e e e good evening call to order the rever school committee meeting of June 18 2024 we'll all rise and S the flag [Music] flag United States of America [Music] stand sure Mrs Mrs Bronson Rizzo here Mr kiano here Mr King Mr Kingston here Mr Mata Mrs melis present M monteroso present mayor Keef here first item on the agenda is recognition we do not have any and then consent calendar M Mr Mayor M Rizzo I just would like to take the time um we've had many people this year was a sh the list um we've had many more in the past for retirements um but nevertheless less um these people have worked in our district for many years they have been dedicated employees I am jealous that they are retiring and moving on um but I just want to say to them your tiess dedication has been the Cornerstone of our District's success as you transition from our classrooms to retirement know that your legacy of dedication and passion will continue to inspire us all congratulations Nancy Burell from Rivier High School David EO from Rivier High School Mary Flynn from Rivier High School Stacy witd from Lincoln Elaine michella from Hill School Michael Welch from Romney acad rney Marsh Academy Susan Javi from Paul Rivier and Stacy bonfiglio who I got to work with my very first year and was great to work with but now I feel really old that she's retiring um thank you to all of them from the committee and myself um and feel free to come back and sub substitute thank you Mr Rizo so we have no no any anything else on the consent calendar um so motion to accept the consent calendar second a discussion Point mayor discussion um yeah we just before we vote we didn't get to go over the grants that are part of the consent calendar from the C so I just wanted to see if anyone had any questions on those two grants before we all vote you want me to there's no questions and just Bri briefly um for the committee's edification um the ignite Reading Massachusetts Grant um was in the amount of well it's up to $684,000 and that's for uh one-on-one live tutoring for our first graders um it's a continuation of a grant that we've been in for a couple of years um and the Civics teaching and learning Grant uh we we requested 69,4 18 the final award was 55,57 uh which we're still very much appreciative and this provides stiens for civics and ESL teachers in grades 8 and 10 um as well as professional learning from our partners at primary source thank you motion to accept the consent calendar as a whole second roll call Mrs Bron yes Mrs Bronson Rizzo yes Mr kiano yes Mr Kingston yes Mrs milbes yes Miss monteroso yes mayor Keef yes uh we have this uh point we open up for public speak anyone wishing to contribute seeing none the the live audience anyone on the zoom audience no okay motion to close public speak second all in favor I okay superintendent report we have U Miss would you like to call them up superintendent sure thank you thank you Mr Mayor um so we have a couple of folks to introduce tonight in the superintendent report um the first is one that we have known well um and not that I want to age her but I was going to say for a very long time um Mrs nany Matel who is going to be the new principal of the staff staff sergeant James J Hill School um beginning July 1st and I just want to acknowledge one of our favorite students Julia who is here with her celebrating her mom's new job um and I just couldn't be happier for you Nancy you've been ready for this leadership for a long time um and we are really excited to see you take over the helm at the hill so I'll welcome you up to say a few words and introduce yes got a little that good evening thank you school committee mayor Keefe um Dr guchi and Dr Kelly for this opportunity to speak tonight I'm so grateful for this opportunity to lead the Hill school I'm not going to cry sorry they all know me I'm a crier anyway that's who I am it has taken the support of so many people to get me to this place first I would like to thank my mom who raised her four little girls wearing matching t-shirts as early as I can remember that said anything boys can do girls can do better she always said we could be whatever we wanted in life she was probably relieved that teaching overtook singing as my career choice because I know she wouldn't have been the one to tell me that singing wasn't going to pay the bills thank you to Bruce my husband for always supporting my career choices without question or hesitation to my son Jackson who's already in New Hampshire celebrating the summer um he is going to be a junior at the high school this year I thank him for sharing me with all the kids of of Rivier I'm sure there were many times that he wished Mrs Martell wasn't also Mom it has been the ultimate Joy of my career to be able to watch him grow up as a member of the Hill School into Julia the lessons that I've learned from you have probably influenced my job more than I ever expected so thank you juu you're welcome my journey here in R has been a long one 26 years ago I started teaching at the beach month school where I had the pleasure of teaching several of your children uh Joyce colantino took me under her wing and made sure that she was there to support me every step of the way I was fortunate to work with leaders like margarit Santos Cindy Evans Who challenged me to take on leadership roles back when I was too afraid to even say no we were a tight-knit group of teachers who remain friends today this group included Joan wette Emma glofin and I'm so excited to be reunited with Anna in a working capacity I'm sorry Joanne you had her long enough now it's my turn the person who has definitely taught me the most in preparation for this role is Eddie mosha he taught me early on that everyone has a story families have a story staff have stories and kids have stories it's not only important but necessary to get to know these stories Eddie was a ma is a master at this it was eort effortless and natural for him in the past 12 years have given me the opportunity to follow his lead and get to know the Hill School community on a deeper Lev level this is how I will do my best to lead with compassion and empathy if you know the stories the teacher who's had a tough day or even a tough year is easier to support you can partner with a parent who's having trouble getting their child to school or supporting their children's basic needs as this year's fifth grade moving on ceremony came a parent came up to me and thanked me as many do she thanked me and said that I was part of her story which was profoundly moving to me we are part of the stories of so many people often the kids and families that we least expect this is a responsibility and a privilege that is not to be taken lightly and I would not take this journey with any other staff in the city they are The Gatekeepers of the stories and I'm so honored to lead them with the amazing brilliant Melody pois and my dear dear friend Emma glofin at my side so thank you for entrusting me with this opportunity and I'm so excited for the next chapter in my story Miss Rizzo yes I just want to say I am so happy first of all Hill and scho Hill school is always going to be near and dear to me SL McKinley but 26 years ago her first class consisted of my son who came home all upset because she was crying because the kids were not behaving um and I I think he's he seeing her cry saw how much she cared about the students in the classroom that it really made an impact on him unfortunately she got my third son also and she didn't retire after after having him so I knew she was going on and she was going to be strong um and then when I knew she was coming to the Hill School from the whan I just thought it was the best her and Edie mosha what a Duo um I just couldn't be happy all you Nancy I know you know at the beginning I would say why don't you go for principal why don't you go for principal but she knew her kids were young and that's where she needed to be but now now it's her turn to shine for her in the Hill School Nancy thank you so much I'm so glad to see you [Applause] there um the next item on the superintendent report is another introduction and this is somebody who is a little bit newer to our rier community uh Mr Ryan hoppert is a from the Harvard Graduate School of Education and he's going to be doing a superintendent residency over the next 10 months in my office um as such he'll be working a lot with the administrative team with the school committee and with the school committee with the school community at large so I just wanted to introduce Ryan and give him a uh give Ryan a couple minutes to introduce himself and tell you a little bit about his [Applause] background all right uh thank you Dr Kelly good evening Mr Mr Mayor and esteemed esteemed uh members of the board uh I'm very excited to be coming to rever for this 10-month residency I've been uh in the uh Doctorate of Education leadership program uh at the Harvard Graduate School of Education for over two years going into my third but before that uh I served as a high school and middle school principal uh and before that an assistant principal before that a teacher and before that a substitute teacher and I graduated from the public schools um my wife is a public school social worker here in the area uh my mom was a preschool public school teacher my sister is a public school teacher so uh sent my kids to Public Schools they had to go to my school and I was their High School principal so they may not have liked that so much uh but we're just I'm somebody who's very invested in public schools and so um I'm very excited to be coming here when I came to you know the Greater Boston area I really didn't know the landscape right and there's so many different districts and so I had to really do my research and do my homework and try to find somewhere uh where there's a good leader who's doing great work and this is where I landed honestly the homework uh showed me that Dr Kelly's doing great work here and so um this was top of my list as far as places to be for my residency so I'm very excited to be here and learning uh from Dr Kelly and working alongside uh all of you and if there's anything I can do to support anything I'm happy to help out and chip in so uh please don't hesitate to reach out and I may be reaching out to learn more about you all and and the work that's going on here but appreciate the opportunity to be here thank you Ryan uh Mr hbert yeah you are learning from one of the best thank you say all right I'm going to keep going but if people have other plans thanks um so the next item on the um superintendent report is data from classroom observations and um this comes from some conversation that we've been having um as a school community over the last several months about really paying a little bit more focus on what's happening at the classroom level and getting back to our focus on instruction and assessment and and all of those very important pieces so I'm gonna um let me just see here just share very briefly um some of the data that we've collected over the last several months of course I can't figure out how to put this on the [Music] zoom all right all right okay that's coming up now um so just briefly we focused we did we always do a lot of classroom observations and a lot of uh instructional rounds with different different groups sometimes it's just with administrators other times it's with teachers or coaches um all different kinds of groups but this this year we focus our observations primarily in the three main areas of our district Improvement plan which were building an anti-racist community under that umbrella we did Equity walks we did multilingual learning walks and we did special education walks with a math Focus under uh priority primary area of meeting the needs of all students we did uh walks with open SED to see the level of implementation and differentiation that was happening in classrooms with that new curriculum and similarly we did that for The Gleam program uh which is our literacy program and then finally under uh promoting social and emotional health uh we did a round of observational work with all of the curriculum coaches and Consulting teachers who then took the data they collected to share with all of the teachers across the district so just diving into each one briefly and I know the school committee has this in their packets so I won't go through all of the information um and each one of the tools that we use to collect data is linked in the online version of this which is I'll have somewhere in your email um but with our Equity walks our purpose was to observe the extent to which our district Improvement plan School Improvement plans and Equity plans are being realized in the classroom it included 57 administrators who did 189 different observations across grade levels um and the findings were that we have somewhat in inconsistent implementation so that needs to be an area of focus going forward at the ele Elementary level we saw really well established practices around routines differentiation um student teacher relationships and high expectations we need to increase the high expectations to optimize learning for all students regardless of their identity and background at the secondary level so that's where we saw a little area of growth and then also aligning the effective instructional p uh practices across grade levels and this is what actually brought us to have our coaching teams go observe what you'll see when I talk about it around Joy later in the presentation they went to the whan ele because we saw that there was seemed to be a deeper skill set at the elementary level and the hope is that the coaches and those Consulting teachers will be able to bring more of that to the secondary level um on our multilingual walks we wanted to analyze the quality and the quantity of student interactions with teachers and other students we wanted to look at the language f Focus whether or not it was evident in each lesson and the quality of instructional tasks and differentiation that we were engaging our multilingual Learners in in the classroom this included all administrators all El coaches and a couple of teachers from each of the schools it was a total of um 225 observations roughly 20 in each building a few more at the high school few less at City lab where there were only seven observations and again you can take a look at that tool to see exactly what data was collected but the overall findings were high levels of student engagement in the learning tasks most were aligned to the grade and content standards um we need to ensure that a specific language focus is named for each lesson um and we need to ensure that students are asked to produce academic language in their written and verbal responses sometimes we saw that lacking uh and we also need to work toward further differentiation and scaffolds to meet the needs of students um the special education observation round was smaller it was focused at the high school on our subpar and inclusive math classrooms um the math and the special ad administrators and coaches participated in these learning walks and they visited 11 classrooms where they saw great student teacher relationships and students were highly engaged in on task there was a good balance between this is in the inclusion classrooms there was a good balance between the co-teachers with different teachers leading different parts of the lesson um and while that was happening the other one was thoughtfully engaging students one of the comments that an administrator gave me was there were times when I didn't know who was the special educator and who was the math teacher and that's exactly what we want to see happening um the SLG students were engaging in work that was aligned to the expectations of the level peers as opposed to if we go back a while ago um often times those students weren't even engaged in the kind of curriculum uh that was age appropriate um engaging hooks to address relevance of the topic and some deeper authentic learning and there are some opportunities for visual Hands-On um that had been missed during some of those observations so that's a looking forward piece um for the open sayet obervation um they analyzed the implementation of open and Sayed in the middle and in middle school science classes as you know this was a a grant funded program that we implemented this year it included the Middle School administrators Matt Costa who was our stem director and Mian Dunn who is uh a consultant that was working with the program from the Boston College Lynch School of Education um they went to about 25 classrooms in all three middle schools the observ ation tool is linked um and their focus with opsed is differentiating between what teachers are doing and what students are doing so you see that a bit in the report here um with students they saw enthusiasm and engagement with the science materials ideas and using their science notebooks which they're required to keep uh productive student talk and collaborating with peers which is an important part of the scientific method and using everyday and home language to explain ideas teachers had created safe organized and accessible classroom culture students seemed comfortable sharing with each other that's a tough routine to build especially at the middle school level um the rooms were set up to engage to encourage collaboration uh and teachers did a really good job asking questions that would probe thinking like say more about that what did you mean by that add on to that instead of just saying right or wrong and that's what helps students develop their ability to articulate um their thoughts as well um so for next steps they're going to look to encourage more student talk and uh use some of our making student thinking visible strategies uh which will accentuate that last bullet that I just talked about see here and for The Gleam it was Dr Porter along with the high school administ with the middle school and high school administrators literacy coaches and there were actually teachers who went on these learning walks the purpose was to collect data on the culture of learning high quality text use high quality tasking question questions and student ownership of their own learning there were 91 classrooms observed 61 at the middle school level all three middle schools and 30 at Rivier High School um oops the findings were um they compared uh some predata to post data when they did these learning walks some at the beginning of the year and some at the end of the year and over one year what they saw at the middle school level was a bit of a decrease in the culture of learning and just a 1% decrease in the high quality tax so the 1% is minimal the 14% they were wondering if that was related to the time of year um because that second round of observations was in late May and most of mcast was over and they wonder if there was just a little bit of um work we need to do in that area going forward but the great thing that we saw was the high quality questions and tasks was up by 26% and students taking ownership of their own work was up by 34% and that's what we really want to see at the high school level it was all positive the culture of learning was up 27% high quality tasks were up 46% high quality questions sorry high quality texts so that was the text the teachers were giving the kids to read up 46% questions and tasks up 23% and student ownership up 133% uh and finally our our exploration into joy and social emotional learning um we had identified the Wayland school is already high performing in these areas and that's why um the curriculum coaches Matt Christina and Briana and the Consulting teachers um and all of the math coaches literacy coaches science coaches special ed coaches and El coaches went there to see what they could learn from observing a space where we thought there was already a lot of joy and social emotion learning um they went to 24 classrooms at grades K through 5 at the Wayland school and um the the findings I he solid routines and expectations lots of opportunities for students to have fun and experience join the learning um some of this was in morning meetings uh but there were also examples of having fun doing mcast review making games out of things they observed a number of strong seal practices to support students and belonging in the classroom um and the big piece of this is for the instructional coaches to bring this across the district to other classrooms and I will stop sharing I don't know if there's any questions on that mon uh yes so my first question was when it came to the equity walks you talked about how one of the findings was a need to increase high expectations which I know is a thing you know across District so can you talk a little bit more about what the plan is for that specifically for teachers you know ensuring they have high academic and behavioral expectations for all yeah and I shoulds I should clarify that there there were places where that was extremely obvious and really well done um but it's something that we need to codify Across The District and it's going to be one of the main uh folky of our observational work next year so all of these observations here um were not necessarily meant to be evaluative of the teachers practice it was more data collection but when teachers are going when administrators are going into classroom and giving feedback their feedback will be focused on these areas around high quality instructional materials whether or not uh the lesson is being differentiated to meet the needs of different Learners and that's not just for students who are struggling it's also for students who are doing very well above their peers and so that's going to be the primary way that we work on this next year and then our focus our professional development will ALS o include uh a focus on this area and that'll be through both director meetings and what teachers are doing in their PGT time thank this is a shorter presentation but I wanted to just share briefly um you all know that we were sending out a caregiver survey about 6 weeks ago and we were trying to collect information on a lot of different things um and a lot of different programs that we try to engage parents with like the parent information center lpac CPAC uh all of those different pieces and so um just very briefly I wanted to share um the results some of the highlights from that survey and hopefully this is showing Yep this is showing um I don't know but I can get it for you it's not this's part of this is covered in the equity Advisory board work as well which we're going to get to in a little bit um okay so um give a survey there's some statistics on the front page there that you all can look at we didn't have as large a response rate as we would have hoped uh but we did have 603 families that completed the survey um the major findings the one of the biggest questions we wanted to know is how parents were feeling about their engagement at the school level and um 83% said that they strongly agreed um or agreed that they felt welcomed and included in their child's school so that was encouraging there's still some room there but not bad um and then we asked about um how teachers felt the communication between them and their child's teacher was and whether whether or not it was responsive and helpful and again 82.4% said that they strongly agreed or agreed that their child's teacher was responsive and you know typically the teacher is the number one uh Communicator with the family that's where the communication is most commonly back and forth so we wanted to dig into that question so that we could assess our own achievement there um and then we focused a little bit on special education we asked parents in the survey um so there was an overall piece that we asked everybody and then we asked is do you have a child who's on an IEP and if they clicked yes they got a series of questions about special education if they clicked no then we asked um do you have a child who receives English learner Services if they clicked yes they got a series of questions related to that if they clicked no they skipped them and then uh the last thing we asked was have you engaged with that parent information center in the last year and so there were a series of questions related to that and so each family could fill out a survey for each one of their kids and have the the questions really customized um to their particular needs but one of the questions we really wanted to understand is whether or not parents feel like they're engaged in the IEP process and whether or not they have a a a say in what comes out of that I IEP process um and if they're able to understand what's going on through that and it was just under 90% that said that they strongly agree or agree that the information she had in their child's IP meeting was explained in a way that they understand so that's helpful uh we can often fall into Edy Babble when we're not paying attention um for El Services it wasn't as high we were only at 72.3% of parents that said they strongly agree or agree that they understand how their child is provided English as a second language Services during the school day so that's definitely an area that we have to work on um and then just a high Lev question on the pick uh we the for the parents who said that they did go to the pick in the last year 91% said that they um felt that they were supported by somebody who spoke their language at the pick so those are very high level um and Jamie um I want to thank you I know I'm assuming this is why you're here cuz we were talking about this but Jamie oversaw that whole um survey and pulled the data together for us so thank you for that nope I'm done I just had some questions Dr Kelly actually will does anyone have any questions so the uh this is very very good I was curious and maybe maybe um Jamie you can answer what was there certain uh school that re performed higher on the response rate than you know out of the 603 uh families was there one school that stood out as the the most responses I wasn't looking at that but I can get that okay good and then I it's it's um I guess it's it's eye openening again to see the ell response because you know we've done a lot of the Civic spares and the students have done unbelievable reports and I know the services we offer in our schools I'm very proud of them but I definitely saw there still seems to be a lack in what they know is out there and and it's obviously not translating and getting out to the family but there a lot of comments about having translation services or having documents translated and I'm like we have so many resources and we have so many Educators and employees you know leasons that do a very good job most of it was was um Spanish um and I was just surprised to see that either these students were I know that the information's out there just we there's always trying to find out how they get that communication in the best way you know when whenever you can we can solve it you'll go work for a large you know multinational organization and we'll we'll all we'll all be rich but that was something that that rained and I we were all in the same Civic sphere class that that was a big topic so it it's it's it's still work to be done right which you you're continuing to do and I thank you for that so and I I'll just say um again kudos to Jamie um who insisted that we deliver the survey to families in Survey Monkey because they can pick which language they want to um take the survey in and so that's even another another way that we tried to make sure that everybody had access and could give feedback uh if they wanted to whereas if we had just done like a Google survey they don't have that that skill that they don't have that opportunity to pick language so well thank you Miss monteroso um that was my question about the survey language so that's great my other question is uh how often aligned to this do we do like student climate surveys as well we do our um mcia climate survey every year and that's for teachers and for students and then um mcia is developing a parent survey but it's not finished yet um we will Implement that once it is okay and then uh just seeing the survey reminded me of vocal scores and I was just wondering you may not know the scores off the top of your head but just where our our district kind of lands for those I don't know the scores off the top of my head we rely more on the um mcia data we do on the vocal and then when do we do vocal again vocal is at the end of mcast okay uh and that's why we don't 100% know how reliable it is but um the mcia DAT uh surveys we do in correct me Richie March February uh January oh January okay um when vocal scores are available I know we don't rely on it a lot but could you just like I know maybe you have shared them in the past yes yeah okay so you'll just share those okay and then I think another big success I mean to see that we have almost every single thing here is over 80% compared to other districts when they ask these same questions I know some are way below 50 so I think that's amazing I like and I think one big thing that has really helped with the families have interacted with is the coffee hours that they've had at at different individual schools so I just wanted to ask like or you know if schools are planning to continue those throughout the next school year they are and that's another piece that's going to be covered in the um Equity Advisory Board review that we're going to have I think it's under old business unfin sorry unfinished business not old business but uh that little foreshadowing of that too thank you anyone else okay Dr Kelly the last item on the superintendent report is just to give you an update on um the math curriculum I think you all know that we um started to implement uh illustrative math at the elementary level um a couple of years ago we started with the lower elementary and then um last year we did the Upper Elementary but at the same time over the course of last year we had a team of Math teachers that were looking at the math curriculum at the secondary level and they reviewed um three programs one was illustrative math um the second one was kanee learning and the all of them are highly R rated on Ed reports and approved by the Department of Education um and we are of course seeking grant funding as we always are um to help with this implementation um the team really liked the instructional routines that were embedded in illustrative math and um so they they do a lot of routines around what do you notice what do you wonder which one doesn't belong things like that that make the kids think a little bit deeper about the mathematics and that's embedded into every lesson uh and really activate the students background knowledge on a topic um the problem-based design of illustrative math promotes students discourse helps build student con conceptual understanding and develops their ability to problem solve uh it also helps us build off the work that we're doing at the elementary level so the Middle School teachers have decided to go with illustrative math as well um the decision and actually I should say one other thing Cambridge and Chelsea also use illustrative math through grade 8 so we're looking at how we can partner with them um to do some combined work going forward and do some collaboration um the high school teachers decided they did not want to go with illustrative math um they chose reveal math and I know that um Dr Costo when he was working with the teams to make these sele selections the one thing he said to them was you know we can have some flexibility if we need to have one switch but we can't have two switches we can't do I am at the elementary something different at the middle and something different at the high school and so um the Middle School teachers did decide to go with a Lester of math which gave the high school teachers their licensed to uh go to a different program and they chose reveal math and they chose that because um the program focuses a lot on differentiation for students who need additional support but also for the kids who are demonstrating the ability for more challenging work um so they really liked that feature of the program there are centis based reports that are part of the reveal program built in that will align nicely to their standards based report cards as we move um in that direction and um it helps them give standards based feedback to students as well on their work so they really liked that piece of it and they also automatically embedded in the reveal mathematics is the Alex platform form that's a l e k s um and that's uh an on deme personalized adaptive learning platform that any student can access at any time um and helps them go over key mathematical Concepts at their own pace so it almost gives like a targeted tutoring almost like a con Academy kind of thing that um a little bit similar yeah similar to stmath but for the high school kids um but it can be customized to the individual student so it really gives them a little bit of a more uh customized tutoring feel um and so that's with that's where they are with that and they'll pilot uh both of those at the middle in the high school next year and continue to assess and and see how that's going thank you Dr Kelly okay hearings hearings okay report subcommittee we have the policies and procedures yes so the policies and procedures subcommittee met um earlier this month and we tackled uh about six areas of discussion I have not um disseminated the minutes so I will do so within the next couple of weeks and we will approve the changes we made but I will just give a brief outline as to what we discussed um we talked about the public participation at the school committee meetings and changed some language nothing really substantive we just we just changed some language to update it um and make it more modern and in line with our our mission and our goals um we discussed this the policy regarding the school attorney and we are streamlining um an including language in the policy that will um provide us with more instruction as to how we'd like to see contact with the school attorney made um and this this will all be further detailed in the minutes um we also discussed uh the new language and the guide to reveal public schools for students and parents and caregivers um there was a a a lengthy discussion regarding ways in which we can um use translation services and various routes that we could take in order to provide more um accessibility to um individuals where who whose English is not the first language um and we also discussed curriculum regarding textbooks and educational materials and more so it was just an overview the process um by which new curriculum comes in and how that information is relayed to the school committee um who thereafter votes on it um it was a very helpful discussion that we had thank you Dr Kelly for bringing in the curriculum team and allowing us to ask questions and become better acquainted with with the process um there was a discussion as well regarding the rhs student Senate request add City lab student Representatives um and that led to us um essentially uh um committee woman Excuse Me Miss monteroso actually came up with a great suggestion of having one designated student rep for the entire District um and it's going to be left in the hands of the student Senate that are going to lead us in that um change in format um but eventually we'll have one student rep who will be able to speak on behalf of um the elementary middle school and the high school as well as City lab um which will prove probably most efficient for for all of our purposes um and then finally with respect to JH student absences and excuses that was tabled for the next subcommittee meeting so moving forward we will schedule another subcommittee meeting to address the student absences and excuses and in the meantime the minutes of this meeting will be disseminated for your review and um finalization for approval at the next meeting thank you appreciate the update any questions on the okay any have the Motions any motions okay and unfinished business we have the oh yeah Mr King I know Dr G spends an awful lot of time and a big part of his job and I was just wondering if this could be put off till the next meeting when he could possibly be present and present himself thank you I don't I mean did we have someone already to present that's part of the working group yes did we it was at the Jam's part of the working group and John is the big part of the working group yeah so I think I I would rather yeah okay you're here okay well looks like you guys on the video so the team actually put together a video to share with the um with the school committee um it's about 13 minutes long um so if you'll be out with me as I try to bring this up see oh wait I have to um I do this every time I have to share with volume good evening this is Dr Loreno Garcia assistant superintendent of equity and inclusion over the course of the school year the r Public Schools Equity Advisory Board through its five working groups has worked on numerous equity and inclusion projects aimed at promoting a culture of belonging that not only values and appreciates our students staff and caregivers but also Fosters high expectations and rigorous learning opportunities for all students regardless of their backgrounds the bias and sensitivity working group will kick off their project enjoy the [Music] journey we created a website using Google sites titled RPS celebrations the website provides staff with resources such as book recommendations lesson ideas activities and a basic overview of each of the 31 holidays shared on our website we vetted the resources to ensure they're both culturally relevant and age appropriate honoring our community celebrations will help staff to include culturally relevant resources in their lessons and students feel seen and connected to the community separated the resources for each holiday into four grade level bands early childhood upper elementary middle school and high school we gathered resources for holidays such as Ramadan holy Passover in Martin Luther King day we also shared resources based on thematic months such as Native American heritage month and Asian and Pacific Islander Heritage Month one of our next steps will be to create a reading list of holiday and celebration books that we think every school and R should have in their collections this website itself will be a work in progress as we continue to add and update information and add image alt text to align with Ada accessibility guidelines we would also love to add Community Voices to this project through recorded interviews of families and or local businesses who celebrate the holidays our project one is our Equity interview questions in process Equity is the foundation of our work and one of our District's core Val values to this end we wanted to ensure that the hiring process includes an equity lens and vets candidates for their opinions and experiences working with a diverse Community such as R our team worked to create an equity question that should be embedded into each interview for all positions districtwide we also created a bank of optional questions the central office and district and school administrators were able to review the draft and provide their feedback which led us to this final version that you see here our second project is our Equity course in ReRe all educators are required to complete a course called teaching all Learners within their first 3 years of employment this course provides a common foundation for all Educators to serve the academic and social emotional needs of revier students all new revier teachers should also have a baseline understanding of equity which aligns with our philosophy and mission statement to educate Inspire Empower and maintain an environment that understands that diversity equity and inclusion are all essential after conducting research on over a dozen professional development providers we came to the conclusion that we would like to expand our existing collaboration with Dr clis wornham Who would provide a year-long 10-hour course to all new revered teachers this course would provide participants with a clear understanding of cultural proficiency proven strategies to counter the negative effects of microaggressions and modern forms of racism and what it means to be a culturally proficient leader in our school Community our next steps we will ensure that interviewers are using the equity question or questions when interviewing new candidates and solicit feedback based on the participation and feedback from our new Educators we will analyze the success of this pilot with the intention to extend Dr wornham culturally proficient professional development opportunities to current Educators in the future building on our work from previous years we collected family related goals from school Equity plans and analyzed family events throughout the district to help guide this work we asked schools to complete a family/ community events log including attendance Outreach Styles and event frequency to capture districtwide Community engagement we used the four versions of Family School Partnerships from Beyond the bake sale to analyze data from events and set future goals most specifically striving towards becoming partnership schools across the district in Partnership schools all families and communities have something great to offer partnership schools do whatever it takes to work closely together to make sure every single student succeeds some Trends we identified from the school Equity plans included every school has at least one goal connected to family engagement this was consistent across all schools additionally we found most schools used attendance as a measure of success finally almost all schools administered parent surveys as a way to gather family input what does analyze attendance data mean in practice what specifically determines a successful event how do we as a district reach a partnership school amongst all buildings moving forward we recommend the following an ongoing districtwide document for recording attendees and Outreach for all school events a designated person or team uploading attendance data into the document a common platform to communicate with families we are the student agency in voice seal and restorative justice working group our group is composed of students from the high school and Educators from all around the district coming together to expand upon and build structures and spaces for students to be able to use their voice voice and advocate for the change they want to see Our intention was to do so with a focus on belongingness and inclusivity this video is a demonstration of the beginnings of a restorative Circle um I feel like in my freshman year it was like the first year I think back from Co um we're like fully back and there wasn't a lot of like I feel like now there's a better sense of community in the school which I respect that and like stuff like this is really like I respect this like allows input all change but before I feel like everyone was kind of just adjusting and even like last year um there weren't a lot of times where we could all come as a community like or like themed events or like after school or like Care events like stuff like that where you feel like you can come besides this building being something that maybe can lead to stress or like anxiety and like all these other emotions that sometimes make you want to not be here um honestly it allowed you to have memories and like create something that you can look back at so St like that we continued this circle asking questions that were co-constructed with one of the student representatives of our group our goal was to provide a space for students to come together to talk about their school experiences and identify priorities and issues to address as a community Through the circle process I served only as a facilitator asking questions and setting the stage for students to collaborate and use their voice our initial step from the circle was to connect on a school basis in the high school with the admin to discuss integrating this practice as a regular opportunity for students we also thought that this practice will be beneficial at other schools in the district so we started working at the middle school level to replicate this practice our goal in the coming year is to iterate and amend our approach to reach a greater number of students in each school and hold more circles more [Music] regularly this year the data and accountability team decided to focus on our work uh for caregiver engagement in special education we returned to the district's original Equity audit and found that this recommendation area under priority 4 had not yet been directly addressed by any of the district's Equity teams and the timing of this Focus also aligned with the special education Department's ongoing redesign work this slide shows action steps related to support for an engagement with caregivers of the students with disabilities from the original Equity audit those recommendations were made based on a series of surveys and interviews of stakeholders within the special education program including caregivers and teachers at the time of the equity audit uh the recommendations were that we provide more accessible information for families about IEP development and the review and renewal process expand ongoing communication and engagement between caregivers teachers and administrators and provide training for all special education staff about structures and respons posibilities related to family communication and support so in order to get more information about where we stand in the current year across these areas we decided to create a new survey for all caregivers of students receiving special education services districtwide over the course of our work this year uh the team reviewed the original Equity audit narrative and the action step recommendations that we just reviewed we interviewed and collaborated with special education department leaders to learn more about current practices and to share information from the original Equity audit we created a caregiver survey in collaboration with the special education department and other District leaders we designed the caregiver survey to focus on key questions um that related to those Focus areas based on the responses from those 88 caregivers 90% of caregivers reported understanding their legal rights related to their child's IEP and 90% of those caregivers reported understanding the way information was shared during the IEP meeting 85% of caregiver respondents reported feeling that they were highly valued as a member of the IEP team in terms of ongoing communication 76% reported being satisfied with the frequency of communication about student progress throughout the year when asked about the special education parent advisory Council or CPAC 30% of caregiver respondents said that they had attended a meeting of the families who said that they had not yet attended a CPAC meeting 55% reported scheduling uh conflicts uh with the meeting times as a barrier to attendance and 26% reported not being aware of the CPAC organization itself in open-ended responses many caregivers commended the work of RPS special Educators and expressed appreciation as you can see with the quote here caregivers also shared suggestions for improving communication and engagement in special education uh common themes were more education for caregivers and support navigating the process more communication about students daily schedules their routines and their academic progress and more inclusive school-based activities after reviewing the previous recommendations from the equity audit our updated caregiver survey data and our interview with department leaders our team made three primary recommendations first we recommended that the special education department supplement existing informational resources about special education and the IEP process with those that would be more familyfriendly with accessible language and that any new resources be shared regularly with families and posted on the website for ease of access for all our second recommendation is that the department work to share more information about CPAC with the goal of increasing participation in the group cek has the potential to be a major vehicle for ongoing caregiver engagement and collaboration uh some of our suggestions to that end were to increase collaboration with the communication department and school-based stakeholders like teachers and administ ators to share the word about the group to create Flyers that would be shared at the parent information center and during IEP meetings and to share CPAC information during existing caregiver events like meet the teacher nights conferences and showcases also we recommend incorporating more community building events fun activities in addition to the more informational sessions and to try to hold events at different times of day over the course of the year so that families with different work and life schedules would be able to attend at some point in a given year our final recommendation is that the department continued to survey and interview stakeholders to monitor caregiver engagement and communication practices over time specifically we recommend that the department hold focus groups with caregivers next year to hear more detailed information about their experiences uh beyond what was collected in the survey and to connect with additional stakeholders with surveys and focus groups including teachers special ed coordinators coaches and school administrators we also recommend that the department create an exit survey for caregivers as part of the IEP process to get feedback from a broader range of caregivers and we recommend that a version of this survey be given again after the roll out of the new IEP to measure any impact the new process has on caregiver communication and engagement our hope is that this data would help track year-over-year improvements and identify areas of opportunity that may need to be addressed in the future thank you for [Music] watching so that's some um pretty incredible work and one of the things that we've said to the committee repeatedly is that our work around Equity isn't something else that we do it's something that underg guards everything that we do and hopefully you got a sense of that through what these five committees have been working on around educator professional development parent engagement meeting the needs of all students um and all of the other areas and the one other note I want to make um in the electronic version of the slideshow that you got you can click on the links to um the website that uh Mia Morgan was talking about at the very beginning that has all the resources for teachers that site is not live yet to everybody but the link works so you can go in and look um and I know that Mia and her team are welcoming feedback if anybody has particular suggestions on what else should be included there their their goal is to make that be a living website and continue to add to it Miss montrosa I mean our Equity Advisory Board is one of the many things I'm very proud of our district so it's just really exciting to hear what they're doing every year I just have three points so my first question is does our district have El packs yes um do we know like kind of like what the attendance looks like there for our growing number of families that are English Learners it's similar it's it's not as high as we would like it to be okay um similar to the CPAC I should say okay I noticed that one wasn't in the packet so I'm just wondering if there's like oh wait did I miss it sorry okay great I'll just look back um my other thing was you may all know this so if I'm overe explaining I can stop but when it comes to I saw the survey one of the survey responses was about knowing more about an IP as a family member and all that and I I know Mass Advocates has offers free trainings in multiple languages to come into districts so I just wanted to share that as one other thing in case we didn't know but I'm sure you all do uh and then my other question was when it came to the interview so I'm really excited to see that we're going to be including Equity questions um that's just something that is being done across districts some districts even now require applicants to do a whole Equity case study which has really helped bring in culturally responsive Educators and so my question was as part of the interview process do we have like students and teachers and families who are part of those interview board like can you walk me through a little bit what that stakeholder engagement looks like for interviews yeah sure so um depending on what the position is so let's just say we're talking about um a typical teaching position a social worker is that what you mean from that level to let's say like a principal or a director like how does the community get involved um so at the when we're hiring staff for a school the principal takes the lead in that search process um and they include other teachers from the grade band or the subject area whatever the case may be that they're looking to hire at the high school level when available they engage students um and they always include at least one parent on the committee uh we try to make sure the committee is diverse um and we typically use uh a traditional interview schedule uh interview method with um teachers when we're interviewing teachers does that make sense yeah and then let's say um we're hiring like a new director or something is there Community involvement up to the highest level yes so um if we're hiring a director then there's a larger group that would be be a districtwide group would include at least one other director at least one principal um usually a couple of teachers a couple of students if we can get them from the high school um there are always a couple of parents included and then when we get to the principal level um it's a very similar group yep it's a very similar group it has parents teachers um other administrators from across the district and we typically invite School committee to observe those um interviews when we're interviewing for principles and assistant superintendant and the word is Observe and it's up to the individual schools to decide what they want yeah thank you great work Mr yep we have one more item under un finished business from the C we didn't get to the modular classroom update so the member who put this up if you want to elaborate a bit more I'd like to um table that to go to um maintenance plant and maintenance please table or refer so referring it refer it yes if we can respect each other's subcommittees that would be appreciated that's what I was going to suggest m okay I'll second up thank you second a second but can we go back I I was going to ask a question on the equity piece I didn't know we were going forward go ahead do we want to finish the first and second in discussion or yes so there is a motion on the table so there was a second is there any just I mean we can just refer something there doesn't have to be a second or a vote so it was referred so there's no need for a vote on that so we're all set um my question is um Jamie and John um in the absence of Dr Garcia um the advisory committee was set up through the school committee and approved through the school committee so if you could possibly maybe in September when I know people change some people come in some people leave if we could have a list of everyone that is on this um Advisory Group um and I know I had seen two students at the Civics um cap program two weeks ago that did um phenomenal um cultural comp competency that would like to be part of it so um I would forward those names to you all three of you um but if we can have some idea of who's on it then we updated the uh the member list on the website so on the equity advisory website so if you go and in the working groups all the Cent members there thank you um but yeah so as long as it's updated yeah and especially with the students that are the restorative justice component they come and go you know sometimes you'll student for a couple of months and then they'll drop out and another student will come in and work with L um so yeah we can keep that thank you but the students have been phenomenal we've been very fortunate with the students that have joined they've been dedicated you're talking good about the students um the students that have joined have been absolutely wonderful they have been dedicated they have an equal voice at the table which was something that we actually had to kind of instruct them is that you are all members of this team and that your voice is an equal member and they have done an absolutely wonderful job yeah I will I'll submit the um PowerPoint presentations well the canva but um they were very very good and one I didn't even see one of the teachers asked me to go view it and it was amazing so I will send those PowerPoints along with the students names and you go from there thank you so much thank you we good on this good great great work thank you the new business there is no new business okay motion to adjourn motion to adjourn give a second all in favor I --------- okay okay great we're live um the mayor is at our City's juneth celebration so as Vice chair I'll will be chairing this meeting until he joins us I'm going to call to order the June 18th Committee of the whole meeting at 50:07 all who can please rise flages stand great could we have a roll call please Mrs Bronson Rizzo here Mr kiano here Mr Kingston here Mr Mata Mrs melis present Miss moso present mayor Keith okay so the first item on our agenda is the continuation of the cell phone policies of uh thank you to all our principles and assistant principles for being here the day after school ended uh so we appreciate you so we're going to start with that first just for the sake of their time and then we'll move on to our consent agenda H so I believe we wanted to just you may have heard from last meeting there was just U we wanted to really engage in a discussion with you all about how you feel the cell policy is going in terms of implementation within like classrooms and like teacher support and if there's ways that we can really support you all as well to ensure that that it continues so I'll open the floor up to see if there's questions from my fellow committee Members First so we can just begin the discussion do you want them to introduce themselves and what school they're at yes why don't we start with that you want to start Kaitlyn Riley the deputy principal the high school principal School JN will let principal Susan be any Middle School Heather Bob principal of the r lash Academy dad King principal of the Garf middle school and mlin assistant principal at Susan banthony Middle School soon to be for now moving to the the Hill school for the next year yeah congratulations thank you all so um members who started to bring this up is there any like questions people have to start take the conversation off or thoughts I mean I'll start yeah um I guess my my question is is it being implemented and if not you know what what are the obstacles that we're facing and I think it means the um cell phone policy that says no cell phones right I can start so at the rney we are enforcing this we up every morning I'll announce to the kids in English and in Spanish it's a day C or B or whatever the day is remember your cell phone is off and away and in your own own backpack and your own locker with only only your own belongings um and then we follow the policy of the first time if you're caught with your phone you can get it at the end of the day it will be in the office and then this year every subse every subsequent offense after that we do have the parent come to the building to pick it up so an administrator will call the family and say unfortunately Joanne you know was caught with her phone for a second time this is becoming a problem you know we do need you to come to the building and pick it up and it's a I think it's opened up for us a way to increase communication with families around this and help them be a team member and in kind of solving the problem one more um very similar at SBA we have um a similar announcement in the morning it's in English Spanish and Portuguese where um we remind them that cell phones need to be away um and they um similarly we'll have this teachers will take the phone if they're using it or it's out and then an administrator will go to the classroom to retrieve the phone we track it on a spreadsheet um the first time they'll get it back at the end of the day but anytime after it is a parent guardian or someone over 18 from the family that needs to come in and pick it out yeah I think the Garfield's actually very similar uh we end every morning's announcements with a reminder to turn off your cell phones and put them away for the day um and you know if we see students in the Halls wherever it is we the students are very respectful of G generally speaking you know you put your hand out you ask for it typically they'll hand you the phone over we have a place in the office where it's held and the students can come and and pick up their cell phones at the end of the day it becomes repetitive you know we keep them until the families can come and pick them up I would say there might be one or two students that can think of up top my head that will refuse to turn over the cell phones but that's typically not in a classroom that's typically in the office something like that but then we just deal with that separately you know with the families yeah and the repeat offenders um that once it becomes a time when they're you know having their phone taken away multiple times and the family has been in to pick up the phone we'll have them drop it off in the office for like the 10 days and we kind of track that um that that was outlined or some students will drop them off with the the consent from the family because they want them to have for safety but for the remainder of the year and they just drop it off at in the morning and pick it up at 2:20 that's very few but we've had a few kids have to do that do all the middle schools use that similar tracking spreadsheet or is that like unique to SBA I use the tracking spreadsheet so I've have data for three years on WE log in power school so we go straight into power school so that we can look at last year and the prior year once they get to 8th grade like is this an ongoing problem that we're having is this a meeting that we need to have with the family is there some urgent situation that we don't know about maybe that is causing the student to want to need the phone um so we' use power school for that I don't to my knowledge we don't track it in any particular way other than pick them up from the students and keep them Anice at the end of the day okay I'm just going to go on my personal uh experiences like at the godfield and joh was with me at the book at a book thing and uh a third grader called up a bomb skin so are we are we having them check it in I can't say but it's the early schools or we just doing the honor System and then I was uh barbecuing at the Garfield and probably second grad or third grader came out and he had the cell phone his hand and called his mother to pick him up so I'm kind of concerned about that uh the high school I think it's a bigger problem I mean I walked in uh I came in a couple month about a month month and a half ago to talk to the plumbing plumbing program I think you knew I was coming in and then I walk around the corner and everybody got so so I'm just having you know we are concerned about it I know at the at the Vocational School to everybody we have like uh where you put like shoes and like I said at the beginning of every class kids check it in and then uh they take it when they leave so uh we do have some you know we do have some incidences but overall it's not that bad and I think it starts from the training from the kids when like in the first or second grade so one thing I should clarify is we only brought Middle and High School principles here today we didn't bring the element uh principles to talk about their issues I can tell you anecdotally that they see even fewer issues than the middle school i' agre yeah I'd agree with that it seems like the it's predominantly the high school with with some instances happening in the middle school but but mostly the the issues with the high school I would say absolutely I think that I mean I think Bo bu used this kind of conversation about what are some of what are some of the challenges that we've had in implementing that policy um I mean our goal I don't think I think when we when we speak with teachers when we talk about what is going on in classrooms I think the um I'll use the word Addiction but the addiction to cell phones is probably the the biggest detractor of um adolescence time I'm learning and I think that it is um we we don't challenge that we don't question that at all I think the challenges that we've had is that there have been some very real um bumps along the way in terms of implementing the policy with Fidelity um that kind of to me stem from when are the appropriate times in a high school setting or an 18 17 year old to have a phone um and when are the times that is not appropriate which is during class time and then at the classroom level um when we think about um kind of what are the what are the tier one moves that we're asking teachers to do to keep phones in bag and off and how do we um how do we support teachers in feeling comfortable implementing those and and and having a kind of all Hands-On deck approach to that that's teachers that's us my team that's parents as well and I think you you know there I I'll give a few examples of some things we've struggled with we've struggled with you know there's a number of teachers um who do feel um that a sense of concern about taking the phones from the students um whether it is because philosophically they struggle with the policy or they agree with the policy but the uh scale of the challenge at the high school level it is very different in a high school of 2200 students and break that down to the classrooms than it is in the Middle School setting and I think we've struggled um to think about what are the best ways to support teachers in in that at the classroom level and then at the building level so I'd love to kind of if if it'll be okay with you to kind of proc through some of those challenges and kind of think about where we can go like we are on board with having our school be as phone free as possible when it is appropriate for that to happen given the population the age of students that that we have and kind of troubleshoot some of the challenges that that have come up and so I I you'd be open to that conversation I'd love to kind of talk through about those things yeah welome through awesome so I mean I think I think the first uh piece that we when we think about we've got 200 we've got 185 teaching faculty that are classroom teachers we've got another 30 or so uh faculty members that are in support roles counselor social workers if we think about consistency of that policy at the classroom level like what we need is a classroom level strictness on phones um that my team is able to support teachers in um I think the challenges teachers feel about is it Theirs to take is it the liability I'll use that word in quotes but um of docking phones on the wall we have had multiple instances when phones are stolen um from those docking stations so I guess things that we'd like to think about is you know is there um is the docking on the wall or in a secure space in the classroom maybe something that happens like at the next events we we even had kids that had burs oh absolutely every every plenty of that plenty of the fake FS that they that they turn in um but I think that I struggle with saying every classroom teacher has to make the kid dock the phone as soon as they it comes comes into the classroom I know that's not what the policy says but if we think about how do we Implement that policy at scale in a building of our size it requires that level of consistency across the board I want to support teachers who want to dock it that way um I struggle with like saying that's what we need to do and so I think that there's that is whether how a teacher goes about taking the phone and in the policy is a point of contention and a point of conversation we need to engage with teachers more about that and find out how we can support them what um we we we have work to do there like I admit that we have worked to do there but that's a real a real challenge I found um we also have a lot of students who are um U that are caring for siblings that are waiting for shift work that are um parents themselves that have a variety of responsibilities that I I don't um it's at a scale that it is not um realistic I don't think to say that from from 7:50 in the morning until 2:20 with the one exception of that 30-minute Lunch Period an 18-year-old student who is a parent cannot have access to their phone that doesn't mean they should be looking at it and doing things while they're in their math class while they're trying to take a math test like like it's not it's not all one end the other end of the spectrum but I think there are some uh nuances that sound like a one-off but across the school population of 2200 students we're talking 50 kids that are in this spot and then 70 kids that are in another spot and then 150 and another I don't have strong data on that I can try to think about but I think the the scale of the school the scale of the problem at the school in terms of implementation is uh is is something I'm trying to think of there's um there's the um I I think about uh in the hallways right the idea of um how we can better enforce an expectation that when classes going on you're not taking your phone to the bathroom you're not taking your phone um and having that out the hallway that is definitely something we need to be better at I think the amount of potential um instances of potential conflict that that come from that it becomes um that was a struggle for us at the beginning of the year we really tried to focus on the in-classroom support what's going on in the classroom um and that was that that there was a struggle there so I feel like there's the how we go about enforcing a no phones in the hallway rule um how we go about supporting classroom teachers in the in the in their own classrooms in for meta policy that um without requiring them to take a phone or take all the phones when it comes in there's there's issues there there's the Nuance of like why students need their phone legit I think legitimately um you know across the day now that said 80% of students I think Will Follow the system that we put in place when it is consistently enforced right and then that's where we kind of think about those tiers and how we do that better what's the next 15% that has more unique needs what's the more I think we have plenty of students like the middle schools that are on contracts with their assistant principal where they're docking their phone for periods of time that they're their phone is taken as a consequence sometimes for things unrelated to phones but it is definitely a lever to um you know to uh work with students on and so it's just the uh the scale of the challenge when there's eight of us right that are positioned as administrators seven next year position judges as administrators to be you know um enforcing that in the hallway we it to be it really comes down to how do we support teachers better in the classrooms so we're consistent across this across the board um like we want to be as phone free as possible that in a way that makes sense for the majority of students and have some uh leeway I don't know if that's the right word um for situations where it would be appropriate for a student to have access to a phone for period of time and I think that's what we struggled with so just to support what you're saying and is you know worked as a high school principal as well and at a much smaller building but it's the exact same concerns that you outlined you know our students who have their own children one and just as importantly students who have jobs that they're working to support their families it's not about their job because they're just going for little pocket money they're supporting their families and whether or not they get that shift tonight is really stressful for them and if we say no phon they're not focus on anything with you can tell they don't get their they're not going to learn math English science social studies anything until they know whether or not got that shift to make a few extra dollars dis support their family at home it's a really important piece in their lives and they can't function until they get to know that that shift manager told them you got that shift tonight or you didn't get that shift T because it's impactful for them in the month and every day and it's a very real thing that I wouldn't have beli un as I've seen it and talk to students about it you know they'll sit down and be really honest with you they'll show it to you on your phone mister I am waiting to hear from you know my person to say that I can work tonight um because they need that they need that for their families it's not just about themselves well we have a large number of students in that spot it's I don't want to I'm not trying to spin it as 100% of our students are in that spot also right so I think there's this but it's real it is real right and so I think that it's real at a scale that is large and impactful that makes implementation challenging and we probably don't recognize how that is I think to be realistic about I know you mentioned you don't have dat that but it is a very real situation I think though like I agree with all of what you're saying but I think part of what we're we're doing as Educators is helping kids self-regulate and navigate when it's appropriate and when it's not appropriate and how to be responsible even on that in that workplace so they're not going to go to the workplace and take out their phone in the middle of their shift because they're waiting to hear about the babysitter so what are the supports that we have in place during the school day to help them navigate when it's appropriate because I would say I don't know if it's 5050 or what the data is on the number of kids but I teen Parenthood is not new it's not like it didn't come with the iPhone so there have been ways around this and I think we can continue to maybe work on those in terms of consist like hallway we have our passing time I mean it's a much smaller building over at the rumney but the passing time is limited and the teachers are in the hallway that's the expectation and they and they do that they they're in the doorway and they're moving kids along so a student wouldn't think of I'm G to take my cell phone out because they know I'm in front of 123 when I get to 125 there's going to be another teacher when I get to 127 he's going to be another teacher so that that is something I think um that you hit upon that's important that there a feel not only among staff but among kids too that this is consistent and everybody is on board which is a lot easier said than done when we're talking about the scale of a a giant building with nooks and crannies and stairwell I'm I'm interested in in learning um what's being done in order to to to achieve some consistency I feel like the examples that you're giving even if they represent a larger portion than we can imagine that's where discretion comes in but there's a policy in place and that policy needs to to be followed so I'm interested in knowing what we're doing at the high school in order to implement that policy give I understand the challenges and these are the very real issues that that we're facing but it seems like not addressing the policy is not helping either so it should be c f with discretion in instances I mean and again that goes to teachers development relationship with students and understanding what's going on at the moment if the student comes up to teacher and says Miss I have to use the phone because of X Y and Z I have to check I can see a student stepping out and making and doing that and that should be that should be fine but I am interested in knowing what we're doing at the high school in order to achieve a sense of consistency and implementation of the policy yeah um so this is and I think it's no secret that there have been struggles in the implementation of that this year so I'm not trying to pretend that we have figured that out and that we are implementing that perfectly we spent a lot of time this past quarter four um with people from my team and people our teachers Educators in different roles from the RTA collaborating on a variety of issues one was around kind of how how we communicate better when there's issues that arise I think a lot of this does come down to communication comes down to the follow that closing the loop so to speak and I think when that communication cycle isn't isn't tight which hasn't been and we're working to fix that next year um Things Fall Apart and so one area is really to like a clear consistent Loops of communication between teachers when they have concerns what's an email what's a phone call what's a contact referral how do we do that we designed that with a team of teachers and team of Administrators at our principal meeting we broke out into groups and kind of dissected that um this was this last week when we're kind of ready we're making refinements over the summer but I think first first step is making sure that there's a more clear path of communication with clear Norms on what kind of followup can teachers expect in what period of time um and I feel really good about like where we can start the school year on that because if we're not communicating well about these things the policy falls apart and so I think that's the first thing I think the second thing um was uh working the second kind of topic that we dug into was really around attendance at the classroom level at the school level um there's a lot to talk about with attendance that's its own thing but I think there's a connection between cell phones and attendance and I think that has come up that came up loud and strong in how we're talking about um in implementing an attendance policy next year that is that is stricter that is more accountable um and and getting kind of clear of like what is the way we teachers respond what is the way administrators respond for different scenarios um cell phones kind of fits into that category um and I think that we are I feel strong good about that group landed in terms of recommendations one thing that did come up in our principal meeting um when we were going through this was the number of teachers that as we're talking I think that came up was proposed was you know when students leave to go to the bathroom that they don't take their phone with them but that was like an expectation and there was in every group that we had there was a significant amount of like teacher also I W say push back but concern about that like what what does that do to um we need to we need to problem solve around around that is it the confrontation I think it's I think it's the confrontation I think especially from the beginning of the year with students you don't know who are used to this it is it is going to be the case that there's going to be a need for enforcement of that policy from like from the jump in a way that was stronger than last year and that makes the very first interaction with between teacher and student very fil very much filled with confrontation um not every student I want to be very clear the the vast majority of kids are going to follow that but I think we need to find a better way to support teachers who don't feel that they are um maybe anticipate not being supported in that confrontation how how we deal with that consistently so if the conflict happens in your class versus in John's class like what how does that happen um and how do how do they reach out for support in the moment is it after the fact all of that fits back with the communication piece so I think yes the conflict that's not because teachers are afraid of conflict with students are holding them accountable I think it just it be it can escalate very quickly in terms of how frustrated students feel and then that's that that turns into that kid the first day of class saying I'm not going back to that class and so there's an there's a connection between how that phone results in some conflict and then leads to kind of takes away from our efforts to try to move attendance and and all that and so it's not that we don't want to focus but it's how many things can one focus on well at the beginning of in at the beginning of a school year um at the classroom level because it starts with that classroom level strictness and well maybe it's setting the expectation like when that there no what the policy is before the kids come to school so that way when they're in the wrong or using it and they're called out on it it's like what else were you expecting and I think I think going along that lines kind of looking with assistant principles around which students do we know are consistently um in conflict over their phone that group of students in August we're kind of thinking of what is the different kind of Outreach to those families about how we're expecting those students to engage from the jump um versus to kind of maybe prevent those from even popping up in the classroom when the school year starts and so I think that's an important part of it too because we can predict which kids are in which teers and how do we as an administrative team be more supportive of teachers by handling those kids that are in the top tier that is most most challenged by cell phone use or most likely to have conflict I think goes along with that it's not just the whole school have all the families in to talk about this though that's needed and we need to say if you want to reach your kid texting them calling them isn't the isn't the way how do we how do we do that I questions about that but that that that needs to be a CommunityWide conversation but for 200 kids in the school there's probably a set of conversations that need to happen and agreements that need to happen prior and those kids know it because they're also the ones who had their phones taken and docked and and all that from from last year so I think it's um sounds simple hearing that they like we do not at the end of our morning announcement say and a reminder and to hear that you know that that's at all three mid schools is like a simple I think our teachers did a good job to start the year trying to narrate the the change in the policy and they were glad to to hear that it was then um like our Collective followup but to just add in the daily reminder and all of the ways that students hear that um set up the follow through when if admin are in the hallway and there's teachers and students in the hallway and they're on their phones like I have this image of you know the bell ringing I don't know if it's still rings but you know and all the students you know funneling through the hallways and they're on their phones I mean do you do you and you see them on their phones or maybe you don't but if you do see them on your phones do the admin like talk to use that as an opportunity to talk to the teacher right then and there or or to say you mean um you look in the classroom and you see student the classroom of the hallway but if you're observing teachers who are witnessing a violation of the cell phone policy um you know are there discussions that are happening at that moment about that that that is an area of focus for us next year that has not that the um because of some of the issues I've named in terms of teacher some teacher sort of resistance to am I taking the like how to implement that at the classroom level we need to we need to work with them to model and teach that better so that that followup can happen in that way consistently and it's like what are the things that we are having those kind of conversations with teachers about um I think classroom from hallway at passing time is diff classroom hallway at passing time where you've got hundreds of kids and you know yes there's one adult the door that hundreds of kids if they're at the door too right so that's another Norm that needs to be reestablished right agree and I and I would add to it that teachers are often on their phone in the hall and I'm not saying that it's not warranted that there's not something important they have to do but it should be in their pocket till they get into the Teachers Lounge and then it comes out and the phone call is made or the text is sent or whatever the case may be but that creates a lot of conflict at the high school level talk about how like we the admin team you know there are eight of us this year seven we there are things that are appropriate for the walkie talkie and there is just a lot of communication that needs to happen in a building our size and we use g chat with each other and so we are often I think the our own we want to model the behaviors um that are expected of students and we need to narrate the ways in which there is a difference like in in trying to be a team that manages it building this large like when we're at lunch we need to be able to say we frequently sending messages to each other via a cell phone and that is different than being in a classroom when we should be learning um but even like narrating that different I think I it is really it is challenging to picture being an adult who never uses their cell phone in the hallway when it is part of like when things happen when we're looking for a student we don't say names on the radio so we are quickly messaging is that just admin or admin and teachers that are communicating that way um teachers should not be they are not communicating so an admin challeng is referencing the teachers who are yeah yeah I just wanted to add that it is a dynamic iare that right so for the administrators being on the phone in the hallway yeah the kids don't know what you're doing the number of times in the beginning of and I want so we talk class rooms I think those call out we talk about at passing time when there's thousands of 2,000 kids literally in the hallway and then not at passing time when you're walking in the hallway and you see a on your phone asking them to put that away the number of times I like so that looks such a hypocrite because I'm literally on my phone saying a you need to put your phone away like that's it is um and again it is appropriate for me we can we can rationalize how it's appropriate for me to be on phone as principal of the building and not appropriate for a 15-year-old to be on the phone because the policy says they shouldn't try telling that to a 15-year-old that you know like there's a there's a challenge there's a there's a challenge that comes with that at the at that um I think that's a fixable challenge more so than the at passing time um I struggle with thinking how we at passing time enforce a taking phones from everybody right in in in I do say to every kid I see with a phone when it's not passing time put it away sorry Miss and they put it away and then they go around the corner and I know they take it back out again right but um I I can't even fathom how that would work during passing um it's just the Halls are very crowded well we want our attention to be toward I think we've been talking about this today of of navigating that one that question of when is the right time for in trying to have last time for Learning and protect that even and we see we we have teachers who have all students St your phones we have teachers who set very for expectations and students know if I take my phone out in this class it will get taken and those that works and kids kids can go 8 minutes without looking at their phone but there is something we are quite we are not at an answer but the always the passing period most kids are moving like when you look around there's not everyone down in their phone okay kids are moving along students are moving along but we wonder whether that is in appropriate time to check a message from a family member or a job and also in thinking about our attention is towards safety of the building as everyone's passing and because often um an adult might be interacting with student they don't know about a cell phone like to to interact about the cell phone and that moment does pull attention away from the passing period moments that are just sort of give takes of what our what our attention goes to during a passing period that has us thing about that time block um differently than the classroom time block or H students in hallways during the classroom time block aside from the go ahead was that you jockie yeah you can um aside from the um initial meeting that you had to disseminate the policy or to you know inform the teachers of a change in the policy have there been any other meetings or discussions with teachers regarding instruction and how they should um um or any any instructions whatsoever as as far as what's expected of them um with students yes at assemblies with teachers no and so I think that's another key point I like the that's clearly the key point the these kids are not going to self and and the kind of the what are we consistently asking to see in every single space and how do we I I agree with you I think that is similar to their messaging in the morning that what is the consistent messaging that we're repeating and reiterating at all those point so that is a need of improvement I have a I also want to acknowledge the mayor has joined us so thank you so much coming around I'm sure uh but I have a few thoughts so a big thing I'm hearing at the high school part is Teachers right and so a lot of it also you know comes with behavior management classroom management which I know there's always room for growth in so uh what I'm hearing my question was what are at the high school levels because that's where my biggest concerns are what are some changes that are coming and I'm hearing that there's been that collaboration with the RTA and so a plan will be rolled out into the fall I'm also hearing that you might you're going to bring back the daily morning announcements we have announcements but we should we need to add the cell phone remind announcements yeah and uh and you're also looking to do something to remind teachers as much as we remind students like the calendar for the year where we do building base we we worked on our calendar for the year of how we spend our teacher time um a main way that they spend time together is in their course units which is a need for them to collaborate on like what is our curriculum how are we instructing and also we defined what are the times where we need building BAS work and developmental work around all the systems we're implementing and so we have a greater like differ than than last year we've designed and we shared to teachers the calendar on the last uh principal's meeting what that looks like so that we can build in these exact meetings trainings time for processing that you're talking about the idea is that they're kind of these building based times um because at the high school level we only have two PGT those collaboration times Monday Tuesday morning for about 35 40 minutes um and whereas I think in the middle schools there's that building there's that time every day and so um one of we' kind of try to be thoughtful about when when in the year are times when we have building based things that we need to engage me with a group of 30 faculty member Caitlyn with another group kind of um people experiencing us 210 on eight is very different than people experiencing 30 on me 30 on Caitlyn that is sort of like our group that we're working with and so we tried to plan those out around when our admin meetings when are our principal's meetings when are times in the year when rolling out things like this require consistent messaging time to them bring back challenges teachers are having with that to inform us on like what supports do they need that links to our Thursday meeting of well how do we plan out those supports and how do we bring what we would likely ask of them to be back to them the next week so we kind of there's a cycle to those meetings that I think we'll be helpful because we've not created space um based on how our schedule is we've not created space to have those small group meetings um to process these kinds of things and model and troubleshoot and have the teacher who is really excellent I can think of a handful of teachers that I think about who are excellent at managing classroom to model for other teachers who maybe are newer or maybe are not newer but have never felt that that was what they wanted to be doing and how do we say this is what we're doing as a school and how do we in those spaces those smaller spaces model that so I'm optimistic that the planning we're trying to do to kind of compartmentalize or kind of bring small units we help ATT and I know was the first year we had this policy implemented so I think for me it'd be great to check in with you especially the high school team check in with you once the school year starts like a month or two in to see how those changes are actually going I just one more question for me and then I'll open it up to others because we have more on the agenda but so at the high school are parents also being asked to come and pick up pH like what does your tier two and tier three look like for students with consistent problems yeah so there is um the most consistent response at that that the next level is docking it in the in the assistant principal's office whether it's for the day whether it's for a week period of time or whether it's kind of families coming in um and having contracts put in place around around phone use for particular kids um I so I think there's uh me for growth in terms of the day out come to pick up um implementation of that policy foreparents and I think that's um that is I think definitely an area for us us to grow the majority of that kind of parent level involvement has been on the phone this what's going on and I'm keep we're keeping the kids phone for the day there's a plan to dock it for the week or whatever your period of time is and that can be a mind shift um struggle for parents as well because a lot of them think of their high schoolers especially if they're juniors or seniors as independent and need to be responsible for their own stuff whereas the parent of a sixth grader doesn't feel that way so often um I know that we've talked about um when you do try to engage fames sometimes they say that's on them and then that can be a challenge because we don't want to keep a kid's phone because a parent is refusing to come and help them regain it there's a whole Wormhole there what about having taking it away from students but if a parent can't come they can have at the end of the day so like they can check it out as well but still taken away during that I out on one thing that there's a couple things you said that reson ated with me and I think they really important one really specifically is um you talked about like reasonable exceptions and I think where like relationships really come into play with the students whether it's Administration or teachers right and those meaningful relationships with your students who one of the things that we did at the beginning of the year and I didn't mention was talk to if there is truly an emergency if you're a mother about somebody reaches out to you we understand that that's going to happen come talk to us just come say I really need to talk to my mom we'll give you the space come to the office we'll put you in the conference room and and make that quick phone call and walk away and and we've had a number of students I know just for me personally have come to me over the course of the year and said you know my grandma's about to take off and leave to flight or wherever I really need to talk to it fine come to the office you can do that or a student in the lunchroom who found out there's a great after school activity today and just dying to call Mom right and can I just call my mom sure just step over to the office do what you need to do and come back right so I think that's a really important piece that we're respectful to students but we also need to create that relationship with the students where they're comfortable asking and instead of just thinking they're going to be told no and trying to sneak sneak that through right the second piece that you mentioned that that sort of resonated with me is you asked are the teachers afraid of the conflict and I don't think it's so much the conflict it's the power struggle right and one of the things I tell teachers at the beginning of every single school you don't put yourself in a power struggle where you're going to lose because it's going to undermine you for the rest of the year every student sees that and you've lost your Authority with those kids some of those kids are going to do on purpose just to get class right and so I think a really season and and and really you know sort of thoughtful teacher isn't going to enter into that power struggle with a lot of students because they know they're going to lose kids going to say take you know they're going to challenge you and they know that you can't just go grab that phone or do those things and so they're intentionally going to walk away from it it doesn't mean it's not subsequently addressed by con Administration or something like that but it could be something that goes seen by others other students but I think it's it's actually a move by teachers that I think is a smart move to not engage in a power of struggle that they know they're going to lose cuz it's I think we more supportive of is helping them all what is the consistent language they use when that power struggle starts right how do we cons consistently for a temporary period of time drop that expectation and then communicate to our team I need support of this with that kid like I think there's a that's sort of the communication feedback loop that I think we can be better about in those meetings say this is what you do in that situation and that's what something like Joanne's spreadsheet is help right because if a teacher can go in and say you know what not going to engage the way that Dad just described but I am going to log in right that you were disrespectful and rude and it was all over a cell phone right and then the whole team can see that because it's a and the one last thing is you do have a big task in front of you to get like all these kids Reed in and get the support of the teachers all being consistent but you have 600 kids coming to you that the ninth grade that know the expectation and know that when a teacher asks for that phone and an administrator will be called they're handing over that phone to you because that's what they've done for the past three years so like if you can leverage them then you only have 2200 minus 600 right so I mean so I mean and they may get the sense that oh I know it's like I can do whatever I want but like it won't take much to and then just say Well Mr King's coming up elementary school right that they have like the smackdown like so it's so strict and the kids are just you know very well behaved they don't step out online little so they try to wiggle a little bit more so it's just like maintaining that consistency give them you know some Freedom respect but boundaries guidelines standards expectations just keep the thumb on these ninth graders right I think another soft support to teachers is through and again like the global announcement I will say to the school Community teachers remember you've got to make sure the phones are away so the kids hear that I'm saying to the teachers so they know the teer this morning um and then we just have them call us I don't want them fighting with kids either I mean our kids are amazing at the rumney they typically are very few and far between at the middle school level in general that they're going to argue with an adult but in order to save time and and increase time on learning and all of that I just have the teachers call us we come we talk to the student outside of the room and I would say probably 99% of the time I walk away with the phone the child goes back into the class and and then we handle it with the parents it's not as big a deal in the beginning it could be kind of a culture fact for kids that um are addicted for the National Institute of Health and their longitudinal study it really is an addiction that they have that we're trying to break it's it's so bad for them and the more we communicate with families and meet them for coffee and talk about what's in the phone and why we want that away for the day I think that's a big help too but teachers don't want to argue with kids we have a lot of new staff as well that they're just learning how to be a teacher this is their first teaching job and now I've got this other layer and not necessarily seeing it as part of part of the work but it's a big piece of it so just those little um soft supports I guess I recogniz an ongoing discussion so are there any final comments for today I haven't made any yet um I think in my personal opinion I think the middle school's fine I worry about the high school I don't know if we've moved the mountain any in the last year and that's concerning to me so I'd like to see you come back maybe October November whenever it's convenient and just tell us where you're at and what we can do to support you whether you need more bodies you know whether you need the cell phone police I don't know but I do think I really do think that we haven't moved the mountain up here um when we were doing the handbook last year Mr Bo showed me um what the spreadsheet looked like and he goes because we were talking about it when we were doing the student handbook um and he showed us the spreadsheet that they had and he goes and he was very proud of it and he said this works and all that so I you know he I wasn't really my concern isn't at the middle school level really um it's more at the high school and I realized you know I realized what you're saying what when we passed the policy one of my suggestions at the time it didn't pass was possibly letting them use their phones in the in the hallway because we can't I don't think we can effectively stop that what I'd like to see is when a student walks into a classroom the phone's away I don't really care about the hallway I I don't I I agree it's almost impossible to police we probably give you 100 people and you still couldn't do it but I think you know if someone can put their phone away for 80 minutes and then you know on the 81st minute look at their phone I think I think they'll survive you know unless there's a dire emergency and then that's a whole another thing but we're L at that I have the question yeah so I'm not I would never I would never criticize anyone for not enforcing the cell phone policy in hallway at the high school but in the classroom yeah and I like I said I don't think we move the mountain and I really that's kind of bothering me and I understand all the challenges you have I get it but it's something that it's a detrimental learning I I don't I'm not an expert but I've read 100 articles on it and they say the same thing we agree teachers agree yeah so we we got to do something and I just you know I think the announcements might help it's worth a try I don't know what else what else we can do but if please come back to us I think it's our job to give you the tools that you need to do your job so I think that's something you know you come back to us and say okay this is what we need or this isn't work because um I don't I I don't know that it's working up here thanks want you go oh thanks oh cu was going to stay comfortable go no I it's just my suggestion Aisha was chair of policy and procedures so maybe she might want to make um some kind of meeting with them after school gets started like give them a month or two and see where they're at and then she can come back and let us know how everything is going um sounds good yeah I like to say in closing is is on the cell poow policy I think we have to start from day one the first grade and then be consistent our policy all the way to the eth I think it could diminish a little bit by the time they get to the ninth because the kids will be more trained and they know what's the right time to use it and the not you know the wrong time to use it thank you have a good summer see you so for the sake of time any questions on the minut from anyone any questions on the warrants no okay and we have no Financial reports no food service financials or Communications or enrollment updates any questions on the Personnel items um I guess I mean I just have a a general question the listing's very very long yeah on the number of resignations and retirements and I'm just curious if there's any typee of General consensus as to as to the cause or if it's just you know the I believe is smaller than what we have had what is it the the retirement yeah the retirements are smaller right exactly and um as far as resignations that has even decreased okay I mean it's still long L but the number has decreased I don't this list looks I mean I don't all us receiving a a three page well you have your resignations yeah and then you have your others which technically is let go right I can just speak to the other column that does include Educators who were um either on a one-year contract or working on a waiver and what's that the lure the LI yeah and that was huge okay so um Dr so on the other the are these others potentially going to come back some could yeah absolutely um but as of the moment where we're planning for next year we have to non-renew them but the principles especially obviously Educators that did a great job um had those conversations and like and said to them you know you just have to pass this mtel and once you pass that mtel reach out to me so and and how often is the Mel um whenever they schedule it is it several times a year take one as like six weeks later they've had the whole year to them the summer well there's other lure requirements that could impact like if they finish their program or not so you have to pass the mtels but you have to have a certain number of credits as well graduate credits so they could have been hung up on something like that but I know just today we've rehired three of the people that are on your list the others I hope the Bros I can't I I I'm have to give a a smack I can't say but I think from a district standpoint if we don't have that meeting what we risk is someone who says oh yeah I'm going to get licensed over the summer and then if they don't we miss all these candidates and all that time has elapsed and suddenly it's August 10 and then and then Jesse says well we're not going to give you a waiver for them because we already gave you one last year they didn't do what they were supposed to do got no teacher do you have any indication that maybe some of these people are on on getting what they need to get during the summer that's promising yeah okay good one quick question what's the percentage of it's like 45 here that are just not coming back they didn't renew or just put be for their license and looking into that I can answer it 20 26 were lure issues okay oh 60% of them yeah wow okay thank you and and one other thing that I'll say about that is remember that it's been very difficult to hire teachers for the last several years so there could be people on this list that have been with us for two or three years but now we've exhausted our waiver opportunities our emergency licensure opportunities so they've been with us for the last couple of years as we recovered from covid but Des is no longer extending some of their leniencies and that could be why they're on this list it doesn't mean that they're a first year teacher if they're here so it depends and addition to the 26 we had teachers that were hired on a one-year contract someone that was on oneye leave if that person comes back they're up unless there's another spot across the district that we can push them towards which we do try to push them towards those if they're licensed yeah how is this how are these um the number of resignations and and others here going to impact us come September if we have difficulty filling them um they we're already working on it we're already filling jobs um so we'll have to see but this is not um hugely atypical remember that we have 800 teachers in this unit so um I think there's actually more than 40 on here I would I would have to count them up but I would say it's under 10% okay still under 10% yeah okay I think the Optics of it just seem you know a long yeah just seem well and the other thing that I should point out is this is all staff not just teachers right so there could be some um secretaries or um other support Personnel mixed in I'd have to look are there any positions here that we're that we no longer need or we can be more efficient and we could um do not I'm not talking about teacher roles but any staff positions that has that been considered at all the only place where I look at um where have more capacity now than we used to have is with the health technicians which we brought on board when Co happened because the nurses needed an extra pair of hands and eyes when we were trying to figure out coming back to school and if the nurse had to be tied up with somebody who we thought was Co covid positive somebody else needed to keep that space clear off in some cases we had quarantine rooms that were separate from the nurse's office so you needed an extra pair of hands to be in that quarantine room than in the nurse's office um and we did hire a health Tech with each nurse they were partnered up um and since then we've been not replacing them as they move on from attrition but we've not gotten we've not let go the ones who have chosen to stay with us and that's actually benefited to us for us because we have had trouble filling some nurse positions in the last couple of years and it's been helpful to have those extra hands especially there are some of them who are super well skilled and their nurses have trained them well and they're very helpful to have in the office um but those are people that have no Health Care background that can't be expected to fill in and do the duties of a nurse if a th% I agree with you a th% on that but they can be that extra in admin making par meeting yesterday for um health and wellness concerning the nurses because um some of the things that were brought up at our last meeting M um and it went very and I don't mean I I didn't mean to jump into the agenda we were talking nurses and that's why I jumped in yeah no I I immediately went to the meeting yesterday too yeah and it was very productive I mean Richie was there um Joe was there Aisha came um and we also had our veteran nurses um Jessica and Cony and it was very well it was um everyone had an opportunity to talk and I think everyone left there feeling like there can be changes and they can be um hope so except for Richie yeah we didn't get any honorary nurses Shir oh my mom's a nurse we we be we can just um so because it is six we can move the last three things over to and finish business for our regular meeting and then we can continue there it's yeah so second great all in favor I any n any obain okay