[Stephanie Muccini Burke]: 礼物，七个礼物，没有全部，请举起并迎接我们的国旗。 我保证对美国国旗和所在的共和国的忠诚，一个在上帝之下的国家，不可分割，自由和正义。 批准2019年3月6日会议的会议记录。 Russo先生批准的动议，在夫人的支持下。 克雷兹。 所有受到赞成的人？ 在。 Dibendetto。
[Unidentified]: 在我们议程的后面，有一个...我们没有以为我们会提出它。
[Stephanie Muccini Burke]: 我们提出这个。 因此，我们添加了12个列表，我们看到了。 报告中放置的运动是否到期？ 卫生政策。 在批准更改记录的动议中，所有人都赞成？ 所有对立？ 运动带有。 批准发票，资金转让。 贝内代特先生的批准。 地板上有第二个吗？ 俄罗斯先生有一个问题。 这里有一个回声。
[Paul Ruseau]: East Bus的$ 400乘布鲁克斯，这是什么用？ 那么，这些不像PTO活动吗？
[Kirsteen Patterson]: 不，学生活动。
[Paul Ruseau]: 好的。 您的单独帐户。 同样在第五页上，普遍检测在体育服务下。
[Kirsteen Patterson]: 我认为这是集团帐户的一部分，361。 那将是他们对STL所需的预测，但是我可以为所有总数获得更多澄清。 谢谢。
[Erin DiBenedetto]: 我可以放弃读取并获取第二条的报告，以将即将到来的MBTA功能关闭为优先事项吗？ 在地板上移动规则。 第二。
[Paul Ruseau]: 你好。
[Stephanie Muccini Burke]: 所有对立，暂停。 第二条关于下一个MBTA道路关闭的报告。 我们的特里·麦卡锡（Terry McCarthy）先生与我们的团队一起，他一直是梅德福市GLX项目的主要人物。 注意带有绿色的注意。 这是一个原因。 我不是团队的总统。
[Erin DiBenedetto]: 我不是在做我的。
[Unidentified]: 你没有那样做。 你
[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]: 不，我没有问题。 我只是感谢这些信息。
[Erin DiBenedetto]: 我知道我们在开放日的前一天晚上谈论了绿线和所有道路封闭。 我担心的是，大部分流量的写作都在大街，而我所谈论的哥伦布学校距离那里有几个街区。 所以，我担心。 首先，我们谈论了备份，很高兴您与Kirstine联系了 校车和我们的父母是指导的，因此他们可以安全，适当地离开孩子，而不会陷入近乎交通。 但是我的另一个担心是我们有多少学生上学。 而且我不太担心大街，他们只是那些前往第二街的人，在该地区的交通和驾驶员沮丧中移动。 因此，我只想为哥伦布学校的家庭制作广告 这种变化正在发生。 流量会发生变化。 建议您的孩子更了解附近的汽车，以及我们的警察部队更新。 前一天晚上，我没有机会就这个主题与老板交谈，但是我们的一些学生走在这些社区，尤其是我们可以独自行走的五年级学生。 所以我不希望他们在两辆车之间停留 一个在街上很多的严重驾驶员。
[Stephanie Muccini Burke]: 如果可以的话，老板非常参与此过程。 我认为他们遇到了我们的工程师Todd Blake和Tim McGibbon。 现在可以砍伐的许多街道都会有关于它们的出版物，另一方将有官员申请。 因此，我想如果您是萨默维尔，许多街道的许多街道将仅限于社区交通，因此，不仅限于交通。 然后，学校，我知道我们移动了一个稍大的巴士站，这是我们放置的新行人过境。 因此，我们可以向学校传达一条信息，但当然，警察得到了充分的了解。
[Erin DiBenedetto]: Kaye博士将向家庭发送广告，只是要注意。 因此，许多人真的不问萨默维尔的桥梁封闭情况。 因此，对于这些家庭来说，这只是一种新的良心。 谢谢。
[Stephanie Muccini Burke]: 谢谢。 还有其他问题吗？ 非常感谢您的到来，麦考利夫先生，我们很快就会见面。 谢谢。 您一个人在这里唯一的事情吗？ 好的，当我们被停职时，夫人。 必须通过梅德福工程和调查，图奇先生要求我们提出第3条，建议批准向麦格林中学捐款。
[Nick Tucci]: 祝大家晚安。
[Stephanie Muccini Burke]: 晚安。
[Nick Tucci]: 麦吉尔中学收到了梅德福工程和调查的500美元捐款，以支持去年实施的野马之路计划。 该捐赠将用于购买奖项，以鼓励学生参加野马的媒体评估和竞赛。 下一个是对这场比赛的描述。 这将发生在2019年春季。 在梅德福，我们都是野马。 Mustang Way是一种将所有学生和员工汇集在一起的哲学或心理形式。 在排练中， 大约是一个长页，视频制作或语音录制。 学生将竞争分享自己的个人思考。 这笔钱将用于鼓励参加这场比赛和竞赛。 我们很想将其传输给我们的学校社区，以显示学校系统的形式是多少。
[Stephanie Muccini Burke]: 很好，图奇先生。 委内斯亚诺先生吗？
[Nick Tucci]: 委内亚将先生，我要感谢他和梅德福工程和调查的慷慨捐助。 我也要感谢太太。 洪卢（Hong Lu）是一位退休的麦格林（McGlynn）老师，他帮助我们向我们捐款。
[Stephanie Muccini Burke]: 很漂亮。 在夫人的支持下，有一项批准Ruggiero捐赠的动议。 muart？ 塞拉恩，请致电。 是的，肯定运动中的七个，负面的零，运动通过了。 非常感谢。 谢谢。 排名第四怎么样？ 有建议批准奖学金。 Toomey先生，柯蒂斯顶级学校。
[Kirsteen Patterson]: 谢谢。 Toomey先生不能在这里，所以我代表您介绍它。 这是指一位老兵的奖学金。 这是为商业学校或技术课程提供500美元奖学金的目的。 教师认为有潜力作为高中生的人。 因此，这项奖学金是，目的是从2019班开始。 他们希望在未来几年继续以500美元的持续奖学金继续。 因此，要求批准塔夫茨唐娜·帕卢姆博（Donna Palumbo）计划的奖学金。
[Stephanie Muccini Burke]: 精彩的。伯尼斯·萨尔（Bernice Sauer）去年毕业。是的。很酷。范德克洛特夫人是否有贝内代特先生支持的批准动议？
[Unidentified]: 塞拉恩，请致电。
[Stephanie Muccini Burke]: 是的，七个肯定，负数为零。 运动通过。 哦，绝对。 谢谢你的信。 两者。 第五条，建议批准塔夫茨大学初次练习。 德拉瓦先生。
[Paul D'Alleva]: 晚安委员会和伯克市长 主管Edouard-Vincent，要求提出建议，为6月5日（星期三）18小时举行的2019 Medford高中课程进行我们的研究生练习。 在家庭中，并在塔夫茨大学打电话给Gantra。
[Stephanie Muccini Burke]: Benedetto先生的批准动议，并由夫人支持。 克雷兹。 Rolle致电投票。 是的，7肯定，0在负面。 运动通过。 一定是。 一定是。
[Paul D'Alleva]: 一定是。 是的。
[Stephanie Muccini Burke]: 交叉手指。 只是三月。 不。 但。 谢谢。 谢谢。 学年的日历，您也想接受吗？ 建议批准19至20学年的日历。 在。 考德威尔。
[Diane Caldwell]: 晚安。 晚安。 在您的包裹中，您必须拥有我们的2019 - 2020年 学校日历。 我要求所有管理员查看是否有任何错误，我希望没有。 但是我也寄给你。 奇怪的是，如果明年一切顺利，我将于6月12日出去，我想如果我们要花7天的降雪。 但是您还记得4月1日暴风雪，对吗？ 是的，我们这样做。 不记得了。
[Erin DiBenedetto]: 在。 Dibendetto。 首先，我想提出一项动议以批准日历。 但是我也希望该日历以及上课的最后一天，即在网站上，以便人们非常清楚我们上学的最后一天。 因为许多字段不会很快开放。 而且我不知道我们为娱乐夏令营安排了什么，但是很快就会估计上学的最后一天，我们可以与人们谈论服务，甚至在整个城市的娱乐节目中。 我们需要这些沟通，以便父母在像这样不寻常的一年中不会照顾孩子。 然后这两个动作。
[Stephanie Muccini Burke]: 一切都很好。 在。 范德·普洛特（Vander Ploot）。 哦，对不起。 我认为Ruggiero先生。 Ruggiero先生。 谢谢你，市长。
[Michael Ruggiero]: 我还想建议，如果可能的话，我们正在选择本日历中的中级学校的彩票。
[Diane Caldwell]: 明年，你在说话吗？ 是的，这是正确的。 一旦我们知道它将是什么日期。
[Stephanie Muccini Burke]: 与高中不同，这是广泛的。 是的，我明白。 我只想说。 好的，在地板上有一项动议，供贝索先生支持的本奈多先生的批准。 所有受到赞成的人？ 是的。 所有对立？ 运动通过。 谢谢。 返回Benedetto先生的常规商业命令。 地板上有第二个吗？ 所有受到赞成的人？ 是的。 所有对立？ 运动通过。 委员会报告，特殊ED，2019年2月5日。 Benedetto先生。
[Erin DiBenedetto]: 我们社区的第一次会议 是戴安娜·考德威尔（Diane Caldwell），助理校长。 学生服务总监Kathy Medaglio。 尼尔·奥斯本（Neil Osbon），梅德福市多样性和纳入总监。 课程和教学主任Bernadette Riccidelli。 夏季背景计划主任Anthony Petrellis。 Alec Luric，父亲。 托尼·雷（Toni Wray），卫生服务主管。 Megan Fidler-Carey，Medford之前的总监和放学后的计划。 凯特·奎因（Kate Quinn）， 娱乐部门方法，艾米丽·拉扎罗（Emily Lazzaro），校长执行助理，感谢您指出的笔记。 CPAC总裁Malanie Melanie McLaughlin，CPAC的联合主席Patricia Kane，Della Grace，莱斯利大学博士，贝弗利大学，贝弗利·埃文斯（Beverly University），贝弗利·埃维兰斯（Beverly University），贝弗利大学（Beverly University），博士，玛丽·沙利文（Tanya Sullivan），玛丽·埃德华·文康·文康（Marice Edouard-Vincent） 莱斯利大学的埃文斯（Evans），劳伦·卡林（Lauren Carlin），安德鲁斯公立学校（Andrews Public School）的ETL。 我们委员会今年有两种方法。 一个是放学时间，第二个是对残疾的认识。 在这次会议上，我们专注于计划和协调校外假期和夏季计划的时间。 我们开始描述当前的计划，放学前后的计划，我们有趣的夏令营以及该市的娱乐节目。 我们讨论了所有员工的员工和培训，以及为残疾学生提供哪种类型的住宿。 放学前后的计划有一个候补名单，并提出了与莱斯利大学合作的建议，试图填补 有些人需要，以便我们可以移动此等候列表。 一个好主意是，CCSR学生和梅德福高中的荣誉是志愿者，可以更频繁地帮助该计划。 已经讨论了夏季资金营和以前的节目记录的想法，以便我们可以满足露营者的需求和数字。 还讨论了。 提供了三个级别的价格，以进行早期注册，定期注册和晚期注册。 正在创建一份团队手册，其中一本是为团队提供的，一个是为家庭提供的，以便每个人都有所有必要的信息。 很明显，我们的夏季背景如何运作。 我们在团队中有一个EMT，是一名分发药物的护士，但团队培训很少。 我们正在努力增加此选项。 营地永远不会拒绝任何人。 他们尽一切可能满足所有需求。 即使父亲需要最后一分钟的记录，也没有任何孩子被营地拒绝。 残疾学生可以有资格获得ESL维持，而不会在夏季失去社交情感技能。 这些学生的IEP在6月初与我们的特殊教育部门与营地管理部门共享。 他们正在更改注册表，以鼓励所有参与者的父母向任何来营地的学生提供IEP和504。 所以我们能够 为每个学生的需求做准备，并在必要时适应。 娱乐方法也出现在会议上，并有一个团队成员与残疾学生的工作历史悠久。 他们愿意参加任何提供的培训。 这似乎是一次非常富有成效的会议。 已经采取了许多措施来改善我们的编程和与家人的沟通。 会议的会议记录也附在这些笔记上。 任何问题，告诉我们。
[Stephanie Muccini Burke]: 社区参与。
[Marice Edouard-Vincent]: 祝大家晚安。 罗伯茨学校，我想更新。 3月7日，星期四，罗伯茨学校（Roberts School）经历了一场意想不到的活动，涉及梅德福（Medford）警察和需要在现场保护的学校。 这样做是为了确保放学后所有儿童和成人的安全。 我要亲自感谢课外团队，学校行政部门， 梅德福警察的父母和学生为他们的合作精神如此严重。 当时，我发表了一份声明，该声明表明所有家庭都已经收到通知，实际上已经尝试了，但并非所有家庭都得到了联系。 这就是为什么我真诚地提供错误信息的原因。 当梅德福警察解决严重问题时，我感到非常放心。 我没有有关此事件的其他信息，会要求家人与梅德福警察沟通，以获取有关此事的其他信息。 这种情况是我们所有人的学习经历，我们立即进行了内部安全性更改，以确保与所有家庭进行快速沟通。 此外，上周一在高中时，我们参加了黑人历史月的大会。 梅德福高中和技术职业梅德福高中庆祝了黑人历史的月份。 我要感谢副董事Stacey Mulligan博士，后者在该项目中领先，她告诉我，学生接受了这个想法并与她一起奔跑。 他们确实计划了一个了不起而有趣的活动。 我要感谢所有参加该计划的学生。 Ebion Abshir担任MC，Jovia Moambe，他在弹奏键盘时播放了Alicia Keys的歌曲，我们自己的学生代表Chioma Opara读了一首原始诗Antonia Collins和Nadia Farmer 197，West Medford和Bozeal Edwins。 Shane Colbert的协助下，他也喜欢这次活动。 学生们还参加了时装秀。 我还要感谢Deleva董事。 多样性导演尼尔·奥斯本（Neil Osborne）发表了评论。 我还要感谢前野马方法高中托尼·丰塞卡（Tony Fonseca）以及提供出色的多元文化表现的学生。 因此，这确实是一个很棒的事件。 我也想借此机会感谢 整个城市中的主要PTO集团与哈林奇才队度过了一个美好的夜晚。 他们说，他们出售了800多张活动的门票。 健身房已经满了，这确实是一个有趣的活动。 我知道他们努力地收集了这次回放活动，因此向他们表示恭喜，并感谢。 上周，3月14日是PI日，我有机会在McGlynn中学庆祝PI日，七年级的老师Robin Irving和Patty Haas为学生提供了几项实用活动。 他们邀请中央办公室的许多成员来参加 这是一个很棒的学习活动，他们可以看到PI如何与现实世界有关。 因此，对于所涉及的所有内容来说，这是一个有趣的时刻。 有关Tristan Howard的更新。 上周五，特里斯坦（Tristan）前往纽约市参加New Balance Nationals。 他参加了新兴的精英部门。 在55米的比赛中，特里斯坦排名第11， 在6.57秒内完成-O。 所以这很快。 不幸的是，只有最好的八个是决赛。 但是，我们为这项成就感到自豪。 此外，特里斯坦在200米处获得第九名。 在22.3秒内完成-o。 再说一次，只有前八名继续。 但是我们想对特里斯坦表示祝贺。 对他来说，这确实是一次很棒的学习经历。 好消息是这只是一个大三学生，所以我们还有一年的时间可以继续看到奇妙的事情会做什么。 上周六，我有机会参加了日本学习学校的毕业典礼。 他们组织了高中仪式，并想感谢日本总领事米歇尔和伊西卡瓦董事邀请伯克市长和我参加这项仪式。 有很多毕业生。 日本学习学校发生在高中，对约800名学生进行了教育。 每年上高中的幼儿园。 它还教日语作为第二语言。 因此，他们在过去的45年中在梅德福高中。 因此，这确实是一个漫长的联系。 很高兴与他们分享这个特殊的一天。 最后，附近的一些活动。 我们有一个准备发生的过渡展览会。 然后，这将于周三在我们出色的489小酒馆（18至21H）中发生。 梅德福公立学校和温彻斯特公立学校的特殊教育办公室正在庆祝其年度过渡博览会，专为14岁 - 戈尔德，以及残疾人的成人和成人，以帮助计划高中生活。 鼓励父母，导师和学生参加这项免费活动，以了解可用于残疾人的社区服务。 参展商将包括有关独立生活技能，职业培训，改编的教育计划和娱乐机会的支持的信息，并支持住房。 因此，这是过渡博览会，所以请运行声音。 也是本周星期三，这是我们3月20日（星期三）的早期发布。 我知道麦格林中学正在高中学生大赛中组织免费的滑冰活动。 在梅德福高中，普里西拉的储藏室将提供米饭和豆类 任何可能有兴趣的学生12至1230和CAF 3。 这些是我本周的更新。
[Paul Ruseau]: 是的，谢谢。 我们可以收到一份报告，大概必须接受有关此事件的执行会议，以及我们的程序有什么好处以及我们需要哪些改进？
[Mea Quinn Mustone]: 我有一点光。 他上周五与警察局长进行了交谈，因为罗伯茨的父母在我上学时刚刚和我说话。 当我星期五与他交谈时，他说这名男子被拘留了。 直到今天，我一直被停下来。 今天他被起诉。 而且我没有更新。 和酋长 我以为我可以得到30或60天的心理评估。 幸运的是，我回到家时会有一封电子邮件。 但是警察处于最高水平，并希望确保罗伯茨的父母知道他们正在密切关注他。 谢谢。
[Stephanie Muccini Burke]: 卢梭先生，您想请求一份机密文件吗？ 是的，请。
[Paul Ruseau]: 学校政府，以及当我们与警察互动时，如果我们应该为该程序做出任何改进。
[Stephanie Muccini Burke]: 我认为警察和学校之间没有任何问题。
[Paul Ruseau]: 我认为这只是一个通知。
[Marice Edouard-Vincent]: 是的，有很多咨询，但我确实没有这些信息。 记住，太太。 斯通有比我更多的信息。
[Paul Ruseau]: 是的，我不清楚我们的程序要处理什么。 不是团队不知道，而是。
[Stephanie Muccini Burke]: 2018年第7项分析和课程计划。
[Mea Quinn Mustone]: Em。 卡恩。
[Marice Edouard-Vincent]: 在。 卡恩进步。 夫人的以下三个演讲 Kahn，Rocco Sieri和Chiesa博士将讨论我们在秋天发生的演讲，我们的状态以及我们在战略上做的事情，作为一个地区， 我认为所有这些报告对您来说都是非常有用的。
[Khan]: 谢谢。 晚安，一切。 因此，我将从第1页上的内容开始。 第1条。 3至8 MCA学位的测试项目。 此设计类型的设计，您在底部看到的桌子，问题类型，总点和学位水平。 该测试于2018年首次举行 我们的学生首先提到了这种不同的问题。 当我们进入第2页时，您将看到表的其余部分。 然后，您将看到第1.B条，这是10年级遗产的MCA，学生们接受了它。 在2018年，仅10年级。 因此，它的格式仍然保持不变，遗产1。 今年，在2019年，他们将带您新格式，您将在第3页上看到。 因此，第3页上的这一设计与去年3 - 8年级的学生相符。 因此，我们看到所有3至8系列和10年级都将在今年首次采用新格式。 否则，第3至8系列已经采取了它。 因此，在项目2中，此表也位于我的十月结果表中。 我想，如果我们转到第4页，我希望我的页面与您的页面一致。 我们看到了Next Generatics 2018的MCAS MCAS的主要水平，然后看到学校表现的中级水平，然后看到。 我们看到了高中表现水平，其次是该学位的风口浪尖得分。 该表具有特别的兴趣，因为它表明获得了分数的学生 以4.99美元的价格，他们在草地上。 谢谢。 因此，当您看到笔记的尖口分数时，请参阅中间的尖缘数据。 然后，在左侧，您会看到多少 他在左侧达到了期望。 在右侧，您将看到这些尖峰学生是否会实现这一目标。 490至499真的很近。 有时，如果是一个内置的答案，则是一个，两个问题，两个正确的问题。 我们意识到这一点，然后转到下表，小学的标准部分域，国家的表现。 您会看到，在第三级，我们主要站在积极方面，但是当涉及四年级和五年级时，我们看到了负面的差异。 我将在短短几分钟内回到它。 我将搬到第6页，我们在一个类似的表中也可以看到第6、7和8系列。 然后我们也看到10年级。 我刚刚研究了采用数学计划历史的一些研究。 而且看来，看来，我敢肯定这就是发生的事情，是我们在这里看到的第三级效果，这是在儿童花园级别开始使用的第一堂课。 因此，当时的四年级文凭正在使用日常数学以及五年级。 这样一个特定的班级就可以，这两个队列 他当时没有强调课程绘画，因为该程序可能已经过时了。 另外，在四年级时，我们看到分数假设了一个大。 这是一个很棒的概念。 我们看到了负差异11。 这并不感到惊讶，因为作为一名高中老师，我看到学生在学习代数1时与分数战斗。 然后，您将看到我们采取的措施，但我们注意到。 我们还指出，在五年级的四年级，我道歉。 然后，我们还看到了学生在基本10中遇到困难的数字和操作。 当然，让我们去6、7和8学位。 我们继续看到主要的负差异。 然后，让我们去10年级，这是我们看到该地区可能和可能点的较小差异的地方。 什么是我们的特殊兴趣，可能会帮助我们感受到什么？ 在我们的分数上感觉好一点是，我们的学生，该地区意味着学生的成长百分位数仍在该州的媒体线范围内，即学生的成长百分位数。 因此，如果来自某些班级的地区学生（SGP）保持在40至60岁以内，则认为这是一年的良好增长。 除39.9以外，我们的大多数是差异.1，大多数学生的成长都在那里。 实际上，我们在10年级看到了40至60年。 因此，大概是增长近一年半。 接下来的页面有我们所做的 今年的准备工作，并将继续为之努力。 我们有K到5。 我们采取足够的措施。 每个人都在列表中。 我们还协调了MCA所获得的第3至5系列资格的数据。 然后，我们还在该地区进行了很多合作，并在该地区郊外合作 这个级别，特别是基础级别。 我们还在中级和高中的水平上采用行动文章。 然后，我列出了未来的步骤，因为我期望该地区的数学部门。
[Paul Ruseau]: 非常感谢。 没有什么。 您给了我很多问题的机会，但是我不想整夜呆在这里。 因此，当我查看2017年至2018年之间的这些变化时， 我不知道差异是否有任何统计重要性。 而且，我认为该州的网站并不提供此信息，因为我不断看到它。 他们什么也没说是否意味着什么。 就是这样。 您是否有详细信息可以知道这是否从6％变为7％？ 当我们上升2％时，很容易感到兴奋，然后减少2％时降低。 但是，除了参加考试的不同孩子外，他们可以有意义，并做任何事情。 是的。 这就是我与所有这些信息作斗争的地方，真正重要的是国家似乎对此并不感兴趣。 但是，您是否有更多细节可以帮助您理解这一点？
[Khan]: 因此，如果您不介意告诉我页码和表号，这将有所帮助。
[Paul Ruseau]: 我在第4页，第一个表。 是的。 因此，从第三级看，超出了预期，我们从6％升至8％，这似乎不错。 该州从7％升至10％。
[Khan]: 就是这样。
[Paul Ruseau]: 而且，如果您对数学一无所知，我会说我们没有像我们应该做的那样增加。 就是这样。 实际上有多少个孩子进行了测试，并且是不同的孩子。
[Khan]: 为此，有很多因素。 您知道，我们就像增长1％，但实际上，当您真正研究它时，当您真正调查时，这可能是几个因素。 所以可能是 正如您所说，人口统计学发生了变化。 那天可能是一定的学生。 也许他们睡个好觉。 也许您知道，我们无法确定特定类型的问题，因此已经丢失了问题。 他们可能是PUSP学生。
[Paul Ruseau]: 因此，我们不应该感到非常兴奋。 上载了百分之一的并不一定意味着我们开始做得更好。 由于减少了一些百分比，这并不意味着我们开始做更糟的事情。 好的。 这在某些地方被引用。 将有季度意识的参考评估。 就是这样。 这些评估是我们所做的频率较低的事情，还是我们将开始做到的全部？
[Khan]: 所以我们从今年开始。 我们开始了今年的评论。 我们将它们取出 问题。 我们今年能做的最好的事情就是想象。 我们将其从它们中删除，但用一个内置的答案问题补充了多项选择参考点，这将与MCAS问题更加一致。 因此，教练们聚集了他，以便学生有很好的组合。
[Paul Ruseau]: 这些测试是教师用来评估资格的测试吗？
[Khan]: 你介意重复吗？
[Paul Ruseau]: 这些老师会用来评估资格的相同测试吗？
[Khan]: 不。 教师正在使用单位测试。 这些是我们知道学生在特定概念方面的位置，教师可以在哪里进行的参考点。 有时，我们在参考的一个问题中尝试学生，以查看最初的学生最初的位置，最初是什么。 老师应该多少，老师应该奉献多长时间？ 对这个特殊的概念。 他们来了什么？ 因此，参考点有许多目的。 它可以发现班级在哪里。 可以发现某些学生的子组。 但是我们将其用于许多人，例如教练，实际上，我感觉到并分析数据以查看正在发生的事情。 然后教练返回并与老师谈论不是 我们在参考点上没有看到太多的性能。
[Paul Ruseau]: 因此，我的意思是，让我担心的一件事是，我们一直花时间对孩子进行实验而不是教他们。 在MCA的准备测试或任何适当的术语以及这些测试中，所有这些都是教师正在进行的单位测试的其他其他测试。 就是这样。 然后我想进行运动 将在4月8日之前向委员会提供报告，该报告详细介绍了所有测试，包括对八年级学生进行的实际测试，按学位和学校层面分开，豁免教师提供评估资格的证据，以便不包括这些单位测试。 我希望该报告包括测试的频率和持续时间，应清楚地划分练习测试。
[Marice Edouard-Vincent]: 测试应该需要多长时间？ 因此，唯一持久的是，有些学生需要比其他学生更多的时间，但是意图可以是学生可以拥有的指导时期。
[Paul Ruseau]: 是的，我的意思是没有真正的持续时间，只是预期的持续时间。 我已经打印了，所以您不必...哦，好吧。
[Marice Edouard-Vincent]: 谢谢。 谢谢。 谢谢。
[Erin DiBenedetto]: 谢谢。 因此，这些是非常好的数据。 尽管它是一个很小的变量，但您知道，不同的孩子或不同的班级或在不同时间进行测试的不同阶层，但要提供广泛的领域，例如数学概念，但我们更强大而不是。 因此，我喜欢看到其中一些数据。 但是我不知道这是否由子组划分，哪些学生需要更多的时间，更多的关注和更多的评估课程。 因此，我想知道您是否有这些数据对人有益，因此我们将来确定他们需要哪些子组，如果您需要更多的时间， 如果他们需要更多的练习，那么如果您需要更多参加考试或小组或其他工作的促进者，我们只想确保这些学生也进步并取得成功，并有一切成功的机会。 因此，对于将来的参考，当提出这些信息时，某些子组信息将很有用。
[Khan]: 谢谢。
[Paulette Van der Kloot]: 谢谢您的报告。 在第5页上，我注意到的一件事之一，您发表了一次性评论，实际上，在4和5级别上，似乎与分数有一些战斗。 是的。 你说，我注意到它是一名高中老师。 因此，其中一部分是，我看到其一些动作元素包括纠正措施。 但是，您知道，这似乎是我们在一些普通教室上工作的工作，只是为了确保我们的学生真正得到它。 因此，除了MCA的矫正会议外，是否有可能将其带到常规数学课堂上？
[Khan]: 是的。 我认为教练已经在这样做。 他们在教室里建模如何教授专门属于分数的课程。 他们还与老师一起进行专业发展，以培训他们如何在较小的环境中使用处理人员向学生提供信息或使用不同的实践活动。
[Paulette Van der Kloot]: 好，谢谢。 跟踪也在第10页上。 对于他的未来元素，我看到他写的，他采用了一项基于研究的研究计划，该计划将增加最高水平的思维，以在高中获得更高的数学体验。 是的。 这似乎是一个非常重要的作品。 我想知道您是否认为会发生收养。 我们尚未谈论它，所以我不是想您今年还是关于您的建议？
[Khan]: 因此，这是一个很好的问题，并感谢您的问，因为这是我在高中时代所想到的。 我认为那里有很多很多程序，而且老师已经开车了一段时间，而且每个人都知道。 现在有一些基于研究的基于远的程序，而不是 你知道，老师可以停下来教书的沉重书籍。 实际上，这些程序 让学生探索。 让老师将整个课程得出结论，因为学生已经到达那里了。 然后将它们发送回小组，然后再一起将它们一起汇回，然后将它们进行更大的摘要。 因此，那里有一些程序。 我肯定会更加认真地寻找。 我要求老师积累。 他们中的一些人几年前一直在开车。 所以我有很好的数据。 我去了其他地区，看到其他老师在该计划中任教。 该程序的名称是开放资源的说明性数学。 如果您有兴趣获取更多信息，我邀请所有人尝试。 然后有很棒的主意，显然也有devision计划。
[Paulette Van der Kloot]: 好的。 这是您在预算期间带我们带给我们的东西吗？ 是的。 好的。 是的。 是的。 好的。 我们仍然必须实现这一目标。 好的。 超好的。 但是我们将寻找它。 是的。 这就是为什么我想提一下。 谢谢。 是的。 好的。 最后，我只是想提一下，这个星期六我在车上开车，我在听NPR，在Ted上有演讲。 Ted的谈话是关于数学的教学。 我正在听的具体部分是斗争的重要性。 好吧，因为我有机会与校长一起制作数学教程之一，这是我们正在寻找的标准之一，我看到并理解了。 我认为坐着和听Ted谈论我们应该如何教数学真是太好了。 所以我只是想提一下。
[Marice Edouard-Vincent]: 谢谢。 当我们谈论数字和操作分数时，我只是想在第5页上发表评论，这绝对是您所知道的，他脱颖而出。 在三级学生中，学生似乎确实占据了主导地位，因此它确实考虑了什么 在。 卡恩说，在三年级之前，学生有利于使用这种特殊的幼儿园课程，四年级的开始。 然后，我很想知道学生将如何做到这一点，因为我们已经拥有这些信息了，我们可以是战略性的和有意的。 关于我们的分数指导。 因此，我只是想说这是我们所知道的，我们正在密切关注对学生的明智决定。 谢谢。
[Michael Ruggiero]: 谢谢你，伯克市长。 我在第五页上注意到了这一点。 是的。 因此，四年级的第三次系列有显着下降。 你怎么认为？ 这是为什么？
[Khan]: 总体上有很大的下降。 这就是校长所说的是我们正在观看几何形状。 我们在此处看到所有这些不同的主题。 但是我们也认为这些学生正在使用日常数学。 因此该计划可能已经过时了。 我不确定我正在使用哪种课程框架。 也许是2006年，我会假设或2011年。 但是这些学生在2017年的Marcos进行了评估，而不是在2011年进行评估。 因此，从2011年到2017年的差异很大。 因此，自2011年结构以来，我们已经从一个计划中教了您三年了四年。 2017年只有一年的教育，现在我们正在2017年对其进行测试。 我想我可能也必须为此做些事情。
[Michael Ruggiero]: 过去，当我们崩溃时，您是否有感觉，我们可以看到学校在什么水平上做什么？ 你有意义吗？有吗？ 其中不同学校之间的出现？ 它在第一个报告中。
[Marice Edouard-Vincent]: 不，但是您的主题崩溃了吗？ 是的。 在。 拉扎罗（Lazzaro）离开了原著，报道了秋天。
[Michael Ruggiero]: 哦，对不起。 哦，桌子上的新人。 是的。 哦，对不起。 谢谢。 我没有接受信封。
[Paul Ruseau]: 我有一个跟随-up。 我忘了问这个问题。 在第9页的未来步骤中，我很惊讶地看到幼儿园儿童到五年级学生的想法，他们做了70分钟的不间断数学说明。 我的意思是，当我上大学时，我们在70分钟的课程中停下来。 你能解释一下吗？ 因为我认为这意味着我认为这意味着什么。
[Khan]: 是的。 不，谢谢。 再次，这是另一个很好的问题。 因此，在第一年，我从不同的层面上了解到的数学学到了很多东西，我在不同的学校中注意到的是，有很多，有时在数学块中有两个不同的间隔。 所以我们说我们正在给他们，我们给我们的学生65或60分钟 但是有时它会分为10或15分钟，然后我们教更多东西，然后回到它，然后再休息一下，然后再次教数学。 有时它可以与零食混合在一起，而不是零食。 当我们真正观察到的研究表明，学生在数学和学习数学方面有显着差异时， 有一种不同的教学方式，而不是我必须说数学块可以被中断，但是不应该所有的流程都破裂。 因此，当您这样做，然后，有时甚至是另一个老师时，发生的连贯性就会中断。 因此，它采用了方法。 所以，也许是另一种看待它的方式 制作一个数学块，以维持学生的学习和重点。 这可能是一种更好的说法。 因此，如果我可以退休并将其放在那里，那是我的同等版本。 但是也许我又有了我的高中数学帽子。 我很抱歉。
[Michael Ruggiero]: 非常感谢。
[Khan]: 谢谢。
[Michael Ruggiero]: 是的，是的，关注-p -up问。 因此，非常感谢您，您今天给我们。 但是，我们是否有可能在将来看到发送给Ruseau成员的报告，您是否有可能违反该主题？ 因此，我们可以看到我们可能会在哥伦布获得更多的测量和数据专家。 那对我有用。 好的。 当您提供学校添加的数据时，了解每所学校将非常有用。
[Khan]: 因此，对于您的主题，什么...哦，哦，由...总的来说，您是指域模式吗？
[Michael Ruggiero]: 通过力，例如几何形状，测量数据，分数等，所有这些，假设，子图。 也很高兴知道学校的崩溃。 当然。 谢谢。 Rusaau成员，如果我将其添加到您的运动中，会很好吗？ 做另一个运动。 好的，我愿意，除非我们有抱歉，否则道歉。 我想提出一项动议，说明我们会因主题方便的学校而崩溃。
[Stephanie Muccini Burke]: 打扰一下。
[Michael Ruggiero]: 不，我们记得这一点。
[Stephanie Muccini Burke]: 留下一份报告将在4月8日之前向委员会提供，其中详细介绍了所有测试，包括给小学生和高中生提供的实际测试，本科级别和学校使用的资格，豁免了单位老师来评估资格。 该报告将包括测试的频率和计划持续时间，并且将清楚地划分实践测试。 太太有第二秒。 我展示。 所有受到赞成的人？ 是的。 所有对立？
[Marice Edouard-Vincent]: 我担心编程，而不是获取信息，但是根据4月8日所做的所有事情，获取这些信息和思考非常快。 我知道您说不要包括该部门的评论，但我宁愿给您更多 精确列表，更详尽的列表。
[Stephanie Muccini Burke]: 您可以对校长的日期更加灵活吗？
[Marice Edouard-Vincent]: 当然。 由于我们在4月连续两次举行了两次会议，并且连续会议上会议，这很大程度上是在中央办公室...对时间的需求是……尽快？
[Unidentified]: 5月6日。
[Stephanie Muccini Burke]: 好吧，5月6日。 更改至5月6日。 好，每个受到青睐的人？ 所有对立，运动都采取了。 在Ruggiero先生，这是学校被纪律所打破的。 是的。 贝内代特先生第二。 所有受到赞成的人？ 所有对立？ 运动通过。 谢谢太太。 卡恩 谢谢。 好工作。 谢谢。 好的。 MCA和课程计划的战略科学分析报告。 Cieri先生。
[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]: 感谢您的报告。 我真的很喜欢这里的执行摘要。 请问我们可以转到您报告的第四页吗？ 当然。 因此，只需将我引导到第四页的底部。 因此，与它们相关的几个领域和群体，这些是最突出的方面，即我们需要工作的领域。 基本上是终点吗？
[Rocco Cieri]: 是的。 因此，如果我们不得不在测试本身中查看一个主题，那么我们尝试选择的是学生所奋斗的问题。 并在列表中获悉前五个。 这些人在地球科学和生命科学方面表现出一些弱点。
[Michael Ruggiero]: 但是，请勿获得一张完整的桌子，说明项目1、2、3、4、5、6、7、8、9、10？
[Rocco Cieri]: 我们可以做到这一点，但是这些是一个地区最揭示的地方。 然后，我们要确保如果特定集群中只有一个问题，我们不会将其视为该特定问题发生的情况的规则。
[Michael Ruggiero]: 正确，正确。 这对我很有用。 我的意思是，这并不着急，但是如果我们能够成为PDF，保持所有不同文章，地区和州分数的角色，对我来说，拥有比发生更完整的感觉对我来说是有用的。 感谢您的执行摘要，而不是作为大问题的糊状，您知道，我们现在可以观察到的问题。 但是在家里，对我来说，通过域来审查这个领域是一件好事。 我的意思是，如果我们可以在学校打破它，这是在学校的挑战还是印象深刻的挑战怎么办？ 对于我来说，看看我们可以哪些领域，也许有一个我们可以利用社区中具有某些事物经验的人，例如有机体分子的环境。
[Stephanie Muccini Burke]: 好吧，都建立了。 鲁索先生，信息点？
[Paul Ruseau]: 是的。 当我们获得文章编号时，我们没有真正了解问题是什么，对吗？
[Rocco Cieri]: 您可以看到问题。 哦 因此，在这些特殊情况下，您可以看到这个问题。 因此，如果您去了五年级MCA，您可以得到问题。
[Unidentified]: 好的。 我们可以问这个问题吗？ 当然。 这很棒。 谢谢。
[Erin DiBenedetto]: 一切都很好。 Benedetto先生。 谢谢。 我要感谢报告。 我敢肯定，我对新科学计划感到非常兴奋。 其他成员也对此感到高兴。 但是我也不想为此报告，而是在未来的报告，亚组和学校类别中，只是为了确保我们的所有子组都符合与我们的参考点 彼此。 以及尖峰得分。 我知道你们所有人都表现出尖峰的分数，而且我知道这些数据对于计划目的而言是重要且内容丰富的，但我也想知道，我希望人们知道，是的，我们是两个或三个问题。 我不想，不是你，因为我不认为你是，但是总的来说，近年来，就像，哦，但是我们非常接近。 我们想命名我们的身份，以便我们可以前进。 我不想将自己带到尖峰的得分上，好像我们快到了。 我想将其用于数据目的来构建和思考，但我也想认识到这是我们的本质并拥有我们的本质，因此我们要采取具体步骤来进步。
[Paulette Van der Kloot]: 在。 他们从克洛普出发。 Rocco，感谢您的报告。 我有点担心，我只希望成员提出的请求不会在数小时，小时和数小时内将其束缚以生成其他数据。 这是一个问题吗？
[Rocco Cieri]: 我们可以删除报告。 我不确定会花多长时间，但是我们可以做到。
[Paulette Van der Kloot]: 好的。 因此，有时我认为需要其他数据存在问题，但他们也希望确保我们不会链接我们的专业人员来完成他们需要做的工作。 所以我有点担心。 但是他们的报告中最令人兴奋的是，建议有一个中级课程基于我们刚刚采用的放大科学。 所以，我希望听到这一点。 这可能吗？ 明年可以测试吗？ 那是你的建议吗？
[Rocco Cieri]: 所以我要做的就是聚集一个小组。 就像我们对基本程序所做的那样，这将是一个开放组。 希望各种选民的成员聚集在一起。 我们将看到供应商计划，供应它们，对其进行审查，对它们进行分类，然后提供我们认为是主要程序。 我认为这将接近顶峰。 我不能肯定地这么说，但这是获得报告的绿光的原因。
[Paulette Van der Kloot]: 那会发生在9月初吗？
[Rocco Cieri]: 因此，如果我带来了此报告，它可能会在6月发布。 在六月？ 是的。 出色的。 您知道，如果这是我们想要的方向，请通过夏天试图解决任何计划。
[Paulette Van der Kloot]: 我只是觉得令人兴奋。 我们可以发展自己的冲动。 非常感谢。
[Stephanie Muccini Burke]: 非常好。 是否有动议可以接受此报告，将其放入文件中并跟踪一些数据点？ 我确信总监将与您联系。 所有受到赞成的人？ 是的。 所有对立？ 运动通过。 谢谢Seery先生。
[Unidentified]: 谢谢。
[Stephanie Muccini Burke]: 第9条，关于2018年英语艺术MCAS战略分析和课程的报告。 Chiesa博士。
[Chiesa]: 晚安，一切。 DeLave先生将配置我的投影仪，因为我有一些东西可以向您展示。 因此，请等一分钟准备它。 一切好吗？
[Stephanie Muccini Burke]: 没关系。 谢谢。 我不介意。 有人移动悬架，我们可以带其他一些。 我们走吧。 夫人 范德·克洛特（Van der Kloot），由贝内德托（Benedetto）先生支持。 所有赞成暂停的人？ 所有对立？ 暂停被授予。 商学院委员会的新决议将解决，梅德福学校委员会对多萝西·帕拉迪诺（Dorothy Palladino）的家人表示诚挚的慰问。 在。 帕拉迪诺（Palladino）是母亲 - 市议会主席的规模，也是约翰·法尔科（John Falco）学校委员会的前成员。 在。 帕拉迪诺（Palladino）是梅德福公共图书馆之友的活跃成员，我们也有两个被停赛。 我们决定，梅德福学校委员会对安东尼·斯塔尔（Anthony Staffier）的家人表示诚挚的慰问。 Staffier一直是Medford公立学校的安全官员，已有30多年的历史了。 而且还解决了梅德福学校委员会对菲利斯·路易丝·麦考密克（Phyllis Louise McCormick）的家人表示诚挚的慰问。 在。 麦考密克（McCormick）在梅德福（Medford）的奥斯古德学校（Osgoode School）担任一名和二级老师多年，他退休后从这座城市收到了一把钥匙。 奥斯古德（Osgood）是我的家庭学校，所以我有幸认识麦考密克夫人和他的姐姐卡洛尔夫人，只有很棒的老师。 我经常在社区周围找到她，所以我们会想念你的。 如果我们都能站起来沉默。 谢谢。 有动议返回夫人的常规商业秩序。 由夫人支持的Kloet van Di Benedetto。 所有受到赞成的人？ 所有对立？ 在。 基萨。 你好。
[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]: 抱歉，谢谢。 我对第四级的技术学生感到惊讶。 小学的计算机老师是否会做任何这些准备工作或实用，或者他们一个人在课堂上？
[Chiesa]: 所以我们工作了，我与太太一起工作。 床 确定哪个作品，例如，键盘对小孩子来说是真正的斗争，对吗？ 以及如何在课堂上发生的事情，以支持课堂的普通老师。 所以我们做了一些。 在线上可用的实际测试，可以将其发送给每个人的链接，因为它与使用本文版本有很大不同，我们有孩子制作的孩子，有三个部分，全年，全年，一年四季， 我们独自一人花了一个扫盲，因为我们不想花很多时间，但是我们认为他们看到它很重要。 一个扫盲，每年三次参加练习测试，以便他们观看这些领域。 首先，老师走他们。 而且我不知道您是否有机会看到它，但是有不同的工具，例如突出显示的工具，以便老师可以走向其他人 可能不是那么明显的部分。 所以，是的。 但是，这是我们战斗的事情，尤其是在标准英语惯例中。 您为什么要按照我们的会议分数？ 这是因为他们只是没有做一段时间，我改变了，您知道大写字母吗？ 还是因为他们不知道如何使用撇号？ 并在小学工作，与这些老师进行了很多非常好的对话，我们看到了一点。 并非所有人，但其中一部分与技术有关。 因此，我也有兴趣试图克服这些障碍，尤其是在今年我们的三年级学生也将在网上进行的障碍。 我很想知道这也会影响一般分数。 谢谢。 我觉得我说的太多了，所以我可以完成，但是您有一个清单。 俄罗斯先生有一个问题。
[Stephanie Muccini Burke]: 俄罗斯先生？
[Paul Ruseau]: 您知道，我的意思是，我家里有几台计算机，很长一段时间我们在家里没有鼠标。
[Chiesa]: 真正的老鼠还是技术老鼠？ 好吧，我有真正的老鼠。
[Paul Ruseau]: 计算机的附件。
[Chiesa]: 我接受了，他是。
[Paul Ruseau]: 而且，您知道，真正有趣的一件事，您可以去YouTube，观看从未使用过鼠标的人的视频，尝试使用鼠标。 就像试图开车一样，只是没有说明。 是的。 然后，你知道，我想我真的很担心 预计三年级的学生将使用这项技术，但是，是的，我的意思是，我的女儿收到了第一台计算机，儿子收到了她的第一台计算机，他们没有鼠标，他们正在带触控板的一台计算机。
[Chiesa]: 好的。
[Paul Ruseau]: 这是完全不同的眼睛协调工作，我认为我在抱怨。
[Chiesa]: 不，有趣的是，一个星期六的早晨，我有一个七岁的男孩和一个十年的男孩， 我有一个10年的男孩，他习惯于带有触摸屏的Chromebook，就像7年的男孩一样。 因此，她是我的病人，并且正试图触摸此屏幕以拖动，并为她撞车。 我做了一个练习。 她做不到。 她投降了。 她从不放弃。 所以对我来说，这有点揭示。 她作为二年级学生的这首歌，几乎是三年级的。 因此，我们为那些感觉更舒适的人提供老鼠。 这仍然是一场战斗。 但是，尤其是对他们来说，这款触控板非常困难。 因此，我们正在尝试与我们拥有的东西一起工作。 并想到看起来很小的事情，但是当您看到自己的八年 - 与之抗争时，它们是非常真实的。 因此，谢谢您这么说。 我们正在努力。 谢谢。
[Stephanie Muccini Burke]: Ruggiero先生。
[Chiesa]: 我们所做的就是typing.com。 您听说过Typing.com吗？ 这是一个在线平台。 许多技术专家都应该对他的问题说，斯通夫人 他们为孩子配置了帐户并跟踪他们。 一些董事已经做过，例如写泰坦或是前五名。 如果孩子不是泰普拉斯的前五名，那不会让任何孩子感到难过，而只会给予额外的鼓励在家工作。 我不知道你可以写多少个单词。 如果您与夫人交谈，则大部分调查。 Layden会告诉您，他们真的不应该在这个年龄写作。 他们是小手指。 但是，这再次是我们无法控制的。 在英语对我们的测试的影响方面，我担心写阻力。 我担心会议。 但是，当然，这也只是其中的一部分。 我认为他们现在有人类资格。 他们目前是合格的人，但是最近的报告 我提到了有关更改它的东西。 我不知道文森特博士是否有更多信息。 但是我记得在谈论它，但尚未发生。 目前，它仍然有资格。 是的。 然后他们使用此标题。 因此，他们遵循了我们所有老师在课堂上使用的标题。 并具有不同数字的思想的不同发展。 您会看到，您必须达到5、4、3、2、1之类的各种不同的作品。 同样，您可以看到标准英语惯例的标准惯例，这是确定数字的各种不同标准。 我们注意到的一件事，因为我们在此分析中做了深刻的做法， 系列3、4、5、6、7、8和10，我们已经看到了现在为某些分数提供首字母缩写词的状态。 我的意思是，如果我看到彩排写作，有时是1或2，他们将缩写缩写，这是今年的新事物，而不是新的，但今年似乎更频繁，DC。 主题的直接副本或OT。 如果您看到OT的首字母缩写词，则孩子获得了零积分。 尽管根据此标题，他们可能已经发展了自己的想法并收到了一些细节，但他们为此获得了零积分。 因此，他们正在考虑与此标题的一些偏差。 但总的来说，这就是他们写的方式。 所有老师都非常了解。 因此，我们谈论了很多话题，如果您看到一个孩子，请做好准备，以便当他们在MCAS获得分数时，他们将不会再收到一个或两个。 这是一个变化。 因此，我们深入挖掘，以便他们可以完善这些东西。 如我们所知，我们正在努力做出由数据形成的战略决策，我们徘徊，遍历这一切。
[Erin DiBenedetto]: 在。 多梅尼科。 我只想感谢所有人以这种方式介绍MCA的数据，并释放所有这些数据并将其传输到我们的教室和我们的老师，因此他们正在就如何介绍我们的孩子做出明智的决定。 似乎很多信息都没有到任何地方，但实际上这是一项非常重要的工作，尽管我们是 对我们来说已经很晚了。 我的意思是，它提供的数据非常重要。 再次，我喜欢看到子组信息，而且我不喜欢听到尖端，因为我们没有执行这些参考点，所以我不喜欢宣布，如果我们做得更好，我们会获得78％。 这不是我最喜欢的事情。
[Chiesa]: 我同意你的看法。 我认为这让人们感到困惑。
[Erin DiBenedetto]: 我们几乎有78，但您没有。 但是我们没有。 好的。 因此，我喜欢发布我们所做的事情，以便人们记住精确的数字。 这只是个人的。 我不知道其他成员是否会感到。
[Chiesa]: 如您所见，这些页面也比我们要多得多，而您将其放在您面前。 我知道现在已经晚了，所以我不想与您一步一步，但是我们在分析数据时正在做出一些真正的更改。 及以后。 您知道，这些只是我们在做出明智的决定时观察到的数据，我们进行节目更改，我们对学生的课程进行更改，如果我们需要说明以确保我们走了，每个孩子都会以优势和他们的需求分配给他们的资格。 因此，我不会全部阅读它们，因为我知道您很累，但是它们在您面前。
[Stephanie Muccini Burke]: 非常感谢。
[Chiesa]: 非常感谢。
[Stephanie Muccini Burke]: 有一项动议可以接收此报告，并将其放入夫人中。 Villanueva？ 第二。 由俄罗斯先生。 所有受到赞成的人？ 是的。 所有对立？ 非常感谢。 谢谢。 目前，我们就法律问题进行了谈判。 运动暂停。 进入执行会议。 现在执行会议。 在执行会议中。 由太太 Villanueva，由Benedetto先生支持。 塞拉恩，请致电。 是的。 是的，七个肯定，负数为零。 我们将参加执行会议，并在另一个房间开放执行会议，以推迟会议。 让我们不要回到这里。