AI-pwodwi transkripsyon nan reyinyon komite lekòl Medford, 18 mas 2019

[Stephanie Muccini Burke]: Kado, sèt kado, se pa tout, tanpri ogmante ak salye drapo nou an. Mwen pwomèt lwayote mwen nan drapo Ameriken an ak Repiblik la nan ki mwen ap viv, yon nasyon anba Bondye, inséparabl, libète ak jistis. Apwobasyon nan minit yo nan reyinyon an sou Mas 6, 2019. Mouvman ki te apwouve pa Mesye Russo, ak sipò nan madanm li. Clayz. Tout moun ki fè lwanj? egziste. Dibendetto.

[Unidentified]: Dèyè ajanda nou an, gen yon ... nou pa t 'panse ke nou ta vini ak li.

[Stephanie Muccini Burke]: Nou pwopoze sa. Se konsa, nou te ajoute 12 lis ak nou te wè li. Èske mouvman an mete nan rapò a ekspire? Politik sante. Nan mosyon an pou apwouve chanjman dosye a, tout moun dakò? Tout opozisyon? Espò ak. Apwouve bòdwo ak transfè nan lajan. Apwobasyon Mesye Benedett la. Èske gen yon dezyèm sou planche a? Mesye Larisi gen yon pwoblèm. Gen yon eko isit la.

[Paul Ruseau]: $ 400 pa Brooks pou East Otobis, ki sa li ye pou? Se konsa, yo pa sa yo tankou aktivite PTO?

[Kirsteen Patterson]: Non, aktivite elèv yo.

[Paul Ruseau]: Ok Kont separe ou. Epitou nan paj 5, tès inivèsèl se anba sèvis espò.

[Kirsteen Patterson]: Mwen panse ke li nan yon pati nan kont lan gwoup, 361. Sa ta dwe prediksyon yo bezwen pou STL, men mwen ka jwenn plis klarifikasyon pou tout total yo. Mèsi.

[Erin DiBenedetto]: Èske mwen ka bay moute lekti epi pou yo jwenn dezyèm rapò a fè li yon priyorite yo fèmen karakteristik nan MBTA kap vini? Deplase règleman sou planche a. Dezyèm.

[Paul Ruseau]: Bonjou.

[Stephanie Muccini Burke]: Tout opozisyon, pran yon poz. Atik 2 Rapò sou fèmen nan pwochen MBTA Road la. Mesye Terry McCarthy nou an, ansanm ak ekip nou an, te yon figi dirijan nan pwojè GLX City Medford. Prete atansyon sou yon sèl vèt la. Sa a se yon rezon. Mwen pa prezidan ekip la.

[Erin DiBenedetto]: Mwen pa fè mwen.

[Unidentified]: Ou pa t 'fè sa. ou

[SPEAKER_10]: 好吧，谢谢您，伯克市长，校长，委员会成员。 基本上，我将尝试保留缩写版本。 我知道您今晚有很多文章，但是我很快就会经历该项目的一小部分。 该项目的状态非常快，然后我将直接进入百老汇桥周围的交通。 因此，MBTA正在建造七个轻量级季节。 这是一个约23亿美元的项目，我们还购买了24辆新的轻型汽车作为该项目的一部分。 将公共交通带到该地区有很多好处。 他们预计该地区约有45,000名飞行员会增长。 因此，这是项目图。 这是现有的乳白色站。 绿线有两个分支，一个联合广场的分支， 然后，这是梅德福线，它延伸到低铁路内。 这是塔夫茨大学以外的AVE学院站。 然后是鲍尔广场（Ball Square），交通偏差即将关闭百老汇桥。 这只是我们设计的状态。 基本上，在这一刻的建设中，我们大约有60％至70％的项目项目完成，不到10％。 这是一个最初的幻灯片，并牢记结束。 绿线扩展名完成后，将在该走廊中执行附近的Riel（低线）。 新的轻型火车交通系统将在那里，这是社区路径受到威胁的削减。 这是走廊的原始配置。 去年夏天，我们消除了这条铁路并挖出了对齐的这一侧。 这使我们能够移动关闭轨道，以便我们可以完成挖掘并安装此墙。 然后，2020，2021，我们将在这一侧进行挖掘，以安装轻轨交通和其他保留墙。 因此，这进入了关闭桥梁的问题。 鲍尔广场的百老汇大桥将于周五关闭，并将关闭一年。 所以这是一个很长的封闭。 还有其他桥梁，但这是影响梅德福市的主要桥梁 因此，我们一年前没有关闭桥梁的原因，这是红色方案是现有的桥梁。 它仅适用于目前正在通过的两条铁路线的空间。 我们正在撕毁一切，放手。 我们在这座桥上消除了它的整体。 并安装带有新支柱基地的新桥。 实际上，长度从约54英尺的89英尺长。 这样，我们必须安装一个中央码头，以考虑桥梁的最长长度。 这是百老汇桥。 这是透析的中心。 这是保龄球的地方。 这是凯利的钱球广场。 这是今天来的主要原因。 桥将在本周五关闭。 从本质上讲，将到达百老汇雪松，高地大街，戴维斯广场地区的百老汇交通，然后是学院大街，粉末屋，圈子，然后攀登沃伦和哈佛，然后沿着大街返回。 他 哈佛街地区是卡车排除区，其交通工程师和市长伯克（Burke）为此提供了很多支持和辩护。 我将回到卡车的偏差。 我的幻灯片是离线的。 我很抱歉。 这是当地的行人偏差。 因此，人们和骑自行车的人走了转身。 将有运输服务。 萨默维尔市将提供运输服务，并将其向所有人开放。 任何人都可以登上船上的运输服务，从而为那些需要使用渡轮的人提供了运输服务。 这是华盛顿街桥，我还有另一个幻灯片。 嗯，很好。 这些是其他桥梁对梅德福市没有很大影响的桥梁，但我想迅速审查它们只是为了证明我们正在关闭百老汇桥梁。 三月，然后我们将于四月关闭华盛顿街桥梁。 因此，在6月或7月，我们将关闭梅德福街桥。 因此，基本上，在与城市和代表团合作时，我们正在创建三个偏差的交通循环。 它不应该影响太多的梅德福，但是如您所见，在他们将继续的地区还有其他项目。 因此，我们所有人都必须为几乎区域的交通标准做准备。 这是行人。 自行车偏差。 这是梅德福桥，在华盛顿和百老汇大桥之间几乎死了。 这是萨默维尔高中的地区，桥在这里。 仅这种偏差并不令人不安。 那里没有公交车或其他工作。 它仅是指其他偏差。 我将向您展示这种联系，珍珠街与McGrath Highway相连。 如果我回到 华盛顿街，珍珠街地区，与他们指导的McGrath高速公路相连。 因此，这里有一个偏差，然后梅德福桥的偏差就在这里。 这是行人和自行车的方式。 所有这些都可以在线获得，而且如果有人想要此特定的演示文稿，我当然可以通过电子邮件发送并发送电子邮件。 所有这一切都发生的另一个中断是公交路线。 80和89号公共汽车路线，这是一个服务球，更容易看到地图。 80号公共汽车通常沿着这条路行驶，这是桥梁关闭的地方，然后是波士顿大街。 我们正在转移大街。 在市议会的支持下，我们增加了临时巴士站，暂时将在那里呆一年。 80号巴士还将停在大街沿线的其他七个站。 因此，住在这一地区的梅德福的人们将做到这一点 去80公共汽车去大街。 与我们谈论在Magoon Square或在这个地方使用此套装的鲍尔广场的许多居民，我们有两个公共汽车站。 它将充当塔夫茨大学和居民大学，例如弗雷德里克街和斯坦利的尽头以及平等。 去克拉伦登·希尔（Clarendon Hill）的89号车站没有临时的巴士站。 您正在使用现有的公交站进行链接。 影响梅德福的主要区域将在这里的这些社区中非常相似。 我们预测，我们将看到人们从80或89号转变，并可能在其中一个站点进行转移。 然后，戴维斯广场（Davis Square）的沙利文（Sullivan）是一条缩写的路线，但基本上是遵循交通实施的偏差。 这些是华盛顿街桥的偏差。 公共汽车站没有被淘汰。 他们仅搬迁到86、91和Crossown。 因此，例如，在华盛顿街桥下，这里有停止，但只有双方移动。 我想迅速谈论的一件事，我们为该项目进行了大量传播，这只是对公开会议和飞行努力的快速浏览，Robocalls。 克莱门特（Clement）非常出色，可以帮助我们。 我们有南梅德福（South Medford），我们得到了很棒的传单，并与大街上的商人进行了很多对话。 我们有一个社区工作组，刚刚为该项目提供了很好的帮助 并获取社区的信息。 他们上周二在这里捍卫公交车站等等，而且真的很好。 吉姆·西尔弗（Jim Silver）和劳拉·威梅尔（Laura Wimmel）以及弗雷德·杜泽尔（Fred Doerzel）都是惊人的。 因此，我们正在使用社交网络。 我们的爆炸清单和电子邮件清单上有6,500名成员。 MBTA使用Twitter进行服务广告等。 我们还制作了区域范围。 表达的一件事是，通过交通切割是该领域最大的问题。 这就是为什么我在三座桥梁中提到的原因。 在我们里面的Lisando。 我们所谓的重新启动的目标是，旅行活动是消除尽可能多的削减。 而且，如果某人今天由I-93领导，则有很好的迹象表明，他们说Somerville-Back-Fordford Fending Bridges和到期日期。 这是一个人 通过收集区域传播，我们实际上收集了1,000多个不同实体的列表。 我们主要通过电子邮件与987个联系，但我们留下语音消息和网络格式等。 这对于引起人们在该地区的注意力很重要。 DCR拥有其FOSS公园项目，该项目正在我们的巨大偏差中间发生。 我们拥有联合广场的区域，该区域具有基础设施，污水，水以及景观和城市景观要素的事物。 US2的开发现在还不完整，但它有可能这样做。 然后，Massdot刚刚宣布，它将在1号公路上携带一条轨道，Tobin Bridge的翻新和切尔西出口坡道。 为此，影响区域。 目前正在进行的Alfred Street Bridge将于5月完成。 然后是北华盛顿街桥 它最初完全关闭。 当国家分析所有关闭时，他们决定在北华盛顿街需要临时桥梁。 这是仅位于波士顿花园的桥梁。 这是城市的主要入口之一。 然后是房间里的大象，赌场，bis， 计划于6月23日（星期日）开放，并期望有像爱国者日活动一样大的人群，因此他们正在为此做准备。 他们仍然有一些批准，但您知道。 简而言之，仅此而已。 好的。 如果我的意思是，如果国家网络需要在某个地方工作，我们必须协调所有的努力，我们必须 做一些偶然性。 实际上，我们正在与老板合作，在该地区的梅德福警察的细节中广泛爆炸。 我认为我们有22个编程，何时关闭了桥梁。 但是，这是社区监视的重点之一。 在与之交谈时 克里斯汀，您知道，我们已经讨论过校车将通过小型校卡车。 MBTA具有许多人使用的驾驶系统。 因此，我们花了很长时间来协调将会发生的事情，并基本上将某人带到需要的地方。 另外，您交付，该地区的任何东西都将在那里提供帮助。

[Paulette Van der Kloot]: Non, mwen pa gen okenn pwoblèm. Mwen jis apresye enfòmasyon an.

[Erin DiBenedetto]: Mwen konnen nou te pale de liy vèt la ak tout wout la fèmen nwit lan la anvan kay la louvri. Enkyetid mwen se ke pi fò nan ekri nan trafik se nan lari a, ak lekòl la Columbus mwen ap pale de se yon blòk kèk lwen la. Se konsa, mwen enkyete. Premyèman, nou te pale sou sovgad e mwen byen kontan ou kontakte Kirstine Otobis lekòl yo ak paran nou yo se édikatif pou yo ka kite timoun yo san danje epi yo byen san yo pa resevwa kole nan tou pre trafik. Men, lòt enkyetid mwen se konbyen elèv nou genyen nan lekòl la. Apre sa, mwen pa twò enkyete w sou lari yo, yo ap jis sa yo tit nan Dezyèm Street, k ap deplase nan trafik zòn nan ak fristrasyon chofè. Se konsa, mwen jis vle kreye yon anons pou kay la Columbus Lekòl la Chanjman sa a ap pase. Chanjman trafik yo. Li rekòmande pou pitit ou a aprann plis sou machin ki tou pre, osi byen ke dènye nouvèl sou fòs polis nou an. Jou lannwit sa a anvan, mwen pa t 'gen chans pou yo pale ak bòs nan travay mwen sou sijè sa a, men kèk nan elèv nou yo te mache nan kominote sa yo, espesyalman senkyèm ane ki nou te ka mache pou kont li. Se konsa, mwen pa vle yo rete ant de machin Yon chofè grav nan lari a.

[Stephanie Muccini Burke]: Si ou kapab, bòs nan travay la trè patisipe nan pwosesis la. Mwen panse ke yo te rankontre enjenyè nou yo Todd Blake ak Tim McGibbon. Anpil lari ki ka koupe kounye a pral gen piblikasyon sou yo, ak lòt bò a pral gen ofisyèl k ap aplike. Se konsa, mwen panse ke si ou se Somerville, lari anpil yo pral limite a sa sèlman trafik kominote sèlman, se konsa, pa sèlman trafik. Lè sa a, lekòl la, mwen konnen nou te deplase yon estasyon otobis yon ti kras pi gwo, ki se transpò nan pyeton nouvo nou mete. Se konsa, nou ka voye yon mesaj nan lekòl la, men nan kou, lapolis yo byen enfòme.

[Erin DiBenedetto]: Dr Kaye ap voye piblisite nan fanmi an, jis fè atansyon. Se konsa, anpil moun reyèlman pa mande sou fèmen nan pon nan Somerville. Se poutèt sa, pou fanmi sa yo, sa a se jis yon nouvo konsyans. Mèsi.

[Stephanie Muccini Burke]: Mèsi. Èske gen nenpòt lòt kesyon? Mèsi anpil pou vini, Mesye McAuliffe, nou pral rankontre byento. Mèsi. Èske sèl bagay ou isit la pou kont li? Ok, lè nou te sispann, Madam. Dwe pase pwojè a Medford ak ankèt la, Mesye Tucci mande nou yo soumèt Atik 3, rekòmande apwobasyon nan don nan McGlin High School.

[Nick Tucci]: Bonswa tout moun.

[Stephanie Muccini Burke]: Bonswa.

[Nick Tucci]: McGill High School te resevwa $ 500 donasyon nan pwojè Medford ak sondaj pou sipòte pwogram Mustang Road aplike ane pase. Don an pral itilize pou achte prim pou ankouraje elèv yo patisipe nan evalyasyon medya ak konpetisyon pou mustang. Youn nan pwochen se yon deskripsyon nan jwèt sa a. Sa a pral rive nan sezon prentan 2019. Nan Medford, nou tout mustang. Mustang Way se yon fòm filozofik oswa sikolojik ki pote tout elèv yo ak anplwaye yo ansanm. Pandan repetisyon, Li se sou yon paj long, pwodiksyon videyo oswa anrejistreman vwa. Elèv yo ap fè konpetisyon pou pataje panse pèsonèl yo. Lajan an pral itilize pou ankouraje patisipasyon nan konpetisyon sa a ak konpetisyon. Nou ta renmen transmèt li nan kominote lekòl nou an pou montre konbyen sistèm lekòl la nan fòm lan.

[Stephanie Muccini Burke]: Trè bon, Mesye Tuqi. Mesye Veneziano?

[Nick Tucci]: Mesye Veneja, mwen ta renmen remèsye li ak jeni Medford ak envestigasyon pou kontribisyon jenere yo. Mwen vle remèsye madanm mwen tou. Hong Lu se yon pwofesè retrete McGlynn ki ede nou bay nou.

[Stephanie Muccini Burke]: Trè bèl. Avèk sipò Madam, gen yon mosyon pou apwouve don Ruggiero. MUART? Serrahn, tanpri rele. Wi, siman sèt nan mouvman an, negatif zewo, mouvman an pase. Mèsi anpil. Mèsi. Kouman sou plase katriyèm? Gen sijesyon pou apwouve bous detid yo. Mesye Toomey, Curtis Top School.

[Kirsteen Patterson]: Mèsi. Mesye Toomey pa ka isit la, se konsa mwen pral prezante li sou non ou. Sa refere a yon bousdetid nan men yon veteran. Sa a se bi pou yo ofri yon bous $ 500 pou lekòl biznis oswa kou teknik. Pwofesè yo kwè ke moun ki gen potansyèl kòm elèv lekòl segondè. Se poutèt sa, sa a bousdetid se, ak objektif la nan kòmanse nan klas la 2019. Yo espere kontinye ak yon bousdetid k ap kontinye $ 500 nan lanne k'ap vini yo. Se poutèt sa, apwobasyon nan bousdetid la pou pwogram nan Tufts Donna Palumbo obligatwa.

[Stephanie Muccini Burke]: Bèl bagay. Bernice Sauer gradye ane pase. Wi. Trè fre. Èske Madam Van der Clotte gen yon mosyon apwobasyon Mesye Benedett sipòte?

[Unidentified]: Serrahn, tanpri rele.

[Stephanie Muccini Burke]: Wi, sèt afimasyon, nimewo negatif yo se zewo. Mouvman an pase. Oh, absoliman. Mèsi pou lèt ou a. Tou de. Atik 5: Li rekòmande pou apwouve premye pratik Tufts University a. Mesye Delava.

[Paul D'Alleva]: Bon lannwit komite ak majistra Burke Sipèvizè Edouard-Vincent, ki mande rekòmandasyon pou fè pratik gradye nou an pou kou 2019 Medford High School ki te fèt nan Mèkredi, 5 jen. Nan fanmi an epi rele Gantra nan Inivèsite Tufts.

[Stephanie Muccini Burke]: Mouvman Mesye Benedetto a pou apwobasyon, ki te sipòte pa Madam. Clayz. Rolle te rele pou vote. Wi, 7 se asire w ke, 0 se negatif. Mouvman an pase. Dwe. Dwe.

[Paul D'Alleva]: Dwe. Wi.

[Stephanie Muccini Burke]: Travèse dwèt ou. Se jis Mas. Non. Men. Mèsi. Mèsi. Èske ou vle aksepte kalandriye a pou ane lekòl la? Li rekòmande pou apwouve kalandriye pou ane akademik 19-20 yo. egziste. Caldwell.

[Diane Caldwell]: Bonswa. Bonswa. Nan pasèl ou ou dwe gen 2019-2020 nou an Kalandriye lekòl la. Mwen te mande tout administratè yo wè si te gen nenpòt ki erè, mwen espere ke pa. Men, mwen pral voye li ba ou tou. Etranj, si tout bagay ale byen ane pwochèn, mwen pral ale deyò sou 12 jen, mwen panse ke si nou pral depanse 7 jou nan nèj. Men, ou toujou sonje 1ye avril Blizzard la, dwa? Wi, nou fè sa. Mwen pa sonje li.

[Erin DiBenedetto]: egziste. Dibendetto. Premyèman, mwen vle fè yon mosyon pou apwouve kalandriye a. Men, mwen vle tou ke kalandriye ak dènye jou nan klas la, ki se sou sit entènèt la, se konsa ke gen moun ki trè klè sou dènye jou a nan lekòl nou an. Paske anpil jaden pa pral louvri byento. Apre sa, mwen pa konnen ki sa nou te fè aranjman pou kan ete amizman, men li pral estime ke dènye jou a nan lekòl nou ka pale ak moun sou sèvis yo, menm nan amizman nan tout vil la. Nou bezwen kominikasyon sa yo pou paran yo pa pran swen pitit yo pandan yon ane etranj tankou sa a. Lè sa a, de aksyon sa yo.

[Stephanie Muccini Burke]: Tout se byen. egziste. Vander Ploot. Oh, regrèt. Mwen panse ke Mesye Ruggiero. Mesye Ruggiero. Mèsi, Majistra.

[Michael Ruggiero]: Mwen ta renmen tou sijere ke nou ap chwazi tikè lotri pou lekòl entèmedyè nan kalandriye sa a si sa posib.

[Diane Caldwell]: Ane pwochèn, w ap pale? Wi, sa a dwat. Yon fwa nou konnen ki dat li pral.

[Stephanie Muccini Burke]: Kontrèman ak lekòl segondè, sa a se laj. Wi, mwen jwenn li. Tout sa mwen vle di se. Ok, gen yon mosyon sou planche a pou apwobasyon Mesye Bennetdo, ki moun Mesye Bezo sipòte. Tout moun ki fè lwanj? Wi. Tout opozisyon? Mouvman an pase. Mèsi. Retounen nan lòd biznis regilye Mesye Benedetto a. Èske gen yon dezyèm sou planche a? Tout moun ki fè lwanj? Wi. Tout opozisyon? Mouvman an pase. Rapò Komite, ED Espesyal, 5 fevriye 2019. Mesye Benedetto.

[Erin DiBenedetto]: Premye reyinyon kominote nou an Li nan Diane Caldwell, asistan direktè. Kathy Medaglio, Direktè Sèvis Elèv yo. Neil Osbon, Direktè Divèsite ak Enklizyon nan Medford City. Bernadette Riccidelli, Direktè Kourikoulòm ak Ansèyman. Anthony Petrellis, direktè pwogram background ete yo. Alec Luric, Papa. Toni Wray, Direktè Sèvis Sante. Megan Fidler-Carey, ansyen direktè Medford ak apre plan lekòl la. Kate Quinn, Metòd depatman amizman, Emily Lazzaro, asistan egzekitif direktè lekòl la, mèsi pou nòt ou yo. Prezidan CPAC Malanie Melanie McLaughlin, ko-prezidan CPAC Patricia Kane, Della Grace, PhD nan Leslie University, Beverly University, Beverly University, Beverly University, Beverly University, PhD, Tanya Sullivan, Mary Edouard-Vincent Evans nan Leslie University, Lauren Carlin, ETL nan Andrews Lekòl Piblik. Komite nou an gen de apwòch ane sa a. Youn nan se tan lekòl la, ak dezyèm lan se konpreyansyon nan andikap. Pandan konferans sa a, nou konsantre sou planifikasyon ak kowòdone tan an pou Off-kanpis jou ferye ak planifikasyon ete. Nou te kòmanse dekri plan aktyèl yo, plan anvan ak apre lekòl, kan ete plezi nou yo, ak pwogram amizman nan vil la. Nou diskite sou anplwaye ak fòmasyon pou tout anplwaye yo ak ki kalite aranjman ki disponib pou elèv ki gen andikap. Plan an anvan ak apre lekòl la gen yon waitlist e li te pwopoze yon kolaborasyon ak Leslie University nan yon tantativ yo ranpli Gen kèk moun ki bezwen li pou nou ka deplase lis datant sa a. Yon bon lide se ke CCSR elèv yo ak Medford High School onè yo se volontè ki ka ede pwogram lan pi souvan. Lide a nan kan finansman ete ak dosye pwogram anvan yo te diskite pou nou ka satisfè bezwen yo ak nimewo nan kan. Tou diskite. Twa nivo nan pri yo ofri pou enskripsyon bonè, enskripsyon regilye ak enskripsyon an reta. Yon manyèl ekip yo te kreye, youn pou ekip la ak youn pou fanmi an pou ke tout moun gen tout enfòmasyon ki nesesè yo. Li evidan ki jan background ete nou an ap travay. Nou gen yon EMT sou ekip la, yon enfimyè ki distribye medikaman, men ekip la antrene anpil. Nou ap travay sou ajoute opsyon sa a. Kan an pap janm vire okenn moun. Yo fè tout sa yo kapab satisfè tout bezwen yo. Menm si papa a bezwen dosye dènye minit, pa gen okenn timoun yo te rejte pa kan an. Elèv ki gen andikap ka kalifye pou antretyen ESL san yo pa pèdi ladrès sosyal yo emosyonèl pandan ete a. IEP elèv sa yo te pataje avèk Depatman Edikasyon Espesyal nou yo ak Depatman Jesyon CAMP nan kòmansman mwa jen. Yo chanje rejis la pou ankouraje paran tout patisipan yo pou bay IEP ak 504 pou nenpòt elèv ki vini nan kan an. Se konsa, nou kapab Prepare pou bezwen chak elèv yo ak adapte lè sa nesesè. Metòd amizman an parèt tou nan konferans e li gen yon istwa long nan travay ak elèv ki gen andikap. Yo vle patisipe nan nenpòt fòmasyon yo bay la. Sa a te sanble tankou yon reyinyon trè pwodiktif. Yo te pran anpil mezi pou amelyore pwogram ak kominikasyon nou yo ak fanmi nou. Minit yo nan reyinyon an yo tou tache ak nòt sa yo. Nenpòt kesyon, fè nou konnen.

[Stephanie Muccini Burke]: Patisipasyon kominote a.

[Marice Edouard-Vincent]: Bonswa tout moun. Roberts School, mwen vle mete ajou. Nan Jedi, 7 Mas, Roberts Lekòl ki gen eksperyans yon evènman inatandi ki enplike lapolis Medford ak lekòl ki bezwen pwoteksyon sou sèn nan. Sa a fèt pou asire sekirite pou tout timoun ak granmoun apre lekòl. Mwen vle pèsonèlman remèsye ekip ekstrakirikilè a ak depatman administrasyon lekòl la. Paran yo ak elèv yo lapolis Medford yo, se pou grav sou koperasyon yo. Nan moman sa a, mwen te bay yon deklarasyon ki deklare ke tout fanmi yo te avize e te aktyèlman te eseye li, men se pa tout fanmi yo te kontakte. Se poutèt sa mwen sensèman bay enfòmasyon ki mal. Mwen te santi m soulaje lè lapolis Medford te rezoud pwoblèm grav la. Mwen pa gen okenn enfòmasyon adisyonèl sou ensidan sa a epi yo pral mande fanmi mwen yo kominike avèk lapolis Medford pou plis enfòmasyon sou ensidan an. Sitiyasyon sa a se yon eksperyans aprantisaj pou tout moun nan nou e nou te fè imedya chanjman sekirite entèn asire kominikasyon rapid ak tout fanmi yo. Anplis de sa, nou te ale nan konvansyon an Mwa Istwa Nwa Lendi dènye lè nou te nan lekòl segondè. Medford High School ak teknik karyè Medford High School selebre mwa a nan istwa nwa. Mwen vle remèsye Direktè Adjwen Dr Stacey Mulligan, ki te mennen pwogram nan epi li te di m ke elèv yo te aksepte lide a epi li te kouri avèk li. Yo te planifye yon evènman etonan ak amizan. Mwen vle remèsye tout elèv ki te patisipe nan pwogram lan. Ebion Abshir te MC, Jovia Moambe, ki te jwe chante Alicia Keys pandan y ap jwe klavye a, ak pwòp nou reprezantan elèv Chioma Opara li yon powèm orijinal Antonia Collins ak Nadia Farmer 197, West Medford ak Bozeal Edwins. Avèk asistans Shane Colbert, li te jwi tou evènman an. Elèv yo te patisipe tou nan montre mòd. Mwen menm mwen te vle remèsye Direktè Deleva. Direktè Divèsite Neil Osborne kòmante. Mwen menm mwen te vle remèsye ansyen metòd Mustang lekòl segondè Tony Fonseca ak elèv ki bay ekselan pèfòmans miltikiltirèl. Se konsa, li te yon gwo evènman. Mwen vle pran opòtinite sa a di ou mèsi tou Gwoup prensipal PTO nan tout vil la te gen yon gwo nwit ak Harlings yo. Yo te di ke yo te vann plis pase 800 tikè pou evènman an. Jimnastik la plen, epi li se reyèlman yon aktivite amizan. Mwen konnen yo te travay di pou kolekte reparèt sa a, se konsa mwen felisite yo e di ou mèsi. Semèn pase a, 14 mas te jou PI e mwen te gen opòtinite pou selebre Jou Pi nan McGlynn High School, ak pwofesè setyèm klas Robin Irving ak Patty Haas bay elèv yo ak plizyè aktivite pratik. Yo envite anpil manm nan biwo santral la pou yo ale nan Sa a se yon gwo aktivite aprantisaj epi yo ka wè ki jan PI ki gen rapò ak mond reyèl la. Se konsa, li nan yon moman enteresan pou tout bagay ki enplike. Mizajou sou Tristan Howard. Vandredi dènye a, Tristan te dirije nan New York City pou patisipe nan New Balans Nasyonal la. Li te patisipe nan depatman elit émergentes yo. Tristan klase 11yèm nan ras la 55m. Konplete -o nan 6.57 segonn. Se konsa, sa a se trè vit. Malerezman, sèlman uit yo pi byen yo se final yo. Men, nou fyè de siksè sa a. Anplis de sa, Tristan fini nevyèm nan 200 mèt. Konplete nan 22.3 segonn -o. Ankò, sèlman uit tèt la kontinye. Men, nou vle felisite Tristan. Se te yon eksperyans aprantisaj gwo pou l '. Bon nouvèl la se ke sa a se jis yon jinyò, se konsa nou toujou gen yon ane kontinye wè sa ki bagay sa yo bèl bagay pral fè. Samdi pase a, mwen te gen opòtinite pou yo ale nan seremoni gradyasyon nan lekòl etid Japonè a. Yo òganize seremoni lekòl segondè a e yo te vle remèsye konsil Japonè Jeneral Michelle ak ISICAVA pou envitasyon Majistra Burke ak mwen pou patisipe nan seremoni an. Gen anpil gradye. Lekòl aprantisaj Japonè a pran plas nan lekòl segondè yo ak edike sou 800 elèv yo. Mwen ale nan lekòl segondè jadendanfan chak ane. Li anseye tou Japonè kòm yon dezyèm lang. Se konsa, yo te nan Medford High School pou 45 ane ki sot pase yo. Se konsa, li vrèman yon koneksyon long. Li nan gwo yo pataje jou sa a espesyal avèk yo. Finalman, kèk aktivite ki tou pre. Nou gen yon egzibisyon tranzisyon pare yo pran plas. Sa a pral Lè sa a, rive nan Mèkredi nan ekselan nou an 489 tavèrn (18 a 21h). Biwo Edikasyon Espesyal nan Lekòl Piblik Medford ak Lekòl Piblik Winchester ap selebre jis tranzisyon anyèl li yo, ki fèt pou 14-lò, osi byen ke granmoun ki gen andikap, ede plan lavi lekòl segondè. Yo ankouraje paran yo, konseye ak elèv yo patisipe nan evènman sa a gratis yo aprann sou sèvis kominotè ki disponib pou moun ki gen andikap. Ekspozan yo ap gen ladan enfòmasyon sou ladrès lavi endepandan, fòmasyon pwofesyonèl, adapte pwogram edikasyon ak opòtinite lwazi ak lojman sipò. Se konsa, sa a se yon jis tranzisyon, se konsa kouri son an. Li la tou sa a Mèkredi, ki se lage bonè nou an nan Mèkredi, 20 mas. Mwen konnen McGlin High School ap òganize aktivite artistik gratis nan konpetisyon elèv lekòl segondè. Nan Medford High School, gadmanje Priscilla a pral bay diri ak pwa Nenpòt elèv ki ka enterese nan 12 a 1230 ak CAF 3. Sa yo se dènye mwen semèn sa a.

[Paul Ruseau]: Wi, mèsi. Nou ka resevwa yon rapò ki prezimableman dwe aksepte yon reyinyon egzekitif sou evènman sa a, e ki sa ki benefis ki genyen nan pwosedi nou yo ak sa ki amelyorasyon nou bezwen?

[Mea Quinn Mustone]: Mwen gen yon ti limyè. Li te pale ak chèf polis la Vandredi dènye paske paran Roberts 'te jis pale m' lè mwen te nan lekòl la. Lè mwen te pale ak li nan Vandredi, li te di nonm lan te nan prizon an. Jiska jodi a, mwen te sispann. Li te pousuiv li jodi a. Apre sa, mwen pa t 'mete ajou. ak chèf Mwen te panse mwen te kapab jwenn yon 30 oswa 60-jou evalyasyon sikolojik. Erezman, mwen pral gen yon imèl lè mwen rive lakay ou. Men lapolis yo nan pi wo nivo a epi yo vle asire ke paran Roberts yo konnen yo ap fèmen atansyon sou li. Mèsi.

[Stephanie Muccini Burke]: Mesye Rousseau, ou vle mande yon dokiman konfidansyèl? Wi, tanpri.

[Paul Ruseau]: Gouvènman lekòl la, ak lè nou kominike avèk lapolis, si nou ta dwe fè okenn amelyorasyon nan pwogram lan.

[Stephanie Muccini Burke]: Mwen pa panse gen okenn pwoblèm ant lapolis ak lekòl la.

[Paul Ruseau]: Mwen panse ke se jis yon avi.

[Marice Edouard-Vincent]: Wi, gen yon anpil nan konsiltasyon, men mwen reyèlman pa gen enfòmasyon sa a. Sonje byen, Madam. Stone gen plis enfòmasyon pase m '.

[Paul Ruseau]: Wi, mwen pa konnen ki sa pwogram nou an ki pral okipe. Li pa ke ekip la pa konnen, men.

[Stephanie Muccini Burke]: 2018 No. 7 Analiz ak Kourikoulòm Plan.

[Mea Quinn Mustone]: Em. Kahn.

[Marice Edouard-Vincent]: egziste. Kahn pwogrese. Twa diskou sa yo pa Madam. Kahn, Rocco Sieri ak Dr. Chiesa pral diskite sou diskou nou yo ki te fèt nan sezon otòn la, estati nou yo ak sa nou ap fè estratejik kòm yon rejyon, Mwen panse ke tout rapò sa yo trè itil pou ou.

[Khan]: Mèsi. Bonswa, tout bagay. Se konsa, mwen pral kòmanse ak sa ki nan paj 1. Atik 1. 3 a 8 pwogram tès MCA degre. Sa a kalite konsepsyon nan konsepsyon, tab la ou wè nan pati anba a, kalite kesyon, pwen total ak nivo degre. Tès la te premye ki te fèt nan 2018 Elèv nou yo premye mansyone kesyon sa a diferan. Lè nou ale nan paj 2, ou pral wè rès la nan tab la. Lè sa a, ou pral wè Seksyon 1.B, ki se MCA a nan Klas 10 Legacy, ak elèv yo aksepte li. Nan 2018, sèlman nan klas 10yèm ane. Se poutèt sa, fòma li yo rete menm jan an, Legacy 1. Ane sa a, nan 2019, yo pral pran ou ak yon nouvo fòma ke ou pral wè nan paj 3. Se poutèt sa, sa a konsepsyon nan paj 3 matche ak elèv yo nan klas 3-8 ane pase a. Se konsa, nou wè ke tout seri 3 a 8 ak 10 yo pral nan fòma a nouvo la pou premye fwa ane sa a. Sinon, Seri 3 a 8 te pran li. Se konsa, nan Pwojè 2, se tab sa a tou ki sitiye nan tablo rezilta Oktòb mwen an. Mwen panse ke si nou ale nan paj 4, mwen vle paj mwen an ki konsistan avèk ou. Nou te wè nivo prensipal la nan MCAs pou pwochen jenerasyon 2018, Lè sa a, te wè nivo a entèmedyè nan pèfòmans lekòl la, ak Lè sa a, te wè. Nou te wè nivo pèfòmans lekòl segondè, ki te swiv pa pi gwo nòt degre a. Tab la gen enterè espesyal jan li endike ke elèv yo ki te jwenn nòt yo Pou $ 4.99 yo sou zèb la. Mèsi. Se konsa, lè ou wè nòt la pwent nan nòt yo, wè done yo kwen pwent nan mitan an. Lè sa a, sou bò gòch la, konbyen ou wè Li te satisfè atant sou bò gòch la. Sou bò dwat la, ou pral wè si elèv sa yo Spike pral reyalize sa a. 490 a 499 yo se reyèlman fèmen. Pafwa, si li se yon repons bati-an, li se youn, de kesyon, de kesyon kòrèk. Nou reyalize sa a ak Lè sa a, ale nan tablo ki anba a, yon pati nan estanda yo nan lekòl primè, pèfòmans peyi. Ou wè, nan twazyèm nivo a, nou se sitou sou bò pozitif, men lè li rive katriyèm ak senkyèm klas, nou wè diferans negatif. Mwen pral tounen nan li nan jis yon kèk minit. Mwen pral deplase nan paj 6 epi nou ka wè tou seri 6, 7 ak 8 nan yon tab menm jan an. Lè sa a, nou menm tou nou wè klas 10. Mwen jis gade kèk rechèch sou istwa a nan adopte planifikasyon matematik. Epi li sanble, li sanble, mwen si ke se sa ki te pase, efè nan nivo twazyèm nou ap wè isit la, leson an premye yo kòmanse lè l sèvi avèk nan nivo jaden timoun yo. Se poutèt sa, diplòm nan katriyèm ane te lè l sèvi avèk chak jou matematik kòm byen ke klas senkyèm. Sa a se yon klas espesifik, de ke moun kap kriye sa yo Li pa t 'mete aksan sou desen kou nan moman an paske ka pwogram lan te demode. Epitou, nan katriyèm ane a, nou te wè ke nòt sipoze yon gwo. Sa a se yon gwo konsèp. Nou wè diferans negatif11. Sa a se pa etone paske kòm yon pwofesè lekòl segondè, mwen wè elèv yo goumen fraksyon pandan y ap aprann aljèb 1. Lè sa a, ou pral wè etap sa yo nou te pran, men nou remake. Nou menm tou nou fè remake ke nan katriyèm ane a nan klas senkyèm ane, mwen eskize. Lè sa a, nou menm tou nou wè nimewo yo ak operasyon ke elèv yo rankontre nan debaz 10. Natirèlman, kite a ale nan degre 6, 7 ak 8. Nou kontinye wè gwo diferans negatif. Lè sa a, kite a ale nan klas 10, ki se kote nou wè diferans ki pi piti nan zòn nan ak pwen posib. Ki sa ki enterè espesyal nou yo ak sa ki ta ka ede nou santi nou? Ki sa ki santi l pi byen sou nòt nou an, se ke elèv nou yo, zòn nan vle di ke percentile nan kwasans nan elèv yo toujou nan liy lan medya nan eta a, sa vle di percentile nan kwasans nan elèv yo. Se poutèt sa, si elèv rejyonal (SGPS) soti nan sèten klas rete nan laj la nan 40 a 60, sa a se konsidere kòm yon bon kwasans pou ane an. Eksepte pou 39.9, pi fò nan nou yo diferan.1, ak pi fò elèv yo grandi la. An reyalite, nou te wè li pou 40 a 60 ane nan klas 10. Se poutèt sa, li te ogmante pa sou yon ane ak mwatye yon. Pwochen paj la gen sa nou te fè Preparasyon ane sa a ap kontinye travay di. Nou gen K a 5. Nou pran mezi ase. Tout moun sou lis la. Nou menm tou nou kowòdone done yo sou seri 3 a 5 kalifikasyon jwenn nan MCA la. Lè sa a, nou menm tou nou te travay anpil nan zòn nan ak te travay deyò zòn nan Nivo sa a, espesyalman nivo debaz la. Nou menm tou nou adopte atik aksyon nan nivo entèmedyè ak lekòl segondè. Lè sa a, mwen ki nan lis etap sa yo pou lavni an jan mwen espere depatman an matematik nan zòn nan.

[Paul Ruseau]: Mèsi anpil. Pa gen anyen. Ou te ban mwen anpil opòtinite pou kesyon, men mwen pa vle rete isit la tout nwit lan. Se konsa, lè mwen gade chanjman sa yo ant 2017 ak 2018, Mwen pa konnen si diferans lan gen okenn enpòtans estatistik. Epi, mwen pa panse sit entènèt eta a bay enfòmasyon sa a paske mwen kontinye wè li. Yo pa t 'di anyen si li vle di anyen. Sa a li. Ou gen detay pou konnen si sa chanje de 6% a 7%? Lè nou moute 2%, li fasil jwenn eksite ak Lè sa a, diminye lè li gout 2%. Men, san konte timoun yo diferan pran egzamen an, yo ka fè sans ak fè anyen. Wi. Sa a se kote mwen goumen tout enfòmasyon sa a, ak sa ki vrèman enpòtan se ke peyi a pa sanble ki enterese nan li. Men, ou gen plis detay ki ka ede ou konprann sa a?

[Khan]: Se konsa, si ou pa lide di m 'nimewo paj la ak nimewo tab, sa a pral ede.

[Paul Ruseau]: Mwen nan paj 4, premye tab la. Wi. Se konsa, soti nan nivo a twazyèm, li depase atant ak nou te ale nan 6% a 8%, ki te sanble bon. Eta a leve soti nan 7% a 10%.

[Khan]: Sa a li.

[Paul Ruseau]: Epi, si ou pa konnen anyen sou matematik, mwen ta di nou pa ogmante otan ke nou ta dwe. Sa a li. Konbyen timoun aktyèlman yo te teste ak yo diferan.

[Khan]: Pou rezon sa a, gen anpil faktè. Ou konnen, nou tankou 1% kwasans, men an reyalite, lè ou reyèlman etidye li, lè ou reyèlman mennen ankèt, sa a, se pwobableman yon faktè kèk. Se konsa, petèt Kòm ou te di, démographie te chanje. Li ka te yon sèten elèv jou sa a. Petèt yo gen yon bon nwit dòmi. Petèt ou konnen, nou pa ka idantifye yon kalite espesifik nan pwoblèm, se konsa pwoblèm nan te pèdi. Yo ka elèv yo PUSP.

[Paul Ruseau]: Se poutèt sa, nou pa ta dwe trè eksite. Uploading yon pousan pa nesesèman vle di nou ap kòmanse fè pi byen. Avèk yon rediksyon pousantaj kèk, ki pa vle di nou kòmanse fè yon bagay vin pi mal. Ok Sa a se te site nan kèk kote. Pral gen yon evalyasyon referans konsyantizasyon chak trimès. Sa a li. Èske evalyasyon sa yo yon bagay nou fè mwens souvan, oswa se tout sa nou pral kòmanse fè?

[Khan]: Se konsa, nou kòmanse ane sa a. Nou te kòmanse revizyon ane sa a. Nou pran yo deyò kesyon. Pi bon bagay nou ka fè ane sa a se imajinasyon. Nou retire sa a nan men yo, men complétée ak yon kesyon repons bati-an ak yon pwen referans miltip-chwa ki ta ka plis ki konsistan avèk kesyon an MCAS. Se konsa, antrenè yo sanble l 'pou ke elèv yo te gen yon konbinezon bon.

[Paul Ruseau]: Èske tès sa yo itilize pa pwofesè yo evalye kalifikasyon?

[Khan]: Èske ou lide repete li?

[Paul Ruseau]: Èske pwofesè sa yo ap itilize menm tès yo pou evalye kalifikasyon yo?

[Khan]: Non. Pwofesè a ap itilize inite a pou teste. Sa yo se pwen referans kote nou konnen ki kote elèv yo nan yon konsèp patikilye, kote pwofesè yo ka kontinye. Pafwa, nou eseye elèv yo nan yon kesyon nou refere a wè ki kote elèv orijinal la te orijinèlman, sa ki te orijinèlman. Konbyen yon pwofesè ta dwe ak konbyen tan yon pwofesè ta dwe konsakre? Pou konsèp sa a an patikilye. Kisa yo te vini? Se poutèt sa, pwen referans gen anpil rezon. Li ka dekouvri kote klas la ye. Ou ka jwenn sougwoup sèten elèv yo. Men, nou itilize li pou anpil moun tankou antrenè, ak an reyalite, mwen santi mwen ak analize done yo wè sa ki pral sou. Lè sa a, antrenè a retounen ak chita pale ak pwofesè a sou pa Nou pa t 'wè anpil pèfòmans nan pwen referans lan.

[Paul Ruseau]: Se konsa, mwen vle di, yon sèl bagay ki enkyete m 'se ke nou kenbe pase tan fè eksperyans ak timoun olye ke anseye yo. Tout moun sa yo se lòt tès lòt sou tès yo inite kontinyèl pa pwofesè a nan MCA a oswa nan nenpòt ki tèminoloji ki apwopriye ak nan tès sa yo. Sa a li. Lè sa a, mwen vle fè egzèsis Yon rapò bay komite a pral bay nan 8 avril, ki detay tout tès yo, ki gen ladan tès aktyèl pou elèv wityèm ane, separe pa degre ak nivo lekòl la, egzante pwofesè soti nan bay prèv nan kalifikasyon evalyasyon pou yo pa enkli tès sa yo inite. Mwen espere ke rapò a gen ladan frekans lan ak dire tès la ak tès la pratik yo ta dwe klèman divize.

[Marice Edouard-Vincent]: Konbyen tan li ta dwe pran tès? Se konsa, sèl bagay ki dire se ke kèk elèv bezwen plis tan pase lòt moun, men entansyon an kapab yon peryòd de enstriksyon ke elèv yo ka genyen.

[Paul Ruseau]: Wi, mwen vle di pa gen okenn dire reyèl, jis dire a espere. Mwen te enprime li, kidonk ou pa bezwen ... Oh, oke.

[Marice Edouard-Vincent]: Mèsi. Mèsi. Mèsi.

[Erin DiBenedetto]: Mèsi. Se konsa, sa yo, se done trè bon. Malgre ke li se yon ti varyab, ou konnen, timoun diferan oswa diferan klas nan klas ki yo teste nan diferan moman, men ofri nan yon pakèt domèn jaden, tankou konsèp matematik, men nou yo gen plis pouvwa anpil pase. Se konsa, mwen renmen wè kèk nan done sa yo. Men, mwen pa konnen si sa a se divize pa sougwoup yo, ki elèv yo bezwen plis tan, plis atansyon ak plis kou evalyasyon. Se konsa, mwen vle konnen si ou gen done sa a ki bon pou moun, se konsa nou pral detèmine kisa ki sougwoup yo bezwen nan lavni an, si ou bezwen plis tan, Si yo bezwen plis pratik, Lè sa a, si ou bezwen plis fasilitatè yo pran egzamen oswa gwoup oswa lòt travay, nou jis vle asire w ke elèv sa yo tou pwogrese ak reyisi epi yo gen tout chans yo reyisi. Se poutèt sa, pou referans nan lavni, kèk enfòmasyon sougwoup yo pral itil lè yo enfòmasyon sa a pwopoze yo.

[Khan]: Mèsi.

[Paulette Van der Kloot]: Mèsi pou rapò ou. Nan paj 5, youn nan bagay sa yo mwen remake, ou te fè yon kòmantè yon sèl-fwa, e an reyalite, sou nivo 4 ak 5, li sanble ke gen kèk batay ak nòt la. Wi. Ou te di, mwen remake li te yon pwofesè lekòl segondè. Se konsa, yon pati nan li se ke mwen wè kèk nan eleman aksyon li yo ki gen ladan aksyon korektif. Men, ou konnen, li sanble tankou travay la nou travay nan kèk sal klas regilye, jis asire w ke elèv nou yo aktyèlman jwenn li. Se konsa, se li posib yo pote l 'nan yon klas matematik regilye san konte sesyon yo koreksyon nan MCA a?

[Khan]: Wi. Mwen panse ke antrenè a deja ap fè sa. Yo modle ki jan yo anseye kou espesyalman ki fè pati nòt nan salklas la. Yo travay tou avèk pwofesè yo pou devlope pwofesyonèl pou antrene yo kijan pou yo itilize processeurs pou bay enfòmasyon pou elèv ki nan pi piti anviwònman oswa itilize diferan aktivite pratik.

[Paulette Van der Kloot]: Ok, mèsi. Tracking se tou nan paj 10. Pou eleman nan lavni l 'yo, mwen te wè l' ekri ke li te adopte yon pwogram rechèch ki baze sou rechèch ki pral ajoute nivo ki pi wo nan panse yo ka resevwa yon eksperyans matematik ki pi wo nan lekòl segondè. Wi. Sa sanble yon travay trè enpòtan. Mwen mande si ou panse adopsyon pral rive. Nou pa te pale sou li ankò, se konsa mwen pa panse sou konsèy ou ane sa a oswa sou konsèy ou a?

[Khan]: Se konsa, sa a se yon bon kesyon ak mèsi pou mande paske se sa ki mwen te panse nan nan lekòl segondè. Mwen panse ke gen yon anpil nan pwogram yo deyò ak pwofesè a te kondwi pou yon ti tan ak tout moun konnen li. Gen kounye a kèk rechèch ki baze sou pwogram ki baze sou aleka, pa Ou konnen, pwofesè yo ka sispann epi anseye liv lou. An reyalite, pwogram sa yo Se pou elèv yo eksplore. Fè pwofesè a trase yon konklizyon nan tout kou a paske elèv la te deja rive la. Lè sa a, voye yo tounen nan gwoup la, Lè sa a, remèt yo ansanm, ak Lè sa a, rezime yo pi gwo. Se konsa, gen kèk pwogram yo deyò. Mwen pral definitivman gade pou li pi seryezman. Mwen mande pwofesè a akimile. Kèk nan yo te kondwi yon machin kèk ane de sa. Se konsa, mwen gen bon done. Mwen te ale nan lòt zòn epi mwen te wè lòt pwofesè anseye nan pwogram lan. Non pwogram lan se matematik ilistrasyon nan resous la louvri. Si ou enterese nan jwenn plis enfòmasyon, mwen envite tout moun eseye li soti. Lè sa a, gen gwo lide ak evidamman plan konsepsyon tou.

[Paulette Van der Kloot]: Ok Èske se sa ou te fè nou pandan bidjè ou a? Wi. Ok Wi. Wi. Ok Nou toujou gen reyalize sa a. Ok Se konsa, bon. Men, nou pral gade pou li. Wi. Se poutèt sa mwen vle mansyone li. Mèsi. Wi. Ok Finalman, mwen jis vle mansyone ke mwen te kondwi nan machin nan sa a Samdi, mwen te koute NPR, e mwen te gen yon diskou sou Ted. Konvèsasyon Ted la se sou ansèyman matematik. Pati espesifik la mwen koute se enpòtans ki genyen nan lit. Oke, paske mwen te gen opòtinite pou yo travay avèk direktè lekòl la fè youn nan tutoryèl yo matematik, ki se youn nan kritè yo nou ap chèche pou, e mwen te wè ak konprann. Mwen panse ke li nan gwo yo chita epi koute Ted pale sou ki jan nou ta dwe anseye matematik. Se konsa, mwen jis vle mansyone li.

[Marice Edouard-Vincent]: Mèsi. Lè nou pale sou nimewo ak nòt manipilasyon, mwen jis vle fè kòmantè sou paj 5, ki se definitivman sa ou konnen, li vle di soti. Pami elèv yo twazyèm-nivo, elèv yo sanble yo dwe dominan, kidonk li konsidere ki sa egziste. Kahn te di ke anvan twazyèm ane a, elèv yo favorab pou itilize kou jadendanfan espesyal sa a, kòmansman katriyèm ane. Lè sa a, mwen kirye yo konnen ki jan elèv yo pral fè sa paske nou deja gen enfòmasyon sa a epi nou ka estratejik ak entansyonèl. Sou konsèy nòt nou an. Se konsa, mwen jis vle di ke sa a se sa nou konnen epi nou ap peye atansyon a desizyon entelijan pou elèv yo. Mèsi.

[Michael Ruggiero]: Mèsi, Majistra Burke. Mwen remake sa a nan paj 5. Wi. Se poutèt sa, seri a twazyèm nan katriyèm ane gen yon bès siyifikatif. Kisa ou panse? Poukisa se sa?

[Khan]: Te gen yon gwo gout an jeneral. Sa a se sa direktè lekòl la te di se ke nou ap gade fòm jewometrik. Nou wè tout sijè sa yo diferan isit la. Men, nou panse tou elèv sa yo ap itilize matematik chak jou. Se konsa, plan an ka demode. Mwen pa fin sèten ki fondasyon kou mwen ap itilize. Petèt li nan 2006, mwen pral asime li oswa 2011. Men, yo te evalye elèv sa yo nan Marcos nan 2017, pa nan 2011. Se poutèt sa, diferans lan soti nan 2011 2017 se trè gwo. Se konsa, depi estrikti a 2011, nou te anseye ou twa ak kat ane soti nan yon plan. Te gen sèlman yon ane nan edikasyon nan 2017, e kounye a, nou ap fè tès li nan 2017. Mwen panse ke mwen ta ka gen fè yon bagay sou li, tou.

[Michael Ruggiero]: Nan tan lontan, lè nou te kase, èske ou te santi ke nou te ka wè ki lekòl yo fè nan ki nivo? Li fè sans pou ou? Èske gen nenpòt? Ki aparisyon ant diferan lekòl? Li se nan premye rapò an.

[Marice Edouard-Vincent]: Non, men se tèm ou ekraze? Wi. egziste. Lazzaro kite liv orijinal la epi rapòte sou otòn lan.

[Michael Ruggiero]: Oh, regrèt. Oh, nèg la nouvo sou tab la. Wi. Oh, regrèt. Mèsi. Mwen pa t 'aksepte anvlòp la.

[Paul Ruseau]: Mwen gen yon swivi. Mwen bliye poze kesyon sa a. Nan etap sa yo nan lavni nan paj 9, mwen te sezi wè panse yo nan timoun jadendanfan nan klas senkyèm ane ki te fè 70 minit nan enstriksyon matematik san enteripsyon. Mwen vle di, lè mwen te nan kolèj, nou te sispann pou yon klas 70-minit. Èske ou ka eksplike li? Paske mwen panse ke sa vle di sa mwen panse li vle di.

[Khan]: Wi. Non mèsi. Ankò, sa a se yon lòt bon kesyon. Se konsa, nan premye ane a mwen te aprann anpil nan diferan nivo nan matematik, ak sa mwen remake nan diferan lekòl se ke gen yon anpil, pafwa gen de entèval diferan nan blòk la matematik. Se konsa, nou di nou ap bay yo, nou bay elèv nou yo 65 oswa 60 minit Men pafwa li divize an 10 oswa 15 minit, ak Lè sa a, nou anseye plis, Lè sa a, nou tounen nan li, ak Lè sa a, pran yon ti repo epi anseye matematik ankò. Pafwa li ka melanje ak ti goute, pa ti goute. Lè rechèch la nou reyèlman obsève montre ke elèv yo gen diferans enpòtan nan matematik ak aprantisaj matematik, Gen yon fason diferan nan ansèyman, olye pou yo di ke blòk matematik ka koupe, men se pa tout pwosesis yo ta dwe kase. Se konsa, lè ou fè sa, ak Lè sa a, pafwa menm yon lòt pwofesè, koerans a ki k ap pase se koupe. Se poutèt sa, li pran metòd la. Se konsa, petèt yon lòt fason yo gade nan li Te fè yon blòk matematik pou kenbe aprantisaj elèv yo ak konsantre. Sa a ka yon pi bon lide. Se konsa, si mwen te kapab pran retrèt ou ak mete l 'la, sa ki te ekivalan mwen. Men, petèt mwen gen chapo matematik lekòl segondè mwen an ankò. Mwen regrèt.

[Michael Ruggiero]: Mèsi anpil.

[Khan]: Mèsi.

[Michael Ruggiero]: Wi, wi, swiv -p -up mande. Se konsa, mèsi anpil pou ban nou jodi a. Men, èske li posib ke nou pral wè rapò yo voye bay manm Ruseau nan lavni an, e èske gen nenpòt posibilite ke ou pral vyole sijè a? Se konsa, nou ka wè ke nou ka jwenn plis mezi ak ekspè done nan Columbus. Sa te travay pou mwen. Ok Lè ou konnen chak lekòl trè itil lè ou bay done te ajoute pa lekòl la.

[Khan]: Se konsa, pou sijè ou a, ki sa ... o, o, pa ... an jeneral, ou refere li a modèl domèn?

[Michael Ruggiero]: Pa fòs tankou jeyometri, done mezi, fraksyon, elatriye, tout nan yo ki, sipozisyon, subgraphs. Li la tou gwo konnen efondre nan lekòl la. sètènman. Mèsi. Manm Rusaau, li ta dwe gwo si mwen te ajoute li nan espò ou a? Fè yon lòt egzèsis. Ok, mwen fè, sof si nou regrèt. Mwen ta renmen fè yon mosyon ke nou ta kraze pa yon lekòl ki gen yon sijè pratik.

[Stephanie Muccini Burke]: Pwoblèm.

[Michael Ruggiero]: Non, nou sonje sa.

[Stephanie Muccini Burke]: Kite yon rapò yo dwe bay komite a pa 8 avril, ki detay sou tout tès yo, ki gen ladan tès aktyèl pou elèv lekòl primè ak lekòl segondè, nivo bakaloreya ak kalifikasyon itilize lekòl la, egzante pwofesè inite soti nan evalye kalifikasyon. Rapò a ap gen ladan frekans lan ak dire pwograme nan tès la epi yo pral klèman divize tès yo pratik. Madanm lan gen yon dezyèm dezyèm. Mwen montre li. Tout moun ki fè lwanj? Wi. Tout opozisyon?

[Marice Edouard-Vincent]: Mwen enkyete sou pwogramasyon, pa resevwa enfòmasyon, men ki baze sou tout bagay fè sou 8 avril, ap resevwa enfòmasyon sa a ak panse se trè vit. Mwen konnen ou te di ou pa ta dwe gen ladan kòmantè nan depatman an, men mwen ta pito ba ou plis Lis egzak, plis lis detaye.

[Stephanie Muccini Burke]: Èske ou ka pi fleksib ak dat direktè lekòl la?

[Marice Edouard-Vincent]: sètènman. Depi nou te fè de reyinyon youn apre lòt nan mwa avril ak reyinyon nan yon ranje, sa a se lajman nan biwo santral la ... bezwen an pou tan se ... pi vit ke posib?

[Unidentified]: 6 me.

[Marice Edouard-Vincent]: eseye.

[Stephanie Muccini Burke]: Ok, Me 6th. Chanjman nan 6 me. Ok, tout moun te favorize? Tout opozisyon, mouvman an te pran. Nan Mesye Ruggiero, sa a se lekòl la ki te kase pa disiplin. Wi. Mesye Benedett se dezyèm fwa. Tout moun ki fè lwanj? Tout opozisyon? Mouvman an pase. Mèsi Madam. Kahn Mèsi. Bon travay. Mèsi. Ok Rapò Estratejik Syantifik Analiz pou pwogram MCA ak kourikoulòm. Mesye Cieri.

[Rocco Cieri]: Good evening, everyone. I hope everyone is doing well. I know you've been here for some hours. I'm going to try to string together some of the strands that are in the report rather than read right from it. So if you bear with me, I'll try to look up at my audience. look back down at the report, make sure I don't miss anything, and then open up the floor for questions that you have on the report. So we'll begin with test design just as Ms. Kahn had. There are two test designs currently. There's the legacy MCAS that all the students took this past year in 2018 at grades 5, 8, and 9 or 10. And then there is the next generation MCAS, which will be administered for the first time in grades five and eight this year. In grades nine and 10, we'll still be with the legacy MCAS. The other component of the next generation MCAS, which makes it a little bit different than the legacy, is that the fact that these are computer-based tests. So we have to keep that in mind that a grade 5 and a grade 8 test in a subject area will be for the first time. They've taken it on computers, but this is the first time that they have a computer-based test in a subject area. The second thing that we want to keep in mind is that the question types change at grades 5 and 8 on this test. And so there's a chart to explain the next generation MCAS exam and the types of questions that the students will face. They will have selected response, which is the term that they use for a multiple choice question. There are multiple select answers, that the students choose from among several answer options. It may have two answers that are correct, and the students have to choose both correct answers. There are technology enhanced questions where students may drag and drop answers onto a picture. There'll be hotspots that they'll have to click. And there'll also be drop-down menus where they'll have to click, drag, and select the answers. In addition to that, it goes to a traditional constructed response, which will be a hand-scored component of the test. And that particular part is similar to what was an open response item in the past. However, you'll notice that the points allocated for that particular type of question is different. It used to be four points. It's gone over to two or three points, depending on the type of question. The second thing that you'll notice on the chart, and I'm on page two just in case you're trying to keep up There are a set of common items for the grade 5 and grade 8 exam. The breakdown tells you exactly how many questions will be of the different types of questions and how many total raw points each student will have to accumulate. And then they also add in what they call matrix questions. And matrix questions are the questions that the testing will use but they won't report. to the student or to districts, but they use them to field test a particular type of question in a topic or also for equating purposes. I believe what that means is they're trying to make sure that there's some internal consistency among different versions of tests and how the test questions are being asked within a cohort of people that take an exam. The reporting categories will more or less remain the same for grades five and eight. It was a breakdown of 25% for each of the content areas in science, earth and space science, life science, physical science, and technology engineering. And this year, In addition to the content reporting categories, they also are reporting on the science and engineering practices. So some of these items will be double-coded when the reporting comes out, and the students will be given a content score and also how they do on their science practices. This is all new to us in the science world. So it's going to be kind of our first exploration in the data in the upcoming school year. And we'll have to see how it all sort of plays out in terms of understanding what that data will tell us. The second thing that I would like you to notice is that after the table on page 3, there's a little statement about the benchmarking. And the benchmarking won't happen until this summer for the first time. So grade 5 and grade 8 exams, the first time these exams will be benchmarked to the MCAS 2.0 like achievement standards that you're used to seeing, exceeding expectations, meeting expectations, partially meeting expectations and not meeting expectations, they will be benchmarked the first time this year. So there's a lot that's going to change very rapidly during this testing period and through the next year. And what that tells us is that our data analysis for this year probably will have to change for next year based on these new data points that we're going to have. So we have to kind of keep that in mind that we're trying to adapt to a new testing type and also make sure that we understand how there's some kind of consistency within the curriculum and within the testing world. So these are new changes and something we need to think about. I'm going to go down to the second section, the data analysis. I reported the achievement data summary table, and I simply summarized it based on this past year's data. And it's essentially a repeat of the report from October 2, but it just takes this year's data and gives you the grade level achievement and the state achievement. And one of the stories that we need to pull from that, and we noticed it back then, was that the grade five scores were significantly different at grade five from the state. And one of the things that we wanted to look at was what does that mean from the district standpoint. And so I looked at different types of standards and CUSP data, very much like Ms. Kahn had done, just to see if there were areas within the content that were a challenge for kids, a particular challenge, and also whether the CUSP data could glean some information from that particular report. You'll notice that that next table from grade five provides you with information on how the district and state did in comparison to one another on the, I guess you could call them the bottom five or the top five most difficult question types of the 2018 exam in grade five, and that's the report that you see. So you see the differential between the district and the state score. For example, at item number 14, that's a multiple choice item, the district scored 66%, the state scored a 76%, correct, and there's a difference of 10%. And then I reported which domain and cluster that ended up in. There were two areas, two domains that really showed some discrepancy, and that would be the life science and the earth science. And that's going to kind of inform the next part of the report, like what do we do with that information and how can we use it moving forward? You'll also notice one of the open responses on that particular test, item number 42, across the state was a very difficult question. Students achieved less than 50% on that, so a 1.84 out of 4.0 scale. We achieved 1.58 out of a 4.0 scale, and that was in Earth and Space, Earth Systems. So again, we're seeing a pattern of content that we want to pay attention to. In the CUSP data, I reported by school, and I included the proficient or above, the needs improvement that were high scores, 236 to 238, and then 230 to 236. Yes. Mr. Russo? On the CUSP scores, wouldn't it be 236 to 239, and also 230 to 235? I believe that they score in two-point increments. Oh, oh, oh. Yeah. Okay. And that's kind of unusual. Two-point increments. Yeah. Sorry. When we look at the needs improvement high-scaled scores, we're really talking about a one to three questions point swing, if a student would get one to three questions on that test or points, raw points from the exam to move them into the proficient range for these particular students. It may be slightly more, maybe four questions for that lower group, the 230 to 236, but for that high group, It's anywhere from one question or an extra point on an open response to two questions. And the reason I'm reporting it out is so that we can get a sense of how close students were to achieving a proficient or higher score. And you'll notice that the percentages of students, when we add it all together, puts us in a really different place. And that's kind of important because, again, this is a strand that we want to think about from an instructional standpoint. What is it that we can do to try to bolster a one or two question swing by students while they're taking the test? So I'll leave that. Again, I'm going to let it hang for a little bit, and then I'll pick it up a little later in the explanation. One of the things that we like to do is to get students familiar with tests, test format, the types of questions that they will face. But unfortunately, the Department of Elementary and Secondary Education increased the number of questions that they were releasing from 15 to 25 in December of this year, of last year, December of 2018. So the teachers have had very little time. And that was after a request. I was at a meeting where they were explaining that they were going to release more questions. And that was in early November, the very beginning of November. And it took until December to get those questions released to us. So they increased it to one test session. That's what that represents. Those 25 questions are a release of one test session. with the hope that this could be useful to students. However, if you think about how many questions that is, in practice it's very few to begin to think about a strategy around getting students ready. What it can do is allow us to do some kind of mock or practice of one session just to see how the computer works with those particular questions. But other than that, you're really not going to get depth of understanding of whether a student is showing a weakness or a struggle with a particular test type or content area. There's simply not enough questions. Moving forward, the FOSS program includes an online assessment tool for us. that is coded and we could use that, we could leverage that purchase in that program. to allow us to collect some additional data as students move through our curriculum from K to 5. So this can be used as a tool for us. At the lower elementary grades, I wouldn't recommend that process. They're a little young and far enough away from testing that we can find other ways to assess them that is not a computer screen or a paper test to be able to gather some data. There are lots of other alternatives that we can use. In addition, students will be doing a lot of notebooking, and that record of scientific knowledge will be there for them, and we can use that to kind of correlate data and see where students' struggles might be on a particular unit or topic. One of the great things that this body has done is adopted the FOSS program. It is a fantastic program. I congratulate you on choosing this program for our students. It's great. It includes everything, soup to nuts. There were over 35 pallets of equipment sent on December 20th to Medford High School and the McGlynn School, of which we unpacked and got to classrooms. So every classroom now, we're about 99.99% delivered with all of the content materials that we will be paying for in the next couple of years. It's there, and this is an extraordinary opportunity. One of the things that we have done in addition to having this program is that we provided training on March 12th for the teachers on how to use that first unit. And we thought, based on our data, let's go with earth science. That's the area of challenge. It's the best area to begin. It's an exciting topic for the kids. It's very hands-on. And the materials that the kids will use are absolutely developmentally appropriate. And the teachers are really excited to be able to go through and use this stuff. So it's a great benefit. The second thing that will come of this is next year, when we start school, we're going to start with earth science. So even though we're switching the order of things for this first year, last earth science and first earth science, this is a huge benefit. And the teachers having that familiarity with it this year And going into next year with the training and having the familiarity is going to make it that much quicker for them to comprehend what's going on and being more comfortable with the materials. We'll then move to physical science and then to life science in the spring. It has many, many living things that'll be in the classroom. And those are a bit difficult to keep alive and to keep in a classroom in the fall or in the winter just because, you know, the springtime is when all of these things are born. So we have to order in the spring and teach life science in the spring, but it's a great time to be doing that particular unit. So it's going to match up with so many exciting things for K to 5. At the 6th through 12th level, we are refining some of our curriculum topics. One of the things that I want to advise against is using the grade 5 data exclusively to move forward and look at the deficits, because the standards change when you go to grade 6 and grade 8. And they change to a degree that they're not necessarily connected in the same way that they are in a mathematics or an ELA curriculum. They change and they're new in some cases. There are strand maps available to make conceptual connections, but that's a really difficult thing for both a teacher and a student to follow what that sort of theoretical connection is between one content area and another. And so the grade 5 exam, while an important data point, doesn't really serve a forward-looking curriculum. We'd have to look ahead to that. And that's why we work on curriculum with grade 6 and grade 7 in particular at that grade level. As we said before, the MCAS exam is still giving us some limited information to be able to use. We'll work on that as more test questions are released. Excuse me. In grades 6 through 12, I'm on page 7, just if you're following along with me. Actually, I'll start at the top at the future steps. So I'll move to page 7, future steps. Grades K to 5, we have a challenge. It's hard to know what the early indicators on struggling is. because we wait until grade five to take that test. And so it's hard to know at grade three and grade four what content areas the students struggle in. And so we're going to try to leverage those FOSS materials. A second thing that we want to think about, which I think I mentioned before with the CUSP score, If students are one or two questions away, that's test-taking strategy. That's eliminating choices. It's narrowing down. It's highlighting. It's looking at what the question is asking and using all of those skills to make sure that you understand what that one question is trying to get in terms of an answer. And then there are writing, very simple writing things like restating what the question is asking your answer, providing the evidence that is found in the question to support an argument. These are really simple things that kids can do and that they're taught. They're taught by teachers. They're test-taking strategies. They're not necessarily content or curriculum-based decisions, they're done right in the classroom. And just bringing that to the surface as we instruct and we encourage kids will be a strong, hopefully a positive way of making sure that the students move from that needs improvement category of what will be partially meeting expectations to the meeting expectations. In the grade 6 through 12, middle school, again, we've talked a little bit about content and curriculum review, but we also want to think about perhaps investing in a new program at some point for middle school. And the teachers have expressed that interest. So this year, as the year kind of wraps up, we're going to have a committee that comes together to review what's available. I've given you the name of the one program that came back with the green light. It's called Amplify Science. The good thing is this is directly connected to the FOSS program. It's the same people that developed Amplify Science. And so we're looking at maybe refining some things. keeping a program that started in K-5 moving into grades 6 through 8 with some modifications. The challenge of an amplified science program is that it does require technology. So we've got to think about, do you go with a FOSS program that has dual type opportunities, or do you invest in technology and go with a program like an Amplify Science? Something that you'll think about down the road. It's distant away, but something that we want to keep on our radar as we move forward. Again, we're not going to tie ourselves to a program. We're going to investigate. the best of the best, bring them in, have them present their programs, and then make a recommendation to this body, and then decide whether we want to pilot this year or not. We can make a decision not to and wait it out, or we can go with a pilot. Usually when you tie yourself into a pilot, the expectation from the vendor side that I've learned this year is that you will purchase a program, one or another, and you will give them some guidance about your decision making. So it's important to provide them that information, which I did for McGraw-Hill last year and for FOSS this year. So those are sort of the big pieces that are in the report. I do give you a list of some of the out-of-district initiatives. I don't want to go through them all, but I do want to just acknowledge the partners. I think Tufts University, you can tell, the chemistry department, the engineering department. the Office of the President, have been very big supporters of what goes on in Medford, in particular in the Department of Science. And so we want to continue that and nurture that partnership because it's very, very beneficial from an instructional standpoint, from a student experience standpoint, and from all kinds of other opportunities that they have, that they've provided to us, specifically to Somerville and to the Chinatown community, where their three locations are found, their three campuses are found. The second thing that you'll notice is something that we have put together through an NSF-funded program. We're in year three of a project called Precipitating Change. This particular project is enormously innovative because it uses near real-time data. It teaches kids how to analyze weather events first, and then uses data, and tries to simulate on paper and using technology how a weather event is tracked. And if we've noticed the past few months of data, even maybe the past two weeks of some of the weather events that have occurred, we know that this is sort of a very rich area of finding information. And so arming our kids with the ability to understand how that data is collected, analyzed, and looked at from a broad scale is a really powerful thing. And this is going to be shared nationally once it's done with other school districts, and also it comes home to us as a completed project so we can continue to use it. It's really, really amazing what's going on. And the data that Millersville University is involved in the data analysis, they've noticed some off-the-chart data with what the kids are performing on tests that look at them. You know, we're a district, I feel like, that has made some really positive moves. I'm hoping to see some positive moves in the data. We know where our weaknesses are and where our strengths can be. And hopefully, we can move forward. I'm going to conclude my report there and leave it open for questions. Mr. Giro. Yeah, make sure you have them.

[Michael Ruggiero]: Mèsi pou rapò ou. Mwen vrèman renmen rezime egzekitif la isit la. Èske nou ka ale nan katriyèm paj rapò ou a? sètènman. Se konsa, jis dirije m 'nan pati anba a nan paj 4. Se poutèt sa, plizyè zòn ak gwoup ki gen rapò ak yo, sa yo, se aspè ki pi enpòtan yo, se sa ki, zòn yo kote nou bezwen travay. Èske li fondamantalman fen a?

[Rocco Cieri]: Wi. Se konsa, si nou gen gade nan yon sijè nan tès la poukont li, Lè sa a, sa nou eseye chwazi se pwoblèm nan elèv yo ap konbat ak. Epi aprann sou senk an tèt yo sou lis la. Moun sa yo montre kèk feblès nan syans sou latè ak syans lavi.

[Michael Ruggiero]: Sepandan, pa jwenn yon tab konplè ki endike atik 1, 2, 3, 4, 5, 6, 7, 8, 9, 10?

[Rocco Cieri]: Nou ka fè sa, men sa yo se kote ki kote yon rejyon revele pi plis la. Lè sa a, nou vle asire w ke si gen yon sèl pwoblèm nan yon gwoup patikilye, nou pa panse a li kòm yon règ nan sa ki te pase nan pwoblèm sa a an patikilye.

[Michael Ruggiero]: Kòrèk, kòrèk. Sa a te travay trè byen pou mwen. Mwen vle di, li pa nan yon prese, men si nou kapab yon PDF epi kenbe tout posts yo diferan, rejyon yo ak wòl eta a, li itil pou mwen pou m gen yon santiman pi konplè pase pase. Mèsi pou rezime egzekitif la, pa tankou yon pwoblèm mushy kòm yon gwo pwoblèm, ou konnen, pwoblèm nan nou ka obsève kounye a. Men, nan kay la, li nan yon bon bagay pou m 'revize jaden sa a nan li. Mwen vle di, e si nou ka kraze li nan lekòl la, se li yon defi nan lekòl la oswa yon defi enpresyonan? Pou mwen, yo wè ki zòn nou ka fè, petèt gen yon anviwònman kote nou ka pran avantaj de moun ki nan kominote nou an ki gen eksperyans nan sèten bagay, tankou molekil òganis.

[Stephanie Muccini Burke]: Ok, tout bati. Mesye Russo, pwen enfòmasyon?

[Paul Ruseau]: Wi. Lè nou jwenn nimewo atik la, nou pa reyèlman konprann ki sa pwoblèm nan se, dwa?

[Rocco Cieri]: Ou ka wè pwoblèm nan. Oh Se konsa, nan ka sa yo espesyal ou ka wè pwoblèm sa a. Se konsa, si ou ale nan MCA nan senkyèm ane, ou ka jwenn pwoblèm nan.

[Unidentified]: Ok Èske nou ka poze kesyon sa a? sètènman. Li nan gwo. Mèsi.

[Erin DiBenedetto]: Tout se byen. Mesye Benedetto. Mèsi. Mwen vle remèsye rapò an. Mwen si ke mwen trè eksite sou nouvo pwogram syans lan. Lòt manm yo te kontan sou li. Men, mwen pa vle rapòte pou sa a, men nan rapò nan lavni, sougwoup yo ak kategori lekòl la, jis asire w ke tout sougwoup nou yo satisfè pwen referans nou an youn ak lòt. Ak nòt Spike. Mwen konnen ou tout montre nòt Spike, e mwen konnen ke done yo enpòtan ak enfòmatif nan bi pou yo pwogram nan, men mwen vle tou konnen ke mwen vle moun yo konnen, wi, nou se de oswa twa kesyon. Mwen pa vle, pa ou, paske mwen pa panse ou se, men an jeneral, nan dènye ane yo, li la tankou, o, men nou ap trè pre. Nou vle non idantite nou yo pou nou ka avanse. Mwen pa vle pran tèt mwen nan nòt la pik, tankou si nou te sou yo rive. Mwen vle sèvi ak li pou rezon done yo bati ak panse, men mwen vle tou reyalize ke sa a se sans nou yo ak posede sans nou an, se konsa nou dwe pran etap konkrè nan pwogrè.

[Paulette Van der Kloot]: egziste. Yo mete soti nan Klopp. Rocco, mèsi pou rapò ou. Mwen se yon ti kras enkyete ke mwen jis espere ke demann yo te fè pa manm yo pa pral mare l 'yo jenere lòt done nan èdtan, èdtan ak èdtan. Èske sa se yon pwoblèm?

[Rocco Cieri]: Nou ka efase rapò an. Mwen pa fin sèten konbyen tan li pral pran, men nou ka fè li.

[Paulette Van der Kloot]: Ok Se konsa, pafwa mwen panse ke gen yon pwoblèm ak bezwen an pou lòt done, men yo menm tou yo vle asire w ke nou pa konekte pwofesyonèl nou yo fè travay la yo bezwen fè. Se konsa, mwen yon ti kras enkyete. Men, bagay ki pi enteresan sou rapò yo se ke gen yon kou entèmedyè ki baze sou syans la anplifikasyon nou jis te adopte. Se konsa, mwen espere tande sa. Èske sa posib? Èske mwen ka teste li ane pwochèn? Se konsèy ou?

[Rocco Cieri]: Se konsa, tout sa mwen dwe fè se ranmase yon gwoup. Tankou nou te fè ak pwogram debaz la, sa a ta dwe yon gwoup louvri. Espere ke manm nan tout kalite votè yo rasanble ansanm. Nou pral wè founisè planifikasyon, bay yo, revize yo, klasifye yo, ak Lè sa a, bay sa nou konsidere yo dwe pwosedi prensipal la. Mwen panse ke sa a pral fèmen nan tèt la. Mwen pa ka di sa pou asire w, men se poutèt sa limyè vèt la te resevwa youn nan rapòte.

[Paulette Van der Kloot]: Èske sa pral rive nan kòmansman mwa septanm lan?

[Rocco Cieri]: Se konsa, si mwen pote rapò sa a, li ta ka lage nan mwa jen. Nan mwa jen? Wi. Ekselan. Ou konnen, si sa se direksyon nou vle, eseye rezoud nenpòt plan nan sezon lete an.

[Paulette Van der Kloot]: Mwen jis jwenn li enteresan. Nou ka devlope enpilsyon nou yo. Mèsi anpil.

[Stephanie Muccini Burke]: trè bon. Èske gen yon mosyon pou aksepte rapò sa a, mete l nan yon dosye epi swiv kèk pwen done? Mwen sèten direktè a ap kontakte ou. Tout moun ki fè lwanj? Wi. Tout opozisyon? Mouvman an pase. Mèsi Mesye Seery.

[Unidentified]: Mèsi.

[Stephanie Muccini Burke]: Atik 9, Rapò sou 2018 Anglè Arts MCAS analiz estratejik ak kou yo. Dr Chiesa.

[Chiesa]: Bonswa, tout bagay. Mesye Delave pral configured pwojektè mwen paske mwen gen yon bagay yo montre ou. Se konsa, rete tann yon minit yo prepare li. Tout ok?

[Stephanie Muccini Burke]: Li pa enpòtan. Mèsi. Mwen pa gen pwoblèm. Yon moun te deplase sispansyon an, nou te ka pote kèk lòt moun. Ann ale. dam Van der Kloot, ki te sipòte pa Mesye Benedetto. Tout moun ki dakò ak sispansyon an? Tout opozisyon? Sispansyon yo akòde. Nouvo rezolisyon komite lekòl biznis la pral rezoud, epi komite lekòl Medford la eksprime kondoleyans sensè pou fanmi Dorothy Palladino. egziste. Palladino se gwosè prezidan manman-vil la ak yon ansyen manm nan komite lekòl John Falco. egziste. Palladino se yon manm aktif nan zanmi nan Bibliyotèk Piblik Medford, epi nou gen de nan yo sispann kòm byen. Nou te deside ke komite lekòl Medford la ta renmen eksprime kondoleyans sensè nou yo nan fanmi Anthony Staffer la. Stafpier te yon ofisyèl sekirite nan Medford Lekòl Piblik pou plis pase 30 ane. Li te tou rezoud ke komite lekòl la Medford eksprime kondoleyans sensè nan fanmi Phyllis Louise McCormick a. egziste. McCormick, ki te travay kòm yon pwofesè dezyèm nivo nan Osgoode School nan Medford pou plizyè ane, te resevwa yon kle nan vil la apre li te pran retrèt. Osgood se lekòl lakay mwen Se konsa, mwen te gen onè a pou vin konnen Madam McCormick ak sè l 'Madam Carol, se sèlman yon gwo pwofesè. Mwen souvan jwenn li alantou kominote a, se konsa nou pral manke ou. Si nou tout ka kanpe epi rete an silans. Mèsi. Gen yon mosyon pou retounen nan lòd biznis regilye nan Madam. Kloet Van sipòte pa Madam. Di Benedetto. Tout moun ki fè lwanj? Tout opozisyon? egziste. Kisa. Bonjou.

[Chiesa]: First of all, I want to begin by thanking you for the opportunity to be here tonight. We have an opportunity in the fall to present you with the initial data. And I know that Ms. Kahn, Mr. Seery, and I are excited to be here tonight so we can showcase to you what we do after that initial meeting, which, as you've seen from both of them, is quite a lot. I'm going to begin tonight by providing you with some information about the ELA MCAS test design. And similar to mathematics, we are dealing with two different exams. one at the three through eight level, and one at the high school level. So, as you know, the elementary is involved in the next generation ELA MCAS. This is an extremely comprehensive assessment, and it's taking into account multiple layers of ELA skills. Writing, language, reading comprehension, and analytical skills. Students in grades three through five are assessed using the pre-K through five learning standards, and three content strands. So in front of you up there, you have four of the different, what they refer to as anchor standards, that encompass our entire English language arts state curriculum. Reading, writing, speaking and listening, and language. And of those four anchor standards, we are assessed at the MCAS on three out of the four. which is reading, writing, and language. And all three are present within all of the exams. The reading anchor standards, I'm sorry it's small, but I know you have this information in your report, but what I want to emphasize here is that the reading standards are much more than just decoding and fluency and the ability to decipher those words. In fact, the reading standards encompass key ideas and details, craft and structure, integration of knowledge, and ideas. And there's also a level of complexity. The writing anchor standards similarly... Is that writing or is that language? The writing anchor standards talk about much more than just the ability to write a paragraph. They are saying, does the student know the different text types and purposes? The student has to show the ability to produce and distribute writing. The student has to show the ability to research and build present knowledge. And the student also has to have a range of writing. In addition to that, we have the language standard. And the language standard is not just standard English conventions, which is what we normally think of when we hear language, but it's conventions of standard, but it's also knowledge of language, such as figurative language, and also vocabulary acquisition and use. And students in grades 6 through 12, although what you're looking at in front of you is elementary, students in grades 6 through 12 have the same anchor standards and the same domains there. You've seen the assessment as well. You have that. I provided that to you this weekend. So if any of you did some homework, you may have understood from that that this is much more than just the ability to read the passage and answer a few questions. In fact, it's quite difficult in nature. When taking the assessment, students have to read multiple passages and answer challenging multiple choice questions. This is going to give you an overview of the general sense of how a next-generation test is broken up. We have a variety of one-point questions. You can see there, there's 21 to 27 one-point questions. This is approximate, but it gives you a sense. There are also a number of two-point questions, so the student will get two points for answering those questions correctly. There are three essays that the students are graded on. However, often students will have to answer four essays over a two-course day, over a course of two days. And then it has the total points on the test. Reading, language, and writing is divided into different percentages. Generally, and again this is general, Generally, reading accounts for 50%, language 20%, and writing 30%, giving us that 100%. So we can see it's encompassing a variety of different standards, reading, writing, and language. One thing that we want to keep in mind is when we're thinking about reading comprehension, the test itself, when we switch to the next generation, had a renewed emphasis on looking at two, and sometimes at these upper levels, three passages when answering questions. Several questions that these students take are multi-tiered. So it could say, what is the main idea of this passage? And then that's part A. And then part B may be, what is the textual evidence that brought you to that response? And there's obviously, bullet three, a new emphasis on textual evidence. There are some examples of questions. It says, which statement best describes a major difference between the author's purposes in two different excerpts? So the child is looking at two excerpts, having to understand what the author's purpose is in both, and then being able to decipher what the major difference is between the two. I provide this example to show you that there are many steps in answering these questions, and that's another reason why I gave you a version of a few different grade levels. Similarly, there's a question that says, read the sentence from paragraph 13 of this passage. It gives you the sentence, and then it says, which sentence from the other passage, instead of detention, makes the same point? So again, a lot of comparing between different passages. And that's a shift for us at the elementary, middle, and high school level. It's a shift we've prepared for over the past couple of years because we had this exam last year, but it's something that we are looking at when we prepare for this exam. We have two-part questions, as I mentioned, what ideas presented in both passages, and then choose the set of details that best supported your answer. And then there is that new emphasis on textual evidence, which I already talked about. You received in your packets the paper version of the test, but our kids receive, except if you were a third grader last year, received the... take the... the test is administered, excuse me, obviously, on the computer. So if I'm taking the test as a fourth grader, I am seeing two different passages pop up. And I have my little pointer here. If you notice, sometimes we deal with some technological issues. So we see that sometimes a child would think that that stopped there, but they had to scroll down to see more. See what I'm saying there? So we have a technology component that we're working with as well that often will hinder someone. They'll say, oh, this is in front of me. But no, we have to get them used to the fact that, no, you need to scroll down to see the end of the story. When they are answering questions, students have the ability to toggle between the two passages. So this is tab one, and then this would be tab two. And they can go back and forth when they have different sets of questions. Again, taking into consideration that that is not always an easy thing for a fourth grader, an eight-year-old, to do. I've had my own eight-year-old practice He's back and forth, toggling back and forth. It can be challenging. So we deal with these technology issues as well when we think about the MCAS. I know it's late, so I won't go through all these questions. I do want to show you that we also, in addition to textual evidence questions and analytical questions, they also have something called technology enhanced questions, which are generally two points. A technology enhanced question is going to have the student answer a question about the reading passage, but now they're going to have to maybe drag and drop a response. Or here they're going to have to choose different pieces using the trackpad on the Chromebook or the mice on the desktop. When we look at writing, so those are the reading comprehension questions, the multiple choice questions. When we look at writing, We also have to keep in mind that we are dealing with writing now in response to the text. So all of the writing that is asked of the next generation test relates back to an excerpt and often excerpts that they will read. Writing types can include argumentative, informative or explanatory, and a narrative. And there is one rubric used for all writing types, which is, let me find it, I'm going to go out of order for a minute, the rubric. I know it's small, but the rubric grades you on idea development and standard English conventions. So two separate scores, one for idea development and one for standard English conventions. I share this with you because these are things that we look at with my staff, K through 12, three through 12, to figure out where are we falling down in the writing or where are we doing well. So it's split up. The essay questions can range. I have a few examples for you here. The second bullet says, based on drive-ins, the last great picture show, write an essay explaining why drive-in movie theaters appeal to families. Be sure to use information from the article to develop your essay. Another essay could ask the child to write an essay explaining the themes in Celeste's heart and principles and principles, and be sure to use how they are similar. and be sure to use information from both passages to develop your essay. So it's really giving the kids not just superficial knowledge of reading an essay and giving me the main idea, but digging deeper, getting into that analytical, not just what is the theme, but how is it similar and what can I do to get there. When I'm answering an essay online, if I'm asked to answer between two passages, I'll have this ability to toggle. and then I'll have my space to write. Some students, especially at the elementary and middle school, have to be reminded that they can go beyond this box. So that's another technology issue that may seem obvious to us, but certainly not to a child. So we work with them on that, in addition to, obviously, the writing ability. And this is an example of an informative explanatory essay. What we are seeing at the grades 3 through 8 has been a narrative essay where the child is asked to continue writing a story using dialogue or retelling a story in a different point of view. That's our narrative. Here it is again. And what we're seeing for our other type of essay is we're seeing that analytical piece where they're reading one or two essays, identifying perhaps the theme, the mood. You had the examples in your packages, so you can see different types of questions. And then they're writing about that, always using textual evidence to support. At the high school, this will be the first year we're using next generation tests, we're seeing them use editorials. But the state has made it very clear that any writing genre is up for grabs. So we have to plan accordingly. We can't just focus, you know, when we're preparing for that MCAS, we need to be aware that all the genres in our sequence need to be, the child needs to be exposed to them throughout the year, which they are. When they were graded, as you know, they're graded on exceeding expectations, meeting expectations, Progressing to expectations or not meeting expectations. The test includes common and matrix questions, as Mr. Seery talked about. Common questions are counting to the score, and matrix are not. But we don't know which is which, so we could have that kiddo at the end of that second day just complain old exhausted when they're writing that fourth essay over the course of two days. So we deal with the issues of stamina as well when we're preparing for a test such as this. At the last school committee meeting when we talked about the MCAS, Mr. Russo, you asked me why grade 3 said reading instead of English language arts. So I don't know if you recall that question, but on the school report card, it lists grade 4 English language arts, grade 5 English language arts. So when we're going to the school report card, we are seeing how our school performed in the English language arts. But grade 3 said reading. misnomer, which we talked about. But what I did is I took it upon myself to email the state and ask them, why are you listing this as reading when clearly there are many different anchor standards you are noting? They actually responded to me late tonight, or earlier today, and they have said, and I have a copy if anyone's interested, which maybe, can I pass it to you? What they said was that this wasn't a misnomer, that they thank Medford for calling this to their attention, and that they will be submitting a request to change grade three to read as English Language Arts and not reading, because as I said in my email to them, I was correct that it is much beyond just reading. And as you can read from this email, it says, reading is one of the three reporting categories in addition to language and writing. So I want to be very clear that we are looking at a multi-tiered exam. So tonight, when I go over the analysis, what I'm looking at is the overall analysis which you had provided to you in the fall, the cusp analysis, the anchor standard analysis, the domain and standard analysis, and the student growth percentile. These are just examples of some of the analyses that we do as a three through 12. And I say 12 because we do have 12th graders that are still sometimes working to achieve that competency determination. I've heard subgroups come up a few times tonight. That is something we look at, but I don't have it in this report provided tonight. But I do want the committee to know that that is something that we look at as a staff. So if I look at the grade level, the first page three of your document has how these are pieces of information that you were provided with at the fall report, how we did overall in comparison to the state. I know that one of the questions looked at statistically significance. You can recall that in grades three and four we were above the state. I'm not going to go over that with you all. I know it's late and you've had a long night. But some of the things I might call out to refer to What does this percentage mean is if we look at grade three, for example. Grade three in 2018, we're dealing with almost the same amount of kids in 2018 versus 2017. So we had 339 third graders in 2017. In 2018, we had 332. I share that with you because in 2018, we had 183 kiddos achieve exceeding and meeting expectations. And in 2017, we had 153. So I want to give you some numbers there to see that we really moved that dial about 30 kids into that meeting and exceeding expectations. Again, just giving you some numbers instead of just the percentages. Similarly, in grade four, we had 28 students in our district exceed expectations in fourth grade in 2018. And in 2017, we only had 17. For meeting expectations in 2018, you see it's 45% of our district met expectations, which equates to 149. And in 2017, we had only 34%, equating to 96. So we do have some jumps in number, and I don't know if that helps answer some of the concerns in terms of what is statistically significant. You've already seen data on pages 4 and 5, but I included it there just to remind you. A reminder that the high school took the legacy MCAS this year, which had really very little to do with referring to an excerpt when they were writing the long composition. The writing was more about pulling from their prior knowledge of novels or different excerpts. And now this year, the high school is moving to the same format that the elementary and middle school have been accustomed. So we are preparing for that. When I look at the CUS scores, which is on page 6, what I've done for you is I have provided you with the percentage of students in each grade level that met or exceeded expectations. I then looked at the CUSP, which was the range of 490 to 499, and looked at that percentage of students. And then that third column, which says meets expectations performance level with CUSP differential, will show you what it would have been had those CUSP kids achieved the 500 mark. So again, I know Rocco has mentioned this, this is not where we were, but you can see it would have made a significant difference. If our CUSP kiddos had met that 500 mark, we would have had 78% of our third graders meeting or exceeding expectations, which is quite significant. We would have had 68% of our fourth graders, 67 of the fifth, 64 of the sixth, 57 of the 7th graders, and for 8th grade, 62%. Further into this report, I'm going to provide you with additional information on the various initiatives that we do to support these students, including departmental-specific interventions and deficit analysis to try to move the needle and support them into getting into the meeting expectations range. Similar to some of the other reports, the ELA MCAS, as I showed you earlier, is broken into what we call the anchor standards. So one of the things we do as a department at the first stage of analysis is we look at how we performed in the three different anchor standards. And so that is provided for you grade by grade. I won't go over all of it, but the last column shows you how the district did in comparison to the state. So if we're looking at grade 3, we see that we have a good story there. We are plus 3 in language. We are on par for reading. And we are plus 2 for writing. Grade 4, we have some minor deficits in reading and writing. And you can go through the different grade levels to see how we stand. But they're minor. They're like 1 percentage point above, 1 percentage point below as you go through the different grade levels. And there's some variances in there as well. have it for every grade. But again, I know it's late. I know you've had a long night. I'm happy to answer any questions on this. One thing I want to mention is that as we go forward, this for us as a department is just stage one. What we then do is we dig deeper as much as we can. And we look at the domain and standard analysis. So that's when we're digging into the questions. And we look at what the type of question was, what exact standard it was and where the deficit lied. So then we try to go to the question if it's available by the state and see, you know, is this something that's going on with our curriculum? Are we not teaching figurative language early enough? Did the question, was the question just very wordy and confuse the students? What was the issue with the standard? And so what you see on the screen, is just a basic example of where we might begin as a group. So we may start pulling out, okay, this is our area of strength, this is our area of weakness, and then pulling into the standard and seeing, was it the question or was it the standard? Was it something in our journeys curriculum that we need to change the sequence of? Was it something at our middle school level that we need to move around or we need to add to? And these are where we make some decisions. And sometimes we say, you know what, it was just the question. If you look at some of these examples, you'll see the same standard could be a strength in one example, and it could be a weakness in another. So grade four, we have a strength of 1.01, but it's also a weakness. So again, sometimes it depended on the type of question. Something that's very important to me is the student growth percentile. And what you'll see here is looking at the mean SGP. So at each grade, the mean SGP was strong for Medford students in grades three through eight, taking the next generation ELA MCAS. In each grade, we were higher or equal to 48%. We have our fourth grade's mean SGP at 49%. 5th grade, 49, 6th grade, 48, 7th grade, 51, 8th grade, 61, and 10th grade, 58%. So we are growing as a district year by year. Any questions I can answer before I move to what we do next with this data? Okay, so what we do next, working with myself and my two lead teachers, Mr. Bowen Flynn and Ms. Sanford, one of whom is here tonight, we look at, we do a variety of different things. And instead of going through each piece, what I want you to think about this is themes. Our first step is data analysis. The data I'm sharing with you is really the first layer for them. Every teacher at the secondary, middle, and high school level have a data drive that I've established for them where they have the MCAS data, data from Study Island, other pieces of data to make data-informed decisions in their classroom. And what those drives may look like, for example, would be they would have the item analysis, so step-by-step of how each of their students, their former students did, So they can see where the curriculum areas are where we struggled and where we were strong. And then they also have their current students. So we build a macro in order for them to see how their students that are in front of them are doing. So they can work on deficits with the children. It's not an easy task, but I believe it's very important. So every single teacher has that there. At the elementary level, I personally go and meet with each grade level. and go through with them the different kids that are on the cusp, the areas where we saw strengths, the areas where we saw weaknesses, and how we can grow from there. And similarly at the high school level, although we're switching, moving courses, we're doing a similar amount of work. The second theme would be professional development. We look at where, once we've dug very deep, we look at where we need additional support. So at the elementary level, we may say, you know what? We need to look more at what our online platform for journeys has. And we've done some PD on that. Or we might say we need more support on our response to intervention. And we've brought in professional development for that as well. At the middle school, we recently just had somebody come in and do power writing strategies for us because we saw that we needed a little bit more support for writing. We also dig very deep with the analysis, and we've had different PDs led by myself and also led by the lead teachers on looking, how do we really analyze this data and take the next steps? And then at the high school, we've similarly had PD on writing, and we have one coming up this week on instructional strategies for poetry and student-led discussions, which is an MCAS, but again, We're not driven by that. It's a piece of what we do. We then also look at instructional shifts. So we may say, you know what, we need to do a little bit more analytical piece at the middle school. We need to move more to excerpts. Or certainly the high school is having some dramatic shifts as they move away from the long composition, and we looked at refining our writing sequences to support the students. and a variety of different pieces. And then we look at what materials we need. You may notice that at the elementary level, to support both our wind block and beyond, we have purchased learning A to Z for our first and second grade kiddos, allowing them to, those independent readers that want to do a little bit more can do that with that, and then the ones that are struggling, we can do a little bit more practice with them. We also look at schedule changes, which is very important. We've done quite a lot of work on our WIN group, which is at the elementary level. I run, not only have we fully implemented WIN in grade one and two, we have also, I am also running the WIN advisory committee, where we are looking at what are we going to need to focus more on? Do we need more on blending segmenting? Were our assessments on the blending, segmenting, decoding enough? And we have been able to carve out time in the elementary schedule to support those kiddos more effectively and efficiently. At the middle school level, we've looked at what our reading specialists, what students they serve, and we've made some changes as well. So we didn't always have the reading specialists targeting intervention groups at grade 6. We've done that now. We've seen a deficit in our sixth graders this year. Not a deficit, but we've seen some extra needs for intervention. And we have made some steps working with Mr. Tucci and Mr. Downs to allow for that schedule shift so the sixth grade readers can have a little bit more support if they need that. And similarly, at the high school level, I've worked with Mr. DeLeva quite a bit on how are we supporting the ELA literacy piece for those kids that need some additional support. We also have an MCAS challenge class for our 10th graders at the high school who have shown that they need a little more support. We do practice to reduce test anxiety and to try to overcome some of those technological issues that we are seeing come up. And we also have recently, with the support of central administration, implemented in ELA Enrichment Academy, which looks at the literacy needs of our kids in elementary grades 3, 4, and 5, middle school 6, 7, and 8, and really working to hone in on those students that need some additional support. The last piece, and again, I'm trying to summarize because I'm sure you're all very tired, is we do look at the technology piece as well. You know, do we need... something as simple as a mouse for those kids to take that test. We saw problems on our drag-and-drop questions. When we went to the question to say, why are we struggling here, we found out it was a drag-and-drop question. And we saw the question, the kids, it was not a difficult question. They should have performed a little bit better on that. And so we look at providing some additional supports. in those areas as well. Yes?

[Mea Quinn Mustone]: Padon, mèsi. Mwen te etone pou elèv teknoloji yo nan Nivo 4. Èske pwofesè òdinatè lekòl primè fè nenpòt nan preparasyon sa yo oswa pratik, oswa yo pou kont yo nan salklas la?

[Chiesa]: Se konsa, nou te travay, epi mwen te travay ak madanm mwen. kabann Detèmine ki moso, pou egzanp, klavye se yon lit reyèl pou timoun piti, dwa? Ak ki jan fè sa k ap pase nan salklas la sipòte pwofesè an mwayèn nan salklas la. Se konsa, nou te fè kèk. Tès aktyèl la ki disponib sou entènèt, lyen ki ka voye bay tout moun, paske li trè diferan de lè l sèvi avèk vèsyon atik sa a, nou gen timoun ki fèt pa timoun yo, ak twa pati, pandan tout ane a, pandan tout ane a, pandan tout ane a, sezon, Nou te pase yon alfabetizasyon pou kont li paske nou pa t 'vle depanse anpil tan, men nou te panse li te enpòtan ke yo te wè li. Yon alfabetizasyon, pran tès pratik twa fwa nan yon ane pou yo ka wè zòn sa yo. Premyèman, pwofesè a te mache yo ale. Apre sa, mwen pa konnen si ou gen yon chans wè li, men gen zouti diferan tankou make pou ke pwofesè a ka ale nan lòt moun Pwobableman pa ki pati evidan. Se konsa, wi. Men, li nan yon bagay nou goumen, espesyalman nan konvansyon an estanda angle. Poukisa ou swiv nòt reyinyon nou yo? Li nan paske yo jis pa te fè l 'pou yon ti tan ak mwen chanje, ou konnen lèt yo majiskil? Oswa paske yo pa konnen ki jan yo sèvi ak apostrof la? Ak k ap travay nan lekòl elemantè, ki gen yon anpil nan konvèsasyon reyèlman bon ak pwofesè sa yo, nou te wè yon ti kras. Se pa tout moun, men kèk nan li se sou teknoloji. Se konsa, mwen tou ki enterese nan ap eseye simonte sa yo obstak, espesyalman ane sa a elèv twazyèm ane nou yo ap tou ap fè sou entènèt. Mwen ta renmen konnen ke sa a pral tou afekte nòt jeneral la. Mèsi. Mwen panse ke mwen te di twòp pou mwen ka fè li, men ou gen yon lis. Mesye Larisi gen yon pwoblèm.

[Stephanie Muccini Burke]: Mesye Larisi?

[Paul Ruseau]: Ou konnen, mwen vle di, mwen gen yon òdinatè kèk nan kay ak nou pa te gen yon sourit nan kay la pou yon tan long.

[Chiesa]: Yon sourit reyèl oswa yon sourit teknik? Ok, mwen gen rat reyèl.

[Paul Ruseau]: Pwodwi pou Telefòn nan òdinatè a.

[Chiesa]: Mwen aksepte, li se.

[Paul Ruseau]: Epi, ou konnen, youn nan bagay sa yo reyèlman enteresan ou ka ale nan YouTube, gade videyo nan moun ki pa janm te itilize sourit la, eseye lè l sèvi avèk sourit la. Se tankou eseye kondwi, jis san eksplikasyon. Wi. Lè sa a, ou konnen, mwen panse mwen vrèman enkyete Elèv yo twazyèm ane yo dwe itilize teknoloji sa a, men, repons lan se wi, mwen vle di, pitit fi mwen te resevwa òdinatè a premye, pitit gason an te resevwa premye òdinatè li yo, yo pa t 'gen yon sourit yo, yo te gen yon òdinatè ak yon trackpad.

[Chiesa]: Ok

[Paul Ruseau]: Li se yon travay kowòdinasyon je totalman diferan, e mwen panse mwen pote plent.

[Chiesa]: Non, li komik ke yon sèl Samdi maten mwen te gen yon ti gason nan sèt ak yon ti gason nan dis ane, Mwen gen yon ti gason nan 10 ane ki moun ki te itilize Chromebooks ak ekran manyen, jis tankou yon ti gason nan 7 ane. Se konsa, li se pasyan m 'ak ap eseye manyen ekran sa a trennen ak aksidan pou li. Mwen te fè yon egzèsis. Li pa ka fè li. Li remèt. Li pa janm bay moute. Se konsa, pou mwen, sa a, se yon ti kras revele. Chante li kòm yon elèv klas dezyèm se prèske twazyèm ane. Se konsa, nou bay sourit pou moun ki santi yo pi konfòtab. Li toujou yon batay. Men, espesyalman pou yo, sa a trackpad se trè difisil. Se konsa, nou yo ap eseye travay ak sa nou genyen. Ak panse a bagay ki sanble ti, men lè ou wè uit ane ou - goumen li yo, yo yo trè reyèl. Se konsa, di ou mèsi pou di sa. Nou ap travay di. Mèsi.

[Stephanie Muccini Burke]: Pwofesè Ruggier.

[Chiesa]: Tout sa nou fè se typing.com. Eske ou te tande pale de typing.com? Sa a se yon platfòm sou entènèt. Anpil teknisyen ta dwe di sou kesyon li, Madam Stone Yo configured kont pou pitit yo epi yo swiv yo. Kèk direktè te fè sa, tankou ekri titan oswa senk an tèt yo. Si jenn ti kabrit la se pa senk an tèt yo nan Tepras, li pa pral fè okenn jenn ti kabrit santi move, men se sèlman ankourajman siplemantè nan travay nan kay la. Mwen pa konnen konbyen mo ou ka ekri. Si ou pale ak madanm ou, pi fò nan envestigasyon yo envestige. Layden ap di ou ke yo reyèlman pa ta dwe ekri nan laj sa a. Yo se ti dwèt. Men, ankò, sa a se pi lwen pase kontwòl nou an. Mwen enkyete sou ekri rezistans lè li rive enpak la nan angle sou tès nou yo. Mwen enkyete sou reyinyon an. Men, nan kou, sa a se jis yon pati nan li. Mwen panse ke yo se moun ki kalifye kounye a. Yo aktyèlman kalifye, men rapò ki sot pase yo Mwen mansyone yon bagay sou chanje li. Mwen pa konnen si Dr. Vincent gen plis enfòmasyon. Men, mwen sonje ap pale de li, men li pa te rive ankò. Kounye a, li toujou kalifye. Wi. Lè sa a, yo sèvi ak tit sa a. Se konsa, yo swiv tit yo ke tout nan pwofesè nou yo itilize nan salklas la. Ak diferan devlopman nan lide ak nimewo diferan. Ou pral wè ke ou gen yo rive jwenn divès kalite travay diferan tankou 5, 4, 3, 2, 1, elatriye. Menm jan an tou, ou ka wè konvansyon yo estanda nan konvansyon angle estanda, ki se divès kalite kritè pou detèmine nimewo. Yon sèl bagay nou remake paske nou te fè pratik pwofon nan analiz sa a, Seri 3, 4, 5, 6, 7, 8 ak 10, nou te wè estati a nan bay akwonim pou sèten nòt kounye a. Mwen vle di, si mwen wè repetisyon ekri, pafwa 1 oswa 2, yo pral abreje, ki se nouvo nan ane sa a, pa nouvo, men ane sa a sanble ap pi souvan, DC. Kopi dirèk oswa ot nan sijè sa a. Si ou wè akwonim la pou OT, timoun nan vin zewo pwen. Malgre ke yo ka devlope lide yo epi yo te resevwa kèk detay dapre tit sa a, yo te touche zewo pwen pou li. Se konsa, yo ap konsidere kèk devyasyon soti nan tit sa a. Men, an jeneral, sa a ki jan yo ekri. Tout pwofesè konnen trè byen. Se konsa, nou te pale anpil sou sijè ak si ou wè yon jenn ti kabrit, dwe prepare pou ke lè yo jwenn yon nòt nan MCAs yo, yo pa pral resevwa youn oswa de plis. Sa a se yon chanjman. Se konsa, nou fouye pi fon pou yo ka pafè bagay sa yo. Kòm nou konnen, nou ap travay sou fè desizyon estratejik ki te fòme pa done yo, epi nou moute desann, travèse li tout.

[Erin DiBenedetto]: egziste. Domenico. Mwen jis vle remèsye tout moun pou entwodwi done MCA a nan fason sa a ak libere moute nan tout done sa yo ak transfere li nan sal klas nou yo ak pwofesè nou yo, se konsa yo ap pran desizyon enfòme sou jan yo prezante timoun nou yo. Li sanble ke yon anpil nan enfòmasyon pa pral nenpòt kote, men li se aktyèlman yon travay trè enpòtan, menm si nou yo Li te deja trè ta pou nou. Mwen vle di, done yo li bay se trè enpòtan. Ankò, mwen renmen wè enfòmasyon sougwoup ak mwen pa renmen tande pwent an paske nou pa fè pwen referans sa yo, se konsa mwen pa renmen anonse ke si nou fè pi byen nou pral jwenn 78%. Sa a se pa bagay pi renmen m 'yo.

[Chiesa]: Mwen dakò avèk ou. Mwen panse ke li nan konfizyon moun.

[Erin DiBenedetto]: Nou gen prèske 78, men ou pa fè sa. Men, nou pa fè sa. Ok Se konsa, mwen renmen afiche sa nou fè sa moun sonje nimewo egzak. Sa a se sèlman pèsonèl. Mwen pa konnen si lòt manm yo pral santi li.

[Chiesa]: Kòm ou ka wè, paj sa yo yo tou pi plis pase nou fè, epi ou mete yo nan devan ou. Mwen konnen li twò ta kounye a, se konsa mwen pa vle etap pa etap avèk ou, men nou ap fè kèk chanjman reyèl pandan y ap analize done yo. Lè sa a,. Ou konnen, sa yo se jis done nou obsève lè yo pran desizyon enfòme, nou fè chanjman pwogram, nou fè chanjman nan kou elèv yo, epi si nou bezwen eksplike asire w ke nou ale, chak timoun ap asiyen kalifikasyon yo ak fòs ak bezwen yo. Se konsa, mwen pa pral li yo tout paske mwen konnen ou fatige, men yo ap nan devan ou.

[Stephanie Muccini Burke]: Mèsi anpil.

[Chiesa]: Mèsi anpil.

[Stephanie Muccini Burke]: Gen yon mosyon pou resevwa rapò sa a epi mete l nan dam lan. Villanueva? Dezyèm. Pa Mesye Larisi. Tout moun ki fè lwanj? Wi. Tout opozisyon? Mèsi anpil. Mèsi. Kounye a, nou ap negosye sou pwoblèm legal yo. Mouvman poz. Antre nan reyinyon egzekitif la. Se reyinyon an kounye a egzekite. Nan reyinyon egzekitif la. Pa madanm lan Villanueva, ki te sipòte pa Mesye Benedetto. Serrahn, tanpri rele. Wi. Wi, sèt afimasyon, nimewo negatif yo se zewo. Nou pral patisipe nan reyinyon egzekitif la epi louvri reyinyon egzekitif la nan yon lòt chanm pou ranvwaye reyinyon an. Se pou nou pa tounen isit la.