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

[Burke]: Prezante, sèt prezan, okenn absan, tout tanpri monte ak salye drapo nou an. Mwen pwomèt fidelite nan drapo a nan Etazini nan Amerik ak nan Repiblik la pou ki li kanpe, yon sèl nasyon anba Bondye, endivizib, ak libète ak jistis pou tout moun. Apwobasyon nan minit yo nan reyinyon an Mas 6, 2019. Mouvman pou apwouve pa Mesye Russo, seconded by Ms. Kreatz. Tout moun sa yo an favè? Ms. Dibenedetto.

[cflR-3VqII8_SPEAKER_20]: Sou do a nan ajanda nou an, gen nan yon ... nou pa t 'sipoze nou ta mete sa moute.

[Burke]: Nou prezante li. Se konsa, nou te ajoute 12 lis, nou wè sa. Èske mosyon an ki dwe mete sou rapò akòz? politik sante a. Sou mosyon an pou apwouve minit yo jan li amande, tout moun ki an favè? Tout moun sa yo te opoze? Mouvman pote. Apwobasyon nan bòdwo, transfè nan lajan. Mouvman pou apwouve pa Mesye Benedetto. Èske gen yon dezyèm sou planche a? Mesye Russo gen yon kesyon. Genyen yon eko k ap pase nan isit la.

[Ruseau]: Otobis la $ 400 a lès twa fwa diferan pou Brooks, ki sa ki pou sa pou? Se konsa, sa yo pa tankou evènman PTO?

[Patterson]: Non, aktivite elèv yo.

[Ruseau]: Oke. Soti nan kont separe yo. Epitou nan paj senk, tès depistaj inivèsèl se anba sèvis atletik.

[Patterson]: Sa se yon pati nan kont pisin lan, mwen kwè, 361 la. Se konsa, ki ta ka tès depistaj la yo ke yo ta bezwen pou STL, men mwen ka jwenn plis klarifikasyon pou tout total. Mèsi.

[DiBenedetto]: Èske mwen ka renonse ke rapò ke yo te li ak pran atik nimewo de, rapò sou kap vini MBTA fèmen wòl kòm priyorite? Mouvman sou planche a pou sispansyon nan règleman yo. Dezyèm.

[Ruseau]: Hi.

[Burke]: Tout moun sa yo te opoze, yo akòde sispansyon. Nimewo atik de, rapò sou fèmen MBTA wout kap vini yo. Nou gen Mesye Terry McCarthy avèk nou nan ekip la, ki moun ki te moun nan pwen prensipal pou pwojè a GLX nan vil la nan Medford. Ou remake li te mete vèt. Li se yon rezon. Apre sa, mwen pa prezidan an nan ekip la.

[DiBenedetto]: Mwen pa fè mwen.

[Unidentified]: Ou pa t '. ou

[SPEAKER_10]: Oke, di ou mèsi, Majistra Burke, Sipèentandan, manm komite. Fondamantalman, mwen pral eseye epi kenbe yon vèsyon abreje. Mwen konnen ou gen yon anpil nan atik sou aswè a, men mwen pral byen vit ale nan yon ti kras sijè ki abòde nan pwojè a. Ak yon estati trè rapid nan pwojè a, ak Lè sa a, mwen pral jwenn dwa nan antretyen an nan trafik alantou Bridge la Broadway. Se konsa, MBTA a ap bati sèt estasyon tren limyè. Li se yon pwojè sou $ 2.3 milya dola e nou te tou achte 24 nouvo machin limyè tren kòm yon pati nan pwojè a. gen anpil benefis nan pote transpò piblik nan zòn nan. Yo ap tann li pou kapab grandi nan sou 45,000 pasaje nan zòn sa a. Se konsa, sa a se kat la pwojè. Sa a se estasyon Lechmere ki egziste deja a. Epi gen de branch nan ekstansyon liy vèt la, yon sèl branch kout nan Union Square, Lè sa a, sa a se liy lan Medford, ki kouri nan tren an banlye ba. Ak sa a se estasyon an kolèj Ave ki se dwa deyò nan Tufts University. Lè sa a, boul kare, kote detou yo trafik ap vini pou fèmen nan pon an Broadway. Se jis kalite estati a nan kote nou yo nan konsepsyon. Fondamantalman, nou gen apeprè 60 a 70% nan travay la konsepsyon pwojè ranpli ak mwens pase 10% sou konstriksyon an nan moman sa a. Sa a se yon glise nan kòmanse ak fen a nan tèt li. Lè ekstansyon liy vèt la konplè, tren an banlye, liy lan ki ba, yo pral kouri nan koridò sa a. Ak nouvo sistèm nan transpò tren limyè yo pral gen, ak sa a se koupe a nan kote chemen an kominote a se desann liy lan. Sa a se konfigirasyon orijinal la nan koridò a. Sa a pandan ete sot pase a, nou retire sa a tren ak defouye soti bò sa a nan aliyman an. ki pèmèt nou deplase tren an banlye sou pou nou te ka ranpli ègzumasyon an ak enstale miray sa a. Lè sa a, 2020, 2021, nou pral èkskavasyon sou bò sa a enstale transpò a tren limyè ak mi yo ki rete kenbe. Se konsa, sa a vini nan pwoblèm yo ki nan fèmen pon. Bridge la Broadway nan Ball Square pral fèmen sa a Vandredi epi yo pral fèmen pou yon ane. Se konsa, li nan yon fèmen dire trè long. Genyen tou lòt pon, men sa a se youn prensipal la ki afekte vil la nan Medford Se konsa, rezon ki fè nou pa te fèmen pon an pou yon ane, sa a se deskripsyon wouj la se pon an ki deja egziste. Li sèlman gen plas pou de liy tren banlye ki kouri nan li kounye a. Nou ap chire tout sa, kite m 'jis tounen yon sèl. Nou ap retire nan antye li yo pon sa a. ak enstale yon mak nouvo pon ak fondasyon nouvo abutment. Ak aktyèlman longè a ki pral soti nan apeprè 54 pye a 89 pye nan longè. Avèk sa, nou te gen pou enstale yon sant sant pou kont pou longè a ogmante nan pon an. Se konsa, sa a se Broadway Bridge. Sa a se sant la dyaliz. Sa a se kote ale nan bowling te. Sa a se boul kare, soupe Kelly a. Lè sa a se rezon prensipal pou vini jodi a. Pon an pral fèmen Vandredi sa a. Esansyèlman trafik vini Broadway ta desann Cedar, Highland Ave, zòn nan Davis Square, Lè sa a, kolèj Ave, nan poud House, sèk, ak Lè sa a, pral moute nan Warren ak Harvard, ak Lè sa a, desann Main Street ale tounen alantou. Li Zòn nan Street Harvard se yon zòn esklizyon kamyon, ki enjenyè trafik ou ak Majistra Burke te anpil ki bay sipò ak defann pou. Mwen pral tounen nan detou kamyon an. Glisad mwen yo soti nan liy. Mwen eskize. Sa a se detou pyeton lokal la. Se konsa, jan ak siklis ta mache epi ale nan. Gen pral yon sèvis shuttle. Vil Somerville a pral gen yon sèvis navèt, epi yo pral louvri li jiska tout moun. Nenpòt moun ki pral kapab jwenn sou tablo ak pran yon navèt fondamantalman alantou isit la pou nenpòt moun ki bezwen itilize navèt la. Sa a se Washington Street Bridge la, ki ... Mwen gen yon lòt glise. Hmm, oke. Sa yo se lòt pon ki pa pral lakòz gwo efè nan vil la nan Medford, men mwen ta renmen byen vit ale nan yo jis yo montre ke nou ap fèmen pon an Broadway nan ... Mas, ak Lè sa a, nou pral fèmen Washington Street Bridge la nan mwa avril. Lè sa a, nan mwa jen oswa jiyè, nou pral fèmen Medford Street Bridge la. Se konsa, fondamantalman, nan travay ak lavil la ak delegasyon, nou ap kreye twa pasan nan trafik detou. Li pa ta dwe afekte Medford kòm anpil, men kòm ou pral wè, gen nan lòt pwojè nan zòn nan ki pral yo pral sou. Se konsa, nou tout gen kalite prepare pou modèl trafik trè diferan, prèske rejyonal. Lè sa a se pyeton an. Detou bisiklèt. Sa a se Bridge la Medford, ki se prèske mouri sant ant Washington ak Broadway Bridge. Sa a se zòn nan Somerville High School, ak pon an se isit la. Sa a detou nan tèt li se pa sa ki deranje. Pa gen okenn otobis oswa altène wout travay la. Se jis ke li lyen nan ak detou yo lòt. Apre sa, mwen pral montre w ki kote koneksyon sa a, Pearl Street lyen nan McGrath Highway. Men, si mwen tounen nan Washington Street la, zòn nan Pearl Street ki mare nan, ak nan McGrath Highway yo kalite sèk nan. Se konsa, gen yon detou isit la, ak Lè sa a, detou a Bridge Medford sitiye isit la. Sa a se pyeton ak bisiklèt chemen an. Sa a se tout ki disponib sou entènèt, epi mwen tou, si okenn moun vle prezantasyon sa a an patikilye, mwen ka sètènman imèl li nan ou. Lòt dezòd la ki rive ak tout bagay sa yo se wout otobis yo. Otobis Route 80 ak 89, ki kare sèvis boul, epi li jis pi fasil yo wè kat la. Otobis la 80 nòmalman ta vwayaje chemen sa a, ak isit la nan kote pon an fèmen, ak ansanm ak Lè sa a, moute Boston Ave. Nou ap devye li Main Street. Avèk sipò nan Konsèy Vil la, nou te ajoute, aktyèlman, estasyon otobis tanporè, yo te tanporè yo pral gen pou yon ane. Otobis la 80 ap tou sispann nan sèt lòt arè yo ansanm Main Street. Se konsa, jan yo nan Medford ki ap viv apeprè nan zòn sa a, yo pral Jwenn sou otobis la 80 pa ale nan Main Street. Ak yon anpil nan rezidan yo kare boul nou te pale ak ap pale sou swa lè l sèvi avèk sa a mete nan kare Magoon oswa nan kote sa a nou gen de estasyon otobis. Li pral sèvi kòm Tufts University ak rezidan yo tankou nan fen Frederick Street ak Stanley ak sanble. 89 la ki ale nan Clarendon Hill, li pa gen okenn estasyon otobis tanporè. Li nan itilize ki deja egziste estasyon otobis yo mare nan. Zòn prensipal la li afekte ak Medford ta dwe nan katye sa yo isit la, ki se trè menm jan an. Nou predi ke nou pral wè moun ki chanje soti nan 80 la oswa 89 ak fè petèt kèk lòt transfè nan youn nan estasyon yo. Lè sa a, Sullivan a Davis Square se yon wout ki pi kout, men li pral fondamantalman swiv ansanm detou yo ki te mete an plas pou trafik la. Sa yo se detou yo pou Washington Street Bridge la. Pa gen okenn estasyon otobis yo te elimine. Yo ap jis ke yo te demenaje pou 86, 91, ak crosstown nan otobis la. Se konsa, li la toujou, pou egzanp, anba Washington Street Bridge la, gen arè isit la, men yo ap jis deplase nan chak bò. Yon sèl bagay mwen te vle byen vit pale sou, nou te fè yon kantite siyifikatif nan kontak pou pwojè a ak sa a se jis yon View rapid nan reyinyon piblik yo ak efò a flyering, robocalls. Clemente te jis fenomenn ak ede nou soti. E nou te, South Medford, nou te pran yon feyè lou ak te gen yon anpil nan konvèsasyon ak pwopriyetè biznis ansanm Main Street ak sanble. Nou gen yon gwoup k ap travay nan kominote a ki te jis te eksepsyonèl ede pwojè a ak jwenn enfòmasyon soti nan kominote a. Yo te isit la Madi dènye defann pou estasyon otobis yo ak renmen an, epi yo ap reyèlman bon. Jim Silver ak Laura Wimmel te jis fenomenn, osi byen ke Fred Doerzel. Se konsa, nou te itilize medya sosyal. Nou gen 6,500 manm sou lis eksplozyon imel nou an. MBTA a sèvi ak Twitter pou anons sèvis ak renmen an. E nou te fè tou konsyantizasyon rejyonal la. Youn nan bagay ki te eksprime nou se koupe a nan trafik se pwoblèm nan pi gwo nan zòn sa a. Epi se poutèt sa mwen mansyone sou twa pon yo. Looping nan nou. Objektif antye nou yo ak sa nou rele rdemare nou an kanpay la vwayaje te elimine kòm anpil koupe-a trafik jan nou kapab. Men, si nenpòt moun ki nan kondwi desann I-93 jodi a, gen nan siy gwo ki di Somerville backslash Bedford pon fèmen ak dat efikas. Se jis Nan kolekte kontak rejyonal, nou aktyèlman kolekte yon lis ki gen plis pase 1,000 antite diferan. E nou te fè kontak ak 987 nan yo, majorite nan Imèl, men kite mesajri ak fòma entènèt ak renmen an. Ak yon sèl sa a te enpòtan pou pote nan atansyon jan 'nan zòn nan. DCR gen pwojè Foss Park yo ki k ap pase sou dwa nan mitan an nan gwo detou nou yo. Nou gen zòn nan kare Inyon ki gen enfrastrikti, egou, dlo, ak bagay sa yo ke yo te jaden flè ak eleman kalite lari. Devlopman US2 a pa pral plen fè kounye a, men li gen yon potansyèl yo. Lè sa a, Massdot jis te anonse ke yo ap pran yon liy sou Route 1, Tobin Bridge renovasyon, ak Chelsea a Off-ranp. Se konsa, ki pral afekte zòn nan rejyonal. Alfred Street Bridge, ki te travay sou kounye a, yo pral ranpli nan mwa me. Lè sa a, Nò Washington Street Bridge la te orijinèlman fèmen konplètman. Men, lè eta a gade tout fèmen yo, yo te deside yon pon tanporè ta bezwen nan North Washington Street. Sa a se pon an ki sitiye dwa nan Boston Garden. Li nan youn nan pwen yo antre prensipal nan lavil la. Lè sa a, elefan an gwo nan sal la, kazino a encore, Pwograme yo louvri sou 23 jen, ki se yon Dimanch, epi yo atann yon foul moun gwo tankou yon evènman parad Patriots Jou parad, se konsa yo ap prepping pou sa. Yo toujou gen kèk apwobasyon yo ale, men yo ap, ou konnen. Epi sa a, bèl anpil li, nan yon Nutshell. Dwa. Men, si, mwen vle di nou kowòdone tout efò yo si griy nasyonal bezwen travay nan kèk kote epi nou dwe Fè kèk enprevi. Nou aktyèlman te travay ak Chèf Buckley anpil sou detay lapolis Medford ke yo te nan zòn nan. Mwen panse ke nou gen 22 pwograme pou lè pon an fèmen. Men, youn nan pwen yo gwo nan ki se kominote lapolis. Ak nan pale ak Christine, ou konnen, nou te deja diskite otobis lekòl yo pral resevwa nan nan kamyon yo ti lekòl la. MBTA a gen sistèm woulib yo ke anpil moun itilize. Se konsa, nou te pran yon anpil nan tan kowòdone sou sa ki pral rive ak fondamantalman ap resevwa okenn moun kote yo bezwen yo dwe. Epitou, livrezon, anyen nan zòn nan pral gen pou ede.

[Van der Kloot]: Non, mwen pa t 'gen yon kesyon. Mwen jis apresye enfòmasyon an.

[DiBenedetto]: Mwen konnen nou te pale lòt nwit lan nan kay la louvri pou ekstansyon an liy vèt ak tout fèmti yo wout. Enkyetid mwen se ak rerouting nan yon anpil nan trafik sa a se sou Main Street ak lekòl la Columbus mwen te pale ak ou sou se yon blòk kèk lwen la. Se konsa, mwen enkyete. Premyèman, nou te pale sou backup la, e mwen byen kontan ke ou adrese sa ak Kirstine Otobis lekòl yo ak paran nou yo te dirije pou yo ka depoze pitit yo nan yon fason ki san danje, ki apwopriye epi yo pa jwenn kole nan trafik la banlye. Men, lòt enkyetid mwen se konbyen nan elèv nou yo mache nan lekòl la. Apre sa, mwen pa tèlman konsène sou Main Street, li nan jis moun sa yo ki ale nan lari yo tounen jwenn alantou trafik la ak nivo a fristrasyon nan chofè yo nan zòn sa a. Se konsa, mwen jis vle petèt yon anons te fè nan fanmi nou yo soti nan lekòl la Columbus ke chanjman sa a ap pase. Pral gen yon chanjman trafik. Tanpri konseye pitit ou yo dwe plis okouran de machin nan katye a, menm jan tou gen fòs polis nou yo mete ajou ak sa. Mwen pa t 'gen yon chans pou pale ak chèf la lòt nwit la la konsènan pwoblèm sa a, men kèk nan elèv nou yo mache nan katye sa yo, espesyalman senkyèm ane nou yo ki ka mache nan tèt yo. Se konsa, mwen pa vle yo vini ant de machin Yon chofè grav ki pral lontan nan lari a.

[Burke]: Si mwen te kapab, chèf la te trè patisipe nan pwosesis sa a. Mwen panse ke bèl anpil chak semèn nan pwen sa a yo te rankontre ak Todd Blake ak Tim McGibbon, enjenyè nou an. Yon anpil nan lari yo ki ta ka koupe nan kounye a pral gen afich sou yo, epi pral gen ofisye nan fen a lòt ranfòse li. Se konsa, yon anpil nan lari yo sou bò dwat la nan Main Street, mwen devine, si ou te ale nan Somerville, yon anpil nan yo pral limite a sa sèlman jis trafik katye, se konsa pa koupe-a trafik. Lè sa a, lekòl yo, mwen konnen nou te deplase yon otobis sispann moute yon ti kras pi lwen moute, yon pasaj pou pyeton nouvo nou mete nan. Se konsa, nou ka jwenn yon mesaj soti nan lekòl yo, men sètènman lapolis yo byen enfòme.

[DiBenedetto]: Dr Kaye aktyèlman voye yon anons bay fanmi yo jis yo dwe okouran. Se konsa, yo ap pa, se konsa gen nan yon anpil nan moun yo pa reyèlman mande sa k ap pase nan Somerville ak fèmen pon. Se konsa, li jis yon konsyans nouvo pou fanmi sa yo. Mèsi.

[Burke]: Mèsi. Èske gen nenpòt lòt kesyon? Mèsi anpil pou vini, Mesye McAuliffe, epi nou pral wè ou byento. Mèsi. Èske li jis isit la pou yon sèl bagay la? Oke, pandan ke nou ap anba sispansyon, Ms. Mustone te mande nou pran Atik 3, rekòmandasyon pou apwouve don nan McGlynn Middle School pa Medford Jeni ak Sondaj, Mesye Tucci.

[Tucci]: Bonswa, tout moun.

[Burke]: Bonswa.

[Tucci]: Lekòl Mwayen McGill te resevwa yon don nan kantite lajan $ 500 nan Medford Jeni ak Sondaj nan sipò inisyativ Way Mustang ki te woule ane pase. Don an pral itilize pou achte prim pou ankouraje elèv yo antre nan konpetisyon redaksyon Mustang Way ak konpetisyon medya yo. Ak sa ki annapre a se yon deskripsyon sa a konpetisyon. Li pral pran plas nan sezon prentan an nan 2019. Nan Medford, nou tout mustang. Way nan Mustang se yon filozofi oswa yon fason nan tèt ou ki pote tout elèv yo ak anplwaye yo ansanm. Nan yon redaksyon, apeprè sou yon paj lontan, oswa yon pwodiksyon videyo, oswa yon anrejistreman vwa. Elèv yo pral fè konpetisyon pou yo ka pataje pwòp refleksyon pèsonèl yo. Ak lajan sa a pral itilize yo nan lòd yo ankouraje patisipasyon yo nan konpetisyon sa a ak konpetisyon. Epi nou ta renmen emèt li nan kominote lekòl nou an pou montre konbyen nouvo filozofi nou an ak fason pou fè bagay nan McGlynn se yon fason pou sistèm lekòl la.

[Burke]: Trè bèl, Mesye Tucci. Epi se li Mesye Veneziano?

[Tucci]: Mesye Veneziano, mwen vle remèsye l 'ak Medford Jeni ak sondaj pou don jenere yo. Apre sa, mwen vle tou remèsye Ms. Hong Lu, yon pwofesè retrete nan McGlynn a, pou ede jwenn don sa a fason nou an.

[Burke]: Trè bèl. Èske gen yon mosyon pou apwobasyon nan don pa Mesye Ruggiero, seconded pa Madam. Mustone? Vote apèl woule, tanpri. Wi, sèt nan afimatif, zewo nan negatif, mouvman an pase. Mèsi anpil. Mèsi. Kouman sou nimewo kat tou? Genyen yon rekòmandasyon pou apwouve yon bousdetid. Mesye Toomey, Curtis Top School.

[Patterson]: Mèsi. Mesye Toomey pa t 'kapab isit la, se konsa mwen prezante nan non li. Sa a se konsènan bousdetid pou yon Curtis Tufts granmoun aje yo. Epi li te entansyon an se pou yon bousdetid $ 500 pou yon lekòl komès oswa pwogram teknik. Yon moun ki fakilte a santi l gen potansyèl kòm yon pòs elèv lekòl segondè. Se konsa, sa a bousdetid ta dwe, entansyon an ta dwe kòmanse ak klas la nan 2019. Apre sa, yo ta renmen kontinye nan pwochen ane kòm yon kontinyèl $ 500 bousdetid. Se konsa, li mande yo apwouve bousdetid la pou pwogram nan Donna Palumbo nan Curtis Tufts yo.

[Burke]: Bèl bagay. Ak Bernice Sauer gradye ane pase a. Wi. Trè bèl. Èske gen yon mosyon pou apwobasyon pa Ms. Vanderkloot, seconded pa Mesye Benedetto?

[cflR-3VqII8_SPEAKER_20]: Vote apèl woule, tanpri.

[Burke]: Wi, sèt nan afimatif, zewo nan negatif la. Mouvman pase. Oh, absoliman. Mèsi, lèt. Tou de nan sa yo. Atik senk, rekòmandasyon pou apwouve egzèsis kòmansman nan Tufts University. Mesye Delava.

[D'Alleva]: Bonswa komite ak Majistra Burke ak Sipèentandan Edouard-Vincent, pou mande yon rekòmandasyon pou fè egzèsis kòmansman nou pou klas lekòl segondè Medford nan 2019 ki dwe fèt Mèkredi, 5 jen nan 6 p.m. nan Gantra Fanmi ak Konvokasyon Sant nan Inivèsite Tufts.

[Burke]: Mouvman pou apwobasyon pa Mesye Benedetto, seconded pa Ms. Kreatz. Vote apèl woule. Wi, 7 nan afimatif la, 0 nan negatif la. Mouvman pase. Ta dwe. Ta dwe.

[D'Alleva]: Ta dwe. Yeah.

[Burke]: Dwèt janbe lòt. Se sèlman Mas. Non. Yeah, pa gen okenn. Mèsi. Mèsi. Kalandriye ane lekòl la, ou ta renmen pran sa tou? Rekòmandasyon pou apwouve kalandriye ane lekòl 19-20. Ms. Caldwell.

[Caldwell]: Bonswa. Bonswa. Nan pake ou ou ta dwe gen 2019-2020 nou an Kalandriye lekòl la. Mwen te mande tout administratè yo pran yon gade nan li yo wè si gen nenpòt ki erè te fè, ak mwen espere pa gen okenn. Men, mwen voye l 'bay ou tou. Ak enteresan ase, si tout bagay ale byen ane pwochèn, nou pral jwenn soti sou 12 jen, mwen panse, si nou pran lwen sa yo sèt jou nèj. Men, ou sonje 1ye avril tanpèt nèj la, dwa? Wi, nou fè. Pa fè nou sonje sa.

[DiBenedetto]: Ms. Dibenedetto. Premye a tout, mwen ta renmen fè yon mosyon pou apwouve kalandriye a. Men, tou, mwen ta renmen kalandriye sa a kòm byen ke dènye jou a nan lekòl mete sou sit entènèt la pou moun yo trè klè tankou ki jan bonè dènye jou nou an nan lekòl la se. Akòz lefèt ke yon anpil nan kan pa louvri sa byen bonè. Apre sa, mwen pa konnen ki sa nou te pwograme pou kan ete nou an plezi, men gen tankou yon bonè estime dènye jou nan lekòl la, petèt nou te ka pale ak moun sou menm sèvis nan tout vil la, pwogram rekreyasyon. Nou bezwen sa a kominike nan tout paran yo pa rete san yo pa pran swen pou pitit yo nan yon ane dwòl tankou sa a. Se konsa, de mosyon sa yo.

[Burke]: Tout righty. Ms. Vander Ploot. Oh, mwen regrèt. Mesye Ruggiero, mwen panse. Mesye Ruggiero. Mèsi, Majistra.

[Ruggiero]: Mwen jis ta renmen tou rekòmande ke nou mete dat la lotri pou seleksyon an lekòl mwayen tou sou kalandriye sa a, si sa posib.

[Caldwell]: Pou ane pwochèn, w ap pale de? Wi, sa a dwat. Osito ke nou konnen ki dat li pral.

[Burke]: Sa a se laj, kòm opoze a lekòl segondè. Yeah, mwen konprann. Mwen jis vle mete sa. OK, gen yon mosyon sou planche a pou apwobasyon pa Mesye Benedetto, seconded pa Mesye Russo. Tout moun sa yo an favè? Aye. Tout moun sa yo te opoze? Mouvman pase. Mèsi. Mouvman pou retounen nan lòd regilye nan biznis pa Mesye Benedetto. Èske gen yon dezyèm sou planche a? Tout moun sa yo an favè? Aye. Tout moun sa yo te opoze? Mouvman pase. Rapò Komite, Sub -komite ED Espesyal, 5 fevriye 2019. Mesye Benedetto.

[DiBenedetto]: Premye reyinyon pou kominote nou an Li te Diane Caldwell, Asistan Asosye Sipèentandan. Kathy Medaglio, direktè sèvis elèv yo. Neil Osbon, Direktè Divèsite ak Enklizyon pou Vil Medford. Bernadette Riccidelli, Direktè Kourikoulòm ak Enstriksyon. Anthony Petrellis, Direktè Pwogram Fon pandan ete a. Alec Luric, yon paran. Toni Wray, sipèvizè sèvis sante yo. Megan Fidler-Carey, Direktè Medford anvan ak apre pwogram lekòl la. Kate Quinn, Metòd Lwazi Depatman, Emily Lazzaro, Asistan Egzekitif Sipèentandan an, ak di ou mèsi pou pran nòt yo. Dr Marice Edouard-Vincent, Sipèentandan Lekòl yo, Tanya Sullivan, CPAC Ko-Prezidan, Melanie McLaughlin, CPAC Ko-Prezidan, Patricia Kane, della Grace, se Dr., ki soti nan Lesley University, Beverly Evelance, Evans nan Lesley University, Lauren Carlin, ETL soti nan Lekòl Piblik Andrews. Komite nou an te gen de konsantre pou ane sa a. Youn nan se soti-of-lekòl tan, ak dezyèm lan se konsyans andikap. Nan reyinyon sa a, nou te konsantre sou planifikasyon tan deyò lekòl la ak kowòdinasyon pou vakans ak pwogram ete yo. Nou te kòmanse pa dekri pwogram aktyèl nou yo, pwogram anvan ak apre lekòl nou an, kan ete nou an, ak pwogram lwazi vil la. Nou diskite pèsonèl ak fòmasyon pou tout anplwaye yo ak ki kalite akomodasyon yo te fè pou elèv ki gen andikap. Anvan ak apre pwogram lekòl la gen yon lis datant ak sijesyon yo te fè nan travay ak Lesley University pou yo eseye ranpli Gen kèk bezwen pèsonèl pou nou ka deplase ki lis datant ansanm. Epitou yon gwo lide te gen CCSR ak onore elèv ki soti nan Medford High School pou sèvi kòm volontè pou ede pwogram lan pi souvan. Kan fon ete a te diskite ak lide a nan yon enskripsyon pi bonè pou pwogram pou nou ka satisfè bezwen yo ak nimewo nan kan yo te diskite tou. Twa-nivo prix pou enskripsyon bonè, enskripsyon regilye, ak enskripsyon an reta te ofri. Yon manyèl ke yo te kreye pou anplwaye a, youn pou anplwaye yo ak youn pou fanmi yo, se konsa tout moun gen tout enfòmasyon ki nesesè. Epi li klè ki jan kranpon fon ete nou an kouri. Nou gen yon EMT sou anplwaye yo, yon enfimyè distribye medikaman, men fòmasyon pou anplwaye a te minim. Nou ap travay pou ogmante opsyon sa a. Kan an pa janm vire nenpòt moun ki ale. Yo fè pi byen yo pou akomode tout bezwen yo. Menm si yon paran bezwen enskripsyon dènye minit, pa gen okenn timoun ki te janm vire do soti nan kan an. Elèv ki gen andikap ka kalifye pou ESL yo nan lòd yo kenbe epi yo pa pèdi ladrès sosyal emosyonèl pandan ete a. IEPs nan elèv sa yo yo pataje ak administrasyon an kan pa depatman edikasyon espesyal nou an nan kòmansman mwa jen. Yo ap chanje fòm enskripsyon an pou ankouraje tout paran patisipan yo pou bay IEP yo ak 504s pou nenpòt elèv ki vini nan kan an. Se konsa, nou kapab Prepare pou bezwen chak elèv epi fè akomodasyon lè sa nesesè. Rekreyasyon Metòd la tou prezan nan reyinyon an epi yo gen yon manm pèsonèl ki gen yon istwa long nan travay ak elèv ki gen andikap. Yo louvri pou patisipe nan nenpòt ki fòmasyon yo ofri. Li te santi tankou li te yon reyinyon trè pwodiktif. Anpil etap yo te pran deja amelyore pwogram nou yo ak kominikasyon nou yo ak fanmi yo. Minit reyinyon yo te tache ak nòt sa yo tou. Nenpòt kesyon, tanpri fè nou konnen.

[Burke]: Patisipasyon kominote a.

[Edouard-Vincent]: Bonswa, tout moun. Lekòl la Roberts, mwen vle bay yon aktyalizasyon. Nan Jedi, 7 Mas, Lekòl la Roberts ki gen eksperyans yon evènman ki pa prevwa ki enplike lapolis la Medford ak lekòl la ke yo te oblije abri nan plas li. Sa a te fèt yo nan lòd asire sekirite a nan tout timoun yo ak granmoun nan pwogram nan apre-lekòl la. Mwen ta renmen remèsye pèsonèlman ekip apre lekòl la, administrasyon lekòl la, Medford lapolis paran yo ak elèv yo pou lespri koperativ yo pandan yon tan grav. Nan moman sa a mwen lage yon deklarasyon ki deklare ke tout fanmi yo te avize e an reyalite yo te fè yon tantativ men se pa tout fanmi yo te kontakte. Pou sa mwen sensèman eskize pou bay move enfòmasyon. Mwen te soulaje anpil lè yo te pwoblèm nan grav rezoud pa lapolis la Medford. Mwen pa gen okenn lòt enfòmasyon konsènan ensidan an e mwen ta mande fanmi yo rive jwenn lapolis Medford pou plis enfòmasyon konsènan sa. Sitiyasyon sa a se te yon eksperyans aprantisaj pou tout moun nan nou e nou te fè imedya chanjman sekirite entèn yo asire kominikasyon rapid nan tout fanmi yo. Anplis de sa, Lendi dènye nan lekòl segondè a, nou te gen asanble Mwa Istwa Nwa nou an. Lekòl Segondè Medford la ak Medford Vokasyonèl Lekòl Segondè a selebre Mwa Istwa Nwa. Mwen ta renmen remèsye Asistan Direktè Dr Stacey Mulligan, ki moun ki te pran plon an sou pwojè sa a, epi li te di m 'elèv yo te pran lide a ak kouri ak li. Yo reyèlman te planifye yon evènman enkwayab ak amizan. Mwen vle remèsye tout elèv ki te patisipe nan pwogram lan. Ebion Abshir, ki moun ki te aji kòm MC, Jovia Morambe, ki moun ki fè yon chante Alicia Keys pandan y ap jwe klavye a, Chioma Opara, reprezantan pwòp elèv nou yo sou komite lekòl la, li li yon powèm orijinal la, Antonia Collins ak Nadia Farmer te bay istwa a nan West Medford, ak Edwins BoZeal diskite istwa a nan mizik Afriken soti nan 191 nan West. Apre sa, li te ede pa Shane Colbert, ki moun ki tou DJed pou evènman an. Elèv yo te patisipe tou nan yon montre mòd. Apre sa, mwen ta tou renmen jis pwolonje yon espesyal mèsi nan Direktè Deleva. ak Direktè a nan Divèsite, Neil Osborne, pou remak yo. Mwen ta renmen tou remèsye Tony Fonseca, yon ansyen metòd Mustang Metang High School, ansanm ak elèv yo ki te bay yon gwo pèfòmans tanbou miltikiltirèl. Se konsa, li vrèman te yon evènman bèl bagay. Mwen menm mwen ta renmen pran opòtinite sa a remèsye Gwoup la PTO nan tout vil la ki mete ansanm yon aswè bèl bagay ak asistan yo Harlem. Mwen te di ke yo te vann plis pase 800 tikè pou evènman an. Te jimnazyòm nan chaje ak li te vrèman yon evènman amizan pou tout moun. Mwen konnen ke yo te travay trè difisil sou jwenn evènman sa a pou ranmase lajan ansanm, se konsa Felisitasyon yo, epi di ou mèsi. Semèn pase a, sou Mas 14th, li te Pi Jou, e mwen te gen opòtinite pou yo selebre Pi Jou nan McGlynn Middle School, ak pwofesè setyèm klas Robin Irving ak Patty Haas yo, yo te gen plizyè men-sou aktivite pou elèv yo. Yo envite anpil manm nan biwo santral vini ak patisipe Epi li te yon evènman aprantisaj bèl bagay, epi yo te rive nan wè ki jan PI te kapab gen rapò ak mond reyèl la. Se konsa, li te yon tan aprann plezi pou tout sa ki te enplike nan sa. Yon ajou sou Tristan Howard. Vandredi dènye a, Tristan te vwayaje nan Vil New York pou fè konpetisyon nan New Balans Nasyonal yo. Li konpetisyon nan divizyon elit émergentes yo. Nan priz la 55 mèt, Tristan fini nan plas 11yèm, ranpli li nan 6.57 segonn. Se konsa, sa a trè vit. Malerezman, se sèlman uit nan tèt te deplase sou final yo. Sepandan, nou trè fyè de akonplisman sa a. Ak nan adisyon a sa, nan 200 mèt la, Tristan fini nan nevyèm plas. ranpli li nan 22.3 segonn. E ankò, sèlman uit nan tèt te deplase sou. Men, nou vle di Felisitasyon a Tristan. Li te vrèman yon eksperyans aprantisaj gwo pou l '. Ak bon nouvèl la se li se sèlman yon jinyò, se konsa nou gen yon lòt ane pou kontinye wè sa ki bèl bagay li pral fè. Samdi ki sot pase a, mwen te gen opòtinite pou yo ale nan seremoni gradyasyon lekòl Japonè a. Yo te òganize seremoni yo nan lekòl segondè a epi mwen te vle remèsye Jeneral Japonè konsil Michi ak direktè Ishikawa pou envitasyon Majistra Burke ak tèt mwen pou patisipe nan seremoni sa a. Te gen anpil gradye. Lekòl Aprantisaj Japonè a, ki pran plas nan lekòl segondè a, edike apeprè 800 elèv yo pou chak ane soti nan jadendanfan nan lekòl segondè. Li anseye tou Japonè kòm yon dezyèm lang. Se konsa, yo te ak Medford High School pou 45 ane ki sot pase yo. Se konsa, li se vrèman yon patenarya depi lontan. Epi li te yon plezi pou pataje nan jou espesyal sa a avèk yo. Anfen, kèk evènman kap vini yo. Nou gen yon jis tranzisyon ap prepare pou rive. Se konsa, sa a pral pran plas nan Mèkredi nan bèl bagay bistrot nou an 489 soti nan 6 a 9 p.m. Ak Lekòl Piblik Medford yo ak biwo lekòl piblik Winchester nan edikasyon espesyal yo kenbe jis tranzisyon anyèl yo ki fèt pou elèv ki gen 14 ane ki gen laj ak pi gran ki gen andikap yo ede plan pou lavi apre lekòl segondè. Yo ankouraje paran yo, gadyen yo, ak elèv yo pou yo ale nan evènman sa a gratis yo aprann sou kominote ki baze sou sèvis ki disponib pou granmoun ki gen andikap. Ekspozan yo ap gen ladan enfòmasyon konsènan sipò pou ladrès k ap viv endepandan, fòmasyon pwofesyonèl, adapte pwogram edikasyon, ak opòtinite lwazi, ak tou lojman ki bay sipò. Se konsa, sa a, se jis la tranzisyon, kidonk, tanpri gaye pawòl la. Epi tou nan Mèkredi nan semèn sa a, li nan jou lage bonè nou an, Mèkredi, 20 mas. Apre sa, mwen konnen ke McGlynn Middle School la ap òganize yon evènman gratis artistik glas nan La Conte pou elèv lekòl mwayen. Ak nan lekòl segondè Medford, gadmanje Priscilla a pral ofri diri ak pwa Soti nan 12 a 1230 ak CAF 3 pou nenpòt ki elèv ki ta ka enterese. Ak sa yo se dènye mwen pou semèn sa a.

[Ruseau]: Wi, mèsi pou sa. Èske nou ta ka jwenn yon rapò ki prezimableman ta dwe bay yon sesyon egzekitif sou ensidan an ak sa ki te ale byen ak pwosedi nou yo ak sa ki amelyorasyon nou ta bezwen.

[Mustone]: Yon ti limyè ke mwen genyen. Mwen te pale ak Chèf Polis Vandredi dènye a paske paran yo nan Roberts yo te jis pale avè m 'pandan mwen te nan lekòl la. Men, lè mwen te pale l 'nan Vandredi, li te di nonm lan te nan prizon an. Li te kenbe jouk jodi a. Ak jodi a li te ke yo te arraigned. Apre sa, mwen pa gen yon ajou. Ak chèf la Te panse li te kapab petèt jwenn yon 30 oswa yon 60-jou evalyasyon ps. Se konsa, èspere ke, pral gen yon imèl lè mwen rive lakay ou. Men, lapolis yo trè sou tèt li epi yo vle asire w ke Roberts paran yo konnen ke yo ap swiv li trè sere. Mèsi.

[Burke]: Mesye Rousseau, ou ta renmen mande yon dokiman konfidansyèl? Wi, tanpri.

[Ruseau]: Manyen lekòl la, men tou ki jan nou entèfere ak lapolis la, si gen nan nenpòt ki amelyorasyon nou bezwen fè nan pwosedi yo.

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

[Ruseau]: Mwen panse ke li te jis notifikasyon.

[Edouard-Vincent]: Wi, e te gen yon anpil nan kesyon, men nou vrèman, mwen pa t 'gen enfòmasyon sa yo. Sonje byen, Ms. Stone te gen plis enfòmasyon pase m '.

[Ruseau]: Yeah, mwen jis pa reyèlman klè sa ki pwosedi nou yo pou ki jan nou ap sipoze aktyèlman okipe li. Se pa ke anplwaye a pa konnen, men.

[Burke]: Atik sèt, sou 2018, analiz analiz ak kourikoulòm.

[Mustone]: Ms. Kahn.

[Edouard-Vincent]: Ms. Kahn ap vini pi devan. Twa prezantasyon sa yo soti nan Madam. Kahn, Rocco Sieri, ak Dr Chiesa yo pral adrese yon swivi nan prezantasyon nou an ki te pran plas nan sezon otòn la, kalite kote nou te ak sa nou te fè estratejik kòm yon distri, Apre sa, mwen kwè ke tout nan rapò sa yo yo pral byen enfòmatif pou ou.

[Khan]: Mèsi. Bonswa, tout moun. Se konsa, mwen pral kòmanse soti nan sa mwen gen nan paj 1. Atik 1.A bay yon bwèf BECA de rapò an. Yon Layout tès nan klas 3 a 8 MCAs. Layout sa a ak kalite kesyon an, tab la ke ou wè nan pati anba a, kalite kesyon, pwen total, ak nivo klas yo. Tès sa a te fèt premye fwa nan 2018, se konsa ane pase a Elèv nou yo te pran li trè premye fwa ak sa a diferan kalite fòma kesyone. Men, lè nou ale nan paj 2, ou pral wè rès la nan tab la. Lè sa a, ou pral wè Atik 1.B, ki se Legacy Klas 10 MCAs, ak elèv yo te pran li. Nan 2018 pou klas 10 sèlman. Se konsa, fòma yo toujou rete menm jan an, Legacy 1. Ak ane sa a, nan 2019, yo pral pran li nan fòma a nouvo, ki ou pral wè nan paj 3. Se konsa, ki Layout nan paj 3 se nan liy ak sa ki elèv nou yo nan klas 3 a 8 te pran ane pase a. Se konsa, nou wè ke tout klas soti nan 3 a 8 ak klas 10 pral finalman ap pran li nan fòma a nouvo pou tan an trè premye ane sa a tout ansanm. Sinon, klas 3 a 8 te deja pran li. Lè sa a, nan atik 2, tab sa a te tou nan tablo rezilta Oktòb mwen an. Men, si nou ale nan paj 4, mwen kwè, mwen espere paj mwen yo ap matche ak ou. Nou wè 2018 pwochen jenerasyon matematik MCAS nivo pèfòmans elemantè, ak Lè sa a, nou wè nivo pèfòmans lekòl mwayen, ak Lè sa a, sou ak pou fè. Nou wè nivo pèfòmans lekòl segondè, epi ki te swiv pa nòt yo CUSP pa klas la. Tablo sa a se nan enterè espesyal paske li montre ke elèv yo ki bay nòt soti nan a $ 4.99 te gen pou chak gram. Mèsi. Se konsa, lè ou wè nan nòt yo CUSP pa klas, ou wè done yo cusp dwa nan mitan an. Lè sa a, sou bò gòch la, ou wè konbyen Met atant sou bò gòch la nan sa. Ak sou bò dwat la, ou pral wè si elèv sa yo cusp ta fè li. Ak 490 a 499 se reyèlman trè pre. Li se yon kesyon de pafwa gen yon sèl, de kesyon, de ak yon mwatye kesyon kòrèk, si li nan yon repons konstwi. Nou remake sa, ak Lè sa a, nou te deplase sou tab la pwochen, estanda lekòl primè koupe domèn, distri kont pèfòmans eta a. Ou wè ke nan klas twa, nou se sitou sou bò pozitif, men lè li rive klas kat ak klas senk, nou ap wè yon diferans negatif. Mwen pral tounen vin jwenn li nan jis yon koup la minit. Mwen pral deplase sou paj 6, kote nou wè klas 6, klas 7, ak klas 8 tou sou yon tab menm jan an. Lè sa a, nou menm tou nou wè klas 10. Mwen jis te fè kèk etid sou istwa a nan pwogram nan matematik ki te adopte, prevwa. Epi li sanble, epi li parèt, e mwen byen konfidan sa a, se sa ki te pase, se ke klas twa a ke nou ap wè isit la ak rezilta pozitif, sa a, se premye klas la ki te kòmanse lè l sèvi avèk anvizaje nan nivo a jadendanfan. Se konsa, Lè sa a, Klas Kat nan tan sa a, sa a klas aktyèl kat te lè l sèvi avèk matematik chak jou, e konsa te klas senk. Se konsa, li ta ka ki klas patikilye, sa yo de koort, Pa mete aksan sou fondasyon yo nan pwogram etid nan pwen sa a paske pwogram lan pwobableman te soti nan dat. Epitou, nan klas kat, nou wè fraksyon pran sou gwo tan. Sa se yon gwo konsèp. Epi nou wè yon diferans nan negatif 11. Apre sa, mwen pa sezi paske kòm yon pwofesè lekòl segondè, mwen te wè elèv yo lite ak fraksyon menm lè aljèb 1 yo te anseye yo. Se konsa, ou pral wè ki etap nou te pran, men nou te note sa. Nou menm tou nou te note ke tandans nan menm jan an te rete nan klas 4, nan klas 5, mwen eskize. Lè sa a, nou yo tou wè nimewo ak operasyon ke elèv yo gen difikilte pou nan baz 10. Ak nan kou, nou deplase sou klas 6, 7, ak 8. Nou kontinye wè sitou diferans negatif. Lè sa a, nou ale nan klas 10, ki se kote nou wè pi piti diferans nan pwen yo distri posib ak eta pwen posib. Ki sa ki nan enterè espesyal pou nou epi yo pral pwobableman ede nou santi Santi yon ti kras pi bon sou nòt nou an se ke elèv nou yo, distri a vle di percentile kwasans elèv yo te rete nan liy nan eta vle di, percentile kwasans elèv yo. Se konsa, si yon distri elèv kwasans percentile nan sèten klas, SGP rete nan 40 a 60, ki nan konsidere kòm yon bon yon kwasans yon ane. Pifò nan nou an, ak eksepsyon de 39.9, li nan .1 diferans, pi fò nan kwasans elèv nou yo ki gen. Ak an reyalite, nou wè nan klas 10, li te byen lwen depase 40 a 60. Se konsa, sa a, se pwobableman prèske yon ane ak yon valè mwatye nan kwasans. Pwochen paj gen sa nou te fè pou Preparasyon an ane sa a epi yo pral kontinye travay sou sa yo. Nou gen K nan 5. Nou te pran yon kèk etap. Yo tout ki nan lis la. Nou menm tou nou fè kowòdinasyon done pou klas 3 jiska 5, klas ki ap pran MCAs. Lè sa a, nou te tou fè byen kèk travay nan kolaborasyon nan-distri ak soti-of-distri kolaborasyon nan Nivo sa a, nivo elemantè espesyalman. Nou menm tou nou te pran atik aksyon nan nivo lekòl mwayen ak nan nivo lekòl segondè. Lè sa a, mwen te ki nan lis etap sa yo nan lavni jan mwen prevwa pou depatman matematik pou distri a.

[Ruseau]: Mèsi anpil. Ou ap akeyi. Ou te ban mwen anpil opòtinite pou kesyon, men mwen pa vle kenbe nou isit la tout nwit lan. Se konsa, lè mwen gade nan varyasyon sa yo ant 2017 ak 2018, Mwen pa konnen si wi ou non gen nan nenpòt ki siyifikasyon estatistik nan diferans ki genyen. Apre sa, mwen pa panse sit entènèt eta a bay enfòmasyon sa a jan mwen te gade li infiniman. Apre sa, yo pa di ou anyen sou si li vle di anyen. Sa a dwat. Ou gen detay yo pou kapab konnen yon chanjman nan 6% a 7%? Li fasil jwenn eksite lè nou ale moute 2% ak Lè sa a, jwenn tout deprime lè nou desann 2%. Men, yo ta ka konplètman san sans epi yo pa gen anyen fè ak anyen lòt pase li nan yon seri diferan nan timoun ki te pran tès la. Se vre. Se konsa, sa a, se kote mwen lite ak tout enfòmasyon sa a, se ke sa ki nan aktyèlman enpòtan se eta a pa sanble yo reyèlman ka enterese nan sa. Men, ou gen plis detay ki ede konprann sa?

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

[Ruseau]: Mwen nan paj 4, premye tab la. Wi. Se konsa, gade nan twazyèm ane, depase atant, nou te ale nan 6% a 8%, ki son bon. Eta a te soti nan 7% a 10%.

[Khan]: Sa a dwat.

[Ruseau]: Men, si ou pa t 'konnen anyen sou matematik, ou ta di, byen, nou pa t' ogmante kòm byen ke nou ta dwe gen. Sa a dwat. Konbyen timoun aktyèlman te pran tès la, epi li se yon seri diferan nan timoun yo.

[Khan]: Gen fason twòp faktè ki ale nan jwe nan sa. Ou konnen, nou - li nan tankou li nan 1 pousan kwasans, men lè ou reyèlman - oswa 2 kwasans pousan, men lè ou reyèlman gade nan li, li te kapab yo te yon varyete de faktè. Se konsa, li te kapab Kòm ou te di, démographie chanje. Li te kapab yon seri sèten nan elèv yo te jis pa santi li jou sa a. Petèt yo pa t 'gen yon bon nwit nan dòmi. Petèt, ou konnen, nou echwe pou pou idantifye yon kalite patikilye nan pwoblèm, se konsa yo rate yon pwoblèm. Yo ka te elèv yo CUSP.

[Ruseau]: Se konsa, nou pa ta dwe jwenn twò eksite pa monte e desann yon pousan kèk se ki jan mwen pran ki done yo. Pral moute yon pousan koup pa vle di nou nesesèman te kòmanse fè yon bagay pi byen. Jis tankou desann yon pousan koup pa vle di nou te kòmanse fè yon bagay vin pi mal. Oke. Ak sa a se referans nan yon koup la kote. Gen pral chak trimès anvizaje evalyasyon referans. Sa a dwat. Èske evalyasyon sa yo yon bagay nou - nou te fè yo nan mwens frekans, oswa se li tout nouvo ke nou pral kòmanse fè yo?

[Khan]: Se konsa, nou te kòmanse li ane sa a. Nou te kòmanse evalyasyon yo ane sa a. E nou te pran yo dwa soti nan anvizaje paske nou pa t 'envesti nan yon lòt pwogram ki ta imite MCAS-tankou kesyon. Pi bon an nou ta ka fè ane sa a te prevwa. Nou te pran li nan men yo, men nou complétée referans yo chwa miltip ak yon kesyon repons konstwi, ki ta dwe plis nan liy ak kesyon MCAS. Se konsa, antrenè yo mete l 'ansanm pou ke elèv yo gen yon konbinezon bon.

[Ruseau]: Epi se tès sa yo tès yo ke pwofesè yo ap itilize pou evalye klas yo?

[Khan]: Èske ou ta lide repete sa, tanpri?

[Ruseau]: Èske sa yo menm tès yo ke yon pwofesè ta itilize pou evalye klas la?

[Khan]: Non. Pwofesè yo ap itilize tès inite pou sa. Sa yo se referans pou nou konnen ki kote yon elèv se an tèm de yon konsèp patikilye ak pwofesè ka travay sou li. Pafwa nou te teste elèv yo sou yon referans, sou yon kesyon nan yon referans, jis yo wè ki kote yon elèv okòmansman se, kote yon klas se okòmansman. Konbyen yon pwofesè, ki kantite nan yon tan ta dwe yon pwofesè dedye? nan konsèp sa a an patikilye. Ki sa yo ap vini nan ak? Se konsa, referans sèvi anpil, anpil rezon. Li ta ka jis figi konnen ki kote klas la se. Li ta ka kalkile sèten, ou konnen, sèten sougwoup nan elèv yo. Men, nou te itilize li pou anpil moun, anpil, tankou antrenè yo ak mwen aktyèlman chita epi analize done yo wè sa k ap pase. Lè sa a, antrenè ale retounen lakay yo epi pale ak pwofesè yo sou konsèp an patikilye ki pa t ' Ke nou pa t 'wè anpil pèfòmans sou nan referans yo.

[Ruseau]: Se konsa, mwen vle di, yon sèl bagay ke mwen enkyete sou se ke nou depanse tout tan nou an tès timoun yo epi yo pa anseye yo. Ak ant tès MCAS preparasyon pou oswa kèlkeswa sa ki apwopriye tèminoloji a se, ak tès sa yo, sa yo, se tout nan adisyon a inite tès pwofesè yo ap fè. Sa a dwat. Se konsa, mwen ta renmen fè yon mouvman Ke yo bay yon rapò bay komite a pa 8 avril, ki detaye tout tès yo, ki gen ladan tès pratik yo bay elèv yo K jiska klas 8yèm ane, kraze pa nivo klas ak lekòl la, egzante tès pwofesè yo bay evalye klas, se konsa tès sa yo inite yo pa enkli ladan li. Apre sa, mwen ta renmen rapò sa a gen ladan frekans ak dire nan tès yo, ak tès pratik bezwen yo dwe klèman delimiter.

[Edouard-Vincent]: Konbyen tan tès la ta dwe pran? Se konsa, bagay la sèlman ak dire ta dwe kèk elèv bezwen plis tan pase lòt moun, men entansyon an ta ka yon sèl peryòd ansèyman ke elèv yo yo gen dwa gen.

[Ruseau]: Yeah, mwen vle di pa dire aktyèl, jis espere dire. Apre sa, mwen gen li enprime konsa ou pa bezwen ... o, oke.

[Edouard-Vincent]: Mèsi. Mèsi. Mèsi.

[DiBenedetto]: Mèsi. Se konsa, sa a se done reyèlman bon. Menm si yon ti varyab oswa, ou konnen, diferan timoun oswa diferan klas oswa diferan moun ki pran tès la nan diferan moman, li ba nou yon gwo zòn nan ki zòn, tankou, ki konsèp nan matematik nou ap pi fò nan ak ki sa nou pa. Se konsa, mwen renmen wè kèk nan done sa a. Men, mwen pa konnen si sa a se kraze pa sougwoup yo ak sa ki gwoup elèv yo bezwen plis tan, plis atansyon, plis leson patikilye pou sa yo kalite evalyasyon. Se konsa, mwen jis mande si ou gen ke done ki ta ka benefisye pou moun, pou nou fè detèminasyon nan lavni sou sa ki sougwoup ta ka bezwen, si yo bezwen plis tan, Si yo bezwen plis pratik, si yo bezwen plis fasilitatè ki bay egzamen an oswa ti gwoup oswa kèlkeswa sa, nou jis vle asire ke elèv sa yo ap pwogrese tou epi yo gen siksè nan sa a epi yo gen tout opòtinite yo dwe reyisi nan fason sa a. Se konsa, pou referans nan lavni, kèk enfòmasyon sougwoup lè sa a se prezante ta dwe itil.

[Khan]: Mèsi.

[Van der Kloot]: Mèsi pou rapò sa a. Nan paj 5, youn nan bagay sa yo mwen remake, epi ou sòt de te fè yon kòmantè sou bò kote, te ke, an reyalite, nan nivo a klas 4 ak klas 5, gen reyèlman sanble gen kèk lit ak fraksyon. Wi. Epi ou te di, e mwen remake sa kòm yon pwofesè lekòl segondè. Se konsa, yon pati nan ki se, epi mwen wè kèk nan atik aksyon ou fè enkli èd ratrapaj. Men, ou konnen, li sanble tankou ke sa a se yon bagay ke nou ta ka bezwen travay nan kèk sal klas regilye jis asire w ke elèv nou yo reyèlman ap resevwa li. Se konsa, apa de sesyon yo ratrapaj MCAS, ki gen la posibilite yo pote sa a nan sal klas yo matematik regilye?

[Khan]: Wi. Mwen kwè antrenè yo deja ap fè sa. Yo te nan sal klas yo modèl ki jan yo anseye leson ki konsène fraksyon espesyalman. Apre sa, yo ap tou fè kèk devlopman pwofesyonèl ak pwofesè yo antrenè yo ki jan yo delivre enfòmasyon yo bay elèv yo nan yon anviwònman ki pi piti ak manipilatif oswa lè l sèvi avèk diferan men-sou aktivite yo.

[Van der Kloot]: Oke, mèsi. Suivi a Lè sa a, tou te nan paj 10. Pou atik nan lavni ou, mwen wè ou te ekri, adopte yon rechèch ki baze sou pwogram matematik ki pral ogmante pi wo-nivo panse pou yon eksperyans matematik plis siksè nan lekòl segondè a. Wi. Sa sanble yon moso trè enpòtan. Mwen mande si wi ou non w ap panse ke adopsyon ta pran plas. Nou pa te pale sou li ankò, se konsa mwen pa panse w ap sijere ane kap vini sa a, oswa ou ye?

[Khan]: Se konsa, li nan yon kesyon gwo, ak di ou mèsi pou mande, paske li te nan kè a ak nanm nan sa mwen te panse sou pou lekòl mwayen. Mwen kwè ke gen anpil, anpil pwogram yo deyò, ak pwofesè yo te Pilotage pou kèk tan, menm jan ou tout konnen pwobableman deja. Epi, koulye a gen yon pwogram kèk ki trè rechèch ki baze sou, trè eksplorasyon ki baze sou, olye ke Ou konnen, liv yo lou ki soti nan ki yon pwofesè te kapab jis kanpe epi anseye. Pwogram sa yo aktyèlman Se pou elèv yo eksplore. Se pou pwofesè a pote tout klas la nan yon konklizyon, paske elèv yo deja ap resevwa la. Lè sa a, voye yo tounen nan ti gwoup, Lè sa a, tounen ankò ansanm, ak Lè sa a, yon pi gwo rezime gwoup. Se konsa, gen yon koup nan pwogram yo deyò. Mwen definitivman kap plis seryezman nan li. Mwen te mande pwofesè yo pou pilòt li. Yon koup nan yo te pilote li pou yon koup nan ane kounye a. Se konsa, mwen gen bon done. Mwen te ale nan lòt distri yo ak wè lòt pwofesè yo anseye nan pwogram sa a. Ak non an nan pwogram lan se matematik ilistrasyon pa louvri moute resous yo. Apre sa, mwen envite tout moun bay li yon eseye si ou enterese nan jwenn plis. Lè sa a, gen gwo lide liv, ak Lè sa a, gen, nan kou, pwogram Envision a kòm byen.

[Van der Kloot]: Oke. Epi se ke yon bagay ou pral pote nan nou pandan tan bidjè? Wi. Bon. Wi. Wi. Oke. Nou poko jwenn sa. Oke. Se konsa, bon. Men, nou pral vijilan a pou li. Wi. Se poutèt sa mwen vle pote l 'kanpe. Mèsi. Wi. Oke. Anfen, mwen jis te vle mansyone ke sa a Samdi mwen te kondwi nan machin mwen an ak mwen te koute NPR e te gen yon pale TED sou. Ak pale nan TED te sou ansèyman matematik. Ak pati an patikilye ke mwen te rive yo dwe koute te enpòtans ki genyen nan lit. Oke, paske mwen te gen opòtinite pou yo ale ak Sipèentandan an fè youn nan solisyon yo nan matematik, e sa ki te youn nan kritè yo ke nou gade ak ke mwen te wè ak konprann. Mwen jis te panse ke li te jis yon gwo bagay Lè sa a, yo dwe chita ak koute pale a TED sou ki jan nou ta dwe anseye matematik. Se konsa, mwen jis te vle mansyone sa.

[Edouard-Vincent]: Mèsi. Mwen menm mwen te jis te vle fè yon sèl kòmantè tounen nan paj 5 lè nou te gade nan diferans lan lè ou te pale sou nimewo ak operasyon fraksyon, e ke definitivman te yon bagay ki, ou konnen, kole soti. Ak lefèt ke nan twazyèm ane elèv yo sanble yo te vrèman metrize li, se konsa li te fè nou reyèlman panse sou sa ki Ms. Kahn te di pi bonè sou twazyèm klas elèv yo te gen benefis nan lè l sèvi avèk kourikoulòm sa a an patikilye depi jadendanfan, kote klas la katriyèm te gen yon kòmanse diferan. Se konsa, mwen trè kirye yo wè ki jan elèv yo pral fè, kounye a ke nou ap ame ak enfòmasyon sa a, nou ap kapab kalite yo dwe estratejik ak entansyonèl. sou enstriksyon nou an nan fraksyon. Se konsa, mwen jis te vle di ke li se yon bagay ke nou yo okouran de ak nou ap peye fèmen atansyon a kontinye fè done ki enfòme desizyon pou elèv nou yo. Mèsi.

[Ruggiero]: Mèsi, Majistra Burke. Mwen remake sa a nan paj senk isit la. Wi. Se konsa, gen yon gout siyifikatif soti nan klas twa a klas kat. Kisa ou kwè? Poukisa se sa?

[Khan]: Gen yon gout siyifikatif an jeneral. Epi se sa ki Sipèentandan an te di, se ke nou ap kenbe yon je nan jeyometri. Nou ap chèche nan tout sa yo seksyon diferan ki yo ki nan lis isit la. Men, nou ap tou kenbe nan tèt ou ke elèv sa yo te lè l sèvi avèk matematik chak jou. Se konsa, pwogram lan te kapab trè demode. Mwen pa twò sèten ki kad kourikoulòm li te itilize. Petèt 2006, mwen pral asime, oswa petèt 2011. Men, elèv sa yo te teste sou fondasyon 2017, pa sou 2011. Se konsa, diferans lan soti nan 2011 2017 te gwo. Se konsa, nou te anseye yo soti nan yon pwogram pou tankou twa, kat ane soti nan 2011 fondasyon. Jis yon ane nan ansèyman sou 2017, e kounye a, nou ap fè tès yo sou 2017. Mwen kwè ke tou pwobableman gen fè yon bagay ak li.

[Ruggiero]: Ou gen yon sans de, nan tan lontan an lè nou te gen ventilations sa yo, nou te kapab wè ki lekòl yo te fè nan ki nivo. Èske ou gen yon sans, èske gen nenpòt, Diferans ant diferan lekòl sou sa yo? Li nan nan premye rapò an.

[Edouard-Vincent]: Non, men ou gen pou chak sijè a pann sou sa? Wi. Ms. Lazzaro kite orijinal la, tonbe nan rapò.

[Ruggiero]: Oh, mwen regrèt. Oh, youn nan nouvo ki te sou biwo a. Wi. Oh, mwen regrèt. Mèsi. Mwen pa t 'trape li nan anvlòp la.

[Ruseau]: Mwen gen yon swivi. Mwen bliye poze kesyon sa a. Nan paj nèf pou etap nan lavni, mwen te yon ti kras sezi wè lide a nan jadendanfan jiska klas senkyèm ane fè 70 minit nan ansèyman san enteripsyon matematik. Mwen vle di, lè mwen te nan kolèj, nou te pran yon ti repo nan klas 70-minit. Èske ou ka eksplike sa? Paske mwen pa panse li vle di egzakteman sa mwen panse li vle di.

[Khan]: Wi. Non, mèsi pou sa. Sa a se, ankò, yon lòt kesyon ekselan. Se konsa, nan premye ane sa a ke mwen ap aprann anpil sou matematik ke yo te anseye nan, ou konnen, ki soti nan diferan nivo, sa mwen remarke nan diferan lekòl se ke gen anpil, pafwa gen de repo diferan pandan yon blòk matematik. Se konsa, nou di nou ap bay yo, nou ap bay elèv nou yo 65 oswa 60 minit nan Men, li la pafwa yo te divize nan tankou 10 oswa 15 minit ak Lè sa a, nou anseye yon lòt bagay ak Lè sa a, nou tounen vin jwenn li ak Lè sa a, nou pran yon lòt repo ak Lè sa a, nou anseye matematik ankò. Pafwa li ta ka melanje ak ti goute ak sa ki pa. Lè nou reyèlman gade nan etid yo ki te pwouve elèv yo fè siyifikatif diferans nan matematik ak te aprann matematik, Genyen yon fason diferan nan ansèyman olye ke, oswa mwen ta dwe di blòk matematik ka koupe, men li pa ta dwe sa yo ki koule a tout antye kase. Se konsa, lè ou fè l 'ak Lè sa a, petèt pafwa menm yon pwofesè diferan ranmase, sa k ap pase se ke se koperasyon a koupe. Se konsa, ki pran lwen konsantre. Se konsa, petèt yon lòt fason pou gade li se sa Fè aparèy yon blòk matematik ki kenbe aprantisaj elèv yo epi konsantre nan sant aprantisaj sa a. Sa a se pwobableman yon pi bon fason pou mete li. Se konsa, si mwen ka pran ki tounen epi mete l 'la, sa ki te vèsyon ekivalan mwen an li. Men, petèt ankò mwen te gen chapo lekòl segondè mwen matematik sou. Mwen eskize.

[Ruggiero]: Mèsi anpil.

[Khan]: Mèsi.

[Ruggiero]: Wi, wi, swiv-up kesyon. Se konsa, mèsi anpil pou sa a ke ou ban nou jodi a. Men, èske li posib ke nou te ka gade, nan lavni, oswa petèt ak rapò a ke w ap voye bay manm Ruseau, se li posib ou ta ka fè yon pann pou chak-sijè pou chak lekòl? Se konsa, nou te kapab wè ke petèt nou te ka jwenn yon koup plis mezi ak espesyalis done nan Columbus la. Sa ta itil pou mwen wè. Ok. Jis tankou ou te bay done yo total pou chak lekòl, li ta trè itil pou m 'konnen pou chak sijè sou chak lekòl.

[Khan]: Se konsa, pa pou chak sijè, ki sa ou ... oh, pa ... pa fòs, ou vle di pa domèn estanda?

[Ruggiero]: Pa fòs, tankou jeyometri, done mezi, fraksyon, tout bagay sa yo, mwen devine, subtopics. Li ta bon pou konnen pann pou chak lekòl tou. Asire w. Mèsi. Manm Ruseau, li ta dwe oke si mwen te ajoute ke nan mouvman ou a? fè yon lòt mouvman. Oke, Lè sa a, mwen ta renmen, oswa sof si nou gen, regrèt, eskize m '. Mwen ta renmen fè yon mosyon ke nou gen pann pou lekòl ki nan pratik la, pa sijè, di ou mèsi.

[Burke]: Eskize mwen.

[Ruggiero]: Non, nou sonje.

[Burke]: Se pou yon rapò bay komite a pa 8 avril, ki detaye tout tès yo, ki gen ladan tès pratik yo bay elèv yo K-8, klas kase soti nan nivo klas ak lekòl la, egzante pwofesè tès inite yo evalye klas yo. Rapò sa a dwe gen ladan frekans ak dire planifye nan tès yo, ak tès pratik yo dwe klèman demarcated. Gen yon dezyèm sou planche a pa Madam. Mustone. Tout moun sa yo an favè? Aye. Tout moun sa yo te opoze?

[Edouard-Vincent]: Mwen konsène jis sou orè a, pa resevwa enfòmasyon an, men ap resevwa enfòmasyon sa a ak jis panse an tèm de tout lòt bagay ki nan yo te fè yo gen li pa 8 avril se trè rapid. Mwen konnen ou te di pa enkli evalyasyon yo inite, men mwen ta prefere ba ou yon plis Lis egzat, yon lis plis bon jan.

[Burke]: Èske ou ka pi fleksib ak dat ke Sipèentandan an?

[Edouard-Vincent]: Asire w. Paske nou gen de reyinyon tounen-a-tounen nan mwa avril, ak tounen-a-tounen reyinyon yo, ki lyen moute biwo santral trè ... demann lan tan se ... pi vit ke posib?

[Unidentified]: 6 me.

[Edouard-Vincent]: Wi.

[Burke]: Oke, Me 6th. Amande nan 6 me. Oke, tout moun sa yo an favè? Tout moun sa yo te opoze, mouvman pote. Ak sou Mesye Ruggiero a, ke sa a dwe kase soti nan lekòl la pa sijè. Yeah. Dezyèm pa Mesye Benedetto. Tout moun sa yo an favè? Tout moun sa yo te opoze? Mouvman pase. Mèsi, Ms. Kahn. Mèsi. Bon travay. Mèsi. Ok. Rapò sou 2018 syans MCAS analiz estratejik ak inisyativ kourikoulòm. Mesye Cieri.

[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.

[Ruggiero]: Mèsi pou rapò an. Mwen vrèman apresye rezime egzekitif la isit la. Èske nou ka jis ale nan paj kat nan rapò ou, tanpri? Asire w. Se konsa, jis sòt de mache m 'nan tablo sa a nan pati anba a nan paj kat. Se konsa, gen yon nimewo nan domèn ak grap ki asosye avèk yo, ak sa yo, se en yo, zòn yo ke nou bezwen travay. Èske sa fondamantalman fen a?

[Cieri]: Wi. Se konsa, si nou te gade nan yon Strand, nan tès la poukont li, ki sa nou eseye Cull se kesyon yo ke elèv yo plede pi sou. Ak senk an tèt yo sou lis la yo rapòte ba ou. Moun sa yo ki an patikilye yo ki montre kèk feblès kòm yon gwoup sou Latè Syans la ak lavi Syans Kesyon.

[Ruggiero]: Men, ou pa jwenn yon tab antye ki di atik 1, 2, 3, 4, 5, 6, 7, 8, 9, 10?

[Cieri]: Nou ta ka fè sa, men sa yo se yo menm ki ki pi revele a nou kòm yon distri. Lè sa a, nou vle asire w ke si gen nan yon sèl kesyon nan yon gwoup patikilye, ke nou pa pran sa kòm règ la nan sa ki ale sou pou sijè sa a an patikilye.

[Ruggiero]: Dwa, dwa. Li ta jis itil m '. Mwen vle di, pa gen okenn prese sou sa a, men si nou te ka jwenn tankou yon PDF, sove papye a nan tout atik yo diferan ak distri yo ak nòt eta a, li ta jis pou itil pou m 'jis jwenn yon sans pi konplè nan sa k ap pase sou. Mwen apresye rezime egzekitif la epi yo pa tankou yon lyan epè nan pwoblèm, ou konnen, pwoblèm ke nou ka gade sou kounye a. Men, nan kay la, li ta dwe bèl pou m 'gade sou domèn sa yo pa domèn. Men, si nou ta ka kraze ki desann nan lekòl la, mwen vle di, se li difisil a kraze pa lekòl la oswa jis yon enprime? Li ta reyèlman itil m 'yo wè sa ki zòn ke nou te kapab, petèt ka gen yon anviwònman ke nou te ka ogmante yon moun nan kominote a ki gen eksperyans ak yon bagay, pou egzanp, molekil nan òganis.

[Burke]: Oke, tout mete. Mesye Russo, pwen enfòmasyon?

[Ruseau]: Wi. Nou, lè nou jwenn nimewo atik la, nou jwenn nimewo atik, nou pa aktyèlman jwenn sa ki kesyon an te, dwa?

[Cieri]: Ou ka wè kesyon an. Oh. Se konsa, nan ka sa yo an patikilye, ou ka aktyèlman wè kesyon an. Se konsa, si ou te ale nan klas senk MCAs, ou ka jwenn kesyon an.

[cflR-3VqII8_SPEAKER_20]: Ok. Èske nou ka jwenn kesyon an? Asire w. Sa a pè. Mèsi.

[DiBenedetto]: Tout dwa. Mesye Benedetto. Mèsi. Mwen vle di ou mèsi pou rapò an. Mwen trè eksite sou pwogram nan syans nouvo, mwen si. Lòt manm yo kontan ke nou pral resevwa sa tou. Men, mwen ta renmen tou, pa pou rapò sa a, men nan rapò nan lavni, kategori sougwoup kòm byen ke kategori lekòl la, jis asire w ke tout nan sougwoup nou yo satisfè referans menm jan an nan nou an youn ak lòt. Epi tou, nòt CUSP. Mwen konnen tout nan ou prezante nòt CUSP, e mwen konnen ke done ki enpòtan ak enfòmatif pou rezon planifikasyon, men mwen vle tou konnen, mwen vle moun yo konnen, wi, nou te de oswa twa kesyon ale. Mwen pa vle, se pa ke ou se, paske mwen pa panse ou se, men an jeneral, nan ane ki sot pase yo, li te tankou, o, men nou te tèlman pre. Nou vle non sa nou ye konsa nou ka avanse. Mwen pa vle jwenn twò mare sou nòt CUSP, tankou nou prèske la. Mwen vle sèvi ak li pou rezon done yo bati ak panse, men mwen vle tou rekonèt sa a se sa nou ye ak posede sa nou ye, se konsa ke fason nou fè etap konkrè pou avanse pou pi devan.

[Van der Kloot]: Ms. Van de Kloop. Rocco, mèsi pou rapò ou. Mwen se yon ti kras konsène ak mwen jis espere ke demann yo ke manm yo te fè yo pa pral mare ou moute pou èdtan ak èdtan ak èdtan yo jenere done adisyonèl. Èske se yon pwoblèm?

[Cieri]: Nou ka rale rapò an. Mwen pa totalman sèten konbyen tan li pral pran, men nou ka jwenn li fè.

[Van der Kloot]: Dwa. Se konsa, pafwa mwen panse ke gen nan yon pwoblèm vle done adisyonèl, men tou, vle asire w ke nou pa ap mare moute pwofesyonèl nou yo pou fè travay la ke yo bezwen fè. Se konsa, mwen yon ti kras konsène sou sa. Men, sitou enteresan nan rapò ou te sijesyon an ki te gen yon pwogram lekòl mwayen ki ta bati sou sa nou te jis adopte ak syans la amplify. Se konsa, mwen gade pou pi devan pou tande sa. Èske sa petèt? Èske sa ta ka eseye soti ane pwochèn? Èske se sa ou te sijere?

[Cieri]: Se konsa, sa mwen pral fè se mwen pral pote ansanm yon gwoup. Li pral yon gwoup louvri, menm jan an ke nou te fè pou pwogram nan elemantè. Èspere ke manm ki sòti nan yon varyete elektè ap vini ansanm. Nou pral gade nan pwogram nan men fournisseurs ki bay yo, revize yo, klase yo, ak Lè sa a, bay ou ak sa nou panse yo se pwogram yo tèt. Mwen asepte ke yon sèl sa a ap vini monte nan tèt la. Mwen pa ka di ke pou sèten, men sa a se youn nan ki te vin limyè a vèt soti nan rapò ED.

[Van der Kloot]: Se konsa, ta ki rive nan konmansman an nan mwa septanm pwochen?

[Cieri]: Se konsa, si mwen te pote yon rapò sou ki kalite, li ta pwobableman soti nan mwa jen. Jen sa a? Yeah. Gran. Ou konnen, mwen pase ete a jis ap eseye travay soti kèk kalite plan si sa a, se direksyon an nou vle ale.

[Van der Kloot]: Mwen jis panse li enteresan. Nou ka bati sou momantòm lan nou genyen. Se konsa, di ou mèsi anpil.

[Burke]: Trè bon. Èske gen yon mosyon pou aksepte rapò sa a, mete li nan dosye a, epi swiv soti nan kèk nan pwen yo done? Mwen si ke sipèentandan an pral an kontak avèk ou sou sa ki te mande a. Tout moun sa yo an favè? Aye. Tout moun sa yo te opoze? Mouvman pase. Mèsi, Mesye Seery.

[cflR-3VqII8_SPEAKER_20]: Mèsi.

[Burke]: Atik 9, Rapò sou 2018 lang angle Arts MCAS analiz estratejik ak kourikoulòm. Dr Chiesa.

[Chiesa]: Bonswa, tout moun. Mesye Delave pral mete kanpe pwojektè mwen an, paske mwen gen kèk bagay pou montre pou ou. Se konsa, jis rete tann yon minit pou l 'yo mete l' kanpe. Se sa ok?

[Burke]: Sa oke. Mèsi. Mwen pa gen pwoblèm. Yon moun deplase sispansyon epi nou ka pran kèk nan lòt la. Vini. Sispansyon pa Ms. Van der Kloot, seconded pa Mesye Benedetto. Tout moun sa yo an favè sispansyon? Tout moun sa yo te opoze? Sispansyon yo akòde. Nouvo rezolisyon komite lekòl biznis la dwe rezoud ke komite lekòl Medford la eksprime kondoleyans sensè nan fanmi Dorothy Palladino. Ms. Palladino te manman-an-lwa nan prezidan konsèy vil la ak ansyen manm komite lekòl John Falco, Jr. Ms. Palladino te yon manm aktif nan zanmi yo nan Bibliyotèk Piblik Medford, e nou menm tou nou gen de anba sispansyon. Nou te rezoud ke Komite Lekòl Medford la eksprime kondoleyans sensè nan fanmi Anthony Stafpier. Mesye Stafpier te yon ofisye sekirite pou lekòl piblik Medford pou plis pase 30 ane. Epi tou li rezoud ke komite lekòl Medford la eksprime kondoleyans sensè nan fanmi an nan Phyllis Louise McCormick. Ms. McCormick te yon pwofesè premye ak dezyèm klas nan Lekòl Osgoode nan Medford pou plizyè ane epi li te resevwa yon kle nan lavil la lè li te pran retrèt. Osgoode te lekòl lakay mwen, se konsa mwen te gen privilèj pou yo konnen Madam McCormick ak sè l ', Madam Carroll, ak jis pwofesè etonan. Mwen kouri nan li souvan alantou kominote a, se konsa li pral rate. Si nou te ka tout tanpri monte pou yon moman nan silans. Mèsi. Èske gen yon mosyon pou retounen nan lòd regilye nan biznis pa Madam. Van de Kloet, seconded by Ms. Di Benedetto. Tout moun sa yo an favè? Tout moun sa yo te opoze? Ms. Chiesa. Hi.

[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?

[Mustone]: Padon, mèsi. Mwen te etone nan sa ki klas katriyèm lan yo atann yo fè ak teknoloji a. Èske pwofesè òdinatè a nan lekòl elemantè yo fè nenpòt nan sa yo preps oswa pratik, oswa se li sèlman nan salklas la?

[Chiesa]: Se konsa, nou te travay ak, mwen te travay ak Madam. Layden a Detèmine ki moso nan, tankou klavye a, pou egzanp, se yon lit reyèl pou mesye yo ti kras, dwa? Ak ki jan, sa k ap pase nan salklas yo pou sipòte pwofesè salklas jeneral la. Se konsa, nou fè kèk nan sa. Tès yo pratik ki disponib sou entènèt, ki mwen te kapab voye ba ou tout yon lyen nan, paske li se byen diferan de pran ki vèsyon papye, nou gen timoun yo fè, gen nan twa seksyon nan li, e konsa pandan tout ane a, Nou gen yo depanse yon blòk alfabetizasyon sèlman, paske nou pa vle pran twòp nan tan an, men nou santi li li enpòtan pou yo wè li. Yon blòk alfabetizasyon, twa fwa nan yon ane, aktyèlman fè tès la pratik, se konsa yo ap wè zòn sa yo. Premye a, pwofesè yo mache yo nan. Apre sa, mwen pa konnen si ou te gen yon chans wè li, men gen zouti diferan, tankou yon zouti en, e konsa pwofesè a ka mache nan kèk lòt Moso ki ka pa tankou evidan. Se konsa, wi. Men, sa, ou konnen, se yon bagay ke nou lite ak, patikilyèman nan konvansyon yo estanda angle. Poukisa nòt konvansyon nou an ba? Èske se paske yo jis pa t 'mete peryòd, chanjman, ou konnen, pou lèt la kapital? Oswa se li paske yo pa konnen ki jan yo sèvi ak apostrof? Ak k ap travay nan elemantè a ak gen yon anpil nan konvèsasyon reyèlman bon ak sa yo pwofesè yo, nou ap wè kèk nan li. Se pa tout, men kèk nan li ki gen rapò ak teknoloji. Se konsa, mwen te reyèlman pran yon enterè nan ap eseye simonte sa yo baryè kòm byen, espesyalman kote ane sa a elèv twazyèm nou yo pral fè li sou entènèt, tou. Mwen kirye yo wè ki jan ki pral afekte nòt yo an jeneral tou. Mèsi. Mwen santi mwen tankou mwen ap pale twòp, se konsa mwen ka fini, men ou gen yon lis. Mesye Russo gen yon kesyon.

[Burke]: Mesye Russo?

[Ruseau]: Ou konnen, mwen vle di, gen plizyè òdinatè nan kay mwen an, epi nou pa te gen yon sourit nan kay mwen an nan yon tan trè lontan.

[Chiesa]: Yon sourit reyèl oswa yon sourit teknolojik? Oke, mwen gen sourit reyèl.

[Ruseau]: Youn nan tache nan yon òdinatè.

[Chiesa]: Gotcha, mwen konnen.

[Ruseau]: Epi ou konnen, youn nan bagay sa yo ki vrèman enteresan, ou ka ale nan YouTube yo epi gade videyo nan moun ki pa janm te itilize yon sourit, eseye sèvi ak yon sourit. Se tankou eseye kondwi, jis pa gen okenn enstriksyon. Wi. Se konsa, ou konnen, mwen devine mwen jis vrèman konsène sou Twazyèm ane yo te espere itilize teknoloji sa a, men tout wout la, si, mwen vle di, pitit fi mwen an vin premye òdinatè li ak pitit gason m 'vin premye òdinatè yo, yo pa ap resevwa yon sèl ak yon sourit yo, yo ap resevwa yon sèl ak yon trackpad.

[Chiesa]: Dwa.

[Ruseau]: Epi li se yon efò konplètman diferan kowòdinasyon je-men, e mwen devine mwen jis pote plent.

[Chiesa]: Non, sa ki komik, yon sèl Samdi maten mwen te gen, se konsa mwen gen yon sèt-zan ak yon dis-zan, Mwen te gen 10-zan la itilize nan chromebooks yo tactile, e konsa se 7-zan la. Se konsa, li se yon sèl pasyan mwen an, epi li te ap eseye manyen ekran sa a fè trennen an ak gout travay pou li. Mwen te fè l 'fè yon pratik. Li pa t 'kapab fè li. Apre sa, li te bay moute. Apre sa, li pa janm bay moute. Se konsa, sa, m ', te yon ti kras je-ouvèti. Sa trackpad pou li kòm yon elèv klas dezyèm, prèske twazyèm, te twòp. Se konsa, nou te bay sourit yo pou moun ki se yon ti kras pi konfòtab. Li toujou pral fè yon lit. Men, ki trackpad se trè difisil pou yo, espesyalman. Se konsa, nou ap eseye travay ak sa nou genyen. Ak panse a bagay ki ka son ti, men lè w ap wè lit uit-zan ou a ak li, yo ap trè reyèl. Se konsa, mwen apresye ou di sa. Nou ap travay sou li. Mèsi.

[Burke]: Mesye Ruggiero.

[Chiesa]: Ki sa nou te fè se nou gen typing.com. Eske ou te tande pale de typing.com? Li se yon platfòm sou entènèt. Yon anpil nan espesyalis yo teknoloji, ki mwen ta dwe te di nan kesyon ou an, Madam Stone, se ke yo te mete kanpe kont pou timoun yo, epi yo swiv li. Ak kèk nan direktè lekòl yo te fè, tankou, yo tape titan oswa yo se tèt senk dyantasyon. Yon bagay ki pa pral fè okenn timoun santi yo move si yo pa nan tèt senk dyantasyon yo, men jis bay ki ankourajman siplemantè nan travay nan kay la. Mwen pa konnen konbyen mo yo ka tape. Pifò nan rechèch la, si ou pale ak Madam. Layden, ap di ou ke yo pa ta dwe reyèlman ap tape nan laj sa a. Yo se ti dwèt. Men, ankò, sa a, se pi lwen pase kontwòl nou an. An tèm de enpak la angle nan tès nou an, mwen jwenn konsène sou andirans pou ekri an. Apre sa, mwen jwenn konsène sou konvansyon yo. Men, nan kou, li nan jis yon sèl pyès nan tout bagay sa yo kòm byen. Mwen kwè ke yo se moun ki kalifye pou kounye a. Yo se moun ki kalifye pou kounye a, men yon rapò ki sot pase te mansyone yon bagay sou oblije chanje sa. Mwen pa konnen si Dr. Vincent, ou gen plis enfòmasyon sou sa. Men, mwen sonje ke gen nan kèk pale de li, men li pa te rive ankò. Li toujou moun kalifye pou kounye a. Yeah. Se konsa, yo sèvi ak sa a ribrik. Se konsa, yo swiv ribrik la, ki tout nan pwofesè nou yo itilize nan salklas la. Epi li gen devlopman yo lide diferan ak nimewo yo diferan. Epi ou ka wè gen yon varyete de moso diferan ke ou bezwen gen reyalize yon 5, 4, 3, 2, 1, ak sou sa ak pou fè. Menm jan tou, ou ka wè ke pou estanda konvansyon angle, yon varyete de kritè diferan yo nan lòd yo detèmine nimewo a. Yon sèl bagay nou remake, paske nou fouye trè fon nan analiz sa a, Klas 3, 4, 5, 6, 7, 8, ak 10, se ke nou te wè eta a bay akwonim kounye a pou sèten nòt. Ak sa mwen vle di pa sa se, si mwen wè yon redaksyon ekri, pafwa olye pou yo yon 1 oswa yon 2, yo te mete akwonim a, ak sa a se nouvo ane sa a, pa nouvo, men li sanble plis répandus ane sa a, DC. Kopi dirèk oswa OT Off Topic. Si ou wè yon akwonim OT, timoun nan te resevwa zewo pwen. Menm si dapre sa a ribrik yo, yo te petèt devlope lide yo epi yo bay kèk detay yo, yo ap resevwa zewo pwen pou sa. Se konsa, yo ap pran an konsiderasyon kèk devyasyon soti nan sa a ribrik. Men, jeneralman pale, sa a se ki jan yo nòt yo. Tout pwofesè yo trè okouran de. Se konsa, nou te pale anpil sou si ou wè yon kiddo koupe sijè, dwe prepare ke lè yo jwenn nòt MCAS yo, yo pa pral jwenn yon youn oswa yon de ankò. Sa se yon chanjman. Se konsa, nou ap fouye gwo twou san fon pou yo ka, ou konnen, ranfòse nan sou bagay sa yo. Nou ap eseye fè done ki te fòme ak desizyon estratejik kòm nou, ou konnen, meander, ale nan tout bagay sa yo.

[DiBenedetto]: Ms. Domenico. Mwen jis vle di ou mèsi tout pou prezante done yo MCAS nan fason sa a ak anbalaj tout done sa a ak pote l 'desann nan sal klas nou yo ak pwofesè nou yo pou fason sa yo ap fè chwa enfòme sou ki jan yo ap prezante bay timoun nou yo. Li sanble tankou yon anpil nan enfòmasyon ki pa ale nenpòt kote, men li aktyèlman se travay trè enpòtan e menm si nou ap Li anreta pou nou. Mwen vle di, done yo ou bay se trè enpòtan pou nou k ap deplase pi devan. Ankò, enfòmasyon sougwoup se yon bagay ke mwen renmen wè, epi mwen pa renmen tande cusps yo, paske nou pa t 'fè sa yo referans, se konsa mwen pa renmen anonse, byen, si nou te fè yon ti jan pi bon, Lè sa a, nou ta gen 78%. Se jis pa bagay pi renmen m 'yo.

[Chiesa]: Mwen dakò avèk ou sou sa. Mwen panse ke li konfizyon bay moun.

[DiBenedetto]: Nou prèske te resevwa yon 78, men ou pa t '. Men, nou pa t '. Dwa. Se konsa, mwen renmen mete yo deyò egzakteman sa nou te fè sa moun sonje nimewo yo egzat. Se jis yon bagay pèsonèl. Mwen pa konnen si lòt manm yo santi yo menm jan an.

[Chiesa]: Kòm ou ka wè nan paj yo, tou, gen nan yon anpil plis ke nou fè, epi ou gen li nan devan ou. Mwen konnen li an reta, se konsa mwen pa vle ale etap pa etap avèk ou, men nou ap fè kèk chanjman reyèl jan nou gade nan done yo. ak pi lwen pase. Ou konnen, sa a se jis yon sèl pyès nan done nou gade nan jan nou pran desizyon enfòme, nou fè chanjman orè, nou fè chanjman nan kourikoulòm elèv la si nou bezwen nan ansèyman an asire w ke nou ap kite, chak timoun kite klas la ak fòs yo epi ki gen bezwen yo atribiye, bezwen pran swen nan. Se konsa, mwen pa pral li yo tout, paske mwen konnen ou fatige, men yo la devan ou.

[Burke]: Mèsi anpil.

[Chiesa]: Mèsi anpil.

[Burke]: Èske gen yon mosyon pou resevwa rapò sa a epi mete li nan dosye pa Madam. Villanueva? Dezyèm. Pa Mesye Russo. Tout moun sa yo an favè? Aye. Tout moun sa yo te opoze? Mèsi anpil. Mèsi. Nan moman sa a, nou gen negosyasyon nan zafè legal yo. Mouvman pou ajoune. Mouvman pou ale nan sesyon egzekitif la. Koulye a, sesyon egzekitif. Nan sesyon egzekitif la. Pa Ms. Villanueva, seconded pa Mesye Benedetto. Vote apèl woule, tanpri. Wi. Wi, sèt nan afimatif, zewo nan negatif la. Nou pral antre nan sesyon egzekitif epi nou pral louvri moute sesyon egzekitif nan lòt chanm nan ajoune reyinyon an. Nou pa pral tounen isit la.