School Committee - June 05, 2024
School Committee, 6/5/24 - Meeting Summary
Date: 6/5/2024
Type: School Committee
Generated: September 13, 2025 at 06:28 PM
AI Model: Perplexity
Sharon School Committee Meeting Summary — June 5, 2024
1) Meeting Metadata
- Date: June 5, 2024
- Location: Sharon High School
- Committee Members Present: Avi Shemtov (Chair), Alan Metenko, Julie Rowe (Vice Chair), Jeremy Kay, Georgeann (Ina) Belenke (Secretary), Adam Shane, Dan Newman
- Superintendent: Dr. Peter Botelho (also referred to as Dr. Patel in evaluation discussion)
- Student Representative: Brendan
- Public Attendees Included: Parents, teachers, community members
2) Agenda Overview
- Reorganization of officers and subcommittee appointments
- Town committee and liaison appointments
- Discussion on liaison roles
- School calendar amendment regarding graduation date and compliance
- End-of-year school improvement reports
- Superintendent’s end-of-year evaluation discussion and progress on goals
- Public comments on budget transparency, calendar, and school culture
- Routine votes on donations, minutes, and memberships
- Consideration of a summer retreat proposal
3) Major Discussions
| Topic | Avi | Alan | Julie | Jeremy | Georgeann | Adam | Dan |
|---|---|---|---|---|---|---|---|
| Officer & Subcommittee Appointments | Managed nominations; approved all 7-0 | Supported appointments, volunteered Rec Advisory | Nominated self as vice chair and multiple chairs | Supported appointments, noted liaison scope | Chaired Policy Subcommittee; adjusted Budget subcommittee | Chaired Budget Subcommittee; supported assignments | Supported with reservations on liaison roles |
| Liaisons to Town Committees | Favored sustaining existing liaisons, managed discussion | Advocated for liaison value, noted voting importance | Supported liaison participation benefits | Raised liaison scope concerns; voted no on some | Silent on this discussion | Supported liaison roles for school influence | Opposed creating new liaisons; voted no on some appointments |
| Appointments to Non-Voting Liaisons (e.g., DEIC) | Appointed self (5-2 vote) despite dissent | No explicit stated position | Supported appointments | Opposed liaison roles (voted no) | Supported appointments | Supported liaison roles | Opposed liaison roles (voted no) |
| School Calendar Amendment & Graduation Date | Managed discussion; favored community service day option; voted Yes (6-1) | Supported calendar change option; noted importance of liaison roles | Supported community service day option; voted Yes | Supported calendar amendment; voted Yes | No voting record reported | Proposed summer retreat; supported calendar change; voted Yes | Expressed concerns; voted No on calendar amendment |
| School Improvement Plan Highlights | Praised principals; emphasized culture building | Asked about balance in literature & survey data | Expressed appreciation for leadership efforts | Engaged on survey data sharing | Chaired Policy - silent here | Emphasized communication, progress | Noted ongoing concerns but supportive overall |
| Superintendent Evaluation (Dr. Patel/Botelho) | Rated mostly proficient plus; praised thoughtful leadership; advocated full discussion | Praised warmth & collaboration; exemplary culture rating | Raised communication gaps; rated proficient | More critical on budget & DEI progress | Provided historical perspective, supportive | Differentiated ratings, praised instructional growth | Applauded professionalism; recommended earlier budget planning |
4) Votes
-
Officer Reorganization:
- Chair (Avi Shemtov) approved 7-0
- Vice Chair (Julie Rowe) approved 7-0
- Secretary (Ina Belenke) approved 7-0
-
Subcommittee Appointments: All unanimously approved 7-0 except Budget Subcommittee adjustments reaffirmed 7-0
-
Town Committee Appointments:
- Audit (Jeremy Kay), Priorities (Avi & Adam), Capital Outlay (Jeremy, Julie, Adam alternate) all 7-0
- Recreation Advisory Committee: approved 6-1 (Dan Newman “No”)
- Standing Building Committee (Julie Rowe): approved 7-0 (Dan Newman voted no but clarified school-related concerns)
-
Liaison to DEIC: Approved 5-2 (Opposed by Jeremy Kay and Dan Newman)
-
School Calendar Amendment: Passed 6-1 (Dan Newman dissenting)
-
Routine Votes: Donations accepted unanimously; minutes approved; educational collaborative membership authorized unanimously
5) Presentations
-
Superintendent Dr. Botelho:
- Updates on graduations, retirements, new hires (Athletic Director; Elementary Principal final stages)
- End-of-year performance and evaluation goals; progress on culture, instruction, DEI, elementary master plan
-
School Improvement Reports:
- Kristen Keenan, High School Principal: culture-building, survey data, curriculum expansion, AP access
- Elementary principals/directors: academic and social-emotional data collaboration; programs to support belonging and equity; positive literacy outcomes
- ECC: early literacy gains and social-emotional development
-
Superintendent Evaluation Discussion:
- Committee members rated performance using rubric (unsatisfactory to exemplary) with unofficial nuanced ratings
- Key themes: strong professional culture; varied views on budget process communication, curriculum pacing, and family engagement
6) Action Items
- Implement amended school calendar with graduation on early date and two community service days afterwards
- Continue supporting liaison roles while monitoring bandwidth and role effectiveness
- Superintendent’s evaluation to be compiled and presented for final vote in late June
- Explore feasibility and planning of a summer retreat for relationship-building and strategic work
- Address public concerns regarding budget transparency and communication improvements
7) Deferred Items
- Vote on the proposed 2024–2025 meeting schedule postponed until members review it
- Municipal Vulnerability Committee appointment tabled for more information
8) Appendices
-
Verbatim Quotes:
- Dan Newman on liaisons: “There are too many liaison roles; it makes it hard to say no.”
- Avi Shemtov on Dr. Patel: “A very thoughtful leader whose decisions tend to be beneficial, even if slower than some expect.”
- Julie Rowe on liaison benefits: “Liaisons might participate more fully in discussions than the public.”
- Student Rep Brendan supporting calendar plan: “Senior class responsibility is important with community service days.”
-
Voting Records:
- Officer positions: 7-0 unanimous
- Recreation Advisory Committee: 6 yes (all except Dan Newman)
- Liaison DEIC appointment: 5 yes (no votes from Jeremy Kay, Dan Newman)
- School calendar amendment: 6 yes, 1 no (Dan Newman)
-
Committee Member Summary:
- Avi Shemtov: Leader in nominations, key voice in liaison and superintendent evaluation discussions
- Alan Metenko: Advocate for liaison roles, noted importance of voting privileges in committees
- Julie Rowe: Key chair roles; supported liaison participation and calendar solutions
- Jeremy Kay: Identified communication and liaison scope issues; critical on some evaluation points
- Georgeann (Ina) Belenke: Secretary duties; policy leadership; support for appointments
- Adam Shane: Budget chair; liaison advocate; proposed retreat; innovative calendar solution supporter
- Dan Newman: Skeptical of liaison roles; dissented on appointments and calendar vote; asked for simplified liaison approach
This comprehensive summary integrates all relevant sections from the June 5, 2024, Sharon School Committee meeting, providing detailed accounts of actions, discussions, votes, and member viewpoints.
Document Metadata
- Original Transcript Length: 197,084 characters
- Summary Word Count: 1,066 words
- Compression Ratio: 25.2:1
- Transcript File:
School-Committee_6-5-2024_6c41f618.wav
Transcript and Video
It turns seven o'clock.
I'll go right here at seven now since the first thing is not public comments.
That way there's plenty of time for folks who would like to be part of public comment to arrive at the meeting.
I do see one hand up, but just a heads up on this agenda, we are beginning with our reorganization process.
All right.
This meeting will be conducted remotely over Zoom. Attendance by board members will be remote. Remote attendance shall count towards a quorum.
The meeting will be broadcast live and recorded by Sharon TV.
If you elect to enable your webcam, your image and background may be broadcast with or without sound.
Welcome to the June 5th, 2024 meeting of the Sharon School Committee.
First up on our agenda is reorganization of the school committee, beginning with nominations for officers of the school committee, starting with a vote for chair.
Unless there are any changes from our discussion last week, I would entertain a motion.
A motion to approve Avi as chair.
I think it's to nominate Avi. Oh, sorry.
To nominate Avi as chair.
I'll second. All right.
Thank you. Julie.
Yes.
Alan.
Yes. Yes. Shauna.
Yeah.
Yes.
Do we need to have any friendly amendment to talk about what Julie had mentioned in the kind of transition?
Not how it works.
If there was a reorganization at some point, anybody can always ask for reorganization.
If they can get a second, you can always reorganize.
Okay. Thank you. Then yes.
Jeremy.
Yes.
Alan.
Yes.
Dan. Yes.
Adam. Adam. Did I get you?
No. So I just showed up. Can someone reread the motion?
I apologize.
Yes.
Motion to nominate Avi as chair.
Yes.
All right. And I'm a yes. Motion carries 7-0.
Next up, I will entertain a motion to nominate Julie Rowe as vice chair.
So moved.
Moved.
Second.
Shauna.
Yes.
Alan.
Yes.
Dan. Yes.
Julie.
Yes.
Jeremy.
Yes.
Adam.
Yes.
Naomi. Yes. Motion carries 7-0.
Thank you.
Of course, looking forward to working closely with you, Julie.
Next up, I will entertain a motion to nominate Shauna Belenke as secretary.
So moved.
I think it has to be Ina.
Sorry, Ina Belenke as secretary.
So moved.
Second. Second.
All right. Shauna.
Yes.
Alan.
Yes.
Dan.
Yes.
Jeremy.
Yes.
Julie.
Yes.
Adam.
Yes.
And I'm a yes. Motion carries 7-0. All right.
All right. Next up, we've got the subcommittee and town appointments, starting with the policy subcommittee.
I would entertain.
We've got all this drawn out here.
I would entertain a motion to nominate Ina Belenke as chair of the policy subcommittee with members Dan Newman and Alan Metenko.
So moved. SPEAKER_UNKNOWN: So moved. So moved.
So moved. So moved.
I need a second.
Second. Ina. All right.
All right.
Ina.
Yes.
Alan.
Yes.
Jeremy.
Yes.
Dan.
Yes.
Julie.
Yes.
Adam.
Yes.
And I am a yes. Motion carries 7-0. I will entertain a motion to nominate Adam Shane as chair of budget subcommittee with members Jeremy Kay and Ina Belenke.
So moved.
Second.
Ina.
Yes.
Alan.
Yes.
Dan.
Yes.
Jeremy.
Yes.
Julie.
Yes.
Adam.
Yes.
And I am a yes. Motion carries 7-0. I will entertain a motion to nominate Julie Rowe as chair of negotiations along with members Alan Metenko and Jeremy Kay.
So moved.
Need a second.
Second.
All right. Jeremy.
Yes.
Shauna. Ina.
Yes.
Alan.
Yes.
Dan.
Yes.
Julie.
Yes.
Adam.
Yes.
I am a yes. Motion carries 7-0.
I would hear.
We didn't discuss calendar subcommittee, but it was on the agenda here.
So I've put together here a calendar subcommittee that I would propose of Julie Rowe as chair once again, this time with Adam Shane and Dan Newman.
So moved.
Second. Second. The, I'm sorry.
I will.
Dan.
I'm sorry, Avi.
It went really fast. And I didn't hear my name on budget. We had originally discussed.
I had expressed some interest in it. I'm sorry. Did you list my name when we voted on it?
I didn't.
I think that's probably my error.
Let's correct that in a second.
Let's vote this one first.
Dan. We're talking about calendar now?
Yeah. This is currently calendar with Dan, Adam, and Julia.
I had never expressed interest in calendar, so I would remove myself.
Okay.
Fair enough.
So then let me table that vote.
Can I, I need a calendar subcommittee.
So Julie, would you be comfortable being chair?
Sure.
Adam, are you comfortable being on the calendar subcommittee?
Sure. Okay. Okay.
Do I have somebody else who would be interested in being on calendar?
I'll do it.
All right, Alan. So then I will entertain a motion on the calendar subcommittee with Julie Rowe as chair, members Adam Shane and Alan Metenko.
So I moved.
Need a second.
Second.
All right.
Julie.
Yes.
Adam.
Yes.
Jeremy.
Yes. Dan.
Yes. Thank you. Shauna.
Yes.
And Alan Metenko.
Yes.
All right. I, in my notes here, had put Shauna down as budget.
I apologize.
Dan is right. He had.
He had.
Yep. Are you comfortable with that, Shauna? I can. Yes, please.
I apologize.
That's my, that was not intentional.
That was just an error. It's fun for the team, and I should have spoken up, but yeah.
Yeah. I apologize.
That's my fault. Um, so I would entertain a motion to reorganize the budget subcommittee.
I mean, Adam Shane as chair, Jeremy Kay as member, and Dan Newman as member.
I'll second that.
So moved.
Second.
Jeremy Kay.
Yes.
Dan.
Yes.
Shauna.
Yes, please.
Alan.
Yes.
Julie.
Yes.
Adam.
Yes.
Naomi. Yes. Motion carries 7-0.
All right. On to town committees.
We didn't express that, I don't believe, talk about audit.
Jeremy, would you be willing to go to the audit committee?
I think it's one meeting.
Well, what's that one involved?
So it's one meeting.
It's, it's generally a presentation by our town finance director and town administrator.
It's mostly, I mean, there is a voting privilege.
Um, it's educational as far as the back end financials of the town.
Sure.
All right. I would nominate Jeremy.
I would entertain a motion to nominate Jeremy Kay to be the school member on audit committee.
So moved.
Second.
Let me take, all right, I'll accept that and then table this vote for one moment for discussion.
I see Dan's hand is up. Dan, go ahead. Uh, yeah, this is a voting committee as I understand it. So I can say, reserve my comment for non-voting roles if that's okay.
Or we can just talk about it now.
Yeah.
Let me, let me call the voting ones first and then we can go ahead.
So I will now take that vote, um, for Jeremy Kay and audit.
Shauna.
Yes.
Jeremy.
Yes.
Alan.
Yes.
Julie.
Yes.
Adam.
Yes. Yes.
Yes.
I am. Yes. Motion carries seven. Oh, um, for priorities.
I would entertain a motion to name myself and Adam.
Shane has the members of priorities.
Second.
Second.
All right.
Shauna.
Yes.
Julie.
Yes.
Alan.
Yes.
Dan.
Yes.
Adam.
Yes.
Jeremy.
Yes.
I'm a yes. Motion carries seven. Oh, um, for capital outlay.
I've got Julie, Adam and Jeremy down as, um, all interested in two voting members, one alternate.
Is there any discussion around preferences around being the alternate versus being the voting members?
I'll be a voting member.
Yeah. I'll be a voting too. I think that's where we landed the last time.
Okay.
I'm going to entertain a motion to name Jeremy Kay and Julie Rhodes, capital outlay with Adam Shane as alternate.
So moved.
So moved.
Sorry. Did I get a second?
Second.
Okay.
Uh, Dan.
Yes.
Adam.
Yes.
Jeremy.
Yes.
Alan.
Yes.
Shauna.
Yes.
Okay. Julie.
Yes.
I'm a yes. Motion carries seven. Oh, all right, Dan.
The floor is yours or I'm calling on you.
You can put it that way.
All right. Thanks, Avi.
Congratulations to all our new officers.
When it comes to other committees, I have a recommendation.
It'll just take a couple of minutes. I promise.
And I want to know what everyone else thinks.
Uh, so there are two ways that I see that we participate in other committees.
One is when we have a vote.
Uh, we just talked about some of those positions, uh, like we do on priorities committee, for example.
And the other is where we don't have a vote.
Uh, and I looked in there are 39 different committees in town and every single one of them has some interest in our schools.
I think it's safe to say disabilities commission, uh, governance, cultural council, and you can go down the list. They all touch our schools in some way. So, uh, just some questions I have, uh, I want your thoughts are why do we create liaisons for some committees and not others?
Uh, if five more committees wanted us to be liaisons, how do we then say no to some and not to others?
Uh, I don't want to have those conversations personally.
Uh, and if we're a liaison to another committee, if they want to be a liaison to us, how do we tell them no when they said yes to us? So I know we can't have 39 liaisons to school committees.
It's not workable. So, uh, I just wanted to raise the issue.
If we go down this path of creating liaisons to non-voting committees, uh, it seems to create a lot of commitments for us and a lot of all these awkward questions.
Uh, and from what I can tell, being a liaison just means you're committing to attend their meetings. That's all liaison is you're promising to attend their meetings.
So we can already do that. So it kind of raises the question for me of why we're making that commitment when we can just go to all the other meetings we want and we retain the option. So, uh, just my recommendation as one member would be to keep things simple and not create any liaisons has nothing to do with any other committees in particular.
Uh, we wouldn't need to vote to do that. We could just not create them and keep it simple and attend as we each wanted. So that's my discussion.
That's my suggestion.
And I want to know what all of you think about it.
Adam.
Yeah. Thanks, Dan. So you, you raised an interesting question.
I think from my perspective and what I've seen the last few years, the more, the closer we can work with other town committees, um, the better.
Like, I feel like we've gotten into trouble when, um, we aren't necessarily as connected with, uh, the finance committee or select board or whichever committees in town. Um, and then we have to kind of close that gap or give them more context because they didn't have it originally.
So I would say that to the extent possible, we should try to liaise with those other committees or have them liaise with us. And I think having a designated point of contact makes it easier than either funneling everything through the chair or, uh, of their committee or of our committee, um, or something else, right? Like it, it just can get very messy that way. Certainly if, if multiple people are attending meetings. So, um, I would be in favor of it. I know I've spoken to other town committee members who don't have a formal liaison and, and they would like to have a stronger relationship with the school committee.
Um, particularly where there is kind of shared interest.
So, uh, the example I'll use is, uh, the planning board, right? The planning board would like to have a closer relationship with us. As we think about things like, um, the elementary school master plan, they would like to know how to be more involved.
Um, so I think having a liaison would be better than not.
Are there any other thoughts, Julie? Um, I actually can totally see where Dan is coming from on this, but I will say the difference between being a, like a non-voting member and a member of the public is that as a non-voting member, you, you still get to participate in the conversations, um, in a way that I don't know if you can participate as like a member of the public.
It depends, I would guess it would depend on the, how, how they run that particular meeting, but that that's one benefit to being the sort of official liaison.
Alan.
Is there any record or information as to the committees that we currently have liaisons to how those came about?
Um, so I actually called Fred Turkington to learn that, um, we had a conversation, um, that, you know, neither of us can say, uh, and we certainly didn't go through every single committee.
Um, but it appears as though essentially at the formation of these committees, they've, they've chosen to create liaison positions for our committee.
And so, you know, obviously at the time of that creation, it was the purview of the school committee to decide, you know, I guess if it was the will of that current committee, not to send a liaison, but.
You know, in speaking to Fred and certainly my philosophy.
Is as Julie just mentioned, there are benefits to having to being a liaison.
Um, you know, these committees, as Adam said, are, are important committees in town that we then build strong relationships with.
Um, but to be clear, like the relationships we build with these other committees.
Are, you know, to Dan's point committees, we build, we can sort of build relationships with either way.
Kiana, for example, mentioned when select board spoke at their last open meeting about possibly creating a liaison to us. That the communication has sort of always been chair to chair for select board and school committee.
I think these other committees are committees that would like a school voice at their table.
For me personally, I think that that's incredibly valuable.
I think that it is different.
For example, I personally think there are some committees in town that having their voice at this table at times would be very impactful and important.
Um, whereas there are other committees where maybe we don't intersect in the same way or we don't need a liaison at the table. For me, I would hate to give up a voice that is given to us on behalf of the voters.
You know, because at the end of the day, I always circle back to, we represent the people of this town.
The community of this town has elected each and every one of us to sit at this table. And the fact that that voice can be amplified in some cases in a small way, in some cases in a big way by sitting at other town committees and representing this committee's voice there.
I only view that as a positive.
And for me, I always go back to whenever making any decision, are we, what is the benefit to the children of this district?
And what is the negative impact?
I don't see negative impact to, in being liaisons.
Um, maybe on individual basis is some people have, you know, they're, uh, we all have limited bandwidth to some degree.
And obviously I can understand that it taxes us on our bandwidth, but I think that's why we all have an opportunity to step up to certain roles or not to other roles. There are ways to be very impactful on this committee in very efficient ways.
And then there, there are tasks that take quite a bit of lifting for me personally.
I don't, I don't see a downside to being liaisons.
Yeah. Thanks. I appreciate everyone's thoughts.
Um, I, I, I, I still struggling with these questions that I teed up, you know, are we prepared to say no to other committees when they want us to liaison to them? And how do we sort out which committees have a valid interest in which don't, I don't even know how to approach that problem.
And I'm not comfortable saying yes to some committees and no to others.
So I'd just be interested in hearing how people want to approach that.
So just a point of order, Dan, um, just do me a favor, raise, just raise your hand and let me call you. Um, but as far as, I think that's a fair point.
I guess what I would ask is in this moment where we're not looking to add, like there's no new liaison that hasn't existed in this vote.
There's simply, uh, filling the spots that already do exist.
I'm, I, I'm not sure what the need for this now is. Go ahead, Shawna. Dan, I get what you're saying more on like a philosophical point of view.
I don't know that we're like necessarily there.
Um, I, I appreciate your question.
Um, I do kind of go back to what other members say in terms of like the value added of a school, um, uh, school committee member sitting on that board.
And again, like, yes, we only have a certain amount of bandwidth as personnel, right?
Like we're each a person. We're also, uh, a parent or a brother or a sister, right?
Or, right.
Like we all have different roles that we fulfill. Um, and so, you know, some of us can take on more and some of us can't.
Um, I think that philosophically I see like the, the difficulty in saying, no, I don't know that we're there right now. So I don't know how kind of, you know, poignant it is to talk about it right now. I think when it happens, it's, it's worth a conversation, but it's also worth exploration as to, you know, what, what is the committee that is, what is coming to us asking for and the why, right?
Um, so I think, I think when we come across it, then we'll, then we'll talk about it further.
Now, I guess two things.
One, I hear Dan, you're concerned loud and clear.
I think the distinguishing feature from what Bobby has said about his conversation with Fred is that these are committees that have already carved out within their organization a role for us, as opposed to anyone that would come forward at this point. They'd be doing that anew.
But I guess my bigger concern is, you know, if I'm being blunt, we all ran, uh, in an election where I think I'll speak for myself.
There was a strong desire to see the school committee be more communicative, engaged and transparent with the community.
And I think removing ourselves from other town committees at this point sends the exact opposite message.
Um, and I certainly, you know, can see where maybe the liaison role doesn't mean that we are able to attend every single meeting or something of that nature in terms of bandwidth.
But to send the message that we're going to take areas of engagement where we've been engaged and suddenly disengage, I just don't, I don't think that sends the right message to the town.
Adam?
I guess just to answer Dan's question very directly, I think it's at the discretion of, of the committee and the members, right? Like if there is a, uh, uh, a town committee that says, Hey, we'd, we'd like to have a school committee liaison, uh, and no one is either interested or able to attend, um, then that liaison position will go on filled.
So it's really a question of, I think, interest of school committee members and availability.
But I'm comfortable saying, look, there's, you know, let's pretend there was a committee that met at 7am Tuesday mornings and no one in the committee could attend that meeting saying, look, we would, we're happy to be in touch with you and to work with you, but we're not going to be able to attend your meetings.
Jeremy?
I guess like as a liaison on these committees, are we only speaking to school related things?
Because when I do think about us as like elected officials, I want to make sure that we're weighing in on the school angle and that whichever committee we're liaisoning with has a big relationship with the school.
So I could see where there is an overlap, but if it's one that doesn't really have a large impact on the school, I could see not including that. So I think it'd be more case by case.
All right. Are we comfortable moving to some of these appointments?
All right.
Let's start with rec advisory.
Need a volunteer for that.
Alan, I see your hand.
Yeah, that's the one I'd like to be appointed to.
I would entertain a motion to appoint Alan Maitago to rec advisory.
So moved.
Second.
All right, Dan.
I don't like the precedent.
So for the reasons I just said, so I'm a no, it's nothing particular to any particular committee.
All right. Shauna.
Yes.
Adam.
Yes.
Julie.
Yes.
Jeremy.
Yes.
Alan.
Yes.
Naomi. Yes. Motion carries. Six. One.
Need a volunteer for standing building.
I'll do it.
I'll do it. The project's wrapping up, but I'll do it. I'll continue.
I would entertain a motion.
So moved.
Julie.
With Julie Rowe to standing building.
So moved.
Second.
All right. Jeremy.
Yes.
Adam.
Yes.
Dan.
No.
Oh, can I just, can I just say one thing is that I do have a vote on school related topics.
Yep.
I'm a yes then.
Okay.
Dan of the yes. Shauna.
Yes.
Alan.
Yes.
Julie.
Yes.
I'm a yes. Motion carries seven. Oh, I need a volunteer for municipal vulnerability.
Municipal vulnerability.
What's the purpose of that committee?
No, sorry.
Can somebody speak to that?
I know. I think it was prison now that was on it most recently.
Go ahead, Julie.
Does that have to do with like the civil defense things?
I believe so.
I don't, I don't know how often they meet. I'm not sure either.
I'll look it up.
Okay.
Give me a second.
Okay. In the meantime, I do want to clarify.
Rec is a voting role.
Okay. Going now to, I need a volunteer for the DIC.
Jeremy.
Is that one a voting role? What's the role of school committee there?
It's a non-voting role.
If no one wants to volunteer, go ahead, Jeremy. You volunteer? Yeah. So what would be the role of the school committee there as liaison?
I'm not sure what, I mean, to inform and advocate, I suppose, on behalf of the schools.
Is there somebody who would like to volunteer for that role?
Otherwise, I certainly will.
Nobody?
All right. I would entertain a motion to appoint me, Avi Shemtov, to the DIC.
So moved.
Second.
Adam?
Adam?
Yes.
Alan?
Yes.
Jeremy?
I'm going to say no. I agree with Dan.
This doesn't seem like a one of which is liaison.
All right. Dan?
No.
Julie?
Yes.
Naomi, yes.
Motion carries.
Four to three.
I didn't vote. Sorry, Shauna.
Yes.
Motion carries five to two.
All right. I think that we're just waiting to find out about municipal vulnerability.
Did you find an answer on that, Julie? I don't actually see anything that says vulnerability, but I see there is a local emergency planning committee.
Yeah.
But it doesn't show up any meetings.
I mean, I'll find out.
I can do it.
I don't mind. I mean, if it turns out to be a huge time commitment, I will deprioritize it.
Because I've got a whole bunch of other stuff.
But I can follow up on it.
That's fine.
All right. Entertain a motion to appoint Julie Rhodes municipal vulnerability.
So moved.
Second.
All right. Dan?
This is a voting roll.
I'm sorry.
That's a good question. Should we table it?
We can table it. Why don't we table it to find out more information?
All right. I will follow up and try and find out what exactly it is. That's fine. Guys, I would remind.
Let's just please.
Let's keep in order here. Raise hands. I'll call.
Alan? Oh, sorry. I just wanted to say, although I didn't sign up for either one, both the DEIC and municipal vulnerability are things that I have both professional and personal interest in. So if either of the folks that ultimately get appointed to those roles need a backup, I'm happy to serve in those capacities.
Understood.
Understood.
All right. Thank you.
And I did see Fred Turgenton just joined the meeting.
Fred, I see that you're here.
If you can speak to municipal vulnerability committee.
I don't know if you could raise your hand.
Oh, I see that you're a co-host now.
I'm not sure if Fred was joining for that purpose or is prepared to speak to that.
But if you are Fred, certainly feel free to join in.
All right. We will leave that tabled.
All right. Next up on our agenda is.
Oh, it looks like.
Hold on. Sorry. We've got to go to the warrant article designated signatories.
That's a position that I appoint.
Are there anybody?
Is there anybody interested in signing the warrants? The big thing here is just efficiency.
It's really important that those warrants be turned around very quickly.
I know that Jane and certainly the town are in need of the warrants being reviewed and signed quickly.
They are digital.
It's a fairly clean and easy process.
I know personnel have done it really efficiently. Adam had done it really well in the past.
I think in my first year, I was a little bit less efficient about it.
Anybody interested and available to volunteer to be the warrant signers?
Go ahead, Julie.
Thank you.
Is it like you have to go in and sign it or were they signing it digitally?
They're signing digitally? I mean, I read them anyway, so I can do it.
Okay.
Julie's one person.
So I will appoint Julie Rowe.
We need a second person. Go ahead, Adam.
Yeah, I'm happy to stay as a backup.
That would be terrific. All right. So Julie Rowe will be the signer and Adam Sheen will be the backup. And then we have a proposed 2024-2025 school committee meeting schedule.
Have folks had an opportunity to take a look at that?
Do you have any thoughts on it?
I think it looks good.
And it leaves enough time in case we need to schedule another meeting.
Oh, sorry. I didn't raise my hand, Robbie. I apologize.
I didn't even catch that. So you're good.
Adam. Yeah, thanks.
So I apologize.
I didn't have a chance to review that schedule, but I'm happy to look at the dates afterwards.
One question I did want to have is whether we wanted to have a school committee retreat over the summer and add that.
So let's go. Let's put.
That's a fair question.
Go ahead, Julie.
Well, I think that what we were looking at. Oh, I see. You would like it in the summer so that it would be in the new fiscal year. Is that what you're saying, Adam?
Correct.
Are there anybody with thoughts on a retreat?
Dan?
I just have a question about what that would mean. Is that something we fund and do ourselves?
Is that something the district would be funding?
What's involved in a retreat? Adam, can you explain what you're looking for?
Yeah. So we haven't done this actually ever while I've been on the committee, but I think it used to be a practice that they held annually.
I think we have some flexibility in terms of what we'd want to do, but I would imagine it would be a day in person kind of workshopping, you know, a little bit of relationship building, maybe workshopping some goals or things of that nature.
It would be noticed as a public meeting, but I think this has historically been when it occurred generally was just kind of with school committee and maybe central admin.
All right.
Well, we have one more meeting for the end of this fiscal year.
So, and Adam, I heard you say that you hadn't had a chance to look at the calendar.
Are there folks that have looked at the meeting calendar and want to vote that tonight or would folks prefer?
Unless I see people adamantly saying that they'd like to vote that tonight, we'll agenda that vote next meeting. Please, everybody, take a look at the meeting calendar and be prepared to speak to that. Does that work?
All right.
Okay.
Next up, we will go to our regular agenda, starting with public comments.
So is there someone that was willing to keep the two-minute time?
All right, Adam, you'll keep time.
Everybody, let's keep it to two minutes and let's have some fun. All right, I see Ahmed Mohamed up first.
Thanks, Avi.
Yeah, I just have a couple things to say. Actually, given that the upcoming school budget challenges and the budget subcommittee will have the current or like the next budget subcommittee will have significant amount of work ahead of them. And the next budget will be actually need to account for actually more increase because of future contracts.
So I actually went to a short-term to do TV to locate the budget subcommittee meeting.
I didn't find any for this year or last year. So I have the fact that the committee members campaigned on a platform to increase transparency of the budget process and prioritize school programs and expense.
And identify areas of potential cuts if necessary.
So I hope to see the budget subcommittee will have a commitment to meet regularly in person on a monthly basis to closely monitor the budget.
And identify actually area that will, you know, be able to make cuts.
Also, I want to, I hope actually that, you know, instead of solely focusing on budget cuts, I hope that it's important for the superintendent to analyze why Sharon Pabllo's performance as measured by data is not meeting expectation.
And I hope you can identify areas of improvement.
Thank you.
You're on mute.
Sorry.
Casey McLaughlin.
Hi.
I noticed the enormous pride flag hanging from the front doorway of the middle school. And I propose you vote again to remove that and all of them in light of the controversial topics policy.
I'll assume that you have no clue what the flag was either then or now.
Back in the 70s, even gay men and lesbians found the idea of a single community pretty challenging.
Lesbians had very different needs, demands, and restrictions than their gay male counterparts.
And nobody trusted the bisexuals.
I remember in the 90s when it finally became acceptable that gays were born this way and shouldn't be punished for it until the transgender unicorn nonsense emerged where literally any and every confusing form of degenerative fetish sexuality suddenly became a brave choice.
In the past few years, this flag and everything it represents has morphed into a cultist symbol and really should be treated as any improper religious symbol on a public building.
Even worse, every week there's a new version of it. Now it's black and brown and pink and blue baby colors and new symbols no one understands.
It is not an all-inclusive and loving community as they falsely promote.
If you don't share precisely the same views in lockstep with the dogma, then you're considered a traitor, a TERF, MAGA, justifiably subjected to exclusion.
And trust me, I know intimately how these hypocrites operate.
Flying the flag is the first test of who will kiss the ring and obey. June is the holy month of worship, their own manufactured Ramadan, to publicly evaluate the faithful believers while more importantly outing those who don't comply.
What are we even celebrating?
Triumph over discriminatory laws that no longer exist?
Is it servicing a queer kitchen sink cult, narcissistically starving for adulation, attention?
Like I seriously don't get it. Regardless, it's controversial, it's divisive, and the only flag that should be flown from any public school building is the American flag.
Thank you.
Judy Crosby.
Thanks.
First, I'm going to ask the chair to consider doing what he did earlier this year, which is starting the meeting, or at least the open forum, with the anti-discriminatory policy of the district.
Based on the comments we just heard, this is not a safe space for students and families who identify as LGBTQIA.
My actual comments.
One, please return to meeting in person.
Two, if you are going to meet on Zoom, everybody should please have SC or school committee after their name if they serve on the school committee.
The superintendent, the assistant superintendent, et cetera, should all have their titles. To assume that everyone knows who everyone is is really wrong.
Three, 603 Code of Mass Regs 27.05 provides that, notwithstanding the minimum school year requirements set forth in Massachusetts regs, at the discretion of the school committee, the scheduled school year for the graduating senior class of a high school or vocational technical school may conclude, and the school graduation be held up to 12 school days before the regular scheduled closing date of that school.
Because of the delightful mess that your newly re-envoted chair of the calendar subcommittee created, your school year now ends on June 20th.
That means you cannot hold graduation on the Sunday following the week following Memorial Day.
That's 14 school days.
You're violating mask law.
So you're going to need to re-look at graduation.
You'll need to look at when your prom is and everything else. Those dates are planned a year ahead and really matter to the seniors.
So please get on top of it and stop ignoring it. Lastly, something else the seniors, as well as everyone else, cares about, but you all seem not to, is getting a theater director.
You focused a lot on getting your football coach.
And of course, he or she needs to be there before the start of school, but so does your theater director.
There is no show chosen.
It takes a while to secure rights.
You have chosen to oust your theater director.
You need one. Jennifer McLaughlin- Spence.
Jennifer McLaughlin- Thank you so much, school committee, for allowing me to speak.
And welcome to the new school committee members.
I'm Jennifer Spence, and I am a fourth grade teacher at East Elementary.
Due to some hasty decision-making, we were asked to consider a third potential calendar as a school community.
To remedy the consequences of these hasty decisions, teachers and families faced the hard decision of weighing in to either change the educational staff's start date to two days before Labor Day or to move graduation a week later.
It is a matter of collective concern that parents, teachers and the staff of Sharon Public Schools are shouldering the burden of rectifying the consequences of a decision they had no part in making.
I would like the school committee to consider the first calendar proposed, which included a start date after Labor Day and recognized only federal holidays.
This would solve the teachers and staff start date problem and keep graduation where it is. I'd also like to address that while there was some concern about staffing on two specific religious holidays, there was never a delineation between those employees needing coverage or substitute teachers and the bulk of our school educators and staff not requiring coverage when absence.
Your time and consideration is greatly appreciated.
Thank you very much.
Thank you. Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
And next week.
We appreciate the update at the end. We appreciate the update at the end. It's good to hear that for the most part folks are happy, but we're here for as many updates as you'll have where people might not be thrilled and we'll work together hopefully to rectify those situations.
So we appreciate you. Thank you for being here. Great update.
Thank you.
Sorry.
And just, I just have one inquiry.
Sure. So, yeah.
So, yeah.
So, yeah.
He is the class of the year. He is the class of the year.
He is the class of 2020.
He is the class of 2025 class president. So, obviously, the graduating senior year for next year. And he was wondering if school committee has decided on to vote on finalizing the school calendar as to whether it's going to end later in June or if it's going to end early like this year.
Sure.
And so I will, that is a great question.
I think that he is far from alone in wondering the answer to that question.
Dr. Botello, can you speak to that or? Well, I think our intention is to discuss a couple of options and have school committee if they're ready to vote on and finalize the decision today.
Okay.
So, stay tuned, Brendan.
Hopefully, we'll have an answer for you very shortly here. Thank you so much. All right.
Thank you. All right.
Next up, I'll throw it to you, Dr. Botello, for general updates.
Great.
I'll definitely concur with Brendan's sentiments with respect to, you know, kids really finishing off the year strong and especially our seniors.
We want to congratulate our seniors on an awesome graduation last week.
Their speeches and their performances were awesome.
Their kind of graciousness towards their, the teachers who they appreciated so much and the administration was really touching as well. And, and that was a culminating event after a week long senior week where the seniors just did an awesome job of really soaking it up, enjoying themselves and really dealing with stuff in a fun, fun way, but being responsible and really appreciate it. And we showed them a charity, but also a great degree of spirit and fun. It was great to be part of. Senior Recognition Night on May 30th was an awesome event. I had the pleasure of giving out two superintendents awards to kids who were both going to my alma mater up at Dartmouth College, which was, which was fun. Just happened to happen that way. And we also had really thanked all those who provide scholarships.
We, we, we presented all those scholarships to each of the students this year, which was a bit of a change instead of having it. You just shown at the end of the event.
And we also have begun a tradition of highlighting two donors each year. And this year it was Robert and Joan Darnell who provided an awesome scholarship $21,000 this year and a 400, over a $400,000 donation to a scholarship fund. And then Robert J. Fishman and, and, and, and his family, which was awesome as well. And we also want to really recognize our retirees that are finishing up this year.
So it's not only our seniors, but it's our senior veteran teachers.
And they include Cheryl Berlingo from the ECC. Michelle Potash, who's a van driver in the district.
Steve Danino, physical education at Cottage.
Patty Enright-Perillo, who's grade one at Cottage.
Kathy Friedman, who retired earlier this year as a nurse at Heights.
Mara Georgie, social studies at the high school.
Tom Gorsuch, who retired earlier this year as, as a math teacher at the high school. Patricia Kelly, a special educator at the high school.
Sarah Keough, our occupational therapist at the ECC and a really spirited person.
And Mazahari, our speech and language professional at Heights.
Ruthie Miller, grade six at the middle school.
And Bernadette Murphy, social studies at the high school. So we wish them all the very best in their retirement.
And thank you. Thank them for their, you'll see their years of service to the district and to the kids of Sharon.
Hiring update.
We hired a new athletic director who also have assistant principal duties as well. And that is Mike Vitelli.
He's scheduled to start officially on July 1st. He is participating in the football coach interviews and jumping in really strongly.
He worked previously at Bishop Dean, Severian, and Norton High in athletics and earlier in his career as a physical education teacher.
And he'll be working with Kristen Keenan to develop and implement a thorough onboarding process as he jumps into the athletic world here in Sharon and in the, with our competitors.
Height's elementary finalists visited today and yesterday, and we hope to announce a new principal by next week. And we're also beginning assistant superintendent interviews over the next week. So there's a screening committee that is participating in that. And then finalists will be forwarded to me who will meet with me as well as other stakeholders before a final decision is made by the end of June. And then the calendar, as has been discussed, our last day of school is currently scheduled for June 20th.
And the department regulations do not allow for graduation more than 12 days before the final scheduled last day. And we're out of compliance by that. By two days, we've been reaching out to the Department of Education over the last several weeks and looking into solutions.
And going to next a couple, there's really, we did reach out to the SDA and with, you know, things that are already planned for the end of August.
They were not able to kind of support an earlier start for teachers.
So the options that we have are to leave the calendar as is and move graduation to June 8th, the second Sunday in June. The second option, I talked to Ann Marie Stronack at the Department of Education.
She's the person who was heading up the COVID efforts a couple of years ago, as well as has been really working strongly on support of our new families throughout the state. And one thing that she suggested as an option was apply for a waiver.
And if rejected, we would have to add two days onto the senior calendar after graduation.
So this would only impact, the waiver would be only for seniors because our other kids are all in compliance.
And those would likely to be designed to be community service days. We currently have a community service day that's part of a senior week. We can move that to the day after graduation, as well as the second one and try to get really creative in those opportunities and really encourage our seniors, you know, to have a couple more fun days at school with us after graduation.
So trying to get a little creative in our options while complying.
Got it. All right. Questions from the table. I see Jeremy had his hand up first. I had a question about interviewing for the heights principle and just kind of what type of what you're prioritizing when looking at the two finalists and your thoughts on kind of how you're thinking.
How are you thinking about what type of folks you want in that role? Yeah, I think first that just a really strong background in elementary education, both from a general education perspective, as well as a special education perspective, because we have really strong populations of both general education and special education at heights.
Real strong knowledge of MTSS, which is multi-tiered systems of support.
So how do you work collaboratively with teachers in order to identify kids strengths and needs and support them both in the classroom and in targeted supports to help them to improve?
That's another collaboration with teachers is really important to have a collaborative leader who really can make tough decisions, but really involves teachers strongly in the process and really tries to leverage the strengths of our staff. So that's another really important thing. Strong organization communication.
Those are all things.
Those are the things that we were really fortunate to have in Catron O'Rourke this year. And the school really thrived with that type of leadership.
We're looking for similar type qualities.
And we're really looking to, you know, we had the screening committee who recommended the finalists and gave some of their strengths.
We, they met with, they were there from one to five today and yesterday, the two finalists to meet with staff, meet some parents who, who showed up either after school or during the day during field day yesterday and such. And so looking for their input as well. So I've put forth a survey for staff to give their input and we're going to send a communication to parents if they were able to meet the candidate to, to give their input as well. We'll also do definitely do some very strong reference checks on any finalists we choose.
Thanks Dr.
Patel.
Adam Sheehan.
Thank you. Thank you.
Thank you. I mean, thank you, Dr. Patello. I just want to chime in on the calendar options that you showed and say that I loved option two. I think that is a really creative solution and I love the idea of incorporating more community service.
So I, I strongly am in favor.
Thanks Adam.
Shauna.
So can you, Dr. Patello, talk to me about having, once we give a senior a diploma, right?
Technically they're no longer a student of Sharon public schools, right? They have met all of their obligations.
So if we were to hand a senior a diploma, and then we were to say, hey, you've got to come back for two extra days. And what if God forbid they did something egregious?
We can't, we have then no leverage to withhold their diploma because we've already given it to them. Like what, what then happens?
I mean, I think, um, you know, I just, I'm not, um, I guess we have, we have leverage to communicate to their, you know, their, the institutions they're going, if they're going to further institutions.
Um, I guess I'm not, um, I, I think we have a similar situation.
Well, no, I guess we're holding the diploma, but, um, yeah, and there is a risk to that. I mean, again, I spoke to the end goal, right? I mean, like, I know it very well. I have it right now. Right.
The diploma is the end goal, right? You mess up at prom, you mess up at senior night, you mess up on the duck boat. Hey, you're not walking stage.
Or you're going to have to serve X amount of time, community service, do whatever.
Right.
And then, and only then will we give you the diploma. If we're saying we're going to give you the diploma on Sunday and then say, Hey, buddy, you're going to come back for two days of community service. Yeah.
It sounds great. Um, but, but the reality is like, I, I don't know. I think that's a really, really risky thing to, to do. I am.
I, I can see there are some risks to it. I think I do have a little bit more faith in the kids who will show up, but there is a risk to it. And I think it's a good point to bring up. So I'm going to recognize principal Keenan.
Um, and then also our student rep real quick, because their hands got raised when Shauna made this point. And I assume it has to do with this point. Uh, go ahead.
Principal Keenan. Okay.
Hi there.
Hi, Shauna.
Um, I, I get what you're saying. I absolutely do. I think though.
Uh, one of the things that we've seen year after year is once we give out diplomas, seniors are on the campus all the time in playoff games, practices for other, you know, for other things that they're participating in. Uh, for example, today we had a playoff game for tennis at home. We had the boys had to come to the, you know, the school for their lacrosse playoff game at Walpole today. So I think, you know, I agree with Dr. Patello in that, uh, you know, I want to believe in, in, uh, best intentions for the students.
And I think that I would work on that through communication with both them and their families.
But again, I think it's building that culture that we do that they're going to own that. Um, and I also think that this is maybe a temporary fix for one year.
Um, now that, you know, we get a sense of what people want to do with the calendar, you know, we'll build, we'll build out for that appropriately in one way, shape or form. But I, but I respect what your, your concern might be, but I think that, um, we've had some good evidence over the years that kids have handled themselves appropriately after graduation when they've come back. Yeah.
And I think we're still thinking creatively about what those days, you know, in addition to community service, it might be also time to meet with, um, college students who are in college now to like do a informal kind of orientation.
What is it like to go to college or, um, military, um, personnel for kids who are going into the military or even some other careers.
So we're looking, trying to do something really enticing and engaging, uh, where students would choose, uh, but there is a risk to it. Brendan?
Yeah, I think Shauna definitely has, it is reasonable to have this precaution.
Um, but I think it's also reasonable to consider, um, that it's always been a tradition to have a senior graduation on the first weekend of June.
Uh, the senior class planning board has already been, uh, planning senior week, uh, strenuously.
Um, and it would be a hassle to try and move the dates around to accommodate, um, moving graduation over to June 8th. Um, and definitely two service days would be probably more impactful than a few extra days of more school.
Um, and then another idea could just be that we could withhold actual diplomas until those two days are over. And that would still hold students accountable for their actions as an extension of the school.
Thank you, Brendan.
Really valuable.
Um, Julie.
Oh, I'm sorry.
I should put my hand down because, uh, Brendan, Brendan, you answered my question.
Thanks.
SPEAKER_UNKNOWN: Awesome. Alan?
Dr. Patel, two questions about this. One, is there a certain level of attendance that we'd have to see at the community service for it to quote unquote count? Or is that not a concern?
And I guess the other question I'd ask just along those lines is, are there certain pros and cons in your mind of option A versus option B? Um, I don't, I, I mean, talking to the person at the department, I don't think we'd have to be concerned about, uh, attendance.
Um, I mean, I think she was working with us on a kind of a creative option that's outside the box. Um, as far as, uh, um, the cons I think are just, yeah, that, you know, we would, you know, we, we would have, uh, likely have not high, high attendance.
And, um, there is some risk as, as, um, Shauna brought up, but, um, um, um, I think it's, uh, it's trying to be a creative, have some creative options, uh, in this, um, particular year. Thank you. Dan?
I have two questions.
I have two questions.
The first is if the administration has a strong preference of one option versus the other. And the second question is, do we have a sense of how likely a waiver like that is actually to be granted?
Because I know there are some agencies that just as a practical matter, never grant a variance, or if they grant a variance, it's never on the basis that, um, you know, we, um, an organization just didn't plan sufficiently in advance.
It's always something, you know, external and uncontrollable.
That's the reason they grant the variance. So do we have a sense of that? Yeah, I think the waiver is, the waiver is unlikely.
That's why we'd have to have this option of, you know, if, if it's rejected doing something different.
Um, but did you indicate the strong, whether you had a strong preference between option one and two?
I mean, I, I, I prefer option two. I know it's a little outside the box and, and, uh, perhaps, uh, a little rebellious, uh, or creative with the state, but I, but I, but I, um, in conjunction with the person that's not going to be a good choice.
In conjunction with the person I spoke to at the state, I think it's a good option considering the year.
Brendan, um, if you don't mind me putting you on the spot since you spoke, um, I think pretty knowledgeably and I, and I appreciated your viewpoint.
Am I right? I don't want to make too much of an assumption.
Am I right that you, you believe option two would be far preferable for your class?
I guess I got to ask you to unmute. Sorry about that.
Thank you. Um, personally, at least for me, I think we are a diligent class and, you know, becoming seniors, it is going to be like we have senioritis.
Um, we might want to get out of school earlier, so it could be definitely more preferable to just have two extra service days. Um, I think that our class is, uh, reasonably responsible enough to be in the place of having these two days of service as well.
All right.
I appreciate that. Um, so I think the next agenda item, which we sort of just segued into was this discussion, um, and a possible vote is agended.
So it sounds to me like what I'm hearing is admin or student rep are both suggesting we go with option two. If you go with this.
If there are otherMax Most press üzer State international links that's not groups talking about.
on this that's jeremy's viewpoint i'm i'm comfortable how do others feel shauna i guess the question is what like it's no different than a regular school day for them right so like we have senior skip day 250 students don't come it's not like it doesn't count right we're holding school right we're still all there if they come they come if they don't they don't right we hope that they come right 180 full days we hope right but the reality is they don't fully agreed my understanding on the attendance stuff is more of a whole district or whole school um count and that's always been a little bit unclear so again i would entertain a motion if there's a second someone just has to make the motion do you want me i i would entertain a motion to amend the calendar as previously voted uh to add to keep graduation at the first sunday of the of june next year and add to community serve two days that the purpose of which would be the discretion of administration at the um end of the year i see jane go ahead sorry to interrupt i'm just going to ask are you going to just because i'm going to update and publish this calendar are you going to add the two days now or wait until you hear from desi on a waiver to do that how do you want me to publish the calendar if we add two days you want to add add the two days now okay thank you i just want to make sure i do it correctly yep worst case scenario we get some good service days in um so again i would entertain that motion so moved second all right adam yes yes julie yes alan yes dan yes yes yes motion carries 7-0 ask me to vote oh sean i'm sorry i don't absolutely not okay motion carries six to one next up we've got some discussion items the first of which is the end of year school improvement plan highlight reports discussion and feedback turn it over to you dr botello all right um so we have each uh representatives from each of our schools except for the middle school because uh kevin o'rourke is in dc but you do have his presentation in your packet and if you would like him to come um to either ask questions or present uh on our last meeting he's willing to do so um but um our plans are aligned to our district uh goals and each uh each um level at the ecc elementary in high school will um give you an overview of some of the highlights and then have an opportunity for you to ask questions i'm going to turn it over to uh when we start we'll start at the high school level with uh kristen keenan hi there i'm not sure if jane is gonna um put up the slides or not kristen did you send well did you send summarize slides because i did i sent two for um the two updated slides me yeah if we give you sharing uh sharing capabilities can you do it that's okay if you show if you show the the the the full one that i wanted to give to school committee i would just be showing the first two slides anyway okay so let me grab that and i can do it thank you so much two seconds sorry yep while we're waiting we unfortunately had a a bummer of a loss today with the boys lacrosse team in the playoffs but um a nice victory for boys tennis and girls tennis are in the elite eight as well so two more teams left in the playoffs doing really well um so just the second slide actually jane would be great so essentially uh no uh one back i apologize so essentially um when we began developing the school improvement plan we were basing it off the district plan as well um so you would imagine that they kind of mirror each other in terms of overarching goals i think that the the biggest thing that i wanted to say and i'm gonna speak briefly um is that we wanted to work on the school culture uh at sharon high school i think obviously there was a lot of um turnover in the past number of years particularly with administration um and so we really wanted to create a sense of stability for teachers and students and we are really trying to do that in a variety of ways um trying to bring affinity clubs and making sure that um they have an opportunity to do presentations and evenings we had a great presentation for example for black history month we also had a wonderful presentation uh for holocaust remembrance day um developing field trips where kids get real life world experiences and developing events that that kids can take part in collectively i think that um one of the things that i've done so far um along with the admin team is we did send out a climate survey to all staff at the high school inclusive of teachers instructional assistants nurses counselors etc and we've received some really good feedback both in terms of what things um staff would like us to work on for next year but also things that they felt that um that had improved fairly significantly during the school year and we will certainly use this as a basis uh our base of our knowledge moving forward next year and things that we want to add on to and change um i am planning to send out to students um the last week of school a student climate survey as well and i will be sending one out to parents as well just to get a sense of from where we started to where we ended where they feel in terms of the climate of the school and the culture of the school and making sure that people feel welcome they feel engaged they feel that they are heard and listened to so um that's a big thing that that we have worked on all school year um at the high school in terms of goals three uh two through four i would mention that a lot of these are uh in not interchangeable but a lot of the things that we did throughout the year connect to all three goals so i'll speak about them collectively a lot of the curriculum work we did for example um this year has lent itself to both student-centered learning meeting the needs of all students and diversity and equity inclusion we've piloted multiple math textbooks um we have reviewed all of the the literature that that we we're reading um we increase the number of electives for seniors in terms of ela to give them more choice um whether it be detective fiction sports journalism etc um give them more choice in their learning for their senior year we've added some new courses for next year including uh personal financial math uh in business math in the math department so we're trying to create um more access and opportunity for all students that being said we you know the the new schedule um was you know prior to me coming here the decision was made to do that the contract was signed and it was kind of our work this year to kind of figure out logistically how that would work we continue to meet with the sta on that we met with them yesterday for example kind of hammering out last minute things and they have met with us through every single month really um for a scheduling committee but we're very close to being able to put out the schedule for next school year and the goal is to get that schedule out to all staff on june 15th and i mentioned this because in terms of student-centered learning and meeting the needs of all students etc one of the things we're able to do with this is create a situation whereby our performing arts students will have those classes embedded within the schedule and not during aces block and also for our students that are on ieps that are assigned to act labs they also will have now um the opportunity to take electives that they previously might not have so those are just a couple of examples that we've done but i feel like we've made great progress this year in a variety of ways um and i'm open to any questions that you may have thank you uh principal keenan all right firsthand i see is jeremy so how are you measuring performance for each of these like did we see a drop in school turnover and i'm sorry i'm sorry uh jeremy can you repeat that how are we measuring performance of each of these so did we see a drop in administrator turnover have we seen scores improve well i think some of that's um to be seen right so when you're looking at student scores and things like sats mcas scores etc a lot of that information is to be had i think uh in terms of the school climate and culture for faculty that's measured in the climate survey that we gave that was fairly robust um obviously due to budget situations we had to make some budgetary um decisions in in regard to administration um but the goal is you know to have the core you know jen and i still there next year um you know working for those teachers and supporting them and they are the heart of the building and what they do best so um i don't i don't have statistics in terms of like test scores or or things of that nature but if you look at the program of studies if you look at what students have scheduled for for next year you will see that things have opened up for them fairly significantly in terms of access and opportunity uh just to follow what do you mean by that what do you mean by opened up for them so for example um band orchestra and choir um typically could only take um their performing arts classes during the aces block the flex block it's now embedded actually into the schedule um and that allows for them you know to take advantage of the flex block in a more traditional way for themselves but it also opens them up to other courses as well the same would be true for students that are in ieps they're scheduled for either uh an act lab minor or an act lab major um and that limited their their ability to take some of the wonderful electives we have here at sharon high school so the fact that we've increased the number of courses that students take um in a given cycle kind of opened opportunity and access for them to take electives that typically they weren't allowed or not didn't have the opportunity to take not that they weren't allowed all right alan principal keenan a question and two comments question first when the surveys are done climate surveys both the students and um certainly the faculty and the students if not the parents as well are those things that you can you expect you're going to be able to share with the school committee or is that going to be retained at the building level um i think that is something that i will certainly be sharing with the um you know our ilt uh to some extent and dr patelow and his team and i think if if that's information that he wants put out there i'm happy to do that um maybe not at a granular granular level because there are comments that i think people wrote in terms of privacy but in an overall level absolutely and i have no i have no problem with that i would certainly not be looking for granular level yeah just two quick comments first of all having attended the graduation on sunday i thought uh you and your role as the master of ceremonies and the convener of convening uh did a fantastic job it was a fantastic ceremony fantastically run ceremony and i think to the point about school culture you know i think there's obviously a certain level of the quorum that everyone tries to keep but the fact that the senior class went out of their way to call out the work that you've done in improving the culture of the of the high school i think speaks to the work uh that you're doing and so i wanted to give you kudos on that thank you i really appreciate it dan yeah thanks principal kean um i agree that the graduation ceremony was um well structured and efficiently conducted and there was a lot of school spirit there and i thought it was just well done by all the staff including yourself and thank you for the invitation uh i also agree that um i would love to see a um an aggregated view of the school climate survey at some point um preferably from the past several years um so that we can identify trends not looking for any individuals or comments but just so we can see are we going in the right direction or the wrong direction with the investments we've made i i do have a question though you mentioned you reviewed as part of this plan uh the the ela literature at the high school uh i have i have two questions there um i i certainly support um a variety of literature for people of different perspectives and backgrounds i think all that's great uh i think there should be a mix of old and new in terms of what students are learning i don't think any of that's controversial at all um some concerns i've heard from parents are that they've noticed a lot of newer literature in the curriculum and a lot of this literature um at least from their perspective has lower reading levels associated with at least by some metrics um is that something you consider and review for and have you noticed a trend like that and um is the newness of the literature something you think about or that concerns you um my concern i guess with that if that is a trend is that first the lower reading levels if that's the case and second that we're not really sure if new literature will stand the test of time um where you have a book that's 50 years old it's a good bet it's going to be relevant 50 years from now when you have a new book you don't know if anybody will have heard of it five or ten years from now so i think some literature that's newer is great but too much um can get concerning so could you talk about that a little bit and how you evaluate that well i mean i to be honest that has been the work of the the ela department and and the work of uh rebecca smoller as the ela coordinator and i want to give them kudos for you know doing you know consistent work over the years to kind of curate books that they feel that students will read i think you know it's a balance like in anything you know i'm a first year principal here so i i don't really have for example um years of data um and metrics to to kind of go back to but what i'll say is i feel like they're they've taken a an approach in which um different teachers have different passions regarding literature at that school and there's some flexibility there in which there are a number of teachers that who really you know the the classics really speak to them they're able to do that and those um teachers that want to give kids opportunity and access and choice in terms of their reading they have the ability to do so to an extent i mean i think the balance is how do you balance in this new world um of social media right um and and teach students a love for reading and i think that you know i i look back at my high school years which was a very long time ago i will admit so i do i do love the classics right um because that's what i was brought up on but i also understand that the students of today who by the way are much smarter than me in a million different ways um but what appeals to them and um may be different than what appealed to me and i can't pretend that what i read as a as a high school student is more important than the things that are important to them i think what we're trying to instill is a love of reading in general right and i think when you do that students are going to start to read more and more challenging and complicated texts but i i respect what you're saying in terms of the ability to make sure that we're we're creating a balanced reading list that both challenges students and also gives them some flexibility of choice because that's when they buy in to the importance and the beauty of of reading and literature so i i respect them i see brendan raised his hand on that point i believe adam so i'm just going to come to brendan and i'll come back to you yeah thank you thank you um so just speaking about the efficacy of really planning out this kind of uh plan for the literature scope literary scope of classics and more modern books um for my own two cents uh not really speaking about the impact of being taught these books but just having being taught these books um is as a junior uh last last year during my sophomore year i was taught to read uh macbeth by shakespeare uh this year we were offered uh to read a wide range of books as well um that includes the great gatsby again 50 years like dan mentioned still relevance to uh today definitely with the american dream um and right now uh we do have uh a final project based on home going by ghanian american yad jesse who i think definitely even though it is a more modern book written in 2016 2016 i believe it does speak volumes about how we analyze heritage as well as the loss of it and the trauma that can be passed down um through generations thank you brendan thank you brendan adam shane thank you brendan thank you principal ken um i just want to to follow quickly as we you know i loved what you said about the um kind of upcoming increase in uh access um as we think about kind of scheduling etc um as we think about kind of access to ap courses um i know that's something that we've had as a a a focus point in terms of uh kind of equity and accessibility etc um i know the schedules are are still being finalized um but is that something you can come back to us with just to compare kind of access to um you know ap courses last year versus uh to to kind of this upcoming year and say like look here's here's how the new schedule is impacting things here's how we're able to have an impact on on equity and access absolutely i i i do think that's that's very important i i don't want to generalize for all ap classes um because they are very different i can say from my own experience uh teaching a push for many years um myself that i felt it was a course that would allow access and opportunity for most students not every student was going to get a five on the ap exam but the experience of being in a college level course i think was super important um and so i do think that we could certainly look at that data and the goal is to improve that and and hopefully challenge more students um and make them believe that they can challenge themselves to do it right and then there's also the reality of that like everything in education to me is balance it's i want kids to challenge themselves i want them to feel like hey i think i can do this at the same time i don't want them to overburden themselves with so many advanced placement courses um that they get themselves into mental health crises and you know things of which are in the scheme of life kind of more important right so again it's those balancing things but yeah absolutely we could certainly look at at ap data great thank you so much yep i see brandon again yeah so i mean just to add on to that really uh obviously we're hoping for to continue seeing the trajectory of more participation in taking these ap exams uh but at least for junior class um there's definitely a lot of friendly competition between students uh in terms of well how many ap's are you going to take next year how many ap's are you taking this year um and i believe that we we've definitely have a spike in terms of the apush classes i think there's like collectively at least five apush classes which is significantly a lot more than in past years thank you alan well principal keenan i want to acknowledge that you came here to talk about the school improvement plan and the wrapping up thereof and i also want to acknowledge that this is only my second meeting but as we think about what adam raised i don't know if there's the right time if that's the right time or there's a better time but at some point to talk about the impact of adam's question along with the waiver policy and the override policy i don't know what what you'd call it but the ability for for students uh and their families to override the prerequisite grade to get into one of those higher level classes it seems to me like from what i've heard that that's cut up and that adam was raising so i hope whenever we come back to that discussion we can sort of include that as part of the conversation thanks thanks helen all right seeing nobody else from the table i will just um also weigh in here principal keenan and just tell you um first of all thank you for the presentation um you know speaking to your presentation about culture um some of the positive improvements that you've seen at the school um i i do just want to share that for from my perspective um and from the community that i hear from um it's it's just a very common place and i know i've had the opportunity to say this to you before i think i've heard other committee members mention this to you in passing and i'm sure you hear it directly from these parents but the overwhelming sentiment from folks is that the culture that you bring to that building the leadership that they see from you um is really inspiring uh i can't tell you how many times people have come up to me unprovoked and expressed to me how pleased they are with you as the leader of that building um and a lot of times these are faculty uh a lot of times it's it's students and to a point that alan made about graduation dan also mentioned um for me being at graduation not only seeing sort of the order of the day and and the real level i think that you raised the bar to but also just the the clear rapport between not sure what's going on here but but yourself and other high school faculty it was clear to me that that that culture has has really risen in fact i believe one of the student speakers um said something to the effect of you came into all their lives at exactly the right time and they were really grateful for that it wasn't lost on me the you know the applause uh not very many people applaud for the school committee or even necessarily the superintendent but there were very loud applause not just for yourself but for mr palmer and other high school uh teachers um and then certainly obviously miss jelliker was recognized when she came up and retiring high school teachers and i think that really speaks to the culture at that building so i do want to say i think anecdotally all of us see the improvements that you're talking about in that building and that culture and um you deserve i think a lot of the credit for that so thank you very much thank you and i i will just say and throw it back on the whole team at the high school um it's been awesome this year all of them you know um everybody has bought into this idea and um i i really appreciate appreciate each and every one of them so thank you for giving them that recognition i appreciate that of course well deserved and i did see shauna sneak in there with a hand raised sometimes in committee uh principal keenan so we got one more here shauna go ahead um i unfortunately was unable to be at graduation um but i do just want to echo obvious sentiments i have been approached by a number of community members and just want to um thank you tremendously for um tying tying everyone back together bringing everyone back together um you did you've done an incredible job with your leadership and um you're you're selfless you've you've given it back to your team um but but please appreciate um and and take onus of that because that's that's huge um that's and that's your leadership so so thank you thank you for doing that's your leadership so thank you for our kids and our schools um and our town so they're great kids they really thank you so much i appreciate it um i don't normally recognize there's no real like process for recognizing folks that aren't on the committee during the meeting but i do see the sta symbol there so i'm gonna assume this is an educator and i'm gonna it feels like maybe they wanted to weigh in on that also so i am gonna recognize lori davis hi i just wanted to say thank you um i also really uh i think i just really want to echo uh what all of you have been saying in regards to um miss keenan she's definitely stepped in um and sort of righted the ship when it was needed and um just you know graduation was wonderful and the speeches and the kids they definitely do appreciate her although there are days i'm sure they don't always appreciate her as much as they should um but again just wanted to echo the sentiments that um that everyone on on board has already said thank you so much for that all right you're off the hot seat principal keenan uh dr patella who's up next so uh if you want to see uh mr oruck you got to go to instagram sharon middle school 75 and you'll see uh mr oruck and all the middle schoolers down uh eighth graders down in dc so he's not here but your the presentation is in your packet and again you can tell us if you wanted to come in the next day so we're gonna turn it over to the elementary folks absolutely dr reynolds mr madden and ms oruck SPEAKER_UNKNOWN: um all right i think i'm up first yes this is me hi everyone i'm katie nora i'm the interim principal um at heights elementary school so i'm going to give you an update on our first goal which was meeting the needs of all students so this goal um focused on all three elementary schools um continuing the work in our data collaboration meetings our dcm meetings uh continuing the work in wind blocks and as well as um working on the social emotional behavioral committee uh so this if you want to go that's just an overview of the goal if you want to go to the next slide i can talk about our progress here um so this year all three elementary schools have continued to expand upon our dcm meetings so each week each grade level is meeting together to review student data discuss progress develop inter intervention groups conversations are focused both on tier one and tier two instruction teachers look at unit assessments student work screeners district assessments and the data is used to plan for classroom instruction as well as to create intervention groups run by our literacy and math specialists so teams are consistently working collaboratively to look at student data track that progress and identify areas where students need additional instruction in addition to academic data we do look at the social emotional data using the decimini assessment tool um this this tool allows us to kind of look at students strengths in in this area and and areas of growth as well and allow us to plan to support students in um whatever need whatever area they need some support in so so outcomes of looking at decimini data may include uh lunch group or mentoring or um our school adjustment counselor going into classrooms and providing providing lessons so wind block is connected to that a lot of the work that is done at dcm meetings carries over into wind block so teachers are using that data to then plan and implement instruction during wind block um where teachers are providing differentiated instruction based on whatever it is that students need to work on um so maybe target an intervention with the with the teacher they may work students may work with a literacy or math specialist um complete extension extension progress projects or uh other tasks that are tailored to their individual needs this year we also participated in the social emotional behavior academy which is a partnership between the may institute the education development center and the and desi the department of secondary and elementary education uh the goal of the seb academy is it's a three-year process and the ultimate goal is to create a multi-tier system of support um for social emotional and and behavior it is a three-year academy so we did just complete the first year um or finishing up uh the first year so this year we established a team which includes the principals teachers and counselors from all three elementary schools um and then we also worked we did went through a whole reflection process um and completed a needs assessment and looked at areas that we already or um supports that we already have in place things that are already happening in our schools to support students in these areas and then um really dig in and think about where we do need to uh improve and grow um so ultimately we we develop some goals for next year the second year of of the process so next year we're going to focus on identifying and piloting a social emotional learning program as well as looking at um assessment tools and also come up with a professional development plan to support an implementation of this program so that is what we'll continue to work on next year all right thank you mr work uh welcome to our new committee members great to see you on board here goal two covers diversity equity inclusion and looking at our strategic plan and the initiatives looking at 2027 students sense of belonging will have improved significantly students will have equitable access to learning opportunities um you will see throughout the plan and throughout improvement plans and conversations the concept of sense of belonging um how do we you know operate with our schools so that all students uh feel like they belong feel like they're welcome feel like they're engaged so jane if you could go to the next next slide please um so there are a few ways we're looking at this this goal where there's personnel and people we have two people that are relatively new to sharon and one who is very new uh heena triveti is our director of diversity equity inclusion she has been in the role um no longer longer than basis excuse us까 projects association with the team and i can win labor uh she actually gitti through this program um she's已经 tari tam Eighth out about the professional program um and the program uh she's set up parents um feel engaged and feel part of the school.
There are a few examples of student family surveys.
Each school conducts with the help of their school councils, student and family surveys.
So there are a few examples here where there are questions about do they feel adults treat them with respect?
Do they feel safe at school?
Do they feel adults care about them? So these are just a few samples where it's the yes and sometimes.
Some of the examples like treat me with respect, feeling safe at school.
For example, safe at school, there's yes is 70 percent.
And then the other 27 percent is sometimes.
Similar to what Mrs. Keenan was talking about, when you look at surveys and you get granular, especially with elementary school, many comments are, I love, you know, for example, cottage.
I love my class.
I love my friends.
Sometimes we find their answers might be sometimes because they had one argument during the year or they felt a teacher was trying to encourage them to do work and they didn't like that. So sometimes when we look at an elementary perspective, the ratings are generally fantastic, but we also want to look at it with a certain lens.
Now, when moving into a few other areas, the English language arts has gone through a program review.
So if we look at a sense of belonging, diversity, equity inclusion, how do our academics and core curricular areas support students in their sense of belonging?
Are they receiving engaging work? Are they getting interventions and support when needed?
So our ELA program review committee has done a fantastic job this year of narrowing down which programs they are going to have field tested for next year. And, you know, they're in now the phase of identifying which teachers and which grade levels.
So that's going to be quite a big undertaking next year that will have an impact in English language arts. And a lot of our topics are kind of woven between goals where, like Cater mentioned, the social emotional behavioral academy.
Basically, do kids feel a sense of belonging with how they feel, how they're treated, how they're respected?
How are we supporting students in the social emotional realm?
So while this goal is being addressed with staffing, it's also being looked at what curricula and assessments and programs are we using within our school day.
And off to goal three.
All right. Thank you, Kevin.
So this goal, I definitely get very passionate about and very excited about. And I should mention student-centered learning what does that look like. It looks like students making connections.
It's students learning with and through each other.
It's students realize an effort produces achievement, that learning takes time and all the students are motivated.
With this goal, there's the parallel of the teachers.
All those things are happening for the teachers as well. So it's been a really exciting goal, particularly for East, but we were able to share out and that was really part of the goal.
So East was one of five elementary schools in the state that participated in the Playful Learning Institute, which was a grant funded through DESE.
We received monthly coaching and planning.
And we had observations and Dr. Patel took part of it in a few of them when we had DESE staff coming in doing observations.
Of our work implementing playful learning strategies.
Because playful learning strategies really get to the core of student-centered learning experiences.
We took those and we were the only school in the state and to work with Heights and Cottage.
We expanded those strategies to, and we try to say mature those strategies to fourth and fifth grades.
So we spent our district March PD day practicing playful learning strategies at each grade level. So all the schools came together.
And I remember Mr. Madden sharing a story. A week and a half later he goes to observe in a class and he said, what are we doing in here? Oh, I'm trying one of the playful learning strategies that I learned. And we know some of the best professional development our teachers can get is learning with and through each other.
So that was a really great opportunity.
We had a really unique opportunity yesterday when our grade two team, Katie Blackyear, Suzanne Berg, Nicole Hart, and Chelsea Wohl and I were able to present at DESE headquarters yesterday.
So we got to present to many department heads, including the deputy commissioner, about the impact of playful learning.
And it really is about student centered learning.
So we had some great success.
We know we have a lot more growing and we know we have more growing to do with each of our goals. And we're looking forward to doing that work. But I think we're off to a great start with each of our goals.
And I think we can move to questions.
Great. Thank you guys for the presentation.
Any questions from the table? I see Adam.
Thanks to all of our elementary school presenters.
I just had a question about the survey, Mr. Madden, that you referenced, kind of the student and family survey. And I was curious whether if those are end of year numbers, do we have kind of beginning of year numbers to look at kind of any change that occurred over the course of the year? So not beginning of year, we have end of the year last year and the questions are pretty much the same. So we look from year to year and the results are very similar, you know, very overwhelmingly positive results for the elementary schools.
Do they tend to be the same kind of across all the schools as well? I know we're looking at kind of the aggregate, but curious if there are best practices in one school that we can share across the rest of the district.
Right. So when we're working with our school councils, oftentimes the principals are talking to each other and saying, hey, you know, this is, these are the surveys that we're working on. And a lot of the questions originated from the Massachusetts Department of Education, Culture, and Climate Surveys.
So we kind of use that as a starting point. And then we make sure we're communicating and working together.
So we're not having drastically different surveys out there. Are the results also fairly similar across different schools or are there things that East is doing that Cottage can learn from and Cottage is doing well that Heights can learn from and so on and so forth? I think our biggest jump this year, and that was just again, staff working together, was kids recognizing what the rules are and really highlighting it in our focus on heart and in those, you know, so helpfulness, effort, acceptance, respect, and teamwork, really zeroing in on that and highlighting that each day and staff recognize the individual kids that had us, we saw a dramatic jump. And as the principals, we've already talked about that, that that's been a strategy that's been successful for us. Right.
That's great.
Thank you. Thanks, Alan.
I also want to thank the three of you for the presentation.
Very helpful.
Just maybe two questions.
With regard to goal one, are there metrics that, and I realize you're not prepared to do that today, but are there metrics that you can share data you can share, you know, I talked about with regard to the SEV Academy that there'd been some reflections and some need assessment completed.
Is this is some of that information, at least with the school committee that you'd be comfortable sharing, either now or going forward as you begin to develop plans for next year? And then I guess I'll just since I have the floor, I'll just ask the second question, and that is, you know, as you begin to think about plans for next year, I'm always interested in what, what do you need to be more successful?
And what, if anything, can the school committee specifically do to help you be more successful?
And again, I know you weren't prepared to answer those questions today. But just ask you to keep those two things in mind. Obviously, you know, you may say, well, we could use, you know, $6 million to do all these things. Of course, we know that that's always something that people need or systems need. But if there are specific things that you think, in terms of resources or methods or approaches or opportunities, or, you know, whatever you think is needed, this is a chance for us to hear from you as to what that might be, and ways that we can brainstorm how we can support you in doing that. So throw that out there. Thank you. Well, if you're offering $6 million, we'll take it. No, for the record, I want to be very clear, I'm not. What I'm saying is, that's the thing everyone wants, right? That's not what we can offer. But if there are other things that we can offer, or if there are things specifically that the school committee can do to support you, we want to use this time as an opportunity to share that with us as well. I feel like that's for the others, but I think elementary is in a really fantastic spot heading into next year between the ELA program reviews and the field testing that will be happening, the social-emotional behavioral goals that we'll continue to work on next year, playful learning strategies.
So we've, there's been a lot of work this year on reviewing our practices and setting some very clear goals for the next school year. So I feel like we're in a really positive space right now. Okay, thank you. Yeah, and I think in a really general sense, building on what Kevin was saying, you know, one thing that I try to do and that our principals try to do is protect the continuity that we can, you know, build objectives that have multiple years and not move on so they really have the opportunity to have major impact.
So, you know, I'm sure that's a theme you'll hear in your tenure about really trying to help protect and buffer schools from unneeded change.
Julie?
Thanks, Avi.
And again, thanks for the presentations.
And I was happy to talk to Dr. Reynolds at Field Day today about the playful learning.
And it's such a great honor for our teachers.
And I'm so excited about the enthusiasm for this program.
And the way you described it, it really is just a kind of a way for the kids to get to focus and be interested in learning more material, if I'm characterizing it correctly.
I did have a question about those surveys.
The surveys said the 95 to 98% on different metrics were saying like that, yes, or it's always sometimes people felt comfortable at school, etc. I was just wondering what kind of follow up. I'm sure you can identify the kids who said no. And I'm just wondering what kind of follow up you were going to get. It's right.
So it was going out with them. The nature of those surveys is not to identify specific students and then go to address that specifically.
It's really a look at trends where we bring that information to our staff.
And we say, okay, here are some, you know, highlights, here are some areas that we want to focus on. And then as a staff, we look at, okay, how can we address those areas to improve upon them for the following year?
And it's kind of like an, it's an ongoing conversation with that. All right.
I guess I have one point real quick, and then we'll wrap this up. But the, to the sort of to piggyback a little bit on the question Julie just asked, or maybe make a statement about that metric, it feels to me like there's a massive difference between sometimes and always feeling comfortable in school.
To be honest, I, I think at this point, we've worked together enough to know, I know that you, you all would agree with this, that if somebody, if the answer isn't always, then it's really a problem. And so to me to see always and sometimes grouped together, I think is probably a little bit misleading.
I trust that in our buildings, and I know firsthand that we are measuring better than that. And so we're certainly aware of kids that are not always comfortable.
But I do think that, you know, that's the only negative feedback I would give is just, I think those two being grouped together, sort of muddies it a little bit. In general, I think you guys did a, in general, I think things are going well. And I think you guys had a really nice presentation.
So thank you very much for that. You're off the hot seat as well now. Dr. McKintyell, are we off to the ECC? Yep, to Stacia Lamonde at the ECC. All right.
Thank you all.
SPEAKER_UNKNOWN: Looking back, Hi, Jane.
Can you go forward?
Sorry about that.
Our first goal was all about student-centered learning and meeting the needs of our students.
We were going to use the PALS, letter ID.
What we did was we measured all four-year-olds, letter ID, how many letters they could, capital uppercase, letters they could identify in the beginning of the year, the middle of the year, and the end of the year. If you go to the next slide, our goal was that 75% of the four-year-olds would be able to identify at least 10 uppercase letters by June.
And from the data that we're going to see next, 95% of the four-year-olds identified 10 or more, and 87% could identify 20 or more.
Our next goal was about, outcome, was about peer-to-peer practice sequence opportunities for students to develop their language as connected to their learning and observations.
We will see the indicator seven data and photos later on in the presentation.
Could you go to the next?
Here is our beginning of the year, middle of the year, end of the year.
If you notice the students in red, yellow, and green.
At the end of the year, almost the majority of our four-year-olds can identify all 26 uppercase letters.
There are even some students in this group that use ACC devices to identify the letters, which are the handheld devices that they can communicate with.
The exceptional progress.
I was so proud, we're so proud of all of our students, and the teachers did a fantastic job of teaching this. Can we go to the next slide?
Goal two is about student-centered learning, diversity, equity, and inclusion.
And it was really about intentionally prompting students to express their understanding of standards, aligned content, and by focusing on the connections to their identities, homes, cultures, and communities.
We also used Indicator 7, which is a data collection that we do for DESE about social emotional growth to measure these outcomes.
Can we go to the next slide, please?
The outcomes we wanted to find, the first one was evident growth through students' oral, adaptive, and written responses.
We can see the writing example.
The nurturing of positive relationships in students' social emotional health, as well as embedded MTSS tier instruction.
For all students, we implemented the second step curriculum, which was by our school psychologist, Dr. Chad Ryan, which we have a lovely photo of with puppets and all. And the last thing was using parent input and involvement.
Goal three, we have some of the parent involvement pictures.
Here is examples of writing November 2023 and April.
We see the progress of both a child on a community peer, as well as a child on an IEP.
Next, there's Dr. Chad Ryan, who went into each of our classrooms for a half an hour every week and implemented the second step social emotional program using puppets and voices and having the kids respond afterwards and actually role play in a lot of the situations.
And here is demonstrated reciprocal conversation within their learning and play. This is where we want all of our students to be. Many of them come in as three-year-olds only being able to parallel play, which means playing next to each other. These two right here are actually building letters and having a conversation.
I don't know what it's about, but I'm assuming that it's about those letters.
Thank you. Thank you. The last goal we have, we're meeting the needs of all students and really bringing together our school culture.
We wanted to bring parent involvement in. We wanted to have students take risks.
We implemented reverse inclusion for at least 30 minutes a day. For the, there are students that are in a substantially separate class going out into other classrooms and kids from the classrooms coming in to their class.
If we go on, we can see the data.
A lot of our data was collected by teacher logs. We also did joyful celebrations.
We have one, we have another one coming up in a couple of weeks so that we don't have those photos.
But we also wanted to teach the students tolerance, acceptance and celebration of each other's differences through play. Indicator seven shows that 86 of our IEP students showed at least two levels of growth in all outcomes.
Can we go to the next?
This is indicator seven.
We report this data to DESI.
And the first summary is they asked what percentage of your children on IEPs that came in below age expectations have made gains.
A hundred percent.
DESI's expectation is 80%. A hundred percent of our students have made gains.
The next summary statement says 63% of our ECC's children are within age expectations.
Now that they are exiting the program.
So we only take data on students that are going on to kindergarten.
DESI's expectation is 50.5%.
And our percentage was 63%.
The outcomes that the students are rated on are positive social emotional skills.
There are rubrics that go with all of these outcomes that the teachers use to gauge where each child falls.
Acquisition and use of knowledge and skills and the use of appropriate behaviors to meet their needs. If we go to the next.
This is the data.
Beginning of the year. I have to move you guys down to the bottom.
The beginning of the year data is in blue. The social emotional.
The acquired knowledge.
And the applying.
The applying the actions to meet their needs.
If you look this, the top student.
Scored threes across the top upon entering the ECC and leaving.
There are fives across the top. It goes, the rating scale goes to seven.
And some of our student most well, 63% are five or above in all areas, which is an amazing feat.
For all these students, because these are our students who have the most challenges.
Can we move on Jane?
Here is our trunk retreat.
Community celebration, bringing the community together.
They had a blast.
So much fun.
Next.
This is parent led diversity celebrations.
We have parents that came in and did presentations.
Ramadan and Eid. Lunar New Year. Keep going. Keep going.
SPEAKER_UNKNOWN: Keep going. Keep going.
We have world down syndrome day.
Diwali.
And then we also bring in.
Creatures to teach tolerance, compassion and joy as a community.
We get together as a community to do all of these things. We had one classroom that hatched chicks and all the other classes could come come now because they're still in our school. And we put the chicks in a little baby pool and they all observe and they hold them and they learn to be gentle.
And it's amazing what they do when they're around animals.
We also had ponies and donkeys that came for feeding.
Then we had Joe's crazy critters, snakes, turtles and even alligators.
And what these programs taught our students was that all living things need to be respected, tolerated and accepted.
And they loved every minute of it. That.
Is it.
Great.
SPEAKER_UNKNOWN: Appreciate that. That was a great presentation.
Alan.
Mr. Lamont, I know this goes against what you just said, but I loved everything about your presentation, except for the snakes.
But I want to commend you on the presentation, not only because of the high degree of data that you shared, which I think is really helpful to see, but also the the outcome of that data, the relevance of that data and the accomplishment that that data represents is something that your team, you know, your team, your team and our district should be very proud of. And I love to see the ways that you integrated diversity awareness in all of its different respects into the work that your that your team is doing while not. As I think is obvious, but I think it shows well in your example, while not diminishing the the academic rigor of your program, right, you're able to implement these other the other initiatives without taking away from the academic success of your students.
And so, again, other than the snakes, just absolutely.
But the alligator was OK. Yeah, I can't speak for anyone else. Alligators are fine with me. I'll learn that maybe just next time. No, that I have to look away at during parts of the presentation.
But sincerely, thank you. Great job. Thanks, Alan.
Thanks, Alan. SPEAKER_UNKNOWN: All right. That was a great presentation. As I said, thank you so much. Thank you for all of your hard work.
You're now off the hot seat as well.
Dr. Mattel, that does it for our presentations, I believe. Yes.
Thank you to all of our administrators and all the teachers and students behind it, sharing some of the highlights of the great work that you get. Thank you, guys. SPEAKER_UNKNOWN: I appreciate it. All right.
Now we'll move to, I know, Dr. Mattel, you're excited for the superintendent end of year evaluation, goals and focus indicators, discussion and feedback.
So I'll throw it to you, Dr. Patel has a presentation for us. And then obviously we will go through the process.
I'll let you give your presentation, Dr. Patel, and then I can sort of explain, or do you want me to explain sort of the ground rules and process before you go into your presentation?
Does that make more sense? I can give a little brief interview from like the process from last year and then you or Adam can jump in as well. But I gave a little bit of a description of what tonight is about and then what happens after.
So, Jane, if you could do that.
SPEAKER_UNKNOWN: Okay. So this builds upon the mid-year update that I presented in March.
So tonight I'll provide an update on progress towards goals as well as performance indicators based upon my reflection.
And tonight individual school committee members may ask questions and provide input on progress towards goals, indicators, and performance rankings.
Then, and Adam will help to, and Avi will help to kind of run that portion after I give my update.
Then between now and I put June 14th. We have a little bit more time. We only had two weeks last year. We have three weeks in between meetings.
SD members can provide additional input to Adam prior to June 14th.
Then Adam will synthesize that feedback from tonight and the additional input provided to compose a summative draft, summative evaluation for review by the members of the school committee and eventually by me. He'll share that would be prior to June 21st and share it with the school committee, make sure that it all looks good to folks and then bring it back for the June 26th meeting where it can be approved.
You can add anything, Avi, need be?
Yeah, that works.
Yeah, so just again, I think there's a uniqueness here in this process that's worth touching on just so that our new members understand their role and our process.
Also, just so folks are clear and understand Veronica Wiseman is here and will be able to join our conversation.
Unfortunately, personnel and when we're able to make it, but have committed to submitting their thoughts and evaluations in writing as this process is undertaken and put together for the committee's evaluation and vote. Obviously, the committee, when we vote, it'll be a vote of the entire committee.
And so the new members are obviously a part of that vote and can feel comfortable voting as they wish. So for the process of evaluating the superintendent, the new members should keep in mind that the evaluation process sticks specifically to the specific topics being covered at any one point in the evaluation, the rubric that we were all provided with. And also, we would just ask that the new members sort of keep their evaluation to their experience directly with the superintendent since the election and their ability to operate in this role. I know that's a difficult thing at times to separate, but at the end of the day, the evaluation process is not inclusive of, you know, every person in the district.
It is uniquely the responsibility of the elected school committee members to evaluate. And so that's why we sort of have, we're taking into account the members that were here prior to the election.
And again, certainly asking for any feedback from the short time since the election that our new members have. All right, Dr. Mattel, did you have more to present or? Yeah, I'm going to present.
I'm going to go over the various goals and indicators, just some highlights.
All right, I was hoping we'd do this. Go ahead, Adam. Yeah, just to clarify, I know sometimes it can take time to kind of consolidate and synthesize this feedback.
But I think for the summative evaluation, we'll shoot for June 26th of this year, as opposed to 2026. Lest anyone should be confused.
Thank you, Adam. Yeah, that's probably a good idea.
All right.
Good try, though, you know. You can't hurt me for trying.
Okay, so first of the round, district improvement goal, district and school culture.
So, you know, this one we're really is an ongoing goal for the next several years.
And, you know, we built our district plan with a mission and vision. We began brainstorming examples of ways to collect what we are all about in our district and measure that against our mission and vision.
And we began to, and that's really a lot of times capturing pictures as well as anecdotes, things like the legacy projects that were put on at the high school or the civics projects at the middle school or the playful learning experiences.
And so we're capturing pictures of those to start to really define what our schools are about and then look at our mission to see if it aligns.
And so we've crafted a rubric to start to make that comparison.
We did decide to hold off on the working group. We had lots of different committees this year as well as a bunch of new administrators.
So with the PD committee, our English language arts review committee, a bunch of our hiring committees, it made sense to not, our PD committee, not to have another working group. So we'll be really composing that for next year and continuing this work with that.
The next goal is around the elementary master plan. We set out to, to conduct an elementary master plan to look at elementary facilities.
And so that was completed through the summer and early fall. We provided, I provided an update to the committee and to the public.
We developed some short term plans based upon that elementary plan.
So that looked at ways that we could carve out some additional speed spaces at all three elementary schools.
And part of our capital outlay presentation has us lined up for next fall to have additional spaces at Heights, Cottage and East if needed based upon enrollment.
With that we also discussed the statement of interest process.
That's when you go to the Massachusetts school building authority to have them look at whether you should consider renovation or even a rebuild or what they think is in the best interest of the district based upon the facilities.
We decided to delay that process partly because of the current budget situation.
And so with that, we delayed the construction of the elementary master plan committee, but we will be putting that. We have the composition of the group and the different stakeholders that will be part of that and will be developing inviting folks this summer and starting that off next fall. And one of the major charges of that group will be to look to see as to prepare for and start discussions both with school committee, but also the public as well as other town committees about whether to pursue a statement of interest for next January, February when those are due. And then the next goal is around instructional leadership. As you saw all of our school improvement plans were heavily aligned to our district plan.
And we're really looking at both structures and processes and instructional practice improvements in order to, you know, improve in areas of student centered learning as well as teaching all students and a center of education.
And a sense of belonging connected to diversity, equity, inclusion.
In my visits to schools, I visited schools on average twice a month this year, more so than once a month last year, in order to really discuss our goals.
Part of those plans were looking at, you know, what are the issues that schools are facing, meeting with principals, but it also was a large degree talking about our progress towards goals. One, one thing that I aim to is have all administrators really talking about their staffs and the way that we talk about students.
And we looked at an instructional practice tool around skill and will and identifying what skill strengths our staff members had, what needs they had, and how do we support them in a differentiated fashion to make sure that all of our educators have an opportunity to grow just like all of our students do. We aim to provide some presentations on curriculum and instruction.
So that included that overarching presentation that Dr. Burke and some of our coordinators gave the student services presentation by Jessica Murphy, our literacy updates and our end of the year SIP updates.
Our goal forward is around diversity, equity inclusion.
And so again, we incorporated this goal and this goal around sense of belonging into all of our instructional plans. And so, you know, part of that work manifested itself at the elementary school through their work around the social and emotional behavioral academy as well as getting kids more invested in their learning through playful learning.
The culture building that was going on at the high school as well as well as the work around inclusiveness and more student centered learning at the middle school.
We also onboarded a new METCO director and DEI director to help really support this work heavily.
We're looking at equity and achievement data around and we've seen some of the data we're looking at is around NCAS. We've really seen some improvements there over the last several years to the point where we're more at the baseline of pre-COVID.
We're also looking at things like that we're being asked around AP participation, AP performance.
Also other indicators around student discipline, attendance in seeing the trends that we occur.
And we're also going to be digging in to see whether we see differences among different groups in our school with respect to these different indicators.
Can you go back just one second, Jane?
And as far as involved with this work, we've done some really key professional development.
We worked with a really renowned presenter in Calise Warnham to provide some workshops on belonging and setting high expectations and providing equity for all students.
We also convened a PD committee, which has teachers from all over the district really looking at ways that we can increase opportunities for learning for adults in our system, both through teachers teaching classes and workshops, but also partnering with outside organizations and also maximizing the potential of our professional development days.
And then I completed my third year of the new superintendent's induction program.
I still work very, very closely with my coach, Maureen LaCroix, and also a cadre of other superintendents, especially superintendents who have been there for three years. There's only about a half of us who remain, but we're a strong, you know, very tightly bound group. And so I've completed that process and really used that to continue the work here as well as attending all kinds of learning opportunities through MASC, through METCO, and the Mass Superintendent group as well.
With respect, these are the indicators that were highlighted for this year. This is around instructional leadership, management and operations, family and community engagement, professional culture. I'll just give you a few highlights.
In the curriculum instruction end, you know, I really, again, tried to keep us focused on our district plan, which is focused on teaching and learning, unlike other strategic plans that might have many, many different areas of focus. My visits really focused on these conversations around instruction with our principals.
We really were continuing to build upon our work with MTSS and giving greater teacher ownership to those meetings as they analyze data. Much of that data work you saw done in the ECC is what is being done in the DZMs as we look at skills for individual kids and build interventions for them. And so that focus on that work through our coordinators and our building principals has been key to growth in that area. We also continue to focus on model development using universally designed learning principles to make sure that all kids have access to learning.
We're really happy with piloting that work with the playful learning institute as well as the social and emotional behavioral academy, as well as some of the student centered learning opportunities that I mentioned around civic action projects and high school legacy projects.
In addition in the instruction and instructional leadership that elementary literacy committee has been really important to helping us identify materials that will be better serve our students as well as a lot of work around equity and social emotional learning that I've mentioned in the in my goals. In addition to the learning process.
Around management and operations again a lot of work in the hiring process really trying to make sure that we bring in the best individuals that will be here in our supported we supported all those with internal mentors was me and formerly mentoring folks, but also providing them with high quality external mentors. Our person keenan is mentored by the former Westwood superintendent who was a Westwood high school principal for years who now is the head of tech. We have a great elementary principal who supported.
We have a great former director who's supporting Carlyhan so we're really making sure that when we bring in new people that they get support our new athletic director will have a great mentor as well so that's really key. We went through a difficult budget process but I think relative to other districts in the region we were able to deal with a difficult budget time and really make cuts that had the least amount of impact on our goals and on student learning and that was critically important.
And we're also in the process in the management operations sides of negotiations with all of our units other than our teachers unit and so that's something that's going forward and we met with fire and police today we've had several meetings with them throughout the year in order to make sure that they're going to be able to do that. And again family engagement some of our hiring process has been key to that family engagement.
We work through the school committee meetings as well as the weekly dispatch and other regular communications to communicate with families.
We've also had tons of face to face meetings.
We've also had tons of face to face meetings. Hina Trivedi has had even more than I have this year kind of doing that similar you know kind of process of really getting to know everyone and bringing that back to me which has been critically important.
In the professional culture realm again I continue to try to instill a belief in all students and a focus on educational excellence while opening up opportunities for access for all students.
And we work with our administrators, including our MECO director and DEI to really make sure that we have a high expectation and a culture of support and so that's been critically important, as well as making sure that when we're dealing with difficult conversations we're doing so in a professional and respectful way while really trying to listen and be and understand people of different viewpoints in a respectful and professional manner.
So this is all shared with you in the drive as well for your further review.
I'll turn it over to Avi or Adam.
Adam, do you want me to lead the discussion or do you want to? I'm comfortable either way. Yeah, I think you can lead it. Okay, sounds good.
All right, thank you for the presentation, Dr. Botello.
So who wants to start and how do we want to go about this?
I think in the interest of brevity, everyone could sort of speak to their general feelings and then submit the rubric to Adam.
And then obviously that can all be part of the summative presentation or we can go, you know, goal by goal through the rubric and have a discussion at each point in the scoring.
I think actually, you know what, we can be efficient in doing that anyhow. So let's go to, let's actually skip step one for a minute.
Back to it and let's start with step two, assess performance on standards.
So for standard one, the instructional leadership, let's all go member by member and talk about whether we felt that was unsatisfactory, needs improvement, proficient or exemplary.
Avi, sorry, excuse me. Could we put that up? Yeah, is there a way for us to share that Dr. Botello?
Do you have a screen?
The rubric?
Do you want the rubric or do you want the presentation back up? Well, I just would prefer to also read as we're talking.
So like the presentation would be fine. That's fine. I was about to say we could put, if it's just about reading, we could put Macbeth up. But I assume it's either the rubric or the presentation.
Because the other one we actually, we obviously have to have in front of us. They're going to the performance indicators first. Yep.
Right.
So let's start with instructional leadership.
So the educational leader promotes the learning and growth of all students and the success of all staff, but cultivating a shared vision that makes powerful teaching and learning the central focus of school. Satisfactory, unsatisfactory, satisfactory, proficient or exemplary.
The best way for us to do this efficiently would be for folks to be willing to raise their hands.
Or I could just, if you want, I can call it like I would have vote. Let's do it that way. Julie, go ahead. Julie, go ahead. Julie, go ahead. Well, I definitely think that Peter has been putting a lot of effort into cultivating the shared vision.
I think that a lot of the changes that we've been hearing about this year, including the new curriculum, even before the literacy curriculum, there's still been updates on that. And I do think there's been a strong emphasis on professional development.
So I would definitely say proficient, if not proficient plus. Adam?
Yeah, I think my head was also in a proficient plus space for the same reasons that Julie mentioned.
I think the heavy emphasis on kind of updating curriculum.
And I think there's just been, I think, fairly consistently, right, just kind of focusing attention to instructional leadership, academic development, professional development, etc. So, I think, Sean, I think, Sean might need to be made a co-host again.
Yeah, if somebody could, but go ahead, Sean. Sorry.
So, I think Peter has done great work in this area.
I struggle with the situation that we're in right now with the literacy curriculum, where we put in a ask for a curriculum, but we don't have a specific curriculum that we're buying yet known.
We don't have the specificity in terms of the exact budget dollars we put in for. I have great concerns over that.
I think that that can't undermine the other work that he has done.
But I do want to, I do want to put that out there.
I think it's, I think it's concerning that we asked for allocation of a large amount of funds and we didn't have a vendor specifically identified for what specific curriculum we were buying.
So, with that, I will still rate him as proficient, but I do want that noted.
All right.
All right.
And so, for me, I'm in the same space as Julian Adam with a proficient plus. The, it feels to me after having been here now for three years, Dr. Botello's stamp, so to speak, on the district from an educational leader perspective is becoming more and more clear.
It does feel to me like we're trending in the right direction in a lot of areas.
You know, for me, I think I'm probably actually in a different space than both Adam and Julie, but also in a different space than Shauna when it comes to the curriculum.
Unlike Julie and Adam, no offense guys, but I don't really want to give curriculum, the curriculum replacement credit to Dr. Botello only because it did come from this table. But for the same reason, I wouldn't give the blame for the timeline on a vendor pick and whatnot to him either.
So I disagree with Shauna there. What I will say is for me being, and I think I probably bring a little bit of a different perspective to all of these throughout the evaluation process, because having been chair for the last two years, I've worked really closely with Dr. Botello and, and in a lot of cases have seen probably, you know, performance from a different angle. I will say that his view and, and I think what's become clear to this district, his style of perhaps sometimes waiting a step or two longer than some people wish he would, but generally speaking, making very thoughtful decisions has until now generally proven to be the right decision for this district.
And so I really can't speak to the curriculum decision and whether or not we waited too long versus if we jumped too early until it really plays out. But as, as I tell Dr. Botello, when him and I have lengthy conversations about decisions around this district, it's, he is the educational leader of this district.
And they are, they're, they're almost always, except for when they come from this table by vote, his decisions to make.
And as the body of work is piling up three years in, I think folks more and more would have to point to Dr. Botello's decision making for this district as beneficial and positive.
Again, I actually admire very much the difference, certainly in styles between him and I, I'm very impulsive.
I don't think anyone would be surprised to hear me say that, but Dr. Botello is a very thoughtful leader. And I think we've, we've begun to see here in year three, some of the benefits of the decisions that he's been making.
And, you know, as, as some educators have let me know at times that we are piloting for programs before we buy things.
I know that that's not quick enough for some people, but it is. And to let me just be clear in case that sounded in any way directed at the committee, I don't mean any of the committee members here. I actually appreciate all the feedback all three of you just gave.
I just mean, I know that there are folks who, in other districts even, who have made decisions more quickly.
I think only time will tell if their decisions worked for them.
And I have a strong belief that our decision will work for us. So for me, I'm definitely a proficient plus here.
Standard, oh, is there anything from the new members on this?
Jeremy?
Yeah, I think based on how the ELA curriculum was handled, I'm proficient in my state.
I think that we've been a little slow in adopting a better curriculum.
I don't like the approach we took.
I don't like that we didn't apply for the grant.
And I think that we were behind the eight ball and we were a little too dancing around.
I don't know why we're piloting three curriculums.
Poor Jeremy. So I'd be a proficient minus.
But, you know, to build out a rounded view, I would want to survey teachers and get feedback from them.
Fun, fun. All right.
Standard two, management and operations.
Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and schedules.
Julie?
I do think this year there's been more of a gap between what we want and what we have.
I don't know exactly what the driver is. But I do think that, for example, the scheduling at the high school, it's sort of ongoing.
And so I don't know if it's finally settled and people are, like, reasonably satisfied and can live with it. But the fact that we are implementing that fifth class, to me, is a huge success.
So I'm very excited about that.
I do think it's just fiscal systems here. I think that the basic fiscal systems that we have are strong.
And I know people were not happy with the way that the budget ended up this year.
I'm one of those people.
But I do think that we are on a cycle and that the cycle goes year-round and things are happening generally when they're supposed to happen.
And the issue this year was the shortfall from the state.
There's a lot of reasons for that. We've been through a lot of them.
And, you know, overall, I would say proficient.
I don't know if I answered the right things on that.
You're good. Adam?
Yeah.
So I would also say proficient.
And my thinking is maybe a little bit different than Julie's.
I think from an environment perspective, I think we're kind of a proficient plus.
I think we found space within our elementary schools without requiring kind of an immediate kind of large expansion or change.
We're getting settled in kind of with new administration and new building at the high school.
So I think, you know, by all accounts, that has gone very well. I think where I'd say on the fiscal systems, I think the underlying fiscal systems are strong, but I would probably go proficient minus on the fiscal side because that's where I think it comes or some of the budget comes into play. I thought there was a little bit of back and forth as we were developing that budget in terms of, you know, getting feedback.
We had to schedule an additional meeting. And then, you know, thinking about the funding for the curriculum.
So I know some folks brought that up in standard one.
I would probably put it in standard two under fiscal systems.
And so then kind of the proficient plus on environment and proficient negative for fiscal systems kind of blends into a proficient.
Sean? Sean?
Sean?
I have a hard time with.
So I think that he's done an excellent job building his team and adding new staffing.
I have a hard time with his budget rollout and how that happened.
So I'm kind of I'm kind of stuck with a rating right now.
I would have liked to see.
I think I've mentioned it all along.
A clearer delineation of where we were, the cuts that we needed and.
A little more clarity.
Can I can I hold for a second?
Or am I the last one?
Well, you can. I see Dan's hand.
Thanks. Yeah, I see that this is a multifaceted metric.
And in terms of the staffing, it seems like we've been hiring up towards a place of more stability in our schools, which I've heard loud and clear from the community that we need, especially at the high school.
So I'm pleased that a lot of the recent hiring decisions and the the directional improvement towards stability in our schools, specifically around the budget.
I did observe that process very closely, along with many members of the community.
Certainly, I would call it tumultuous, the process this year.
Maybe that doesn't all fall on the administration.
But certainly, as we approach this next year, starting earlier, more creative solutions, at least in the initial proposal about where we might cut or consolidate as part of a full budget prioritization.
And just a slower, more considered process, I think, would be much in order.
So those are some of the thoughts that I have on that.
metric.
Adam?
Yeah, thanks.
I just wanted to jump in and remind, I think for the new members, the contribution to the evaluation should be kind of from the time you were elected to now, kind of during your service as school committee members.
And I know we've been going around the table and Avi, you're calling us, but I don't know if we want to kind of formally invite Veronica to the table as well to contribute.
Yeah, sorry, Veronica. That's my fault.
No, that's fine.
All right, you guys. No worries.
Mostly, I didn't raise my hand because a lot of the comments that I had in my head had been mentioned by other members as we've been going through these indicators.
But if you're willing to backtrack, Adam, because I know you're the chair this year for the eval to write the summative.
I just sort of picked up on this artifact or metric that Dr. Patel mentioned of his increasing by double his time in the schools, going into schools to do observations.
And I just thought, huh, that feels like an interesting thing for a superintendent who's not new anymore to have stepped up visits into, you know, site visits to schools.
And then it occurred to me, oh, yeah, with all of the committees that were working with the programming, playful learning, the MTSS really heating up, the DCM meetings starting to tighten, you know, those kinds of things getting more efficient.
It's as if, you know, you're starting to really things are starting to really cook.
And it's an opportunity to really understand across the schools that alignment.
So I wanted to chime in with a good, strong, proficient plus on that instructional leadership piece, because I feel like that's really where Dr. Patel has his great strengths.
And so I just wanted to mention that. And then on Standard 2, just where management and operations people have been mentioning budget, you know, over a decade of time here, it's always tumultuous.
I mean, yes, this year was more so potentially in terms of the unhappy news that we got from the state.
But we did, we often add meetings.
You know, I've been in situations where we've been working late into the spring on budget and that the deadline is very close with town meetings.
So these things are very often, they do come down to the wire.
I'm not really sure that that can always be avoided.
I suppose you could start earlier, but it's really hard before you have clarity on exactly what's happening, how to react. And then I also want to just remind people that during the budget process, administration came to us with some decisions and some proposals.
And at the table, you know, the school committee members, as it is their right to do, since it's our budget, brought some curveballs to administration.
Right. So some of the curveballs that came to the community came as a result of school committee elected elected members.
Right.
So I just wanted to remind people of that, that, you know, we're holding Dr. Botello, his evaluation in this moment.
So we're talking about the process.
But some of the tumult wasn't necessarily coming from his offices.
Right.
They were it was coming from process. And I'm not faulting anybody for any of their actions, actually, because it's a it's a it's a it's a tough process.
So I just wanted to kind of put it out there to folks.
I also found in the process of the ELA curriculum.
One of the things that I've heard from districts that have made decisions quickly because of the pressure that has been on, in particular, many communities in the Commonwealth to make changes in ELA curriculum.
There have been a few places that have made hasty decisions and regretted them.
And I've heard from a couple of those folks in other communities about making those decisions in haste.
And as Avi's pointed out, we don't have a hasty executive in Dr. Botello.
We we we certainly don't.
And so his inclination is not to be hasty. But he did come to us from his prior job in Holliston, having overseen a similar kind of collaborative process at the elementary level to choose an ELA curriculum.
And I remember in his the interviews that we did with some of his references, being having that be a highlight of their experience of working with him was that collaborative process of being part of a decision making process where teachers could take ownership and really could lean into and really believe in the ultimate decision that they made. So I think in this case, because it's been a long time coming, our patience is probably going to be well worth it.
And Dr. Botello has a track record of doing this. And so I would definitely put my my trust in his judgment about his deliberateness.
It's his nature. But I also think in this case, it's probably a good idea because of the huge, as people have pointed out, the big amount of money we've asked the town to spend on our curriculum.
We should make a good decision and they should be comfortable that we are making a good decision and a deliberate one.
So those are my takeaways for the for the the two standards we've discussed so far.
Thanks.
Thanks, Veronica.
Dan, I'll let you say something before I go.
Thanks. Just quickly, my goal is in no way to distract from this important process, but only because it's been raised twice. I'm not aware there's any actual restriction on what new members can say in this process versus what old members can say or what being common about.
But I agree with the sentiment that, you know, new members should participate in an appropriate in appropriate way in this process.
But a lot of these issues do reverberate into the present and into next year. So that's why I'm comfortable commenting on some of the things I have.
But I am going to try to be reserved during this process and deferential.
But I'm not aware of any real restriction on what people could say versus not say. I just wanted to clarify that.
Sure. So I guess I'll speak to that and then I'll make my point.
Let me be clear.
As chair, I've always and I'll continue to always allow all of us to operate as equals because that's what we are. And so I'm not here to in any concrete way, limit your voice.
I mean, Jeremy spoke.
His first comment was clearly as a member of the public and not not speaking.
But I'm not here to shut him down or you down or Alan down as the chair of the committee.
I'm asking folks to keep in mind that this is a unique situation.
And so obviously and to me, I guess, to some degree, it takes some professional integrity to recognize that there are processes where obviously school committee members and you'll see throughout this year, you'll have an angle and a view that you may not have had prior to here. But surely like you, all seven of us are duly elected.
And if if sharing a view is something you feel strongly about, I'm not shutting anybody down, nor did I when when when those comments were made.
Now, I'll share my my view here on this.
Management and operations.
So, again, I think I'm probably looking at it a little bit differently than Adam and perhaps Julie. To me.
I'm going to ding.
Dr. Botello for for his part in the budget process on the family and community engagement part.
I think the communication around the budget process was certainly a place where there's some fair criticism there on decisions, to be honest, made not not not things that I think Dr. Botello did out of a lack of ability or but I think he made some choices. And in the end, the community was frustrated from the budget evaluation process. I will say and this is, again, one of these places where I think certainly folks that weren't on the committee, but in general, sometimes the community and maybe even us committee members sometimes get a little bit get a little bit mixed up in some of the details.
Dr. Botello starting more than a year before this most recent budget process started to say at FinCom tri board and in leadership meetings with FinCom that were not in any violation of open meeting law, to be clear.
No quorum's present, but regular leadership meetings that took place with leadership from FinCom, myself, school administration, town administration began saying clearly that in this climate districts across the state and are certainly included were seen difficulties.
And in fact, I heard him loud and clear at tri board at FinCom express really clearly what those stressors were utilities was certainly one which, you know, at the directive and request of our town administrator and our school administration, myself and another member of priority the previous year had asked the other members of priorities to consider a solution for that would that would put the schools into a better position.
That would that at that moment was not the choice.
But I guess I would say that when folks look at the budget process simply in the January, February, March school committee meetings, I think that they missed the larger picture of what the what the actual budget process is. The reality is that our school administration is tracking our expenses, our projected revenues for the next year in constant communication with our town finance director and our superintendent regularly.
And for me, and I know that there are folks that don't agree with me on this. And that's, I guess, why my opinion, my opinion, other people have their opinions.
But I do say that, like, I think I have an angle and I speak from a position of knowledge.
We we are not in the best position of any districts in the state by a long shot, but we are far from the worst. In fact, one thing I would call people's attention to is Google what's going on in the state and you will find article after article after article that includes numerous districts and never mentions sharing.
Why? For two reasons.
One, because our shortfall and I put that in air quotes because, again, there is a difference between there was a district very, very close to us. That last week or two weeks ago notified their town that they're almost half a million dollars short for this year after Q3.
Our district is not in that position.
Our district actually is not asking for a reserve fund transfer this year in what was a difficult year.
Make no mistake about it.
But in reality.
We made cuts that were hard cuts. We shouldn't minimize those cuts there. They have impact. There are key members of our of our district whose positions were rift. This was not an easy process.
And I think that that probably plays into Dr. Botelho's stubbornness in trying to find a funding solution rather than simply making cuts because his his job is different than ours.
His job is to advocate for what he believes is the right move from a from a educational perspective.
But I do just want to say that we should not abdicate our responsibility as a committee for beat for the fact that the the teacher contract.
And this is no judgment call on and this is certainly no blame on our educators.
And that is on the feet of this committee.
And that is on the feet of this committee, myself included.
Of this committee, myself included.
I certainly voted yes on that deal.
And so our administration is charged with finding solutions as that teacher contract being the largest driver was handed to them by us. So for me personally, I stand in belief that the contract that we were able to reach our teachers was responsible contract.
I believe that our teachers are are worthy of that contract.
I believe that that contracts out of line with what other districts in the state did. But I also won't sit here and pretend that our administration and their spending is to blame for any of our budget issues.
Rather, I think we should acknowledge that we spent a good chunk of the district's money on a contract and our administration had to then deal with the consequences of that. And so, again, to me, I'll reserve my criticism on the on the budget process for the community engagement.
But I'm at I'm a profession plus on this because I won't ding Dr. Botello for the actual fiscal aspect of the budget. And I do believe that the climate of our schools is for the large part improving.
And I think that we are, again, in a better place right now than we were a year ago when it comes to those things.
So for me, that that's where I'll choose to land.
Standard three.
Jeremy, I did see your hand up, but then you put it down. Did you? No, it's fine.
OK.
Standard three.
Family and community engagement promotes and learning promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations and other stakeholders that support the mission of the school and district.
Julie. I just want to say, Avi, that I really took to heart what you just said.
And I do think that was kind of what was in my head.
But you just articulated it really well about sort of the difference between the fiscal systems in standard two and the sort of communication and presentation in standard three. And then also keeping what Veronica said in mind. So I would say that the fiscal systems that are in place are good, especially after a long period of, you know, working to get them into place.
So I think we're pretty good right now.
I do think that.
The communication directly with people and, you know, from from the top to about different things is something that should be more organized.
And there should be more of a framework around it. I don't know, but like a process. So if there's something that needs to be communicated to people, for example, kindergarten and so forth, I think we need to be Peter.
Peter and the staff need to be more mindful that that people are leaving people in an information vacuum, confuses people, causes rumors and so forth.
So I would say that the engagement is real and and Peter wants there to be engagement.
I would I would love to see better external communications.
So I guess that puts me at a proficient.
Thanks, Adam.
Thank you, Adam.
Yeah, I think I'm in the same the same boat as something that I'm struggling with a little bit just in terms of figuring out where to where to put it is.
Yeah, I think we had a real challenge around some of our diversity, equity, inclusion goals. And I don't know if that falls into kind of family and community engagement or if that speaks more to kind of goal.
Superintendent goal for. Yeah, things go for.
So I don't really know, but I'll I'll I'll share it here anyways, in case this is where it's appropriate.
But I think there was a real struggle in terms of engaging different community groups, particularly around the speaker at the middle school. And I think that the way that that played out ended up hurting multiple communities and probably depriving our students also of a of a positive experience.
I don't know where exactly to put that.
But, you know, if it is through that sort of engagement, I think this would be kind of proficient minus to me. Like, I think that's a real area for improvement in an area that we as a district can can try to do a better job of making sure that we're able to effectively engage communities.
I think that the note with regard to kindergarten was also one point, although I would say I think that is largely on the school committee, actually.
So there's kind of the administrative challenge of then putting into place what the school committee chose to do with regard to reinstituting the kindergarten fees.
But so I don't know, I think I think that's by and large on the school committee.
Sean.
Can I just unless we're using a different rubric?
I'm not aware of a proficient plus proficient minus rating scale.
It's it's either unsatisfactory needs improvement, proficient or exemplary.
Correct.
Correct.
Is that I mean, Sean, I'm trying to how do we Sean when you say that, like, I guess here's what I what I want to ask right now. And I hope we can have this conversation in a really positive tone. I it feels like you are you're saying that you with with no snarkiness or sarcasm.
It feels like what you're saying is you don't you don't want the other committee members using proficiency plus proficient minus. You're looking for members to simply give proficient or exemplary or needs improvement.
Is that what you're saying?
I just think like in and it might be just because this is like my wheelhouse in terms of like the evaluation system.
There just isn't this like plus minus like this isn't like you can get a B plus a B minus.
Unfortunately, like the way that this is this rubric is written.
It's like either you're proficient, you're exemplary or your needs improvement or you're unsatisfactory, which obviously like we're not we're not talking about. So I just I just want to make sure that, like, we're all on the same page because we're some of us are throwing out proficient.
Some of us are throwing out proficient plus proficient minus. I I just want to I just want to note that.
Sure. So, Shauna, just just to explain why that's happening.
And to be honest with you, it is this is this conversation is not different in that way than it was last year or the year before.
This is a a conversation in which every one of us has the opportunity to weigh in.
And then there will be a a a a summary version of this that then gets presented back to the group for a vote. And so I think speaking for myself, but also knowing from previous experience what other committee members are are weighing in with when when somebody says proficiency plus or minus.
I think there's an understanding that in the end we're going to end up at one of those four on the rubric.
And there's there's the idea that, well, if I kind of would lean above proficiency, but I kind of would lean a little below proficiency in the understanding that this is going to be essentially an average score.
And so we currently are not scoring this.
We're having a conversation that will lead to a cumulative scoring of this or really more of a summary version.
Go ahead, Julie. Oh, I just wanted to thank you.
And Sean, I just want to add that I think that the pluses and minuses on the proficiency is sort of a might not be a law, but it's sort of a custom of the school committee, because I feel like that's been a thing for a number of years. And Veronica, correct me if I'm wrong, but I feel like I remember seeing that many times, even before I was on the committee.
I think giving someone a needs improvement is a more formal process.
And I think exemplary, you know, you want to keep that exemplary.
So I think we're all using the plus and minuses to sort of show a fine distinction where we don't really have the opportunity to have it.
That's my two cents.
Veronica. Thanks, Albie.
Yeah, Shauna, it's sort of been the practice going back years because it came up, you know, at one point somebody saying, gee, wish there was some way that we could give a rating in between the ratings.
So it was it was sort of grew out of a request from committees past that there be some way to provide a little bit of a center point.
And then it just sort of became practice.
So you're right. It's not official.
But since it's been the practice of the committee to kind of sometimes land there because people were looking for that option, it became something that people use these terms in these conversations.
And as Avi points out, most of the time it lands in one of the one of the main buckets.
But if a lot of people are landing in the in-between bucket, it sometimes lands in the in-between.
And it's just a simple way to say, hey, proficient with some caveats or proficient with some expletives.
Right. So I think that's where it's just been practice. And it's just grown into our our way of talking about it when we have these conversations.
Shauna?
Thank you both. I appreciate it. I just I just want to seek clarity and just make sure that we have a common understanding, especially for three of the new folks, because if they were to read the rubric, there is no such thing.
So I think just that historical input is is important.
So thank you.
Fair. Thank you for the clarifying.
The.
Was it Veronica?
It's on you, actually. On this one.
Oh, yeah.
Yeah. I mean, I agree that, you know, I think one of the things that, again, it feels like we often.
Find ourselves as school committee members, I think, a little bit punting in the community when people don't have clarity or they don't feel as well prepared for news. And again, I do think that the kindergarten news was news that it was a little bit like, you know, Dr. Patella was the messenger of the other. That's not a little bit. Yeah. I think that it might have been clear that while we have this bubble or we operate in this frame of reference that we're both to these decisions.
And a lot of those kindergarten parents were not paying attention to what was happening in these budget discussions, and many of them were blindsided.
That's easy to see in retrospect.
It might not have been as easy to see in a moment where you had to inform people whose families were, you know, whose families' budgets were exploded.
And they were very clearly, it was very clearly done.
It was experienced that way. And we certainly, as school committee members, received a lot of feedback from families who had to make, you know, Hail Mary adjustments to their budgets. And it was very tough for a lot of folks. So we are sensitive to that. But again, it was Dr. Botello's, it was not Dr. Botello's proposal that that happened.
It was a school committee decision. So I agree with you guys that communication is kind of a tough one. But I think that, you know, overall, maybe a comment could be that the communication be a little bit more robust.
You know, I think that's a pretty good suggestion to make because we see what happens when it isn't.
And maybe our community is unique in some ways. I mean, we need more, more is more, right?
More is not, more is good.
More communication is good. And I think that's a message that we can send in this particular standard, that we could learn something from this year, right?
And that would be something that, that would be feedback that I would, I think Dr. Botello probably has onboarded after this year. But I think it's worth putting in the evaluation for sure.
I think that's very fair.
I can weigh in now and then take new members or I can take new members now.
As far as the communication aspect goes, family and community engagement, I think I certainly agree with, with something Adam said around, you know, some of the way that just different situations were handled.
In which I think, you know, there was unintentional damage done to different parts of our community.
For me, the budget process, like, while I think the school committee bears a lot of the responsibility for the financial position in the district found itself in, because ultimately we control the purse strings and the contracts and those are decisions we've made. I do think that the communication was an intentional decision made by Dr. Botello.
And to be clear, and I think two things can be true at the same time, I respect his leadership.
I will, you know, for a little historical data, when Dr. Botello was evaluated his first year and some of the feedback that certainly I gave him as budget chair and he was receiving at times from members of this committee, and even the public, I think, was that he wasn't necessarily being strong enough in some of his convictions.
And in being new here, he was at times pushing very little where people felt like he should push very much.
And here we are in his third year. And what I saw during the budget process was a leader who pushed for what they really deeply believed in.
On one hand, I saw him say to a school committee, you can go ahead, that's your legal right, but I will not support that budget. And I will say as much because that's not what I believe in.
On the other hand, I did see a lot of confusion from the community.
I think perhaps one thing that we all learned, and hopefully Dr. Botello will take with him from this process, is maybe a clearer messaging at the very beginning of the ugly part of budget cycle that, hey, look, this is going to get rocky.
We're going through choppy waters here, but we're going to reach a safe space at the end. We're going to make some really hard decisions. Perhaps that would have gone a long way. Maybe it wouldn't have.
But from a community engagement standpoint, that certainly was a takeaway or a detractor in my measurement.
I do think, on the other hand, one thing that we've seen the district continue to get better and better at, and the dispatch is a large part of that.
So this certainly doesn't fall only in Dr. Botello, but the rest of administration and his team.
I think we have seen better communication.
Some of that, again, is on the building level.
But, you know, ultimately, Dr. Botello has to carry the blame, so he also, in this process, gets credit for the action of his teams.
I have seen better community engagement, better family engagement in those ways. Ultimately, I landed a proficient minus on this.
I think if I had to give a score that was solid one way or the other, I would lean probably all the way to needs improvement.
But I don't think we're really all that far away. And, again, I want to be clear that, to me, in working with Dr. Botello closely, and Dr. Botello could tell you we had some very hard conversations as the superintendent and the chair through some of those communications around budget, around some of the other stuff that Adam had referenced.
What I never have seen is an unintentional communicator.
I have, Dr. Botello, I've seen make willful decisions about how he's communicating.
And, again, that doesn't mean he's been right every time by a long shot.
And so, you know, credit where credit's due, blame where blame is due. But I have seen intentional leadership in this role.
And for me, one thing that I'm mindful of throughout this entire evaluation is giving honest feedback and criticism while also making it clear to this community that, at least for me, in the way that I work with him day to day, I see a leader who, not to sound patronizing in any way, Dr. Botello, but who has grown a tremendous amount in the last few years and who has this district, I think, in a fairly good position.
But this is a profession minus for me.
Anything from the new members on this?
Shauna?
I'm not new, but I don't think I spoke regarding this. Oh, I'm sorry.
I'm just in track of things.
Go ahead.
I think I would have to bring this to a needs improvement.
I think there are many, many people in the district and being representative of the district who would echo many of your sentiments, Avi, with the areas that you noted, but that it would be an area of needs improvement between the speaker, between some of the shortfalls in transparency and timely communication.
I think that we can do better.
And I'll say we, but I think, Dr. Botello, we'd like to see you do better.
And we're here to help.
So we don't need to reiterate everything, but I would be a needs improvement.
All right.
Standard four, professional culture promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for staff.
Julie. Sorry.
Thank you.
I think that Dr. Botello has worked very hard to establish a vision for a school culture.
And I think that he's been largely successful at it. I mean, certainly there, we've just discussed many ways that need improvement, but I think that he's a professional.
He treats everyone, in my experience, with professionalism.
And I definitely think proficient plus.
Adam?
Adam?
Yeah, I agree.
I can't think of any instance where kind of the school culture, right, to read off, was not reflective of, you know, strong practices, high expectations.
Certainly, you know, emphasis on professional development.
For staff, I think we heard about that throughout the school improvement plans in terms of putting multi-tiered systems support in place, doing the kind of other sorts of professional development that were very in line with the district's goals and building up. Actually, as was referenced, right, just like the continuity of being able to put, you know, some of these in place over time.
So I would be proficient plus at the very least.
SPEAKER_UNKNOWN: Veronica? SPEAKER_UNKNOWN: Veronica?
Veronica?
Thank you. Well, I'm going to go far a little further and say exemplary on this.
And I say that really because when you think about what we just heard tonight with the school improvement plans and the absolute, you know, kind of like closing the loop on our strategic vision and seeing all of these goals and the goals from the vision of the district in the plans, which is not something that I remember really happening before Dr. Patel Patello's tenure and seeing that go forward into our elementary school folks doing a state-level presentation on a practice that they were engaged in as one of five schools.
And I think we're looking at some pretty excellent, high-level, high expectations, real emphasis on staff participation and buy-in and productive work.
And I think on the heels of COVID, just a few short years after COVID, this kind of energy in our staff and this kind of ownership of things, this culture has turned around.
And we heard folks talking about Ms. Keenan, but Ms. Keenan has a boss and that boss has enabled her to own her building and to really create a culture in her building.
So that comes from the top. So I would give Dr. Patel an exemplary on this standard.
Jim?
I think that we're focused a lot on including things in plans and checking boxes.
I would just want to look at survey results from teachers and the teacher climate survey to see how that has changed before writing this.
Like, it's great that it's in a plan and checked is done, but I want to see results, not just actions.
So I don't have a view on this one, but just when thinking about the approach, like I think we should be thinking about outcomes and not like whether it was written on a slide.
Dan?
All of my interactions with Dr. Patel have been professional.
All of my interactions with his new hires have been professional.
Everything I've observed in terms of the staff and the culture has been professional.
And everything I've observed between those staff and Dr. Patel and the community has been professional from what I've seen.
So I would be inclined to agree.
Thanks, Dan. Shauna? I agree.
I think he is building his team, continues to build his team.
And I think the students are at the forefront of his decisions that he makes.
He holds his teachers and administrators to high expectations.
And he continuously looks to provide PD opportunities.
I think that he is continuing to work to share his vision with us and communicate with us. But I think he's doing it proficiently.
Thank you.
I'm with Veronica here.
Oh, go ahead, Alan.
No, you go ahead. Go ahead.
I'm with Veronica here.
For me, this is one that rises all the way to exemplary.
I will say that regardless of, you know, I think anytime you're a superintendent of a school district like ours, where there's a lot of expectations, rightfully so, there's going to be disagreement on lots of different measurements.
What I will tell you is that this is one category, the professional culture, as it pertains to Dr. Patel's leadership, that I've never heard anything other than positive.
And in fact, I think people go out of their way to talk about the professional nature of Dr. Patel, of his admin, of his building leadership, of just really faculty through the district.
Just the expectations are there.
And I think that the treatment of students and staff is, again, professional, respectful.
I've had the privilege of sitting in rooms, negotiating hard, and again, this isn't just the teacher contract.
There's a lot of other bargaining units as well. And those conversations are never easy. And I've never seen anything other than professional behavior or respectful dialogue from Dr. Patel. I've also, I'll share with you that, you know, obviously, again, like, when you're measuring the superintendent, it's, there's different angles you have to look at. And if we're really evaluating the job performance of an executive, I think the deeper that we can understand their role and where and where and how they're behaving, the better look we have.
So, obviously, again, like, I know there's probably not always a deep understanding in the community of the differences in the roles that we all have. But as the chair of the school committee, there are lots of times where I have to be briefed by our council.
And Dr. Patel is oftentimes part of those interactions.
Dr. Patel is highly regarded by our council, by administrative staff, for his behavior, for his treatment of others, for his understanding of climate and, you know, again, professionalism.
And the one thing that I really, really, really want to drive home is that, you know, going back to the community engagement aspect and where that was a negative.
What I will say when we talk about professionalism is those were some very, very hard conversations.
And, Adam, I know you had hard conversations with Dr. Patel. I certainly did, too.
The door is never closed.
There's never a targeting or an unfair treatment of people who are being particularly harsh on him, myself included, at times. You know, Dr. Patel allows me to be me.
And so, for sure, sometimes that tone, people could probably guess what that sounds like. But Dr. Patel remains calm and respectful and professional throughout those interactions.
Never allows them to have him tune members of the community out. And when we talk about that community engagement aspect, Dr. Patel also then took meetings with groups of parents on all sides that felt very different ways.
And all of them reported back that they felt respected, that they felt heard.
You know, so, again, well, well, the engagement part, you know, we can pick and choose where we're dinging, where we're giving credit. I think the professional culture in this district, and this has become a district where people feel they can get a call back.
They're heard.
Oftentimes there are meetings taken.
And Dr. Patel makes no real bones about sometimes his disagreement on certain issues with members of the committee, with members of the public. But he still never tunes that out. And I think his general North Star is what does this community want?
And to me, that's the mark of a professional culture is he's here to do a job.
It's to run our district to the very, very best of his abilities.
And I think that he does that. And we might disagree sometimes about the results and whether or not we're happy with where the district is on that day or that month or that year. But I don't think we can ever question whether or not he takes the job of being superintendent seriously and behaves like a professional all the time.
So for me, that's exemplary.
Go ahead, Jeremy. Yeah, but that's not what the group.
This is about promoting success for all students by nurturing and sustaining his school culture, right?
Like, it's not like whether or not he's professional with us. It's about whether or not he creates a professional environment that reflects practices, high expectations, and continuous learning for staff.
So I think it's hard for us to evaluate that without a lot of staff input.
Sure.
And I think we generally, as school community members, receive a lot of staff input.
I think those of us that are working hard at this job, that are taking it seriously, that are putting in the hours, have those touch points, those communications.
We're certainly, again, everyone's different, but I think a lot of us are open doors for the educators in this district.
And again, we're oftentimes, again, in those rooms also where we get to see that and see how that is nurturing.
So, you know, to each their own, that's my view.
Go ahead, Alan. Yeah, so I think since we're close to the end, I wanted to just kind of jump in. So I, you know, I strongly believe, because my background is in HR, that I don't have much of a, although I have a great deal of opinions, I shouldn't have much of a role here.
You know, Dr. Pasell, you're being rated on your performance over the last year by a school committee that I wasn't a part of. And I think, you know, Avi has said before, well, there are things you're going to learn in this seat that you didn't know when you were a member of the community.
And I think that also goes both ways in that, you know, you were being guided by a school committee and being given direction and interacting with the school committee.
And I can't speak to what those interactions were, and I'm sure that had some impact on how you performed.
I also think that no one should be judged in terms of their performance based on what they do just on Wednesday nights in these meetings.
I think your role is far, far bigger than that. And I don't think, as a member of the school committee, I can comment on what you do the other, you know, four days of the week and throughout the weeks of the year.
And so I think that's an important thing to keep in mind. And I also want to say that I also think that in general, just so you know how I operate, I don't think it's right for you to hear something from me that you haven't heard in private first.
I understand that the nature of this role is that we're all public servants and you have signed up for your performance evaluation to be public. But in general, just as a, how I operate, I think I'd tell you first where I had concerns and certainly wouldn't leave that to here. So I wouldn't want to weigh in on that.
Having said that, the two areas that I want to comment on are things I've observed since I got elected a month ago.
One is that, you know, I think goes without saying you are a genteel and collaborative and warm person.
And I think that goes a long way. I don't think that's a given in the role of a superintendent.
Three things, I guess.
I don't think that's a given in the role of a superintendent.
I would say that I would like to continue to see, and you've already mentioned this already.
I know you said that you're interested in data-driven decision-making.
I will continue to ask for data-driven presentations around, particularly on academic metrics.
I think the early childhood presentation this evening was a great example of that. I think there were opportunities in the elementary one for there to be more data. And so, you know, I think that's feedback I can offer you at this point.
But I also want to just let you know that I heard you loud and clearly at commencement.
And I don't know to what degree, you know, your comments at commencement kind of goes into a lot of coverage or thought.
But I thought your remarks at commencement were well done and also very attuned to where I think the community is at this point.
And I think some of the thoughts that you weighed out there were very honest and sincere and attempted to address things that I think the community is expressed concern about.
And I give you a lot of credit for preparing remarks in that format that didn't at all take away from the accomplishments of the graduates.
But also, I think, very clearly spoke to the families in the audience. And I think that was impressive.
So I look forward to working with you going forward.
All right.
Moving forward to the next section.
We have the superintendent's performance goals.
Can we get those up on the screen? Can we get those up on the screen?
All right.
So goal number one district improvement goal by June 2024.
Sherwood Public Schools will strengthen our understanding of and begin to revise the district's mission, vision, and values statement.
And enhance its alignment to the district plan as evidenced by digital compilation of examples and artifacts in the draft revised MVV document.
So here we see some benchmarks.
We see one is complete.
Two are partially complete. So we're asked here.
We're asked here to mark these as complete or incomplete.
Sorry.
Did not meet.
Some progress.
Significant progress. Met. Exceed.
Julie?
Julie? I printed that out today.
I forget what they are. So I think that.
So it was did not meet some progress.
I mean.
So. I actually think this this was.
Overall, I think it was a good idea.
I think people maybe don't remember how often.
Dr.
Patelio refers to the district's mission, vision, and values in different ways. And I think he has that as sort of a guiding star with everything he does. So I would say just that alone is is really.
It's really excellent.
And I think he.
I guess when we say artifacts, I've never like really gotten what artifacts were. So I was hoping to be able to click through and see some of this to get better idea. But I would say, you know, he.
Met.
On a lot of them.
And it looks like some of the things were were partially completed and moved to discuss.
Next year.
So I would say.
Met.
Because the goal was to strengthen the understanding and begin to revise.
So.
Enhance its alignment.
So it's a work in progress.
Adam.
I think I'd probably fall more on the. The kind of some significant progress.
I think a little bit. About how.
Like how far.
I think we got.
And where that line falls.
I think it was a conscious decision.
As Dr. Patello shared.
Not to.
Not not to engage as far as I think was initially planned.
So I think in that sense.
The goal was revised.
But in terms of. Did we meet the original goal?
You know, I don't think it was met.
But I do think there was progress. I agree.
SPEAKER_UNKNOWN: I don't think that it was met. SPEAKER_UNKNOWN: But there. There is substantial progress.
Veronica.
Thank you.
Thanks.
Thanks.
You know, when I look at.
I was.
I took on board.
Dr. Patello's point about.
The amount of working groups that.
That we're juggling.
Right.
And I think that obviously because of our SIPs. And again, we've heard them tonight.
As Julie mentioned.
This mission and vision work is really just kind of overlaid over everything.
And I think it's really hard when you start and write a kind of proposed group of benchmarks at the beginning of the year. To know how far you're going to get when other things maybe have to take precedence.
And so, you know, I'm imagining balancing those working groups and some of the other things that are going on, which again, are all connected to mission, vision and values. So, it's a hard thing to say when you see partial complete.
It seems dissonant to say met.
But I would lean toward met just because it feels like this is a thoughtful description of what has been accomplished.
And the partial completion of something wasn't because, oh, you didn't have the energy to complete it or you ran out of ideas. It was that this was how far we got and the reasons were that there were other, you know, pretty major initiatives that were being managed.
And clearly, we heard about those tonight that really had to almost be done before the mission, mission, vision and values working group could really, you know, flower.
And now, obviously, we have elementary master plan as well. So, it kind of, I want to lean in the direction of met simply because I think these descriptors of partially complete make us feel like, oh, you didn't finalize something that you said you were going to finalize.
But I think you learn as you go how far you can get with something.
And I want to give Dr. Patel the benefit of the doubt on that. All right.
So, for me, this feels a little bit more straightforward than the previous section.
I would say some progress.
To me, it just, what I struggle with when it comes to the process that we do here is like the goals are created by the person who's then measured.
And it feels to me to some degree or to a great degree that when something is partially completed, it's a, I mean, for sure, sometimes it is because it's denuating circumstances.
Or, as I said earlier, I think Dr. Patel's style is not to do something because of the optics.
So, you know, there's a lot of people that would move to try to complete this so that they didn't have to write partially complete. But at the same time, if our measurement is whether something was completed or not, that feels much cleaner and easier to measure.
There was some amount of it completed, and that's sort of what it is.
So, for me, that's where I land.
Anything from any other members?
Another 퍼 author句.
go to goal two all right elementary master plan by june 2024 in order to ensure that our students and staff have high quality state-of-the-art facilities in the future the district will conduct and analyze an elementary master plan and propose recommendations for the future of elementary facilities so the engineering and design firm was was selected the engineering and design firm uh conducted site visits etc preliminary review and presentation of elementary master plan was done develop short-term plan um and then the two parts that were partially complete were creating elementary master plan committee making initial recommendations um and then making adjustments so julie julie you're muted i'm sorry um okay for for this to conduct and analyze the elementary master plan i think is at least a met possibly exceeded because even though we decided not to submit a statement of interest i still think that the work was done to get us to the point where we were able to make that decision and i think simply deciding to delay something by a year for a variety of reasons i think that's still valuable and i i think this process has been pretty smooth i've been pretty to some of it um and i appreciate the the care with which this is being taken this is a really big deal for the future and for the future and for the town and i think that it's something we need to take very careful steps with so that's where i am makes sense adam yeah i agree uh that this is met for me um and i think that those partially partially complete were the product of completing kind of and meeting the the goals there and then making a decision um to to wait on that so i'm a met veronica yes absolutely met i mean i think that the huge amount of information that come that came from um the uh the the engineering and design firm right that had to be digested and that sort of came to us very early in the school year um based on all of that seeing how far we got and then to get to a place where uh i think a very very thoughtful decision made on the part of administration to um propose some capital outlay uh you know uh engineer a few items to to sort of enable us to give more process to the the committee and then also to map out a timeline for the committee this feels very well met um to my mind given all the work that was done this year on it shauna um matt okay um anything from the new members uh sorry i as he moved to the machine uh especially for help and i'll bring that back in sure to the partner uh by so you asked about my first reaperance departmenticus one here that has theаюсь board and my MBA well sent to that and was really not a massive opportunity at the Lakefront blush public office term so i was a know and i even believe that i'll bring them to because from a hybrid value in the was a very important step.
I really would have liked to have seen that committee created.
I think this, in a way, could go back to what we're talking about, the community engagement.
There are a lot of other stakeholders in this town, including other committees, FinCom, et cetera, who are anxious about what building a new school or renovating schools or what the conclusion of this could be. And to me, the step of creating that committee would have gone a long way to people feeling engaged.
And to be honest with you, the idea that we made a decision, and in this case it was to delay the submission, without the step of having created that committee, who would have obviously been instrumental in that decision.
I want to believe, and again, I have a lot of faith in Dr. Patel, so I believe in the long run is more than likely, in fact, quite possibly, very likely won't harm us. But I do envision a world in which we regret long-term not having made a submission or have had thoughts on the financial aspect of whatever our next move is earlier.
And to me, the earlier we engage finance committee, select board, stakeholders across this district, the earlier we have all the voices in the room.
And to be honest, like I go back to, and I don't want to cry over spilled milk or, you know, open old wounds.
But I think a couple of years ago, we had the situation with the Heights parking lot where decisions were made. And again, these are the professionals.
So like, I don't, things happen.
I'm not upset about it. But the biggest mistake to me was not involving more stakeholders and leaning on other committees at the time.
So to me, the sooner that we can create that elementary master plan committee, the close, the sooner I would ever call this MET.
And to me, until that happens, it's a, it's a pretty, I don't want to, yeah, I mean, I will call it easy. It's kind of an easy step that I feel like would go a long way. So to me, this is a sum, this is not a MET. Let's go to goal three.
All right.
Instructional leadership ensure instructional leadership practices are positively impacting student achievement and growth via conducting regular school visits and attending instructional and data meetings to support and monitor improvements as evidenced by significant progress made on critical districts and school goals and data informed practices used by instructional leaders.
Here are the first three published school improvement plans, log and note, log notes demonstrating at least 10 visits per school.
100% of administrators will be capturing instructional strengths are all completed.
The last one in analysis demonstrates significant progress or meets ratings is on track and include more frequent presentations regarding curriculum, instruction, and academic progress using data is partially completed.
Julie. Julie.
I think that going back to what we said earlier, I think that this area of curriculum and instruction is really one of Peter's strengths.
I mean, this was his background.
I think this is where he really shines.
I think this was a very clear process all along.
I feel like none of this stuff really has surprised me all year because I think he's done a really good job of staying on track.
I think that he, I already think we've been getting a lot more frequency of presentations about the curriculum, instruction, academic progress than we were getting before.
And so I, I appreciate that a lot.
That's something that is, is, is good to, good to hear about the progress on that.
So I, I would say at least met, possibly, possibly exceeded.
Daniel?
Yep.
I agree.
I think it's a met, um, and could probably be talked into exceeded.
Shauna?
I'd, uh, I'd go for a met.
All right. Veronica?
Uh, yeah, I'd say a strong met to exceeds with the rest of the group.
I, I want to point out just from my experience over the years that one of the things that impresses me the most about this area is that as a, as, as the master teacher, as the person who's had the experience coming up through the ranks himself, having been obviously a teacher, a principal, uh, assistant superintendent, right? Uh, Dr.
Patello has walked in the shoes of in particular, his building leaders.
And I really want to call attention to a hundred percent of administrators will be capturing, capturing instructional strengths and needs using data that's completed.
That means every person in that instructional, that, that building leadership tier has been oriented to a process of using a consistent way to evaluate their teachers on, on a set of principles, which I think is just a really impressive thing to have done. Um, which I, another reason why I think Dr. Patello spends as much time as he does in the school buildings, but I think building that understanding and having that alignment across your, your building leaders is a really important thing for the district overall, certainly speaks to culture.
But I just think, again, as we've said, Dr. Patello's area of real expertise is having walked in the shoes of the folks that he's, you know, working with and, and leading and having a clear idea of his expectations.
And I think that's, that's really great. So I, I guess I'm, I guess I'm more of an exceeds, but strong, strong meet to exceeds.
Um, yeah, I'm, I'm on meets.
Um, I, for me, things that stand out is, um, Dr. Patello's support of through the budget process, keeping curriculum coordinators.
Um, because I know that this measurement right here is about data and using data informed practices.
He has been educational to me and explaining at times when I've been confused by the purpose of certain positions in the district, um, why that's important and what, what this method of education is all about and what these, um, data meetings are about. Um, so I, I think that certainly is, is in there and it's something that he's doing and supporting.
Um, I think that he is ensuring that, you know, look, this is again, not, not meant as a back door comp or back door criticism, Dr. Patello, but I think at the beginning, you know, obviously as you, as you were here in year one, you had so much new going on, but there were times every once in a while where sort of the prevailing thought it was, you know, people in the buildings weren't always familiar with you.
Now I hear a lot from educators about their interactions with you, about their feelings of support from you, um, including, um, and especially some of our administrators who I think, you know, feel very empowered, at least from the feedback that I get, um, by you and by your leadership. So to me, this is definitely a meets and I'm talking myself through it. You know, you could, you could sell me on exceeding, um, or, or somewhere between there. Like, like most of you had said, um, any, anything from any of the new members before I move on?
All right.
On we go to, uh, goal number four.
All right.
Uh, DEI by June, 2024, to take initial steps as district to assess and improve students said to belong.
And students equitable access to learning opportunities and extracurricular experiences as evidenced by improvements on school climate surveys and improved representation and performance across a variety of indicators among diverse economic, cultural, and ability learning profile groups.
Um, so develop and approve DEI school improvement goals. Complete.
Onboard new met co-director and DEI director.
Complete. Compile and review core achievement and equity data as an administrative team. Partially complete.
Conduct surveys to assess sense of belonging and explore potential survey.
Instruments and funding options.
Complete. It says, it also does say in progress.
Um, and then you've got complete and complete for meet with student and family stakeholder groups and conduct baseline PD for administrators and staff. And develop a short and long-term PD plan in this area. And in processes, present, um, baseline equity data, develop DEI plan aligned to district plan.
Julie. Thank you. SPEAKER_UNKNOWN: Thank you. Thank you.
I, I know that, um, DEI efforts are a, a strong priority with Peter.
And I think he, um, is, is always working and, and puts the sense of students belonging and equitable access, uh, very high on his priorities.
And I would say easily, um, met and I could be persuaded for exceeds, but I, I think this is, uh, an example of his, you know, him, him showing his passion for the, the area, um, by the work he's done.
Adam?
Um, yeah.
So I, I think, um, I, based off of the items in the benchmark, I would say it is met.
Um, I think there is, it's perfectly fair to look at items that are, you know, where, where data is collected over the course of the year and is going to be analyzed.
Um, continually over the course of the summer.
Um, you know, I do think there, there continues to be a challenge and, and we'll need to, to continue work.
Um, as we alluded to earlier in terms of, you know, really making sure that, um, you know, schools have good, good climates for, uh, for all of our students.
Um, but with regard to, uh, to this goal, I would say met.
Veronica? Uh, yeah.
I mean, I think, um, from the personal experience I've had this year, um, I've attended a couple of programs, uh, medco programs with Peter and a couple of other, uh, members of his staff. Um, our DEI director was in the role of our covering the medco vacancy while, um, you know, some of those job duties before, uh, Ms. Hands came on board.
And then Ms. Hands and Hina were together at a, uh, training that I participated in. And, and I could feel and certainly understand that the work was so immediate.
There was a, uh, uh, grant that was applied for through medco on restorative adjustment, uh, justice at the middle school, which was granted that we got medco funds for. And I think it's making sure that all the resources we have at the state level, it looks like this administration is really leaning into those in a way that I haven't seen before and taking advantage of what's available to us as a district, which I think is an important thing. When we think about initiatives that are coming to us from the state and aligning ourselves with those partners.
And I see Dr. Botello taking advantage of those. And of course, as a medco partner where we get those advantages, uh, it for no cost, right.
So, um, making sure that his staff, people are taking advantage of those are important and that people are working together and really supporting one another in the work. So I've seen that firsthand.
And as you guys have said, this process with these surveys in particular with the, Bob, it looks like, uh, the survey, the complete and in process, the elementary levels completed and the middle and high school surveys by year's end in process.
That's where the rubber is going to meet the road. I think for us seeing what the upper level students are able to articulate about these issues are going to be really interesting for this committee, I think. But this whole area of work, as you say, is an important one to Dr. Botello.
And he certainly, um, demonstrates that by the amount of time and energy he invests, um, himself and, and with his team in it. So I would give it a, a strong meets.
John?
Matt, thank you.
I think that's about where my answer is to. Matt, I do just want to take a second to say, um, my met is about the goal. Having been set and then met.
Um, I do think without seeing that survey data.
It, that, that met is not, uh, indicative of, um, whether or not we've improved students' sense of belonging.
Um, because I don't know. And to be honest with you, I think this has been a hard year and, and I'm not, I can't point at Dr. Botello as the reason for that. But at the same time, like we said, the credit and the blame go to the, sort of the top of the organization.
For me, there are, I think in any, in any district, there's going to be a constant need to work to make sure every kid feels like, like they're belonging.
But I also think that, um, if our DEI efforts are going to be real and sincere, they need to encompass all groups.
Um, and that means across cultural lines.
It means racial lines. It means, um, you know, a lot of different subgroups.
But it, it, it means different financial backgrounds and it means different, um, abilities, uh, academically, physically.
Uh, it means our athletes and it means taking into account holidays.
It, it, it means a lot. And I think that that's really probably, uh, impossible to complete work.
But for me, I will say that like one group that I think we need to continue to do a better job for in this district.
And I, I want to believe that this is sort of industry wide, but we're in Sharon and this is our job is, uh, you know, bullying.
I, I, it's hard to say that we care or sorry.
It's not hard to say we care. It's hard to say every kid feels like they're belonging when we have specific instances that we deal with in this district of specific children that do not feel like they belong.
Um, and again, I don't lay the blame of that, um, in any real concrete, tangible way. It's Dr. Tell's feet or his administrator's feet, uh, building leads feet, et cetera.
But I think we all need to at this table and throughout this district stay committed to that. So I just want to be clear that when I say that this is met, I don't want anybody in this district who is feeling like they don't belong or, or is feeling like their kid is going through a situation to hear the school committee say, oh, our efforts here are going just splendid.
I know there are individuals in this district who are struggling and we need to continue to do that work.
Um, and again, I don't think that's news to Dr. Patel. I think that that's the work he, he knows needs to be done every day.
Um, so for me, this is a mat.
Anything from our new members?
Nope.
All right. Um, I think that completes that section.
Um, I think we could probably, given that we're going to fill this rubric out, are people comfortable jumping to more of a summary sharing of their feelings?
Um, and then submitting the rubric and, and bringing back a, a summative evaluation or, or do we want to talk through the individual stuff further?
Julie? SPEAKER_UNKNOWN: Julie? Julie?
Julie?
So we'll, um, just put a pin in your question, but before that we will send our, our information to Adam.
Will Adam send us back the completed summary before the meeting on the 26th or 28th or whatever that is? Yeah, it'll get put in the, it'll get put in the drive for us all. Um, so you can get feedback on for sure.
Okay.
Um, all right.
Does anybody have any thoughts they'd like to share, um, before we move on?
I think for me, I just like to share, um, uh, I think I just like to share that having worked really closely with Dr. Patello, and this is basically something I've kind of said already, um, tonight.
It feels to me like this was a year of really finding his footing in this district.
Um, you know, and Dr. Patello, uh, and I are probably as two different, uh, of people as people can get. Um, but I really admire quite a bit, um, but I really admire quite a bit the job that he does and in getting to see it in the day to day. Um, you know, I do think this district is lucky to have him as a superintendent.
And I hope that my feedback, um, made that clear because to me, I really do.
Um, you know, I have, I've had lots of concerns along the way and I'm sure that will happen from time to time because that's the job that I'm, that's the job we have versus his. And, but I always feel like we can have those conversations.
And in the, in the end, I think Dr. Patello is, is one of the really good ones and I appreciate that he's here.
Adam?
Yeah, I'll just, uh, I'll reiterate what, what you said.
Um, but then also just add that it is not fun at all to, to undergo, uh, public evaluation.
Um, and I think the only reason we do it this way is because it's required by law. Um, but, uh, you know, so thank you for, you know, bearing, bearing with it.
Um, and I think for, for handling it with, uh, with a lot of grace, uh, no, no fun for anyone, but, um, yeah, just wanted to acknowledge that.
True.
Veronica?
Um, thanks Avi. I, I really appreciate having been able to take part in the conversation and thanks for, uh, including me. And I didn't want to miss the opportunity to, um, because I was at Shirley's graduation, the first, um, uh, meeting, uh, after the elections.
So I just want to wish the new members well, um, and Godspeed in the work, which is, uh, work that I've been honored to do for such a long time. And I'm going to certainly miss it, but, um, looking forward to seeing the new committees, um, taking it further.
And also just to personally thank you, Dr. Botello, for, uh, these past few years that I've been back on, um, while you were, uh, making, you know, Sharon, your, your administrative home. Um, and, uh, really appreciate you for, uh, the steadiness and the maturity and the professionalism and, um, just the class act that you are. And I just really want to thank you for your leadership.
It was an honor really to work with you, um, and your team. So thank you very much.
Thanks, Veronica.
Um, thank you for being here and participating in this process. Thank you for your leadership, uh, in this district for as long as it, it, you, you did, um, quite a great job. And, uh, I know we, we all had some thoughts at times that we shared, um, and you weren't here to hear it, but, uh, I think I speak for everyone when I say we appreciate everything that you did for this group in particular.
Um, we certainly all came on here pretty green and you were here to sort of answer questions for us and walk us along.
Um, and your voice was always an important one for this community and also in our ears, uh, helping us along the way. Uh, one of the nicest things I think I could ever say about a school community member, and I hope someday folks can say this about me, is even when you and I did not agree on something, you always helped me learn and figure out how to get to where it was that I was trying to go. Um, and to me, that is the mark of a true professional elected committee member.
Um, so this, this community owes a debt of gratitude to you and I appreciate you.
Thank you guys. Thanks very much. Thanks, Al.
Absolutely.
Um, Dr. Patel, is there anything you'd like to say just in, in reflection of, or in response to the comments made here tonight, and then we can move to the next agenda item. Um, no, I'm all said, I just want to acknowledge and thank, uh, Veronica for her service to the committee and her, um, you know, support of, uh, the kids in the district and of, of my work over the last three years. I greatly appreciate it.
You're welcome, Dr. Patel. Oh, thank you.
All right.
Um, on to.
The, uh.
Decision items that we have next. Um, so I will entertain a motion to approve the minute.
It's from May 8th, 2024.
So moved.
Second.
All right.
Shauna.
Yes.
Adam.
Yes.
Dan.
Yes.
Alan.
This is May 8th, correct?
May 8th.
I'm going to abstain.
Hey, Julie.
Yes.
Um, I do just want to say, because I don't want any discomfort or question.
Alan, not a shot at you. You're, you're totally welcome to abstain.
But obviously Dan voted. And I want people from the community to know that is totally within acceptable bounds.
Um, Dan, Dan was not out of line in any way in making a vote on that.
I am.
Oh, sorry. Jeremy.
Stay.
And I am a yes. Uh, motion carries five.
Oh, with two abstentions.
Um, all right.
Next, uh, we are going to take the vote to approve minutes for May 22nd. Um, as we were just waiting for them to be finalized, but I will entertain a vote to accept the donation from the sharing commission on disability for a thousand dollars.
So moved.
Second.
Alan. I just asked a question.
I'm sorry.
The, the, the stems from stems from what?
Sorry. Say that again.
The donation stems from what they're giving us a thousand dollars because do we know?
I mean, I'm not trying to get for us in the mouth. I'm just curious.
Sure.
Um, see here.
Um, the, let's see.
Um, yeah, I don't have an answer to that.
Um, well, I mean, I, I, I think we should take the money.
I'm just curious only because I was somebody who had a past town meeting stood up and said, I thought we should fund the commission on disability at a higher rate. So, um, the fact that they're giving us money, I just think is, is, uh, interesting, but if they're giving it to us, then I would vote to accept it. So I'm a yes.
Okay.
Adam.
Yes.
Yeah.
Yes.
Yes.
Jeremy.
Yes.
Julie.
Yes.
Yes.
Motion carries seven. Oh, um, next up.
I will entertain a motion to accept a donation from prison L Dominique for $3,640.
Um, go ahead.
So moved.
Okay.
Second.
Just some background here.
Um, prison L had a, um, these are campaign funds that prison L had had remaining.
Um, his wish was to find a, uh, way to contribute to something meaningful within the district.
Um, to be clear, he has, he expressed in a letter to all of us that, um, uh, to the school committee formally, um, not as not in his role as a member of the school committee.
He had expressed to us in an email, um, that the, that he hoped these funds may be used in some way to help METCO students, um, with incidentals and whatnot.
Uh, our policy does not allow for those funds to be committed, um, to anybody.
So our vote tonight is not in any way binding or accepting those, uh, funds conditionally in any way. Um, but it was something that I felt the need to express that that letter was received by us.
Um, but again, what, what would this committee decided, uh, was to remain our policy as it was. And so we must understand we're accepting those funds in a non-conditional way. Uh, Shauna.
Yes.
Adam.
Yes.
Dan.
Yes.
And sincerest gratitude to both of our donors tonight.
Jeremy.
Yes.
Alan. Yes.
Julie.
Yes.
And I am a yes as well. Um, agreed with Dan sincere gratitude to, uh, to all donating parties tonight.
Um, it's anytime someone offers to give money to this district, it's really appreciated.
Um, that's very cool. All right.
Um, a vote to authorize the superintendent to pursue or to proceed and pursue the, uh, educational collaborative membership.
So moved.
Oh, sorry.
You're good. You did it.
Second.
Second.
All right.
Uh, Adam.
Yes.
Dan.
Yes. I'm so glad we're exploring this. I love the presentation on it. And the more I look into this program, the more I like what I'm seeing.
I think this is exactly what Sharon should be exploring.
So yes. Thank you. I love it. Jeremy.
Yes.
Shauna.
Yes.
Alan.
Yes.
Julie.
Yes. Yes.
I'm a yes. Motion carries seven.
Oh, um, thanks for that.
Dr. Patello.
Um, and, uh, are there any announcements?
Uh, all right.
Uh, seeing no announcements.
I will entertain the motion to adjourn.
So moved.
Second.
Third.
Yes.
Shauna. Yes.
Yes.
Uh, Jeremy.
Yes.
Dan.
Yes.
Julie.
Yes.
Alan.
Yes.
And I'm a yes. Motion carries seven. Oh, um, have a great night and I'll see you guys in a complete.
Peace.
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