that too much long that's not in your e spe like for e e by e e e e I for e e e e e e e e silly enough e good evening and welcome to the Thursday May 2nd 2024 meeting of the school committee this is a uh a working session it's a special meeting we don't have any public comment featured here we also don't have any public here um but the meeting is being recorded So that those those who would like to watch it after or would like to watch it again a second time are free to do so I would invite those of us here in the studio to rise for the Pledge of Allegiance Al to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liy and justice for all all right so the the purpose of the meeting tonight as everybody I know is aware from here at the table was to work on Dr Kavanaugh superintendent evaluation uh this is for members who are watching of the community who are watching from home this is one of um three pieces of what the school committee does that are specifically called out in the Mass general laws uh the the others being policy uh super evaluating the superintendent in the budget um so this is something that's really elevated um in terms of what our role is as school committee members so I just for people who have not watched this process before it is a little bit awkward because we do the right here in public right on uh television tonight the quick piece that we will be doing is be talking about our individual uh what we did individually looking at both the the rubric and the evidence that Dr Kavanaugh presented last week and that we have sort of been hearing about um for really all along this year the goals uh and indicators that were chosen that we're evaluating on are goals that we agreed upon with Dr Kavanaugh um seems like eons ago but it really it was late late summer early fall that we were discussing that and so then we'll have one more meeting on the uh evaluation we'll come back uh together after we've gone through it and we'll make a comprehensive document out of it and that document will discuss here on May 16th and then we will vote on that and that will be the official uh evaluation for this school year for Dr Kavanaugh uh and the individual uh pieces that we have will be held as part of the record but the official evaluation is the one that is done by the the full school committee so just in terms of if people want to pull up um the actual document I'm going to go through as we're reading it just to read so for members of the public that are at home so I apologize if it seems tedious if I'm reading a lot of things out loud but I want to make sure that people that don't have access to the document are aware of um what it is that that we're evaluating on so so the first thing uh piece of this is assessing uh for progress towards the goals and the first goal is a student learning goal and the goal is in the 2022 2023 school year I introduced mathematics student growth and achievement goal after a Year's work I believe this goal should be extended for a second year which is this year uh to ensure that math instruction from K to 12 is is cohesive so it would be helpful as we're talking if people wanted to talk about some of the things that you considered as you were rating it but really the other pieces to try to come to an common rating um looking at what we did individually Amanda do you want to speak to any of that I I I always look to you because you you you I shouldn't have gone to that train well you went training I always feel like you're the expert in uh yeah I think it's I think it's yeah good typically what we've done in the past is that we each sort of take turns going first um what our individual thoughts were and then we debate amongst ourselves if there's disagreement or try to explore more if there's a um if we don't have the same um impression of performance and then we arrive at a consensus so um the only question I had logistically before we talk about the details of the first goal there's a column for Focus indicators that are related to the goal I didn't see it filled in I I related the ones like I have a list that I think are related to each goal by going through them but Dr K I didn't know if you had already done that mapping or if tied the indicators indicators to the goal if if you hadn't then we could just go back and look at the original document because I think maybe that is something that we do in there okay so uh yes uh yep so those are done I can share that document so which ones did you have for goal number for the this is goal number one uh 1 a curriculum yeah 1 B instruction yeah 1 C assessment okay okay see okay so just in terms yeah well in just in terms of the document if you scroll down a little bit you'll see one a b and c um below where the actual goals are do you want to start with the sure for some reason I also it doesn't really matter but I think I also linked um 1 F student learning to this one um doesn't really matter but so you me to share my personal thoughts on this one um yes that would be great uh so interesting that so this goal was a um was really like ex assessing the math in instruction and making sure that we have a cohesive Road forward I highlighted the evalu of student data which I thought was very thorough and open um I think that Dr kavana allowed the data to drive the inquiry not the inquiry Drive the data which is I think is very hard to do and I think that came to light a lot when we looked at the math data um I don't I didn't see in the presentation of the math data as an example um for grade six it was clear that all of the data was looked at and considered and they allowed the data to bring forward the gaps and the opportunities um which and there were gaps and opportunities revealed particularly among our special ed students but I really appreciated the the approach there for student learning uh data driven student learning and really looking at um the data openly um I appreciated evaluating you know real case studies of students and their different learning profiles um let's see I really appreciate the red um commitment to examining and evaluating the results by subgroup and specific actions by subgroup for student learning goals and not just looking at the aggregate which always in our district tends to often look good at the aggregate but then when you really break it down to the underlying pieces it's um different um so overall I mean again I I thought this was a strong goal to some degree the outcomes are kind of yet to be seen when the program are put in place so it's a little bit hard the goal itself was evaluating and getting the programs the plan in place um some of the outcomes we'll have to see over time so you know I was kind of between well is it is it met or is I think the approach was beyond what I expected um we don't know about the outcomes so I thought it was either exceeds or a Met plus depending on how you feel about the outcomes personally but that's just being okay how how did you guys feel I was really impressed with how you really uh pulled apart the um classes in the individual student kind of thing when you started going through individual data and um I think that was exceedingly good yeah thank you and so in terms of a rating looking for um somewhere in the on the so yes for people at home I was just going to ra this if you want to do it okay um the the options are did not meet some progress significant progress met and exceeded I a good with met okay sorry I think she set some really high goals for herself so meeting them is was hard to begin with okay this is where I always get confused because we have that did not meet some progress significant progress met and exceeded on the goal itself but then you're talking about the indicators so which ones are we talking about right now we're talking about the goal itself right now okay and then we'll go down we can I think it makes sense to go Bounce from the goal to the indicators that are tied to that is that or do you think we should go through all the goals I think maybe all the goals some of the indicators are many goals yeah so just that student learning goal number one that was a carryover from last year so this is the second year yeah I mean I feel like I'm a little bit in a difficult position because I've only really been here to evaluate for five months so based on like the evidentiary support and what I witnessed during this short period of time with the math program and the presentations there um it's clearly a mat the question for me is whether or not it's exceeded and not knowing what happened last year versus this year makes it difficult for me to like push it over but like I have no question that the goal itself was met based on all the evidence that I was able to see and also just the amount of detail and knowledge and as Amanda and Susan both said like the various ways that all the data was parsed out and looked at and I felt like it was done in a very objective way it wasn't done with an end in mind it was done with okay we want to learn what's actually happening and then make a determination from that and so um so I think that to me is always the best way of going about it so you're not like skewing your results to the end result you're hoping to get um and in some ways you were even surprised by some of the data which was also very helpful in like demonstrating how object Ive that was so that's why I'm torn between met and exceeded because I I don't have last year's visibility as much and um but from what I saw this year it was a really strong performance on that goal so I would agree with what all of you said I am I continue to be impressed with your love for data uh you present a lot of data um and I feel like from having had the lens of having looked at this two years in a row I am always impressed with not only how much but the quality of the dat you get and I don't mean quality that you're just saying our students are great but in just what a deep dive you do on it uh in terms of I would Echo back to what Susan had said with some of the when you were able to pull out specific things about different groupings of students that's always amazing to me when we're looking at kind of pulling the the lens way out and then pulling it in and really understanding how things are impacting our students uh I too was I I felt like this was exceeding um but I also felt it like it was a met I could be swayed either way I feel like the committee as a whole I feel like we're if we averaged it out it feels like a met plus um is that is that such a thing I it is I it's not numerically but I do feel like it in terms of feedback I would want Dr Kavanaugh to have um from me anyway is that I one thing I look at is I when you're looking at strictly the definition of of what the goals and the indicators are I feel like for so many things Dr kavan exceeds what the expectation would be set out by desie for some of these things and I feel like in some ways that makes me want to be a little more critical because I feel like Dr kavanau is very capable and that's maybe not a fair way of looking at it but I feel like if we come out we all just say you exceeded everything then that's maybe not giving you the um sometimes I'm a little SG for Dr K even if you're a high performing student you still need that SGP and I think that's true but I but I do it's it is tricky with the evaluation because the rubric is clear and if you look at Dr Kavanagh and would compare her to the other 351 or however many superintendents there are in Massachusetts who are also performing to this rubric I have no doubt you know in some of these and this goal I think could be met or exes we could talk about that a little bit more but I have no doubt that Dr kavanau would be a high achiever so when you're in that top percentage I think it's appropriate to rank that as such but then in conversation also have growth um goals personal thought um the only reason and I I think like that plus with the Met plus I as I think about how somebody could go about this even how I think this goal started last year um it the not everybody would do the high level and then dive into students not every everybody would really truly let the data drive the conversation I think a lot of people I had a different expectation of where the the inquiry was going to lead myself I don't know if Dr Cav did or not but I think clearly there were surprises and those surprises are driving the next steps so I think being able to Pivot your maybe abandon your own preconceived idea to go where the data is taking you or pivot is important but overall I'm comfortable I mean for someone who has seven goals it is it would be astonishing to meet them all let alone exceed on them so I I'm happy with either way that's another thing I feel like is important to highlight is that the seven goals is really an exception to that this is not how most superintendents are doing it that's a lot of goals to focus on I feel like in other years we've done maybe five is that about five so I want to ask a question about that when you were saying that it's in comparison to other superintendents like is that is that the measurement for the indicators I think because there are norms defined for each level for the goals it's more like did you do what it says or not I think it that's got it that was more of a general comment you know with the indicators in mind and the number of goals was actually a respons to some question some uh specific things that the school committee had been looking for back in the summer that it you added on rather than swapping things out because of you know the where the value you put on some of these things I know some of them as you have said in the past even if they're not continued as goals they're things that you personally focus on yes like the math for me this year was a non-negotiable like yeah right right where Pursuit yeah and in some ways even though it was a big pursuit of yours it probably given how much evidence you then have to bring forward to us the easy way to do it would have been to swap one goal out for that but that was I I applaud that putting the bar high and opening it up for um having to provide the evidence and to looking for feedback for and that resulted in change and it's always nice to be able to keep communicating change to the community and this is like means to to do that so do you want to put this as a met plus and move on I think met plus and move on typically we Circle back at the end and make sure that after we've covered the indicators and everything else and make sure we're where we want to be so the second one student learning goal goal number two is because the 2023 mcast data has not been yet been released and that was at the time of this the writing of the goals and because I wish to disaggregate data by subgroup to assess gains on this goal from 2022 to 2023 this year I will maintain the student achievement goal focused on writing curriculum instruction and assessment assessment notably at the secondary levels so that um has some similarities to the first goal um and notably and that it is a goal that you wanted to continue on with um so that was where that was is there somebody who would like to jump in on share your thoughts on this goal I I can jump in uh I can say I I think I felt very similar on this goal to the way I did on the first one I felt that this is something that you exceeded um what my personal expectations were in terms of the discussions that we had had uh and just with your ability to look at the data and to not everybody has you know the ability to kind of look at the data and to make meaning of it in the same way that you do to do that kind of Google Earth kind of level data and then to zoom it in on and to like a telephoto Zoom angle on it and I think that is something that you've done on a number of in a number of different ways on this goal this year there's again you provided a lot of evidence for this uh that was that was my f this one I mean I I even struggle even moreing on this one we're getting out of we're getting out of the the two-year goals momentarily yeah I mean here here's based on all the evidentiary support you provided it was clear to me that a lot had been done towards the goal and so um I wasn't here when the mcast results came out or have they come out yet for that year like we haven't talked about them though right like it's you w you weren't here it was before you were on the committee okay um so I'm assuming that that's demonstrated growth and that that's where we are and so from my perspective based on the evidence I saw then I it would be a met for me but I'd have to depend on my other committee members to sway me on whether or not it succeeded or not because I just don't have enough information Susan do you have any thoughts on where this goal fell certainly certainly was met um I think she did an outstanding job although sometimes I get lost in all the the data and the numbers and the stuff like that but they certainly demonstrate she's doing her work well I I thought this was um another strong goal for Dr Cavin also I had exceeded for many of the reasons you said Nancy I think um I I really enjoyed looking at some of the data from the middle school and high school meetings and um really seeing the Improvement in um Ela that um can be linked to I think the only thing that's you know maybe been changing in the curriculum which has been this this type of approach to dis writing and in um writing in the service of reading I think is what it is so U just looking through the evidence I you know was impressed with the approach um the way that everybody was sort of brought on board and this has really um become a core element to our curriculum and we also can see results so this for me is a a proven winner so I I was really happy with this and going forward I know that you brought read it but we have a group K to 12 no really Elmwood to 12 um coming together to start really drilling down and instructional practices for subgroups so it'll be interesting to see how that plays out too I think was it there's so much that we looked at but I was a great seven that showed a huge Improvement in their Ela yes great I was I mean middle school for any student is always it's an interesting age and academics can be challenging to see them um grow like that in ela I was impressed they have adopted more curriculum changes than any grade level and you see it in the scores it shows it was it was really nice to see so I like exceeds for this one because you know we also have outcomes we we've seen all the work and it's been um as with many things that happened there's a a vision that Dr Kavanaugh has and a commitment to delivery and staying the course and bringing everybody on board and the results are starting to come in so I feel strongly that this is good at least a strong met or a an exceeds if people are comfortable but we need to have consensus when you this is and this be may be too down in the weed so yep feel free to redirect on this but when you when you were setting the goals I mean I see how the goal is written but was there was there like a percentage increase you wanted to see or was it just an increase like I guess that's where my brain kind of goes from a like data perspective on like met versus exceeded you know so when we started this project one of the things that in 2009 there was a report that was done called writing next and one of the things they say is that if you have self-regulated strategy development kinds of writing um it has an amazing effect size and so we had adopted that uh K to8 several years ago like maybe seven years ago and I think what happens with that is it plateaus after a while because kids get that skill but then they stop what they're missing is some of those discreet skills like how do I vary my sentence style how do I add my voice to this piece and so a lot of that can be done through the writing process in even in the content areas through disciplinary literacy and I I the mcast was a logical way to measure that because we don't really have a lot of other than portfolio ways to assess kids writing so one of the things that we know is that when kids have to write about what they read they gain reading skills when they have to read about something and then write they gain writing skills so I thought that the mcast would be a a good way to to look at that and hopefully we would be moving kids who were proficient to Advanced and I thought that that might be the thing well I thought everybody would start to move but I think what we've seen is that and again this is when we start looking at that subgroup data if we look at our kids kids who on you know star they would be yellow but they are kids who are partially meeting expectations many of those kids have a diagnosed disability and our kids who are on IEPs and I really want to start thinking about what that looks like in those kinds of classrooms where kids may not be moving with those discret skills as quickly as they can because I think that they're very teachable um in having conversations with Sarah Ellum who is the SML at the high school and Julie Matson who is the director of ela at the middle school um we have all looked at those subgroups and it's really like a serious goal for us next year you know to to start pushing that in places where we want to make sure every kid is getting it not just kids who are sort of it's easy access for them so does that kind of resemble we and I'm forgetting whether or not if this was in talking about the program at Hopkins verus is the middle school but when we had the presentation during one of your reports about the regrouping you know and I know that I think it was really more focused on math but like is that is that the mindset is like how do we get at those students and push them up along with the other students that are going and so what I'm hearing is we did see Improvement but we weren't looking for a specific number of improvement but now we're looking at it from the perspective of where the biggest struggle is and how to move them further up yes that's right yeah I we saw good Improvement in places but there's still a subgroup that we want to that but that came out of that data yeah so when I had said we didn't have that mcast data when we made the goal um now we do yeah yeah okay I think you make a good point though around the goals we didn't as I was going through them too I was feeling like a lot of the goals for for our superintendent anyway start with assessment and an evaluation and make a plan so it we didn't have the smart metrics that we probably should have or maybe maybe might have some in some cases I don't know that we knew enough or to set the metric but um as I was going through I was thinking H how could we have articulated this in a way that's more measurable because I think you raised a good point that some of the goals it was hard like oh why didn't we have something more concrete well the fact there writing and language measurable is in the eye of the beholder in so many ways yeah I mean I I would struggle with coming up with smark in this regard too because you're not you're not encouraging to hit a number cuz like what if you exceeded it you know I think the difficult thing for me and the way that this evaluation happens is what separates met versus exceeds on some of these things I mean I think you exceed a many things so it's like how you know how do we do it fairly where we're not putting exceeds across the board but like yet at the same time like where it's deservedly so like what was our measurement for putting it there um and that was really where I was getting at because I also would hate it to be like oh well we're only aiming for a 5% increase so as soon as I get that I'm good you know so I mean that's I don't think she's too obsessed yeah she's too driven too obsessed um I mean sometimes she just bowls us over with with data and it's hard to digest it all in one sitting and another thing in terms of metrics and this is not a hopkington problem it's a Statewide problem is that so many school districts are looking at data in the aggregate so they set metrics and say 80% of our kids should be a benchmark and in reality I think you need to break it down and go into those classrooms and see what's happening cuz what's happening with that other 20% yes that's right and they're the a lot of these kids would ex would be in that 80% regardless and it's the 20% that need the most work the most help and sometimes you say so they're not a benchmark but what does their growth look like because that's an important score I I actually like that question that almost more importantly than just whether or not a child's a benchmark because it I think if we say everybody's a benchmark I think that's not we're kidding ourselves we're kidding ourselves right and so kind of diving deeper to understand that better into how to help those kids uh get get that growth so I think let's let's mark this as like between Mets and exceed met and exceeds and when we come back and kind of look did we end up with met on the right ones needs progress or succeeds and kind of see in the aggregate afterward might be good see what the balances so student learning goal uh goal number three is this year's third student achievement goal is focused on the co- teing models as they apply to Hopkinton Middle School ultimately special education students growth and achievement scores as well as the Athena report were drivers for this goal somebody that would like to jump in with thoughts on goal number three so I can jump in even though I still feel like I'm always at a disadvantage in this particular situation but um what really struck me with this one was even for the short time I've been on the committee is seeing how the numbers of specialed students across the district have been lowering when you're getting to the upper grades and so from my perspective like the interventions that were putting in at the younger grades on top of what we have in place at the middle school are clearly having an impact to help lower those numbers as you move into the secondary school so I was using sort of that evidentiary support in addition of what you had to to kind of like put my head around whether or not that was met or exceeded but I think that's a different trajectory than we've been in the past from my experience and so that just was a really important data point to me so where do you fall in terms of oh sorry that's okay um I think I'm I'm still with Matt on that one but I think I'm hardpressed to say exceed on anything unless you guys sway me elsewhere because I just don't feel like I've been in in it enough to say that so I also had met on this one I mean strong met I there was a question when I looked at it um I think that you know bringing atha in the first place was which was not part of this goal was I think an important step that the district took to kind of self-reflect on how we're doing um but you know I really appreciated the work uh that is happening to boost our co-teaching strategies and our co- teaching um capabilities in the district and make that um even more effective as a strategy uh for delivering academics to this group um you know I think you delivered on everything you said in this goal to me it was a met and I you know I think like I said a strong met but I didn't for this one I didn't have a particular reason to say exceeds but I thought it was really strong I agree okay I would agree with um everything I also I like the additional point that you put in Lori about looking at the special ed numbers as they change going up through the the um the grades I I think you've done a lot of work around this and I I would agree I think it's a strong met okay so that moves us into um District Improvement goal which is goal number four last year my goal in this realm was to begin the work of aligning and merging the district's work in Dei social justice culturally responsive practices and social emotional learning again this is work that should continue into the 23 24 school year see opening day message which I'm not going to click on right now to read but um through black Print Consulting the district has been introduced to the cry up and for this coming school year all five School Improvement plans will have a cry up goal what this means is that every educator in every classroom in the Hopkinson Public Schools should be employing culturally responsive teaching practices concurrently I will continue the goal of growing the CPAC and lpac the new director of student student services will guide the Evol evolution of the CPAC while the director of English language acquisition equity and access will work with me towards the elpac goal okay so one thing I always come back to when we talk about uh I know you have had a strong commitment to Growing both the CPAC and the lpac uh and I you know that's been a great process to watch I know that you know having CPAC recently back at the table uh and looking at where we have come with the CPAC from in the past year and then the year before that um it it has I certainly see that the CPAC is strengthening it's growing they are a you know a really a vibrant group in town um and I you know I think that our commitment and your commitment to working with them is certainly an important piece uh that I feel like Abby has given them a lot of time as well that's which is great uh the elpek I know is also a um a very vibrant group um I think they Jen suker does an amazing job uh you know with I know you you're right there with her um but that's for kind of lens that I have been looking at I I I feel like this is very strong area I would I put that as a strong met would be I did too and I mean sadly I think for your evaluation you put so many things in here that meeting the mall is a Herculean task to begin with so a meat is like you met it but you did a lot of things I I always appreciate that from day one in the role for Dr Kavanaugh there's been a commitment to this work and it's been a slow continuous um determined you know course of action to build year-over-year on the work that we do here um so I had a met and then I went through the indicators and then I was like oh yeah the keron policy is like a great example which I know you put in here and I mean we'll talk about that with the indicators but there are definitely things that that were handled uniquely well I think throughout this that was like oh is this a met is it exceeds to your point Lord it's hard to know um I but I had a strong met I think um you know I went on the website today the district website again things that pop up that I realize okay this is happening all around us of course there's a registration popup in three languages in Chinese it's in Portuguese it's in Spanish things that we didn't see maybe last year that we're seeing now that are slowly just um blossoming in all facets of the district which is this work is this work sort of taking root I agree with all that uh I think I was focused more on the looking at the CPAC and the lpac part of the goal but I will say now that you've said that I've received uh an email from the school today you know as a parent uh that had the same thing where you could click here here and here to receive the message in other languages I know that we do have everything that goes out um is available for translation for people in the many languages in our district but and because you're not registering your children right now the registration process has changed too which makes it so much better clearly yeah there's been a lot of work done so I mean I had met but I could definitely be suaded by the group um I think this is in general however we talk about this um it is a very area an area of strength for the work that you do and I I would say an area of strength but an area that you came in strong as a focus when you became yeah committed to in an a little bit slightly different way every year MH weting there but for it never ends yeah it is but it I feel like you know I do periodically have people from other school committees who reach out who have you know we've made the news on something related to you know the kpon policy or you know when we were discussing our calendars or things like that that it has caught people's attention that just the way that we have looked at things through a different lens than maybe we used to so from the the Dei perspective and the social justice perspective I would absolutely agree that like the strides I've seen and just the sensitivity and the um the desire to learn and really truly understand before putting out Poli policy and making decisions was evident through that entire process so from my perspective that part was the exceed the one constructive pie of feedback I would give from the CPAC standpoint that I was a little disappointed by was their need to come and ask to get the meetings back scheduled I felt like that was incumbent upon both the committee and the administration to be the ones seeking their involvement and like making sure that those meetings were scheduled I don't fully know what happened in that situation and and so like between when you last met and like them coming and talking to us about the meetings falling off that's the one example that I would just give some constructive feedback on is making sure that where we have made those promises that were we're flagging ourselves because of everything that you're working on it's easy for those things to fall through the cracks but I think some of those marginalized groups take that as a huge slight and it's not meant to be it's just everyone's busy but I I think that would be the one constructive feedback I would have related to the CPAC um but truly the the it's not to say that you didn't meet and that you didn't have meetings with them I just think that there were some areas of communication that seemed to have like Fallen by the wayside and and that's just the constructive feedback there but related to the evidence on all of that I think if if I were if I were here in the summer looking at goals for next year the one area that I may encourage the committee to think about in terms of seal is how how you continue to monitor that with the changes that you're making at the director level and what's happening in the buildings because you likely had one source of Truth now with the director and now each building is going to make their own interpretation that may be to the benefit of the buildings but I I would just encourage the team and you to think about from a goal perspective how to measure that that doesn't fall off going forward because it's been such an important area but that being said I think that part of it has absolutely been met I mean for me the exceed part is absolutely the Dei and the rest I would say would be ad met but I know you're not pursing it out that way but that's where my thoughts are on them that we will also get thatal audit back and the people who are doing that have all the classroom walkthroughs that we just did but they also have our vocal data the district climate team student data and Metro West Health Foundation data so that will be interesting to see and help Drive some of thatal work yeah I think the one thing that I would say was met but I would encourage um continued work with CPAC um trust issues is um talking with them and seeing them like when they were here talking about the the policy and the procedure um I think building trust is going to be an important thing ongoing to maintain that that discussion with them if I'm being honest I think it's the school committee that dropped the ball the most on the CAC this year I think we it's a triangle you know it has school committee and the district and CAC and CPAC and and the um and Abby are you do meet I mean there has there have been meetings it is the school committee that hasn't always been where they're supposed to be um through our visitation and I think unbeknownst to us in many cases until after the fact so I think it's a failure on our part based on the meeting that we had I thought honestly we should have been able to schedule some of those things it was it's shared at least I think all I appreciate that because I don't I don't have the full visibility into what was agreed upon it was just the way that it came across from them and so um disagree and that maybe I I I don't disagree I do feel like that was I think two things lined up to not um that turned out to be bigger barriers than I think we had taken responsibility for upfront uh and I think one of them was that there was turnover within the committee um and the other was that at the time that we had the the big meeting we had different director of student services so and that's not to I know that Abby did a lot of work with CPAC um in advance of when some of those meetings got caught up it was it was an oversight of think on the school committee's part probably largely more largely than the administrative part I think that Abby was not it did not come into this from with the same lens because she wasn't at the meeting I think in the same way that I don't Adam and Susan weren't here weren here so that that was not as smooth of a transition as I think in hindsight I would have liked to have helped facilitate so that's I I take some personal respons responsibility so that's a goal for us a goal for usal for us and I think it is a shared process I don't think I don't think we own every every piece of it but I think that we own a lot of the responsibility there I feel like the fact that CPAC came to the table um and came you know we did a late meetings but we did have some of those meetings showed a lot of Grace on their part uh in their interest and willingness to work on both the policy and the procedure I know they met with um the policy working group um to to do some of that work ahead of time all right so then my comment is completely Miss no no I don't this is where I like came in and didn't know and so that's what I wanted to just like that was the appearance it had from an outside point of view and so if that wasn't the case then should ignore that I think that there's work to be done I think there's a lot of work to be done still I think that the building of the trust is an ongoing Daily Commitment that we all have to take a piece of to make sure that we're being inclusive to make sure that you know I thought it was great that they came and they had language things they wanted to be discussed that to really clarify the intent of some of the procedural pieces and when they when I read it before the meeting I didn't have that same thought I think one other words was always and a couple little things that were easy to say okay that I understand in terms of the longevity of the document where that piece is and I also understand where we have been U where they would want to make sure that that's clear um I also though felt like it really a year and a half ago when we were kind of in the thick of a really difficult time um with CPAC it would have been hard to imagine that we would be at a point building better relationships forward I think that's whether or not that's something that ends up being a goal of yours it's something that as a school committee I think think it needs to be a goal of ours to to continue with that and to make sure that the meetings are happening as they were intended to happen and that we're really trying to provide the back and forth conversation and transparency and advanced notice of things for them to be able to be a part of the discussion but one thing I didn't see on here um which I think might be related to this goal would be the the reboot of the bullying um interv vention plan which um which the piece of that that I really appreciated that was put in this year and Susan I know you were on that committee too was um incorporating that into the athletic program and you know that I thought that was a big piece just a sidebar I think you know if we stick with Med it's fine but I I realized in in your evidence that piece didn't get called out but I think that is relevant on me yes yeah so wait Lor did you want um partially met or do you feel like oh no I I wasn't I know you're had a disadvantage as hard with no I wasn't feeling like it was partially met I was feeling like it was met what I was just providing was like a Viewpoint of what I witnessed and was trying to just I mean you can meet a goal and still have areas to improve upon yes um and so or even like the approach that's taken and so I I just think it's an important part of the discussion to but I mean obviously I didn't have the full context and and that's the difficulty I'm I'm in right now is if I'm overstepping and a assumption that's where I I'm hoping that the committee will help provide that context but I don't think it's partially met at all um it was more just an observation of like how can we then continue to improve when forward so I also think though that you're I think you've done a phenomenal job coming in and jumping in and being able to be at where basically at where we already were from your experience but I I think that that lens of coming in without having that history actually is beneficial because perception is reality that you know it's not just you looking at what kind of where we are this it's people in the public it's other special education families it's you know it's important that we're able to make sure as a as a team um you know with CPAC yeah be good team members all across the board okay so are we in agreement on met with that goal okay right so goal number five is a district Improvement goal continue to address enrollment growth and ultimately building use expansion throughout the district it will be especially cred critical to educate the community between now in the November special town meeting about the enrollment academic and seal needs of our schools while the construction aspects of the work require a partnership with the assistant superintendent for finance and operations and the director of facilities the enrollment numbers and educational needs will need to be articulated with frequency and transparency I'm happy to go first on this one if you want go right ahead this is by far the easiest exceeded for me in in in the group um because they're not only like were you like working on the new building and working towards getting that approved but they're at the same time are working on the other it it's been the entire District's facilities being looked at at once and for anyone that's following the projects and see how closely tied all these projects are and although we can't vote them like that at town meeting it takes a tremendous amount of effort and strategic Vision to look at how you're going to creatively deal with the situation that you have absolutely no control over you can't you can't put a you know a ticket stand in for how many students come into the buildings um as much as I feel like I feel like tickets well I feel like some of the Town thinks that we have like you know the option and and you know that's not the planning the planning board can't even fix all of that so you know like I think from my perspective the amount of thoughtfulness that has gone into looking at what age groups really could work well together and even though there are shifts for how we've been doing education in this town how it would still work within the values that the town holds and and then also looking at what the educational plan modifications would be to to fit those buildings as you're making those facility decisions so for me it's absolutely been exceeded on that I would agree with that that just the amount of numbers and this I was I'm was most impressed with looking at the work on curriculum not only just numbers and how many bodies we can fit and how many lunches but how we're going to shape this curric to work best for these students and how far that curriculum work has gone so far yeah that's exciting it's exciting es like especially for our fifth graders they're inheriting something really nice yeah I not much else to add other than um I remember I think when Mina was on the board and we were did the first capacity study in 2019 I think mea made a comment about um harness in the problem of growth to move the education forward and something like that she probably had much more eloquent eloquent way of phrasing it but um I think we've done that I mean Not only was a vision sort of it it was sort of born back then and it kind of has taken shape and now we're in the process we've you know of implementing but we're also looking at this if we have to do something let's do it right for today and moving forward not just repeat what we had let's give our kids the facilities they need for science for Hands-On learning for robotics for um maker space like all that kind of learning that is important to students now and going forward so we're taking something which has been an enormous challenge for the community for the district and trying to build solutions that thoughtfully and um fiscally responsibly address the problem but also doing it with a future in mind and so um kudos to you that's great thank you I agree with everything that my colleagues have said the the one piece that jumps out at me in this goal is the the end of it uh the enrollment numbers and educational needs will need to be articulated with frequency and transparency I don't know how you possibly could have um communicated that more frequently or transparently and all honestly um I feel like you that is a real area of strength of yours your ability to present um to many different groups large groups small groups I know that you did um a a piece on hcam before we came in today um that I am looking forward to seeing it at some point on hcam but I you do very well being able to articulate when you present like that uh and I you and Susan uh taking it you know around into different places and I know when we were looking at this we were looking at special town meeting in November which um I think went exceedingly well uh people you know obviously had questions but I know there were people that came out away from that process that really felt like they understood after having heard you uh speak and we jumped really without stopping um in you know in through this Hopkins process which is obviously we don't have the benefit of having the the vote already having happened as we're discussing this but I would say that um similarly you've articulated clearly frequently uh and really with the educational needs of the students in mind and really outlined also kind of some of the potential problems that we have actually they're not just potential they are problems we would have if we don't um move forward with that building so I would also say that was a clear exceeds for me um I don't know how you could have done more to well I think the team too did really nice work with the price tags on these yes we keep talking about value Engineering in our groups we're deliberating over you know this brick versus that brick right and I know you know even though we voted uh the charleswood I it still takes a life to hesitate before I say it uh back did we decide if that's one word or two one one uh it we voted that back in November I know that the um impact to taxpayers has come down even since then so that's I think great news that we didn't even know about at the time it it reminds me in a weird kind of way about during the pandemic when we were talking about our ventilation and about the need to have the the the ventilation open at like 100% circulation this has been like a th% going forward um and the amount of energy uh late meetings and whatnot that you have put into this is impressive well we keep thinking if this passes on Monday night Mrs Ric and I don't know what we'll do with our evenings well that's just that's just it I mean you have a full-time day job and we add these building projects and all these meetings and all the time with the Appropriations and doing um hkim videos and going to esc2 meetings that's all on top of delivering the education to the students and monitoring that it's a it's impressive okay that moves us then into District Improvement goal number six which uh this year I will begin a shared Vision goal which emerges from an indicator that I had chosen last year the focus of this goal will to be analyze the hopkington experience our offerings alongside student experiences in our district to ensure that students are prepared for whatever lies ahead College and Career Civic engagement Community contributions in responsible citizenship so I have have thoughts on this I knew you would I think this should be a two-year goal I felt here here's the thing I feel like this is a big piece of work and we were talking about this um when Dr kavana was presenting her EV evidence last meeting about you know the changing needs of our students and students who have uh diverse plans postgrad whether they're going to go to work or go to to your college or you know all the different paths a student can take um I feel like there's been excellent work done this year here but I don't think I don't feel like enough has been done yet like I don't think we're there and so I don't know that that means Dr K met or didn't meet what was scoped for this year but I don't want to call this one done personally I would I would advocate for carrying this forward um I know it's a little bit uh going rogue here in this evaluation well she she wrote in the call she she was going to begin correct and so she indicated to to us that this was probably a goal that she was going to put out for next year this kind yeah and I wonder why we didn't just make it a twoe goal because I do know that that was the intent like the intent from the beginning was to start and so when I looked at I mean much has been done I think I'm not sure the post the the alums have all been surveyed yet although I think it's in process right right that's going to happen in the next couple of days and the school year goes until you know July so this is for the year so I think this year we probably met um what was what was scoped for this year but I I don't want to call it done I'd like to suggest that we definitely have you can't Bas it on one group's feedback you need multiple years feedback to really get a sense of yeah of what the educational oh there's a lot in this too I mean I think there are a lot of data points that you're looking at I just um I don't I don't I don't know what the vision is yet I guess I don't feel that it's clear what the research says yet that's what I think I don't think we have the answers yet yeah so that's that's all like I think the pegs the Judy Martin survey that goes out to our graduates we're going to learn a lot about how our Public Schools prepared them for whatever came after high school so I actually would challenge a little bit on this because I actually think you very much met the goal um I even May be persuaded on the exceeded Side based on like the analysis that we're trying to do with this person that's volunteering to do the analysis first which is fantastic because it's not costing us anything but what I would say I don't disagree with you Amanda and that like I don't feel like it's done it might be a two-year goal I actually would say this would be the great one-year goal and the next part of the goal is how to build it into the framework of the culture of hopkington high school where students actually feel like it's an option and that it's not looked down upon like it's more about how to move it into the fabric of the building versus like whatever results you find from it like if students are feeling like I have to go to college because that's just what's expected versus I have the choice I feel like the next goal is really like where do I take that information and build it into the fabric of the building and what options students feel like they have and what options we're providing in our curriculum or what options we're providing in guidance I I feel like the next part of the goal is actually to take and use the information for some other purpose and I don't I'm not articulating it well quite yet but what I'm thinking about is like this was the the part to see where we're at and I think you you're going to have that information by the end of the year but then what do you do with that is the next part of it yeah yeah and I I can agree with that the this is met as as scoped and I think yeah I guess I just want to make sure we see it next year because for me is you know it is a question like if is it a matter of giving students more training in directions that they want to go options to learn about things specific to where they want to go or is it a matter of making the purpose of learning whether it's history or science not not to get the a to get on your report card to go to college but to actually learn because you'll be a smarter citizen no matter what you're doing and I think how we interpret it and what we do with it is a big question for me like do we do we do things that are more track oriented or provide those options or do we change the way we present the critical foundational knowledge that you need to be a citizen who can read about climate change and understand the core basics of the science and read about like the things that hit you in life go to the Opera and you know you're an electrician by day and you're an opera officient AO by night and those things are not in congruous so to me I don't know where it's going I do think we're we will have met the inquiry that was scoped in the goal um so that's all yeah I think that curriculum Equity audit to it will shed light on some of this yeah so I agree with you that there's an awful lot of information and data that we've harnessed now but the question is how will that or will that effect change and the kind of change that we're talking about you know takes years and years in years you know so would you say met or exceeds where where were you um I was pretty close to exceeds on that one I could probably be in a met plus um I think the like I mean the goal itself was to do the analysis and so I absolutely feel like we've we've attacked the analysis part in every way shape or form and then you know like that that part if I'm looking at it just from like the letter of the goal that that's where I feel like it was done exceptionally well um especially with reaching out to Prior Stu to past students and um but that's yeah that's where I felt where were you Dan so I I was torn on this one I I actually checked off both boxes so you could read that as a met Plus or an exceeded minusing on your on your lens on that I I would I I feel like the piece about carrying forward the next part of the work is important I think the piece that impressed me was the the diving into how you were getting data the interviewing of the students who did not choose a college track in the pursuit of really getting in there and understanding it I know we don't have all of the data right now and that but to me the piece that was impressive was the ways that you were pursuing the data that was my I I could be good with them that um did you say Susan my mind was just thinking about it would be interesting to see what changes between like 101 12 about college curriculum and all that kind of stuff what what begins to feed into that if we want a sense of what's going on with them but that's that's just kind of where my brain was floating too but I I would definitely say met plus sounds like a commercial it kind of does uh the other piece that I appreciated and I believe you said it last week although sometimes the meetings start to to mesh together was that we can't be everything to to all students we can't be ke Tech we can't just in terms of what we're doing um but we can offer alternatives for different tracks so that stuck with me as well so I feel like that is a um a met plus is that accurate okay I call a I'm just holding it met but but for the committee do met plus I can get behind the committee's vote okay well it it it actually logistically has to be sent I know the the Met plus is just for our own yeah makes us feel good yeah the final goal is uh goal seven which is the school committee has requested I didn't skip one did I no I didn't the school committee has requested a 360 degree assessment of the district climate I think I said this last week um but I'm not 100% sure it was last week but this was a goal that had been tagged on to your goals in addition at the request of the school committee it was meant to be a light goal it was not meant to be something that was um creating generating a lot of work um on your end um the amount of work that actually was done on this was impressive to me um I think you really we're looking to dig at at something even more deeply than what initially had been in Vision I I felt like that was an exceeded personally interesting now that you remind me it definitely exceeded the way it was crafted the way it was crafted was definitely to be a like goal and I I think it definitely you know met Plus at a minimum exceeded based on the spirit of the goal as when it was crafted for sure um I really appreciated seeing the results of you know your inquiry into um like the number of questions first of all that were asked to um faculty to um students to um parents to the community I think seeing how many different angles you were probing on to make sure that you were asking the right questions um because I mean you could have gotten a check mark with probably five questions you would have technically have done the work but again as you do you did a thorough job the climate team did an excellent job of pulling that all together under your dire ction um and I know that there's work underway to look at some of the opportunities that were called out so I could easily go to exceeds I joined that just thinking we you were here when the goal was crafted yes it was just just knew Holly had um kind of got this going yeah and we we had discussed it for actually I think a couple of meetings the first time I WR was when we were we we were Town Hall over the summer over the summer yeah um and it took us a couple of times before we flushed out what the goal was so where in terms of exceeds met where do you fall exceeds I have no basis to go between met and exceeds so I'm I'm trying to understand if based on like is your vision on it based on like what what you had said at the time and how she went about doing it like where where's the distinguishing Factor so so yes it was in part because it had we literally had called it a light goal that it was not intended to be as much work really as the other goals got it the depth that the um the surveys went out in the district the work of the district climate team to me was significantly more than what I expect expected based on the goal itself got it then I can get behind that I just was trying to understand like how are you expecting her to do it versus how it ended up getting done so we had talked about surveys we didn't I don't recall specifying the district climate team the way that it it came together it seems like that met frequently uh in that there was a lot done and the the surveys seemed much more in-depth to me than what was I had expected in the said I think the next piece of that um and whether or not that comes in the form of a goal or just sort of what we're looking at uh going forward in the with the committee is kind of what what to do with that how does that inform the work we're doing as we're looking at budget and we're looking at policy and things for next year okay priorities okay so just to recap that if we go back to the student learning goal which was the one we had discussed that as being a met plus and just for clarity met plus is a a nice term we use amongst ourselves but desie actually is going to consider that a met so that we do say that frequently but am I I'm not wrong in that that um desie considers one or the other uh that felt to me like that was a the consensus was a met on that is that can you tell us what we ended up with for exceeds okay so in terms of exceeds I have a number seven uh number five were both clearly exceeds number two um was the split down the middle that we left um we had two people who had said met and two had said exceeds and that the three and four were were solid Mets uh in six was also a met um in one was was we had two people who said met and two people who were straddled the line on that I think you and I might have been the line straddlers but so to me where we have two that said met on that um and S which one yeah this is number one number one yes so that feels like a met to me go ahead like and thinking back on like all of them and we I actually would probably sway for goal number one to exceeds but the but the difficulty I have in saying that is that I wasn't here for the first part of the goal so like I need to rely on my fellow mini members on that one but the rest of the ones that you listed out as exceed I am in full agreement with I just I'm waffling on that one because I just feel like there's been so much work that I saw even just in the short time I was here on the math part and so if that's only a small part of what you all were seeing in the last years and that what I might push for Exceed but that's the only one that I had okay changed a perspective on okay anybody else have any other thoughts on that so that what's what's interesting for that first one too and correct me if I'm wrong Dr kav but I feel like because of the approach to this one um and the thoroughness and the outcomes the learnings it's being picked up as you know we now have a a format for looking at Ela in a way that we you know so I think it's this the all the investment you know in this and doing it right and doing it thoroughly and seeing that it actually shed light on areas that that we might not have seen otherwise if we had taken a different approach to the analysis has I think I think I saw you calling that out as the base for some Ela investigation yes which I think is um it's great that that we're sort of reusing an approach that we feel pretty good about so that we can get under the covers a little bit of some of those aggregate numbers um so I don't know if that matters in terms of how the goal went but I think that is an interesting and um productive outcome from this as well so do we want to move that to be in exceeded because we do have then one met one exceeded and then the two straddlers I I feel like I could go which was are the straddlers this is the number you I thought you and I were the straddlers I and which one on goal number one the it was the U mathematics oh we're still yeah no I I would go to exceeds so would I okay so we exceeds the beginning um number two was the student learning goal we were split right down the middle with that we had two met and two exceeds is there anybody who felt um that they were swayed one way or the other on that okay so we can maybe I guess I'm Wonder if we have a ones that we have a question on or we're split wait until we have a fifth member or no or look at the indicators because we actually dro the B on those indicators in so maybe we'll go through the indicators let's go through yep the indicators um what did you have for gold two as the indicators so if they if we're keeping with the ones that I had chosen as rubric indicators they must be the uh 1 a curriculum 1B and instruction and the 1f student learning sometimes when we do our goals the state will ask us to say like how does this fit into your sip how does this fit into indicators that exist in the uh superintendent rubric but those aren't always necessarily the ones that I also choose in terms of indicators but I would think that these indicators fit nicely with indicators 1 two and three fit nicely with which are 1 a 1 b 1 a 1 b 1 and I also had 4D again I don't know what I'm liking with 4D I keep putting 4D I'm not sure let me go see what 4D is I did it for the first one oh continuous learning yeah continuous learning because I think the staff that the teachers are continually learning new techniques and new approaches that's why I think I put 4 d in there okay so let's look at down on the indicators let's start with 1 a which and this this is to me I always feel like it's a little bit clearer just because we do have the rubric all right so so one a is curriculum ensures that all instructional staff design effective and rigorous standards Bas based units of instruction consisting of well structured lessons with measurable outcomes um this was a focus indicator um and then the there's a little blurb that um Georgette very kindly put in from what you had presented to us I'm going to read just um from the rubric just for people at home and just for us to review a proficient rating in 1A um would be monitors and assesses progress across all schools and content areas to ensure that all instructional staff Implement effective and rigorous standards based units of instruction consisting of well structured lessons with measurable outcomes so the that would be the proficient the exemplary is empowers administrators to ensure all instructional staff collaboratively plan adapt as needed and Implement standards based units comprised of well structured lessons aligned to state standards and local curricula continually monitors and assesses progress and provides additional supports as needed models this practice for others anybody have thoughts they want to jump out with I don't know if that that makes it clear or less clear to people to look at the robri I mean for me it makes it clear that it's exemplary so yeah I I I agree with that yeah okay is that um are we across the board on that okay so on one a on 1 a is exemplary okay 1B is instruction ensures that practices in all settings reflect High expectations regarding content and quality of effort and work engage all students and are personalized to accommodate diverse learning styles needs interests and levels of Readiness this is a focus indicator and there is a little bit of um stuff that Georgette had put in that came from what Dr Kavanaugh presented the proficient rating for this is monitors and supports principles and instructional staff through observations and feedback to ensure that instructional practices in all settings reflect high expectations regarding content and quality of effort and work engage all students and are personalized to accommodate diverse learning styles needs interests and levels of Readiness the exemplary rating on that um is sets high expectations for the content and quality of instruction and empowers all administrators to do the same such that instructional practices throughout the district are engaging inclusive and personalized to accommodate diverse learning needs of all students stay informed of new evidence-based instructional practices and provides resources and supports to implement them as needed monitors principles and instructional staff in support of these practices through observations and feedback I had exemplary I I think I wrote um you know mil comments here Dr kavanau is Relentless and her evaluation of data to inform better practices this is evidenced in work like the cry up and the student data analysis shared with us as well as the mcast data breakdown classroom and teaching observations Etc she uses Grant funds to engage external Consultants to review our instructional practices and advocates for Staffing and resources needed to equip all the faculty with what they need to succeed I don't know what a superintendent could do that is more than that um and I I think it was interesting the last meeting was there's there's a weird dichotomy we had this superintendent report which was amazing good news we had a great District ranking we had Folks at kids at Micah we had you know lots of families coming to hopkington for Education as evidenced in our en R positive news after positive news in this one meeting I sat here I was feeling like wow we went from that and then we went through this um evidence and the goals and the indicators and we heard over and over again not someone resting on achievement but somebody drilling down for finding the gaps who is the student who's getting left behind who is invisible to us who are we losing and trying to surface those um opportunities to do better and I I really appreciate that I think a lot of people would see all the goodness and all the sort of sit comfortably with the success and I I don't ever get a sense that Dr cavana is comfortable I think that there's always a setting that high expectation constantly um with you know just who we've certainly missed something what have we missed how can we do better how can we reorganize what do you need what Staffing changes do we need it's just sort of in the air all the time I can't say it any more eloquently than that so I'm going to go with exemplary and call it a day okay I I'm I'm with you guys on that are you okay as a former teacher do you you're yeah I value your insights in these things too because you've been in a in a school setting agree I I I can't say it anymore eloquently so I'm not even going to try I was briefly going to add but I can't say uh and know you should have Amanda like write it all yeah she probably add it on the computer now and you know Amanda would kick me under the table if she could yes I would so one f is student learning that demonstrates expected impact on student learning based on multiple measures of student learning growth and achievement including student progress on common assessments and Statewide student growth measures were available this is a focus indicator which does not have the um lovely rubric indicators I'm not entirely sure why that why that is that guess he was not able to come up with something that no it says it says the student learning indicator does not have corresponding descriptions of practice evidence of impact on student learning based on multiple measures they just it seems like they just want to see that multiple measures are taken into account so I think what happened with desie is years and years ago maybe 2012 um I now I can't even think of the name of them but you had to have like ways of measuring your success and it was really hard to do because only about 177% of the people who are teaching in Massachusetts work at an mcast tested they call DDS District deter measures um we work in an MC uh tested subject area so you'd have to find a way to measure set a goal and then sort of show and it became such a debacle that they took them away and I think this is the way to sort of restore getting people to think about the measurement of student growth in a way that's a little more innocuous or a little more a little less painful than the ddms were so what wasn't clear to me was I was assuming that they wanted us to come up with a a rating on that but it wasn't entirely clear based on the fact that they provided no that's right there's no proficient to you right there's no spot meeting expectations exceeding so I think we just must base it on the other two right yes that that would be my assumption is that is that your assumption I mean when you look at the overall rating no that would be fine I mean I think one of the reasons why I like this one if you are looking at the in that right- hand column after the one that says 75 to 80 meeting or expect meeting or exceeding expectations um like we always say here that that's about what we're going to do right and around the state that's considered to be very good but if you click on the thing that's just below that this this breaks it down to our students with disabilities and if it's looking green that's a place where we know our kids with disabilities are meeting the Desy targets set for them and moving forward and in the places where it's red those are the places where we are they consider us to still be in Discovery so I think one of the sort of nice things is there's more green than red but that red is helping us to understand just how important the work that we are doing drilling down there is um and I think I have the the whole desie sheet somewhere else embedded in this and you can look at every single subgroup and whether or not we're getting to those targets or not and like that's the kind of thing like with 1 F that I'm thinking that's what we should be doing looking at those places and but I also like that it's not just MCAS I mean I like that your data analysis is as we talked about observing students or looking at student case studies looking at report card data getting feedback from teachers and faculty I mean like it's star data it's it's all of everything and it's not just one source because you know people have different opinions about the mcast test as it is the only standard that we have to compare but I love that you don't stop there and you're looking at a a full picture of the students so appreciate that okay so does that um if we go back to goal number two which that was the one on writing correct the um Ela one was the math it was the carryover goal yes and that is the one where we were split um 5050 on do we want to we can leave that for next week when Adam is here is the other way to do that but unless somebody has a feeling that they have moved from where they were well I think you have to you have to consolidate by next week I mean I think we have to go with the people that here unfortunately yep unless Adam sends you his individual I mean hopefully he'll send you thinking yeah I was thinking if he I I'm hoping he'll send the the text piece but the because we're voting on it next week not this week or it's not next week because next week's town meeting it's the week after I don't know how that we've done that some years where we did the tight timeline of one week to the next two weeks is much nicer um looking back explain to me what we're trying to decide right so the so for goal number two which was the the one uh student learning goal um having to do with writing curriculum writing curriculum instruction and assessment notably at the secondary levels the we were evenly split with two exceeds and two met on that uh and the so we were looking at what the indicators were which were the three indicators we just discussed right and the indicators looked at exemplary the question is whether or not it should move to exceeded yes I think that makes sense based on the indicators okay all right so then I'm going to move us down into the standard two which is management and operations just that's a lot of scrolling because there's a lot of pages here so the first one I have is 2D which is law ethics and policies understands and complies with state and federal laws and mandates school committee policies collective bargaining agreements and ethical guidelines it's a focus indicator uh there is a little bit of text from Georgette from the what you had presented to us the proficient uh rating on this sorry I did not turn my paper page is the proficient rating would be rubric is understands and complies with state and federal laws and mandates school committee policies collective bargaining agreements and ethical guidelines and provides the resources and support to ensure districtwide compliance so that's proficient the exemplary rating would be provides the resources and support for all School Personnel to understand and comply with state and federal laws and mandates federal federal laws and mandates school committee policies collective bargaining agreements and ethical guidelines and models this practice for others right so that's 2D anybody want to jump in with so the distinguishing Factor here between proficient and exemplary is providing the resources and support for all School Personnel to understand versus understanding on your own so doing it doing it on her own versus providing the resources and Personnel for it it bringing the others along I think of exemplary as being proficient plus exemplary not not not do yeah yeah no no no that's but that's what I'm trying to distinguish so how I'm trying to understand how we what visibility we have to the providing those resources and support to others in the district to be able to like make that leap that's I have an example okay shall I read perfect I wrote this in green because it's uh I wrote I I think Dr Kev model's ethical behavior and is Vigilant in her implementation of school committee policies um she raises policy reviews frequently when she sees practice or new laws or emerging needs or and other realities in conflict with existing policies or needing new policies this is well evidenced by her handling of the kpon policy a practice was brought to light which was students wearing kons at school while she could have simply looked the other way or kept this at the operational or School level and handled it internally she recognized that we're kpon was not in keeping with the school committee policy on file she reached out to the policy committee we began work to learn more meet with members of the sick Community um educate The Faculty that I think the S Community came and did an educational session with the faculty in the development uh and devised and delivered a revised policy that that would acknowledge respect and address the needs of six students while equipping administrators with the tools they need to ensure all students feel safe in schools and I think the procedures that we see often behind the policies that are Dr Kavanaugh's purview are built in conjunction with the staff so they talk about what do you need so that you know you feel that you have the tools to carry this out and that's where those procedures get formed and we see that a lot in the policy subcommittee where we have more direct Vision probably in what you do behind the scenes so in the that with all the policy work that we've done I felt it was a an exemplary just because of those things because it wasn't just I mean especially in a case like that it wasn't when there is something that's happening which happens occasionally that we're doing something in practice that actually does not go with our policy Dr K will bring that forward we'll have a list of oh you need to look at that because that's different and let's get at it and address it um very proactive in that regard and um the procedures the support are really helpful I think one other thing that came up this year um is the attendance issue and I know that we had you know a parent come and talk to us about the attendance letters but to sort of respond to her was very easy because we as an administrative team had talked about attendance so many times this year and done a lot of work around well what does Mass General law say about kids and attendance and sending letters and ensuring that we're following up with families so that was big for us this year I would also add to that that when we did the attendance policy um and thinking that specifically that there was a lot of input that you brought back from the building principles um not just in terms of um you know there were questions was that last year that we did the attendance policy though or we reviewed it though in September did review it relative to uh Co we Chang uh and that that was something I know that had been discussed I think it was at the high school level as being an important thing for us to act on even though we it was not kind of a scheduled review but to kind of a timeliness issue for them the other thing I had actually thought you were going to bring up with the collective bargaining agreement piece um where that's you know you have a team of people that you're working with I know that you work with other administrators in the district to kind of understand pieces that were are important for the district before we um start negotiating with any any bargaining unit does that help yes any other thoughts on where a rating would fall for that I think that for me it's exemplary I have go along with that okay that brings us down to fiscal systems uh which is 2E develops a budget that supports the district's Vis vision mission and goals Al Ates and manager expenditures consistent with district and school level goals and available resources uh also a focus indicator the proficient on this is develops a budget that supports the district's vision mission and goals allocates and manages expenditures consistent with District school level goals and available resources and effectively communicates Bud budget rationale to staff community members Municipal stakeholders and the school committee provides a reg provides regular updates on implementation of the budget uh the exemplary rating for that would be leads the administrator team to develop a District budget aligned with the district's vision mission and goals that addresses the needs of all students allocates and manages expenditures consistent with District school level goals and seeks alternate funding sources as needed proactively communicates budget rationale to staff community members Municipal stakeholders and the school committee provides regular updates on implementation of the budget I feel like this is an area where you really um you really are exemplary um consistently year after year I think this year's budget uh process was very well L um just in terms of from beginning to bringing it through almost a town meeting I feel like the the process itself was much smoother um in with the select board and our town partners uh bringing forward a budget that supports the needs of our students I thought you articulated all of that very well I felt like um you know that's his your presentation of the budget much like presentations for some of the capital process projects that we have done has been consistently um very high and has really helped share with the vision with the town and the community which I think is really important for us that was my thoughts anybody else had I have a second that I mean this one's easy I think yeah but I mean I I I just just to reiterate like the amount well first of all I was on the committee for four weeks I think I heard the budget PR presentation time um what I wish was also in here though um in like I still think it's Exemplar but what I wish was in here is also hiring well because having a hire like Susan and keeping her in the district is vital to being exemplary in yes that's right yes um so I just think it we'd be remiss to not mention that because like being able to partner with your Finance partner in the district and have a finance partner that is so dogged and seeking alternative options for funding so that that is not your soulle focus FOC that you're able to focus on some of the other things is also key I mean some of je is the same thing too yeah I mean some of the parts of being the one in charge is also making sure you have the right people under you to delegate important work to and and so I I I for some I feel like that's missing in some of this but I wanted to acknowledge that because if you weren't able to Foster the environment where you're retaining that talent to help you do these things it would be really difficult to do them so yes and I think too we have a lot of people who are doing good really good grant writing you know Jeff Carla there's been a lot of money that has allowed us to do a lot of sort of that deep dive into things like seal curriculum that without that grant money we wouldn't be doing yeah yeah it's an excellent point yeah I agree with all of that okay that brings us down into um the third standard which is family and Community engagement uh the first Focus indicator for this is 3C communication engages in regular 2-way culturally proficient communication with families and Community stakeholders about student learning and performance and the rubric on that says that for proficient engages in regular two-way culturally proficient communication with families and Community stakeholders about student learning and performance that is provided in multiple formats and reflects understanding understanding of and respect for different families home languages cultures and values the exemplary rating on this would be supports and empowers all administrators to engage in regular two-way culturally responsive Communications with families about student learning and performance districtwide Communications with families are provided in multiple formats and respect and affirm different families home languages culture and values anybody want to jump in with that so um I'm embarrassed to say this as a parent think gets every communication and then also sees it on school committee I it may be because I have chosen English as my family's primary language that I don't see the other options but is that how it goes out like that people have that option I I'm forgetting and I apologize for this this is where I'm struggling is like I I believe as a district we've moved to that model where we are providing those opportunities but is it that you you as a family have to choose it in order to get it is that how it works so kind of so when Nancy was talking about like you can click on three of the big ones to have that taken out we do that because we know that so many families would use that uh would need those translations but yes if you are a person who has an and Jen suker has a running list of even if we have a student who speaks English proficiently but that student's parents do not um everything that goes to those parents will go in their uh native language yeah um and then some of the things that we put in here is that now if we're using message sender you know for email it will go out translated that way to a family um we have things like talking points and so if you are family that speaks another language Jen can text you and whatever she texts in English comes out on your end in your language and then when you text back it comes back that way um so and then we have you know all local interpreters and then we signed up for something called Lexi and lexic would mean that you know we've had a discipline issue and we need to bring in a parent like right now we can go to lexit and lexit will be able to provide a translator interpreter for us immediately so I remember all of that evidence and I appreciate re org just hitting it for me so what I see is the difference here between proficient and exemplary is really the support and empowerment option for your administrators and I I mean I think that's evident in the fact that all of the buildings participate and also demonstrate that they value it which comes from the top so that's I would think it's Exemplar I agree one of the things I was remembering and I wasn't remembering very very well maybe you could remind me I feel like there was a program at the high school that brought in new Resident families from other cultures and explain sort of the the basics did you did you say that or did I make that up no there was there was gu was a GU just recently wasn't it yeah and I I can't remember what it was called but you talked to us about it and I was thinking this is an example of something that's important to the district and to you that has trickled down in a tangible way to making sure that culturally families who might not know how to navigate like American high schools and college search and so forth are getting the nuts and bolts of how it works here and I was like well that's a really good because having seen sort of our approach to this kind of thing evolve over time I that when you presented it it stuck in my mind as that's a great indication that we're really walking the walk on this so I I I can't remember what it was called though yes so it's actually in that 3C communication in the right hand column it's the very last thing it says C Jen's elpac Family Resource day that one yes that's it right there yeah yeah so yes and you know we didn't know how many people would show up but there was pretty steady traffic all day it was really nice yeah I'm sorry I missed that on the evidence list was on the next page and or for me anyway all right so others for exemplary I I felt that was an exemplary okay that brings us into um the fourth standard which is professional culture the first one we have on that is 4B which is cultural proficiency ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students backgrounds identities strengths and challenges are respected okay so the rubric on that the proficient is ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students backgrounds identities strengths and challenges are respected as evidenced by the sufficient provision of guidance support guidance supports and resources to all schools to promote culturally responsive learning environments and school cultures that affirm individual differen is of both students and staff that's the proficient rating the exemplary rating is lead stakeholders to develop and Implement culturally responsive policies and practices practices that acknowledge the diverse backgrounds identities strengths and challenges of Administrators students and staff empowers administrators with time resources and supports to build culturally responsive learning environments and collaborates with community members to create a culture that affirms individual differences models this practice for fathers any you have go first I I I feel like this is an exemplary this was an easy one for me just in terms of you know when we look at things that we have discussed such as the K Pon policy even earlier tonight uh looking at I feel like we added a holiday that to our calendar that isn't a day off but we added it and that was back in the fall that you had brought holiday yes I forget the name of the oh that's right yes and that it was a way to really you know affirm students you know what is important for students to be able to see themselves reflected in the culture um and in what be feel valued without it it there was no loss to anyone in that it was a really you know felt like an easy thing for us to be able to do but it also was something that required thinking of it to be able to do and I feel like something you really excel at it working to um not just to work to have these bring these things forward yourself but to empower um the administrators that you work with and to build the culturally responsive uh learning environments across the district and that's that would be my opinion personally others yeah yeah I don't disagree okay I'm on board okay that then moves us down I think to 4D is the next one it is so I have to say one more I was I want to prolong our night here but I think what's interesting about this one in the exemplary was about um the vision and and creating a vision for others and I remember when Dr Kevin I started here and was a bit of an outlying voice for a lot of this um and you know a little bit of a lonely voice I I wrote it so I'll just read it because it's late and I'm not articulate but this has been a focus of Dr kavanas for years and began when hers was just one of just a few voices in The District focus on this type of education building a sustainable effective habit shifting program of cultural proficiency takes Vision tremendous Focus long-term commitment and an ability to stay the course in the face of competing priorities budget rest restrictions calls for immediate and reactive solutions that are often unsustainable and other challenges this work is not easy and Dr kavana challenges herself her own biases and her staff and faculty Contin to continually work harder in this space she has engaged outside experts to push the district and to to do the uncomfortable and difficult work and I think um it's it's exemplary for those reasons thank you okay so continuous learning develops and nurtures a culture in which staff members are reflective about their practice and use student data current research best practices and Theory to continuously adapt practice and Achieve improved results models these behaviors in his or her own practice um I would go then to the proficient rating on this develops and nurtures a culture in which staff members are reflective about their practice and use student data current research best practices and Theory continuously adapt instruction and Achieve improved results as evidenced by supporting regular opportunities for administrators and teams to reflect on and collaborate around the effectiveness of a wide range of practices related to instruction and student learning and engaging in their own continuous learning to improve leadership practice models these behaviors in their own practice so that's the proficient the exemplary is develops nurtures and models the culture in which all staff members are reflective about their practice and use student data current research best practices and Theory to continuously adapt instruction and Achieve improved results as evidenc by empowering all administrators to collaborate and share Knowledge and Skills of best practices that improve student learning within their own buildings and regularly reflecting on and improving their own leadership practice in order to develop new approaches to improve overall District effectiveness is there somebody who would like to jump in on that one I think it was her work is exemplary in that and I think I I get a sense that she passes that on down through the entire work group I I agree I mean I think the other the other like evidentiary support is actually comes from like the light goal that you gave where you're saying like created this working group when it wasn't asked and yet that like that was your reflex to go to that because that then would get a larger group of people that have different constituencies within the district to be able to provide their feedback on it um I think the other piece that strikes me and I don't know that it's necessarily directly in the evidence but just in the ways especially that the secondary schools try the secondary schools especially try to create space for the teachers to be able to meet during the day to really like get feedback from each other and like planning and like the team structure and how that that to me also is like demonstrating that you're that that's trickling down throughout the staff um and quite honestly you had me at data in that because so that's that's where my thoughts were on it I had proficient I asked between proficient and exemp um I'll just read what I wrote um Dr Kavanaugh pushes hard for her own and her admin faculty to engage in continuous learning as as superintendent Dr Kavanaugh continually reflects on our instructional on on instructional practices and provides action plans for staff and faculty to reflect to reflect and revise on their own practices based on the work of the district climate team Dr Kavanaugh has feedback to continue to reflect on her own communication and collaboration practices among the district so all stakeholders can engage fully in continuous Improvement practices highlighting areas of improvement for herself from 360 degree feedback is another way Dr kavanau models self-reflection and behavior so it's a strong proficient but I I think in terms of some of the data elements it's still trickling down the way um because there is so much data available the way teachers and Fa and faculty and staff can really leverage the data themselves I think there's still some learning going on uh it's certainly well modeled but I think there's still some opportunity there I mean profession is a good rating I didn't I do think in hopkington we are unusual in that we have a lot of time for teachers to meet know if you compare us you know every K to5 teacher is in a PLC once a week the middle school has plcs and team time at the high school level they have course partners and our smls teach at 40% so there's a lot of time for that and I do think that um now we have a lot of Administrators who are looking at the data and making instructional changes and I think that we have central office people who are looking but we really do have and I think I had put it in there it was like a lions and tigers and bearss theme where years ago we had uh looked at some of that star data and you know one of the things that we've discovered is that not every teacher feels comfortable looking at that data um so one of the things that we have planned for this year is to choose one report from Star Renaissance and make sure that whether you are Ela or math or somebody who uses those um subject areas within the constructs of your own discipline that you are looking at kids data and you know how to interpret that data so there's certainly some work to do at that level for sure that's what I was you know I think it's strong obviously very strong at the top but just seeing it fully um infiltrate everyone it was kind of where I was coming from but I could be swayed I was a Lon straddler on this but not because I didn't think that your work is exemplary um but because it's what becomes very difficult is we're looking at so many things that you've really been exemplary at it's like some of the things feel like exemplary plus but there's no creation between um between that if that makes sense um but I I could go with exemplary I think the piece that actually is saring me with Amanda is the um the feedback from the the 360 climate base because I think that if you're you're hearing that that that's the evidentiary support of the teachers feel like it's trickling down and so I I I could get on board with proficient as well okay and again I don't think proficient is bad no I think proficient is excellent I I would Advocate that we go with proficient on that that's agreeable with the consensus okay and that brings us into our um what is our final indicator I believe right is the 4E which is the shared Vision successfully and continuously engages all stakeholders in the creation of a shared educational Vision in which every student is prepared to succeed in post-secondary education and become a responsible Citizen and Global contributor the proficient rating on that is continuously engages all stakeholders in the creation of or commitment to a shared educational Vision focused on student preparation for College and Career Readiness Civic engagement Community contributions and responsible citizenship the exemplary rating on that is leads administrators staff and students of all ages families and community members to develop and internalize a shared educational Vision around student preparation for college and careers Civic engagement Community contributions and responsible citizenship ensures alignment of school and District goals to this Vision models this practice for others and I think that's the indicator that morphed into like goal six I think so not surprisingly I had proficient on this one because go six is where I struggled this was the hardest one for me to evaluate and I Think It's tricky to be a superintendent I've observed because if you especially someone who thinks as deeply as rapidly and as um in an as formed in in formed a way as Dr Kavanagh because I think there's a lot going on in your mind a lot of times about where we should go it sometimes takes others a little bit longer to grasp that vision and go with you so um and I Think It's tricky because a tremendous amount of work is done whether it's with uh the vision for the 234 school or the vision for the 56 school or the math program or I mean any number of things that we've talked about it's hard to have a vision that is new that is a direction that is different to take feedback listen and hear what people are saying but also you know you can listen but it doesn't mean it's a consensus vote so I think it's very difficult people often perceive that they're not heard because their outcome is their Direction isn't the one chosen it doesn't I don't think in my experience it doesn't work that way it certainly challenge a lot of things sometimes you know things I've said maybe in influence things a lot of times they don't um you know I'm not the professional educator and I I think the outcomes that come from the work that you do toward your Visions have proven over and over again that your Visions are solid so I think this one was very just very tricky and the only reason I struggled between Vision uh proficient and exemplary was because not because there is no vision or it was just has everybody come on board does everybody know where we're going and I think there're certainly with Goal the the one about the you know our curricular curricular Vision that might change with um cvte education and Alternate Pathways we obviously don't know where we're going yet that's a work in process so that's fine but in general are you know are people coming along I think they are sometimes it's hard when when you've got a vision and you've got a lot in your mind and you've studied it and you know where you're going it's sometimes hard with to convey that to people who are boots on the ground doing today's work and you're thinking long term your job is to think for the long run so is school committee's job like so it's just tricky this one and I I think you do age great job I think this one needs continual effort because it is hard that's the only feedback I have go ahead no I to say at this moment I I I was in the proficient with this one and I think I think the difficulty that I that I have with it is or and try and articulate it is that there's still a gap from where your vision is and where families are I think the Gap is much less with your staff and even students I would actually say but I feel like there's there's a definite Gap and that's palpable with families and so and it's not that like your blog posts are great the things that you're thinking about the the notifications to the district about what's coming up I feel like all of that is actually really really good what I have tried to put my finger on when I was coming here tonight to think about this is and if it if it exists somewhere in the evidence that I'm missing it is I I almost wonder if it's like the ability to be present at more things that aren't formal and have that because I feel like people are almost afraid to approach you and that and and because honestly because you're so intelligent I think that's part of it and but but that's where I feel like where the work can come in to have that approachability allow for people to then have your message sink in more and and I I'm probably butchering how to articulate this but that that is what is probably the most palpable for me is where that disconnect lies we all get the benefit of meeting with you every two weeks and sometimes far more often than that so I I know how approachable you are and I know how much you love to engage in the conversation and explain the thought process behind behind things and where your vision is you get very small opportunities to do that in writing and not even everybody like takes that in but how how to approach that in a way that's less formal is probably where I would be giving my advice on that and do you mean with families yes and and it may be that like there's no easy way to provide evidence of that without like privacy concerns and other things too but I I think I'm I'm thinking more in line of like they'll run into Evan at a sporting game and just talk off the cuup with him or run into um and this was years ago when my kids were smaller but run into Lauren at a library event that was just not school related necessarily but was like tangential and so I don't know how many of those opportunities arise for you and I realize how busy you already are but when I think about ways to make that to bridge that gap for you that's where my brain goes and I don't I don't know if anyone else if that resonates with anyone else but that's just where my thought process was maybe when we stop building new schools she'll have some more time to that's all she's been doing for the past years it's just a really interesting Insight I hadn't thought about that well there are still some teachers who like eight years later will say Dr kavana and I say we've known each other a long time you should call me Carol now my God like I think you can okay so I've got two proficient on that I would go along with proficient on that I I do feel like there are a lot of really strong things that were done on related to this I feel like it again it the piece with some of the Exemplar that you've had they are such strong Exemplar that it it kind of skews the sure but I I do feel like it's it's a strong proficient I think it's oh for sure yeah definitely I mean at this point we're making like very small distinctions okay so I looked at one of your bazillion links in this evidence about how do evaluations and it started you had two slides up front I was like wow this is an interesting presentation the first slide had a pig on a scale if you saw that when it was like you don't make a pig fatter by weighing it yeah and then the next slide was you feed the pig and so it was very interesting when you talk about evaluations and the it's hard not to put the pegs right it's it's hard not to but you know I that is that what you're well but no I think the point is I think we have to as I started to say in the beginning we all said for someone who's a high achiever we have to we have to say that you're a high achiever and it's okay to say that and I thank you for all of that I thank you that for the work you've done it doesn't mean we don't need to feed you with opportunities like you just did to grow I think the two can live together hand in hand I think we can do the exemplary it doesn't mean your work is done we know that your mindset is a growth mindset anyway because of all these growth um opportunities and I I think it's important for us to figure out maybe between now and when you write it up or maybe we do it on a s side letter or something just things that we've seen that that are suggestions for growth that don't detract from the Excellence but there is opportunity for continued growth for all of us and so I think that's fair I mean I would as someone who has taken many strength finder tests in my career and has been called a high achiever at times I crave that feedback and I I'm not making assumptions for you but that I want you to understand that I came in with that Spirit that's where my mindset was where I can easily tell you all the things that are unbelievable and awesome in this district is so lucky to have you working on them especially when some other districts don't have even the bandwidth for that to be a priority or a goal but for me me it's only going to serve you to hear also some of the feedback that can make you all that much better and so and that's one person's opinion certainly it's not I I don't represent the entire Community it's just what I've seen experience and from some small subsets of the community that I've heard that that's where I come from come at it with but from one high achiever to another that's the spirit in which I brought those comments thank you so was that the spirit of feed the pig in the slide well I have to ask we did have that conversation about how you know very often we go in there and we kind of measure everybody against these indicators um but then I think about what do you there are things that you don't see when you're in it's okay that you don't see it because you may have seen something really super but what else could make it really super and I think that that's what we're talking about right yeah yeah all right so I just want to recap um two things one is where we landed on the ratings tonight but also just the the process from here so I'll start with where we landed tonight for the ratings uh the student learning goal uh that no goal number one uh we landed on exceeds goal number two also exceeds goal number three uh we said met hold on you what am I going to you're a little fast okay all right so exceeds exceeds met goal number four we said met goal number five we said exceeds I'm totally mixing my things here and then I said five number six we said met and number seven we said um exceeds so then we move down into the indicators uh for standard one for 1 a we said exemplary for 1 B we said exemplary for one F uh we said no rating which was consistent with what um desie had put out and just for folks at home just as a reminder we only um discussed the indicators that we had agreed upon uh it prior to um when your goals were adopted back in late summer early fall um so that's why when we say 1B 1 a 1B one F there it feels like something's missing but there isn't uh then we had 2D which we um said was exemplary 2E exemplary 3 C exemplary 4B exemplary 4 d proficient and 4 e also proficient does that feel like that captures so up at the top where it says the summary for standards 1 two 3 and four so one two and three I think we did exemplary and four I think we did proficient plus as we call it is that what you could came over with the professional oh I wasn't even going through that I was going through each specific I know I was something them in my head appr that is accurate yes okay so this was the question that I had going through this is that if they weren't focused related are we separately still evaluating those or just the focus okay just the focus focus that was the new the change to the new one of the changes I think to the new EV okay I may have so what I understand so everything that you just listed aligns with what we talked about tonight in my personal evaluation I may not have captured all of those X's yep that's okay so is the important thing from our personal evaluation at this point the comments that you need or what what is it so what I personally need is most is the comments um the so it would be helpful if I could get those um by midweek next week to give me a full week to try to or at least through the weekend to then be able to get them back so people can digest them before the meeting on the 16th Georgette will also need a copy of each individual one um because it becomes part of the record um even though the it's the one that we all do together that's the official uh evaluation they they are part of the the record so that that's okay so so what I'm worried about is if I don't have all the boxes marked the way we have them your marking specifically yeah okay it you don't have to align with what in fact it shouldn't align because we all had came at it from a different okay peace I wasn't sure if I was supposed to go back in and change them to a line our you keep your Noe you keep your own got it okay thank you so okay does that mean our we have so overall it seems to me that we're in an exemplary I I feel that we're ending an exemplary as well for that part yeah the standards three of the four standards are exemplary the other one is a strong proficient the goals I lost count first of all I don't know why there were seven goals I don't know what we were all I know that's a note for for all of us to remember um but um yeah there were there was a nice blend but I think overall I think they're saying it's exemplary right it it because we had three I would say yes I would say exemplary captures the overall piece are there others that agree or disagree with that I agree I think the part that I'm still confused about on just this form yeah is the top of Page Three the other thing is that the page numbers then get a little bit mixed up oh so where says superintendent's performance goals and it like relists the goals but they're not as specific like are we so on are you talking about what Georgette sent out are you talking yeah so I have georgette's up okay so on page one you have all those goals right now then it says step two that's where we just talked about standards 1 2 3 and four then step three is the over the rate overall assitive and then step four is the evaluator comments the next page after that says superintendent performance goals so so those are the goals from up above oh so you have to again normally they wouldn't have been up there but we asked Georgette to to consult for us we would have typed it in ourselves or copied it in and that's where the focus okay so we can just ignore that section because it's already above you you can and when I type out the final one I will put it in a way that it it aligns with that understood okay that's what I was because it looked repetitive to me so I was like why are we doing this yep it's Georgette was trying to help us no no was much appreci trust me this is immensely easier than when I looked at it the first time so and the the chart just on the student the the lower one it cut off it exceeds okay so it it didn't have the full scale there either it's a little tricky okay okay so with that we have gone um um more than double what we anticipated but I think in the service of providing feedback that I hope is helpful to you uh but at this point I would seek a motion to enter into executive session to comply with or act under the authority of Mass general laws chapter 3821 A2 specific to conducting strategy sessions in preparation for negotiations with non-unit personnel and the superintendent because having the discussion in an open meeting would have a detrimental effect on the school committee's bargaining position B to comply with or act under the authority of Mass general laws chapter 3821 A3 specific to the review of executive session minutes for the meetings of February 1st 2024 February 15 2024 March 1st 2024 and April 4th 2024 and C to comply with or act under the authority of Mass general laws chapter 3821 A2 to discuss strategy concerning collective bargaining with the Hopkinton per professional Union Local SEIU 888 because having the discussion in an open meeting would have a detrimental effect on the school committee's bargaining position and to adjourn an ex uh adjourn an executive session so that means we will not be returning to the public session I would seek that motion for all of that so moved motion by Lori is there a second second second by Amanda we'll do a roll call to enter into executive session I Susan hi hi and I am also an i we are adjourned new executive session at 9:26 thank you all for uh tuning in for hanging in there with us and thank you Dr Cav thank you very much thank you for tonight appreciate everything all right so and our next meeting uh is going to be an annual town meeting uh we are posted to meet at 6:30 on Monday gives us a little bit of time to prepare before uh and then uh the seventh potentially it could go into the eth but I'm going to be hopeful that it ends on the 7th uh and then our regular meeting on May 16th and then on June 6th um hard to believe we're already looking at June uh will be our reorganization and regular meeting so thank you all and good night