the year before, but they

45:01could still be not meeting grade level

45:03expectations.

45:05And so I understand that we don't get to

45:07achievement without growth, but we need

45:09to shift our emphasis to achievement to

45:12make sure that our students have a

45:14fighting shot when they leave us. Uh

45:15because at the end of the day, that's

45:16what this is about. And so uh you will

45:19see in the next segment of our

45:21discussion this evening as it relates to

45:23our draft district and my draft goals,

45:26uh a um emphasis on student achievement,

45:29uh not just growth. Jason,

45:31>> can I ask you a question?

45:36I was struck by the

45:39challenge and the growth the student

45:41advisory committee spoke of tonight. I

45:44continue to be impressed and inspired by

45:46the progress uh that's being

45:49demonstrated in these numbers in

45:50threading those two conversations

45:52together.

45:54uh does this get played back to the

45:57students this progress so that if I'm a

46:01high schooler looking at um the

46:03accelerated pathways program it it feels

46:06challenging it feels challenging because

46:08it's supposed to but that hard work is

46:11showing up as growth and uh improved

46:15academic outcomes. I'm just curious if

46:17that's a loop back with the students or

46:20or how that gets me messaged back

46:22because it feels it feels like a

46:25meaningfully important opportunity to

46:27reflect back.

46:28>> Yeah, I that's a great question. I mean,

46:30I think ultimately it should be

46:32>> and so um I don't have a great answer to

46:34that. I'm not sure that those individual

46:36conversations are happening with

46:38students. Um but I can tell you u it's

46:41something that should be happening. the

46:43students should see uh you know kind of

46:45the fruit of their efforts and

46:47understand that there is an endgame

46:48here. Um, I think in the bigger picture,

46:52and I certainly wouldn't speak for our

46:53students, but it would seem as though

46:55they sort of get it. And I think we

46:56heard some good examples of that this

46:58evening where there's sort of we heard

47:01like kind of pros and cons. Like there

47:03are some good things that are happening

47:04and there are some things that maybe the

47:06students don't necessarily love,

47:08>> but at the end of the day, the idea is

47:10that these more rigorous u opportunities

47:12for kids, more challenging opportunities

47:14are going to lead to better outcomes.

47:16Um, but it's not easy.

47:19>> Sure.

47:19>> Right. I think that's something else

47:20that we need to reset our kind of

47:23expectations around that the work's

47:25going to be hard

47:26>> and that means we're doing it right.

47:29>> Um, and so hearing things like, you

47:30know, we're wrestling with a lot of

47:32homework and there's, you know, more

47:33expectations on our courses, those sorts

47:36of kind of themes. It wasn't those exact

47:37words, but some of those themes. Uh, to

47:40me, I actually felt a little bit of joy

47:42when I heard that. A year ago, I didn't

47:44hear that. I heard there's no homework,

47:46there's no summer reading, there's no

47:48expectations, the classes are all mixed.

47:50Um, you know, and and I heard from the

47:53students when I met with them this idea

47:54of having these mixed classes that

47:57sometimes for the challenge, you know,

47:58the kids who really looking to be

47:59challenged would just get a work packet

48:01and not really be pushed. Uh, I wouldn't

48:03pretend for a moment that we've arrived.

48:05I don't think the kids would say that

48:07either. I know they certainly didn't say

48:08it to me last week. Um, but it it feels

48:12like and sounds like progress.

48:14>> Yeah. And like you, I'm not exactly sure

48:17what the answer is, but it feels either

48:20like a tailwind or a point of progress

48:27that should translate to pride. Right.

48:29>> Right. And we talk a lot about choose uh

48:32MPS and we talk about um all the things

48:36that make it such a wonderful district.

48:39This feels like it belongs very much in

48:41that conversation. whatever that

48:43conversation looks like. So, don't know

48:46that I think there should be an answer

48:49tonight. I just wanted to raise it as

48:51something that if I think back to when I

48:53was a student, I'd want to know like how

48:56in aggregate my school is doing. And

48:58it's nice to see numbers up and to the

49:00right. Numbers aren't the whole story.

49:03Um, but it's certainly something to take

49:05credit for because it's a reflection of

49:07the student and the staff's work

49:10together. So thanks for hearing me.

49:12>> No, absolutely. Um and I and again when

49:14you look at our student growth

49:16percentiles, you can see that we are

49:17over the target in terms of what is

49:20expected uh and significantly over in

49:22some cases.

49:23>> Um one of the things that resonated me

49:25the most as we talk about kind of the

49:27the story behind the numbers u when Mrs.

49:30Casey and I met with the high school

49:32students last week uh was this idea of

49:35how they are truly known and valued as

49:41the individuals they are. Um that was

49:44really moving. Uh one of the students

49:46actually shared a story when she's on

49:48her college search had an interview

49:50recently at one uh at one college and uh

49:54the recruiter was asking her you know

49:56why us? Why are you interested in this

49:58school? and she was sharing that uh that

50:00college seemed to have the same values

50:02that MHS has and she wants to be known

50:06and seen and appreciated for who she is

50:09at the college level just like she is at

50:11our high school. Um that's pretty

50:14amazing. Uh and we heard from amazing

50:16young people this evening. We'll

50:17continue to hear from this year that

50:19we're sharing this feedback. So there is

50:21there's a lot behind these numbers,

50:22right? And there is a lot that we should

50:24be proud of. At the end of the day, the

50:26urgency I think for all of us should

50:28come in that we have between, you know,

50:31a quarter and a third of our students at

50:32grade level,

50:34>> right? Um, and I know we've had this

50:36conversation uh with the with the

50:38committee before. The majority of our

50:40students are sitting in that partially

50:42meeting. Uh, they're not failing.

50:44They're they're like on the cusp. About

50:4750% of our kids are sitting right in

50:49that category. Um and so you know our

50:52hope is that through some of our uh kind

50:55of double down efforts around uh

50:57supporting our educators in the

50:58classroom directly through a variety of

51:01um structures that the school committee

51:03has supported over the past year and uh

51:06by bringing forward some additional

51:07interventionists to help try to narrow

51:09some of the learning gaps for our

51:10students. Um and a new focus on early

51:13literacy that we'll be able to see um

51:16some gains as it relates to achievement.

51:20Um, one of the areas that we struggled

51:22uh quite a bit uh with was science. Um,

51:25this is going to remain a focal point

51:28for us. Um, we have implemented uh new

51:32science materials across many of our

51:34grades. Um, and it's if you're familiar

51:38with open sedheavy

51:42program that has a lot of materials and

51:44a lot of resources. um and it can be a

51:48lot to manage particularly in your first

51:49couple of years of implementation. So I

51:51think there's a lot still to uh a lot

51:54still to do as far as supporting our

51:55educators with the implementation uh of

51:58that program. Um but one of the things

52:00to highlight if you look across our

52:03average scaled score um which is listed

52:06here between 2025 and 2026. So these are

52:09the average MCCAST scale scores. You can

52:12see that in grades 3 through 8 English,

52:15grades 3 through 8 math, high school

52:17English and high school math, um that we

52:20did improve. Uh we were below the target

52:22that we needed to hit, but we did

52:24improve slightly in most cases as an

52:26aggregate. Um so again, we need to shift

52:30this focus on to achievement and really

52:32keep that uh in the forefront as we move

52:34forward. I do want to say uh and I and I

52:37do think it's important to mention this

52:38publicly

52:40um that uh from my perspective the

52:44MCCAST is not the end all beall. It's an

52:46[clears throat] autopsy that happens at

52:47the end of the year. It's a very

52:49important data point but I believe

52:51deeply that if we teach the right

52:53material the right way, this will come

52:55with it. Uh I do not subscribe to teach

52:58to the test. Um, I think we need to

53:00teach our programs and I think we need

53:03to really scaffold instruction for kids

53:06and provide the supports for educators

53:08and provide the interventions for

53:09students. Um, so, uh, I just want to

53:12make sure that, you know, I'm officially

53:13on the record as saying that, uh, to me

53:16this is not about the MCCAST. Um, the

53:18MCCAST results do matter, but what

53:21matters more is what happens every day

53:23in the classroom. we get that down and

53:25we get that to where it needs to be and

53:28we support our teachers correctly and we

53:30and we elevate our student achievement

53:32correctly, these numbers will come with

53:34it.

53:39Uh so this we talked a little bit about

53:41already um as it relates to the uh

53:44percentage of points gained. Uh again,

53:46just something to shout out. Um you can

53:49see uh at our next table the points

53:51earned for our specific student groups.

53:53And this is just really kind of calling

53:55out the data that we talked about a few

53:57moments ago. Year-over-year, you can see

53:59all students and the points earned from

54:03uh grades 3 through 8, 45% versus our

54:06lowest performing, 88%, and then you can

54:08see the high school. This matters

54:10because the district is ranked um based

54:14on grades three through eight in one

54:15bucket, in grades nine or grades 10,

54:18which is our high school bucket, and the

54:19other data points. And then those two

54:22pieces come together uh as a whole. So

54:24the districts looked at in so many

54:26different um from so many different

54:28perspectives. It's important to share

54:29it. Uh some of the high needs results um

54:33I already shared. Uh again we went from

54:3535% to 73% in one year.

54:40Um, and again I think it's important to

54:43note and I just and I have taken on this

54:45issue with so many different individuals

54:47that I've spoken with who challenge

54:50seemingly are challenging us like on a

54:52regular basis on MCCAST results. 60% of

54:56our students English is not their first

54:58language. that is a tremendous asset to

55:02not only our school system but to the

55:04city um because we are going to produce

55:07and we are producing multilingual

55:10students who are incredibly smart and

55:12and incredibly talented. Um however it

55:16takes minimum six years to master a

55:20language six years. So we have 60% of

55:24our students who are in that bracket.

55:25They may not be receiving EL services,

55:29but at one point they were part of our

55:30EL program. And so I just think it's

55:34important to note that when you look at

55:36the results and you hear some of the

55:37rhetoric, as I have heard repeatedly in

55:40my 16 months or whatever it is of being

55:43here, um I really push back on that. uh

55:46we have really smart students who are

55:48not only learning a new content but

55:50they're learning it in a new language

55:52and deserve to really be lifted and

55:55praised for that. Um and so um just a

55:58shout out to our our students who are

56:00working really hard every day to not

56:01just acquire the content but also

56:03acquire the language because that is the

56:05bulk of our students. Um, one of the

56:08things that the Department of Education

56:10does is create this accountability uh,

56:12percentile ranking. And so, one of the

56:15things that I just want to call out, uh,

56:17we are we are, um, I am aware of two,

56:21uh, I'm sure there may be a couple more.

56:23I haven't finished going through all the

56:24lists yet, but, uh, urban districts that

56:27have no schools in the bottom 10% of

56:30statewide performance. Malboro Public

56:32Schools has none in the bottom 10%. That

56:35is something that we should be

56:37incredibly proud of. And for those

56:39naysayers who are watching that saying

56:41that well that should be a given. It's

56:43not a given when you have students who

56:46are learning a second, third, fourth,

56:48sometimes fifth language.

56:51I would challenge individuals who push

56:53on that to go and try to take an exam in

56:56a language that they're not fluent in

56:59and see how they do, right? never mind

57:01all the other challenges that our

57:03students are up against and just growing

57:04up. Um and so again a testament to our

57:08teachers, to our support staff, to our

57:10leaders. Woodcom moved into the 17th

57:14percentile. Um that is tremendous.

57:17That's up from the 12th percentile in

57:20one year. So they increased by five

57:22points. Uh Jaruk was about flat. They

57:24went from the 32nd to the 30. That's

57:26considered flat. Uh Kane went from the

57:29uh 26th uh percentile to the 32nd. They

57:33went up six points. Good now again was

57:36flat 28 to 27. Um Malbor High went from

57:40the 26th to the 29th. This in a year

57:43when many high schools dipped

57:45significantly because the MCCAST doesn't

57:48count towards a graduation requirement

57:49anymore. Our kids went the other

57:51direction. We actually moved up the

57:53ranking and got more points. Um and

57:56richer uh to me which is a tremendous

57:59success story. Um they actually went

58:01from the ninth to I believe the 16th. I

58:03think this is off by one. Uh so they

58:05went up seven points in one year. They

58:07are no longer in the bottom 10%. So

58:09there is not a single school in Malboro

58:11public schools that is in the bottom

58:1210%. And that is due to the many of the

58:15individuals sitting in the audience here

58:17this evening and to our educators and

58:19support staff at home. And so, uh, our

58:22headline tonight,

58:25could not be more proud of our team. Uh,

58:27my money is on us. I say this all the

58:30time. We have the wind at our backs. Our

58:32strategy you're going to hear about when

58:33we talk about our goals in our next

58:35segment, but I did not want to do that

58:37until we had an opportunity to really

58:40praise the hard work of our educators,

58:42our leaders, and our support staff,

58:45families, and students. So,

58:47>> thank you.

58:49Um,

58:51it's okay. We'll talk a little bit about

58:53AP scores. Yeah.

58:59>> Hi everybody. I'm Sarah Casey, principal

59:01at Marorrow High School. So, you are

59:04looking at our AP scores from the last

59:06five years. Uh, we have our total number

59:09of AP students, the number of exams, and

59:11their performance on those exams. Um

59:16basically the the story line here is

59:18that our number of students who are

59:20taking AP courses has increased over the

59:23last 5 years despite what we know is our

59:26enrollment has been dropping. So for

59:28example in 2022 we had 1,022 students

59:32for a total enrollment and 14.9% of our

59:35students were taking AP tests. In 2025,

59:39we went up to 16.75% of our students

59:42taking AP tests with 985 students in our

59:45total enrollment. And even with a dip in

59:48enrollment this past year, we maintained

59:49that 16.7%

59:51taking AP courses. So, we are

59:53maintaining the number of students

59:55taking AP classes. Um, and there's a lot

59:58to consider with that because every year

1:00:01we're offering more and more pathways,

1:00:02more and more advanced coursework. We

1:00:05have increased our number of QCC course

1:00:07offerings since 2022 and that is an

1:00:11amazing thing but it does there is some

1:00:14competition between the AP classes and

1:00:15the QCC classes. Similarly like you

1:00:18heard before with the EMT pathways, the

1:00:20CTE pathways.

1:00:22It's it's a competition for um students

1:00:25who a lot of our students want to do

1:00:27everything and it's that's not

1:00:29necessarily possible to do all of the

1:00:31pathways, all of the offerings. So, it

1:00:33does uh it pull at our enrollment um

1:00:36potentially. So, how do we counter that?

1:00:39Uh because we want to continue to

1:00:41increase our numbers taking AP classes.

1:00:43So, we're doing we're doing several

1:00:45things with this. Um number one, we're

1:00:48obviously working towards our overall

1:00:49enrollment at Marbor High School and

1:00:52we're also working on building out our

1:00:53AP offering. So we this is our first

1:00:55year having our AP principles of

1:00:57business course which has been um sold

1:01:01as an AP class that anybody can take and

1:01:05we want to encourage that uh storyline

1:01:08for all of our students. And so we're

1:01:10doing different things behind the scenes

1:01:12to help prepare our students to take AP

1:01:14classes. So one of the things that we've

1:01:16been working on this past month in our

1:01:18professional learning communities in our

1:01:20department meetings is our vertical

1:01:22alignment of skills. and we're making

1:01:24sure that our uh departments are

1:01:27supporting our ninth graders turning

1:01:28into 10th graders to 11th graders into

1:01:3012th graders who are taking AP classes.

1:01:32We want our standard classes to

1:01:35transition up to our AP classes and make

1:01:37sure that the skills are supporting that

1:01:38growth and development. So that is a

1:01:40focus that we've been working on within

1:01:42our departments for the last month.

1:01:44We're also attending a training in

1:01:46December uh through the college board

1:01:47called building the bridge to a first AP

1:01:49course to help students prepare for the

1:01:51AP class. We've also introduced our

1:01:55preap uh philosophy in our courses in

1:01:58the 9th and 10th grade level. So our ELA

1:02:009 and our ELA 10 as well as our algebra

1:02:021 and geometry classes. They went to

1:02:05training over the summer about what the

1:02:06preap philosophy is and they have

1:02:08embedded that philosophy in their

1:02:10existing curriculums to support that

1:02:12narrative.

1:02:13And then the other thing that we've

1:02:16heard about earlier is how can we have

1:02:19our students take as everything that

1:02:21they want to take and with our

1:02:23accelerated pathways they will have more

1:02:26opportunities their junior and senior

1:02:28year to take those classes so that we

1:02:30don't have the competition from French

1:02:32and math right so we are giving uh more

1:02:35openings in their schedule so they can

1:02:37they can do that uh so we're really

1:02:40excited about our numbers in our AP

1:02:42class and We're also excited about our

1:02:44performance on our AP tests.

1:02:47So, as you can see, our performance is

1:02:48improving. So, this is for students who

1:02:50are earning a 3,45 on the AP test. Um,

1:02:55in 2024, we had the highest number of AP

1:02:57students uh at 178, which was 17.5% of

1:03:02our total enrollment.

1:03:04However, our students earning a 345 on

1:03:07the test greatly jumped from a 52% in

1:03:092024 to a 68% in 2026.

1:03:14And not all colleges accept the three

1:03:17depending on the subject area, but all

1:03:19colleges accept the four and the five.

1:03:21So, we're very excited about this

1:03:22progress. The other thing that's really

1:03:25exciting for us is that last year 100%

1:03:27of our students that were enrolled in

1:03:28their AP classes took the exam. And that

1:03:31has not historically always been true.

1:03:33And so we're changing the narrative

1:03:35about why this is important and how we

1:03:37prepare for it so that students feel

1:03:39prepared to take these tests. Uh so

1:03:41we're doing a lot of things to increase

1:03:43the numbers but also increase the

1:03:45preparation for when the students do

1:03:47take the AP tests.

1:03:50Thank you.

1:03:52>> Great questions.

1:03:54>> Can you just

1:03:56uh give example what the 345 means when

1:03:58it comes to scoring? So I don't think

1:03:59people at home know that. So on an AP

1:04:02test you can earn a a one a one through

1:04:04a five and depending on what score you

1:04:07earn your attributed credits um

1:04:11depending on the subject area if you

1:04:13earn a three you can certain college

1:04:14credits fours and fives are always

1:04:17universally accepted as college credits

1:04:19in that course area.

1:04:20>> Got it.

1:04:20>> So does that answer your question?

1:04:21>> So it's like an ABC or D

1:04:24>> is

1:04:25>> more or less.

1:04:26>> Yes.

1:04:26>> Dumb it down for people to like

1:04:28>> or for me really [laughter]

1:04:31Yeah. So, it's it's it's your score on

1:04:33the test. Like, as high as you can score

1:04:35is a five. And you will earn college

1:04:38credits for that five or that four. Um,

1:04:41when I was in high school, I earned a

1:04:43three on my AP Spanish test and my

1:04:46college did not give me

1:04:48>> course credit for that three, but they

1:04:50give me course credit for that four and

1:04:51that five in the English and history.

1:04:53Got it.

1:04:53>> So, [snorts] thank you.

1:04:54>> Yeah. And and just one addition to that

1:04:58is if you take like AP English, when you

1:05:02go to college, you can wave out of

1:05:05freshman English.

1:05:06>> Exactly.

1:05:06>> Because you've already taken it and

1:05:08gotten the credit for it.

1:05:09>> Yes.

1:05:09>> So it saves families money

1:05:13>> coursewise when they're going. Um and it

1:05:16allows college students to kind of like

1:05:18our advanced program to wave out of

1:05:21something so they can take something

1:05:22else.

1:05:22>> Right. So between AP coursework and QCC

1:05:24classes, our students are able to there

1:05:27to [clears throat] start college having

1:05:28already earned that college credit. So

1:05:31>> thank you. Okay.

1:05:32>> Yeah.

1:05:33>> Um just a quick question um time with

1:05:35the student reports earlier. What's the

1:05:38correlation about um trying to encourage

1:05:41the students to take more APs

1:05:45having to do with the study halls? I'm

1:05:47trying to maybe I missed that somewhere.

1:05:50So I'm just trying to understand what's

1:05:52going on there.

1:05:53>> So similar to what you said with the

1:05:54study halls, it's advanced coursework in

1:05:57general, not necessarily APs, but we

1:05:59advance courseworks because we want our

1:06:01students to be we want our students to

1:06:02be marketable for for colleges. We want

1:06:05our students to be marketable for career

1:06:07and we want them to take advantage of

1:06:09all the courses that we have to offer

1:06:10because like Maggie said, we we offer a

1:06:13lot and we often do have to make that

1:06:15choice. Okay.

1:06:15>> And so it's the advanced course work in

1:06:17general.

1:06:17>> So thank you. that helps to clarify a

1:06:20lot more. So it whether it's a QCC, it's

1:06:23um AP courses, whatever, it's trying to

1:06:27make sure we're having fuller schedules

1:06:29all around

1:06:30>> across the board. Yep.

1:06:31>> Thank you.

1:06:32>> Yep.

1:06:33>> And I just want to comment that, you

1:06:35know, I love the idea of students taking

1:06:37AP courses because they the rigor and

1:06:41the structure of an AP course gives them

1:06:44a good idea of what to expect when they

1:06:46go to college.

1:06:48Um the fact that we're increasing the

1:06:52proficiency is is key because I know

1:06:55anecdotally that there's you know I've

1:06:58heard through the years that you know in

1:07:00one particular subject it depends on

1:07:02which teacher you have as to the level

1:07:04of rigor in even in an AP course. And so

1:07:08it seems if more and more students are

1:07:10achieving threes and higher then you

1:07:14know the curriculum is adequately being

1:07:18yes and and we're scaffolding it down so

1:07:20that we can support that growth from 9th

1:07:23grade year all the way through 12th

1:07:24grade so that more and more students can

1:07:26be proficient on the assessments as

1:07:27well. So

1:07:29>> that's great.

1:07:29>> Yeah.

1:07:30>> Thank you.

1:07:31>> Thank you.

1:07:32>> Thank you.

1:07:34Um, and next we're going to shift gears

1:07:36and just uh Jennifer Ryan will uh wrap

1:07:40up our data portion of the discussion

1:07:41with our with an overview of our

1:07:43beginning of the year uh

1:07:47right um so hello I'm Jennifer Ryan,

1:07:49executive director of teaching and

1:07:50learning. Um what I have to share with

1:07:52you all tonight is our starting point

1:07:54for our fall NWA. Um so NWEA MAP testing

1:07:58is our universal screener that we do

1:08:00three times a year. Um, interestingly of

1:08:02note, so we have our math achievement

1:08:04um, to start the year. We have in the

1:08:06gray is last year's starting point, fall

1:08:082025 and then in blue is fall 2026. Um,

1:08:12as a district in the top line there, you

1:08:14can see that we started at the 45th

1:08:16percentile last year and this year we're

1:08:18starting at the 48th. So, we're seeing

1:08:19some nice gain. Again, really focusing

1:08:21on achievement. Um, the piece that I

1:08:24really found interesting is that almost

1:08:26every grade level is starting um, at a

1:08:28higher starting point this year than we

1:08:30were last year. So that's exciting to

1:08:31see. Um even more interesting is that

1:08:34the cohort of almost every cohort of

1:08:36students is starting significantly

1:08:38higher. So for example, if you look at

1:08:39our kindergarten uh fall of last year,

1:08:42we're at the 46th percentile. This year

1:08:44as first graders are at the starting of

1:08:46the year at the 57th, right? So if

1:08:48you're looking kind of diagonally, those

1:08:49cohorts saw a huge amount of growth last

1:08:51year. We maintained that growth over the

1:08:54summer, so we didn't see that typical

1:08:55summer slide. A lot of times we see the

1:08:56increase during the year and then a dip

1:08:58and increase and dip. So we're seeing um

1:09:00market increase. You can see our green

1:09:02numbers show the pluses. Um every grade

1:09:04level is almost every grade level is

1:09:06starting a lot higher than they started

1:09:07last year. Um so that's really exciting

1:09:09in math.

1:09:11Similarly, we're seeing very similar in

1:09:13reading. Um so most grade levels are

1:09:17starting again similar to math in the

1:09:18average range. Um these are national

1:09:20norms. So this is the average range

1:09:22nationally somewhere in the 50s. Um

1:09:24between 40 and 60 sorry is that um

1:09:26national average. So again, almost every

1:09:28grade level is starting significantly

1:09:30higher than where they started last

1:09:32year. Um, and when you look at those

1:09:33cohort numbers, again, that kindergarten

1:09:35rate starting last year at the 33rd is

1:09:37now this year's fourth uh first grade at

1:09:39the 44th. Um, so we're seeing some

1:09:41really good gains in achievement.

1:09:43Something to note just um our state

1:09:46norming assessment, so they norm

1:09:49um is that in order to be projected

1:09:51proficient on MCCAST, you need to be

1:09:53above the 60th percentile um closer to

1:09:55the 65th. So although we're seeing nice

1:09:58gains, we're we're in that nice uh range

1:10:00nationally in that average range, but

1:10:02we're still not quite where we need to

1:10:03be to be proficient in Massachusetts.

1:10:05And so that's why we're focusing really

1:10:06heavily on achievement.

1:10:09Um so this is our aggregate. Our last

1:10:12slide that I have for you tonight is

1:10:13really turning to look at our students

1:10:16uh with disabilities and our EL

1:10:17students. So all of the other scores on

1:10:20the other page, if you were looking at

1:10:22the map, if you're familiar with that

1:10:24five scale of color, yellow is that

1:10:26average range. When we pull specifically

1:10:29our EL students and our students with

1:10:30disabilities, we see a lot of the orange

1:10:32and red. So that is the lower half of

1:10:34the scale below the 40th percentile. So

1:10:37we know that these are areas um groups

1:10:38of students that we need to work with um

1:10:41compared to the aggregate and we've

1:10:42already started to identify some actions

1:10:44to take in order to address the needs of

1:10:46these students. as the superintendent

1:10:48spoke earlier. Bless you.

1:10:50>> So, specifically, just some updates to

1:10:51share for students with disabilities.

1:10:53Two actions that we've already taken um

1:10:55are to ensure higher percentage of

1:10:56inclusion for students with disabilities

1:10:58um in incorporating the tier one

1:11:00resources into no matter what setting

1:11:01they're in. So, if a student is leaving

1:11:03the gened classroom that they're still

1:11:05getting that tier core um curriculum.

1:11:08And then for our EL students, we've

1:11:10adjusted our model to provide more um

1:11:12targeted support for our 34 students

1:11:13specifically at elementary. they now

1:11:15have a um their ELD specifically during

1:11:18writing. So, they're getting the core

1:11:20tier one writing curriculum in addition

1:11:22to layering in specific um EL pieces for

1:11:25them. And then our EL12 students are now

1:11:28included in all core contents at Wickham

1:11:31and the high school. So, previously

1:11:33those students were pulled out and um

1:11:35taught in a separate setting. Now, they

1:11:37are included in all of our core courses.

1:11:39Um and we are also developing a pilot um

1:11:42targeted e intervention at Jarrick and

1:11:44at Wickham. So really looking at for

1:11:46students who are not making progress, is

1:11:48it an academic concern or is it actually

1:11:50a language um concern and do they need a

1:11:52language intervention? So we're trying

1:11:53some of those things out this year to

1:11:55see if we can also increase our

1:11:57achievement there.

1:11:59Questions?

1:12:00>> Yeah. on that, how are you like what's

1:12:04your cycle you're kind of looking at to

1:12:06see if you're making headway on on these

1:12:08interventions that you're putting in

1:12:10place? I mean, I love that idea. I think

1:12:11that's great,

1:12:13>> but like how are we going to judge it?

1:12:15Are you trying to like look at some

1:12:17specific testing within like say a six

1:12:19six week period,

1:12:22something like that? Like

1:12:23>> Yeah. So, our elementary model um has

1:12:24like a school data wall and each grade

1:12:26level has a data wall that they're

1:12:27collecting their data on. We've rolled

1:12:29that model up through all of the schools

1:12:30this year. Um, so we're looking at

1:12:32mostly 6 week data cycles, 6 to 8 weeks

1:12:34depending on how often the teams can

1:12:36meet.

1:12:37>> Um, and we've asked them to go beyond

1:12:38the NWA to do some diagnostics, right?

1:12:40So if we see a student is red or orange,

1:12:42we need to figure out why. And there's a

1:12:44lot of reasons that that can happen. So

1:12:45is it a decoding issue, a vocabulary

1:12:46issue, language issues. So we've put

1:12:48some screeners in place and that's what

1:12:49we're triing now. Okay.

1:12:50>> Um, so that we can collect that data and

1:12:52see. I'm just I I'm asking from I guess

1:12:56foresight thinking that once we head

1:12:58towards budget season it would be

1:13:00helpful for us to have some insight

1:13:02about how that intervention is working

1:13:05not working you know what you're kind of

1:13:07seeing because is that something that

1:13:09when we get to budget that we need to

1:13:12talk about whether we need some

1:13:14additional interventionists to be able

1:13:17to really help and tackle that. I guess

1:13:19I you know I guess I'm just trying to

1:13:21think ahead a little bit

1:13:23>> like an ROI like a return on investment

1:13:25like what's the impact of these right

1:13:27>> that makes sense.

1:13:28>> I just think that would be good.

1:13:29>> We want to make sure you have the tools

1:13:30that you need. So and in terms of those

1:13:32um screeners that you're using are you

1:13:35just developing them yourselves or these

1:13:37packaged screeners that you're getting

1:13:40from elsewhere?

1:13:42>> Yes, mostly packaged. Um a lot of in the

1:13:44literacy world there's a lot of free

1:13:45screeners out right. There's a lot of

1:13:47companies and colleges, universities

1:13:49that are putting out screeners. Um, so

1:13:50right now we're using different portions

1:13:51of the dibbles, which you may be

1:13:53familiar with. Um, it's produced widely.

1:13:56A lot of schools use it. So we dig into,

1:13:57we use it in the elementary to do our

1:13:59dyslexia screening to dig in. Um, so

1:14:01we've rolled pieces of that up to the

1:14:02middle school as well. Um, to really

1:14:04start to do some diagnostics on those

1:14:06students who may need more. We just need

1:14:08to know what exactly what it is that

1:14:09they need. Math, we're still working on

1:14:10what our diagnostics are, but we're

1:14:12using some of the tools from within

1:14:13H.M.H

1:14:14to do some some drill down to

1:14:16prerequisite skills and figure out what

1:14:17kids need.

1:14:17>> Yeah, cuz didn't HMH wasn't that one of

1:14:20the reasons of like having because they

1:14:22had like a Spanish tie-in with some of

1:14:26>> I felt like there was some kind of

1:14:27language tiein with with some of the HMH

1:14:30materials. They do have quite a few

1:14:31multilingual materials and they also

1:14:32have a a vast um array of intervention

1:14:35materials and um drill down materials

1:14:38that we can use at different levels

1:14:39>> and they work with you to develop things

1:14:41that target what you need them to do if

1:14:44they don't have a packaged product.

1:14:46>> Right. And the resources that they

1:14:47provide support the tier one and that's

1:14:49what we're trying to do is right support

1:14:50as many students as into reaching the

1:14:52tier one as we can.

1:14:53>> So hopefully we're going to see you in

1:14:55December sometime maybe for

1:14:57>> uh we test again the end of January. end

1:14:59of January. Okay. February.

1:15:01>> All right. We'll come back and we'll

1:15:02check.

1:15:02>> Okay. We'll see you again.

1:15:03>> Okay. [laughter]

1:15:04>> Awesome. Thanks.

1:15:06>> Thanks, Jen.

1:15:07>> Uh and we'll hear uh a little bit more

1:15:09about some of the work we're doing with

1:15:10our assessments in our uh next overview,

1:15:14which is um a review of our draft

1:15:18district uh and superintendent goals.

1:15:20And we can't get into this without

1:15:22getting into first like how we're doing,

1:15:25right? So this is sort of the the so

1:15:27what now what of the information that we

1:15:29just saw. So what are we going to do to

1:15:31continue to lift and raise outcomes for

1:15:33students u for all students in our

1:15:36district and of course we know the

1:15:38driving force behind this is our new

1:15:39portrait of a learner. Um this is

1:15:42something that we've spent a lot of time

1:15:44on in our school committee in our school

1:15:46community. Uh we'll see this uh probably

1:15:49multiple times during every school

1:15:51committee meeting because it is really

1:15:52the driver behind our work. uh this is

1:15:55our commitment uh and our promise to our

1:15:57families. So as we talk about our goals

1:16:00this evening know that it is really

1:16:01being driven and anchored uh by the

1:16:03portrait of a learner in our strategic

1:16:05plan. Um the um

1:16:09focal points for the evaluation process.

1:16:12Uh I did leave the uh four um areas and

1:16:17the standards that were in each the same

1:16:19as last year. Um and um had some really

1:16:23good conversation with Michelle sort of

1:16:25about like where are the right kind of

1:16:27focal points. Um for me it felt like

1:16:31some of these are kind of a given like

1:16:33in in instructional leadership

1:16:35curriculum instruction and student

1:16:36learning. We're not doing that.

1:16:38[laughter]

1:16:40What are we doing right? So we felt like

1:16:42really needed to leave that as the focal

1:16:44point. Um and the other the other uh

1:16:47focus standards to me just felt like it

1:16:49was work that wasn't done. Uh we weren't

1:16:51finished yet uh with our work in either

1:16:54of those uh particular standards. So

1:16:57thought it would be really important to

1:16:58leave those intact. Uh these were the

1:17:02focals focus standards for me last year.

1:17:04Um so again uh as we kind of work

1:17:07through this as we move through the year

1:17:10if the school committee uh at our next

1:17:12meeting approves these goals um all the

1:17:14evidence will be anchored back to these

1:17:16standards.

1:17:19Um our first goal our student learning

1:17:21goal looks very different than it has in

1:17:24the past. Um and this is something that

1:17:26is really important to us. Um you heard

1:17:30a bit about our focus on uh student

1:17:33achievement and this uh not just having

1:17:35a focus on growth. Um and you're going

1:17:38to see sort of some different

1:17:39measurements here than maybe what you

1:17:40have seen in the past. Uh prior we would

1:17:43talk about student growth and we would

1:17:45talk about looking at our NWA scores as

1:17:49a particular measurement. Uh this year

1:17:52we are shifting a focus on to

1:17:53achievement and we're looking at the

1:17:56assessments the teachers are using. Um

1:17:59while we certainly will get updates from

1:18:01uh from M Ryan about our NWA results,

1:18:05we're still utilizing that information.

1:18:07We are trying to create uh kind of

1:18:10tighter, more meaningful cycles for

1:18:12students that are driven by their actual

1:18:15coursework that's happening real time in

1:18:17front of them. Um, and so the goal is to

1:18:20have at least 80% of our students

1:18:23meeting or exceeding exceeding grade

1:18:25level expectations by scoring a 70% at

1:18:29least a 70% on their unit tests.

1:18:32So little wonky. At least 80% will get

1:18:36at least a 70% on their unit exams.

1:18:38[laughter]

1:18:39Um, that's something that is really

1:18:41meaningful. It is something we can get

1:18:42our arms around. It is something that we

1:18:45can support our students and our

1:18:46teachers with with our new um support

1:18:49model that we've put in place at our

1:18:51buildings both with our intervention uh

1:18:53positions and our intervention

1:18:55coordinators and EL coordinators. And so

1:18:57to give you an example of what that

1:18:58might mean, we may have a third grade

1:19:01math unit that runs for three weeks. At

1:19:04the end of those three weeks, all of our

1:19:06third grade teachers would give the same

1:19:08math exam. That's part of our core math

1:19:11program. So, it makes perfect sense.

1:19:13those exams have been somewhat modified

1:19:15by um Jen and uh our educators already.

1:19:19But we can then take a look at that and

1:19:21say, okay, before we do anything, what

1:19:24happened with the geometry unit in third

1:19:27grade? How did the kids do? Where do we

1:19:30need to put additional supports in? how

1:19:32does that additional support need to

1:19:33plug into our intervention cycle so that

1:19:35we can then make sure we're closing and

1:19:37narrowing that learning gap right then

1:19:39and there for the student not waiting

1:19:41for January to come around where we have

1:19:43another assessment we can look at. So

1:19:45the idea is to try and create these

1:19:46tighter more meaningful segments uh of

1:19:49time for our students and teachers where

1:19:51we can really focus in on key skills. So

1:19:54on NWA, which is a helpful tool, but you

1:19:57may have a student who's in the red, uh

1:20:00that means they're not m mastering or

1:20:01meeting grade level expectations, and it

1:20:03could be 15 skills that they haven't

1:20:06mastered. That is very overwhelming

1:20:08versus looking at one unit that might

1:20:10run three or four weeks for math where

1:20:12we taught four or five skills and we

1:20:15know that these students need these two

1:20:18skills and this group of students needs

1:20:20this one skill. It's more targeted. it's

1:20:22more specific and the idea is that we

1:20:24could provide more just in time supports

1:20:26to students and teachers. Um so uh we'll

1:20:29continue to talk about that as the year

1:20:32moves forward. Um but the committee can

1:20:35expect to see uh some more work around

1:20:38um supporting the ongoing achievement of

1:20:40our students on a regular basis um as

1:20:43measured by their unit tests. Um, the

1:20:46other focal point for us, and we had

1:20:48some conversations at our last school

1:20:49committee meeting, uh, is this idea of

1:20:51having 100% of our students reading by

1:20:53the end of kindergarten. That is an

1:20:55incredibly important goal. And we're

1:20:57going to measure that by four areas.

1:20:59That's knowing every letter, uh, capital

1:21:02and lowercase. Full funological

1:21:05awareness. So that's like all the letter

1:21:06sounds and making sure that students

1:21:08have a really good handle on that.

1:21:10decoding the CVC words. That's

1:21:12consonant, vowels, consonant, consonant,

1:21:14vowel, consonant, excuse me. So, uh,

1:21:16like cat, hat, right? Those sorts of

1:21:19words. Um, and then high frequency

1:21:21words. So, really understanding that you

1:21:24actually can decode some of those and

1:21:26they do, right, have uh different

1:21:28consonant blends and vowel sounds and

1:21:29you can put them together to make and

1:21:31decode a word. Uh, it's not just

1:21:33memorization. So, we will be working

1:21:36with our kindergarten um staff around

1:21:38really implementing and monitoring some

1:21:41very targeted early literacy work. Um

1:21:44the idea is to make sure that all of our

1:21:46students are reading fluently at the

1:21:48most early of grade levels instead of

1:21:50waiting till they're eight. And that

1:21:52idea of eight is too late, right? And

1:21:53now we've got these huge literacy gaps.

1:21:55>> But can I So

1:21:58I I like at first when I first saw this

1:22:00I was like yikes. I remember when my

1:22:03kids were coming up, they had to be

1:22:04reading at the end of first grade. Now

1:22:06everything is a year earlier. But

1:22:08they're not reading books at this age.

1:22:10They are recognizing words. They're

1:22:12reading smaller words

1:22:14>> with the,

1:22:16>> you know, as they progress, they will

1:22:18read sentences and then paragraphs,

1:22:20whatever.

1:22:21>> And some some kids are reading books,

1:22:22right?

1:22:23>> Some of them are, but the expectation is

1:22:25not on teachers that they have to get

1:22:27every single child in their classroom to

1:22:29be reading books at the end of

1:22:30kindergarten.

1:22:31>> Yeah. They're probably not reading a a

1:22:32chapter book, right? But we want them to

1:22:34be able to do these four things.

1:22:39>> Yeah.

1:22:39>> Yeah. No, [laughter]

1:22:41no, we talked about this before and I

1:22:43kind of figured it out on my own, but I

1:22:44was like,

1:22:45>> "Wow, that was a big jump."

1:22:47>> Yeah. and and the students. I mean, I

1:22:52were we were in classrooms all the time

1:22:54and um I've said this repeatedly,

1:22:58the kindergarten teachers, I think

1:23:00arguably have one of the hardest jobs

1:23:02because they are taking students that

1:23:04have some uh years of preschool,

1:23:07some are preschool, right? Some private

1:23:10preschool, some daycarees, and some

1:23:13nothing.

1:23:14>> Right? So 25% of our fifth graders of

1:23:18kindergarteners, excuse me, went to uh

1:23:20preschool with us. 25%. And at a recent

1:23:24data meeting, uh Jill Regan, the

1:23:26director of our early childhood, pulled

1:23:28out our ECC kids data as

1:23:32kindergarteners. And anyone here could

1:23:34tell you that the kids did far better

1:23:37>> the kids that came to our early

1:23:39childhood program,

1:23:40>> right? Because they had all that

1:23:41exposure. They had those expectations,

1:23:44right? that structure.

1:23:45>> So, you'll see, speaking of budget, a

1:23:47continued focus on expanding preschool

1:23:48preschool

1:23:49>> every single year. We know that needs to

1:23:51be a target.

1:23:52>> Yeah.

1:23:53>> Um and then lastly, of course, the

1:23:55Department of Education, uh MCCAST

1:23:57achievement targets. That's a really

1:23:59important one. Um and so that is the

1:24:01that is our ability to meet or exceed

1:24:04the scaled scores that the Department of

1:24:07Education sets for uh Malboro. Uh and so

1:24:10you would um during the year see

1:24:13evidence of work towards these three

1:24:15areas and then of course the school

1:24:17committee would evaluate me a year from

1:24:18now on these my ability to help drive

1:24:20this work forward and re reach these

1:24:23goals.

1:24:25So how will we do this? Um there are a

1:24:28lot of words here. I definitely

1:24:30acknowledge that. Uh but sort of the

1:24:33headline to this is that we need to

1:24:35create a coherent instructional system

1:24:37which is something that I think our team

1:24:39has done really well um so far. And what

1:24:43do I mean by that? I mean all of the

1:24:45things that we've done. So making sure

1:24:47that we have a portion of a learner and

1:24:49strategic plan that is driving our

1:24:51school improvement and professional

1:24:52development plans that we'll hear about

1:24:54at our next meeting. That we have the

1:24:56right infrastructure set up with staff.

1:24:59that we have the right programs,

1:25:01resources, and supports in place, that

1:25:03our professional development is aligned

1:25:05to our academic goals and outcomes that

1:25:06we're looking to seek, that we have

1:25:09instructional leadership teams in place

1:25:10in every school, that we have data

1:25:12cycles that are in place in every

1:25:14building that are driven by our unit

1:25:16assessments and our intervention cycles.

1:25:18We are implementing or monitoring the

1:25:20implementation of all this work. We have

1:25:22an aligned instructional uh learning

1:25:24walk tool uh where we're looking at

1:25:26outcomes from what we're gathering as as

1:25:28it relates to kind of aggregate

1:25:30information across the district and a

1:25:32very very clear what which is our

1:25:35instructional strategies and how which

1:25:38are the instructional systems that we're

1:25:39going to make all of this work. So it's

1:25:41a lot of words to say we're going to do

1:25:43school really good [laughter] and make

1:25:45sure that everything is really aligned.

1:25:48Um the second piece of that equation is

1:25:51ensuring that we have the professional

1:25:53learning and the leadership development

1:25:54in place. So we use the expression to

1:25:57lead the work we have to know the work.

1:25:59And so it's making sure that we've got

1:26:01all of the right uh components in place

1:26:04to build our capacity as leaders and to

1:26:06help support the leaders in our

1:26:08classrooms. Um one of the things I'm

1:26:11most proud of, I've said this a couple

1:26:13of times, the majority of our leadership

1:26:15team are teachers. uh we have a really

1:26:19unique model here where we have really

1:26:21elevated many classroom teachers into a

1:26:24lot of leadership roles uh because they

1:26:26are the ones doing the work and we

1:26:28believe deeply in their skills and so

1:26:30with that we want to and need to frankly

1:26:32partner with them. So this idea of

1:26:35having this kind of common approach

1:26:36building capacity uh is going to be

1:26:38critically important

1:26:41and it continues uh for instructional uh

1:26:44systems uh looking deeper into both kind

1:26:47of the what which is our curriculum and

1:26:49the how which is our instruction. And so

1:26:52um again making sure that

1:26:55uh we are not just kind of resting on

1:26:57the fact that we have high quality

1:26:59instructional materials but we we talked

1:27:01about this last year to ensure that our

1:27:04teachers do not get overwhelmed with

1:27:05many curricular changes all at once.

1:27:08Putting a review and renewal uh cycle in

1:27:11place. Making sure that we're learning

1:27:13from the implementation of what we're

1:27:14doing, what's working, what's not. We're

1:27:16implementing these programs into our

1:27:18core uh instruction, but also into our

1:27:21various pathways um and through special

1:27:24education programs, through um our uh PK

1:27:30and K classrooms that we have that

1:27:31vertical alignment. Um we are taking

1:27:34some very intentional steps to make sure

1:27:37that we've sort of built that core hub

1:27:39and it's really going out through the

1:27:41spokes uh to the wheel, so to speak. Um

1:27:44and then we're going to be monitoring as

1:27:46we go what's working, what's not, and

1:27:48what's next. Uh we have a very strong uh

1:27:51lead teacher structure that we've put in

1:27:52place with our first round of uh

1:27:55curriculum meetings happening at our

1:27:56grade level uh with our grade level

1:27:58leaders and principles uh just just this

1:28:01week actually today as a matter of fact.

1:28:03Um

1:28:04and then similarly on the instructional

1:28:06side uh you heard a little bit about it

1:28:08today uh earlier this evening. We have a

1:28:12very strong focus on special education

1:28:14and EL. Um you saw in the results uh

1:28:17whether they were MCCAST results or

1:28:19whether they were uh NWA beginning of

1:28:22year results. We really need to help

1:28:24lift and support our uh learners who are

1:28:27struggling the most. So a lot of

1:28:29emphasis is being put onto uh into that

1:28:32work. Uh something that I just want to

1:28:34uh shout out. I know the high schools

1:28:36work very hard to create uh common

1:28:39planning time for and we hear it a lot

1:28:42your special education inclusion teacher

1:28:43that does not get to plan with their ELA

1:28:46or math counterpart. Mrs. Casey has now

1:28:48built a structure where they're able to

1:28:49do that so they actually can get

1:28:51together and co-plan. Similarly with our

1:28:53EL teachers and their counterparts. Um

1:28:56sounds like it's intuitive and it's

1:28:57something that should be in place but

1:28:58honestly you know much about master

1:29:00schedules which a lot of you do. It's

1:29:02actually really hard to do for a whole

1:29:03bunch of reasons. Uh so we were able to

1:29:05get that in place uh which we're really

1:29:08excited about.

1:29:11Um running parallel to that is this idea

1:29:14of creating um a coherent student

1:29:17services structure. And so this is all

1:29:20the non-academic work that goes into

1:29:23really minimizing and hopefully removing

1:29:25the non-academic barriers that can

1:29:27hinder student progress. Um and so we

1:29:29are working very hard to um we're very

1:29:32early stages of creating some aligned

1:29:35and coherent structures that will help

1:29:37support our building based student

1:29:39support teams. So remember each of our

1:29:41buildings has an assistant principal, an

1:29:43education team leader, BCBA, two

1:29:46adjustment counselors, a wraparound

1:29:48coordinator and SEI interventionists. Uh

1:29:52we have tremendous supports. Um that's

1:29:55great. Now, we need to help work on the

1:29:58infrastructure that we need to support

1:30:00them in their roles and to help

1:30:01coordinate their efforts so that they're

1:30:02aligned and coherent across the schools

1:30:05in the district. Uh so that is the work

1:30:07that we are embarking upon now. Uh and

1:30:10the committee knows we've had a lot of

1:30:11conversations about this that the

1:30:12student services work needed a lot of

1:30:14structural um uh support and so um

1:30:18underneath the leadership of uh John

1:30:21Fletcher and Dr. Lipton and Dr. Marter

1:30:24that is the work in partnering with the

1:30:26building principles that's happening

1:30:27now. Um so we're just at the infancy of

1:30:29that. So that will be a focus of ours

1:30:31and you'll hear many updates on that

1:30:33work as we move through the year as well

1:30:35uh should that be approved.

1:30:38Um moving forward um we are sticking

1:30:42with and continuing to implement a

1:30:44robust uh integrated safety and and um

1:30:48emergency uh structure. Um you'll hear a

1:30:52little bit uh in a few moments about um

1:30:54a a safety drill um that we had on

1:30:57Friday um with many of the agencies

1:31:00across the city. But this work remains a

1:31:04top priority. Uh if we are not safe, we

1:31:08cannot do anything. Uh I am very pleased

1:31:10to be representing the district. Um, I

1:31:12was asked to join the Massachusetts uh

1:31:15Massachusetts Bay threat assessment

1:31:17committee to represent school districts

1:31:20and consult with the FBI and uh state um

1:31:23law enforcement agencies on school-based

1:31:26uh threat issues and cases. So, um I

1:31:30think that is an acknowledgement of the

1:31:32work that Malbor is doing. um that we've

1:31:34been invited to that table and we've

1:31:36been asked for our expertise to consult

1:31:38with the FBI and state officials on how

1:31:41to advise school systems on dealing with

1:31:43serious issues that are threatening the

1:31:45safety of their students and staff. Um

1:31:48so pleased to pleased to share that with

1:31:50you this evening. So this will remain a

1:31:52top priority for us as we continue to

1:31:54move through the school year and I'll

1:31:55share in a few minutes about what that

1:31:57will mean

1:31:59uh for next steps

1:32:01uh educational pathways. This is

1:32:03something um that is frankly running all

1:32:06through the system. We heard a lot about

1:32:08this this evening um from um our

1:32:11students and also from our um fellow

1:32:14administrators. Uh but we are looking at

1:32:16a few key places uh for expansion. U

1:32:20again preschool is going to stay on that

1:32:22radar. You will hear me beating that

1:32:24drum for many years to come. um

1:32:28elementary libraries and really starting

1:32:30to think about what is it going to look

1:32:32like when we open richer and we are able

1:32:35to reclaim our library space. Um I know

1:32:38the school committee feels strongly

1:32:39about this and I know our leadership

1:32:40team does as well. We can't wait till

1:32:43the fall of 29 to start this

1:32:44conversation. So, we really need to

1:32:46start exploring what are some different

1:32:48options well in advance so that we're

1:32:50prepared uh with whatever that structure

1:32:52is going to look like with whatever

1:32:53those materials and resources are that

1:32:55we're going to need. Um our CTE

1:32:58partnership with ASET is going really

1:33:00well. Um we will be submitting that

1:33:03chapter 74 grant on Friday. Um Mrs.

1:33:06Casey, myself, and Miss Mandalu, uh

1:33:08we're just running through the final

1:33:10logistics of that and very excited about

1:33:12the expansion hopefully to really blow

1:33:15this program out, uh and include

1:33:17juniors, uh next year. Um so, uh much

1:33:20more to come on that, but that pro uh

1:33:22that program, uh the grant will be

1:33:24submitted Friday. Um additionally, uh we

1:33:27have submitted our interest, uh to um

1:33:31explore and study a dual language

1:33:34program. Um, so it will hopefully be

1:33:37Malber's first, but not our only uh dual

1:33:39language program that we could offer our

1:33:41city. And we'll be hearing more about

1:33:43that throughout uh the academic year.

1:33:47And again, I I hope and I'm I'm sure you

1:33:51are seeing kind of the the strategy

1:33:54behind the reorganization and the

1:33:56different structures we put in place as

1:33:59we look as we're kind of looking forward

1:34:00at where we're going now um as a

1:34:02district. Um, and I believe this is our

1:34:07last goal. This is to continue the focus

1:34:10on the richer school project. Um, and so

1:34:12we're going to continue to move forward

1:34:15uh and hit the benchmarks. Uh, most

1:34:17recently we did just on board our

1:34:20construction manager um, uh, Fontaine,

1:34:23which we are excited about working with.

1:34:25And, um, Mrs. Richards has a very busy

1:34:28couple of days with the design team

1:34:30going through everything from classrooms

1:34:33to furniture to safety to office space

1:34:36and all the things in between. So, lots

1:34:38happening there.

1:34:42So, those are the goals in uh kind of a

1:34:45nutshell. Um and um again I my hope is

1:34:50that

1:34:52a lot of the reorganization through the

1:34:54budget cycle and through the kind of uh

1:34:57later restructuring through central

1:34:59office

1:35:00is making more sense now that you're

1:35:02seeing the goals and where we're moving

1:35:05and the need for the infrastructure that

1:35:07we've put in place.

1:35:13>> Good. So review them, digest them.

1:35:16Questions, we'll be voting on them next

1:35:19school committee meeting. Thank you.

1:35:24Okay. Um just two other um quick items.

1:35:29Um first in your packet this evening um

1:35:32you have a draft of our protect Act

1:35:35procedures. These align with the policy

1:35:38that the school committee put in place

1:35:40uh in September. Uh we had to move

1:35:43swiftly, but we were very thorough in

1:35:45making sure that our procedures

1:35:49meet all of the Department of Education

1:35:51uh and state requirements, which they

1:35:53do. Um and um also uh did have our

1:35:59school district attorney give him once

1:36:01over to make sure we weren't missing

1:36:02anything. Um and he has signed off on

1:36:05them as well, which is great. So we are

1:36:07in very good shape with the procedures.

1:36:09Uh while we were waiting for these, we

1:36:11did send out to our leadership team. Uh

1:36:13kind of the summary points or like a

1:36:15cheat sheet. Uh this is what we would do

1:36:17if a civil law enforcement agency uh

1:36:20like immigration were to show up at um

1:36:22at a school door and how we'll navigate

1:36:25that. Uh and we have also in the process

1:36:28of getting laminated cards for admin

1:36:30assistance. They can tack Rick right

1:36:31next to their computer with a couple of

1:36:34key steps. Uh the first one being um

1:36:37call the superintendent's office.

1:36:39[laughter]

1:36:40So there's a couple of steps that if we

1:36:42just execute that, we'll be fine. Um but

1:36:45um I think we'll be in good shape should

1:36:47this happen. We're not expecting it to,

1:36:49but we always prepare. So I know um I

1:36:52had committed to the school committee at

1:36:53our meeting in September to have

1:36:54procedures in front of you uh shortly

1:36:57after the approval of that. Uh these do

1:36:59not need a vote. They're procedural, but

1:37:01wanted to make sure you had them.

1:37:02>> Thank you.

1:37:04Um and then lastly, um just an update on

1:37:08uh some safety drills. Um a big thank

1:37:11you to our community who was able to

1:37:13attend um our

1:37:16uh family uh safety night that we had uh

1:37:18that was uh about 40 folks in attendance

1:37:21and we sent out the link to our school

1:37:24community last Friday uh for those who

1:37:26are not able to attend. Uh but we're

1:37:29pleased with uh the outcome and a lot of

1:37:31the conversation with our families that

1:37:32evening. Um, and last Friday we had uh

1:37:37our first tabletop drill with the

1:37:38Massachusetts Emergency Management

1:37:40Agency. Um, that was really a powerful

1:37:45experience. Uh, we were able to sit at

1:37:47the table. There were about 40 of us,

1:37:50representatives from um, all of our city

1:37:53um, offices, uh, police, [clears throat]

1:37:56fire, DPW, schools, etc.

1:37:58um and went through a uh really about a

1:38:01three-hour tabletop drill. And during

1:38:05this process, we're kind of peppered

1:38:07with what they call injects, which are

1:38:10all of these unique kind of curve balls

1:38:12that uh MIMA continue to throw at us to

1:38:14see how all the agencies were going to

1:38:16work together um and to see if we knew

1:38:19our plans. Uh all of our uh agencies

1:38:22have very strong plans in place. Um,

1:38:25MIMA um was very very impressed with how

1:38:30we collaborated uh as a as each

1:38:33individual teams. In some circumstances,

1:38:36they wanted to hear like how

1:38:37specifically were the schools going to

1:38:38manage this, how is fire going to handle

1:38:40this, police, etc. Um, and then there

1:38:44were other times where they asked the

1:38:47agencies to kind of huddle up and talk

1:38:49about who's going to manage the press,

1:38:51who's going to manage this situation,

1:38:52that situation. Um, so it was really

1:38:55great to to be put to the test. Um, we

1:38:59had a representative from every

1:39:00building, uh, which was really great.

1:39:03Uh, members that are not part of our

1:39:05ongoing safety and security team, um,

1:39:08and they just thrived. They did a really

1:39:11great job. Some were assistant

1:39:13principles, uh, some were the building

1:39:14principal. Um, but it was a really, um,

1:39:17strong combination of staff, um, that

1:39:20know our plans and were just very

1:39:23collaborative with both, um, our own

1:39:25team and those from across the city.

1:39:27Very high marks from MIMA on that. Um,

1:39:31upcoming in October, we will have our

1:39:33first um, SRP drill where we will be um,

1:39:37checking in on hold, secure, lockdown,

1:39:39those sorts of things. is we'll do a

1:39:40similar drill in November and then in

1:39:43February um December, excuse me, we will

1:39:46be uh testing the Rave app. Sorry,

1:39:47Michelle. Uh we'll make sure we give

1:39:49everybody a heads up. [laughter]

1:39:53>> I know. Yeah, everybody's phone was

1:39:54going off for hours when

1:39:56>> So, we'll give you the heads up when we

1:39:58do that so you're ready for [laughter]

1:40:02>> um but very pleased with the progress

1:40:03we're making. Still have a lot of work

1:40:04to do. lots, [clears throat] you know,

1:40:06classroom buckets we still have to put

1:40:07together for new folks or buckets that

1:40:09were lost. Um, Heimlick kits we have for

1:40:13the cafeterias we need to train folks

1:40:14on. Stop the bleed kits we got for all

1:40:16of our athletic um sports um kits. We

1:40:21have to put those in. So, there's still

1:40:23some next steps, but making a lot of

1:40:25good headway. Okay. And that concludes

1:40:28my report.

1:40:28>> Thank you.

1:40:29>> Thank you.

1:40:31>> So, okay. Let's [clears throat] move on

1:40:33to the executive director of finance and

1:40:35operations report.

1:40:38>> Mr. Mohammed.

1:40:40>> Thank you, Mr. Mayor.

1:40:42Um, I will start by going by the agenda.

1:40:47I think my report is a little bit off,

1:40:50but I'll go by the agenda. So, the first

1:40:52item on the agenda is the NRT update.

1:40:56Um, my transportation update.

1:41:00So um at the last school committee

1:41:02meeting um I presented or shared some

1:41:05transportation related performance data

1:41:08documenting significant disruptions. I

1:41:11think I mentioned there was around 170

1:41:14disruptions that I that I reported last

1:41:17time. Since then we're up to 300 now. So

1:41:22um that which included which which

1:41:25includes substitute driver usage delays,

1:41:28mechanical issues, missed pickups and

1:41:31student safety incidents. So

1:41:33unfortunately we have not seen any

1:41:35significant improvement in the service

1:41:37reliability or communication. So u

1:41:40serious safety concerns are continuing.

1:41:44Just last week we um had another

1:41:46kindergarten student that was released

1:41:48at her bus stop without the parent

1:41:51present. Um so but thankfully she made

1:41:55it home safely and the district

1:41:57[clears throat]

1:41:58um following that incident the district

1:42:00filed another 51A

1:42:02um report with the department of

1:42:04children um and families on Friday,

1:42:07October 2nd. Uh so these repeated

1:42:10incidents are unacceptable. Um families

1:42:13must be able to trust that their

1:42:15children will be transported safely and

1:42:17released appropriately. Um we continue

1:42:20to escalate um these concerns with NRT

1:42:24and uh the legal legal council is

1:42:27actively involved now uh and uh district

1:42:30representatives met with NRT and their

1:42:33attorneys on last last Wednesday,

1:42:36October 7th um to address our concerns.

1:42:40we presented the data um about safety

1:42:43student safety uh service failures and

1:42:45and contract accountability.

1:42:48So um since then they have provided a

1:42:52formal

1:42:53action plan uh addressing kindergarten

1:42:56release procedures um driver training

1:43:00uh retraining and dispatch communication

1:43:03um capacity issues um safety

1:43:06accountability.

1:43:08Um so we're requiring NRT to follow

1:43:10through and demonstrate measurable

1:43:12sustained improvement

1:43:14uh improvements. Um, so, uh, they've

1:43:17acknowledged that they have driver

1:43:18shortages, uh, but it does not excuse

1:43:22unsafe practices or inadequate

1:43:25communication. So, uh, delayed and

1:43:28inaccurate notification continues to

1:43:30leave families waiting and place an

1:43:32unreasonable burden on school staff. Um,

1:43:36[laughter]

1:43:37again, our expectation remains safe,

1:43:39reliable, and timely transportation for

1:43:41every student. If NRT does not deliver

1:43:44immediate sustained improvement, we will

1:43:47consider all remedies available under

1:43:49the contract and alternative

1:43:51transportation options. Um so that was

1:43:55my uh report for NT. Uh it's still

1:43:58frustrating. It's still ongoing. So

1:44:02um we're on it. We're we're looking

1:44:04through u

1:44:08any questions before I move on to my

1:44:10second item. Well, the question would be

1:44:14really more a statement. It's not okay.

1:44:17We had we had a [clears throat]

1:44:20meeting on Wednesday. Um, we will be

1:44:24meeting with them this week and I would

1:44:28anticipate we're going to be meeting

1:44:30with them every week because right now

1:44:33they need somebody to tell them how to

1:44:35do their job because you can't run a bus

1:44:39company by not having people in the

1:44:43seats that know the roots. So um

1:44:48we made it quite clear that they have

1:44:51opportunities because they have found

1:44:53substitutes that they are putting onto

1:44:56roots.

1:44:58And I know that I made it quite clear to

1:45:03the person representing NRT that if you

1:45:05can find the substitute, you better find

1:45:08that substitute a full-time job being a

1:45:11driver on a route full-time so that our

1:45:14students can be safely cared for. And

1:45:17that includes the AMSA students.

1:45:20Marbor students should be able to get to

1:45:23school and get home safely. And that's

1:45:26their job. That's the contract that we

1:45:28signed and they need to get their acts

1:45:31together. So, we're going to meet with

1:45:34them very regularly and they better get

1:45:36their job together.

1:45:40>> Um, great great points, Catherine. Um,

1:45:43mom, you talked about immediate and

1:45:45sustained improvement. We've gone from

1:45:48170 to over 300. That sounds like the

1:45:50exact opposite of immediate and

1:45:52sustained improvement. So, um I I guess

1:45:55the fundamental question for me is

1:45:57what's what's the deadline? Like where's

1:45:59where is the line before we um

1:46:04unlock other steps?

1:46:06>> Um like Katherine said, uh that we have

1:46:10a follow-up this week. We'll see. Uh but

1:46:13we have not seen any improvements um

1:46:16yet. So, we'll see where they're at with

1:46:20the the driver shortages that they've

1:46:23mentioned. They have promised to onboard

1:46:25some new drivers and we'll look into

1:46:29what their um plans are uh going

1:46:33forward. they have provided uh an action

1:46:36plan which they have done in the past

1:46:39also but then you know there was just no

1:46:42um we don't have another a month or so

1:46:46to on board and just keep h have um

1:46:50these issues

1:46:52happen you know for another month or so

1:46:54so

1:46:55>> we're looking into ASAP okay

1:46:57>> solutions right

1:46:58>> so I guess my from my expectation for

1:47:00the community's expectation is it our

1:47:02next meeting on the 27th as a committee.

1:47:05It's a and here are the steps we've

1:47:08taken beyond waiting for NRT to get uh

1:47:12to show improvement or

1:47:13>> I can I'll jump in on that. So

1:47:16[laughter]

1:47:16>> uh our legal the city's legal team has

1:47:18met with the school's legal team as of

1:47:20this morning to talk about next steps um

1:47:23from a contractual standpoint. Obviously

1:47:25this is not just a school liability,

1:47:27it's also a city liability as well. So

1:47:29the city will now be taking a step in

1:47:32that direction so we can actually come

1:47:34in joint forces to see what the next

1:47:36steps are. I do not know what those next

1:47:37steps are but we are taking action from

1:47:40a city perspective regarding looking at

1:47:41the contract and see where we can hold

1:47:43them accountable and if that means rebid

1:47:45that means rebid but that will be the

1:47:47next step.

1:47:48>> I appreciate that. Thank you.

1:47:49>> We have suspended payment to them.

1:47:52>> Yes.

1:47:52>> And they are well aware of that.

1:47:56Um,

1:47:59[snorts] we've explained that we've done

1:48:00that before and and that's not okay. So,

1:48:04>> and we're not going to pay for a service

1:48:05we're not getting.

1:48:06>> No, but but not having correct service

1:48:09is not okay either. You know what I

1:48:12mean? So, um, I think that

1:48:15[snorts] we've all made ourselves

1:48:18really clear. Um, we have an expectation

1:48:22when we see them

1:48:25Thursday. Yeah, Thursday.

1:48:26>> Thursday,

1:48:27>> that they're going to have some more

1:48:28drivers that are set on routes. And they

1:48:32did um articulate that they have moved

1:48:36up their timetable on their training um

1:48:39to um move that process quicker. They

1:48:44have talked about some incentives that

1:48:46they've put in place to try and make

1:48:49sure that drivers get on board quicker,

1:48:53but we need people in the seats.

1:48:57And I think if we can have more

1:48:59consistency of people in seats, then we

1:49:02have an opportunity of decreasing um you

1:49:06know the problems that we have um

1:49:09potentially with some of the safety

1:49:10issues. It's it's pretty clear when you

1:49:13look at the data and you actually do

1:49:14some of the comparisons with the

1:49:16information that you know thankfully

1:49:18that you've been able to pull together

1:49:20with all of the people that have helped

1:49:22for you. Um we need consistency of

1:49:25drivers that know the roots.

1:49:28I mean there it's it's really not rocket

1:49:30science. Sorry. It's really not rocket

1:49:32science. Do your job. Have the right

1:49:34people. they know the roots and you

1:49:37don't let kindergarteners off if there

1:49:39is not physically a human being there

1:49:41that is their parent or a guardian

1:49:44period.

1:49:45>> Okay.

1:49:46>> So, thank you.

1:49:48>> And just to reiterate your point, just

1:49:50does not just affect us. This affects uh

1:49:53AMSA who are part of our contract also.

1:49:56So, they're experiencing delays um

1:49:59documenting all those as well.

1:50:02Uh the second item on my list is the

1:50:05student activities inactive accounts. So

1:50:08last time when we met I presented all of

1:50:10the active accounts to be voted on. Um

1:50:14we had to do our due diligence for the

1:50:17inactive accounts um um reach out to the

1:50:21student leaders uh or presidents who

1:50:24were in charge of these in the past uh

1:50:27to ask for their recommendations. uh

1:50:29we've done multiple outreach uh to them.

1:50:32Um we haven't heard anything. So the

1:50:35schools um is recommending either

1:50:38dividing these uh remaining balances

1:50:42within um the active student activity

1:50:45accounts evenly. Um and the middle

1:50:48school actually is advising to keep the

1:50:52small amount that they have in the same

1:50:54line for the future sixth graders uh

1:50:56field trips or um whatever they use it

1:50:59for. So um uh I am as school committee's

1:51:03approval of the proposed uh dispositions

1:51:06and keeping it in the same line is

1:51:08requested for the inactive

1:51:12uh student activity accounts for FI27

1:51:15school year.

1:51:18Um and the third item on my list was um

1:51:24is actually uh transportation related.

1:51:27Um so at again in my last in our last uh

1:51:32school committee meeting I presented

1:51:35um the the expansion of district

1:51:39transportation uh fleet as our programs

1:51:43continue uh to grow as as as Dr. Falco

1:51:47mentioned in our data uh and growth um

1:51:51reports today that after um reviewing

1:51:54the options, I'm recommending uh the

1:51:57purchase of the 8 passenger 7D equipped

1:52:00vehicle for $99,955.

1:52:05Um

1:52:06we've gotten some quotes now. This is

1:52:08the actual mount and in the packet we

1:52:11have the specs and the vehicle pictures

1:52:14of the recommended um vehicle that we're

1:52:17looking to purchase.

1:52:20Um and also this purchase is especially

1:52:22important because our three uh existing

1:52:25vehicles that we have are um 10 to 11

1:52:28years old and they're no longer equipped

1:52:31of 470 student transportation. So um

1:52:35this gives us flexibility to support the

1:52:38specialized transportation and variety

1:52:40of programs needs across our schools. Um

1:52:44so um school committee approval is

1:52:47requested

1:52:48um to purchase the vehicle for 9

1:52:50$99,955.

1:52:54That concludes my report.

1:52:57>> Just a quick question for you. So, if we

1:53:00were to approve the inactive accounts,

1:53:03the class fund of 2022 and class fund of

1:53:052024, they will no longer have those

1:53:07funds anymore and it'll go to

1:53:10>> it will go evenly to the other um the

1:53:1427,

1:53:1528, 29.

1:53:17>> I guess my concern is

1:53:19it's a little premature to get rid of

1:53:22that only because like I believe they

1:53:24utilize these funds for reunions. So,

1:53:26like a 5y year, 10 year. So, they even

1:53:29haven't had the chance to have a 5-year

1:53:31reunion yet to utilize those funds.

1:53:33>> Do they use them for that?

1:53:35>> I believe they can. I think that's the

1:53:37point. Can I jump in here? Because we

1:53:39actually had a conversation about about

1:53:42this

1:53:43>> and I had um encouraged Muhammad to

1:53:47reach back to some of the different um

1:53:50point people at the high school only

1:53:52because honestly I had some personal

1:53:55insight because two of my kids were

1:53:58actually um

1:54:00class officers. Sorry, took me a moment.

1:54:03So the class officers upon like after

1:54:07graduation need to actually open up a

1:54:11bank account so that these class funds

1:54:14can then be put into a check form to

1:54:18then be put into you know for reunions.

1:54:22Um, so my concern was is that whomever

1:54:26from 22 or 24

1:54:29had they really been able to do enough

1:54:32due diligence to try and get a hold of

1:54:35some of the class officers? I know that

1:54:37you mentioned the president, but I would

1:54:39also say some years the president is not

1:54:42necessarily the person that's going to

1:54:44be executing it. Let's just be fair. Um,

1:54:47so I'm a little concerned about moving

1:54:50the 22 and the 24 already away from

1:54:54those class years and not not doing a

1:54:58little bit more on holding on to them or

1:55:01finding other opportunity of where, you

1:55:04know, is there something that we can

1:55:05work with the city on opening up an

1:55:08account or something as a placeholder

1:55:10because these kids are at some point

1:55:14going to have a reunion, I'm assuming.

1:55:16So, um, I did have a concern about that

1:55:19as well.

1:55:20>> Sure,

1:55:21>> that makes sense.

1:55:22>> Yeah, I I think it's a little too early

1:55:25in just my personal opinion. I I don't

1:55:27want to just like Hey, because I mean,

1:55:30they obviously put money into this at

1:55:31some point, you know, through dues or

1:55:34whatever. So, I

1:55:35>> fundraising. Yeah.

1:55:37>> Yeah. Okay. That was that was just a a

1:55:41sort of a we recently had um a student

1:55:44activity audit. Yeah.

1:55:46>> And that was um after talking to Miss

1:55:49Hennessy

1:55:50>> [clears throat]

1:55:51>> uh and the recommendation of the school

1:55:54was since there was no policy in place

1:55:58uh there was a recommendation from the

1:56:00schools to do that.

1:56:02>> Whoever the um Stacy actually is the one

1:56:05that handles this over at the high

1:56:07school. So she's she recommended that we

1:56:11>> but I'm open to

1:56:13>> keeping it in the same area for now and

1:56:16then we can revisit this in the future.

1:56:18>> Yeah, I would feel more comfortable with

1:56:20that at least.

1:56:22>> I mean I I can see we're working in

1:56:24social I mean the other ones but just

1:56:25the two class ones I think

1:56:28it just doesn't sit well with me. That's

1:56:30just my opinion. You know we can vote on

1:56:32this later but okay. Anything else from

1:56:36Mr.

1:56:38>> No.

1:56:38>> Um clarity just on the um the vans. Uh

1:56:44that's not a CDL license.

1:56:47>> It's a 7D license.

1:56:48>> Right. Okay. Thank you.

1:56:50>> And I saw it was posted today. Right.

1:56:57>> Moving on to acceptance of minutes.

1:56:58Minutes of September 22nd, 2026 school

1:57:02committee meeting. Motion to approve.

1:57:05>> Motion to approve is on the table and

1:57:06seconded. Questions, comments, concerns

1:57:08regarding the minutes from September

1:57:0922nd. Seeing none, all in favor? Motion

1:57:12carries. Thank you. Public comment. Is

1:57:16there any public comment going once?

1:57:19Public comment. Is there any public

1:57:21comment? Going twice.

1:57:24And public comment. Last and final shot.

1:57:27Public comment. Seeing none, we are

1:57:29closing the public comments. Thank you.

1:57:32action items and reports. Vote to

1:57:34approve the MASC delegates.

1:57:39>> So, the

1:57:42conference in November, the delegate

1:57:44assembly is Friday at 3:00.

1:57:48Um,

1:57:50we need a delegate and an alternate.

1:57:54Should the delegate not be able to

1:57:59>> partake

1:58:01do their assigned duties?

1:58:05>> We all know who that's going to be. So,

1:58:06just make the motion and we can approve

1:58:08it.

1:58:08>> Well, I mean, I offered it to Katherine

1:58:11who's done it in the past. I mean, if

1:58:12Dan, if you're interested in doing it or

1:58:17>> do do you have a burning need to do it?

1:58:20>> If Dan wants to do it, I'm not going to

1:58:22fight him.

1:58:22>> Okay. Would you like a

1:58:25I don't know, Dan. I got my money on

1:58:27you.

1:58:27>> Okay. And you want to be the alternate?

1:58:30>> Of course. That'd be lovely.

1:58:31>> So, I move to elect Dan Caruso to be the

1:58:36MASC delegate to the delegate assembly.

1:58:40And can we do them together? Katherine

1:58:42Hennessy as the alternate.

1:58:44>> Works for me. It's a motion on the table

1:58:47for the delegates. Seconded. Questions,

1:58:49comments, concerns?

1:58:52Seeing that all in favor congratulations

1:58:54Mr. Carissa represent just well

1:58:57>> you know I apologize Earl I should have

1:59:00offered to you I already know her

1:59:02opinion I didn't have

1:59:04[laughter]

1:59:06>> I apologize for that because sometimes

1:59:07you come sometimes you don't and I

1:59:09realize you are

1:59:10>> jumping on the opportunity

1:59:11>> I figured if you really wanted it you

1:59:13would have said what about me

1:59:16>> okay [laughter]

1:59:18>> vote to approve additional van purchase

1:59:23>> move to approve

1:59:24Sean table and seconded questions,

1:59:26comments or concerns.

1:59:28My comment is thank you for doing the

1:59:30research. I know that I asked for it, so

1:59:32I appreciate the extra work and bringing

1:59:34us up to speed on the actual dollar

1:59:36figure. I feel I can sleep better

1:59:37tonight. Thank you, Mr. M. You're

1:59:39welcome.

1:59:40>> Uh, all in favor of approving the ban.

1:59:43Motion carries. Thank you.

1:59:46>> Vote to inactive student activities

1:59:50accounts. [snorts] So, can we vote um to

1:59:54approve all of it except those two

1:59:56graduating classes, table those until we

2:00:00have done a little bit more digging? Is

2:00:04that

2:00:05>> Sure.

2:00:06>> So, the motion's on the table to approve

2:00:08the woodworking, social justice club,

2:00:10and the National Business Honor Society.

2:00:12That is correct. And just to clarify,

2:00:15the National Business Honor Society does

2:00:18still exist, but the uh apparently don't

2:00:21need to collect money and there's a

2:00:24little bit of money in their account.

2:00:25So,

2:00:26>> $31.

2:00:28>> Okay. Motion on the table and seconded.

2:00:30Questions, comments, concerns? Seeing

2:00:32none, all in favor? Motion carries.

2:00:37Okay. Gifts and donations.

2:00:41One second here. Scholastic

2:00:44Book Club Richard School. Miss Fson's

2:00:47first grade teacher conducted a

2:00:48fundraiser for new books for her

2:00:50students for $36.

2:00:56>> Oh, sorry.

2:00:57>> Motion to approve.

2:00:58>> Motion to approve and second.

2:01:00>> I was still writing down my notes from

2:01:01the last

2:01:02>> questions, comments, concerns regarding

2:01:03the fundraiser. Seeing all in favor,

2:01:07motion carries. Thank you, Mrs. Bson,

2:01:10for the fundraiser. Courtyard Marriott

2:01:13of Malro donated an assortment of school

2:01:15supplies for Keen schools approximate

2:01:17value of $75.

2:01:19>> Motion to approve.

2:01:20>> Motion to approve is on the table and

2:01:22seconded questions, comments, and

2:01:24concerns. Seeing none, all in favor?

2:01:26Motion carries. Thank you.

2:01:30Members forum. Anyone have anything from

2:01:33members?

2:01:33>> What about reports to school?

2:01:35>> Oh, oh, I did. Sorry. Subcommittee.

2:01:40[laughter]

2:01:40>> I skipped. Is there any

2:01:43subcommittee

2:01:44>> reports?

2:01:46>> Policy had a meeting earlier today.

2:01:50>> That's it.

2:01:51>> Okay.

2:01:51>> Anything you want to say about that,

2:01:53Mrs. Hennessy?

2:01:55>> Uh, no. We're all good.

2:01:56>> I'm sure it was riveting.

2:01:58>> It was.

2:01:59>> Members.

2:02:02>> So, um, in this packet, the resolutions

2:02:06for the delegate assembly are here. save

2:02:09them, study them. We're gonna vote on

2:02:11them the next time so that we can direct

2:02:14Mr. Caruso

2:02:16to represent us at the delegate

2:02:18assembly. And also uh last week I had

2:02:21the pleasure of attending the National

2:02:24School Boards Association urban district

2:02:27conference in Chicago. And

2:02:31um lots of takeaways but the number one

2:02:33which I shared with the superintendent

2:02:35is I went to a workshop given by Gary

2:02:39Indiana big district in Indiana who had

2:02:43a very well presented thoughtful

2:02:47presentation on changes that they have

2:02:50made over the last two years. And as

2:02:53they were going through all of these

2:02:55brand new things that they were doing, I

2:02:58was checking off every single one of

2:03:01them. We've been they are just

2:03:03implementing MTSS

2:03:06um which is for those listening at home

2:03:10the um uh the system that helps us

2:03:14figure out what all kids need and then

2:03:17kids that need the next level of help

2:03:19what they need. And it's a multi-tiered

2:03:22system of support which we've been using

2:03:24for years and it is the basis of what we

2:03:27do. So walking away from from that

2:03:30presentation was very affirming that we

2:03:34are ahead of the curve um in terms of

2:03:38the way we're structured and the stuff

2:03:40we're doing. So that was great.

2:03:45>> Mr. Chris,

2:03:46>> thank you. Uh October 6th marked my

2:03:49first full year on the school committee.

2:03:50So I wanted to acknowledge that uh by

2:03:54way of saying thank you to the committee

2:03:57members who have offered me ongoing and

2:04:01um incredibly valuable support and

2:04:03guidance. I'm grateful to have been

2:04:05selected for this role. I know I had and

2:04:08continue to have big shoes to fill. Um,

2:04:11and I want to just emphasize that I am

2:04:13so impressed and so inspired um by the

2:04:16work that this committee does, that the

2:04:19school leadership's teams do. Uh, it's

2:04:22it's truly impressive and and really

2:04:24important work and I'm grateful to get

2:04:26to be a part of it. So, thank you.

2:04:28>> That's nice. Thank you.

2:04:31Anyone else?

2:04:32>> I thought we were going to leave on a

2:04:33good note, but [laughter]

2:04:35>> she signed the

2:04:36>> Well, I was going to let you know that

2:04:37I've reviewed the warrant. We've got it.

2:04:39>> And I was going to sign it on behalf of

2:04:41you specifically.

2:04:43>> But I could just tell you that you got

2:04:45to look at it. [laughter]

2:04:47>> Which I do every single time. So,

2:04:49>> but you can't sign it.

2:04:51>> I do sign it.

2:04:52>> Well, but you have to have somebody else

2:04:54sign it first.

2:04:55>> But I do sign it. Yes, I have to sign

2:04:57everything.

2:04:57>> Okay, enough you two.

2:04:59>> Anything else?

2:05:00>> Anything else? M

2:05:01>> I'm hungry. Can you tell? [laughter]

2:05:04>> Mr. Mr. Good. Just wanted to commend the

2:05:07superintendent and the police department

2:05:09for the safety meeting. I happened to go

2:05:10to the safety meeting. Um I was a little

2:05:13I think you're being um politic a little

2:05:17bit being saying it was a great turnout.

2:05:19I'm not so sure 40 people out of such is

2:05:22the biggest turnout, but I know you've

2:05:24made every effort since then to get it

2:05:26out there. So if somebody wants to know

2:05:28their safety program, they can watch

2:05:30television, they can pull it up on their

2:05:32computer, anything. So, I just wanted to

2:05:34to thank the police department and you

2:05:36for putting that on and I'm glad that

2:05:37we're able to get the word out and

2:05:40hopefully we have enough people looking

2:05:41at it that nothing will come as a

2:05:44surprise if something comes as a

2:05:45surprise. Y [clears throat]

2:05:47>> yeah, I did attend as well, but I think

2:05:49the the information, the content was

2:05:51really really important to discuss. So,

2:05:54kudos to the MPD and and the

2:05:56superintendent for putting that out

2:05:58there. You know, when we talk about

2:05:58transparency and when you want to keep

2:06:00the kiddos safe, I mean, this is really

2:06:02what you should be knowing. And so, if

2:06:04your kids do come home with certain

2:06:07verbiage that they picked up from this

2:06:09training because obviously it's

2:06:10implemented in each and every classroom.

2:06:12And so, um, I would definitely, if

2:06:13you're a parent to take a look at that

2:06:15that document because it is really,

2:06:17really important information, especially

2:06:19when it's your most precious investment.

2:06:21I would definitely take a look at it.

2:06:22So,

2:06:24Maggie,

2:06:26>> uh, hi. So, I think uh so sorry I'm

2:06:29tired, but um it's been a big week at

2:06:31the high school for us. It's spirit week

2:06:33for us. So, um it's been super fun. Last

2:06:35Friday we started off we had our culture

2:06:36day which was super cool seeing people

2:06:38like bunch of Brazil jerseys, seeing

2:06:40other people all jerseys, also people

2:06:42wearing culture wear. Like I have one

2:06:43friend, she's Japanese. She's actually

2:06:45Barnum's daughter and she wore like a

2:06:47traditional Japanese robe and like it

2:06:48was so cool. Um one uh is one girl

2:06:51another girl in our grade she brought uh

2:06:53like a dragon like a dragon dancer like

2:06:55the Chinese dragon dancer. She brought

2:06:56like an actual dragon head. Like it was

2:06:57super cool seeing all sorts of stuff.

2:06:59Um, today was character day where

2:07:01there's all sorts of cool stuff. I was I

2:07:03was Glenda from Wicked.

2:07:05>> Okay.

2:07:05>> There was a group of people. I saw they

2:07:07were inside out and they all like

2:07:08painted their faces. It's cool. It's

2:07:10like seeing everyone go all out. The

2:07:11competition between the grades is all

2:07:13big. Everyone's getting hallways. So, I

2:07:14think it's a super fun and super big

2:07:16week at the high school. And then on

2:07:18Friday, we'll have our like our pep

2:07:19rally and then the homecoming game. I

2:07:22don't know who they're playing but but

2:07:23someone. Um, and then Saturday, um, we

2:07:26have the homecoming dance. So, a big

2:07:28week. I also, is it too late to ask a

2:07:30question?

2:07:31>> So, I had a quick question about the

2:07:33protect Act. So, I was like talking

2:07:35about the buses. I know that last like

2:07:37the last few years there's been like

2:07:39issues of like people seeing ice near

2:07:40bus stops and I was wondering that like

2:07:42are bus stops like kind of protected

2:07:44from in the protect Act? Is that like a

2:07:47>> Great.

2:07:49Thank you for that. Um, we actually had

2:07:51um Mr. Sadiki check in with NRT to make

2:07:54sure that their staff are trained. We

2:07:56are going to be training them on our

2:07:58protocols. Uh they do not have a

2:08:01specific protocol in place uh as a bus

2:08:03company. So um now that we have our

2:08:06procedures in place, we'll be reviewing

2:08:07it with their with their team.

2:08:09>> Yeah, I remember hearing a lot of

2:08:11stories of that. So I thought I didn't

2:08:12see it in like the language of the track

2:08:14itself, but I thought that would be

2:08:15really important. But yeah, any any area

2:08:19of the city where there's school

2:08:21activities going on is covered under it.

2:08:24>> Oh, thank you.

2:08:27>> Anything else for me for

2:08:31what I need?

2:08:32>> Move to adjourn. Move

2:08:33>> to on the table and seconded. All in

2:08:35favor of returning

2:08:38cars. We returned at 9:39.

2:08:41Thank you everyone. Have a great night.