00:01:13,230	S1:
Okay. Good evening. I called to order the meeting of the Hamilton Windham Regional School Committee at 7:01 p.m., and I invite you all to join us in the Pledge of Allegiance.

00:01:30,329	S2:
Pledge allegiance to the flag of the United States of America. And to the Republic for which it stands. One nation under God, indivisible, with liberty and justice for all.

00:01:49,099	S1:
Um, and next on the agenda is the land acknowledgement. Amy, would you be willing to read that? Sure.

00:01:55,870	S3:
The Hamilton Mountain Regional school district would like to acknowledge the Massachusett tribe. The tribe of indigenous people from whom the colony, province and Commonwealth of Massachusetts have taken their name. We would like to pay our respect to the ancestral bloodline of the Massachusetts Massachusett tribe and their descendants, who still inhabit historical Massachusett tribe territories to this day.

00:02:19,669	S1:
Thank you. Um, before we get started, I just want to remind everyone that this meeting is, um, being recorded and also being live streamed on HW cam on YouTube. Um, I am. Next up is citizens comments. Yep. Do we have anyone on zoom?

00:02:40,770	S2:
Nope.

00:02:41,900	S1:
Okay. Um, so the opportunity, the opportunity for citizens. Comments. Um. I'm not. I can go through my spiel. Does anyone in the room interested in making a citizen comment?

00:02:55,300	S4:
I think we're good.

00:02:56,069	S1:
Okay. In that case, I'm not going to go through my whole spiel about citizens comments. Okay. Um. All right. It looks like there is no one on zoom at this time. Nope. Wishing to offer a comment? Okay. Um. At that. In that case, we will close citizens comments at 703.

00:03:15,300	S1:
Um. Next up. Oh, you know what I think? Uh, Mr. Tracy. Thank you. Your way ahead of me. I did not actually print out the mission statement. Um, and, uh, so I may, um, maybe I'll just. Since I didn't ask anyone, maybe I'll take it on myself and read a portion of the mission statement. Uh, the Hamilton Wenham Regional School District School Committee's mission is to ensure our schools create graduates with a passion for lifelong learning, together with critical skills needed to maximize their potential. The Hamilton Windham Regional School Committee will lead and inspire a district that attracts and retains high quality educators by acknowledging and respecting their expertise and professionalism.

00:04:03,629	S1:
Um, just for those of you who don't know, we usually read a portion of our mission statement at the beginning of each meeting. Um. Thank you. Next up is the consent agenda. Um, does anyone have any items that they would like to hold from the consent agenda?

00:04:25,370	S1:
Go ahead.

00:04:26,100	S5:
Yes, I moved that the Hamilton.

00:04:28,430	S1:
Oh, wait. Hold on, I was. I thought you had something to hold. Oh, I do, I have something to hold. Um, I want to hold the minutes from October 24th.

00:04:41,399	S2:
Sorry.

00:04:42,269	S1:
Go ahead.

00:04:42,970	S5:
Uh, I moved at the Hamiltonian Regional School Committee. Approved the consent agenda as written minus the minutes from October 24th.

00:04:53,000	S3:
Second.

00:04:53,930	S1:
Seconded by Amy Berger. All those in favor? That is unanimous. Of the five members present and the motion passes. Um, I held the minutes from October 24th. I had two, um, minor, um, comments or concerns. One is that up at the top where it says who is present? It says that Gen Park car departed at approximately 720. I actually, according to my notes, she actually departed at 820. Yeah. Um, so that's one. And then, um, the other one, is that on that list? Same list at the top. Um, Dave Ippolito, whose name is spelled incorrectly. It's a typo.

00:05:35,430	S5:
You would think I would have picked that.

00:05:37,899	S1:
I've had that happen to me where mine is spelled incorrectly and someone else noticed it. Um, are you willing to make it? Does anyone have any anything else on these? David, are you willing to make a motion.

00:05:51,000	S5:
Sure. I moved at the Hamilton Regional School Committee, approved the October 24th, 2020 four minutes with the edits brought up by Dana Lara.

00:06:04,370	S1:
Second second by Amy Berger. Is there any discussion? All right. Looks like we're ready to vote. All those in favor? That is unanimous. Of the five members present and the motion passes. Okay, I do wanted to just acknowledge all the really nice donations that were on there. Um, exciting stuff for the robotics team.

00:06:30,269	S3:
For sure.

00:06:30,699	S1:
Thank you. Thank you. Um, next up, it looks like we have a presentation from our Deca students.

00:07:03,699	S6:
Good evening. My name is Kaitlyn Cirillo, and I'm one of the five Deca officers at our high school. To my left, I have my fellow officers Gavin Meyer, Jonas Dorigo, Patrick G. And Gabriela Jewett. Not only do we just have our Deca officer team, we also have our Deca Ambassador Team. Ambassadors meet monthly with Miss Wheeler to work closely with her, while officers meet weekly with her to work together.

00:07:34,629	S7:
So what exactly is Deca? Deca at its core, is a student organization to develop transferable skills for colleges and careers. Some of these skills include simple things like eye contact and learning how to speak professionally to pitching a business members and presenting your ideas. Um, Deca allows you to try job scenarios and competition, build skills through workshops, events, communication, and leadership. Deca was formerly known as the Distributive Education Clubs of America, but is now simply known as Deca, and over 200,000 high school Deca students worldwide, including all 50 United States, four U.S. territories, Canada, China and more.

00:08:21,199	S8:
Um, so what Deca looks like at our school is over 50% of high school students at our school participate in Deca. It's the biggest club at our school. Um, we have 252 members this year, 164 returning and 88 new members. Um, we try to be very interactive with Deca at our school, and we try to get people involved in as many ways as possible. And through that, a thing we incorporated last year was new member orientation. And with that, um, we've we've really like, emphasized how we've emphasized the learning and teaching of the new members and making them succeed better. And through that, we've seen a huge jump in their success. And we've seen like we had like 25 freshmen from last year make it to state competition, which we hadn't seen in years before. And that's one of our main points of emphasis this year. And then additionally, we have a bunch of other ways to get involved, including competition prep, stock market and Virtual Business Challenge, the Quiz Bowl. And then we also have active fundraisers like Turkey Grams and Bingo Night. And through that, it's a way to get interactive with the community as well as raise money. And then we also have the speaker series where we, um, invite business professionals from local businesses as well as just people known throughout town. And it's a good way to like, learn more about careers and different business paths.

00:09:45,870	S9:
So as part of our Deca family, we have mentor teams and each mentor team consists of one Deca officer and around 2 to 3 Deca ambassadors. Each year we have a theme for the group names. This year's theme is Business Innovators and those are our five groups down there. And each officer we drafted every single member from Deca onto our team. And these teams help new members get acclimated to what Deca is like. They learn about competition and other opportunities. It creates communication channels between members and US officers and Miss Wheeler, and it also helps build relationships and develop a family dynamic within Deca at our school.

00:10:32,870	S10:
Now moving on to the core Deca experience. This mostly incorporates the district competition and role plays, where we have over 50 categories that most students can pick from when they're in the club. So before the actual competition, they take a test that is full of 100 difficult questions, and then afterwards they go on the field trip and they do a role play. This includes getting a slip of paper where they learn about the problem they have to solve, and then after 10 or 20 minutes of planning, they'll go to a judge and they'll explain their ideas for how to solve this business problem. And this is really helpful for our futures if we try to do this in the competition. Because if we have interviews later on, we'll be used to the stress that we might feel beforehand. We'll be able to publicly speak better, and we'll also have an idea of how to problem solve very quickly on our feet.

00:11:25,730	S9:
So a big piece of the experience and especially the competition is choosing a category. So for especially new members, each student will meet with Miss Wheeler individually in which they will discuss what the student likes, what categories they might think would be a good fit or like and what they like might want to pursue. And out of the 50 categories, there's like a lot of different fields like marketing, finance, hospitality, entrepreneurship and business management. And based off this conference with Miss Wheeler and then eventually the once the student picks a category and they finalize it with Miss Wheeler, she, uh, she creates a personalized competition plan for each student, which includes prep materials, tips, tricks, and a practice schedule that will help them succeed come competition time.

00:12:16,200	S8:
Um, our competition. So there are three main stages of Deca within competition. There's districts, states and CDC, which is the National conference districts is held in December 11th to 12th in the DoubleTree in Danvers and states is February 20th 7th to March 1st in Boston in the Seaport District. And CDC is in Orlando, Florida from April 25th to the 30th. A majority of students participate in what's called a role play, so it's like a face to face presentation with a judge. You can be in partners or solo, and it's like you're putting a real world situation and you have to solve a problem or present a business idea to them. But Deca isn't limited to role plays. There are also a written project aspect where you can prepare something beforehand, and with that, there's a written portion as well as a presentation with the judge, only it's prepared beforehand. And with that, um, our school is partnered with many different organizations, some of which include Acord for ocean, new House, institution for savings and The Doggie Depot.

00:13:21,899	S7:
So Deca in action this year, me, Caroline and Jonas have decided to do a business growth plan project. Um, we have created a company and our goal is to create a five year plan as well as get that company up and running. So our idea is mass comfort. Mass comfort acts as a bridge between a local business and apparel producer to make the process of developing merchandise stress free. Um, we want to work with local businesses and our focus is in the community of Hamilton Wenham. We also pledge to reinvest 50% of the profits we make back into the town. Um, so far for progress, we've acquired we've acquired our business permits and we're beginning to launch our business. Uh, the next steps for us, we will be attending the The Difference Maker conference on November 19th at UMass Lowell to get feedback from experts and practice presenting our pitch. Um, after that comes the district, state, and hopefully CDC conference where we're hoping to win glass. Um, and finally, um, to bring us back to the business. Our goal is to form three community partnerships with local businesses in town by the end of this school year.

00:14:35,600	S10:
Another group that we have affiliated with Deca is the Social Squad. That includes Patrick G and I and plus two other members, Cameron and Emily Mackintosh, and the Social Squad. We have a block during the school day where we can go around the school and figure out what's going on at Hamilton when in high school. When we do this, we try to take pictures of everything that's happening around the school so that we can post it on our Hamilton, Instagram and Facebook so that more of the community can understand what we have going on. We're hoping that through this, we can kind of gather more students from the community to the high school, since we have lost some students in the past years. So through this, we experiment with different ways of how to post. So depending on how many people we should have in a post, or just if we should do infographics more or not. Um, down there on the slide, you'll also see that is one of our that is our most engaging posts that we've posted this year. And Patrick G. And Emily McIntosh are also working on a project to compete during the district conference and hopefully state and national conference as well. If Patrick wants to come up and talk a little more about that.

00:15:40,970	S9:
So our project is we take a business and then analyze a problem that that business has, and we present a solution plan and then implement that plan and show what results we can achieve. And our business plan, which shows that the Hamilton one regional high school, because we know that the school has declined in student body over the past quite a few years. And for this project so far, we have been analyzing student body count trends since I think 1985. And we have and we've been using or we've been explaining the social squad team that we have, and we talk about how we're using this team to essentially create more like a more engaging environment for the community. So we hope that we can spread the word or spread knowledge of all the amazing opportunities that our school has and just like the general community spirit. So this will help show people in the community that the high school is a school that they should be sending their children to.

00:16:49,600	S6:
So why is Deca so important for our students? As Miss Wheeler always likes to tell us, Deca is, you can't be bad at gaining experience. Deca is more than just learning and developing transferable business skills. It's about building self-esteem, experiencing leadership opportunities, and practicing community service. I personally joined Deca because I was interested in learning more about the different fields in business, and seeing if I would be interested in doing that in my future. I what I didn't realize when I was joining the club is that I was going to have such a fun experience meeting new people and figuring out other ideas that I didn't know.

00:17:30,000	S7:
A little about a little bit about my duck experience. Um, so I first joined Decca with a bunch of my friends. I thought it would be fun. Um, and everyone at the school was doing it. Um. And I was lucky enough to. With my partner, Jonas. We were lucky enough to make the state conference that year. Um, and after that, I just kind of knew, like I had found my footing at the school, and, like, this is kind of where I belonged. Um, and Deca gives you the opportunity to really pursue that and take on leadership roles and do things like do things like this. Um, and yeah, I'm just really grateful for the club.

00:18:08,099	S6:
Last year, the five of us also got to travel to the international conference in Anaheim, California. And I would say it was probably the best trip we've been on. We had so much fun all together, just meeting new people. We met people internationally and just within different states, and we also got to go to Disney as a plus. Um, but Deca really is so important to all of us, and we thank you so much for taking your time to listen to us.

00:18:37,000	S1:
Thank you.

00:18:39,430	S11:
That's awesome.

00:18:41,569	S3:
Thank you. Yeah. I'm always just so impressed by this group. I think that it's amazing you all do such a good job. And I really appreciate you coming to tell us about all the things that you do. Thank you.

00:18:53,630	S1:
Yeah. Um, I, I'd like to just say the same. I, I, I learned I've seen deck presentations before and I learned a lot tonight. I wrote a bunch of things down. Um. It's amazing. A wide variety of things you do. I think you made it really, really understandable to us how 50% of the school can be involved because there's so many different things that you are doing that I can see that there's a lot of opportunities for different, different students. That was really helpful. Wonderful. Um, does anybody else have anything?

00:19:33,400	S5:
I know, it's just great hearing, uh, some of the personal projects you guys do. Excuse me. You know, year after year, we love having you guys in, but we just sort of hear about the program a lot. So really seeing what you guys are personally working on is pretty exciting. So I'd love to get that data on the, uh, attrition, attrition rates.

00:19:51,369	S1:
Yeah, definitely. Um. All right.

00:19:57,500	S6:
Okay. Thank you.

00:19:58,599	S1:
Thank you so much. We'll give them a round of applause.

00:20:01,200	S2:
Yeah.

00:20:01,599	S12:
Nice job.

00:20:02,230	S13:
Thank you.

00:20:05,000	S14:
And thank you to Miss Wheeler for continuing to grow our Deca program.

00:20:08,230	S1:
Thank you.

00:20:09,029	S14:
On the 50%.

00:20:09,869	S12:
Mark.

00:20:10,900	S11:
That's amazing.

Okay. 00:20:16,829	S1:
All right.

00:20:20,470	S1:
Um, And I actually meant to notice. Meant to mention that we did approve those two field trips today on the agenda. So which was.

00:20:35,170	S11:
Nice work.

00:20:50,900	S11:
Big.

00:20:54,500	S11:
Office.

Okay. 00:20:59,970	S14:
That's a tough act to follow.

00:21:01,329	S1:
It is. They are. They are an impressive group.

00:21:04,069	S14:
Very impressive.

00:21:04,769	S11:
Very impressive.

00:21:06,200	S14:
Um, tonight we're going to go through our district mayor's presentation that we do annually. This is kind of an overview of the scores across the district. Um, start out initially, I'll do a little bit of an overview of some of the statewide results so you can have something to compare it to, and then each of the principals will do the results in each of their the buildings. Then we'll take questions at the end. For we have one principal who does have to leave right after our presentation, but we can manage our questions for her if you have some. Um, so initially the statewide results across the state show lower, uh, lower achievement in all grades from 2023 that that last school year, 2324 school year. Um, the math results who ever do show improvement in the third grade. And then the rest of the math is, is fairly flat, you know, plus or -1%. Not not a lot of huge achievement improvements. And then science is also improved achievement in five and ten grades. And for some reason in eighth grade it took a dip this year, which it has not done in the past. So a little bit of an overview of the statewide results. This will give you a look at statewide results compared from two to comparing 2019 to 2023, we're still approximately two and three and four points behind statewide. Not just this is not school data. This is statewide data from a 2324 testing results. And this is for Ela. So you'll see from grades three through seven still have not kind of caught back up if you will. Grade eight is what the state considers flat negative or positive. One is considered flat in that realm. And then grade three through eight is as a combination is is down approximately three points. Three percentage points in the meeting are exceeding, and great ten is again flat in the 23 scores.

Math. 00:23:06,930	S15:
Sorry, could you give me a primer on the acronyms on the top?

00:23:11,269	S14:
Sure. If you look from the left to the right column, it's percent not meeting. Eating. Partially. Meeting. Meeting expectations. Exceeding expectations. And then they combine. Meeting or exceeding so M or e. Sorry. It's one of those assumptions we all make right. Everybody knows. So not meeting partially meeting uh meeting and then exceeding. And then what. You'll see a lot of the state scores are meeting and exceeding is where they group kids to try to say, okay, this is our target to get kids into this group.

00:23:48,329	S14:
And again, as you look at this chart, statewide math results, grade three had a bump of three percentage points, which means 3% of the kids across the state moved up to the meeting or exceeding categories, and then the rest is relatively flat. In a presentation that was done by the state, um, they had they had said that anything within plus or -1 or 0 was to them flat comparatively across across years because they are comparing kids kind of unusually, they're comparing grade third grade of last year to third grade of the previous year to third grade in 2019. So when you start to see these numbers, it's a bit of an anomaly how that comparative happens. Um, and I've said this in the past, when you look at the data in that way, and I think we would all probably agree, you're comparing oranges, apples and grapes. Each year you have different groups of kids, you have different types of kids coming through the system, and it's a direct comparison. We also like to look at it in the cohort style. So looking at a fourth grader and saying, how do they do versus their third grade scores is more meaningful for us for that child. When you're looking at growth and achievement and then science, it's kind of a little bit all over the map. Science across the state in the grade five big jump. this past year. Grade eight, when it was, was what I had mentioned earlier, had gone down two percentage points, and then five through eight as a whole was roughly flat in the in the words of the state. And then grade ten is two percentage points, which means 2% of the students in grade ten have made it into that meeting or exceeding threshold

00:25:36,670	S14:
across our district in grades three through eight. 62% of our our students are meeting our exceeding expectations in Ela, um, grades three through eight. 57% of students are meeting exceeding expectations in math and in grades five and eight, 65% of meeting or exceeding expectations in science. And those are some of the comparison groups that they use at the state level, the three through eight and five and the eight, um, to to make comparisons. So we try to track that as well across the district. Now shift into each of the school scores and we'll start with Booker, Mr.

Churston. 00:26:12,930	S16:
My driver from up here. You can drive.

Okay. 00:26:17,529	S16:
Sure.

00:26:23,529	S16:
All right. Good evening everyone. My name is Ben Shearson. I'm the principal here at Booker Elementary. We're going to start with an overview at the school level. Look at the three tests and then talk about our plan moving forward. And it will be that similar format for the five schools. So looking at broadly what's happening three through five science is looking good. Strong scores and pulling away from the state average similar scores in math. Again pulling away from the state which is which is good to see. Ela was not as strong. Um, and I want to go into a little deeper story there about what's going on. Um, Eric talked about cohorts, about following those kids who were third grade two years ago to fourth grade last year, in fourth grade, two years ago to fifth grade. Um, in those Ela cohorts, looking at those, there was a slight dip looking at those cohorts across the state. There was a there was a matching dip with math. Looking at those cohorts, both of those cohorts increased in proficiency, which was great. The state at the state level, one of those groups increased in. One of them decreased. But nice to see those increases with those cohorts were following the same set of kids from year to year. So looking a little deeper.

00:27:37,170	S16:
On the left side is averages for all students at Booker, and on the right side is for students with disabilities. The steady, slow drop is the piece that jumps out at me, as I'm sure it does for you. Um, the part that doesn't that isn't in the story, um, is that we had 15 kids in L.A who scored a 497 for 98 and for 99. So 15 kids, that's 13% who were within two questions of meeting the standard. Um, so many such that when Zach, the middle school, was putting in his MCAS course, he reached out to say, Holy cow, how you have this many kids who are this close? And I was like, right, I know, and that's the part that the graph doesn't show. And they are just right there. Um, there is a drop in scores with our students with disabilities. Um, my first reaction was, what's what's going on here? Um, one of the things I try to think about is that with these small schools, we start to get into really, really small cohorts. Um, and going from year to year, all this fifth graders leave and some new third graders come in. Um, that cohort is about 20 kids, and a third of them change every year.

00:28:41,769	S17:
What does the circle with the X's mean?

00:28:44,299	S16:
I'm getting there.

00:28:45,099	S2:
Thank you.

00:28:47,369	S16:
Um, so there is some some moving around in terms of what those kids are actually looking at. So the dotted line is the state average. We move over to students with disabilities. The dotted line is the state average for all students, not the state average for students with disabilities. If you go in and crunch the numbers, the red dots are the state averages for students with disabilities. So if we're going to compare apples to apples, it's our solid line. And the three red dots at the bottom.

00:29:16,500	S16:
Slight increases in the gap between us and the state in 2024. And really nice to see a greater than 50% growth percentile for the students with disabilities.

00:29:29,799	S16:
Math is looking good. All three individual individual grades had increases. So not just the group as a whole. One of our school goals from last year was around math fact fluency, and I want to believe that has something to do with that. We had a lot of conversations about that with teachers last year. Both cohorts went up. So those third graders go into fourth and fourth going to fifth. Um, for students with disabilities. Again, we're talking about a cohort of about 20 kids. Um, and nice to see us pulling away from where that state average is. So doing some some nice movement there. Um, nice that their growth the students with disabilities higher than higher than the 50th percentile. I would love to see it a little higher than the students without disabilities, so they were closing that gap. But nice to see us above that state average for growth on the science side. Science is changing and we're in the middle of this change. Um, we I just want to give you a little sense of kind of where things are going. Um, in the past, we've had this traditional science test. The vast majority of it is multiple choice. Um, the moon question is around. If I took some pictures over the course of a week, which series of moons is it? I won't ask you to try and answer it for me. Um, what we're moving on to is more kids performing experiments and drawing conclusions as part of the exercise. Um, so this piece on the left is around erosion and asking kids to look at what kind of barriers in which positions will prevent the most erosion. Um, the other piece is the other side is an ecosystems experiment where they look at two different locations. Looking at the number of sunny days during a month, and then thinking about how that affects fish and insect population and the energy available for top predators. So a very, very different kind of test. Kids are really conducting experiments. They're drawing those conclusions and really talking about those results. So we started into that field testing this year. It's rolling out. Should be rolling out to everybody this coming year. Um, but as we sort of think about science and where we're going with that, that this test is about to change very dramatically.

00:31:38,529	S16:
Um, on the science side. Um. Love it. Yeah. Um. Steady climb. To be fair, this is just the fifth graders. Um, but I do like to remind everybody that everybody's kids are everybody's kids. And so when those fifth graders do science, um, it's not just that fifth grade experience. It's everybody all the way through. Um, and true for third and fourth for their for their, um, tests as well. Really, it's not just what's happening in that grade. It's all of the years that led into that. Um, the swings on the right hand side, we're now talking two classes and kids with disabilities. Um, that cohort is either side of ten and is a number that the state doesn't actually report on because the cohort size is so small. Um, this is an internal, um, graph. So those wild swings are there because there are some cohorts in there that are two kids. Um, and so that swings that a lot. So what do we do with all this? Um, one of the big things is writing. Um, if we look at our Ela scores, the place where we lose those points is is on writing is on essays. Um, we're in our third year with CLA and has a lot of writing of paragraphs, a lot of organizing ideas, but less writing, those fully produced pieces of writing and no real on demand writing where you are writing from the beginning to the end, all in one sitting. Uh, we are adding a research unit as a writing unit in with the fourth grade. The lower grades are looking at ways to add writing into their curriculum. We're really looking at those essay points. Um, for ID development, we end up with about 40% of the possible points. Um, essay conventions are about 50%. Um. Interesting about the conventions is that when we get multiple choice questions about conventions, we do really well on those. But when we look at conventions in the actual written piece and actually have those applied, that's where we are, where we fall a little bit short. Um, we're looking at some writing professional development for coaches and for administrators so we can support more there. We did a lot of work with Science of Reading in the last few years, and now really thinking about, um, understanding more about how kids learn writing and what the latest research on that is so that we can get the best bang for our buck there. Um, continuing with mathematical fluency. I am really excited as a math person about how Eureka Square deals with fluency. It's a little bit that's brought in every day. It's part of that daily practice. Um, we've historically had some issues with fractions on MCA's as well. That was not any different this year. And Eureka Squared has some really unique ways of talking about unit fractions and working those into number lines and really building that number sense of what fractions actually mean. So that's exciting for me. And then thinking about those students with disabilities, we have moved to some co-teaching models in third, fourth and fifth grade where we have special educators who are doing teaching and supporting of students directly in the classroom. Um, traditionally, it's been a pull out model where special education teachers pull those students out and do those tutorials with them in a separate space. And then it is our ESPs or our Tas who do the supporting in the classroom. So in third, fourth and fifth, we have opportunities for those special education teachers to actually be in the classroom supporting those kids. Um, what's not on here? Just because our population is so small is our Ell population. Um, looking at our internal digital scores, um, our Yale students are doing fantastic. Our Ell teacher, our literacy SPS, or classroom. Teachers are doing a great job with them, and it's really exciting to see their language develop, both verbally but also within within reading and writing. Um, but so, you know, thinking about MCAS in general, um, really excited about some about some of what's on there, um, have some mixed feelings about literacy. Um, but we know where kids are struggling. We have a plan to support them this year.

00:35:19,730	S1:
Thank you.

00:35:20,300	S2:
All right. Thank you.

00:35:28,769	S18:
All right. Good evening, everyone. I'm Jennifer Hunt, the new principal at the Cutler Elementary School.

00:35:34,530	S11:
Oh.

00:35:34,769	S2:
Thank you.

00:35:35,530	S11:
Yep.

00:35:37,570	S18:
Um, so much like, um, Ben, I'm just going to kind of go over our scores, um, have some explanations around sort of thoughts as to why our scores are, um, at certain levels and not. And I do have at the end an overview of a plan to kind of help to, um, better our our instruction at Cutler around, um, the subjects of Ela and math in particular. Um, so just kind of looking back through, um, our, our MCAT scores, here are the overview of the highlights. Um, our absenteeism has improved overall by 4%. Right now we've exceeded our targets, um, students with disabilities. So we have a language based program, and we also have a moderate disability special education program. And we now have a new, um, therapeutic learning center. Um, but our students with disabilities showed good percentage growth overall in all grades three through five. All content areas Ela and math. So up from the previous year, our grade three Ela overall overall growth up 11% from the previous year, and grade four math overall growth, up 8% from the previous year. What you're going to see on the next slide is going to actually speak more to when I start to talk about our MCAT scores. And what we kind of uncovered was happening and has been happening at the Cutler Elementary School for a couple of years. So one thing is digital learning and technology. What usage was not encouraged under the previous leadership? So children did not have opportunities to have devices in their hands from a young age. So, you know, by the time they got up to the third, fourth and fifth grade, they didn't have experience using certain digital tools. And therefore, there was a you know, this MCAS is all digital. So there was a deficit there in terms of utilizing the the tools in particular in math. The math MCAS test has a lot of different tools that you need to use, like highlighters and dropdown menus. Um, so part of what we're thinking, the score is why they didn't do as well as the district had expected or hoped is directly related to this. Um, and also, students in grades three and four, three through five were not given time really to practice, um, the practice tests on Chromebooks. So it appears they didn't seem to understand, again how to use online testing tools. And when we look through, um, student rosters and item analysis summaries, and we can really break down those, those specific questions and looking at the scores and seeing, you know, what the full amount of points you should be able to get. We saw a lot of zeros in a lot of ones. Um, so that's kind of when you get to the next slide you'll see what's what's been happening. Um, parts of the literacy and the math curriculum. So it was a new literacy.

00:38:42,329	S1:
So we have a question.

00:38:43,329	S11:
Oh I'm sorry. Go ahead.

00:38:45,170	S17:
Um, what do you mean by we're not being taught with integrity.

00:38:49,869	S18:
So there were a lot of inconsistencies. There was a, um. In terms of like tier one instruction and tier two intervention, certain things didn't get up and running as, as early as they should have. I don't know why. They're just I've looked back. Yeah, I know.

00:39:08,099	S11:
That's on the ground.

00:39:08,829	S18:
I know it's just.

00:39:09,769	S11:
You know, when we look back and we look at data and we look.

00:39:12,829	S18:
At like sort of like the three.

00:39:14,369	S11:
Year data.

00:39:15,769	S18:
Assessments and where, you know, at the first beginning of the year assessments, there wasn't data even put into some of the, the charts. Um, go ahead.

00:39:25,199	S17:
But are you talking about our special ed kids?

00:39:29,170	S11:
No.

00:39:29,699	S17:
Or was this overall.

00:39:31,300	S18:
It's not our special ed kids. It was more overall. Yeah. Um, it was a new coach. Um, a lot of new staff members, a lot of, um, trying to keep up with certain pacing guides and scope and sequences in clay and then also in the new in the math curriculum. So they were using investigations and then in the spring piloted two other separate math curriculum. Eureka math squared and Illustrative Math, which kind of interrupted and disrupted that integrity component of of continuing to teach in particular the math curriculum, because you'll see it's our math scores that really suffered more than anything. Does that answer your question?

00:40:12,230	S11:
Absolutely. Okay. Go ahead.

00:40:13,670	S3:
Do you feel like this has there's a plan to improve this? Do you feel like it's in a better.

00:40:18,030	S11:
You've already started it. Great. We got it.

00:40:22,070	S18:
And we're already seeing we're already seeing growth and benefits from it.

00:40:24,769	S11:
So.

00:40:25,900	S18:
Um, so here's Ela all grades three through five. Um, and as you can see, if you're looking at those graphs, how it has really.

00:40:34,469	S11:
Dipped.

00:40:35,030	S18:
Down pretty dramatically. Uh, you know, we went down 8% in the previous year. Um, 4%. Average scaled score. Student growth performance down pretty drastically, both 10% for the previous year. And then we're lower than the state average and we're lower than the state average. In a lot of areas, we're lower than the district average in a lot of areas. But there are some small glimmers of hope where we actually were above both. So, um, and I can talk more about that if you'd like. Um, students with disabilities actually did go up. If you look at the student growth performance percentage, they went up 9.6 from the previous year. So that's that's very promising. And that's really important, especially since we house a variety of different special education programs.

00:41:29,170	S18:
Uh, math is where we really some concerning scores and dips in the achievement and the growth. So again, you know, down 8% over the previous year, we're 3% less than the state average. We would hope that our students meeting and exceeding expectations would be higher than a 40% number. But again, like I said in my previous slide, there are reasons that we're sort of uncovering that explain a lot of this. So it's not necessarily that our students aren't capable because they are very capable of of exceeding students with disabilities. Again, you can see that we've gone up from the previous year in the scaled score and also the student growth performance

00:42:17,199	S18:
science. We didn't do as well as some of the other schools. I'm still learning about this. We have a couple of different science curriculum that we use mystery, science and Stem scope. So still kind of figure out where teachers are teaching science, fitting it into their day. The majority of the day is focused obviously on Ell and math, especially since we're looking at scores that we are seeking to improve.

00:42:45,969	S18:
So what we started to do moving forward is students are now from kindergarten through fifth grade with our son, with our library media teachers. Linda mastroianni, who is our library director of library and technology in elementary schools, has been working very closely with all teachers getting into classrooms. Kids are getting on Chromebooks, kindergartners are using their iPads. I was in the library this week watching the kids, you know, have fun kind of playing around and learning about the tools on a very basic level. So part of one of my goals this year is to really work closely with Linda and making sure that we are given students ample opportunities to, you know, learn on the digital learning platforms to have experience with the devices. She's working really closely with third grade right now, making sure that they have opportunities on Chromebooks because they weren't they didn't have as many. So by the time they got to the MCAS test, they didn't. They didn't have a familiarity with how to use even the basics of the Chromebooks. Um, we're working again with Linda to make sure that we're giving kids three through five opportunities to practice using the Chromebooks and the MCAS practice tests. We have really, um, met very closely with my instructional coach, myself in our PLC meetings and our data meetings. PLC meetings are on Wednesdays. Um, but we also make time in our schedule to meet with grade level specifically. Um, we met with third, fourth and fifth a couple of times last week and really dove down deep into the item analysis section of MCAS, and we were able to actually look exactly at what was the standard, what was the question? We're going to look at maybe giving opportunities or giving opportunities for, you know, kids to sort of practice with sample questions from that item analysis summary. Um, and that's what this is. Yeah. We looked really closely at the rosters. We looked at who specifically wasn't meeting expectations. And then we took those students and we looked at all the items that they didn't perform so well on and really started to understand that, um, a lot of it was in math, um, and we realized that with what's happening now with Eureka, math squared, um, down here, the new math curriculum, it is already teaching a lot of those standards, standards and math concepts that were missed on those item analysis tests. So we're we're we're already seeing growth leaps and bounds in kids math academic performance and assessments. Um, again. And Eureka math also has uh, digital assessments, online digital assessments that mirrors the MCAS assessment. So again, that practice using those tools is, I think, going to be really beneficial. Um, we're going to continue emphasis on the Ela curriculum. Um, I myself have have gone to training. We do have a grant that Gen Clifford wrote that is going to have give us coaches to kind of continue with that implementation through KLA as well as Eureka math squared. Um, and we are looking at, you know, not just tier one instruction, but tier two instruction in our wind blocks where we can really look at the kids who might not be meeting benchmark, um, standards at this point and taking time to really focus in on intervention and intervention during those wind times. Nope. Do you have any questions? Yes.

00:46:28,130	S15:
Thank you for that presentation. Um, the digital tools that have been made available are those tools that are already available to the other schools and or and weren't available at Cutler.

00:46:39,570	S18:
They were available.

00:46:40,570	S15:
They were. They just were being not utilized. Yes. Okay. Thank you.

00:46:45,969	S18:
I mean, typing club for one right there. When we looked at the literacy, the Ela item analysis, we saw that a lot of the errors came around. The fact that that the the children hadn't had experiences typing so they weren't able to do, you know, the shift key to make the capital letter. They weren't able to they weren't doing necessarily the punctuation marks. We looked at a lot of like the the open response questions to see, you know, where we can support with that as well. So it's pretty global that we're looking at all of this. But we are meeting on a regular basis. We are in classrooms. We are supporting teachers, providing them with resources, materials. Uh, and I we are already seeing progress and I think people are already starting to feel good about it. So I do think it's going to take time. But I do feel strongly that we will improve our scores and improve our progress overall.

00:47:44,000	S2:
Okay, sure.

00:47:46,730	S14:
First, I want to thank Miss Hunt for jumping into the pile here. This is probably, you know, you're a new principal and this is this is a surprise. But I think it's important to know that the tools, um, related to even MCAS were not known by a lot of these kids. So when you look back at their grades, there are a lot of blanks, which kind of tells us they didn't know what to do. So when you go into some of these math problems, you have to go up and pull down a tool or you have to reach and bring something down. And if you don't know that, if you've never experienced that as a third grader, it makes it really difficult. So we had learned that there was a dearth of technology use in that, in that, in that building during that the previous year, there was some push to try to get some technology use. It didn't happen as it should have. And I think that's one of the things that we've been able to quickly recover in and get kids, the opportunities to a be on the Chromebooks and teach them about typing skills, but also teach them about the skills. The state gives us sample test questions so that kids can learn the tools. These kids, just in our opinion, didn't have the opportunity.

00:48:53,400	S17:
So was it a hardware issue like we did we just not have enough Chromebooks?

00:49:00,329	S18:
We have enough Chromebooks. We have enough Chromebooks. We have enough iPads. We had the staff. We had, um, a library media teacher. So yeah.

00:49:11,599	S2:
Thank you.

00:49:12,170	S18:
Yeah. Thank you.

00:49:15,269	S18:
I'm happy. If anyone else has other questions, I'm happy to answer. Um, okay. Thank you so much. Thank you. Have a good night.

00:49:25,599	S2:
Thank you.

00:49:28,469	S19:
Good evening. I'm Carolyn Shediac, I'm the principal of the Winthrop School. And a lot of what I could possibly tell you, Ben and Jenny have covered, because there are some district wide elementary, um, situations that we've seen in all three schools, and we've collaborated quite a bit on what we can do to improve our scores for next year. But I'm going to talk a little bit about some of the things that have occurred at Winthrop. And um, so some of our highlights are that we were above state averages in Ela with our scores following the state trend lines. We, of course, want to be above the state averages. And so I would like to see us be, you know, higher above the state averages. But for now we are where we are. Um, the state averages in math. We are still above the state averages, but there was a slight drop in scores in 2024. Um, grade five was kind of a shining star. It went through across the board in all three areas, and they showed really strong achievement in grade five science. Including students with disabilities. It was one of the areas where our students with disabilities actually performed pretty well, so that was exciting to see. Um, we also met our target for chronic absenteeism in our lowest performing student subgroup. We met we got three out of four points for all students. So we're doing a good job in addressing chronic absenteeism. Some of the things that impacted our scores were we had a number of students, as I'm talking about absenteeism, we had a couple of kids who were absent, like in the two weeks following up to MCAS. When we're doing the MCAS practice and getting kids heads in the game. Um, and then the other thing, and Jenny mentioned it a little bit about the technology, the impact of technology on the scores is that last year at Winthrop, we had very inconsistent staffing in our library tech that we had the teaching assistants last year, but we went through a cycle of about four people. They would come, they would stay for a little while and they would quit, and I'd get somebody new and I'd get somebody new. So it was really inconsistent. Library tech teaching. So the level of practice in the library tech model was not great. And I think it definitely impacts kids access and comfort level with using the Chromebooks when they're ready to take the test. Some of that impact definitely showed in typing skills. Um, essays were across the district. So it's we can say some of it has to do with teaching kids how to write essays. But the other part was typing. And so some kids had a low capacity for being able to type a lot, and then they just wanted to be done. So that was one of the areas where we are looking at how to improve those scores. In L.A., there were 20 students in grades 3 to 5 who were just below that meeting. As Ben said, um, they were within ten points of meeting in math. Um, we really continued to prioritize literacy intervention during our intervention and enrichment blocks. Um, so there wasn't a lot of opportunity outside of the math instruction to go back and do a lot of remediation for students who had to fill some gaps. So that is something that we're addressing this year. And I'll talk about that, um, later on. Uh, the other thing that impacted some of our scores was the pacing and sequence of topics in our previous math program. Investigations in fourth grade fractions is not taught until after MCAS. So the teachers did a little primer of it, but they didn't go deep into it. So that is definitely something that also is going to be addressed. through our new math program, Eureka math squared. And in math, I had 30 students who were just below meeting. So those are the kids that were really going to continue to work on getting them up over that meeting as well as, you know, bringing all the kids who are lower bring improving their scores also. So here's Winthrop's Winthrop scores and you can't see the number. But 57% of our students were meeting and exceeding in grades 3 to 5. Um, and Ben mentioned cohorts of kids and how different groups of kids are very different groups of kids. Um, and we have a group of third graders who came in to third grade with some challenges. And we also have at Winthrop School, we've got the Castle program, which is a separate program, and there was a larger cohort of third graders in Castle than we've ever had before. So that's definitely going to impact our scores. When we're talking about 15 students with disabilities and four of them are in a sub separate program, it's going to definitely impact the scores. Um, so you can see we're still above state averages. And as Ben mentioned, the little X is um, the state average for students with disabilities. So we were still just a little bit above it. But I definitely would like to see those scores improve.

00:54:50,869	S19:
In math.

Um, 00:54:54,900	S19:
similar um, similar lines. We did take a dip, and that dip was really impacted by third grade math. Our fifth grade math, fifth grade across the board was the strongest grade. Um, but third grade, we had a lot of challenges. And some of those challenges were because of the exposure to technology and the comfort with technology. Our teachers did try really hard to give kids as much exposure in the classroom, but that extra exposure during library tech, I truly believe, had a big impact because those kids had not used Chromebooks in second grade in K to two. We use iPads, so third grade was the first time kids are putting their hands on Chromebooks and having an opportunity to practice those skills. And as Jenny mentioned, the new program Eureka math squared. There are online assessments that really mirror some of our MCAS style questions and use a lot of the same tools. So we are hoping that this new program, in addition to buffing up kids math skills, it's also going to be able to give them the additional practice with the technology to help them do better on MCAS. And so the scores are the scores are what the scores are at this point. And we are hoping to see a much bigger improvement next year.

00:56:15,070	S19:
And science was an area of strength for us. 64% of our students were meeting and exceeding and in. For students with disabilities, 27% were meeting or exceeding, which was really exciting to see. And our growth in science for students with disabilities was the one area where we saw some good growth. And I should go back to say that we did have a number of students with disabilities who did have really good growth, but it was offset by some other students with disabilities who didn't have good growth. So when you put it all together, the overall scores aren't looking so great. So the plan moving forward, it went through very similar to what's happening at Booker and at Cutler. We're going to continue to emphasize delivering CLA curriculum with fidelity and integrity. Um, I had a discussion with my three through five teachers on Wednesday at one of our PLC meetings, and one of the topics that came up was that there's Kayla is mostly focused on non-fiction topics of science and social studies topics. There's not a lot of opportunity for true literature, and in each grade level there is maybe one unit. In third grade they do a, a, a literature study in the very first unit, and then it's not done again throughout the school year. So we've talked about how to go back to doing read aloud, finding other opportunities for authentic literature. So we're looking really closely at the items that kids didn't do as well on and filling in some gaps that way. The new math curriculum has been fabulous so far. We are so excited by what we are seeing, and the skills that kids are picking up on. Investigations was kind of a we'll teach it to you and figure it out and use what strategy you're comfortable with. This new curriculum has explicit teaching. So we are teaching kids strategies. They are learning multiple strategies, but they are explicitly being taught is a spiral review of topics. Ben mentioned the daily fluency practice and the teachers are really excited about that fluency practice. It's super engaging. All kids are participating. And then one of the big things that was a problem with in our math scores was the fractions and fractions is taught much earlier in the year, and it's going to be repeated throughout. So we're hoping to see a big gain in our fraction scores. Um, the other thing that we are doing is we are making sure that there is a balance between literacy and math during the intervention and enrichment block, and teachers are trying to even find times outside of the intervention and enrichment block to do intervention. If there are students who already get for literacy interventions during the week, well, when are they getting their math interventions? They're trying to find time first thing in the morning, or when there's a quiet ten minutes just to be pulling kids and doing some additional work. And what the area that we're really seeing needing the most remediation is fact fluency. And kids who are in fourth grade who still don't know their audition for facts. So in third grade they kind of learned multiplication, but they don't have their addition facts from second grade. So we're trying to go back and fill some of those gaps. Um, we are working with Julie Lineker, our literacy intervention specialist, to make sure that students are getting structured literacy interventions to supplement the lack of interventions. Teachers are also doing some intervention during their intervention blocks, so they might spend the first 20 minutes doing literacy intervention and then the second, um, 20 minutes of the block doing math interventions. We are also putting a big emphasis on keyboarding and technology use, as I mentioned. We've got the third graders already starting typing club. Typing club didn't start until probably January or February last year, so we've already got the third graders on their, um, on their Chromebooks and keyboarding three, 4 or 5 times a week if we can get them. Um, so we've got a they're building their proficiency with being able to type their essays and, and through the online assessments in Eureka Squared, uh, Eureka math squared, they are learning how to use those equation editors and math and learning all of those tools that are very similar to what they'll see in MCAS. And then the other piece is that I've been working with our counselors and our teachers and the special ed teachers to really support and encourage student agency and reduce test anxiety. There were a couple of kids who we were really, really surprised at how poorly they had done. And then in talking to the teachers, we found out that they.

01:01:06,800	S18:
Just.

01:01:07,429	S19:
They had kind of given up like, this is just too hard and I just can't do it. And they didn't put the effort into even trying to read the questions. So we're going to really try to look at sort of whole child remediation this year to make sure that kids are feeling comfortable and it's okay, and you're going to try and do your best, because we had a number of students who just went through and had zeros on a lot of their questions, and when we went back and looked at it, it was kids who had something had happened the week before. They weren't in the right frame of mind. So we're going to really try to think about that for this year. Any questions? Let me go back. Thank you.

01:01:47,070	S2:
Questions.

01:01:50,400	S1:
Thank you very much.

01:01:51,070	S2:
All right. Thank you.

01:01:58,869	S20:
You're missing the best part.

01:02:03,230	S2:
That was terrible.

01:02:04,269	S20:
Um. Hey. Good afternoon everybody. Good evening. Um, Zach, best principal at the middle school. Uh, so, you know, this is a great lead. And I'm very proud to say that, um, you know, our overview, I can tell you that we scored at the 95th percentile of all non high schools in Massachusetts, because schools in K through eight are divided up any kind of number of ways.

K6858. 01:02:29,170	S20:
They just they lump us all together. So we are in the 95th percentile there. Um, to get there we met or exceeded all of our improvement targets for all of our students and our lowest performing students. So they report on both of those, combine those two scores together to come up with our overall accountability piece. Um, in fact, we exceeded our targets in all but three areas. So we met or exceeded all of our targets. We realized improvements in both growth and achievement, and all tested subjects for all students and for students with disabilities. A little truth in advertising. We did see a bit of a decline in sixth grade Ela and math achievement, but were outpacing state growth. So, you know, we were talking earlier about how this, you know, last year, sixth grade was compared to the previous year, sixth grade, which is fine. But, you know, as a group of students, they are realizing growth at a greater rate than, than their peers at the state level. Additionally, the state gave us a title of school of recognition. We're one of 57 schools to earn this. Importantly, we're one of three, six, or eight schools. And I think it's important to say that, you know, this is a whole you know, you can be an elementary, middle or high. It feels like it's especially tough for middle schools, maybe to get this designation. So we're proud that we are one of three. That designation is for demonstrating progress towards annual accountability targets. And there's an emphasis on not just the performance of all students, but in fact the students with in the lowest performing group. So that is what earned us that particular recognition. So we can look at our Ela overall. And you can see that we are trending in the right direction. Again, if you wanted to look at a specific grade level, seventh and eighth actually had double digit gains. Sixth grade, you know, was was a bit of a drop. But when you average it all together, we're still heading in the right direction. Our scaled scores 21 points over the state average. Our growth is 11 points over the state average. And then on the right you can see our students with disabilities. That graph is a little bit more wavy. You know when you parse out the students with disabilities as a subgroup, there's fewer students. So you know, you can have a 2 or 3 student differential. And that can be realized with a, you know, a a broader wave that we're seeing over here, again, outpacing state growth.

01:04:58,570	S20:
Math We have the similar story on the left. We have an increase of 26% over the state average for all students. Not an increase, but our overall percentage of students meeting or exceeding was 26% higher than the state average. Our scaled scores above the state average. And again importantly, our growth is ten points over the state average. We had a bit of a rough year a couple of years ago with our students with disabilities, and you can see that they are back on on a growth trajectory.

01:05:32,800	S20:
In middle school, we only test our eighth graders in science. They get tested in fifth grade. They don't see a science test until eighth grade. And that test actually covers all of the different, um, sixth, seventh and eighth grade materials. So because of that, we don't get a growth score in science. They don't feel like they have anything that's necessarily they can compare growth to. But again, you can see when compared to the state average, we're doing rather well and we're heading in the right direction. You know, our students with disabilities are performing at the same level as all students statewide. So we like that trend and we hope to see it continue. So what are we looking at moving forward? This year we were able to reduce class sizes in Ela, math, science, and social studies. Anytime we can get that number down just a little bit, it allows us to give a little bit more, more attention to certain students, to all of the students. And we're realizing some, you know, advantage to having that reduction in class size. We've been chipping away at our I block this year. We are in a place where every student in the building has access to additional help as needed, twice a week in the eye block. We have regular data meetings this year. We have historically met with our math teachers and our Ela teachers following screeners, which is very helpful, and we can kind of get a snapshot of where they're at. We have expanded that practice to all subject areas, and not just when there's a screener. We're looking at unit test. Today I met with seventh grade science. We were looking at seizure activity. So really trying to get rather than just a pinpoint here and there. And maybe at the end of the year, more regular look at how students are doing so we can adjust instruction accordingly. And we're excited about a new Ela curriculum. We spent the whole year, last year, um, selecting a curriculum that that we really felt met our needs. We have a fantastic Ela staff that you can imagine, just if for nothing else, the resource gathering that goes into teaching a middle school English language arts class. But beyond that, you know, this is really allowing us to use common language. So when we're teaching writing at sixth grade, the curriculum allows us to build on that in seventh grade and allows us to build on that in eighth grade. So we think those those small things are going to make a big difference. I had a free panel over here, and I didn't like the blank space. And I thought, you know, we've been looking at a lot of dots and dashes and lines and I just this is a reminder for all of us that those dots and dashes and lines are people and children, and, you know, they are they're not widgets. You know, there's every day is a new day. And we know that there's so many factors that go into this. MCAS is just one representation. But, you know, it's a really good representation for the hard work our teachers and students are doing.

01:08:22,130	S1:
And I zoomed in. Those posters are really pretty cool.

01:08:25,329	S20:
Yeah. This is so I know this is not on the docket, but this is one of my favorite activities. When they learn cells, they have to make a simile to something else. And so the kids will do to a sports arena. You know, my office is the nucleus. And so it's fun to see what they come up with. This one is a candy factory. You know, it's up to them to decide.

01:08:44,600	S2:
Yeah.

01:08:45,130	S1:
No, it's pretty cool.

01:08:46,130	S20:
I'll be happy to answer any questions.

01:08:51,100	S20:
Great. Thank you so much.

01:08:52,430	S2:
Thank you.

01:09:02,029	S21:
Good evening everyone. I'm here to talk about MCAS at the high school. A couple of things I would like to point out, uh, points of pride here. Um, say strong overall MCAS performance compared to some area schools, which I can show you a little bit later. Um, I think it's important to do that. Just to give you a little bit of context. Um, how other schools are doing with respect to MCAS in the high school. Um, we've seen continued improvement year over year. Um, of our students on IEPs, um, on Ela. Um, so that's encouraging. Uh, but stepping a little bit beyond MCAS, MCAS is a part of the accountability structure in Massachusetts. And we scored in the 87th percentile, um, amongst all high schools. And when you look at the all students group, Um, we met or exceeded the targets for achievement and growth as set by the state. So those are positive things that I would like to point out. Um, but some things that we need to continue to focus on would be a persistent gap between all students and students on IEPs, how they're performing on MCAS. Um, but also looking at the lowest performing student group. Um, you know, they are identified as the kids who have, um, you know, really struggled on MCAS, both Ela and math. Um, and we want to continue to focus on that because in this most recent year, we did note an actual decline in their performance on MCAS. Um, and finally, although it's not reflected in the MCAS data here, um, we want to make sure that we are on top of our graduation rate. Um, because year over year we do see some fluctuations. And being a smaller school, um, a couple of kids not graduating on time actually shows up. Um, you know, and you think about the life trajectory for a student who doesn't graduate from high school with their peers. I think that it's important for us to keep that in mind. So what I'll show you. First. Here is Ella. Um, you can see that 87% of our students are meeting or exceeding expectations. And I think that's something to be proud of. All the hard work that the teachers and the students put in. It's very commendable. But I also need to point out that this doesn't happen just because kids show up in high school and take the Ela test in 10th grade. It's the work of their 10th grade teachers, their ninth grade teachers, eighth grade seventh all the way down to kindergarten. So if students have struggled on MCAS throughout the years, um, in some ways we can look at that as productive struggle. And by the time they get to the high school, I think that they they get better at taking tests. That's part of it. They're a little bit better with the technology in their hands. Um, but also they're just I think they're more empowered learners at that point. And they've really started to, I think, take ownership of what's going on in the classroom a little bit more. So I think that helps push the performance a little bit higher as well, just because they're older kids. But as I noted earlier, one of the areas of concern, if you look at the left hand graph and the right hand graph, um, you know that gap between all students and students on IEPs, although you can see that the last three years or the last four years of, uh, Ela testing for students on IEPs, you see a general trend line in the positive direction. We still need to work to narrow that gap. Um, we want to see more of our students in special education, uh, meeting or exceeding expectations. And I think with more hard work in the classroom, um, and designing experiences for those students that we can help them, help move them there in math, um, 79% of all students are meeting or exceeding expectations. And we'll be able to contextualize that when we look at some other schools. Um, you know, and you can see, I think a consistency of performance year over year, both with Ela and math. Um, and that you're going to there's going to be fluctuations from year to year. You can certainly see around Covid. There is a dip there. Um, and there are going to be ups and downs year over year. But I think we see a consistency of performance. But again, I would want to point out again that gap between the two groups there. Um, and I'll talk a little bit more later about what we're doing to help narrow that gap. Science is a little weird, uh, in high school. Um, I think because students, first of all, taken in ninth grade, um, and ninth graders are very different than 10th graders. Um, having worked with them for a number of years. Um, also the science test, uh, in high school. It's really it's about one subject biology. And they kind of take the class and you know, it's not like Ela and math where they've had years to build those skills. And those are really skills based tests. This is really a content based test. I know they're trying to move it more towards a skills based thing, which is good, I believe. But you know, for right now, I think it's a lot of content. And, you know, so year over year, um, you may see some fluctuations in how kids do. And just in terms of how they engage with the content or what the test looks like a little bit. Again, you see that gap between all students and students on IEPs. Um, a little concerning, though, is sort of what seems like a downward trend. Students on IEPs. One thing I would say is that last year, we did adopt a new curriculum for our ninth grade biology classes, and it's not atypical to see a little bit of an implementation dip as both the teachers and the students get used to, um, really a new way of learning because this curriculum has has pushed them to learn science and new ways and apply it in different ways as well.

01:14:49,829	S21:
This is the local school comparison because I think saying, oh, 87% meet or exceed expectations, well, what does that actually mean in the real world? But what I did is I took all the Cape and League schools, but also Beverly, Danvers and Moscow just because they're adjacent to us to to give us an idea of how do we perform relative to them. And you can see out of that group of 15, it's was, you know, year over year, it's, you know, we're often near the top of that group of 15. There are some fluctuations there where like, well, how did you go from 7 to 1? That would be really interesting to dig into that, I guess, and find that out. But you know, the one year things, I don't know if they're always helpful. It does help to look at trends, maybe over 3 to 5 years or something like that, but it just gives you an idea of kind of where we sit. Uh, not it's not a competition, but I think it gives us a little bit of context in how we can think about how our kids are doing.

01:15:45,630	S21:
And the encouraging thing, too, is that on the left hand side are all students, on the right hand side students with disabilities. And, you know, in either case, we typically are performing near the top of this group of 15 schools. So what are our plans moving forward? Um, you know, our plans are never specifically designed to do better on MCAS. Our plans are designed to help kids learn better. MCA's is a nice signal, um, because it's aligned to state standards. But it's never the goal of what we're doing here. Um, you know what we want to continue to do in the high school, um, integrate executive functioning, supports, uh, for our ninth graders, you might say, what does that have to do with MCAS or really kind of learning in general? But if kids don't have the skills to know how to operate as students and organize and plan and do all that other work. It's really hard for them to engage with the content on a sophisticated level. So as we help build those skills, we're able to give kids more sophisticated work and ask more of them. But it takes time, and we're working on that this year by having, you know, a really deliberate structure to the classes, making sure kids know what it is that they're expected to learn and how they're going to practice it outside of class. That's been helpful for students. Um, we're identifying kids who are in need of support in Ela and math by using screeners at regular intervals, um, and then aligning them with the different supports that we have in school, one of which is the math support block. We have a teacher who is working with about 15 students during Power block to both accelerate their learning and the class that they're in, but also to help fill in any skill gaps that they may have. And we place students in there, partly because of the screening data that we have. Uh, and this year, um, you know, we're implementing Reveal Math, which is a new instructional resource for algebra one, geometry and Algebra two classes. Um, and this helps give some consistency of experience to our students, but also takes the pressure off of teachers to have to go find all the things that you need for class, and instead focus more on how the kids are doing and how they're going to stitch those experiences together and have the kids interact with the content and with each other to accelerate their learning. But also, like I said, the new science curriculum, um, last year was the first year with it, and the teachers made a nice move this year in terms of adopting their own workbook and creating that themselves. So that way it helps with some of those executive functioning supports that I referred to earlier on. Uh, we want to continue to develop, though this year, um, starting second semester, we will have a support block for Ela that will be in place. And you might say, well, why did you do it for math first and not for Ela? Math was the more glaring need. I think you saw the difference in meeting expectations between Ela and math, but we will have an Ela support block starting second semester. We're also going to start using the Alex platform, which is an online tool that students can use to help build their skills, specifically in math. So we will be aligning that with the kids who we think need that the most early on, so we can build our skill with how to use that with kids. But it lets students really do a lot of independent practice, and it will show them how they're building their math skills over time. Uh, we're going to be using Study Island for MCA's prep. Um, you know, again, with a targeted group of kids because, um, you know, it's still part of our accountability structure. So we want to make sure we're preparing kids for MCAS. Again, it's not really a target, but we do want to make sure that the kids who need the most help with that assessment are getting it. Um, you know, we have Ela and math specific academic support classes for our students on IEPs. Um, we need to continue to fine tune those a little bit. That's a newer thing this year. Um, where if a student has, um, a disability, maybe in written expression or in reading, um, or has a math goal, they're in an academic support that's specific for that. We just need to continue to tune that model to make sure we get, first of all, get the right kids in the right spot. Um, high school scheduling is kind of complex, and it's not always easy to get kids in the exact right spot. So we'll work on that, but also giving the teachers the tools they need to give kids the proper support in both the Ela and math specific support or academic support blocks. Um, and finally, um, you know, we've been we've taken extra steps this years so far and we're going to continue to do so, but to monitor all the student indicators that we have that really relate towards graduation. So yes, that is how kids are doing grade wise, but also looking at some behavioral data and attendance to make sure that we're catching kids who may be putting forward some early warning signs will say and making sure that they're getting the extra support that they need. I mean, typically our kids graduate from high school, but every once in a while you get a year where it's just, you know, for whatever reason, it's tough. And we want to make sure that we hold on to these kids and get them to walk across the stage with their classmates. So that's that's what I have. I'm happy to answer any questions.

01:21:11,369	S2:
Thank you.

01:21:13,199	S1:
Question. Um, this isn't really a question, but I just want to say thank you for articulating something that I when I reviewed this before, I tried to say to Eric, and I really spent forever trying to articulate. And you said it so nicely, and I'm so glad that you said it here, which was when you talked about when we're looking at the high school scores, that's really reflective of our kindergarten all the way through that. And I love that you use the word that it's a productive struggle. Right? Because in the in-between times, even I think a couple of the elementary teachers, principals talked about even the timing of like, if you learn fractions later in the year, it's not reflected in the test. But but I don't want this in my judgment. But like, you know, is it really important in the long run? Because ultimately what we're seeing is the fruits of all that work. And I just want to say that thank you for articulating that. And and like seeing that it builds up and that it may not be reflected earlier on, but it is showing up in later on.

01:22:23,899	S21:
They do grow up. Yeah, that's a good part.

01:22:26,470	S1:
So thank you for that. Um. Anybody else?

01:22:32,470	S3:
Okay. Thank you so.

01:22:33,399	S1:
Much. Thank you.

01:22:35,470	S14:
Give you a quick PSA because I'm sure people are wondering.

01:22:39,069	S4:
Didn't we just vote the MCAS out?

01:22:42,899	S14:
Um, the reality is question two was yes, we did vote yes in Massachusetts, but that just means that the test will not be a graduation requirement for next year. Uh, what we've learned so far is the state continues to, uh, use MCAS in all the same grades as an accountability measure. So one of the things that we get each year is an accountability report, a score report by building and that has MCAS scores and attendance. And it compares growth and achievement across different groups of students. And that will still stay remain in place. So they'll be still giving the MCAS test. There's just not a requirement for, uh, to pass, if you will, to meet or exceed to to to graduate. What we've been told is they're going to lean back on something we've kind of done in the past. If you had a student who didn't pass, for example, the math test in high school and 10th grade, they did not. For some reason, they did not meet expectations. They weren't proficient, if you will. Then there they had they went on what's called an EAP plan, an education proficiency plan, and that enabled the child to move forward. Take, for example, their algebra two class. If they got a passing grade in their algebra two class, then they were able to graduate. That was one of the things. So what we're what are the early indicators from the Department of Education. And a notice they sent out actually yesterday morning, um, was related to how they intended to do that. So it looks like they're going to allow each district to come up with those requirements. Um, they just haven't actually labeled them yet for us. I'm sure they'll give us more guidance as we move forward, but, um, there's currently a whole group of kids that will still be taking retests in November. Um, the earliest. The kind of no test feature for for graduation kicks in is December. So, um, anybody who's already passed it, you're all set. Anybody who hasn't. We're waiting for some direction from the state, so.

01:24:49,069	S1:
Questions on that.

01:24:51,500	S14:
I want to thank all the principals. This is tough digging into this information. We go through it from multiple angles. We push and shove over what makes sense to present what doesn't. We're trying to be transparent. We want to be honest about what's going on out there. We have noticed some really good growth again in the middle school. Congratulations to Zach and his staff school recognition. But as Brian said, it's literally all of us. They're stepping all the way through and they're gaining a little bit, gaining a little bit, gaining a little bit. And you see the fruits of their, uh, their labor on graduation day when just about every single kid in every single class gets their diploma and moves on into the wide world. So thank.

01:25:28,229	S4:
You.

01:25:29,170	S1:
Thank you, and thank. Thank you to all of you. I think this is our second meeting in a row. You all got to be here late night, so thank.

01:25:35,770	S2:
You very much. Come back.

01:25:40,029	S1:
Thank you.

01:25:53,829	S1:
Whenever you're ready, Eric gets back to you.

01:25:55,729	S4:
Switching gears here.

01:26:00,869	S4:
Okay. Excuse me.

Um. 01:26:05,869	S14:
The next order of business is, uh, our invitation into the accelerated accelerated repair program for the high school roof. Did not think this was going to happen this year. Um, we thought we may have to wait another year, but we were invited in to the program to partner with the MSBA. And essentially similar to the building project, the MSBA will commit to a percentage of grant money towards the replacement of the high school roof. There is a really specific process to follow. Um, so it's it's this is not a guarantee. This is really us working with the MSBA to explore the project and then to gain approval through the next January through April, a four month process to try to gain approval, to be invited into the actual program, which will signal that.

01:26:58,699	S4:
They'll they'll.

01:26:59,399	S14:
They'll pay. There is similar steps to the accelerated repair program, as we have done with the building program. You have to have a project manager. You have to have a designer. You work, they basically get assigned from the state. So it's a little bit different in the fact that they they assign them to school districts. Um, which I think is a money savings feature when you're when you're working on a project that's somewhere between maybe three and $5 million. Um, so that they're, they're really trying to just hone in on getting the project set up and moving forward. So this will, uh, if we decide this, it makes sense. Working with the MSBA, we'll go through the first steps of the process, and then we'll have to make a decision. Um, to go forward, we could also say, you know, we we don't want to move forward right now because we have enough projects on the docket. But I just wanted people to be aware that we were invited into program. We don't have to do anything yet. Um, the the kickoff date is January 2nd. And essentially, just like the school building program, the accelerator repair program, the first few steps are paperwork, you know, getting in certain paperwork, uh, checking the boxes, if you will. So we'll we have a commencement date of January 2nd, 2025. We'll work with them to do the, uh, the kind of the prep work, if you will, and then we'll have to make a determination with the committee at that point in time to move forward or not.

01:28:32,670	S1:
All right.

Questions? 01:28:35,829	S2:
I don't think so.

01:28:40,170	S1:
No. No. Okay. All right.

01:28:42,729	S2:
Thank you.

Okay. 01:28:45,100	S3:
Um, no, I guess I don't have any questions other than, like, what are the next steps? This is just sort of an FYI. Um, like, when would the work happen? Do we know that? Or is it too early.

01:29:00,170	S14:
To work from our perspective?

01:29:01,529	S2:
Yeah.

01:29:01,800	S14:
Yeah. It's it's it's interesting. They, um, do a compliance certification, which just means that we're willing to comply. I don't know if you remember, we had a big, thick packet that we had to sign for the building project. Um, so you do that first, and then you go through your maintenance and capital planning. Like, what does that look like in perspective with all the other things that may be on kind of online for us to do. And then, um, we have to.

01:29:31,100	S2:
Just.

01:29:32,369	S14:
Do, do follow the process to gain funding for the schematic design process. Um, which means also figuring out what that might cost us. Yeah. Um, you know something? Right now, we're doing feasibility and schematic design for $150 million. Elementary school at the rate of $1.2 million. So certainly much, much less. Um, and that may be something we look at funding through our own budget or going back, going to the towns to do so. Those steps are the the interim steps. And then at some point, we'd have to get authorization to move forward from the committee. And then if we, uh, you know, do move forward will have to get authorization for bond funds in order to pay pay for the the project itself.

01:30:20,229	S3:
Is the reimbursement the same rate as the other project?

01:30:23,270	S14:
Don't know yet. That's part of that first four month process. They'll work with us to figure out, okay, what is the what is the OPM going to cost? What is the design going to cost? What is schematic design going to cost.

01:30:34,770	S3:
So that's project specific.

01:30:36,100	S14:
So it's very specific to the project. Yeah. They walked our roof with us. We were on the roof. Curtis Whiteman our director of facilities maintenance operations. He and I walked the roof with members of the MSBA. So they have an idea of what we have, what we need, what kind of issues are up on that roof, um, which was helpful to get us in the program as well.

So. 01:30:58,600	S2:
Okay.

01:31:01,729	S3:
I know the roof is really leaky.

01:31:03,600	S2:
Yeah.

01:31:03,869	S14:
Very leaky.

Very. 01:31:06,369	S1:
It has been for a long.

01:31:07,770	S3:
Long.

01:31:08,000	S1:
Time. A long.

01:31:08,600	S14:
Time. Yeah. The only thing helping us right now, unfortunately, is a drought. But it's still, you know, once we hit the winter season, it gets really bad.

01:31:16,069	S2:
Yeah.

01:31:17,970	S1:
All right. Thank you. Um, next up, we have the, uh, the school committee protocols. Um, these, um, the the only, um, change that has been made to the document that you've been seeing every time we have a meeting is the date at the top. Um, so this document is the same school committee protocols that we read a portion of at the top of every meeting. Um, so I think members are very familiar with these protocols. Um, I did put out an email and, um, didn't receive any feedback from anyone on the committee. Um, that doesn't mean you can't speak now. Um, uh, so can we. Um, David, would you be willing to start us off with a motion?

01:32:09,170	S5:
Um, sure. I moved that the Hamilton Regional School Committee, um, vote to approve the 2024 2025 School Committee superintendent protocols as presented in the agenda.

01:32:28,329	S3:
Second.

01:32:29,100	S1:
Second by Amy Berger. Um, does anyone have any discussion about any of the protocols, anything that you want to know?

01:32:40,170	S1:
Okay. Um, seeing none, it looks like we are ready to vote. Um, I will. Maybe I should just say before. Um, this is a document that actually everyone signs, so I don't know if that makes anyone want to. Um. Okay. Um. All right. Looks like we're ready to vote. Um, all those in favor? And, uh, that is unanimous. Of the four members present. And the motion passes. And if everyone is willing at the end of the meeting, if you could just sign this document. Um. Thank you.

Um. 01:33:18,770	S1:
And I and I guess I've asked before, but I, um, would, you know, appreciate continued feedback about whether it's helpful or not to continue with the practice of reading them at the top of the meeting. Um, in portions. I'm open to feedback. If anyone has it now or if you ever want to. It's certainly not a law or requirement. It's just something we've done traditionally.

So. 01:33:43,869	S2:
Okay.

01:33:45,600	S1:
Um, okay. Uh, moving on and kind of winding down here. Um, we don't have anything on finance and operations. Uh, capital.

Finance. 01:34:02,000	S15:
The meeting was cancelled.

01:34:03,430	S2:
Okay.

01:34:04,199	S1:
Thank you. Did you have. Are you rescheduling? Do you have a reset?

01:34:07,829	S15:
There's another meeting. 12th, I think the next week.

Yeah. 01:34:10,869	S2:
Okay.

01:34:11,069	S14:
Yeah. Tuesday as.

01:34:11,770	S2:
Well.

Okay. 01:34:13,000	S1:
Um, policy.

01:34:15,470	S3:
Um, our last meeting was also cancelled, and we're waiting to reschedule.

01:34:18,869	S1:
Okay. All right. Um, yes. And as you know, you can have all those conversations on email about rescheduling. That's fine. Um, negotiations. We have nothing. Nothing new to report. Um, right now, um, I don't know if we have a secretary report.

01:34:38,430	S5:
I haven't pulled one in a while.

01:34:40,069	S1:
Okay. Um, would you be willing to do that next time? Yeah, that'd be great. Thank you.

Um. 01:34:48,569	S1:
And back to you, Eric.

01:34:51,930	S14:
All right. Thank you. The, uh, a couple of quick things that we are very excited for. The upcoming High school Musical. Um, it is the 25th annual Putnam County spelling bee should be exciting. Now, if you haven't seen me on social media wearing my bee glasses, I should have wore them tonight. Um, first show will be tomorrow night at 7 p.m. at the high school. And then there are two more shows on Saturday. One at 2 p.m., one at 7 p.m.. If you have not been to a high school musical, I encourage you to go. They will blow your mind. Um, I have been to many, many, many. Through the years. It's always amazing to see the talents kids have and the way they grow through the system. You know, you see them in the plays at the elementary school and the plays at the middle school, and then you see them at a high school and they kind of burst out and, uh, super exciting. And it's a it's a quick, you know, two hours of the day to come and see what our kids do. And it's really a good culmination of everything along the way, as Brian tried to say, these are this is another way we can look at how our kids are doing in school, and they can put together these amazing, um, musicals and plays. And, you know, it's not just the kids on the stage, it's the kids backstage too, that are manning the the sound and the lights and the the curtains and the movement of stage and all those things too. So lots of opportunities for our kids to get involved, and we look forward to the culminating experience this weekend. Um, we are recruiting members of the Wellness Committee. Um, we can you can reach out to me or the middle school nurse, Mary Beth Ting. Uh, they meet four times a year. Really? Establishing goals, uh, reviewing policies and then managing anything that may come from the state. And then they they review our guidelines annually to be updated. So they are looking for members from the community. They have, uh, student and staff members. So they're looking for some outside members. I think we also need a school committee liaison for that as well.

01:36:52,399	S1:
We've had that in the past. So.

Yeah. 01:36:54,000	S2:
Okay.

01:36:55,600	S14:
Um, their next meeting is on the 14th, which is next Thursday. I believe they do a 78 meeting at the Myles River Middle School. Um, and then I talked a little bit about ballot question two. So I don't think I need to go back to that, but, um, the test is gone, but the the excuse me, the graduation requirement is gone, but the test remains. So we are, in the words of the state, guidance on certification will be forthcoming. That is the note I got from them yesterday. So thank.

01:37:28,430	S12:
You.

01:37:29,770	S2:
Thank you.

01:37:30,930	S1:
Anybody have questions for the superintendent? All right. I really don't have much on the, um, trash report. I did the only couple of things I just wanted to say. Um, Amy and I did go to the Friends of Winthrop meeting on Monday. Um, and they went to, um, share information and to answer questions regarding the elementary school building project. Um, and they were a great group. They had some good, thoughtful questions, and it was a good conversation. Um, and I just pulled up the sign up sheet that, uh, Amy has created and you, um, have in your box, I see. Um, these are not necessary. I will. Each one will come up, and we'll have to address whether it's, you know, these are we have each one as it comes up. You know, Amy just made these sort of as events that are in the district. Um, and so not every single one of them, but, um, I do see, um, David Polito has thank you. Signed up for some, some of those in December. Um, so it's.

01:38:38,670	S2:
Nice.

01:38:39,029	S5:
Anyway.

01:38:39,829	S2:
Huh?

01:38:40,399	S5:
And I'll be there anyway.

01:38:41,430	S1:
Yeah. And it's I it's, um, depending on the event, I felt like, I don't know, I don't want to speak for Amy, but it was nice. It's nice to have two people there. Um, just in terms of answering questions, but also just in connecting with different people. It's kind of nice to have different. Um, so, um, definitely check out the list. If anything works with you, your schedule.

01:39:06,270	S3:
Actually got an update. The colors not holding the ski and skate. Yes. We can.

01:39:11,100	S2:
Yeah.

01:39:11,770	S1:
Um.

01:39:13,000	S2:
So.

01:39:14,229	S1:
Um.

01:39:15,729	S14:
Can we go backwards?

01:39:17,100	S1:
Do you want to go backwards?

01:39:18,069	S2:
Yeah, sure.

01:39:18,670	S14:
I forgot one.

01:39:19,270	S2:
Thing.

01:39:19,529	S1:
All right, well, I'm done. Unless anyone has any questions for me.

01:39:22,529	S2:
Sorry.

01:39:23,270	S1:
All right. Yes. Go ahead.

01:39:24,770	S14:
All right, so this is a little bit lengthy. I think that's why I forgot it, because I didn't put it on my regular notes. Um, I just wanted to comment on our fall athletic seasons. As you know, our kids are playing kind of all over the place, and, uh, have been extremely successful. Hamilton. When I'm a girls soccer team, they are the Cal champs again. Uh, 15, zero and four. They are in the first round of the tournament and they'll start, uh, I think the I think Saturday that is their first game at Gordon College boys soccer. They are also in the tournament. They have 12, five and two. They're in the first round. Also coming up tomorrow at four. Uh, they will be at Memorial Stadium. It's actually in East Boston. Um, volleyball one, eight and 12. They, uh, defeated Sturgis Charter School in the first round of the tournament. Uh, so congratulations to our volleyball team. They are playing again. Um. Excuse me. They played last night. Sorry. And they, uh, did not advance. Ipswich has moved forward out of that match. Uh, football has drawn Lowell Catholic and their week nine game. And now it will be played in Nashoba Valley Technical High School right now. That's. Yeah. So they're they're already they're playing. Um. It's weird for football. You they do a playoff type of a setup and suddenly you're you're playing in weird places against teams you've never played before. So it's interesting at the same time for the kids. Um, field hockey, uh, they were seven, nine and two. They fell, uh, in the first round of the tournament to Saint John Paul, the second school. Uh, so they they had a good, strong season. So we congratulate all of them. Girls soccer, fifth consecutive cow title. Uh, Georgia Wilson named the most valuable player. Nancy Waddell again named coach of the year. Uh, girls and boys cross country teams. They won their third. The boys won their third consecutive Cal title, while the girls team took the top spot for the 19th time in 20 years. Uh, which is amazing. And then both teams took first place this past weekend at the Cal Open at the Wrentham Development Center. Um, and Grace Rich came in first place in the girls meet. And then I think that's it. We have, um.

01:41:54,500	S14:
Golf team capturing this second. I almost forgot the golf team for capturing their second carbon title championship in the last three years. They qualified the state tournament, finished fourth in the sectionals. Senior Cooper Miller was named the Baker Division Player of the year. So lots of exciting news on the sports front for our kids, and we look forward to the continuation of teams that are still going in the tournament and go generals!

01:42:20,699	S2:
All right.

01:42:21,729	S1:
Thank you. Go, generals. All right.

Um. 01:42:29,029	S1:
Topics for future meetings.

01:42:34,170	S1:
Okay.

01:42:34,869	S14:
Gonna be all budget, all the time.

01:42:36,130	S1:
All budget. Okay. Um, unless anyone has anything else, I would be ready for a motion.

01:42:46,170	S5:
Uh, I moved to adjourn at 42.

01:42:50,170	S3:
Second.

01:42:50,670	S1:
Second by Amy Berger. Is there any discussion?

01:42:53,670	S2:
Nope.

01:42:54,229	S1:
All right. All those in favor? And we are adjourned. It is unanimous.