##VIDEO ID:f4DKETRRFaY## roll call please member brandley yes member Graham yes member Anapa yes member Ola yes member renfeld yes member so yes mayor lungo yes 7 e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e move forward to the consent agenda we have approval of bills and payrolls approval of capital purchases approval of Grants approval of fail trips approval of meeting minutes regular meeting September 23rd 2024 special meeting September 25th 2024 there motion on the floor for approval of the consent agenda motion to approve by member ol seconded by member branley all those in favor all those opposed consent agenda is approved we don't have any reports of subcommittees and we have five reports of our superintendent first up Dr Edward Vincent superintendent's updates and comments good evening everyone welcome to tonight's school committee meeting as the leaves have begun to change color today's rain put a slight halt to what was a beautiful stretch of fall weather here in Medford whether you have participated in New England fall Classics such as apple picking scarecrow designing or escaping a challenging corn maze I hope you and your families are able to enjoy the Autumn beauties of what middle sex county has to offer October is Breast Cancer Awareness Month a time to honor those affected by breast cancer and to spread awareness about early detection and treatment options the American Cancer Society held their annual Boston making strides Against Breast Cancer Walk this weekend and it was terrific to see so many members of New England come together for this important cause remember regular screenings and self- exams can make a vital difference according to the National Breast Cancer Foundation when caught in its earliest localized stages the 5-year relative survival rate of breast cancer is 99% I encourage you to visit their website and other resources for further information about breast cancer awareness also October is Down syndrome awareness and dyslexia awareness month this month let's come together to raise awareness and celebrate the unique strengths of our diverse Community Medford Public Schools staff members are here to support all of our students and families working to reach their educational goals while there are lots of exciting developments across Mustang Nation since we all last gathered this weekend was another busy one across Mustang Nation with students families and staff members coming together to achieve goals and create longlasting memories on a very high note our Medford High School football team scored a big victory over our Nextdoor neighbors Summerville High School on Friday night where Captain Justin Marino broke a 52y old school record the seniors scored six t touchdowns eclipsing babe cola's record of five set on Thanksgiving in 1972 in addition to his six touchdowns Marino finished the game with 200 rushing yards an interception a blocked field goal and a fumble recovery in a 48-2 victory for our Mustangs I'd also like to thank tus University for hosting and to our supporters for their sportsmanship displayed throughout the game after performing alongside our football team on Friday our Medford High School Marching Band spent Saturday afternoon and evening at the New England Scholastic Band association's Fall event at Westford Academy I am happy to share that our band finished in first place in their division perhaps even more impressive impressively the band also took home overall competition Awards in both best visual performance and best General effect the best visual performance award showcases the stunning visual elements of our Mustang performance which were brought to life by our tent talented guard and precise choreography similarly the best General effect award reflects the overall impact of the performance from the music to the visuals and how well the bands came together to create a cohesive and engaging experience for the audience and judges alike congratulations to our new band director Michael dampier and all of our students for their amazing performances this weekend we look forward to continuing to hear you shine throughout the school year among many other exciting events yesterday our Brooks Elementary School hosted their annual Fall Festival this beloved event was a fantastic way to embrace the spirit of the season and support our school Community they had a wide variety of exciting games food rides crafts and vendors for kids and families of all ages to enjoy I'd like to give a special thank you to um the books PTO and principal Shannon deos in her school Community for hosting this welcoming event tomorrow Medford Public Schools in the City of Medford will be hosting the ribbon cutting ceremony at the mlin elementary school Tuesday October 8th beginning at 3:30 p.m. to celebrate the official opening of our new universally accessible playground members of the public are invited to celebrate and most importantly play on the new playground following the ceremony the new playground has already been used by our school and surrounding community and the early enjoyment has been so heartwarming to witnesses there are countless types of play opportunities for all children the new and inclusive Gaga pit has especially been a roaring success amongst all the new playground equipment if you need a reasonable accommodation to attend or participate in tomorrow's ribbon cutting ceremony please contact the City of Medford Ada coordinator Miss Francis n as a reminder to our community next Monday there will be no school in observance of indigenous people's day and Columbus Day tonight you will hear a report on the communities that care you survey from assistant superintendent Dr Peter Cushing director of School counseling and Behavioral Health Stacy shman director of physical education and health um Miss Perry Rachel Perry joining us online and the Medford manager of the office of prevention and Outreach Miss Katherine dingra later on you will hear an elementary literacy update from assistant superintendent Dr gusi and director of humanities Dr kza and finally Dr kushen will present on Medford Public Schools rate cards and on a recommendation to approve construction of the Brooks hot water heater thank you thank you Dr Edward Vincent we have number two communities that care youth survey Dr Peta Cushing assistant superintendent of enrichment Innovation and operations Miss Stacy Schulman director of School counseling and Behavioral Health Miss Rachel Perry director physical education and health Miss Katherine dingra manager of our office of prevention and Outreach for the City of Medford welcome everybody good evening Madame mayor and members of the committee thank you for this opportunity to present as we do every two years on the community cares youth survey um tonight's presentation looks a little bit different uh just also because Katherine is new to the team uh and really want to welcome her she's been a really great help to us uh as we've been moving through and director Perry is online uh if you just give me a second while I share my screen um two slides were added those are at your place um those will be updated to the uh report as well uh when it's posted online and uh so the communities the care youth survey um has been administered to Medford High School and Middle School students in 2017 19 21 and 23 using byar Kai Square analyses um the results have been examined um on whether student outcomes differed from the year of the survey Administration and uh 2023 we added person characteristics uh gender identity sexual race identity um and otherwise noted uh finding was deemed significant where there was a standard deviation of approximately 0 five uh I'll now hand it over to the team and see you in a few minutes so hi everyone my name is Katherine dingra and I am pleased to be part of this team um I started in the City of Medford back in June um and coming from about 20 years experience doing surveys like this and other communities including Wakefield and Lynn um and and what's great about coming into Medford is seeing the um wide variety of uh programming that um you all are doing already here to address the protective factors and risk factors so this survey gave us a nice overview of um what the Medford students their um gender sexual orientation race eth necessity along with protective factors and risk factors that we're going to get into so we really want to look at um Behavioral Health substance use rates bullying and some of the other factors that impact students health and well-being that impact their impact their ability to learn in the school environment so we're going to take a look at that tonight and take a look at how the personal characteristics impact those um stats so we'll move to the next slide okay so I'm turn over Stacy for mental health um so these are some of the factors that the survey asks as you can notice they talk about four groupings of questions that lead to um potential depressive symptoms by year this is all four of the survey um distributions from 2017 to 2013 and you'll notice um we're very happy to see that depressive symptoms are trending downward um from the 2019 2021 Peaks this is uh middle school students depressive symptoms by sexual orientation so you'll notice that our lgbtq plus population are more likely to endorse um depressive symptoms in our middle schools this is by race and ethnicity um there was a trend here so on this trend we want to note that the P value is um less than 0.10 which is not statistically significant but middle school students who identified as Latino were more likely um to endorse depressive symptoms I'm sorry that that that it is statistically significant um than students who identify as white on three of the four items for high school students um this is the same four questions we're looking at again depressive symptoms you'll once again notice that the 2023 um there was a drop in students endorsing depressive symptoms so that's that's the trend that we want to see um continue on depressive symptoms by gender um at the high school you'll notice that our gender queer non-binary um unsure students are noting more depressive symptoms um than other categories substance use back to Katherine so as you can yeah I'm just going to show a picture back on as you can see substance use Trends have changed dramatically over the years um and here are kind of some of the the more recent substance use trends of things that we've had to um take a look at what our students are um encountering and what the trends are so you can see that pen Down on the Corner is actually a THC vape pen found in a um neighboring District school so the the devices are different the Zin pouches are a way that students are um utilizing nicotine now and um and we know alcohol continues to be the number one um substance of uh that students are using uh the middle we were happy to see Middle School substance use rates trending down um and this is a national Trend and a Statewide Trend that um overall substance use rates are trending down um and we're glad to see that and and sometimes we did see an increase in vaping in the middle school so um that's something that we are looking at um the high school we had because of the survey um intake of of J Juniors and seniors we decided not to present the CTC data because it was lower amongst our Juniors and seniors and it didn't it didn't prove um valid to show the trend data so I wanted to show the um High School substance use rates across the state which typically I looked at at some comparison tended to Trend with Medford year-over-year so you can see statistically that substance rates are coming down with both alcohol marijuana and V ing um across the state have come down but it's still something that we're concerned about but one thing that we'll talk about when we talk about strategies in a little bit is um you see you know the the higher numbers but we really like to say that most students aren't using substances so um mayor remember Russo um are these percentages on this slide yes those are percentages I'm sorry I tried to insert percentages but that's percentage of students 9th through 12th grade um and Peter is going to talk about some we did we talk about quantitative data and we talked about qualitative data and this is some um interesting data that now has uh so thanks to some uh funds coming in from the OPA grant that the city has we have installed four Vape sensors at Medford High School two in two girls bathroom uh one in two girls bathrooms and uh in boys bathrooms as well um we are uh watching this data uh it is worth its weight I think in Gold because um it is showing I think how vast the problem is and the challenge to really educate our youth as to the challenges of Vape so um these are some screen captures that came in um that give you a sense of the health index um the air quality index uh you'll see that air quality index uh Broken Out In the next slide uh that was a slide that I gave you today um you also see the number of instances this data was from last Friday when I inserted it so week to date on the bathrooms um one of the sensors uh was not properly connected so it wasn't um collecting data which is why it's low um but we rectified that issue they were installed on the last Thursday in September um I think that was September 27th and um you see the the week forward day data for last week 104 uh 92 uh 68 and 45 over the various bathrooms it also picks up uh the sensors pick up Acts of aggression uh words of aggression they they don't record or anything along those lines but if somebody says help if somebody hear if it does see seem like a commotion it will register as aggression it will register if the device is being tampered with um it will register um and I'll move to the next slide you can see here the air quality um indexes as well as um noise levels in the bathrooms um for the highest points of noise uh it gives you the temperature the co the CO2 um and those types of things these these also are things that we haven't had the profession development yet to really dive into I see a question Madame mayor if for um can we see a copy of what the Baseline numbers look like like what is what is elevated what is is zero the Baseline on everything uh I can guess you those thank you yes um so member brandley so acts of words of aggression if device is tampered with have we seen that devices devic have been tampered with uh unfortunately one device was removed from the ceiling by students on the second day um but we were able to respond myself and uh principal caral just because we were the only two people at that point receiving the data as they had literally been set up the day before we both responded to the bathroom um and uh addressed the students in question uh principal C cabal took over and dealt with the situation um the device has been restored to its place on the ceiling um students were shocked to think that they might be responsible for a $2,500 device if they were to destroy it um and that helped with the identification of individuals involved and then with the acts of words or aggression how are we following up with that uh I would have to the we actually just had uh the first one um this morning so I would have to follow up with the principle of that but but um right now just so that everyone's aware we're purchasing iPads so that uh not only our cameras but also these sensors can be monitored by our building monitors ass system principles while they move throughout the building and so um while the uh results come to their email once the app is loaded on your phone you can set up for notifications as well um as you can tell from the levels of data which hold on I just got to remember what the next slide is this is another slide as you can see um it's a frequent occurrence and please remember these are four locations right I would love to be able to see us eventually move to a point um where these are more ubiquitous in the district and uh also in our middle school bathrooms as well because the data and I think Katherine might be able to speak to this far better than I can but the data that we're seeing is that the usage of these uh Vape devices is happening at uh sometimes fifth and sixth grade so just a follow-up question on that with the amount that the device is going off say 104 times for the second floor boy's bathroom is that bathroom being monitored it's I mean I'm assuming no one's running to the bathroom 104 times during a day to see but it's also um you know monitoring a bathroom while um you know students are uh you know expecting a certain level of privacy um so what we're doing is we're marrying this data with our camera system to be able to have those conversations use the eye to side program for diversion um and um to to really try to like not see this as a disciplinary issue but to see this as a Public Health crisis for our students and to be able to really understand um how as a Society we had beaten back tobacco but have now widely opened the doors on vaping thank you and if Katherine or Stacy or Rachel who's on the call have anything else to add I welcome it because I know Stacy is intimately involved with the ey tode program um so uh moving forward uh to bullying um uh so Medford middle schoolers uh endorsed uh experiencing both physical and cyber bullying from 2017 to 2023 at a very similar frequency um so you can see uh the results when the surveys were done experienced physical bullying in the past uh 30 days the percentages are here so you can see of respondents that's percentage um experienced verbal bullying in the past 30 days uh and um experienced cyber bullying in the past 30 days at the pretty consistent rates across the years um middle school bullying uh experiences by race and ethnicity so middle schools identified as black were more likely to endorse experiencing physical bullying than those who identified as white middle schoolers who identified as black were more likely to endorse experiencing cyber bullying than those who identified as Latino or white high schoolers who identified as lgbtq uh plus were more likely than those who identified as heterosexual to endorse experiencing bullying um and high school bullying experiences um verbal bullying uh 2017 to 2023 in a similar frequency um and just so you know these are things that uh the district is continually working on and now we'll be talking about the strategies uh being put into play and protective factors thank you Peter um so in terms of our strategies and protective factors that we have at Metford Public Schools um healthful adults as we've talked about before are one of the key strategies in order to both connect with our students um and get students connected to care if they need it um so we're pleased to see here that um high school students in increased um their uh naming uh someone who is a helpful adult at the high school and middle schoolers um there was really not much change from the past few years high schoolers who primarily spoke English at home were more likely to endorse experiencing helpful adult at school so that's an important data point for us to consider moving forward um once again here is our mtss system of support in terms of counseling um and Supportive Services um to address students who are in need of care social emotional strategies that we have across the district include restorative practices our wind blocks our advisory classes um health and wellness classes Nexus and El class push-ins from counselors School culture and support systems um districtwide include our start with hello programming which is under Sandy Hook promise our um GSA programming both at the middle school and high school school um and of course our say something reporting service um the Mustang Allstars at the high school level Mustang way at the middle school we're running circles um and then the high school level is running PD on Equity highlighting a sense of belonging um the city is also running um a campaign to reach out to um our community members to get them connected to I to care who are um part of our Latina Latino population in terms of um substance use prevention and intervention strategies we have a lot of new programs um that we're lucky to have this year we're running an eye toy diversion program um for students who are caught vaping that is about four hours um of Education around substances it's an alternative to punitive response for students we are lucky to have um a youth wellness coach with us two days a week who is running project amp that's students one-on-one coaching um and it really is a youth driven substance use prevention and Early Intervention Program for students and then we will be starting um we just identified our advisor a Medford youth action team and we'll be connecting with the help of Katherine our youth action team lead and students to other um neighborhood schools who are running similar programs this is Katie Kobe our youth wellness coach um she is mentored and um supported by C4 initiatives and we were able to have a youth wellness coach um through the support of our partnership with MGH so we're really pleased um I'll let Rachel talk to the evidence-based health education good evening everybody um I apologize for not being there I just finished up a volleyball game so I'm online um so some of the things we've been doing in health education uh we're we're using the Michigan model for health uh for for K to 12 we conducted heat uh evaluation of the Michigan model and decided to stay with it but to make some changes and to look at a new sex education curriculum um desie just came out with their recommendation so that's something we'll be working on um for K to five we have our Nexus curriculum which now includes health education lessons that started last year um so now our elementary students will be getting more health education lessons uh we also updated our puberty lessons for uh we're using puberty happens lessons added for our fifth graders that also happen last year and we are also combining everyone together in those lessons um this year we're adding vaping um lessons to fifth grade Nexus curriculum because what we have seen in the past year is we're seeing more students in the sixth grade starting to vape so we're trying to pull that those lessons in a little bit earlier to help educate our students um guidance counselors are doing introduction days at the high school on our Z in health classes so that's for nth graders so that when they come to the high school they get to meet that guidance counselor as part of the health and phiz Ed class they go to their office they they talk about what their guidance counselor can help them with so that they have that that relationship early on on their freshman year um we also with our new wellness coach she's be going to be coming into our fisette and health classes to introduce herself and to talk a little bit to our students about what she can support um them with um we have our Suicide Prevention presentations our SOS and Nan project that happens throughout our health classes from 9 to 12 um mentors and violence prevention lessons in our portal to Hope presentation though that's been happening for the past few years as well we've been increasing our professional development for our teachers and for myself we've had our teachers go last year out to mayford um in get some training in health education there we had our next teachers actually train in in puberty education uh we had our high school teachers go out and train in sex education as well um staff will be going on November 5th again to mayford to get some more training so we're really trying to increase our training for our staff to make sure that we're supporting and supplying U the needs of our students um we're going to continue to make kecat and frame uh Works changes to our curriculum this year so hopefully by the end of the year we will have everything mapped out um and ready to go and we will be continuing to review um the desie recommended curriculums to make th that decision um and I think that's all I have I'll speak to a little bit of the um caregiver and parent University uh with which we had start have started this year we did an athletic orientation which Katherine did some presenting um as well which was great we had 200 parents that attended um that presentation um when we did a training back in April on drug alcohol and addictive um education and the doctors that spoke talked about curriculums and presenting the education to our students but the biggest piece was to make sure that we're adding parents into that mix the parents need this education as well so that was one of the big things that we wanted to add was a parent caregiver University and that's you know starting this year and don't know Katherine if you want to talk about the navigating the caregivers guide that you put together sure Peter's just getting our new um hot off the press hot off the press caregiver University and this is an initiative I did in my previous district and it was widely successful and that's the thing that we are excited as the health department to partner with the schools and leverage resources so we can we know that children are well when their families are well so we can provide that education and partner with the schools um and do and hear what some of the concerns are and and bring those resources in so we're excited to launch the Medford caregiver University which will have um a a flagship experience and then throughout the year we'll have a lot of different variety of topics based on what we're hearing from um both parents and Educators so we'll be doing that we'll when another thing we created was navigating the Teeny year guides if you were at one of our back to school nights you got you got your guide um and that's something again we we partnered um with the schools hearing about the different topics that they knew caregivers wanted to learn about and um from the city we put that together so we're just um really thrilled to be partnering with the schools and um and helping our children be well and helping our parents um stay educated and and our caregivers stay educated ated on supporting their young people what oh yeah member reinfeld that member Graham um I have three questions two of them for uh director Perry you said heat framework changes to curriculum end of year is that end of calendar year or end of school year I am hoping to get it done by the end of calendar year thank you and then I was wondering at the middle school level how the reduction in guidance counselors has affected the delivery of health education I know that was a big question during budget season about the teaching responsibilities with that position so uh the I don't know if Stacy wants to take that with the guidance counselor um sure um the all of the classes are covered by the one counselor in the building have other do they have room in their schedule for other activities that was one of the things that concerns were expressed about sure I think that um as we expected it's challenging um for one person and um they're doing the best they can with the support of their um School adjustment counsel or School social workers thank you and then my third question was just to confirm that the caregiver University is an allart model people can tune in and out to different sessions it's not an enrollment based thank you thank you member reinfeld member Graham thank you um can you tell me a little bit about where the content for caregiver University comes from like is are we creating content we buying content um so usually what um it's a it's a partnership between the city and um and the schools and the content is usually um both in District expertise um so might um and then academically and then social emotional topics so we might bring in Partners from the community or we might leverage you know somebody at tough's University who is an expert on children and play or something like that so the topics range and usually we'll try to bring in a keynote um on a topic that would cover you know that's more General um for example someone like Lyn Lions on anxiety where a lot of you know that's a that's a hot topic that a lot of people want to learn about and then breakout sessions on um College Planning to um the new math standards or something like that so and is it videos is it actual e-learning is it seminars like can I watch this stuff any time or like how do I consume it so um ultimately um we want to make sure that we're able to as best best we can save presentations and have them available either through the district YouTube channel or other uh media to be able to do um but there'll be some as you know uh We've now implemented mandatory back to Athletics nights for each of the seasons so those will be more challenging to record to present those types of things but um our hope is that um a good example of an outside partner coming in last fall if I remember correctly we had Dr Englander uh present on Zoom um that would be an example of a future or past event that would fall under the caregiver parent and caregiver University uh logo as well as those athletic nights and really trying to make sure that we're presenting to parents the things that are going to really help them um to work with their children to make their children be successful and be successful as parents so we haven't really gone into an e-learning model on it yet um it's more being able to produce the content and quality that really attracts parents and caregivers because I think one of the things that we've all seen is when we put these efforts on they're not Sometimes the best attended um so we want to make sure that they do remain available for people uh throughout but I want to also if the other three members of the team have anything to add so I I guess what I would like to see is that there's like a central place where all of this content can live like the Athletics night is a great example it was mandatory um I was unable to attend I don't know how I address that as a parent but no one's followed up with me either so that would be like an example of yes it's in person yes you want people to come in person but what like what can this plat form doe for us um to make sure that actually the parents who couldn't come I think there might have been a I don't know school committee something at the same time so um who can't come for whatever the reason might be still get the content that is happening in those important meetings because like you said people are busy they people need to be able to consume content sort of when it's convenient for them but I think in some cases we also need to know that they consumed content like every time I register Lucas for sports there's like a hundred pages of waivers and a hundred things I'm supposed to like View and watch and I actually make an effort to do that but it is extremely easy to just scroll scroll scroll scroll scroll and click that I have done it but if what the district is seeking is like cover that's fine you know so if Lucas gets a concussion like I you have my signature that I've done something but there's no evidence that you can point to that I actually did or didn't scroll scroll scroll scroll scroll click sign my name and I'm done right so I think there's like compliance and what we want you know from a requirements perspective as we think about all of this going forward but then there's actually like did it sink in or did it stick in any way shape or form and was the thing that was really important actually delivered and I would argue that when you sign your kids up for sports that is not true like the thing you needed parents to know when they like rolled out of that sign up it's it's not the takeaway the takeaway is wow this system is bad and it is really tedious and timec consuming and I'm glad that's over so I want to see parents be educated about these things and I think parents genuinely want to be but I think we have to do a better job of delivering that content for parents to do that so I'm hoping that we can address some of that when we are thinking about the buildout of this um parent and caregiver University because I think it's it's very needed um for all kinds of reasons yeah and that and and because a lot of this will be funded under grants we evaluation is a key part of that so that's where we evaluate and and definitely and having parents and caregivers on the the committee that helped determine and provide feedback like back like that is is crucial so um thank you uh so we did did we just did want to follow up with our next steps on um where we'll go with um health and wellness and and our students well-being um as far as school data goes we um as a team are looking at exploring the moving from the CTC to um the youth risk behavior survey this is what a lot of the um communities around us do this is what the state does so it's easier to compare to similar communities and to the state so the youth risk behavior survey We'll add in more protective Factor questions um and then also the I decide and MGH schoolwide assessment as part of being um as part of being partners with MGH um that is uh a key component so we'll have some more um uh Quant itative data in the years to come we'll be launching the parent and caregiver University so we look forward to um being able to provide data and insight from that um I know Rachel's been doing more with the professional development including Health Educators and looking at the Statewide standards and and again partnering with the health department we can help leverage um some professional development training and bring in outside experts for the school staff um we have a Tas task force that's gotten together to really start to address some of these strategies so in the last four months we have Incorporated a lot of new um strategies to address um these um you Behavioral Health substance use and um and we're looking forward to continuing to um make changes thank you very much appreciate the presentation okay yes next we have report on Elementary literacy update Dr Suzanne gusi assistant superintendent of academics and instruction and Dr Nicole kza director of humanities welcome good evening help if I turn the microphone on um as Dr Cushing puts the presentation up I just want to say good evening uh thank you very much for the opportunity for us to talk to you tonight um and provide an elementary literacy update so the structure of this presentation tonight is going to highlight the work of our elementary literacy plan for school year 2425 um as we continue to advance and strengthen our literacy instruction across the district this is a plan that is co-constructed uh with Administration and the the district leadership literacy team as well as our consultant Hill for literacy um our agenda for this evening we are going to um highlight the Elementary District literacy plan the I'm going to speak to you about the elementary the role of the elementary literacy coaches we are going to speak about the district literacy leadership team um the training the coaching the professional development we have done and we continue to do throughout the year um how the inter reading program implementation has gone and will continue to go uh the data meetings that we have the structure and the format that we've set up in the district what we have done thus far and what we will continue to do throughout the year uh we will talk a little bit about the student supports as a result of the gathered data and highlight some key family communication um events and Outreach opportunities so first just because this is the frame for our work this year as well as the presentation for the evening these are our four key levers of our Elementary District literacy plan for the year so first is to install systems and processes to support the implementation of a multi-tiered assessment and instructional framework which we have been building for a number of years now um but we're really at the stage this year where we're starting to put a lot of those teams in place and data cycles and training so that we actually can create a process moving forward across the district from school to school um use core supplemental and intervention literacy curricula in a multitiered instructional model at each grade level effectively and strategically this is the piece that is really guiding a lot of our instruction so that teachers are really able to get an understanding of what to do with all of the data that we're we are collecting so that they can make those instructional decisions to Target what students specifically need collaborate through shared knowledge skills language and collaboration among teachers based on the essential components of literacy and evidence-based instructional practices this is the key piece of that collaboration teachers coming together to share their their knowledge their skill set um that is done through common planning times that is done through some training activities and that is also done uh for the teachers that participate in the district literacy leadership team I'm going to say dllt for short and then finally construct an assessment system and process for using measures of student performance to inform decisions at the district school grade classroom and individual student levels um and that's kind of the the fruition of all of our work here um we are so excited we're growing very excuse me yeah I know we're going growing very slowly here um but this body so graciously made sure that literacy coaches were a priority in the budget which we are very grateful for and thank you for that um we did start the year with three coaches and unfortunately we are down to two so we've had to do a little restructuring dist wide the position is still posted and Dr Kiza and I with the two literacy coaches that are on staff and fully working are still vetting um resumés and going through that process but we are so happy uh and very pleased we have Kristen Howell who has been a very long devoted Medford Public Schools employee she was in a classroom for several years and also most recently has been a reading a title one reading teacher at the misuk elementary school um she's phenomenal she will be servicing grades K through two and she also does work for the hill for literacy as a coach um and and an instruction specialist uh both of our re our literacy coaches are reading licensed and fully accredited and new to Medford Public Schools is Julie turtz she has come to us she has taught um in primary grades in deim public schools and most recently in NM Public Schools as both a classroom teacher and then also as a literacy coach um Julie is also highly accredited but she will be servicing grades three through five um for meth Public Schools they work in Tandem and so when they are creating their schedules they are going to schools at this together so that they are working with teachers um their role this year they're going to get some direct coaching from hila literacy but they are here to support teachers and to support principles so in their support for teachers districtwide they are working with them to model lessons for the newly implemented inter reading program they are helping troubleshoot they are also helping to when teachers have identified what an instructional focuses for students they're going to help model some of what that small group instruction could look like and they also have an active hand in the data cycles that we are running um five times this year which Dr kesa will highlight a little later um they also are helping to support the elementary principles so again with data cycles and data analysis and what principles can help support their teachers with but also um to help identify any need for professional development um and keep Dr K and I in the loop last year Kristen Howell was in the same role as a literacy coach and she did provide a Dibbles a caregiver Dibbles presentation we are going to continue that this year and both Kristen and Julie the dates are here we'll be providing one um in person in the evening and also virtually during the school day to hopefully accommodate varying schedules for caregivers um this is an overview of what dibl zate is what it looks like why we're collecting the data and it will also be we are also nearing the end of our data on the recent Dibbles assessment and so we will highlight a little bit of that so some parents will also get this specifically in letters home just to highlight the dates and so now I'm going to turn it over to Dr Kiza to talk a little a little bit about DLT and our data Cycles thank you good evening everybody um we're going to talk a little bit about our district literacy leadership team DLT which is an opportunity for us to have Educators um administrators multiple people involved in making some strong um literacy choices so that we can all own the choices together and hear multiple voices um this is our third year of the DLT the first two years were co- facilitated with Hill for literacy year one was our core program review where we were looking at the different options in terms of which program we would purchase and adopt as a as a district the second year was taking that program and really going through all the nuances in terms of program implementation what did we need how did teachers need to be supported what was working what isn't as you can imagine it's quite a comprehensive program so there was a lot to digest and um working together with the teachers we were able to really um lead the pathway for that uh participants served on that committee for two years and now we move into year three so year three will also be a two-year commitment um this year participants will include assistant superintendent gusy myself we will have special education coordinators on this Committee just like we did did last um the last cycle our English learner director will be on the team both literacy coaches and then we've offered it up um to teachers to see who will participate so we are getting a range of teachers kindergarten through fifth grade special education teachers El teachers and our reading teachers we want to ensure that each school is represented and as much as possible and we want to ensure that each grade is represented as well um as as much as possible each grade each school if we can get there some of the topics that we will look at um over the next two years are looking at our foundational reading needs we continue to constantly look at that with the data um and then looking at how the program can support or what other tools we may need what other groupings we may need schedules and such we'll look at comprehension needs uh once students have been able to decode their comprehension is is a significant um initiative that we need to make sure we're understanding what we're reading um we're looking at writing sequences small group instruction how grammar plays into our instruction we'll continue in this group to look at assessment and notification cycles and then continue to vet and inform report card alignment that alone is a huge initiative um but we want to make sure we have it on that list um because it is it is a big need so quite a bit that we hope to accomplish in the DLT over the next two years as we go on the next slide is going to share with you some of the literacy training that's been accomplished over the past um year so we have well actually two years we have the science of reading series offered through the hill for literacy and that was where we had multiple teachers and administrators trained so if you see from the slides we had our elementary teachers reading teachers all engaged in the science of reading series through the hill we then had multiple elementary teachers K through two and 3 through five begin the training in 2023 and that will carry into 2025 and then we've had our administrators um engage in the training as well so we began last year um principals assistant principal special ed coordinators el director um we began last year and we will continue with the modules this year if you're interested in learning more about our module series It's a Wonderful course we look at the brain in Reading we look at the power of pheic awareness you have the list there um but each module as you can imagine is quite intense um and really helps us see um from an administrator what we should be seeing in the classroom um for the science of reading and for the teachers how we how they can continue to use their um instruction to support this additional trainings um have included Dibbles we have with our Medford with a partnership with Medford Public Schools and the hill we have trained all elementary Reading teachers in administering dibles we um have begun the process of um training planning the training for the elementary Educators so on March 4th on our PD day we will ensure that all our elementary educators are trained and our special education program teachers um will begin that initial training in the winter um in addition we have another diagnostic so we have the Dibbles and then when we need to dig deeper we have what we call the letter name letter sound inventories as well as the quick phonics screener and so we train teachers um the literacy coaches did a wonderful job providing a strong overview of these inventories and these diagnostics for our teachers so that they could be equipped to administer them correctly um and get the information that they needed another training that we just had in September um was on Lexia Core 5 which is um offered through which was offered through Lexia Lexia learning and Medford Public Schools so really ensuring that the teachers understand how to capitalize on Lexia Core 5 and personalize instruction for students particularly during small groups so we've taken that training May oh I'm sorry member Uso thank you um I think I know the answer but I just want you to confirm the the English Learners are not the letter name letter sound inventories is they're not there because of they have a very different correct they did not and what you're looking at is um the the training for them yes umor for the QPS the quick fonic screener we are training um we are providing an overview to all El teachers because the newcomer teachers do use that they actually use a um we're all using our district version now so they do use the quick phonic screener um so we've decided that we will give an overview to the newcomer teachers again on the district version of our QPS and also so even though the um El pullout teachers won't use it won't administer it we do want to ensure that they are aware of it so that we can continue those lines of communications we don't want to operate in silos obviously great does that answer your question it does yes thank you anyone else okay I will keep going so we take our training and we move on to our data cycle and meeting format um this is um a fairly intense Ive process where we now take all the data that you've seen um us review just now and look at it as a team we had a wonderful two days where we had all our classroom teachers as well as um our El newcomer teachers take this data and really begin to analyze it we will and I'm going to talk a little bit more about that in a moment but just so you can get an overview of this we will we will have three data meetings for our beginning of year benchmarks our middle of year Benchmark and our end of year Benchmark so those three trainings will occur and all students um engage in those take those assessments we also have what we what we have the progress monitoring so we have our second data meeting is our fall progress monitoring all teachers are involved in that but not all students take progress monitoring it depends on the outcome of the initial assign the initial Benchmark so if we take a benchmark and we determine based on looking at the data from data meeting one as well as other information if we determine that those students will be progress monitored we will then be looking at their data at that second meeting and then the fourth okay so we have five data meetings with Hill for literacy um very informative um making sure that data is not sitting there making sure it's used for instruction that it's it's it's not just testing for the sake of testing it's testing to inform instruction um the next slide which is slide nine looks at just gives you an overview of the specificities of the benchmarks that we do administer so at the beginning of the year we are administering depending on the grade and depending on the need we have Dibbles and WEA map lni LSI or QPS is needed and then we also have those Hill data meetings our progress monitoring we'll look at um Dibbles the letter name sound inventories and the quick phonics screener um and then so on and so forth I don't know if you want me to go through each one but you can you can get a sense of the different assessments as we move through these meetings and I already alluded to this but essentially what we do with the data is we're going to make data informed decisions so some things that the teachers have already done after the First Data meeting were to identify the skills students needed to master at the First Data meeting which occurred just last week for each child they implemented what we call an instructional Focus so they looked at each child the different assessments that were available for the child and working with Hill and the elementary Reading Department um were able to choose an instructional Focus for each for each student from there they're now working on constructing small groups Based on data points and any additional instructional needs and then we're reviewing the literacy materials as needed to support these students so which materials from our very comprehensive program will be most beneficial to the student they're collaborating with supporting staff as needed and then we begin to activate the progress monitoring for for specific students once we have engaged in instruction to make sure that the instruction we've selected is correct and is making gains for the child and then we provide additional support for students as needed so that first Adam meeting quite a lot of this was covered and teachers left with um an instructional Focus for their students to continue throughout um the next few weeks and with that I will turn it back to Dr gusi and the only thing I would just quickly highlight just so if we're wondering about the icon in the middle I probably should have had had you focus on that that's okay part part of this work in the data meetings that we're creating this structure for is this Continuum platform and this is a literacy based um platform where all of the student data the assessments go onto this platform and it helps Educators generate that instructional focus and so with each progress monitoring and with each new assessment that data will go in and we'll be able to keep track of the progress and how the students are doing because instructional some students may have more than one instructional focus and will'll be able to Target specifically what the need is and then as they're progressing move on to what's next I just wanted to draw to that that attention um to the platform that's being used during a lot of these data meetings so the the last little piece here as we're taking all of this data um there's another level in terms of like the implementation and these are the meetings that happen that are uh literacy in action we're calling it and so there are several administrative meetings um monthly and throughout the year with Dr kazer and myself the literacy coaches um and some of them are also with Hill for literacy where we are constantly reviewing the data and setting goals goals and agendas for our meetings um and any training or professional development or support that's needed we're also making sure that we have monthly meetings with principles so this principles have a lot on their plates they are getting training in science of reading but they are also meeting with Hil for literacy around data and they are also meeting with myself um and Dr kza around this same piece um and also that how they can support teachers during literacy instruction in their classrooms we also have meetings with the literacy coaches on quite a regular basis monthly they have training with Hill for literacy so that they are going on guided observations so that they are also learning firsthand and growing their skill as literacy coaches within our district um we have some teachers that have been wonderful and have volunteered um to work directly with Hill for literacy during those in-person coaching sessions which are happening once a month at every single Elementary School um so we have identified teachers at every building at every grade um that will get the direct coaching from Hill that our literacy coaches will also be there to observe grow their grow their skill set and be able to also model that for um other teachers they are involved in direct co-planning and modeling with Educators um as previously mentioned and work with Dr Kiza and I to um Drive our literacy plan for the year and then I've already kind of highlighted a lot of the principles the only piece that hasn't been discussed is that they have um dedicated common planning time with their staff to also move this work within their building based on specific building and grade level needs um and then the last piece is there are various ways that we try to we are always looking to improve but that we try to communicate with um caregivers so as previously mentioned the literacy coaches will be doing a Dibbles 8 overview again um in two different ways Dr kza and I as we did last year will send out um the Dibble screening letter globally this week that just explains to parents again about the Dibbles assessment and that what the regulations are around the early literacy screening um for the Department of Education and mass literacy and that they will hear from us if their child has been flagged for at risk um we also send home the nwaa map growth reports we do that at the first report card so that teachers there's that opportunity for conversation so that educators are able to explain to the caregiver um how these are being used to Target their students specific need um because just as you know a reminder all of this data is really for the Educators to meet the student needs and for school-based and districtwide administrators to to support teachers so they can meet the students needs um we also have the report card conference opportunities and then the elementary Reading Department provides three to four family events for students and the caregivers of those students that receive reading Services um those are in the process of being created right now there's usually three to four a year and then Dr kza and I are also in the process of finalizing we're going to have a caregiver evening that kind of shows the inter reading program um in action for caregivers that will be sometime this fall um we're trying to be very ambitious just so that we can set the stage for for that um and we welcome any questions or or suggestions that you may have thank you um member Graham the member of reinfeld hi um there was some commentary on social media in the last week or so about um whether or not the district provides dibles results and the general consensus of the parents was you had to ask for those results but it doesn't sound like that based on what you just said so I'm just trying to understand clearly like who gets results does everyone get results and if not why not so when we rolled this out last year we were following the guidelines for Mass literacy um and so as we presented last year dibles is approved through the Department of Education checks all the boxes which is why we've navigated towards that um so their recommendation is for grades 1 through five you use the first year Benchmark and that you are informing parents that whose students were at risk and kindergarten parents are informed at the middle of year Benchmark and so what does it mean to be at risk like is there like a threshold um and is there a reason why we would not just give everybody their results like because basically what's happening on social media is sort of a push to go everybody as individuals to the principal to request the results and that seems like it is going to be far more complicated than if we just gave parents the results that um we have I think when we I think all I understand that piece of it so part of it is I think we can have that conversation that I think that's fine um the way that we have first I'll answer your first question I was trying to remember your first question so the the first question was about so for each grade level there is a threshold so for K and one we're using What's called the composite number which is kind of like a summary of all the subtests and so for students that were flagged it could mean several reasons and a lot of times it just some of it is Readiness um but they it's for students that are performing below grade level and so for students in grades two through five we use a predominant measure because we have the nwaa map um so we're not using the comprehension component of the Dibbles program so it's students are flagged unless you wanted to add on students students are flagged for being below grade level in the reading skill at risk for two to five for all okay through K through five it's just that level shifts depending on the grade got it got it um and on this chart where where we um have in our packet the whether schools are Title One how many total students there are how many readings teachers there are in the grades that the reading teachers are servicing is there a way to add to that chart like the number of students are at risk because if you you just look at the numbers there's a huge distribution of how much support is happening in buildings and if that's really perfectly aligned with like the number of students who need support and then there's like even evened out case loads that makes some sense um but if you just look strictly at like total population it's hard to understand like are we doing are are there enough reading teachers in our district and are they deployed in the right places so I would I would say yes and so we always are looking at need which is why we added an additional person to the mlin school based on the level of need especially in last year's data um around our El population and just how that population has shifted in the school um but I also want we can absolutely get you those numbers I just also want to make note that the way that the reading services are also structured is a tiered approach and so it is we can give you the students that have been identified but the reading teachers are servicing um I will break it down so that you can see that they there are some students that are receiving reading services that are just receiving reading services and then there are some students that are duly identified so they're El and they're also special education so we could always use more support but I will say that especially for fiscal year 25 the I exhausted every penny I could on reading teachers yeah and I think I think that breakdown would be helpful um and it would be helpful next year for us like or and I'm not even sure that this is the right like exact time of year to look at that I I don't know maybe maybe it's like a look back for last year I'm not sure but like whatever the thing is that we land on as like this is when we're going to look at this what you would ideally see over time as this curriculum takes hold right and matures in the district and if we are being successful in our efforts to keep uh to do more uh sort of holistic instruction at tier one there should be fewer students over time who need these services and it would be ideal to be able to see that in this chart somehow so like last year we had hundred students at risk this year we have 90 like so because and I know it gets like very wild and complicated when you're talking about all the grades and all the things but there has I feel like one of the things we don't do that well as a district is give people a concise way to say are we making progress so I know that we have talked a lot about moving the need to where the need is and so I'm making an assumption that that's why these numbers look so strange like if you really calculate the math it intuitively makes sense to me based on what I know about each of those school buildings but I want the data to actually just make that clear for every everybody who just may not tune into these meetings every you know for four or five hours every other Monday night so so I think there's like a couple of things there from like a a historical and data perspective that would be helpful to see um as we think about like this work and are we making progress so I just want to add we did have another row in that table which was exactly student served actually so it's funny that and then we we took we got rid of it because right now we were still um grappling with the data and didn't feel like that number was um the TR the true number quite yet but absolutely we can get that number in fact today we were just looking at you know the results and actually we were cross- comparing like the two of the grades at one of the schools to look and see was that going down you where were the trends um so we can absolutely get the number I don't think it's quite ready yet but will be in the next week or so so it was there and then we we no well I think that's a good that's a good question which is like when is the right time to have some of these conversations this maybe is too early if you want to look at what's happening like from the beginning of the year to the end of the year if you don't yet have the data um the other thing that's interesting uh we were looking at um cohort survival models for msba enrollment purposes and it was easy to see a cohort move through the ranks right so you could see in this year there were 100 kindergarteners and next year there were 99 first graders and then the year after that there were 102 second graders so you could you could sort of see that progression um and I feel like that is like a really complicated data view I don't know if the the tools that you're using can provide something like that but to be able to see a cohort improve over time I think would actually tell the story that like this all works right right so we had X number of kids in kindergarten we had fewer kids in first grade we had fewer kids in second grade and by third grade we had even fewer so that's I I think what I would want to see from this and if that means that this is not the right time of year to get this presentation it's also not my personal goal to make you come to as many school commit meetings as possible to talk about literacy so if there's a better time of year for you to come where like a better story is the available like I am all ear for that because this group this meeting has no shortage of topics so we just want to make good use of your time um and the data that's available uh just to Echo what Dr K was saying we literally have had these conversations ongoing and I think where last year was the first year for Dibbles um and it was also the first year for the science of reading training for teachers which that that really is a huge priority for us to just keep pushing that every single teacher needs to have that science of reading training and that's not an easy feat and so I think in partnership with just continuing to have that because in order to improve as you so wonderfully said that tier one instruction we have to make sure that all the teachers have the science of reading training and I think because this is the second year of divils we are trying we are starting to have those conversations around um because we're even seeing the need in in across classrooms and the teachers that are going to need some additional support um because of where the numbers are falling so I think for us to be and because the real key for kindergarten is not till the middle of the year I think that for us to be looking at those five cycles of data but to maybe come at the end of the year would be great thank you yeah thank you thank you member reinfeld yes I was just wondering what opportunities are for teachers to give feedback or share how well it is working for them I realize there's still a lot of training going on but that formative assessment of is this curriculum working for us and for the people who are delivering it is that I can see a lot of these meetings coming we're looking at the student data and we're really focused on the students which is absolutely important but I where is the teacher voice and their experience is that happening in the PD sessions is that happening in the weekly meetings I think to the um can I oh yeah go ahead um the DLT really also there's multiple opportunities for teachers to express themselves and we want that so but I will say that those that can join the DLT team or if they can't join but then a representative is reaching out to their colleagues like that is where we're we're doing a lot of looking at the program especially last year when we were in implementing and seeing okay the writing isn't you know we need to work a little bit more on nailing our sequencing down and so I feel like the DLT was very productive in doing that it offered a safe space to share concerns um and to share you know positive and negative you know um different pieces I do feel to be fair that the teachers are probably still digesting the program because it is very comprehensive we're we're all still learning um and that's why we need to have that DLT team continue we're actually going to be uh more in person with the team too which I don't think I mentioned um so that we can get some of those things done one other example is you know one thing that the DLT team did was it looked at um the program and it came up with some common assessments um and we came up with um you know what is an assessment that we know from the program that all second graders are going to take and we very clearly said this is something that we will Circle back to did it work was this informative and and that's where that DLT team will will be very productive and participation on the DLT is volunteer basis yes okay we don't turn anybody away so you know but there's no stipend or there isn't a stipend on that one but I do feel like the energy and the willingness to participate in it is is quite quite High because we're making some real decisions um collaboratively which is what I want I love hearing that thank you and to that point the only thing that I would highlight is I'm so glad you mentioned that work because that work to build our scope and sequence our pacing our assessment it it was key for the DLT members however we also sent out several surveys throughout the year so that we got all teacher perspectives it was brought up as um part of common planning time to also have those discussions within those smaller groups and the DLT members in each School were having some of those conversations in the building so that when we were making those decisions we tried to get as much cross representation and voice as possible and we're going to still need to do that this year as we move because it is massive and overwhelming and just a shout out to our literacy coaches as well you know they're working on the ground every day with the teachers so they're able to um you know we are talking to teachers obviously of course as well but they're really able to give us that live experience and and that feedback too great thank you thank you thank you very much thank you you thank you got 8:48 PM um report number four on M public schools rate card Dr Peter Cushing assistant superintendent of Richmond Innovation and operations good evening again everybody uh quickly this is one part of the rate card um as we have settled collective bargaining agreements we need to increase the rates that we charge our renters uh after talking with Mr Joe and McHugh uh over the summer he made calculations uh $70 should be enough to cover um our expenses um based on this I understand also that there are other parts of the rate card that were still open from last fall last spring um but I am not here to discuss those at this point just this one aspect motion the rate card second motion to approve thank you Dr Cushing motion to approve by member Russo seconded by member Graham all those in favor I all those opposed rate cards approved recommendation to approve construction of Brooks Hut water heater at $267,000 again Dr Peter Cushing uh this includes a 10% contingency uh thanks to the administration uh and chief of staff narien for putting this on for the committee of the whole uh last week for the capital stabilization fund that was establish by the city I believe last June 30th or thereabouts um so this uh will be covered by that uh stabilization fund I gave you two of the quotes that we have we're doing our best to examine a third quote however this is an extremely times sensitive uh project um and the cost uh vastly exceeded what our initial expectations were and what I presented on motion to approve by member Russo second by member reinfeld all those in favor I those opposed thank you for the work mayor Dr Cushing can I just say thank you to the council for moving quickly on this ask um it it's really important that schools have hot water y I think that goes of that saying but um also when you need to spend 6 $267,000 like you need the cooperation of the council and the stabiliz stabilization fund to do that so I just wanted to say thank you yep thank you to the councel and thank you to Dr Cushing and chief of staff and narian who work to get this on the agenda as soon as possible thank you there is no presentations of the public or continued business we do have new business offered by Member rouso First reading of policy gbed tobacco use on school property by staff members prohibited use of any to tobacco products including but not limited to cigarettes cigars little cigars chewing tobacco pipe tobacco and snuff and electric cigarettes Tronics cigars electronic pipes or other SIM similar projects that rely on vaporization or aerosolization within school buildings school facilities on school grounds or school buses or at school sponsored events by any individual including School Personnel is prohibited at all times staff members who violate this policy will be referred to the immediate super visor motion for approval by I um would like to amend this the same way I amended last week's to include nicotine pouches and non we have the phrasing in last week's minutes to include nicotine pouches and state exclusion of prescription nicotine products such as patches prescribed to end nicotine dependence and addiction to add nicotine PES and to exclude patches in motion for approval by member reinfeld as amended seconded by second member Graham all those in favor I all those oppos paper passes um motion to wave the second reading second motion to wave the second reading by member Graham seconded by member reinfeld all those in favor I all those opposed second we reading is waved number 20 24-37 offered by member Graham be it resolved that the administration will provide an in-depth before and after school update that includes to the question posed in our 37 2024 meeting the request should include number one current wait list for this school year by building in comparison of the prior three years at a comparable point in time two enrollment information at outside programs and a summary of the offerings MPS is supporting via Transportation or other activities three for each weit list the percent of students on our wait list that are enrolled elsewhere versus entirely unenrolled for description of efforts pursued to create programming at Andrews Middle School Andor with Medford Recreation Five summary of other initiatives to expand programming Citywide and or within MPS member Graham thank you um the we had a meeting back in March where we discussed um a whole series of questions and those questions um never quite came like back around to us so I just want to make sure they do and um I also would like to be clear about some of these questions and where we are versus where we've been because I've had a number of parents in the last couple weeks tell me we've made no progress um I don't actually think that's true but I believe that that is what it looks like because we don't provide data in a way that allows people to understand what progress looks like so I would like to um I'm totally open to when between now and the end of December um you need to be able to provide this report um which is why I didn't put a date a requested date on it but I do think it's important for us to have this conversation it's a continuing issue and I some of these questions are really trying to get at what does solving this problem look like um I think that looks different depending on who you talk to but I think um I this will help us maybe have a conversation and help the community be part of that conversation as well yes um Dr Edward Vincent member Graham um my clarifying question in regards to number three uh regarding the weit list is that question saying if there were students that are currently on the Medford Medford Public Schools weight list and they're currently enrolled in the YMCA or rsk or Sigma um is it to say REM you know remove those students from the list to see who's actually still left over well what I want to be able to see is if there's a hundred kids on the wait list I don't know if there's a hundred but if there's a hundred are 99 of them enrolled elsewhere in the city because I think as a community we have always thought of solving the after school problem as a thing that Medford Public Schools has to do on its own and thanks to lots of advocacy from lots of parents there actually are other programs now they have created other problems for us to solve but I which is why I want to know like how how big how big is the what is the size and context of the problem so I just want to know if there's a hundred kids are they all enrolled somewhere else are they half enrolled somewhere else and I know that we have that data because we bust them right so I'm just trying to understand clearly what it is that we are trying to solve for and if what we're trying to solve for is transportation so that we can continue to promote other programs in our community like everybody else has for like decades and decades where we're just sort of starting that process right um that's a different solution than continuing to sort of bump up against is it 80 or 100 kids in a building and we keep hearing a hundred is too many but we keep saying but we do it in one building and we're we're like around and around the circle which is fine if what we haven't done is a on like what the problems are that we're trying to solve and I think we're just trying to make it better so I don't think we've been very targeted in our like Solutions and maybe that's okay because it means we're trying like every which way that we can I just would like us to be clear and to be able to see the data over time which I don't think we've really ever been able to do all that well okay we'll be able to work on that thank you I'm happy to work with um whoever as they create the court if there's help I can provide or um and I'm H totally happy to help thank you than you um motion for approval by member Russo Russo seconded by member reinfeld all those in favor I all those opposed motion passes we have no reports requested and we have a few condolences the members of the Medford school committee Express their sincere condolences to the family of Jean bando motherin-law of former Medford High School boys hockey coach Mark Bates the members of the Medford school committee Express their sincer sincere condolences to the family of Linda small beloved wife of former Medford Vocational Technical High School hbac teacher Robert SM the members of the Medford school committee Express their sincerest condolences to the family of Pasquel Patrick melota former director of Fine Arts for met for public schools and the members of the metred school committee expressed it sincerest condolences to the family of Rory Douglas Klein who is a metred Public Schools employee for 28 years cafeteria manager at the Miss Elementary School and sister of Charlene Douglas former teacher at the Andrews middle school and MTA president if we all may rise for a moment of silence thank you next regular meeting is October 21st 2024 here in the Alden Memorial Chambers Metford City Hall in addition to to zoom is there a motion to adjourn by member branley seconded by second member Graham all those in favor all those oppose meeting