##VIDEO ID:https://vimeo.com/1030974992## I sent an update, which I'm gonna give you a hand up cheap sent, did she? How old are John Rhodes? Like that to me was literally, and that. Good Evening, ladies and gentlemen. It's seven o'clock and it's time for this week's Westfield conversation. Public school committee. School committee meeting. I'm Okay. Tim helped me out. That's okay. Okay. Go ahead. Mr. Did you say Yeah, go ahead. On the roll. Sure. Um, Jeffrey Gunther. Here. Kathleen Hillman. Here. Bo Sullivan. Here. Heather Sullivan. Here. Mike Terrell. Here. Tim O'Connor Here. And Chairman McKay Here. All rise for the pledge Allegiance. United Under Justice. I'd like to open up the floor to public participation if anybody would like to address the school committee on an item of their choice. You have three minutes to do so, and we'll leave it open for 15 minutes. When you approached the dais, can you state your name and address? Uh, Ralph Pig, 53 Brookland Avenue, west of Mass. Presenting my wife Susan, Jimmy, and Eileen Yacht. Update on the grocery, uh, Thanksgiving, uh, Friday that we've been conducting. Happy to say we've reached our goal. There you go. Thank you, sir. Boy, he's quite, um, I'm happy to, uh, report out that we've reached our goal of the over 200 turkeys at North Elm Butcher Block. So we don't need, uh, any additional turkeys at this point. The community has, as always, become very, very generous. And I like to acknowledge the, uh, following folks. Uh, major sponsors of jail, Ray Makers and Sun and Roar. First in Avenue Services, Westville Bank and Advanced Manufacturer. Uh, the following have supplied an important part of the meal. Potatoes were donated by Dr. Jane Martone, stuffing by Kristen Rob Leve Brownie mixed by Dr. Jim McCann Gravy. Kathy Wallace McCann, green Beans. Lisa Lex Sullivan, onion Rings. Richard Sullivan Jr. Counselor, large Corn, Coldwell Banker, realtors, Bobby Kin, Kathy Mocha Mari Ann Irwin, Rita Linsky, Maureen Tassos, and Shirley Sia, mushroom Soup and Attorney. Richard Sullivan II of Lion Fitzpatrick Cranberry, Mary Mortgage and Linda Wartman. Uh, bags are donated by Weso Gas Electric, Polish National Credit Union. Turkey's big sponsors of Turkeys jail, Ray Makers and Sons. Rohr, Westfield Bank, Mike and Buell, Jimmy Adams, Judy Puffer People's Bank. Two recent donations that didn't make the flyer that he gave you were from, uh, rotary International of Westfield called me on my way back from Miami on Sunday. And Eric Forest, they've donated over $300 in gift cards. And Matthew Delia, director of Student Activities, involvement and Leadership of Westfield State University has announced that the Student Government Association of Westway State University has changed their donation from Salvation Army to Westville Public Schools. And at this point, they have collected almost $1,700. Well done. So, needless to say, we have had a very successful time and I want to thank everybody and everybody, especially the major sponsors and people that have donated and all the support we have. Everything will be taken out of. We're gonna operate out of, uh, Westwood High School this year. We will be distributing the food to the various schools on Friday. Turkeys will be delivered on Monday morning out of the North El Butcher Block. Thank you for your time. Thank Your honor. Your, is anybody else from public participation? Seeing none. How about Westfield Tech Academy presentation, Since they're gonna do the Lion share at the talking Good evening. My name is Galen Wilson. I'm the, uh, Westfield Technical AC Academy's, uh, aviation department, uh, head, um, the Aviation Program, um, technical Academy at Westfield Technical Academy. Uh, we started in, uh, 2015 and since then, I think we've, I think we've almost reached a hundred students that have actually applied for this program. And speaking of students, I have three to my right. I have, uh, Thomas Ick, I have Mason Jocker and Olivia Pease. They are all seniors, um, at Westfield Technica Technical Academy. And in the Aviation program, um, the Aviation Program, uh, prepare students for employment as aircraft mechanics. Um, students who complete the Airframe and Power Plant and Power Plant program, um, are eligible to take the Federal Aviation Administration written and oral examination to become a certified airframe and power plant technician. So what's really interesting about this program is when we get started as when they get started, rather as freshmen, they all wanna work on airplanes. They all want to dive into, you see these F fifteens taken off and these beautiful, you know, Gulf Stream aircraft taken off and, and they just, they become hooked and they say, I wanna work on airplanes. This is really cool. So they, they go through the exploratory process at Westfield Technical Academy for one of 14 slots. Uh, just as an example, um, um, it's, it's, it's very competitive. This year, as an example, we have 71 students at one 14 slots. Wow. These three students here, along with 11 others, uh, we're selected, um, back in, back when they were freshmen. And, and like I said, what's really interesting is, is they all wanted to work on them, but then around sophomore or junior year, some kind of metamorphosis takes place. And, and they know, well, they still wanna work on 'em. They still love touching them, but now they want to design them. They want to be engineers, they want to be pilots, um, they want to be air traffic controllers and so on and so forth. So again, they, they change, they, they grow into this aviation industry. And, um, what's really unique about our program is once a student graduates from high school, once they graduate from high school with the FAA certification, with the airframe and power plant, that's 36 38 college credits. So now they can go to Ambry Riddle and get into, into a maintenance management program or something like that, a four year program and start as sophomores, which is kind of kind of cool. Um, I'm gonna let these three introduce themselves and, and, and let them tell you a little bit about what their aspirations are, and maybe tell 'em a little bit about, uh, how much you loved the aviation program, just saying the instructors. Okay. So Thomas, go ahead and, uh, introduce. So, as you know, I'm Thomas Knape Today, I'm a proud representative and member of the Aviation Maintenance Team here at Westfield Technical Academy. Um, when I first came into the program, I wanted to be a, I didn't really know what I wanted, but I know I loved aviation. I was thinking about being a pilot and whatnot, but ultimately, um, it's broadened my horizon. So the infinite possibilities in the career field, like just unlimited possibilities, uh, around, like you said, junior, sophomore year, um, you start to really, uh, settle into what you really want to do later down the road, because it's kind of unrealistic to expect 13, 14 year olds, uh, freshmen to really know exactly what they want to do for the rest of their life. So now I just finished my application for a, um, FAA trainee position as an air traffic controller. So waiting to hear back on that. Obviously, as you know, government's pretty slow with what they do typically. So we'll be hearing Back from that. Now I'm well versed in the political world, don't worry, as you know. So, but anyway, yeah, so I just finished that application and I've been working on other college applications and letters of recommendation. Mr. Wilson obviously always helping me out every step of the way there, so couldn't ask for a better lead instructor there. And that's all I really have. Thank you. Thank you, Tom. That's Awesome. My name's Mason Jack here. I'm also part of the, uh, Westfield Technical Academy Aviation Program. Um, when I first came to the school, I was dead set on this shop, and I knew I wanted to be part of the aviation program, and I thought that I just wanted to work on planes and just be a technician. And then I, uh, got a little flight with, uh, Mr. Wilson. And after that I knew I wanted to fly. And junior year I started working on my, uh, air Force Academy application and just finished sending that out. Uh, the due date was November 15th, so that's all sent out. And then I just got accepted into Emry Riddle to be major in aeronautical engineering, which was a huge moment for me to pursue my dream of aviation. And just being part of this shop just has taught me so much, seeing all the role models that come in and out of our shops, seeing all the ex pilots, all everyone in the Air Force, even Mr. Wilson seeing everything that he's done. And it just, it really shows you the right route to be on and just sets you on the right path. And I feel like that he's done a great job setting me on the right path. Awesome. Thank you, Mason. Good luck. Um, my name's Olivia Pease, and when I came to the school, I definitely wanted aviation. Um, my sophomore year I started flying and I'm at about a hundred hours and I'm going for my written FAA test for my private pilot's license on Saturday. Okay. For you. And I hope to have my private pilot's license before I graduate, and I'm on track for that. Um, being in shop has definitely helped a lot with that process, like understanding how plans work, even from the maintenance side, instead of just being a pilot. It has given me a lot more information on how things work, and it's just helped me a lot. And I love being in the shop and yeah. Thank you very much, Olivia. Good luck Saturday. Good luck on your license. Thank you. So, so again, we have air traffic controller, we have Air Force Academy, and with a follow on, if that doesn't work out, he gets to go to Daytona Beach and Embry Riddle and an ROTC program. And so great. Good for him. And then commercial airline pilot is, is her aspiration. And this, and this all stemmed from, from, Hey, I wanna work on airplanes, I want to be around aviation, and, and I can bring in, I, I can bring in 56 other students, 53 other students, and they all have the unique story. They all have that aspiration of, of whether they want to work for Gulfstream or Bombardi Air, or Breeze Airlines, or Delta Airlines, or we had one that was all lined up for the Naval Academy, uh, last year. This is out of the Technical Academy Aviation program, all lined up for the Naval Academy looking pretty good. And he switched gears and went to Norwich University in aeronautical engineering, and he's part of their ROTC program. Wow. So it's just, it's just amazing to see where these students go. Um, so that in a nutshell is our aviation program. Um, does anybody have any questions for me or, or for the students? Mr. O'Connor? Yeah. First of all, thank you everyone for the presentation. You guys, I'll speak very well, by the way, so good, good for you. But Mr. Wilson, and thank you for the work that you do there, and obviously the passion that, that that's brought to this program to give us a sense, really a great reflection of the opportunities that can come out of a program like this. It's really, um, you know, a great message, you know, for a lot of reasons. And to Mr. Kana, I think with your certification, you're officially smarter than your father Now. He didn't need it. He Didn't need it. Uh, thank you guys. Really were, That was excellent. And, and oh, by the way, recently we've, we've, uh, received our Power plant certification. So airframe and power plant. We're the only vocational technical high school in the country that has an FAA certification with airframe and power plant. There are other, there are aviation high schools, which specifically specialize in aviation, but we're more than that, we're 10 other programs, you know, in addition to this aviation program. So, um, we are the only, we are the only one in the country, so, very cool. Just tell Me, I just wanna thank you for everything that you do. I live over by the, by the, uh, airport. And I see those planes going up and I get excited that we're one of the very few high schools and you're the cause of it. And you're the wonderful people that deliver this program. I brag about that division of our school all the time. Thank you. Thank You. Thank you. Thank you so much. And we are the quiet ones. We're not the, we're not the noise. We, we, We love the noise. Did I wave at you then, Mr. Sullivan? I, I got, I got, well, I got two questions for you, actually. Uh, where can I get a jacket? Those things are sweet. Do You know the superintendent? Yeah. Don't make 'em my size. I was working on a T-shirt. Purse. Yeah. Um, He Had the jacket. Sure he does. Um, you don't seem to be the kind of guy just to sit back and, and, and watch it and do what you're doing now. What, what's next for this program? Because this program, we've been hearing about it since 2015, like you said, and it keeps getting there and going and going and going. What, what else could be done? Well, you know, sir, uh, as I tell the students, and I, I tell 'em from day one, people who do more, get more and, and we want more, we want, uh, unmanned aerospace. And, uh, so what that is, is drones. And I'm not talking about the little, the little handheld drones. I'm talking 400 pound drones. Um, we would like to, uh, we would would like to work with that industry also, air Advanced Mobility, which is battery powered and hydrogen powered aircraft. Um, interesting story recently was visited by Beta Technologies, which is up in Burlington, Vermont, and they make battery powered aircraft. And, uh, so they came down here to see what we were all about. And, uh, they met our students. And the, um, the number four guy, so he's a chief operations officer, said, I'll take every one of your students. Yeah. And this is what he offered him. And to this day, it holds true. We're going up there in January to talk to him. He says, I will pay for their move. I will lodge them. I'll give them full-time employment with benefits. I will send them to the University of Vermont in Burlington, and I will get them their, their pilot's license all the way up to commercial for free. This is what we'll do for you if you come to work for us. Now, this, these are FA, a certified airframe power plant technicians with no bad habits. Everything we teach here is by the numbers. It's, it's the FAA way, but that's it. There's no cutting corners. There's no, there's no, ah, it's good enough. It's by the FA way. So they have no bad habits. And the industry loves them. Gulfstream has 14 of our students. Bombardier has 'em, breeze has 'em, Delta has 'em. Uh, I can go on and on. Uh, so these students are sought, if they're technicians, they're hired walking out the door, as soon as they graduate, they're hired. Um, a lot of 'em have aspirations of going on and doing other things, which, which is great, you know, and I often get, I often get, you know, questioned, like, well, this is a, this is a mechanic, this is the technician, you know, why aren't you creating more technicians? And, and initially that's what we try to do. But, but if I have a student come to me and say, Hey, I want to go to the Air Force Academy, Mr. Wilson, what do you think? Uh, I'm not gonna say no, I'm not gonna say that's a horrible idea. You know? Or I want to be an air traffic controller. I'm not gonna, that's a great idea. I wanna be a commercial airline pilot. That's a wonderful idea. So, so whatever path they take, I support a hundred percent. And I'll do whatever it takes to make it happen. And, uh, good for you. Yeah. Thank you very much. Thank you. Yes, sir. Well done. Thank care. And this concludes the Daniel Knape roast. We're, we're open up. How about, do we have a representative from the tech academy that like, uh, Mason's gonna double team. Uh, he's killing it today. He's gonna, okay. I got the school Committee notes. So, on Thursday, October 24th, we held our annual open house from 6:00 PM to 7:30 PM Hundreds of prospective students and parents from our local middle schools came to tour our facilities, meet our incredible staff, and experience all the great things at Westfield Technical Academy has to offer and see why Westfield Technical Academy is the place to be, thanks to all the students and staff for their efforts. To further that message, Mr. Daley and Mrs. Groom will be visiting Westfield Middle School this week at student lunches, talking about WTA and giving out applications. And then our annual craft fair will be held on Sunday, December 1st from 9:00 AM to 3:00 PM sponsored by our parent volunteer organization. Proceeds from this event will be used for school supplies and scholarships for seniors. Please join us to support our students. And then our fall, fall athletics just completed a great year. Our girl soccer team under coach and manufacturing teacher Lyle Washington, led by Our Lady Tigers, to another great year, qualifying for the state tournament. Once again, congratulations to the seniors and the team on a great year. And then our boys soccer team, once again, completed a successful season under Coach Kyle Delude, finishing with a record 14 three and one this season, they qualified to the state tournament. The boys team was also selected for the Mass Massachusetts vocational state tournament. We lost in the state championship game. The game was decided by penalty kicks after the score was zero, zero after two overtimes, congratulations to the seniors and the team for a great year. Then our cross country teams had a very successful season with record numbers and participation. Special Recognization goes out to sophomore Jenna Lama for qualifying and competing the Massachusetts Allstate Championship this past Saturday. Congratulations on a great season. Then the golf team had a successful season finishing with a ten four record and qualified for the Division two Western Mass tournament. And then finally, our pickleball team was one of two schools from Western Mass to qualify for the State Final Four. Thanks to the city of Westfield for donating the use of some of the new pickleball courts on Greylock Street for our team to practice and host matches against other schools, including the very first match in Massachusetts. WTA once again is involved in co-op programs. And with Westfield High School for the winter season. Students from WTA may compete with Westfield High School students this winter in wrestling, indoor tracks swimming, alpine skiing, and our newly accepted co-op team with ice hockey. These co-op teams provide a opportunity for WTA students to play sports, otherwise not offered. Our freshman class is still involved in the one week exploratory rotation, which they will wrap up right before the holiday break. On January 6th, they will be in their permanent shops. The fall shop's advisory dinner was postponed on November 14th. It has been rescheduled until Thursday, March 20th, 2025 at 6:00 PM Tiger's Pride Restaurant is open for business and continues to impress our customers. On November 13th, they hosted another veterans luncheon, giving our local veterans a chance to get together and enjoy a wonderful meal. This luncheon was sponsored by MCL and the Barnes family for the first time in the in school history. A student team from WTA competed in the TV quiz show as school match wits. The results of the match are a secret, but you can catch the match on PBS on Saturday, January 17th at 7:00 PM another first for WTA. We now have a self-sufficient concert band. The band practices every Wednesday morning from eight to 9:00 AM Mr. Kennedy, the band director, is planning to have the band ready for their first public concert or their first concert performance. In February, it will be open to the public. WTA would like to welcome back our friend, officer Tracy plu. As our family outreach and engagement mentor. Officer Bluff served 20 plus years as the SRO at WTA before his retirement with, from the Westfield Police Department. In 2023, officer Pluff will be working with families of chronically absent students to assist in reengaging the students with the school committee. On Tuesday, November 19th, Mr. Tu Loomis, our tech director, will be taking 10 students to the girls in the trades conference in Holyoke. This conference focuses on career opportunities for not non-traditional students within the construction cluster. And then that wraps up the update from the Westfield Technical Academy, the place to be Nicely done, Mason. Nice job, uh, for Meadow Early Childhood Update. If you guys wanna take off, you can. You don't have to stay. You don't have to stay, Olivia. Good luck. Saturday. Yeah. Or you could stay for the, the resident if you like. It's exciting stuff. Just That's right. So you don't, We Thank you. Wish you got jackets. Good luck. Oh, So awesome. Thank you. That's cool. Thank you. Good luck. Thank you. Good luck, Gale. Thank you for the work you. Yeah, Thanks. Thank you. Thank you. Good evening. Just a few updates today for Fort Meadow. Sure. Uh, so the committee, the last two meetings, uh, they visited both Highland and Munger and looked at the spaces that are, uh, that have been identified for our, the preschool classrooms. This Friday, they're meeting at Fort Meadow to solidify, uh, future planning. There's also three subcommittees that have been formed. So we have a logistics committee, a student needs committee, and a program integration committee. So folks from the big committee broke up and are working on those items as well. And we are looking at, uh, uh, getting a quote from a moving company that's already on state contract. So that shouldn't be, uh, that much trouble. But that's where we are today. Thank you. Um, Approval of school committee minutes. I to make a motion to approve the, uh, November 4th, 2024 school committee meeting. Minutes, second Motion that made. And second, is there any further discussion? If I just have one, um, where it's the vote where, Um, Lemme just find it. There was, there was no number one for where you voted No. And everybody else voted yes On item 11. Okay. Thank you. Item 11. Yeah, It does show a, there was one no vote, but it doesn't, it doesn't show, it's not Recorded by, by name. But there is a, there is a a, There's the one down at the bottom, but, So Cindy, can you add an X in the no file? Thank you. It said no twice. Is there anything else? Me? Sorry? Anything else? All those in favor? Aye. Aye. All those motion carries To make a motion for the approval of the White Oak School as a private school for the 2024 2025 school year. Second motion been made. And second, is there any further discussion? Yes. Is it the same as I have? Go ahead, Heather. The amount of people, uh, students from Westfield is, should be, it's reversed. Number of students is 57. Yeah. Yeah. 56. 56. Cindy, you see what she's talking about in the bullet point? Yep. I think it's 56 on the top and 11 on the bottom. It's just reversed. So with that one little wrinkle, is there any further discussion on the application? It, It, it might be for Christine or someone, but, um, it does talk about for, for the three schools that we're gonna be approving or, or discussing, talks about Westfield students who are there and then there are students from other communities. Is there, um, it's probably for all three, but what would be examples of what other communities are sending students to these schools? Um, mostly surrounding. She's Dr. She, can you come up? I know, I know. It's gonna take a while to negotiate the towns. So not every school gives us all the other towns, but the ones that do West Springfield, Agawam, Southwick, you know, surrounding towns generally. Um, Yeah. Okay. Sorry to make you come all this way. Yeah, that's okay Thing. I got a general question, and maybe I should, I should probably know the answer. Why? Why do we approve private schools? It's part of what our public school district is authorized to do for the state. So, So the 56 students at this school in particular, do we lose those off the bar population When we send them out of district? Shannon, do we get chapter 70 money still? No, Not for the class. So we lose these 300 some odd kids that we're talking about tonight. Not part of our, well, this Case. No, not, Well, it's 1111 and we add 'em all, all Together. Add 'em all together. You're close to 400. They're not all The 1183 and 27 are what we lose. Yes. Yep. Right. If you add 'em together, What? It's 91 of the Numbers is reversed. Right? The 2 77. That's the total. That's the total In 83. Okay. Okay. So if you're But still, whatever the number is, we still lose those off of our different To special education school. Yeah. So it's not the same as the Other. That was, That was gonna my received. Okay. I Get the money Situation different. Right. I Of the 11 student, without going into, you know, listing every single student of the 11 students at White Oak, are they predominantly or entirely our students that we are sending there as the appropriate placement? Or is there a significant Portion of them that are making a choice to attend their as a private school? So for White Oak, these are, They're referrals. These referrals, these are entirely our students special referral that we're sending there. This is not, there's no discretionary element like the other schools, they can't choose to go to White Oak. That was my assumption. Yes. So White Oak is a private day special education DESI approved school. So the students that go to the special education school are those that we have referred to them based on their needs. Thank you. Alright. Thank you Dr. Any further discussions? Opposed? In favor? Opposed? Motion carried. I'd like to make a motion for the approval of Westfield Christian Academy as a private school for the 2024 2025 school year. Second Motion by May 2nd. Is there any further discussion? I have one question. And again, it's like a Bo Sullivan question. I probably should know the answer. I don't know that I do. What's Abeka? Yeah, I What's a what? Abeka. I looked it up. It's a, what's an Abeka curriculum? It's a homeschooling Curriculum. It's a Christian, Yeah. Christian curriculum. It's religious, It's a religious curriculum. Oh, it said it was a homeschooling. Well, that explains it. Okay. Christian Academy Schools Also use it. It's not, I mean, homeschool families Use it. Right? But Also, at least one of our schools use it as their curriculum as well. I think it's a full, Any I'll, I'll, I'll check back on it. Any further questions? All those in favor? Aye. Aye. Opposed? Motion carried. I'd like to make a motion for the approval of Full Gospel Christian School as private school for the 2024 2025 school year. Second motion been made. And second. Any further discussion saying none all is in favor. Aye. Opposed? Motion carries. I'd like to make a motion for the approval of the Westfield High School, uh, field trip to music in the parks, Kings Dominion in Doswell, Virginia. May 15th through the 18th, 2025. Second motion I made. And second, is there any further discussion? Same. None. All those in favor? Aye. Opposed? Motion carries. I'd like to make a motion for the approval of field Trip of Westfield Technical Academy to University of Connecticut in stores Connecticut, March 21st through the 22nd. 2025. Second Motion been made. The second. Is there any further discussion? I Go ahead, Ms. Solo. I just, I'm thrilled that they're going to do this. I think this is a great opportunity. Mm-Hmm? I do. But can, can I add that there's no schedule stated. So this would be, there's no, there's no curriculum stated within the, so g So maybe it's, I looked it up. Like I, I tried to do the research to see what it was, and there's no curriculum. There's, it's like, to be determined, which I thought was odd. It's an overnight in Connecticut, unless I'm reading it wrong, I could be. So they, they typically have some pretty good workshops. They probably just haven't set the schedule yet, but they do a lot of workshops with the kids. That's what it, that's what it does. We can wait till we get that if you'd like. But we know it's coming. We do. Okay. Any further discussion? All those in favor? Opposed? Motion carries. Stefan, We'll make the motion first. Huh? We approve the goals tonight. Have A discussion. No, there's, uh, this was the discussion, right? I don't know why it says approval. Yeah. You need to approve the goals. Huh? You need to approve the Goals. Right? But we do that every, but are we discussing the goals tonight rather than approving them? We could do both, but Yeah, it's fine. Could do both. It's up to you could do. Don't have to. I mean, could, Could We just have you present? Yep. Mr. Roski, could you come to the podium? Sorry, that come On up. Thanks. New one. I can send it by Email. I thought I did not get the update as you, I should probably have Guessed. So, thank you. Stefan Zaki, superintendent of schools. I wanna refer to this. We just had, uh, Mr. Wilson here. And, uh, you know, these could also be goals, but things that we are working on are trying to get, um, data to locate in Westfield at Barnes. And that's something that we're working on. Um, this afternoon, I took a call in the mayor's office actually, um, about a $300,000 grant that we're gonna be applying for, to expand the aviation program and add an instructor. And we are also, uh, have just applied for a capital skills grant to offer an aviation program after school, or, I'm sorry, during the summer for six weeks to veterans, uh, from locally, from the one oh third, the one oh fourth Westover that work on aircraft but don't have their FAA certification. So I could have put that as a goal, but I didn't because really I gave you three. But in the big picture, um, I probably could give you 50 on things that we're working on. So, but I want to point out that that bottom corner picture is actually Us. Um, those, these three guys are from, uh, the FAA. When we got our power plant certification, We did it live on our, on community television. So it was pretty cool. Um, and again, Galen already pointed out where we are in That. And in this picture here is myself and Chris and Kate per gas and Electric for a, an awesome STEM week. By the way, we had a really great STEM week for our kids. And, um, gas and electric always puts on a great, uh, program for our middle school students. So we broadcast live from there and talked with some, uh, staff and some kids about what they were doing. Um, I learned that kids can't really ride a bike for as long as we did when we were kids because they had to ride the bike to power the light. And it really, uh, there was not a light going on, not a lot of light going on. Um, and then last Wednesday we also had, uh, commissioner Russell Johnson from Desi here. He did come to see our aviation program, and he went up in a 1942 World War II plane, uh, with Harlan of Easy, the pilot, and he's on our aviation advisory board. Um, he had never done that before. Uh, and then we also stopped at Westfield Intermediate School, where we saw a project Lead the Way, uh, presentation. And, um, and I received an email from, uh, commissioner Johnston, uh, afterwards. And he, he said, I had an awesome day today. Thank you very much. It was great to see all of the great work going on for students in Westfield. I walked away very inspired. So that's great. Terrific feedback. Happy to hear that. Um, so I, I, um, Again, there are three goals that I'm presenting, and they are essentially team goals. Um, which will piggyback on the last goal when I share that. Uh, the first one is, so you have three categories, uh, student learning, district improvement, and then professional practice goals. So, uh, those are the three that, that we, we did what I added, um, really the change that I made in blue, you'll see I, uh, included which standard they are attached to in terms of the, the, the evaluation itself, which are, um, to be done through the evaluation itself. So, uh, the first goal is student learning. I can't read that one way. It's funny, I can't read my paper with the glasses and I can't read that without them. This is crazy. So I also added, uh, just some timeframes for, for everyone. And I, I don't know how I omitted that and missed that. Um, but the first one, student learning goals continue to improve, uh, student achievement on district and state assessments and increase student attendance at all schools. This is year two of a two year goal. Um, and, and, uh, on our next meeting, December 2nd, we are gonna present the accountability results. So you'll see that as well. Um, and we did see some, some nice gains from the previous year. Um, so, uh, but review, uh, so what we've been doing and what we're working on is reviewing district and site student achievement and attendance data to identify areas of focus. Now, we did that at our, starting in August at our retreat when the information became available. And then we're working on that throughout, uh, and school and, uh, instructional leadership teams regularly meet to review data to inform teaching and learning. So, uh, what we did this year is we attached, uh, two members of central office to every school to attend those meetings as well. And we make as many as we possibly can just to help make sure that the schools are heading in the right direction in terms of how they're going to, uh, address some of the needs. So for example, um, I, I have WTA and Franklin Abner. So at a recent WTA meeting, what we learned is there are certain math areas where we saw the scores dip. So we want to figure out, you know, are we missing that? Is it a hard concept? How do we reinforce that instruction and target the areas where we know our students are performing lower than, than, than the state average. Um, so, and, and again, I'm not gonna read the standards, but they're all on the paper for you so you can see which ones they addressed. And then establishing a district instructional priority focused on student discourse and providing professional development to administrators to support this implementation. So we actually have, um, monthly Westfield Leadership Academy meetings. And in the morning we meet with elementary folks in the afternoon we meet with, uh, secondary folks. And, um, and Susan is actually, that's our next presentation. So Susan's gonna go into more detail about that. And then, uh, monitoring implementation of the student to student discourse. So we're working on a walkthrough tool that we'll be able to use, uh, and we'll start using that coming the new year. And of course, we're always going to continue to encourage and monitor school attendance that is ongoing. We still have our attendance task force, which I know Kathy is a member of. And we have seen improvement in our attendance data as well. And Kathy can speak to, can, can vouch for that. Uh, and I've presented some of that information to you. So some of the benchmarks that we, we we've identified are student data reviewing at ILT meeting, uh, which is a process. And that's really an ongoing process. Uh, central office team attendance at the site, ILT meetings. Also process, but increased use of discourse strategies across the district as an outcome. And you, and you, um, you, you got a preview of that the previous meeting as well. And what we know is that students talking to each other about the content and trying to solve problems, they're gonna learn more than if we're talking at them. So that's why we chose that strategy. Uh, and I, and I will shout out my team and, and a few others who went out. But again, Susan's coming up next. So, um, and then, uh, can I slow you down for just a second? Yeah. Can you help me out? ILT uh, instructional leadership team. Okay, Mr. So, um, can we just, you, as you get through, uh, the first goal, can, if we have questions, can we stop and then talk about goal one and then go to goal two? Yeah. Okay. Okay. Uh, and then, um, so we are looking also for increased student attendance rates, even better than what we're doing now. I mean, again, we have seen some significant improvement. And it was interesting as I've been meeting some with the commissioner secretary of education lately, one of the things that they have, have really called out across the state is, uh, the need for high school redesign and what we need to do and what, and, and I think it's very glaring, not just in Westfield because, um, our ours is not as bad as some of the other areas, but you start to see a tenant dip at the high school level, and it's because you need to engage these kids. And so that's what we are trying to do. And it was incredible to hear from, um, again, uh, commissioner Johnston that we are leading the pack in high school redesign across the state with a lot of the things that we are doing. So, um, it's good to to to see that. And then of course, we want improved, uh, student district and state accountability results as an outcome. And that is goal one. Mr. Sullivan? Yeah. Um, the, the goal itself continue to improve student achievement on district state assessments and increase student attendance school. Um, we obviously just went through an election and had a big question on question one. When you talk about student achievement on district and state assessments, is that going to change now? Well, I mean, so the, the MCAS is not going to be required, but we still are going, but the test will still be administered. Can I stop, stop you. It's going to be, it's not gonna be required as a graduation requirement As of now. Um, that this is what I'm getting at. Um, It's a moving, We don't know. And we talked about, we've talked about this before, is the current system is when this goal became, because it's a two year goal. So you were, you were really looking at MCAS, right? So is that changing? No, we're we're also looking at our, our own assessments, right? So district and state results, okay. But the students still have to take MCA regardless. So as I, we were told that our most recent superintendents being mcm, CAS is not going away. It's just not gonna be a cd, which is a competency determination. Right? So worst case scenario, I think for you, for your job, for all your superintendents, is that the legislature changes that back and that becomes back to a reality that you need to pass the MAS to get your graduation right, to go through graduation. Does that change this at all? I don't think so because I'm looking not just at 10th grade, but we're looking at third grade, uh, all the way, all the grades through eighth grade for the assessment data and looking at improvement. And so when I mentioned, uh, at one of my meetings at Westfield Middle School went increased in, in terms of state accountability by nine points. It's not a requirement for them. Right. They just did better. And Munger Hill went up by 11 points, and again, their score improved. Not a requirement for those students to move on to the next grade. Where I think we could see, if you're asking will there be a difference in 10th grade, but I, I would have to say potentially, uh, but we are still required to administer the test as of right now. So we are planning to do that. Okay. And planning, we have no choice. I mean, I'm sorry. No. Okay. Didn't, wouldn't you expect, like we had an option, wouldn't you expect that to be a catch up in 10th grade three years from now? How do you mean? In terms of, So like, as you're seeing the, the lower capacities grow, Yes. Right. They're, they're not there yet, right. By The time they get to 10th grade, wouldn't you expect to see a bump up in 10th grade as Well? I would, my fear is we're gonna see an increase in students that opt out of the exam by 10th grade if they don't need it to pass for graduation. Might there be or, um, perhaps a, um, maybe a lack of, of effort. And that may come back and, and bite us, but I, I don't know. I don't know if that, I believe that either. I think people take a test, they wanna do the best they can. I'm hoping. Kathy, I'm hoping, can I ask One more? Sure. Mr. Sullivan, The, and I I, I, I really don't want to get deep into the weeds on this, but is there, uh, something else coming down the line besides MCAS as a requirement or something that they can judge how students are doing before they get to graduation? So, um, well, I think there's still, the state is still gonna look at the MCAS data, number one. And number two, I know there is a legislator whose name escapes me at the moment that has put out, uh, that graduation requirements need to be met in order for a person to do that. And that we need to revisit our graduation requirements, which is already happening in a different committee. That's, That's what I was looking at. Okay. Senator, Senator Lewis. I know. Sure. Thank you, Lewis. I knew it. I just couldn't remember Mr. O'Connor. So, um, just wanna make sure I ask this question correctly. When you talk about student data review, uh, at ILT meetings or reviewing the district student achievement, um, in the past, uh, one of the concerns I've had was by the time the data's being analyzed, it might, it might be too old to, to do something about it or change or, or put in some sort of support. So what, what's being kind of the focus now of ensuring that the data that that's being obtained, they're able to review it and act upon it as quickly as possible? So, So there can Be interventions that are, are meaningful. So it's our local assessments, the i-Ready assessments, for example. And we can see where students are in real time. You're right, by the time we get the MCM CA results, that class has moved on to the next grade. However, if there's a significant portion of the population in grade three that that didn't do well in one particular section, I think you can safely say it's something that we may have dropped that, I don't wanna say drop the ball, but I think it's a fair statement. So we need to, so we can look at that and say, uh, we have to focus on that for next year, because otherwise these kids are gonna do just as poorly in that particular area. So that's what, where we can use the MCAS, but our local benchmark assessments also help us to determine where kids are right now and assign interventions that way. Also, to also keep in mind that, um, when we have our, we have our student and teacher assistant team, our student, and I mean, I'm sorry, our stat team student teacher, and Wait a minute, student and teacher Team, too many acronyms. Student and teacher assistance team. So if a teacher has a, a concern about Tim O'Connor, we can make that referral to the ST to the STAT team. And if it's about academics for some reason, maybe you're having issues in ELA, we can follow up that way as well. So there's, there's multiple mechanisms to identify those students who need interventions. And then there's the fact that at the STAT teams, often students who aren't achieving academically almost automatically get referred to that, uh, group. So they can put interventions too. And sometimes it's an academic mentor or a mentor to just help a student with study skills. There are all sorts of different interventions that we offer. Thank You. Any other questions on goal number one, Mr. ll? Um, so we've talked a lot about attendance, attendance rates, and we've made a lot of improvements in that area over the last couple of years. Um, specifically for the 20 24, 20 25 school year. Are there, uh, of course we have different, different problems at different grade levels. Um, are there specific areas or specific benchmarks that we want to see that, That we Absolutely. So last year I did mention that one of our goals is we want to get to where we were pre covid. So we know that covid, OVID was very, um, had a very negative impact on student attendance overall. And not just because of the illness, but even after the fact. So we want to get to where we were, and that's the state goal as well, pre covid. And we're getting close. We are. What, what is the timeframe for the pre covid number? Is that in this school year or is that Well, We're hoping to get there this school year. It's absolutely, we've seen, I mean, Munger Hills' attendance improve so much. I don't know how they weren't recognized as a state of a school of excellence in terms of attendance. I think we probably just missed it. I may have mentioned that to Commissioner Johnson when he was here. Uh, but um, I mean, we're seeing really some really good gains. So by the end of the year, I don't know. I mean, that's our internal threshold and I think the state's threshold as well. Um, but you know, we, we used to have 94, 90 5% attendance and we're, we're kind of close to that every day. We're getting there. Keep going through. Um, I, my comment's a little bit more general, but I'll, I'll ask the goal one part. Now, similar to that, like do we have, do we have outcomes that we're expecting or moving towards in terms of like increased usage of discourse strategies across the district? Like what, So we, what Exactly were like Yeah, measures are, or, Well, the PD is important as far as the discourse. So while there are some discourse strategies, what we're specifically looking for is that people are using the PD that we are offering. So we give it to the administrators and then they bring it back to the teachers after. Um, and Susan will go into the type, the types that we're, we're using. So we're gonna look for those. And if we don't see those, well that would mean that either A, it's not effective, the training's not something. So then we're gonna dig deeper as to why it's not being utilized. But as you saw from the two or here last meeting, uh, it, it is being received pretty well. Yeah, I guess, am I overall reactions? It is hard to see how, like, how to specifically assess these benchmarks when we get to the other side of assessing a goal. So I don't, so the benchmarks more like process outcome, those are kind of just steps along the way. The actual goal is that to, we will have improved student achievement on district and state assessments and increase student attendance at all schools. And that's what I will need to demonstrate by the end of the year when I give you my Goal review. But do we have a sense of like, how do we know now, like how we're going to measure that and specifically what we're hoping To see? So, well, like the answer, sorry, the answer to like Mike, Mr. Rell about, you know, our goal this year is to get, so I can attach a percentage to it. I don't know that, I mean, so if I put 1% and we go at 0.98, now you have to put that I failed. I mean, I think we're looking for general improvement instead of a number, but I'm happy to attach a number two. It, I Think I would say with regards to like specifically with student achievement, like I would like us to set ambitious goals that we move towards because you know, just movement in the right direction may not be sufficient Progress. And I think the other part is, is that it varies by school. So some schools are very, Which is why I think it's gonna be important for us to get really concrete about what the measure is that we can evaluate. So 2% we'll increase accountability by 2%. I want three. Yeah, 2% is ambitious. I certainly get the, I get the Yeah, No, I too, 2% is ambitious. Really, when you're looking at a whole district of 5,000 kids in 10 schools, 12 schools. But we're down about to be down to 10. Dr. Gunther, are there, um, specific, I think that the Issues of the da Hold on, let me Go, I'm sorry, sorry, sorry. Yeah, yeah, Yeah. Lemme get it out. Lemme see if I can figure this out. Are there specific guideposts that you would like to see incorporated into the goals that you're not seeing? And is that what the problem is? I, I think that what I'm feeling like I'm missing, or I, what I'll say is my concern is, is that we're gonna get to the end of the school year and say, we're not really sure how to evaluate this because we weren't clear at the outset of what we were looking for or what we would look at to know if we were successful, correct or not. And so what would be helpful, I think to, so for example, the addition of the, the standards is helpful because I can then map that back to the rubric. But I think understanding what the specific measurable outcomes are and the evidence that we would expect to use to know that we're making progress to that specifically. I mean, I mean, I, I believe this throughout, but specifically with regards to goal one, like what are the student learning measures and the anticipated student learning gains that we would expect to have as evidence of when we go evaluate that part of the rubric is what's feeling missing to me at this moment? I, I think that it is continue to improve. It does not feel like a particularly specific or measurable. So it is year two of a two year goal. So last year it was just improve student achievement on district and state assessments and increase. I can certainly take the continue out, uh, but it was really intended to just say it was part of the second year of the same goal. Um, and we can attach numbers to what you're looking for. I mean, clearly we're looking at the data for the kids and seeing that their scores are improving, whether it both be on local and state assessments. Well, that's, yeah, I mean, I, I think that, like, that would be helpful to know that like when we're we looking at local, like what are we actually looking for so that when we as a committee get your, you know, your packet at the end, then we have to evaluate, we know what we're looking for so that we can measure so there's less ambiguity in what success looks like for us. So success for me is, are gains in all categories, whether it's 0.001% or 50%, but we can put a number to it. I'm happy to do that. But in all categories of what, like English and, and, and reading and science, I mean, those are the three that we do tests. So, so like for you, this means like specifically the thing that you would want to pay attention to. If I were to re-articulate this in a way that I think would, would be helpful, although MCAS doesn't come out on the right timeline for us to make it super helpful, right. But what I heard you just say is we would expect to see average student achievement on all MCAS assessments improve year over year at the district, But also, uh, our, our local data too. So we wanna see i-Ready scores improve And so like, and so what year over year or from beginning year to end of year or, right, So well, Year, year I'm asking, I'm asking detailed questions, but like those sorts of details help on the other Side. So what we would be doing on the ILT is looking at the data that you're talking about, say in December or when the next, uh, the next iReady, uh, assessment is given. And if we didn't see growth from September to December, well there's an issue, right? Right. So what, what are we, what are we doing to look at it? So, but so we are monitoring all the way through, but I would say that it's by the end of the year, because that's when my evaluation is that we wanna see, uh, growth from September to the end of the year for sure. So, but if the student isn't making growth or unfortunately maybe regresses, then we need to know what's happening perhaps into the intervention for that student. Perhaps it's something else. So, I mean, these are systems that are kind of already in place, so I didn't get that specific because we've been doing that, but I'm happy to to, to Add more. That's where I just, I feel like the, the, what we're looking for in the evaluation would be helpful to understand. Right? So like more students move to on or at grade level in iReady over the course of the year. You, I, I, I, I don't know what the right goal is. You all have the data to know what the right ambitious, but feasible goal is. That puts us as a district on track for where we want to go. But that level of detail that we can then look at and have a conversation about as a school committee feels, feels relevant. So Last year when I did submit my packet of information, it did have the growth of the students on local data and we didn't have the MCS yet, so I couldn't share, Right? We had beginning of year data and end of your data, but we didn't have like any expectations with which to compare that against. Like did our students do the expected amount of growth or did it, did we achieve the goals that we were setting out for? Did we focus on any particular grade levels or, or subject areas? All we had was the, we had two data printouts, right? We had a beginning of year data printout and end of year data printout without any guidance on how to evaluate whether that was sufficient or expected progress because we weren't clear at this stage on what we expected to see. So we'll add some of that. Yeah, that's my feedback. Okay. I'm still thinking Ms. Hell, while I think, so just for clarification, and tell me if I'm perceiving this wrong because I have something on the third goal. So you're saying we went up nine points at the middle school. Was that a shock? Was that, were we expecting seven and we got, is that what you're kind Of saying? That's kind of what I'm getting at. Yeah. Is like, is what is that? Were we expecting three and we got nine? What do we consider success? Right. You know, by what measures are we by? What measures are we using Five, what measures are We're using to Yeah. To evaluate success so that when we get data at the end of the year to evaluate like we're all it should in my mind, and if others have a different opinion, like please tell me. But in my mind, the school committee, it shouldn't feel super subjective when we get to the end of the superintendent's evaluation because we're really clear upfront about what we're looking for. And so knowing what the specific measures and the evidence that we're gonna use Now, like for me as a, as I was doing the evaluation last spring, I really struggled because my definition of what improved student achievement means may or may not be the same. When I look at a fall and a spring, i-Ready printout as everybody else in this school committee. Um, the, the shaking of the hedge I was asking, they had any more comments. It was not directed to you over on this side of the table, which you happen to see, but it had nothing to do with you. So I, yeah. And so for example, so are You offering, are you offering a suggestion though? So like we could go, we could do this for a while. Are you saying that it might be helpful to say these are the MCAS variables as they occur in, um, in 10th grade, and we would like to see an improvement of 5% across the board on there. And that would be a measurable quantifiable, yes, we hit it, we didn't hit it. We would like to see student attendance rates at 95%, but we've only, we're only at 92. Is that what you're talking about? That's what I'm, What I'm suggesting is I would like to see for each of these goals, the specific measures and evidence that we would use to evaluate progress towards those goals. Okay. Good. Item goal two. So that level of detail is new. Sorry. And when you did the evaluation, you weren't here for my presentation previously, which is why, for my First, why I'm taking this opportunity to share that feedback. Yes. Because I'm, that's the thing that I struggled with and I wasn't at the table to offer that feedback last year. Can I just comment on that? I, I think, I think the data part is, I think you can, can get there with tangible things. Some, some of them are not tangible where, you know, Opening an elementary school is not, I mean, it's open Or closed. Yeah. I mean, you're Tangible. I Will say I think that's pretty tangible. That's Pretty tangible. Yeah. But it's not a data point. But, but, but I think to, to Dr. Gunner's point or where there are data points and, and I don't think you have to apologize for, for the stay. You know, I'm, I'm gonna, then I'll set the bar low 'cause then I'll meet every, all my goals. I think we just want the opposite, right? We want you to set the bar high and if you don't get there, if we don't get there as a district, it, it's, we're gonna deal with that. That's not, I don't think what, I think that's a different way to look at it, my opinion. Um, because I think there's, you, you, whoever it is, could break down what goes on in this district and find 2000 ways to measure something. But you're not gonna present 2000 different data points. You know, I think, I think maybe it's, uh, areas where you and and the staff believe are, are critical and impactful and measurable When it comes to i-Ready, that helps us make local instructional decisions. Fair enough. And when we come to MCAS colleges, look at scores, so we had to focus on that. We've never had this conversation. Well, that's why we, the goals that I have are response responding largely to concerns or things that were brought up previously. Um, so I didn't try to pick fluff goals by any means. I mean, I did try to address things that have been brought up in the past. Yeah, I, I certainly don't think that anybody's saying that. I don't, I don't think that was even intimated. So we done with our gold one. I'm good with gold one. How about goal too? The next one is, uh, district improvement. Here we go. Uh, and this one is prioritizing the maintenance of our buildings and grounds across the district, uh, to improve student outcomes. This is year two of a two year goal also. And again, you can see the standards and, uh, the first key action will be, uh, has already begun. Obviously it was closing Avenue Gives and Franklin Avenue School, which is a bit of a more herculean effort than you might think it is, by the way. Um, and, and, uh, we're still in the process of that, but we do need to be finished by January as if, for those who don't know, the current Franklin structure is going to be torn down. So that needs to be vacated as soon as possible, uh, once the, um, once we move into the new school. So that is one, uh, opening the Westfield River School. Also sort of a herculean effort, uh, trying to open a school. Um, although every day I drive, when I drive by there, it seems more and more finished and it's terrific. Uh, thank you for paving the roads. They were pretty terrible before that. Um, so, uh, next is, uh, transitioning Fort Meadow, uh, early childhood center staff and students into Munger Hill and Highland. The next one is integrating English learner students into their home elementary schools. Um, the five is maintaining a capital plan for the district. And we do maintain that and we work that through the facility subcommittee, which, uh, Mr. Ll chairs and are identifying, um, things that need to be done. But most recently we also talked about whether or not we want to do an application to MSBA for a, a new high school this year, or, or wait. Uh, and we're gonna get more information to inform that at our next meeting. And the other thing that we're doing is, uh, preparing Parkside to turn over to the city for surplus. So we expect that. So, uh, really what's there left are our files and, um, city payroll files. So we have to collectively go through those shred what we don't need to keep anymore. And, um, and I think that that is, um, a good thing to get it off the city coffers. Agreed. So, um, and we have hired somebody to go through those files who loves to organize. Terrific. We're in process. We're in process. Doing good. Yeah. Uh, and then, uh, of course, continue to prioritize LEA and grant funding to support the proper maintenance of buildings and grounds. And so that is ongoing all the time. And I mean, our biggest constraint for that, I mean, what's measurable for, for that in terms of like some of the repairs and things that we need to have done. I mean, there is some budgeting piece to that too, but there are some other angles that we are, are working on, uh, including improving performance. So, um, that is that. And then the benchmarks, again, Abner and Franklin staff packed and ready to move, that's a process, uh, successful midyear move of students and staff to the new school. And I think you've seen, and I've hope I forward to you all that I received like the, the, the new elementary school update, right. And, um, so we want to continue doing that, those kinds of things even after the school is opened up. So we want to keep people informed, uh, and then plan for the transition of preschool students into elementary schools and then determining appropriate staffing and space needs at all elementary schools based on the needs of our English learner student needs. Um, what's nice about that piece too is we have our lpac and it's their English Learner Parent Advisory Council. Um, and they are involved in this process as, as well. Uh, and again, I've addressed this before because we have students that opt out of EL services because they don't want to go to one of the two schools that we had or three schools now identified for that. So they're, they're getting, they're in a school without really receiving the services that they need. So, um, I believe this is going to decrease the amount of opt-outs, which is also gonna increase student success, right? So that's, and that's our ultimate goal. Uh, and then capital plan, maintenance and accomplishments. And that is an ongoing process to maintain a capital plan, which we've submitted to the mayor, um, and obviously talk about regularly at our subcommittee sub facilities meeting. And that is goal two. Question on two, Ms. Solo. So my questions are based on this one. I think I said goal three, but it's this one. So my issue in for specifics is to know what you determine or when you expected to have an A number for appropriate staffing. Um, it's, it's said in here a couple of times. I mean, are have you already gotten some numbers in what you're seeing for, um, students in need in the preschool area? Like what are you using to, um, foresee what you're going to need for special ed or interventions or whatever? So when I'm, look and, you know, I'm highly, highly sensitive to this subject. Um, you know, when we're transitioning again, we have a, a successful program because of the BA based on how many staff we have to student. So when you're saying at Fort Meadow, so when we're saying the preschools are going into these and we're doing the ELA and all of that, and you're saying appropriate staffing, what does that look like to you? So that work, so Christine has already done the work for our ELs and at this time, and that could change by March, for example, if we have move-ins to the district, right? At this time, we don't think we're going to need any additional staff for our EL programs. They're just gonna be moved to different schools about special needs. So for special ed. So that is the group that I shared in my earlier update, the student needs group. So they're meeting and that's the information that they're gonna have for me. And I expect to be able to present that to you in February as to what the needs are. But that group is working and I can, Deb is actually leading that group, so I can ask her to come up to speak to what they're using. But they just started meeting, so I don't think they've gotten very far yet. So My concern is, is that the students in front of us right now have needs. And what are we doing? What, what, what's, what are we seeing now and how are we forecasting the next, and I've been asking this question around, I, I just feel like I don't know how to measure what you think is enough staff and what, what I see as a successful program that has an abundance of staff. So at bare minimum, we're meeting the needs of this or we're following the IEPs. And that is what are always our goal. And I can tell you, you know, we recently had, um, a vacancy and a speech position, but we've just filled that. So, I mean, we did try to fill it with our own, but we ended up having a contract out. So those kinds of things happen throughout the year. But we, so basically our goal is to make sure that the, the, the, the needs of the students are met. So the, that's why I had to called, not to be facetious, but it's a student needs group. No, no, but I'm looking so we can identify it. Yeah. So we'll identify those needs. I mean, it's hard to say what the three-year-olds are gonna come in with, but we can certainly use past data as well to sort of project. Right. And we can See the data now though. That's my, My we can, and but we're also seeing, I don't Wanna wait until February. 'cause then it's, I Go ahead, Sorry. Well, our budget, so it's also gonna be affecting the budget. So actually February for us is a good time, because then we're gonna be presenting the budget to you in March and April. So we would be able, so if we needed additional positions, for example, to meet those needs of the students, we would present them in the budget. Do you see any for, so I'm just saying I would just like to see what you would consider needing more. I, I'm concerned about it. I, and I, and it's just something that I don't know how, like he was saying earlier, I don't know how to measure it. Um, so, you know, appro, uh, appropriate staffing, So will come out of the budget. I, I, I already feel like we're, we, we don't have appropriate staffing in our pre our preschool for, for needs that are needed for the student's needs. That's, but that's my opinion. But these are questions that I've been asking. And so these are, this is a conversation. We can have another time. But how do I measure? I mean, So I think we will present to you the budget of need as we always do, right? And this, and those needs are identified. So if I know I have, I'm just gonna throw this out, 50 students that need a one-to-one, and I hope I don't ever need that. But if, if we have that, then that would be proposed in the budget, because those are the needs that are identified with what we have. What's trouble about budgeting too is that we aren't really allowed to present a budget that foresees anticipated need. And we can't do that, uh, because we don't have the tangibles to do that. So the three year olds that come to us next year may have more needs than we anticipate, or less needs than we anticipate. It's really a hard thing. But I think we're gonna do the best we can with this work of this committee to, uh, to nail that down as much as possible. So we will, we will present the staff that we need both for special education and if we happen to need additional EL staff at the budget process. So, I mean, to me, is it measurable in that, you know, have we presented what we need? And um, and if we, and if we aren't meeting those needs, how are we gonna address that? And it will be by adding staff. Okay. So one last question and I'm, and then I'll be done. Do you think we're meeting the needs now? I think that we have some holes, but I think for the vast majority of our, of our students we are, but I think there are for this, For your preschool. Oh, I'm sorry, I'm talking the whole district. No, I was just talking preschool because I think this is aggressive move for you to be doing when we're trying to close schools, which is huge and, and move into a new school and start programs and all of that. I think this is aggressive. I talked to you about it before, so I'm just saying that's, I just wanted to know what you see if, if we're meeting the needs now, what, what your, So we did also put a, a date, a date, as I mentioned at our last meeting of January 31st, that if we feel as though this is not going to be possible or for whatever reason, based on their recommendations for the committee that they're gonna give to me, that we would bring that to you at the first school committee meeting in February. That's, that's all. Thank you Dr. Gunther. But what I'm, I sorry, two comments 'cause you gave me a new one. What I'm hearing you actually say is that you're like potentially an advocacy for an additional goal around our, the services of our special education population being met, because that's a concern. And so like, that maybe doesn't belong in the prioritized maintenance of our building's goal. Nope. But a concern that I'm hearing you say that you have concerns about there not being a goal around us ensuring that all of the needs that are of our special education students are being met. Correct. And I don't know if that elevates the level of these other goals or not, but Probably does. I don't know. But it's, we need appropriate staffing and we need the space. I mean, yeah, so I'm, I'm, it's a concern and I'm gonna just con always bring it up every time. So I, it, it's a major concern. My other comment quickly is just like for feedback related to my first one, this is a place where I do feel like it is in most places much easier to measure whether these are achieved or not. Right? Um, and so like this, again, putting my like future pat on, if I'm thinking about reviewing this in June, have we closed Abner Gibbs and Franklin AB School in Open Westfield River Elementary School? I feel like I can assess that. Getting to that level of clarity elsewhere in the goals document would be helpful just to offer a positive, you know, place where I think it does this well. Three, Oh, can we go back two for a second? We keep talking about, um, Parkside Academy. Um, so I need at some point in time for that to go on an agenda so that we can actually talk about it without side talking about it. Um, why the need to close Parkside Academy and the need to, uh, bring it back to the city Side of the house. Okay. So we, and we talked at our facilities subcommittee meeting the last time that we said, once we have closed, uh, Abner, and that's where the records will be going, then we would do a vote to turn it over to the city. But obviously we can have more discussion about that. But I just want you to know we, it's already come up at the facility subcommittee. Okay. Thank you. Goal three. Uh, and goal three is improve central office alignment and efficiency to meet the current challenges facing school districts based on recent research of high performing district teams. And this is year one of a year two goal. And I think, you know, since I've been superintendent, uh, the central office team has decreased by two members. And I don't know if people really remember that, but that's happened. And so we have less people trying to do more and, but we wanna do it more efficiently. So, uh, and I think it's always good, by the way, to do a self-reflection and, and kind of look at what our strengths are, areas that we as a team can improve. Um, dysfunctional central office teams lead to dysfunctional districts. And by no means am I saying that we are dysfunctional. I'm just simply saying that I think we can do things a little bit better. So we did a a, uh, and I actually shared that with Jeff this afternoon, a quick team, uh, functioning, uh, check in. And it was anonymous. And, and so we were able to do that. And I collab, I, I made that, I put that data together. We, we, we've talked about it. Uh, and we are in the process of establishing some just norms for our team. So some expectations, uh, for our, for our team that, for our actions and what we do. Uh, and then, uh, so we're obviously the before and after, we are going to the pre-post, quick check on, on team functioning. So I'm kind of jumping around to the benchmarks. But what I'm hoping we'll see is improve team functioning, at least from within our own assessments, uh, to, uh, from the beginning of the year to the end of the year. We might do it again in the middle just for a check. Um, and so we have, uh, completed the base time function assessment, analyze results, developed consensus on quote norms. We have actually just recently attended reorganizing for actions in the district office. And one of the things that also spurred this on is, uh, when I went to my superintendent's conference in July and there's all sorts of, uh, education literature coming out now, just the changing role of the superintendent and from what it used to be. And a lot of those changes have occurred. But with the changing role of the superintendent, I believe it becomes more important that you have a central office team that functions more highly because the expectations of the superintendent have grown exponentially. Um, and in terms of what they're expected to do. And also I think the role in, in, I mean, I don't wanna say has become a little more, um, political, but there's certainly advocacy on the superintendent's part for the district that used to not have to be so, uh, so bold if I'm, can be so bold. Uh, and so, you know, I, I do spend a lot of time advocating for grants or, or doing things of that nature that really wasn't part of the job before. Uh, and there are other aspects that have changed about it too. So, um, and then, so we did an, a district office, we did a webinar attending, uh, reorganizing for excellence in the district. And so now we are gonna process that. And really by the end of the year, we wanna develop an action plan that addresses the four key recommendations of a high performing team. And then I what, you know, the goal, which is not on here, 'cause this is just year one, but year two, I want to take this work that we've done and model it for the d for the site leadership teams as well, so that they can be as high functioning as they can be. Because a high functioning school leadership team also reflects a high functioning school. So it was just a, a way to be, like, my first three years at my professional practice goal was, uh, involvement in the new superintendent induction program, which is where I got trained to learn how to do my goals by former superintendents and by this DESI and MASS. So, um, they're the ones who gave it this template and I've been sticking to it for now nine years. And I think, um, yeah, so central office norms and then the draft action plan, which of course will be shared with you, uh, when we, uh, when I do the final summary. And I usually try to send that, I try to put that together for you over April break, to be honest with you, every year. So you'll have it by early May, so you have time to look at it before the evaluation comes out. Any discussion on four? Number three? Okay, so we're at a juncture. Well, I just wanna do one thing. Thank you. Those Are some pictures from the, that's Nice River. Well, that's Westfield Rivers. I know. So I wanted to, I like to put pictures for talking points. And what I really just wanna say is that there's a lot of great things happening in this district, and I think, um, you know, um, I'm proud and happy to work here and I'm proud of the accomplishments and things that we've done, uh, over the last nine years. And before that as my principal as well, field tech, You're a principal? No, um, we can go one of two different ways. Um, we can go with what's written. Um, if there's a motion to, to do that, I'll entertain that motion. If there's a motion to ask the superintendent to reevaluate, we can do that. But I would entertain a motion to approve the superintendent's goals for 20 24, 25. I will make that motion. So moved. Motion been made. Is there a second? Second. Second from Kathleen Hillman. Is there a further discussion? Mr. Mitchell? Uh, I guess I, with respect to the questions, uh, around goal number one, I, I feel like there's more, maybe a little bit more detail that we were gonna put into that. So the other option, Mike, just to give you, is that I can provide, that you can approve the goals as they are, and I can provide that information after the fact, or we can approve them at the next meeting. I just wanted to give that option. I'm, I'm, I'm comfortable with either one of those. Is there a timeframe during which you need to have these approved? No, some districts don't even do this. Just wanna see, I'm, I'm, I'm comfortable. I don't know. Yeah, I, um, I don't want to put things off, but if, if there, if there, coming back here, if there's a plan to come back and, and provide a little greater detail, then I, I don't know, is if we have to approve it tonight, if there's an opportunity to Do that. Okay. Any further discussion? I just would echo that. I would, I would love to see a little bit more detail before we approve it. Okay. Motion been made. And second, is there a further discussion? Same. I think we're gonna have to call the vote, I think. Yeah. Or I could resend the motion. Well, that's, that's up to you. Why don't we resend the motion. The motion's made. Motion's made, and second we just vote on it, we can vote up or down. So motion's been made and seconded. We've had discussion. Um, all those in favor to approve the goals for 2024 as presented? Um, I, I'd say say aye, but I got a feeling this is gonna go in a different direction. So, um, can you call the roll, Heather? Can we, can we amend them? Can we amend the motion to say that we're approving them as we're approving them, as stated with the understanding that we're going to come back as a, as a group at some point and reevaluate the conversations that we had around the goal, particularly goal number one. I think, I think goal number one is the hardest one to quantify, right? It's that, that measurement of what the progress looks like. I, to, to most folks point, goal number two, I think is, is relatively tangible in terms of, in terms of key outcomes in benchmarks. And I think the goal three is, is as well, I think goal one was the one that we had certainly had the most conversation on and we're asking for just more clarification. So I, I mean, I would offer that, you know, even in goal three, it sounds like you've got like a pre-post assessment kind of figured out. It would be great to name that, like that, that is the, I I guess my feedback would be in all of these, like the evidence expected is a section that would be helpful to, to add explicitly. I feel like we have, so how Would you add the closing and opening of a school is, I mean, what would I add to that? Yeah, That I think that that is it, right? That we've done it check. Like that's a needs Well, That would be my update to you in the spring. What that would be my update in the spring. Right? But like goal three, how do you anticipate that we're gonna assess your progress on improving central office alignment and efficiency? So we will have a, a, uh, set of norms and action plan that I would present to you by the end of the year and what we need to do for, for, uh, central office to make it work more efficiently. Um, it could, I mean, I don't think it would go there, but I mean, I said we were down to staff members. Do we need another central office position that would come up in the budget? I don't think we need that, but, um, or I wouldn't have recommended the reduction that, that I recommended the years before. But, um, I do think it's really good to take a look at our own selves and see what, what we're doing. I know the school committee years ago used to do a self-evaluation too, when Diane was on. I, I guess like a, like a really simple question is like, is when we look at this, when I look at goal three, I'm sorry, like feel like I'm being, I know I'm hanging us up here, but when I look at goal three, should I expect to see in the spring a post assessment on your baseline team function assessment? Yeah. Okay. But like here, you saw the first, where is that pre And post? It says Right now, I, I see that Pre and post quick check on team functioning. So I will share the original data that I shared, which identified areas that we needed to work on. And therefore, hopefully when I, we do it again, probably in the middle cycle January and then again in June or earlier than that. 'cause I need to send it to it to you may then those areas have changed in terms of areas of focus and the team feels, I mean, if you look at some of those questions, they're pretty specific, Right? And so what I would hope to see is an improvement in the me too, right? But that's not like improvement in that particular assessment. Like where do I look at this document and see that that's the evidence that I'm expecting? Well, I guess guess it's more in the benchmark part where it says pre and post quick tech on team functioning outcome process. Lisa, Don't pay attention to the benchmark. You said pay attention to the required Action. So I'll just move it up. I didn't catch that part. That was, that went by me Really Quickly. I just, I guess I just like, I'm looking for something a little bit more explicit on what we're trying to look for and measure. Okay. And if others disagree, that's fine, but I don't think it's, you know, I don't think it has to be that difficult to, to, to put together, um, like I said, particularly number one, you've got hundreds and hundreds of, of different measures, but there could be to focus on, you know, a, a two or three or four, whatever it is, and just say, here's here's the goal. Okay. Yeah. Um, Yeah, I mean, it's stuff we're already doing, so it's not just I Agree. Yes. And Kathy, sorry I can't call on you. Good. Hi. Um, I just was on the task force today and Chris had a really good factual document that we could see up close and personal about how it has improved, right? And so maybe if the school committee saw those pieces that I saw today that that may help Jeff understand some things that you're trying to accomplish, because I was privy to that information today, right? And other people, well, Like I said, it's things we're already doing. I mean, I've never had to go into this sort of detail, so it is, it is, uh, different than what I'm used to, but we'll do it. And I, I think the hard part of putting a percentage on these things, it varies between the school year, between the groups, between, um, the kind of classrooms you're in. And so for a special ed student who's just trying to achieve a small little piece is very different from a child who is at a gifted level. But that's, so that makes a difference when you, and you can't put that in a qualifying goal like this because it's an individual, it's not a whole school and there is growth and that the, the teams are looking at the individual pieces that are how the students are growing. So I, I think it's hard to put a percentage on anything like this because it's just, it's, you can't do an overall view of the whole district. I would just say that I, I agree that when you get to the individual student predicting an individual student's outcome, that that is hard. But I think that when we get to the district level, we should be able to say we expect a certain amount of progress year over year. But, um, and whether that, and yes, it's gonna matter on the individual student composition and all of that, maybe it's maybe the right measure isn't our MCAS achievement. Maybe it's the growth percentile that's the norm for student abilities, right? This is where I trust the administration to come up with the right measures, but there need to be some measures that we can use to say whether we're making adequate progress each year. I just don't think we see all of the pieces that every everyday pieces that are happening. So I just think in the overall, I think these goals are very good. I think it has, thank you, Ken. It has an objective, it has an ending. It's well thought out and I just really feel that we should accept these goals the way it's Any further discussion. Yeah. I'm just gonna say one thing. Despite the fact that I put it in the wrong area, I have an issue with that and I don't know how to measure it or how to contemplate it other than that I understand what everybody is saying, but I, that's my only concern. So it goes with one. I don't know if that's gonna be my solution, but this is a conversation. I will, you know, probably have more of it. It's a big deal. I think we're always, I just want to be proactive rather than reactive. But I think everybody's doing a great job. I'm just saying we can always do better. And I don't know how to, I don't know how to get that point across or get that through, but I said what I've said and that said, Call the roll, uh, real quick. Uh, sorry, sorry. Don't mean to be belabor the point. It's okay. Um, I, I, I guess my, my point here is I, I agree in principle with everything that's here, right? So, um, I also agree that it would be easier to have a little bit better of a barometer in terms for me it's for it's goal one. Um, if we're saying we're going to approve these as, as they're stated and come back and just sort of overlay some, some more specifics on 'em, I'm, I'm, I'm fine with that. But if we're just approving as is, I do think to Dr. Gunner's point, it it is at the end of the year, it's tough to sit down and think about, you know, everything, everything that, that, uh, you know, there is a, there's a packet and we go through the packet and everything, but it's tough to, it's tough to be able to it to make that distinction between, you know, this improved X amount, Is that what we expected? And if, and, and if it's, if it's way above expectation, then that's great, but how do we, how did we get there kind of thing. And, and same, same on the other side. Not necessarily that it's a negative, you know, a lot of different things happen throughout the course of a year. There's no, there's no question. But it would be nice to be able to say, Hey, we thought we were gonna be here, but we ended up here. Now let's evaluate that. And, and maybe that's not a, that's not a negative thing. Maybe that's a, we made a specific decision throughout the year in order to do that. 'cause to ka to Kathy's point. Those things do happen, but it would be nice to have some more metrics around. So looking at last year's data is what stood, uh, put us in the direction to identify a district instructional priority. So we did do that from last year's piece. So I understand what you're saying. It may not be quantified on paper, but it's what we're doing. Mm-Hmm. Yeah. I'm not trying to be disrespectful at all to, to this process. I think this discourse is good, but I think we're at a point where you can either vote yes or no. If you vote yes, then it'll go through. If it'll go no, it'll go back for more revision. I mean, I think that's where we are. I, Dr. Gunther, can I just say one last thing? Um, I just wanna read really quickly from the evaluation framework of the super, the school committee's role is to approve the superintendent's plan. That includes professional practice, student learning, and district improvement goals. We have that the actions, timelines and benchmarks of progress and outcomes. I think we mostly have that the evidence that will be used to monitor pro goal progress and determine the superintendent's performance rating on each standard and overall, including the student learning measures and anticipated student learning gains will be considered as evidence the administrator's contribution towards student learning, growth and achievement and resources and supports needed to be successful. I just don't think we have that here. Okay. You can do what you want in terms of no motion's out there. Second, I think I just wanted to make sure it's, no, I got you. Thank you. Okay. Um, Ms. Sullivan, can you call the roll? So what is the motion, Uh, to approve the superintendent's goals for 20 24 20 25 school year? Bo Sullivan? Yes. Heather Sullivan. No. Mike Terrell. No. Jeffrey Gunther? No. Kathleen Hillman. Yes. Tim O'Connor. No. Chairman McCabe? Yes. I don't know what the numbers are, so I can't tell you what the 4 3, 4 to three. No. Four to three? No. Okay. Motion fails. So, um, And the last thing I just wanna show real quickly. So every week across the state, the commissioner sends out an update to, uh, every school in the Commonwealth. And you made number two. Um, so those are our kids in aviation, and that is the commissioner. Oh, wow. Plane. So, and then the comments, just to read what he said on November 13th, acting Commissioner Johnston had a ride in a 1940s airplane during a visit to Westfield Technical Academy's Aviation Maintenance and technology program at Barnes Municipal Airport. Uh, it should be a regional airport, right? But anyway, yes. Uh, um, even more exciting was seeing students learn in relevant real world and interactive ways during the tour of classroom and workshop space at the hangar. So he was clearly impressed that we made that. So that's all. Susan, you don't want me to shut this off, right? No, I sent the other presentation To me. Can I make a, Yeah, I'm trying to figure out what the, I had to log in for Microsoft password from my home to access this today. Yeah. I don't know why that's, I'm going next to, So can I make a suggestion that prior to the submission of the, the superintendent's goals, that, um, I know that you meet with your team, but, um, we have talked offline as, as most people probably have figured out, and I made the suggestion that maybe that there's a, a member of the school committee that just gives input into how the goals are constructed or maybe what the goals are would be helpful to you so that you don't have to come here and then come back here again to redo what those goals are. So I would suggest, But I think depending on who's on it right, and who, who helps with it, I mean, it may happen anyway. And truthfully, with the superintendent directing my goals, that means I'm a needs improvement superintendent. And I don't believe that I fall into that category that I need my goals to be directed. But if you guys feel that, how Do you Oh, I, I don't think that that was, that's not what really what I was saying, I think what I was saying was if there was some specific input that members of the school committee wanted to give you, not that, not to, you know, say that you must do this, that, or the other, but wanted to give you, that makes it, uh, the, the, the goal itself a little bit more, uh, robust or meaningful to the, to the members here. I mean, I think maybe that's helpful. I voted yes, so I would've, I would've accepted 'em as they were. But, and I Wanna say, 'cause I, I, I hear what you're saying there. This is not a critique of the goals. This is my, my vote no is not a critique of the goals themselves. It is about the presentation of them, The, the measurable rubric that goes in behind and how, how do we objectively qualify it? Sure. Yes, yes. And to what he's saying. But that's why I wanted to change it, because saying no makes me feel like it, it delivers a message of negativity. And I don't, that's a message. That's, and that's what I don't want. And that's why I wanted to make specifically say to you, I appreciate what you do. I think I, I I sent you a text telling you, okay, I, I think you are spot on on a lot of things. I'm just saying I have an angst over certain things and I, I, the only way I can do it is to find a measurable way. It's not a directive. And I think the, I don't wanna make it personal, but I think the world of you, I don't want this. And that's why I wanted to change the way this was said because a no made me uncomfortable. 'cause I think you work hard. I think we see it. I think we saw it in the presentation and I looked over at Tim and said, this job is huge. It's huge. So just know from my perspective, you are appreciated. I hated saying no. It's just the way it was presented for me to say no other way. But I think that you will fix, make this me measurable. And I think it'll be, it's a nothing. This is easy. Okay. You're smart. Thank you. I mean it sincerely. I don't mean it to be negative at all. I know. No, you don't. But I'm saying it Anyway. Alright, Back to, Wow. So, Okay, good evening. And at the last, um, as part of the last discussion, I believe, uh, mayor McCabe said discourse is good. And that is sort of my presentation in a nutshell. So thank you for that segue. Uh, we have identified an instructional priority for all schools, all classrooms to focus on. And today we wanted to share with you as an update of our work, three discourse strategies that are being used across all of our classrooms. Two tools that we use to measure discourse and the one instructional priority that we share. The instructional priority work started at the Instructional Priority Institute, which was run by dsi and included some of our principals and district leaders examining our data MCAS data especially. And the instructional priority was to help everybody have one target to really focus in on. Because if everything is important, then nothing is important. And the key parts of this priority are all students and engage in academic discourse with peers every day. So that is what we are looking for. Why the why of looking for that brings us back to our portrait of a graduate. What is a learner in Westfield? What is learning and what will students have for skills to carry them into their future from Westfield Public Schools? And the instructional priority relates specifically to collaborate effectively, think critically, and communicate respectfully. How are we addressing this priority? How are we accomplishing our goal? A few different ways. We are having monthly Westfield Leadership Academy meetings, which Stefan mentioned that those include all of our administrators and our district instructional coaches that work at the elementary level. And we have this past meeting, we had a teacher from Franklin Avenue, Jennifer Thilan come and present to the administrators at both the morning meeting of elementary and the afternoon meeting of our secondary leaders about what is happening with discourse in her classroom. It gives us a common vocabulary and process for our students. The discourse strategies that we selected to begin with are not difficult. They're not new strategies that no one ever heard of before. They are strategies that lots of teachers have used or are using regularly, but they weren't being used by all teachers. So they weren't being utilized by all of our students. The bimonthly instructional leadership team meetings are a way that we carry this instructional priority through, uh, Stefan mentioned those as well. Christine and the data team provided a process to our principals and the support to their school teams with examining data and making instructional decisions in the school based on that data. And Stefan also mentioned the action plan liaison. They're called apples, and it's the members of our coat team that are assigned to the schools to help them carry out their action plans to improve achievement. All of the things in our strategy for continuous improvement to approve, um, attendance. And my, just shout out to my schools, uh, Munger Hill and Highland and I have attended ILT meetings at both of those schools. And they are excellent. The next staff meeting, uh, the, the instructional leadership team at Munger Hill is doing a presentation for the staff on, uh, the discourse strategies. So it's really carrying the work through, which brings us to the third and most important, how teamwork from the superintendent to our district leaders, our building leaders, our teachers, students and families. Because these strategies are being, um, shared with families in school newsletters. Here are the things that you could talk with your children about what they're doing in school. Stefan's parent advisory board was very interested in these, and we did a presentation for that group. So it is the team all rowing together with this focus narrowed focus so that everyone knows what the expectation is that they can work on to lead to student achievement. And that instructional focus, as I said, started with examining MCAS data and seeing where we needed to improve. And Christine will be talking about that at the next school committee meeting in her presentation. So stay tuned. Um, the first strategy is think, pair share. And we'll share this with you. Um, we had met and given out, um, some hard copies of these to with the curriculum and instruction subcommittee and assessment subcommittee. But think, pair share is in essence just solidifying your own thoughts on a subject processing with an individual about how you are thinking or feeling about something. And then sharing out with a larger group if people choose to. Teachers don't always have the sharing to the back, to the whole group. Sometimes there's a quick share. And it's just to allow students that time, because when we are learning, we need time to process. And the think part is for those students and adults who need a little bit of time before they're ready to speak. I know some people like that. I am usually ready to speak immediately, but it helps for everybody's processing and understanding. So one of the important things when we're teaching these strategies is we don't dive right into, and this is what Jen Thilan was talking about with her third grade, and this is actually one of her prompts that she used with her students, separating out the pro the strategy from the content. Because if you can get good at the strategy, then it's going to help you learn the content. If you're trying to juggle everything at once, something gets lost. So the this prompt, is it a salad, a soup, or a sandwich? So this assumes that all food can be categorized as a salad, a soup, or a sandwich. So we have three foods pictured there. Think about each. And do you think a hot dog is a salad, a soup or a sandwich? So we would probably have you do all three and we would probably have a minute of think time where nobody's talking and you just get to work it through. And then we would have you pair up and talk a little bit with, also with a time limit so that you everybody had a chance to share their thoughts and be valued. Um, and then the teacher might say, okay, the first one, hot dog. Does anyone wanna share what their team came up with? Or what you or your partner were thinking make an argument for which one of these, Bo did you want to jump in on this one? Well, You're actually gonna quiz us on this. I I'm just wondering if you think a hot dog is a soup, a salad or a sandwich? Obviously I'm gonna pick a sandwich 'cause it's not a soup And I don't see a whole lot of it's, that'd be pretty gross. Yeah, well I've seen 'em that way, but I like your reasoning there. Alright, the next strategy that we've been working on is notice and wonder. And this one is built in to many of our high quality curriculum resources. And it's usually, or these, um, descriptions tell when it's best to use it just as a, as, as a, um, as a hint. But people can use any strategies that they want at different times and many are using far more than these three. So notice and wonder is just taking some time to, sometimes it's looking at a picture, watching a video or, um, it's used a lot in science to think about a phenomenon. What do we notice about this thing that we're studying? And then what do we wonder, which helps the students move the instruction in the next, uh, direction? And this is an example of a classroom in our district Notice wonder. And It's notice and wonder example And connected. Um, connected is part of the Project Lead the Way curriculum. So they take the notice and wonder one step further when they're sort of tying it all up. And the third strategy that we focused on, um, is the discussion diamond. And this one is a little bit more, um, advanced than the first two. It takes a little bit more building of skills with students because it's taking them to a higher depth of knowledge level than the first two. This one, they have to think about their own, uh, knowledge skills, beliefs about a prompt that is asked. And then after they have a chance to do that and talk, share their perspective with their group members, this ups our group from two to four also. Then they have to come up with consensus of the group. So that is, as we know harder than I'll share what I'm thinking, you share what you're thinking. So this is an example that we saw of discussion diamond in a high school history classroom. And the prompt was, this was towards the end of a study on this time period. And the prompt was, did the manifest destiny philosophy have a more positive impact or a more negative impact on our developing nation? Do we know what manifest destiny is? I have to ask, Stefan can help us if, if anyone has forgotten, because I talked to him about this before I presented to the parent advisory board, please God, right? What God, well we went, it was our desire to go from coast to coast and expand the country. So the discussion point with this would be obviously what are some of the negative impacts? And of course, the indigenous people that lived here would probably argue with you that this was a very negative impact. However, uh, and then what are the positive, right? And so, I mean, if you look at the nation as it is today, but I think what you can see, and I think Susan's doing a great job of this, is just how this engages our kids. I mean, we don't really ask 'em about hot dog salads and I can't remember the third food. Oh, spaghetti and meatballs 'cause I'm starving. But I think that's Definitely a salad. I can go from that. So, um, but what it's doing is it's engaging our kids in discussion and they're working out and solving problems together, but also the academic discourse piece, getting to the point where they can agree to disagree on different items as well, which our nation's sorely needs right now. Mm-Hmm. So these are skills that I think are, are really good for our kids, but when they're talking about it, they're not gonna forget the information. And so we really do think we're gonna get our bang for our buck out of this in terms of, uh, student achievement. But more importantly, test scores are one thing, but our students being able to work as teams because that is truly what is expected, really wherever they go after they leave us. So, so Sorry Susan saying This Out loud to No, that's great. This has to be Good for English language learners as well, wouldn't you say? Because they're Yes. You're hearing a different perspective that you might not have necessarily heard if you weren't. They're also getting exposed to vocabulary. There's so many positives to this. Correct. It's pretty Exciting. Exciting. I mean, you can't tell and to agree to disagree and not wanna beat each other up in a group, right? Yes. Right. Okay. I like it. And so the students here are writing their thoughts and then they'll do the sharing and then into the middle goes the consensus. Uh, two ways. And I think, um, Christine, were you going to pass out? We have a couple of the tools for you to look at, but one of the tools that we're using to measure discourse is called a discourse map. And I made a discourse map that reflects the school committee meeting up to a certain point. It became, uh, my pen was running out of it, but it shows that the way the discourse was flowing during the school committee meeting and your school committee meeting is run by certain rules. We see everything going back to the chair, somebody wanting to ask a question, they're asking the chair, the chair's, acknowledging the questions asked. So we know why our map looks the way that it looks. But it is a lot of discussion happening. And these boxes have your last initial in them. So that I was remembering who was who. And we are using these tools. They can also be called equity maps called what? Big equity maps, because sometimes teachers peer to peer use these, or a principal who's doing an observation wants to see are girls being called on as much as boys are being called on, is there a certain corner of the room that is interacting with the teacher and two kids over here are sleeping, not really sleeping. Um, so the discourse map, which was brought to us through the applied learning project, was actually presented at a state level conference by Lauren Kagan and Kate Perez, and they brought it back to our Westfield Leadership Academy. We presented it there. You heard about it, uh, the last school committee meeting from the middle school team. Right. And how they're using it. So these are some examples up here. And depending, there are times where it is direct instruction and you would expect to see the back and forth to the teacher, to the student, back to the teacher. But we are developing the peer to peer interaction and discourse. So as we're trying to measure that, we should be seeing an increase in student to student discourse that we can see like the map in the upper right corner where the map in the lower center, um, to the left is much more teacher to student, back to teacher, the other two. Oh, and on the back of the discourse map, we have some prompts for students because as part of teaching these skills outside of the content with something that is not a high stakes idea, something that we can all have an idea about, um, regardless of our prior learning on that subject, the students can use these prompts to start their sentences. Because when you're learning something new, sometimes you need some training wheels type of, um, prompts so that you can practice all different types of discourse. The tool, the classroom visit tool that you have is, oh, that you're going to have, this was actually developed, um, by another di or with another district that one of our administrators at Westfield Middle School worked for previously. That person brought it here and they adapted it for Westfield Middle School and we then adapted it to use across the district. We thought it was a good tool to measure something that is not always easy to measure. But at our next Westfield Leadership Academy meeting in December, principals are going to be bringing several, uh, examples of what they have collected, both of discourse maps and of this walkthrough classroom visit tool. And we are going to be analyzing that data as a group and making some goals, some action steps of where we need to maybe, as Stefan said earlier, provide some more professional development or maybe the Apple needs to provide some support to the principal and do some walkthroughs with, with just with the principal. Um, and what's nice about this is it we'll measure growth. Which growth, it's important to think about measuring growth because we know that teachers and schools are all starting in a different place. So they will be able to measure from September to June with this, um, strategy Or with this goal. Any questions? Great presentation. It is, I'd like to hold, uh, Leonardo DaVinci. Yeah. Yeah. Very DaVinci. All the Tech Academy students that came up. Stefan got up, came over here a couple times. That's you, you map it all out and then you can meet and say, um, I noticed that Mr. Sullivan Didn't really Speak at the school committee meeting that night. Mr. Sullivan. Yeah. I mean, I just as an example, we can analyze and say keep that one. What was going on with him? What was going on with Mr. Sullivan? Thank you. That was terrific. Thank you. Thank you, Susan. Set. Oh boy. Here we go. Here we go, Kathleen. Okay, so I have a whole bunch of policies here that I'm going to refer to. Um, the first one is I'd like to make a motion for a second and final reading by title only the school committee policy file, AC non-discrimination policy, including harassment and retaliation. Second. Motion made and seconded. Any discussion? All in favor? Aye. Aye. Opposed? Motion passes. Okay. Um, the next one is a first reading by title only for school committee policy file. DD grants, proposals, and special projects. I'd like to make a motion for the sec for the first reading by title only. Um, same of what I just said. This one, um, is Motion. Motion is made. There a second. Second, second. Any further discussion? Yes. Um, this one is including a title change to grants and proposals. And it is saying that the superintendent will go after all these grants and will involve the school committee in putting forward this information. Um, we met on this one as a first reading, um, Bo met and, And, um, Tim, All of us sudden Tim met and, uh, with a three to zero recommendation, we wanna move it to the full committee. Well, we should made and seconded Any further discussion? All in favor? Aye. Oh, Aye. Sorry. This is just more of a general comment. Is it possible when we get these for a second read to get a red line version To get what's what he said? Yeah. On the second reading Or, or either on The first read, probably the red line. Right. But we're now approving, I guess now that we're approving the first read, is it possible for when we get the final version to see what the differences are? Oh, The first reading with the red? Yes. I, i the fir don't, we don't have a red line version in our packet. Right. Is it possible before we need to do a final approval of all of these policies to get a red line version of them? Should I Should smile and came resources called us. We had that last time on the first reading. Yeah, There's, I said, you just said they're in this shared access folder. I'm not for human Resource. For human resources meetings. Oh, okay. They, it Shows the, like the one from MASC and our current one, but sometimes during the meeting they make additional changes. Also. I, this is just more of a, a general request then of can we, before we approve policies, get a red line version so that we know what we're approving differences. Well, We can get it or have access To it. Have, yeah. Get or have access to it. Thank you. Okay. Motion made. Second. Any further discussion? All in favor? Aye. Aye. Aye. Opposed? Motion passes. Motion Nour. Second. Second. Which one? IC 15 CB. That be Okay. On November 14th, we reviewed the following, um, policies that you'll be see seeing. There are gonna be six of them. And this is all because of a federal regulation for Title ix. Um, so we had to adapt these policies from, um, MASC. Um, Chris, our legal looked at 'em as well as Chris Rogers sat in with us during these. And since he is in charge of all of, um, this harassment and retaliation policies, if you have any questions, we may ask him. Um, so I would like to bring Mo bring, uh, a motion for the first reading by title only of school committee policy file AC dash R non-discrimination policy, including harassment and retaliation. Second motion Been made. And second, is there further discussion? Same. None. All those in favor? Aye. Aye. Opposed? Motion. Carrie? Um, I would like to bring forward a motion for a first reading by title only of school committee policy file, a CA non-discrimination on this basis of sex. Second Motion been made. And second, is there further discussion saying none. All those in favor? Aye. Aye. Opposed? Motion carries. Uh, d um, I'd like to make a motion for a first reading by title only of school committee policy file ACA dash R non-discrimination on the basis of sex under Title ix, including sex base harassment. Second Motion has been made and seconded by Mr. Sullivan. All. Any further discussion? All in favor? Aye. Aye. Opposed? Motion carried. I'd like to e I'd like to bring a motion for a first reading by title only, a school committee policy file, A CAB, sexual and sex based harassment and retaliation. Second, I made. And second, is there any further discussion? Say none. All those in favor? Aye. Aye. Motion. Um, FI would like to bring a motion for a first reading by title only of school committee policy file. A CGA Civil Rights Grievance procedure. Second Motion I made. And second, is there further discussion here? Say none. All those in favor? Aye. A Opposed? Motion carried. Um, G I'd like to make a motion for a first reading by title only of school committee policy file. A CGB, title IX Sexual Discrimination Grievance procedure. Second Motion I made. And second, is there further discussion? Say not all is in favor. Aye. Opposed? Motion carries. Heather. Um, just a report on the weekly signed warrants. November FIR first 2020 4 26 batches, totaling $479,129 and 94 cents. Thank you. Lets Make motion to accept, um, special revenue accounts as presented. Second. Motion been made and seconded. Any further discussion? I think so. Good evening, Mr. Barry. How are you? Um, so just a few quick comments on the first page. The gift account for Franklin Avenue is in a deficit that was just an accounting error. It's already been fixed. Um, and just so you're aware, the gift accounts of both Franklin and Abner, the schools are trying to spend down currently, um, for supplies to get them through to the move and then save their school-based budgets for purchases when they're at the new school. On the second page, the early childhood tuition, um, is in a deficit that is the Fort Meadow tuition account, which I'm sure you remember. We, um, spent down by the end of last fiscal year with teacher salaries. So that, um, account is actually at a zero balance. Um, a teacher that was charged there last year, um, just wasn't moved to the, um, LEA account. So that has been done. And that's all I have. I questions for Ms. Barry. Have one, Kathleen? Sure. Um, g Virtual School, should we keep that since there is no virtual school anymore, We should not, we're going to have to figure out a way to probably transfer it to use for students that are in the virtual program at either the middle school or the high school. Okay. Although There is some thought that you might want to just leave it as a placeholder since it does nothing. Um, I'm currently in a battle with, um, an illegal issue because we thought that it did nothing and it was taken out of a union contract and now 14 years later, we're back there trying to figure it out. So it might be one of those No harm, no fouls. I I'll do whatever you want, but you may have reason to have it back in a virtual school. What else? I don't know. Just a thought. And Kathleen, Shannon? Mm-Hmm. A gift for Fort Meadow. Um, what's gonna happen with that money when Fort Meadow closes? So I know when we closed north and south, the money traveled with the students. So I mean, it could potentially just follow the preschool programs if they don't spend it down before the end of the year. Okay. I mean, ideally I'd say they'd probably try to use that to spend down before the end of the year on supplies and educational programs. Um, I have another question. Mm-Hmm. Um, Astra, is that the Astronomy club? So I don't think that's specifically the Astronomy club. I think this is a, an account that's been, it's probably a couple decades old now. It's one of the ones I just haven't had time to look at and figure out what we can do with the money. But I mean, Stephan, do you remember what it was specifically for at the middle school? He Was talking to you Step what? Do you remember what acupuncture was? It was way before my time. So actually that's what Mike just and I were sidebar now. We actually, he was trying to think of the name and I just reminded him that Well, now let him know that you told him what it was. I don't, it was before my time too. They started building it when I was a student there. Yeah. So, and they, it's While ago. What was it? What was it? I couldn't, It was supposed to be, uh, a space, uh, simulator. Oh, They were building it in the courtyard at, uh, Westfield Middle School. Oh yeah. Maybe Mr. Way, maybe Mr. Fry would wanna use something like that. He's, because he doesn't Club Mayor mcc, he still been in high school. Gonna say nice job. Almost 6,000. So the middle school love new curtains for their stage. Just saying It's a lot more than that. New curtains are astronom. Are you any further questions for Mr. Thanks like that. Oh, can I, oh. Um, the WTA house building, is that all set now or are we still figuring out what we need to do to build, or why is that one still there? I think it's another hangover account because we have The foundation, Right? The foundation. Now Foundation. Mm-Hmm. School choice has a lot of money. What do we use? So I can give a quick update on school choice. So, um, as you know, the revenue that we're receiving now is based on what we received last year. So the October one Sims update has not happened yet in terms of what we're receiving. And then, as you know, too, in April I do another claiming process. So right now we've received four months of revenue. So we're still projected to receive about another $887,000. Um, and then based on what we said, for an offset for the budget this year, we still have another about $1.2 million to spend. But I didn't have to hit school choice as hard as I thought I was going to have to last year for technology because I was able to use SR funds. So we are going to have more money in school choice than, um, originally projected at the end of last year just because of that, um, ability to use SR. For technology. Okay. Thank you. Mm-Hmm. Good. I do remember down. No, no. We're done. Do We vote? Oh, that's, that's right. Ms. Sullivan. Mike Terrell. Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Heather Sullivan. Yes. To Sullivan? Yes. Tim O'Connor. Yes. Chairman McKay. Yes. Thank you. Now Always. Thank you. I'd like to make a motion, uh, to accept the following gifts donated donations in a non-election year donated to Western public schools from the great committee to elect Michael McCade. $300 to be for Turkey donations. Just make, just make good on a promise that we made earlier. So I was made and I would just like to say it's always an election year. Yeah, it feels like it. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Mayor Sullivan. Yes. Other Sullivan? Yes. My yes. Tim O Yes. And chair. Yes. Superintendents up there. So I think we do. Um, alright, so real quick, just the, uh, John and Abigail Adams scholarships, as you know, is free tuition for a, um, for students. And this year we saw an 80, uh, recipients at Westfield High School and 27 recipients at Westfield Technical Academy. And, um, we, I do send them a congratulatory letter and sign them all. It's not Day after or anything. I do the same. Yeah, you got it. That's the way to do it. So, uh, those are really good numbers. We're happy to see it. I wish it covered more than just tuition. Yeah, Because tuition is, they get you in fees, don't they? It's The smallest part of college, But Yeah. But at least it's something. And we will take Yeah, yeah. Went out this week, last week. So acceptance of some grants is, uh, join here. Do you wanna do that? Yeah. Be She's still here. I'd like to make a motion the acceptance of the multilingual newcomer and homeless support grants in the amount of $7,820. Second. Motion been made and seconded. Is there any further discussion? Um, I'll give brief overview. Per the money we are, um, we have been awarded, we plan to use to purchase technology for the families and students of the multilingual newcomers, homeless students, um, to purchase hotspots and Chromebooks, and to also purchase necessities and personal items and school supplies for the families and the students. Any questions? Shane? None. Great. Give it a call. Kathleen Hillman. Yes. Will Sullivan? Yes. Heather Sullivan. Yes. Mike Terrell. Yes. Jeffrey Gunther. Yes. Tim O'Connor? Yes. And Chairman McCabe? Yes. I'd like to make a motion to accept the Mass Skills capital grant in the amount of $1 million. Oh, Tim, was that here? What happened? Sorry, I made the motion. I think she seconded that There was, I haven't heard of seconded that second. I think Tim did. Oh, second. Mr. O'Connor. Mr. O'Connor did, Would you like to, uh, explain this to us? So these funds are going to Westfield Tech Academy. Um, it's going to be split between two different departments. One is for collision and the other is instructional technology. Um, for collision, they're looking to dismantle and rebuild the, um, spray booth in creating mixing room and to also purchase all the equipment for that area. And then for information technology, um, they plan on purchasing a lot of instructional technology, um, which includes like servers, network firewalls, router switches, wireless water routers, storage drives, monitors, um, monitoring system, cameras, headsets, webcams, um, of full gamut of instructional equipment. How did this come about? Should you apply? Yeah, We Said, Hey, let's grant, see this Tech Academy comes to me. They have a whole full load of stuff they need. And we, we got the grant and You crush Nicely. See, done. This is the one I went to the ca I had to drive to the cape to pick up Is this, is this split evenly between The two 700,000 for the paint booth. 300,000 for equipment for it. Okay. Paint booth is quite, uh, yep. Makes sense. Quite expensive. It is. Yeah. Wow. That's great. Ms. Sullivan. Bo Sullivan. Yes. Heather Sullivan. Yes. Mike Ro. Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Tim O'Connor. Yes. Chairman McKay? Yes. I'd Like to make a motion for the acceptance of the innovation Career Pathways Planning grant in the amount of $8,000. Second. What? I made second. Ms. Simon. One Second. It's supposed to be 8,500. Oh, Is it? Hold on. I'd like to amend the motion. Nicely Done To make it $8,500 Second. You sure? You good? Yep. Okay. So made and seconded. Keep amend, make it 9,000. Keep going. So these funds are going to be used, um, to stipend a team, um, that's going to be, or that is put together to draft the designation for the business and finance innovation pathway up at the high school. Did you say the high school? The high School. Okay. Thank you. Ms. Sullivan. Heather Sullivan. Yes. Mike Terrell. Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. O Sullivan. Yes. Tim O'Connor. Yes. Chairman McKay? Yes. I'd like to make a motion for the acceptance of the Civics Teaching and Learning grants in the amount of $23,000. No, That's exciting. That's some exciting stuff there. Motion been made and seconded. Further discussion. The, the packet says 32 or does it, the memo in the packet says 32. Is it 32? I'd like to amend the motion to have it say $32,000 Second that I read it. Keep going. Keep going. All right. 32,000. Go ahead John. Okay, so This grant is going to be used to provide professional development for a civics teachers also provide transportations for students to, um, attend field trips and then a civics project showcase. And it's being used to purchase materials also for the students With the new number being 32,000. Is there any further discussion? I just want to add that I like that the numbers go up and not Kathleen, Keep reading that. I Would just like to know what grades this is gonna be For. Ninth, eighth, and ninth Civics project. Is that the boys from Beyond? It's eighth and ninth. Eighth and ninth. Thank You. Ms. Sullivan. Mike Rell. Yes. Jeffrey Gunther. Yes. Kathleen Hillman. Yes. O Sullivan. Yes. Heather Sullivan. Yes. Tim O'Connell. Yes. And Chairman McCain? Yes. I'd like to make a motion for the acceptance of the Innovation Career Pathways implementation grant in the amount of $50,000. Are you sure? No, I'm gonna second 50. Can I can wanna make a Mr. O'Connor. Seconded. 50 Ms. Lan. So these funds are going to be used for stip stipend staff to review and expand the curriculum for both the healthcare and the manufacturing engineering pathways currently at the high school. Um, the funds are also going to be used to fund A CNA and phlebotomy course at HCC and supply students with, um, materials and instructional materials for both the healthcare and the manufacturing engineering programs. That sounds awesome. Yeah. Yeah. Very nice. Ms. Sullivan? Jeffrey Gunther. Yes. Kathleen Hillman. Yes. Bo Sullivan. Yes. Heather Sullivan. Yes. Mike Terrell. Yes. Tim O'Connor. Yes. And Chairman McKay? Yes. I'd like to make a motion for the acceptance of the growing literacy equity across mass, the Gleam Preschool grant in the amount of $177,500. Thank Turn update. Mr. We're good. Get the million dollar one wrong Like one, two. Give us an idea. So this grant is actually a continuation grant from last year. Um, so these funds are going to be used to work with our current literacy consultant, which is TNTP and provide professional development for our staff of tools of the Mind for the preschool classrooms. Um, and it's also used for networking PD for our, um, literacy coach. Sounds good. Anything else Ms. Sullivan? Kathleen Hillman? Yes. Will Sullivan? Yes. Heather Sullivan. Yes. Mike Terrell. Yes. Jeffrey Gunther. Yes. Tim O'Connor? Yes. And Chairman McKay? Yes. Thank you very much. Thank you. Thank you. Thanks. Any other? We have another look, Mr. Sorry. It'll be quick. I just want to point out though that that's like $1.25 million in grandson. I hope people knows that. And uh, I want to thank Joanne and everyone who puts their work into that. We do go after every grant that we qualify for and I think you can see that one meeting after another. There's only 1.2 when I started reading. Yeah, That's true. That was a good Point. Um, So I just wanna remind folks that, uh, uh, this Saturday is the Fawn Farewell, the final open house for Avenue Gibbs and Franklin Avenue from eight to one. So if you'd like to go see those, those places. Uh, and even mayor, the my friend who was, who was gonna come, I offered her a personal tour. I know you did. And she, Marie Ze, She's flying to, uh, she's flying up early to see the schools this, uh, this weekend. So that's great. Um, we also have our tuba meeting, our Westfield Education to Business Alliance meeting that we have every month, uh, which is a partnership between the Greater Westfield Chamber of Commerce and Westfield Public Schools And quite a few businesses. Uh, that is at eight o'clock on Wednesday. Um, and that is at Elm Electric on 21 Cycle Street. You're always welcome to come to that. I know Bo has come to, uh, some before in the past and, uh, I think, um, that's where our adopt classrooms come out of our career events and such. So it's a pretty, pretty cool group. Um, it's going eight years strong now, so that's, that's a, an accomplishment. And then, uh, just a reminder that there is no school for students November 27th through 29th. It is our Thanksgiving recess and I just want to take the opportunity to wish all of our staff, students, families, and all of you of course a happy Thanksgiving. And I can't believe it's only 10 days Away. I know. All done. It's, oh, anything else? Uh, it's 9 24. There is no mayor something. There was at seven 30. There was welcome committee reports. Can I just, Yes, sorry. Um, today I attended the task attendance, um, and it was really exciting to see the improvement in our attendance. Um, we are one third of the way through school and it was exciting because two teachers went in and they talked about changing the form that gets home, sent home to the parents, um, of students who are having some problems with their attendance. And it was overwhelmingly accepted to change a piece of that and it's gonna reflect how much time that they are missing instead of how much time they are attending. So it was really kind of cool to see two teachers go out and make some changes with that. Thank you. Alright. Subcommittees, anything to refer? Nothing on your old business? How about subcommittee? Reports and recommendations. Okay. That One. Wanna do it or I gotta accept the minutes? Um, I'd like to make a motion to accept the minutes of the Human Resource and Policy Subcommittee of November 4th, 2024. Second motion been made. And second, is there further discussions? Same. None. All those in favor? Aye. Aye. Aye. Opposed? Motion carries. I'd like to make a motion to approve the, uh, minutes from the facilities and Capital Planning subcommittee meeting of November 4th, 2024. Second. Motion made the second. Is there any further discussion on that item? Say none. All those in favor a. Aye passes. Any other items not reasonably anticipated within 48 hours of this meeting. Next regularly scheduled school committee meeting Is December the second motion adjourn 2020. All in favor? Aye. Aye at 9:26 PM Thank you.