[Burke]: 现在，七个在场，没有，所有人都请升起并向我们的国旗致敬。 我承诺效忠美利坚合众国的旗帜和它所占据的共和国，一个国家的一个国家，不可分割，自由和正义。 批准2019年3月6日会议的会议记录。 Russo先生批准的动议，由女士借调。 克雷兹。 所有赞成的人？ 多发性硬化症。 Dibenedetto。
[cflR-3VqII8_SPEAKER_20]: 在我们的议程后面，有一个...我们没有想到我们会提出。
[Burke]: 我们提出了。 因此，我们添加了12个列表，我们看到了。 在报告上提出的动议是应付的吗？ 卫生政策。 关于批准经修订的会议记录的动议，所有人都赞成？ 所有反对的人？ 运动带有。 批准账单，资金转让。 Benedetto先生批准的动议。 地板上有第二个吗？ 鲁索先生有一个问题。 这里有一个回声。
[Ruseau]: 布鲁克斯三个不同时期到东部巴士的$ 400，这是用的？ 所以这些不像PTO事件吗？
[Patterson]: 不，学生活动。
[Ruseau]: 好的。 从他们的单独帐户。 同样在第五页上，普遍的筛查也在体育服务下。
[Patterson]: 我相信，这是池帐户的一部分。 因此，这就是他们需要STL所需的筛选，但是我可以为所有总数提供进一步的澄清。 谢谢。
[DiBenedetto]: 我可以放弃该报告正在阅读和获取第二项，报告即将推出的MBTA角色关闭作为优先事项吗？ 在地板上运动以暂停规则。 第二。
[Ruseau]: 你好。
[Burke]: 所有反对的人被暂停。 第二项，报告即将推出的MBTA道路关闭。 我们将特里·麦卡锡（Terry McCarthy）先生与我们的团队合作，他一直是梅德福市GLX项目的主要人物。 您注意到他穿着绿色。 他是原因。 我不是团队的总统。
[DiBenedetto]: 我不是在做我的。
[Unidentified]: 你没有。 你
[SPEAKER_10]: 好吧，谢谢您，伯克市长，校长，委员会成员。 基本上，我将尝试保留缩写版本。 我知道您今晚有很多物品，但我会很快浏览该项目的一点范围。 以及该项目的快速状态，然后我将立即进入百老汇桥周围的交通。 因此，MBTA正在建造七个轻型火车站。 这是一个约23亿美元的项目，作为该项目的一部分，我们还购买了24辆新的轻轨车。 将公共交通带到该地区有很多好处。 他们希望它能够从该地区增长到约45,000名车手。 因此，这是项目图。 这是现有的Lechmere站。 还有两个分支的两个分支 然后，这是梅德福线，该线路在低洼的通勤铁路内运行。 这是塔夫茨大学以外的大学大道站。 然后是鲍尔广场（Ball Square），交通绕道驶向百老汇桥的关闭。 这只是我们在设计处的状态。 基本上，我们已完成项目设计工作的60％至70％，而在此关头的建设中，我们的建设不到10％。 这是从头开始的幻灯片。 当绿线扩展名完成后，通勤导轨（低线）将在该走廊中运行。 新的轻轨运输系统将在那里，这是切入社区路径下线的地方。 这是走廊的原始配置。 去年夏天，我们拆除了这条铁轨，并挖出了对齐的这一侧。 这使我们能够将通勤轨道移到上面，以便我们可以完成发掘并安装此墙。 然后，2020，2021，我们将在这一侧进行挖掘，以安装轻轨运输和剩余的挡土墙。 因此，这进入了桥梁封闭问题。 鲍尔广场（Ball Square）的百老汇大桥将于本周五关闭，并将关闭一年。 因此，这是很长的持续时间。 还有其他桥梁，但这是影响梅德福市的主要桥梁 因此，我们一年没有关闭桥梁的原因，这是红色轮廓是现有的桥梁。 它只有两个通勤线路的空间，这些铁路线路一直贯穿它。 我们正在撕毁这一切，让我回去一个。 我们正在全部拆除这座桥。 并安装新的基台基础的全新桥梁。 实际上，长度从约54英尺到89英尺长。 这样，我们必须安装一个中心码头来解释桥梁的增加。 这是百老汇桥。 这是透析中心。 这是保龄球馆所在的地方。 这是凯利（Kelly）的餐馆Ball Square。 这是今天来的主要原因。 这座桥将在这个星期五关闭。 从本质上讲，百老汇即将到来的交通将从Cedar，Highland Ave，Davis Square区，然后是College Ave，到达Powder House，Counder，然后前往Warren和Harvard，然后沿着Main Street沿着大街回来。 它 哈佛街地区是卡车排除区，您的交通工程师和伯克市长非常支持和倡导。 我会回到卡车绕行。 我的幻灯片不合时宜。 我道歉。 这是当地的行人弯路。 因此，人们和骑自行车的人会走来走去。 将有一项班车服务。 萨默维尔市将提供班车服务，他们将向所有人开放。 任何人都可以乘坐，基本上可以在这里乘坐班车，以供任何需要使用班车的人。 这是华盛顿街桥，我还有另一个幻灯片。 嗯，好的。 这些是其他桥梁不会对梅德福市产生重大影响，但我想迅速浏览它们，只是表明我们正在关闭... 三月，然后我们将于四月关闭华盛顿街桥。 然后在6月或7月，我们将关闭梅德福街桥。 因此，基本上，在与城市和代表团合作时，我们正在创建三个绕行的交通循环。 它不应该影响梅德福，但是您会看到，该地区还有其他项目将要进行。 因此，我们所有人都必须为几乎区域的交通方式做好准备。 这是行人。 自行车绕道。 这是梅德福桥（Medford Bridge），几乎是华盛顿和百老汇大桥之间的死亡中心。 这是萨默维尔高中地区，桥在这里。 这种绕道本身并不是那么破坏性。 那里没有公共汽车或其他路线工作。 只是它与其他弯路联系在一起。 我将向您展示这种联系，珍珠街与McGrath高速公路联系在一起。 如果我回到 华盛顿街，珍珠街的区域，在麦格拉思高速公路上，他们有点圈。 因此，这里有一个弯路，然后梅德福桥绕道位于这里。 那是行人和自行车道。 这一切都可以在线提供，如果有人想要此特定的演示文稿，我当然可以将其发送给您。 所有这一切都发生的另一个中断是公交路线。 80和89号公共汽车公路，该服务球正方形，看到地图很容易。 80公共汽车通常会行驶这条路，这是桥梁关闭的地方，然后沿着波士顿大街上升。 我们将其转移到大街上。 实际上，在市议会的支持下，我们补充说，临时的公交车站是临时的，因为它们会在那里待一年。 80巴士还将停在大街沿线的其他七站。 因此，梅德福大约生活在这个地区的人们，他们将 前往大街上乘坐80巴士。 我们已经与之交谈的许多球广场居民都在谈论在Magoon Square使用此套装，或者在这个位置使用此设备，我们有两个公共汽车站。 它将担任塔夫茨大学和居民，例如弗雷德里克街（Frederick Street），斯坦利（Stanley）和同样的居民。 去克拉伦登·希尔（Clarendon Hill）的89号，它没有临时的巴士站。 它正在利用现有的公交站来搭配。 它与梅德福（Medford）影响的主要区域将沿着这些社区非常相似。 我们预测，我们将看到人们从80或89转换，并可能在其中一个站点进行其他转移。 然后，沙利文到戴维斯广场是一条缩短的路线，但基本上将沿着交通交通的弯路。 这些是华盛顿街桥的绕道。 没有公交车站被淘汰。 他们只是被搬到86、91和Crosstown到公共汽车上。 因此，例如，在华盛顿街桥下的下方，这里有停靠点，但它们只是搬到两边。 我想快速谈论的一件事，我们为该项目做了大量的外展活动，这只是公开会议和飞行努力的快速浏览，Robocalls。 克莱门特（Clemente）在帮助我们方面一直是惊人的。 而且，我们已经进行了大量的传单，并与大街和沿线的企业主进行了很多对话。 我们有一个社区工作组，刚刚为该项目提供了出色的帮助 并向社区获取信息。 他们上周二在这里倡导公交车站等，而且它们真的很好。 吉姆·西尔弗（Jim Silver）和劳拉·威梅尔（Laura Wimmel）以及弗雷德·杜泽尔（Fred Doerzel）都是惊人的。 因此，我们一直在利用社交媒体。 我们的电子邮件爆炸列表中有6,500名成员。 MBTA使用Twitter进行服务公告等。 我们也确实进行了区域外展。 向我们表达的一件事是，通过流量减少是该领域最大的问题。 这就是为什么我提到这三个桥梁的原因。 循环进入我们。 我们所谓的重新启动通勤活动的整个目标是消除尽可能多的临时交通。 而且，如果有人今天被击中I-93，那么有很大的迹象表明Somerville Backslash Bedford Bridges闭幕式和生效约会。 只是 在收集区域外展期间，我们实际上收集了1,000多个不同实体的列表。 我们与其中的987个联系，主要是通过电子邮件进行的，但留下了语音邮件和网络格式等。 这是在该地区引起人们注意的人们很重要的。 DCR的福斯公园项目正在我们的大弯路中间进行。 我们的联合广场地区具有基础设施，下水道，水以及景观和街道型元素。 US2开发目前还没有充满孔径，但它具有潜力。 然后，马斯多特（Massdot）刚刚宣布，他们将在1号公路，托宾桥（Tobin Bridge）翻新和切尔西（Chelsea）外行驶。 因此，这将影响区域。 目前正在进行的Alfred Street Bridge将于5月完成。 然后是北华盛顿街桥 最初完全关闭。 当国家查看所有关闭时，他们决定在北华盛顿街需要一座临时桥梁。 那是位于波士顿花园的桥梁。 这是进入城市的主要入口之一。 然后是房间里的大象，包括Encore赌场， 计划于6月23日开放，这是一个星期日，他们预计人群与爱国者节大游行类型的活动一样大，因此他们为此做好准备。 他们仍然有一些批准，但他们知道。 简而言之，这几乎就是这样。 正确的。 如果，我的意思是，如果国家电网需要在某个地方工作，我们必须协调所有的努力，我们必须 做一些偶然性。 实际上，我们已经与巴克利酋长（Buckley）合作，涉及该地区的梅德福警察详细信息。 我认为当桥关闭时，我们有22个安排。 但是，重要的一点是社区警务。 并与之交谈 克里斯汀（Christine），您已经讨论过在小型学校货车中将通过的校车。 MBTA具有许多人使用的骑行系统。 因此，我们花了很多时间来协调将要发生的事情，并且基本上将任何人都带到他们需要的地方。 此外，交货，该地区的任何东西都将在那里提供帮助。
[Van der Kloot]: 不，我没有问题。 我只是感谢这些信息。
[DiBenedetto]: 我知道我们前一天晚上在开放日里谈到了绿线延伸和所有道路封闭。 我担心的是，许多交通的重新路线都在大街上，我与您交谈的哥伦布学校离那里几个街区。 所以我很担心。 首先，我们谈论了备份，我很高兴您与Kirstine一起解决了这一问题 校车和我们的父母被指导，以便他们可以安全，适当的方式下车，而不会陷入通勤交通。 但是我另一个担心的是我们有多少学生走上学校。 而且我在大街上并不是那么担心，只有那些人走进后街，以绕过交通和该地区的驾驶员的挫败感。 所以我只想向哥伦布学校的家庭公告 这种变化正在发生。 会有交通变化。 请建议您的孩子更加了解附近的汽车，并对我们的警察部队进行更新。 前一天晚上，我没有机会就这个问题与酋长交谈，但是我们的一些学生确实在那些社区中行走，尤其是我们可能自己走的五年级学生。 所以我不希望它们在两辆车之间 一个加重的驾驶员在街上走很长一段路。
[Burke]: 如果可以的话，酋长一直参与此过程。 我认为，此时，他们一直在与我们的工程师Todd Blake和Tim McGibbon会面。 现在可能会砍伐的许多街道都会在上面发帖，另一端将有官员执行。 因此，我想，大街右边的许多街道上，如果您要去萨默维尔，那么许多街道将仅限于附近的交通，因此不会陷入困境。 然后，学校，我知道我们将公共汽车停在更远的地方，我们放了一个新的人行横道。 因此，我们可以向学校传达信息，但当然，警察得到了充分的了解。
[DiBenedetto]: Kaye博士实际上向家庭发送公告，只是要注意。 因此，他们不是，所以很多人并不想知道萨默维尔的桥梁封闭情况发生了什么。 因此，对于这些家庭来说，这只是一种新的意识。 谢谢。
[Burke]: 谢谢。 还有其他问题吗？ 非常感谢您的到来，麦考利夫先生，我们很快就会见到你。 谢谢。 他只是在这里做一件事吗？ 好吧，当我们被暂停时，女士。 必须我们要求我们接受第3项，建议通过梅德福工程和调查批准向麦格林中学捐款，图奇先生。
[Tucci]: 晚上好，大家。
[Burke]: 晚上好。
[Tucci]: 麦吉尔中学（McGill Middle School）从梅德福工程和调查中获得了500美元的捐款，以支持去年推出的《野马之路计划》。 捐赠将用于购买奖品，以激励学生参加野马之路论文竞赛和媒体竞赛。 以下是该比赛的描述。 它将在2019年春季举行。 在梅德福，我们都是野马。 野马的方式是一种将所有学生和员工聚集在一起的哲学或思维方式。 在一篇文章中 大约大约一页长，视频制作或语音录制。 学生将参加比赛，以分享自己的个人思考。 这笔钱将用于激励他们参与这场比赛和竞赛。 我们很乐意将其广播给我们的学校社区，以展示我们在麦格林（McGlynn）做事的新哲学和方式是学校系统的方式。
[Burke]: 非常好，图奇先生。 这是委内里诺先生吗？
[Tucci]: 委内亚将先生，我要感谢他和梅德福工程和调查的慷慨捐助。 我也要感谢女士。 洪卢（Hong Lu）是麦格林（McGlynn）的退休老师，他帮助我们的方式捐款。
[Burke]: 很不错。 是否有鲁吉耶罗先生批准捐赠的动议，并由女士借调。 必须吗？ 请给我打电话投票。 是的，在肯定的七个，负面的运动中零。 非常感谢。 谢谢。 排名第四呢？ 有建议批准奖学金。 Toomey先生，柯蒂斯顶级学校。
[Patterson]: 谢谢。 Toomey先生不能在这里，所以我代表他演讲。 这是关于柯蒂斯·塔夫茨（Curtis Tufts）大四学生的奖学金。 目的是为贸易学校或技术课程提供500美元的奖学金。 教师认为作为高中生有潜力的人。 因此，这项奖学金是，目的是从2019年级开始。 他们希望继续作为持续的500美元奖学金，继续进入未来的几年。 因此，要求在柯蒂斯·塔夫茨（Curtis Tufts）批准唐娜·帕卢姆博（Donna Palumbo）计划的奖学金。
[Burke]: 精彩的。伯尼斯·萨尔（Bernice Sauer）去年毕业。是的。很不错。范德克洛特女士是否有贝内德托先生借调的动议？
[cflR-3VqII8_SPEAKER_20]: 请给我打电话投票。
[Burke]: 是的，肯定的七个为零。 运动通过。 哦，绝对。 谢谢你，信。 这两个。 第五项，建议批准塔夫茨大学开学练习。 德拉瓦先生。
[D'Alleva]: 晚上好委员会和伯克市长 主管Edouard-Vincent，要求建议我们对2019年梅德福高中班的开学练习，将于6月5日（星期三）下午6点举行。 在塔夫茨大学的Gantra家族和会议中心。
[Burke]: Benedetto先生批准的动议，由女士借调。 克雷兹。 滚动电话投票。 是的，7在肯定中，为0。 运动通过。 应该是。 应该是。
[D'Alleva]: 应该是。 是的。
[Burke]: 手指交叉。 只是三月。 不。 是的，不。 谢谢。 谢谢。 学年日历，您也想接受吗？ 建议批准19-20学年日历。 多发性硬化症。 考德威尔。
[Caldwell]: 晚上好。 晚上好。 在您的包裹中，您应该拥有我们的2019 - 2020年 学校日历。 我已经要求所有管理员看看它是否有任何错误，我希望没有任何错误。 但是我也把它寄给了你。 有趣的是，如果明年一切顺利，我认为，如果我们带走了这七天的雪天，我们将在6月12日下车。 但是您确实记得4月1日暴风雪，对吗？ 是的，我们这样做。 不要让我们想起。
[DiBenedetto]: 多发性硬化症。 Dibenedetto。 首先，我想提出一项动议来批准日历。 但是，我也希望这个日历以及上学的最后一天放在网站上，以便人们非常清楚我们上学的最后一天。 由于许多营地并不早就开放。 而且我不知道我们为夏季娱乐营地安排了什么，但是有这样的早期估计的上学时间，也许我们可以与人们谈论整个城市的娱乐节目，甚至在整个城市的服务中谈论。 我们需要在整个过程中进行交流，这样在不寻常的一年中，父母就不会没有照顾孩子。 所以这两个动议。
[Burke]: 好吧。 多发性硬化症。 范德·普洛特（Vander Ploot）。 哦，对不起。 我认为Ruggiero先生。 Ruggiero先生。 谢谢你，市长。
[Ruggiero]: 我只是想建议如果可能的话，我们还将中学选择的彩票日期放在此日历上。
[Caldwell]: 明年，您在说吗？ 是的，是的。 一旦我们知道它将是哪个日期。
[Burke]: 这是广泛的，而不是高中。 是的，我明白。 我只想把它。 好的，地板上有一项动议，供贝索先生借调，贝索先生借调了贝索特先生的批准。 所有赞成的人？ 是的。 所有反对的人？ 运动通过。 谢谢。 动议恢复了贝内代特先生的常规业务命令。 地板上有第二个吗？ 所有赞成的人？ 是的。 所有反对的人？ 运动通过。 委员会的报告，特别埃德小组委员会，2019年2月5日。 Benedetto先生。
[DiBenedetto]: 我们社区的第一次会议 是助理副总监黛安·考德威尔（Diane Caldwell）。 凯西·梅达格里奥（Kathy Medaglio），学生服务主任。 尼尔·奥斯本（Neil Osbon），梅德福市多样性和包容性总监。 课程和教学主任Bernadette Riccidelli。 夏季基金计划主任Anthony Petrellis。 Alec Luric，父母。 卫生服务主管Toni Wray。 梅根·菲德勒·科伊（Megan Fidler-Carey），梅德福（Medford）课程前后的主任。 凯特·奎因（Kate Quinn）， 方法娱乐部门，校长执行助理艾米丽·拉扎罗（Emily Lazzaro），感谢您的记录。 Tanya Sullivan，CPAC联合主席，Melanie McLaughlin，CPAC联合主席，Patricia Kane，Della Grace，Dr. 莱斯利大学的埃文斯，劳伦·卡林（Lauren Carlin），安德鲁斯公立学校（Andrews Public School）的ETL。 我们委员会今年有两个重点。 一个是校外的时间，第二个是残疾意识。 在这次会议上，我们专注于假期和夏季计划的校外时间计划和协调。 我们首先描述了我们当前的计划，我们的前后课程课程，我们的夏季娱乐营和城市娱乐节目。 我们讨论了所有员工的人员配备和培训，以及为残疾学生提供哪些类型的住宿。 放学前后的课程有一个等待名单，并提出了与莱斯利大学合作以填补的建议 一些人员需要，因此我们可以将候补清单移动。 一个好主意是让CCSR和荣誉梅德福高中的学生自愿经常为该计划提供帮助。 讨论了夏季基金会营地，并提出了较早的计划注册的想法，因此我们可以满足露营者的需求和数量 也讨论了。 提供了三层定价，用于提前注册，定期注册和晚期注册。 正在为工作人员创建一本手册，一本为员工创建的手册，一本为家庭创建，因此每个人都有所有必要的信息。 很明显，我们的夏季资金夹如何运行。 我们有一名员工的EMT，一名护士分发药物，但是对员工的培训很少。 我们正在努力增加该选项。 营地永远不会把任何人拒之门外。 他们尽力满足所有需求。 即使父母需要最后一分钟的注册，也从来没有孩子离开营地。 残疾学生可能有资格获得ESL，以维持并且不会在夏季失去社交情感技能。 这些学生的IEP在6月初与我们的特殊教育部门与营地管理部门分享。 他们正在更改注册表，以鼓励所有参与者的父母为任何来营地的学生提供IEP和504人。 所以我们能够 为每个学生的需求做准备，并在必要时进行住宿。 方法娱乐也在会议上出席，他们有一个工作人员与残疾学生合作的历史悠久。 他们开放参加提供的任何培训。 感觉这是一次非常富有成效的会议。 已经采取了许多步骤来改善我们的编程和与家人的沟通。 会议记录也附在这些笔记上。 任何问题，请告诉我们。
[Burke]: 社区参与。
[Edouard-Vincent]: 晚上好，大家。 罗伯茨学校，我想提供更新。 3月7日，星期四，罗伯茨学校（Roberts School）经历了一场意外的活动，涉及梅德福警察局（Medford Police）和学校所要求的学校。 这样做是为了确保所有儿童和成人在课后计划中的安全。 我要亲自感谢学校管理后的课后团队， 梅德福（Medford）警察的父母和学生在如此严重的时期内为他们的合作精神。 当时，我发表了一份声明，指出所有家庭都已经收到通知，并且实际上进行了尝试，但并非所有家庭都得到了联系。 为此，我为提供错误信息而真诚道歉。 当梅德福警察局解决严重问题时，我感到非常欣慰。 我没有有关此事件的任何其他信息，我会要求家人与梅德福警察局联系，以获取有关此事的更多信息。 这种情况是我们所有人的学习经历，我们已经立即进行了内部安全性改变，以确保与所有家庭进行快速沟通。 此外，上周一在高中时，我们举办了黑人历史月大会。 梅德福高中和梅德福职业技术高中庆祝黑人历史月。 我要感谢助理校长Stacey Mulligan博士，后者在这个项目上领先，她告诉我学生们接受了这个想法并进行了跑步。 他们确实计划了一个令人难以置信且有趣的活动。 我要感谢所有参加该计划的学生。 Ebion Abshir担任MC，Jovia Morambe，她在弹奏键盘时表演了Alicia Keys歌曲，我们自己在学校委员会的学生代表Chioma Opara（Chioma Opara）读了一首原创诗，Antonia Collins和Nadia Farmer给了West Meddord的历史，West Meddord的历史，Edwins Bozeal Bozeal讨论了1919年的非洲美国音乐史。 谢恩·科尔伯特（Shane Colbert）也为他提供了协助，后者也参加了这次活动。 学生们还参加了时装秀。 我还要向校长德莱瓦（DeLeva）特别感谢您。 多样性主任尼尔·奥斯本（Neil Osborne）发表了讲话。 我还要感谢前野马方法高中毕业生Tony Fonseca，以及提供出色的多元文化鼓表演的学生。 因此，这确实是一个很棒的事件。 我也想借此机会感谢 全市基本PTO集团与哈林奇才队一起度过了一个美好的夜晚。 有人告诉我，他们为活动售出了800多张门票。 体育馆被挤满了人，这确实是一个有趣的活动。 我知道他们在将这项筹款活动聚集在一起时非常努力，因此向他们表示祝贺，谢谢。 上周，3月14日是PI日，我有机会在McGlynn中学庆祝PI日，以及七年级的老师Robin Irving和Patty Haas，他们为学生提供了多次动手活动。 他们邀请了许多中央办公室成员参加 这是一个很棒的学习活动，他们必须看到PI如何与现实世界联系起来。 因此，对于所有涉及的内容来说，这是一个有趣的学习时间。 Tristan Howard的更新。 上周五，特里斯坦（Tristan）前往纽约市参加了New Balance Nationals。 他参加了新兴的精英部门。 在55米的破折号中，特里斯坦以第11位结束 在6.57秒内完成它。 所以这很快。 不幸的是，只有前八名进入决赛。 但是，我们为这一成就感到自豪。 除此之外，在200米内，特里斯坦以第九名的成绩结束。 在22.3秒内完成它。 再一次，只有前八名继续前进。 但是我们想对特里斯坦表示祝贺。 对他来说，这确实是一次很棒的学习经历。 好消息是他只是一个大三学生，所以我们还有一年的时间继续看到他将要做什么。 在过去的星期六，我有机会参加了日本学习学校毕业典礼。 他们在高中举办了仪式，我要感谢日本总领事Michi和校长Ishikawa邀请伯克市长和我本人参加该仪式。 有很多毕业生。 日本学习学校在高中进行，教育约800名学生 每年从幼儿园到高中。 它还教日语是第二语言。 因此，在过去的45年中，他们一直在梅德福高中任职。 因此，这确实是一个长期的伙伴关系。 很高兴与他们分享那个特别的一天。 最后，一些即将举行的事件。 我们有一个过渡展览会准备实现。 因此，这将在周三的下午6点至9点在我们出色的小酒馆489举行。 梅德福公立学校和温彻斯特公立学校的特殊教育办公室正在举行年度过渡博览会，专为14岁及以上残疾的学生设计，以帮助高中毕业后的生活计划。 鼓励父母，监护人和学生参加此免费活动，以了解可用于残疾人的社区服务。 参展商将提供有关支持独立生活技能，职业培训，适应教育计划和娱乐机会的信息，以及支持性住房。 这就是过渡公平的，所以请传播这个词。 也是本周星期三，这是我们3月20日（星期三）的早期发布。 而且我知道，麦格林中学将在洛杉矶孔戴（La Conte）举办一场免费的滑冰活动。 在梅德福高中，普里西拉的储藏室将提供米饭和豆类 从12到1230和CAF 3，适用于任何可能有兴趣的学生。 这些是我本周的更新。
[Ruseau]: 是的，谢谢你。 我们能否得到一份报告，大概必须就此事进行执行会议，以及我们的程序以及我们需要进行什么改进的情况。
[Mustone]: 我有一点光。 我上周五与警察局长进行了交谈，因为罗伯茨的父母在我上学时刚和我说话。 当我在星期五与他交谈时，他说该男子被拘留。 他一直被关押到今天。 今天他被提审。 而且我没有更新。 和酋长 认为他可能会接受30或60天的心理评估。 因此，希望我回家时会有一封电子邮件。 但是警察在其中最重要的是，要确保罗伯茨的父母知道他们正在密切关注它。 谢谢。
[Burke]: 卢梭先生，您想请求一份机密文件吗？ 是的，请。
[Ruseau]: 如果我们需要对程序进行任何改进，则学校的处理方式，也是我们如何与警察联系。
[Burke]: 我认为警察和学校之间没有任何问题。
[Ruseau]: 我认为这只是通知。
[Edouard-Vincent]: 是的，而且有很多查询，但是我们确实没有这些信息。 记住，女士 斯通有比我更多的信息。
[Ruseau]: 是的，我只是不太清楚我们应该如何处理它的程序。 并不是说员工不知道，而是。
[Burke]: 第七项，2018年分析和课程计划。
[Mustone]: 多发性硬化症。 卡恩。
[Edouard-Vincent]: 多发性硬化症。 卡恩（Kahn）挺身而出。 女士的以下三个演讲 Kahn，Rocco Sieri和Chiesa博士将讨论我们演讲中发生的后续活动，我们在某种程度上是我们所在的位置以及我们作为一个地区战略性地做的事情， 而且我相信所有这些报告对您来说都是非常有用的。
[Khan]: 谢谢。 晚上好，大家。 因此，我将从第1页上的内容开始。 项目1.a简要概述了该报告。 3至8级MCA的测试布局。 该布局具有问题类型，您在底部看到的表格，问题类型，总点和等级级别。 该测试是在2018年第一次进行，因此去年 我们的学生第一次采用了这种不同的质疑格式。 当我们进入第2页时，您将看到表的其余部分。 然后，您将看到项目1.B，即传统10级MCA，学生们接受了它。 仅在2018年10年级。 因此，他们的格式仍然保持不变，遗产1。 今年，2019年，他们将采用新格式，您将在第3页上看到。 因此，第3页上的布局与去年3至8年级的学生相符。 因此，我们看到，所有3至8年级和10年级的所有等级将最终以新的格式采用新的格式。 否则，3至8年级已经采用了它。 然后在项目2中，此表也位于我的十月结果表中。 我相信，如果我们转到第4页，我希望我的页面与您的页面匹配。 我们看到2018年的下一代数学MCAS基础表现水平，然后我们看到了中学表现水平，然后依此类推。 我们看到了高中表现水平，随后是尖峰得分。 该表具有特别的兴趣，因为它表明从中得分的学生 每克有4.99美元。 谢谢。 因此，当您按成绩在尖口分数上看到时，您会在中间看到尖缘数据。 然后在左侧，您会看到多少 在左侧达到了期望。 在右侧，您将看到这些尖峰学生是否会做到这一点。 490至499真的很近。 有时候有时有一个，两个问题，两个半问题正确，如果是构造的回答，则有时是正确的。 我们注意到了这一点，然后我们转到了下一个桌子，小学标准斜线域，地区与州绩效。 您会发现，在三年级中，我们主要是积极的一面，但是当涉及到五年级和五年级时，我们看到了负面的差异。 我将在短短几分钟内回到它。 我将转到第6页，在那里我们在类似的表上也可以看到6年级，7年级和8年级。 然后我们也看到10年级。 设想，我刚刚研究了采用的数学计划的历史。 而且看来似乎，我非常有信心发生的是，我们在这里看到的三年级取得了积极的效果，这是在幼儿园级别使用Envisions的第一堂课。 因此，当时的四年级，当前的四年级正在使用日常数学，因此五年级也是如此。 因此，这可能是那两个同类的阶级， 当时没有强调课程框架，因为该程序可能已经过时了。 另外，在四年级中，我们看到分数需要大量时间。 那是一个很大的概念。 我们看到了负面的差异11。 我并不感到惊讶，因为作为一名高中老师，我已经看到学生在向他们传授代数1时仍在与分数挣扎。 因此，您将看到我们采取了哪些步骤，但我们指出了这一点。 我们还指出，类似的趋势在4年级，在5年级的4年级中保持道歉。 然后，我们还看到了学生在基本10中遇到困难的数字和操作。 当然，我们继续前进6、7和8年级。 我们继续看到大多数负差异。 然后我们进入10年级，这是我们看到地区可能点和州可能点的较小差异的地方。 什么对我们特别感兴趣，可能会帮助我们感觉 对我们的分数感觉有些好一点，我们的学生意味着学生的成长百分位数留在州手段范围内，学生成长百分比。 因此，如果某些班级的地区学生成长百分比，SGP停留在40到60个阶段之内，则认为这是一年不错的增长。 我们的大多数，除39.9以外，这是.1差异，我们的大多数学生成长都在那里。 实际上，我们在10年级时看到了它远远超过40至60。 因此，这可能是将近一年半的增长。 接下来的页面有我们所做的 今年的准备就绪，将继续在这些方面努力。 我们有K到5。 我们已经采取了很多步骤。 他们都在那里列出。 我们还对3至5年级的数据协调进行了数据协调，即正在服用MCA的成绩。 然后，我们还在分区合作和分区外的合作中做了很多工作 这个级别，特别是基础级别。 我们还在中学和高中一级采取了行动。 然后，我将未来的步骤列为该地区数学系的预见。
[Ruseau]: 非常感谢。 不客气。 您给了我很多问题的机会，但是我不想整夜留在这里。 因此，当我查看2017年至2018年之间的这些变化时， 我不知道差异是否具有统计学意义。 而且，我认为该州的网站并没有提供我无休止地查看的信息。 而且他们什么都没有告诉您这是否意味着什么。 这是正确的。 您是否有详细信息可以知道将6％的变化变为7％？ 当我们上升2％然后下降2％时，全部沮丧时，很容易感到兴奋。 但是它们可能完全毫无意义，除了参加考试的另一组孩子之外，与其他任何事情无关。 是的。 因此，这就是我在所有这些信息中挣扎的地方，实际上重要的是国家似乎对此并不感兴趣。 但是，您是否有更多的细节有助于理解这一点？
[Khan]: 因此，如果您不介意告诉我页码和表号，那将有所帮助。
[Ruseau]: 我在第4页，第一个表。 是的。 因此，从三年级看，超出了预期，我们从6％升至8％，这听起来不错。 该州从7％升至10％。
[Khan]: 这是正确的。
[Ruseau]: 而且，如果您对数学一无所知，那么您会说，好吧，我们的增加并不如我们应该拥有的那样。 这是正确的。 实际上有多少个孩子参加了考试，这是另一组孩子。
[Khan]: 有太多因素正在发挥作用。 您知道，我们 - 就像增长1％，但是当您真正的增长时，即增长2％，但是当您真正研究它时，可能是多种因素。 所以可能是 正如您所说，人口统计学发生了变化。 那天可能没有一组学生感觉不到。 也许他们睡个好觉。 也许，您知道，我们未能确定一种特定的问题，因此他们错过了一个问题。 他们可能是尖峰学生。
[Ruseau]: 因此，我不应该对上下几个百分点感到兴奋。 上升几％并不意味着我们一定会开始做得更好。 就像跌倒百分之一一样，并不意味着我们开始做更糟的事情。 好的。 这是在几个地方引用的。 将进行季度设想的基准评估。 这是正确的。 这些评估是我们的某些事情吗？我们是否以较少的频率进行操作，还是我们将开始做的所有新事物？
[Khan]: 所以我们今年开始了。 我们今年开始了评估。 我们已经将它们从设想中取出 问题。 我们今年能做的最好的事情就是设想。 我们从他们那里拿走了它，但是我们用构造的回答问题补充了多项选择基准，这将更符合MCAS问题。 因此，教练将它们放在一起，以便学生有很好的组合。
[Ruseau]: 这些测试是教师用来评估成绩的测试吗？
[Khan]: 你介意重复吗？
[Ruseau]: 这些与老师一起评估成绩的测试相同吗？
[Khan]: 不。 教师正在使用单位测试。 这些是基准，以便我们知道学生在特定概念方面的位置，并且老师可以为此努力。 有时，我们以基准测试了基准测试学生，以查看学生最初的位置，最初是班级的位置。 老师应该多少时间，老师应该花多少时间？ 对那个特定的概念。 他们要做什么？ 因此，基准有很多目的。 可能只是弄清楚班级在哪里。 您知道某些学生的某些亚组可能是确定的。 但是我们已经使用了很多，例如教练和我实际上坐下来分析数据以查看发生了什么。 然后教练回去与老师谈论不是 在基准测试中，我们没有看到太多的表现。
[Ruseau]: 因此，我的意思是，我担心的一件事是，我们花了所有时间来测试孩子而不是教他们。 在MCAS PREP测试或任何适当的术语之间，这些测试都是教师正在做的单位测试的补充。 这是正确的。 所以我想动作 在4月8日之前向委员会提供报告，详细介绍了所有测试，包括给学生K至8年级的实践测试，按年级和学校分解，豁免教师给予评估成绩的测试，因此不包括这些单位测试。 我希望该报告包括测试的频率和持续时间，并且需要清楚地划分练习测试。
[Edouard-Vincent]: 测试应该需要多长时间？ 因此，持续时间的唯一一件事是，有些学生需要比其他学生更多的时间，但是意图可能是允许学生拥有的一个教学期。
[Ruseau]: 是的，我的意思是不是实际的持续时间，只是预期的持续时间。 我打印了它，所以您不必...哦，好吧。
[Edouard-Vincent]: 谢谢。 谢谢。 谢谢。
[DiBenedetto]: 谢谢。 因此，这确实是很好的数据。 即使一个小的变量或在不同时间接受测试的不同的孩子或不同的班级，但它为我们提供了哪些领域，例如哪些领域，哪些数学概念我们更强大，我们不是哪些领域。 因此，我喜欢看到其中一些数据。 但是我不知道这是否被亚组分解了，哪些学生需要更多的时间，更多的关注，对这些类型的评估进行更多的辅导。 因此，我只是想知道您是否拥有可能对人们有益的数据，以使我们以后对哪些子组可能需要的确定，如果他们需要更多的时间， 如果他们需要更多的练习，如果他们需要更多的促进者进行考试，小组或其他任何事情，我们只想确保这些学生也在进步并取得成功，并有机会以这种方式取得成功。 因此，为将来参考，提出此内容时一些子组信息会有所帮助。
[Khan]: 谢谢。
[Van der Kloot]: 谢谢您的报告。 在第5页上，我注意到的一件事之一，您做了一个抛弃的评论，实际上，在4年级和5年级的级别上，似乎实际上在分数方面有些挣扎。 是的。 你说，我注意到这是一名高中老师。 因此，部分原因是，我确实看到您的一些动作项目确实包括补救措施。 但是，您知道，这似乎是我们可能需要在一些普通教室中工作的东西，以确保我们的学生真正得到它。 因此，除了补救措施MCAS会议外，是否有可能将其带入常规的数学课堂？
[Khan]: 是的。 我相信教练已经在这样做。 他们一直在教室里建模如何教授与分数有关的课程。 他们还在与老师一起进行一些专业发展，以指导他们如何在较小的环境中以操纵性或使用不同的动手活动将信息传递给学生。
[Van der Kloot]: 好吧，谢谢。 随后的后续活动也在第10页上。 对于您将来的项目，我看到您写的，采用基于询问的数学计划，该计划将增加高级思考，以在高中获得更成功的数学体验。 是的。 这似乎是一个非常重要的作品。 我想知道您是否认为收养会发生。 我们尚未谈论它，所以我不是想您要这一年的建议，还是？
[Khan]: 因此，这是一个很好的问题，并感谢您的询问，因为它一直是我在中学时一直在想的事情。 我相信那里有很多程序，而且老师已经驾驶了很长时间了，众所周知。 现在，有一些程序非常基于查询，非常基于探索，而不是 您知道，老师可以站立并教书的沉重教科书。 这些程序实际上 让学生探索。 让老师将整个班级得出结论，因为学生已经到达那里了。 然后将它们分成小组，然后再返回，然后再返回更大的摘要。 因此，那里有几个程序。 我肯定会更加认真地看待它。 我已经要求老师试用它。 他们中的几个已经驾驶了几年。 所以我有很好的数据。 我去了其他地区，看到其他老师在该计划中教授。 该程序的名称是通过打开资源来说明数学的说明。 如果您有兴趣了解更多信息，我邀请所有人尝试一下。 然后是大创意书，然后当然还有Envision的程序。
[Van der Kloot]: 好的。 这是您将在预算期间带给我们的东西吗？ 是的。 好的。 是的。 是的。 好的。 我们还没有得到这个。 好的。 超好的。 但是我们会寻找它。 是的。 这就是为什么我想提出它。 谢谢。 是的。 好的。 最后，我只是想提一下，这个星期六我在车上开车，我在听NPR，有一次TED演讲。 TED谈话是关于教学数学的。 我碰巧听的特定部分是斗争的重要性。 好吧，因为我有机会与总监一起去数学上的演练之一，这是我们看过的标准之一，我看到并理解了。 我只是以为那是一件很棒的事情，那就是坐着听Ted谈论我们应该如何教数学的话题。 所以我只是想提一下。
[Edouard-Vincent]: 谢谢。 当您谈论数字和操作分数时，我也只想在第5页上回到第5页上的评论，这绝对是您知道的。 在三年级的学生似乎真正掌握了它的事实，因此它确实使我们真正思考了什么 多发性硬化症。 卡恩（Kahn）早些时候说，三年级的学生有了自幼儿园以来使用该特定课程的好处，那里的四年级有不同的开始。 因此，我很想知道学生将如何做，因为我们已经拥有这些信息了，我们就可以具有战略性和故意。 关于我们的分数指导。 因此，我只是想说这是我们所知道的，我们正在密切关注以继续为学生做出数据信息的决定。 谢谢。
[Ruggiero]: 谢谢你，伯克市长。 我在这里的第五页上注意到了这一点。 是的。 因此，从三年级到四年级有很大的下降。 你相信什么？ 这是为什么？
[Khan]: 总体上有很大的下降。 这就是校长所说的，是我们一直关注几何形状。 我们正在查看此处列出的所有这些不同的链。 但是我们还要记住，这些学生正在使用日常数学。 因此该计划可能已经过时了。 我不太确定它使用了什么课程框架。 也许2006年，我要假设，或者也许是2011年。 但是这些学生在2017年的框架上进行了测试，而不是2011年。 因此，从2011年到2017年的差异很大。 因此，从2011年框架开始，我们已经从计划中教了他们三年了四年。 2017年只有一年的教学，现在我们将在2017年对其进行测试。 我相信这也可能必须对此做一些事情。
[Ruggiero]: 过去，当我们遇到这些故障时，您是否有一种了解，我们已经能够看到哪些学校一直在哪些水平上表现。 你有一种感觉吗，有吗？ 这些不同学校之间的差异？ 在第一个报告中。
[Edouard-Vincent]: 不，但是您是否有每个主题分解？ 是的。 多发性硬化症。 秋季报道，拉扎罗（Lazzaro）离开了原件。
[Ruggiero]: 哦，对不起。 哦，桌子上的新的。 是的。 哦，对不起。 谢谢。 我没有在信封中抓住它。
[Ruseau]: 我确实有后续行动。 我忘了问这个问题。 在第9页的未来步骤中，我有些惊讶地看到幼儿园的想法通过五年级学生进行70分钟的不间断数学指导。 我的意思是，当我上大学时，我们参加了70分钟的课程。 你能解释一下吗？ 因为我认为这意味着我认为这意味着什么。
[Khan]: 是的。 不，谢谢你。 再次，这是另一个很好的问题。 因此，在第一年，我从不同层面上学习的数学学到了很多东西，在不同的学校中，我注意到的是很多，有时在数学块中有两种不同的突破。 所以我们说我们正在给他们，我们给学生的学生65或60分钟 但是有时会在10或15分钟内被分开，然后我们教别的东西，然后回到它，然后再休息一下，然后再次教数学。 有时它可能与零食混合在一起，而不是零食。 当我们真正看过已经证明学生在数学上有重大影响并学习数学的研究时， 有一种不同的教学方式而不是，或者我应该说数学块可以被中断，但是不应该以使整个流程破裂。 因此，当您这样做时，有时甚至有时甚至有其他老师都会捡起来，发生的是连贯性被中断。 这样就消除了重点。 所以也许另一种看待它的方式是 进行设备一个数学块，使学生学习并专注于该学习的中心。 这可能是一种更好的方法。 因此，如果我可以将其拿回去并将其放在那里，那就是我的同等版本。 但是也许我又戴上了我的高中数学帽子。 我道歉。
[Ruggiero]: 非常感谢。
[Khan]: 谢谢。
[Ruggiero]: 是的，是的，后续问题。 因此，非常感谢您今天给我们的。 但是，我们是否有可能在将来或从您发送给Ruseau会员的报告中查看您是否有可能每所学校进行人均崩溃？ 因此，我们可以看到，也许我们可以在哥伦布获得更多的测量和数据专家。 那对我来说很有用。 好的。 就像您提供了每所学校的总数据一样，对于我来说，每所学校的每个科目都非常有用。
[Khan]: 因此，根据主题，您是什么...哦，哦，通过...通过域名，您的意思是？
[Ruggiero]: 我想，按照几何形状，测量数据，分数，分数，分数等等。 也很高兴知道每所学校的细分。 当然。 谢谢。 Ruseau会员，如果我将其添加到您的动作中可以吗？ 做另一个动议。 好的，那我想，或者，除非我们必须，对不起，请原谅。 我想提出一项动议，我们对方便的话题进行了细分，谢谢。
[Burke]: 打扰一下。
[Ruggiero]: 不，我们记得。
[Burke]: 让报告在4月8日之前向委员会提供报告，详细介绍所有测试，包括给学生K-8的实践测试，成绩和学校分解的成绩，豁免单位测试教师评估成绩。 该报告应包括测试的频率和计划的持续时间，应明确划定练习测试。 女士的地板上有第二秒 必须。 所有赞成的人？ 是的。 所有反对的人？
[Edouard-Vincent]: 我只是关心时间表，而不是获取信息，而是要获取这些信息，只是在4月8日之前所做的所有其他工作都非常快。 我知道您说不包括单位评估，但我宁愿给您更多 准确的列表，一个更详尽的列表。
[Burke]: 您可以对校长的日期更加灵活吗？
[Edouard-Vincent]: 当然。 因为我们在4月有两次会议，并且在背靠背的会议上举行了会议，所以我的中央办公室非常联系...需求的时间是...尽快？
[Unidentified]: 5月6日。
[Edouard-Vincent]: 是的。
[Burke]: 好的，5月6日。 修改至5月6日。 好吧，所有赞成的人？ 所有反对的人，运动都带有。 在Ruggiero先生的话说，这会被主题划分。 是的。 贝内代特先生第二。 所有赞成的人？ 所有反对的人？ 运动通过。 谢谢你，女士 卡恩。 谢谢。 好工作。 谢谢。 好的。 2018年科学MCAS战略分析和课程计划的报告。 Cieri先生。
[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]: 谢谢您的报告。 我非常感谢这里的执行摘要。 我们可以去您报告的第四页吗？ 当然。 因此，只需将我带到第四页底部的这张桌子。 因此，有许多与之相关的域和集群，这些是我们需要工作的亮点。 基本上是终点吗？
[Cieri]: 是的。 因此，如果我们要看一下测试本身，我们试图挑剔的是学生最挣扎的问题。 并向您报告了列表中的前五名。 这些特殊的人在地球科学和生命科学问题上表现出一些弱点。
[Ruggiero]: 但是，您没有得到一张内容1、2、3、4、5、6、7、8、9、10的项目？
[Cieri]: 我们可以做到这一点，但是这些是对我们作为一个地区最揭示的人。 然后，我们要确保，如果特定集群中只有一个问题，我们不会将其视为该特定主题发生的事情的规则。
[Ruggiero]: 对，对。 这对我很有用。 我的意思是，对此毫不费力，但是如果我们能像PDF一样，保存所有不同物品，地区和州分数的论文，那对我来说只是有帮助的，只是为了更加完整地了解正在发生的事情。 我感谢执行摘要，而不是问题的浓厚，您知道，我们现在可以看出的问题。 但是在家里，我很高兴通过域查看这些域。 我的意思是，如果我们可以通过学校分解这一点，那是在学校分解还是仅仅是打印件？ 看到我们可以哪些领域对我来说真的很有帮助，也许我们可以利用社区中具有某种经验的人，例如分子到生物体的环境。
[Burke]: 好吧，全部设定。 鲁索先生，信息点？
[Ruseau]: 是的。 当我们获得项目编号时，我们得到了项目编号，我们实际上并没有得到问题，对吗？
[Cieri]: 您可以看到问题。 哦。 因此，在这些特定情况下，您实际上可以看到这个问题。 因此，如果您去了五年级MCA，则可以得到问题。
[cflR-3VqII8_SPEAKER_20]: 好的。 我们可以得到问题吗？ 当然。 太棒了。 谢谢。
[DiBenedetto]: 好的。 Benedetto先生。 谢谢。 我要感谢您的报告。 我敢肯定，我对新科学计划感到非常兴奋。 其他成员也很激动，我们也将得到这一点。 但是我也想，不是为了本报告，而是在未来的报告中，亚组类别以及学校类别，只是为了确保我们的所有子组都符合与我们的类似基准 彼此。 以及尖峰得分。 我知道你们所有人都有尖峰得分，而且我知道数据对于计划目的而言是重要且内容丰富的，但我也想知道，我希望人们知道，是的，我们是两个或三个问题。 我不想，不是你，因为我认为你不是，但是总的来说，过去几年，就像，哦，但是我们很近。 我们想命名我们的身份，以便我们可以前进。 我不想像我们快到那样的尖峰得分。 我想将其用于数据目的来构建和思考，但我也想承认这是我们的本身并拥有我们的本身，因此我们将其做出具体的步骤以前进。
[Van der Kloot]: 多发性硬化症。 范德克鲁普。 Rocco，谢谢您的报告。 我有点担心，我只是希望成员提出的请求不会在数小时和数小时内将您捆绑在一起以生成其他数据。 这是一个问题吗？
[Cieri]: 我们可以提取报告。 我不确定要花多长时间，但是我们可以完成它。
[Van der Kloot]: 正确的。 因此，有时我认为想要其他数据存在问题，但也希望确保我们不会绑定我们的专业人员来完成他们需要做的工作。 所以我对此有些担心。 但在您的报告中最令人兴奋的是，有一个中学计划将基于我们刚刚采用的放大科学。 所以我期待听到这一点。 可能吗？ 明年可以尝试吗？ 那是你的建议吗？
[Cieri]: 所以我要做的是我将一个小组汇聚在一起。 这将是一个开放组，就像我们为基本程序所做的一样。 希望来自各种选民的成员能够聚集在一起。 我们将查看供应商提供的计划，这些程序为其提供，对其进行审查，对它们进行排名，然后为您提供我们认为是顶级程序的信息。 我假设这将升至顶部。 我不能肯定地说，但这是从ED报告中获得绿灯的。
[Van der Kloot]: 那会在明年9月初发生吗？
[Cieri]: 因此，如果我提出了这种类型的报告，它可能会在6月发布。 这个六月？ 是的。 伟大的。 您知道，我度过了一个夏天，只是试图制定某种计划，如果这是我们想要的方向。
[Van der Kloot]: 我只是认为这很令人兴奋。 我们可以基于我们拥有的动力。 所以非常感谢。
[Burke]: 非常好。 是否有动议可以接受此报告，将其放在文件中并从某些数据点进行跟进？ 我敢肯定，校长会在要求的内容上与您联系。 所有赞成的人？ 是的。 所有反对的人？ 运动通过。 谢谢你，西里先生。
[Burke]: 项目9，2018年英语艺术MCAS战略分析和课程报告。 Chiesa博士。
[Chiesa]: 晚上好，大家。 DeLave先生将设置我的投影仪，因为我有几件事可以为您展示。 因此，请等一分钟让他设置它。 可以吗？
[Burke]: 没关系。 谢谢。 我不介意。 有人移动悬架，我们可以采取其他一些。 快点。 女士停赛 范德·克洛特（Van der Kloot），由贝内德托（Benedetto）先生借调。 所有赞成暂停的人？ 所有反对的人？ 暂停被授予。 新商学院委员会的决议要解决，梅德福学校委员会向多萝西·帕拉迪诺（Dorothy Palladino）家族表示诚挚的慰问。 多发性硬化症。 帕拉迪诺（Palladino）是市议会主席和前学校委员会成员约翰·法尔科（John Falco）的婆婆。 多发性硬化症。 帕拉迪诺（Palladino）是梅德福公共图书馆之友的活跃成员，我们也有两个被停赛。 我们决心，梅德福学校委员会向安东尼·斯塔尔（Anthony Staffier）的家人表示诚挚的慰问。 Staffier先生担任梅德福公立学校的安全官员已有30多年了。 而且，梅德福学校委员会对菲利斯·路易丝·麦考密克（Phyllis Louise McCormick）家族表示诚挚的慰问也是如此。 多发性硬化症。 麦考密克（McCormick）是梅德福（Medford）奥斯古德学校（Osgoode School）的一年级和二年级老师多年，当她退休时收到了这座城市的钥匙。 奥斯古德（Osgoode）是我的家庭学校，所以我有幸认识麦考密克夫人和她的妹妹卡洛尔夫人，而只是很棒的老师。 我经常在社区周围遇到她，所以她会被错过。 如果我们都可以，请暂时沉默。 谢谢。 是否有动议恢复到女士的常规业务命令。 范德·克洛伊特（Van de Kloet），由女士借调 Di Benedetto。 所有赞成的人？ 所有反对的人？ 多发性硬化症。 基萨。 你好。
[Chiesa]: First of all, I want to begin by thanking you for the opportunity to be here tonight. We have an opportunity in the fall to present you with the initial data. And I know that Ms. Kahn, Mr. Seery, and I are excited to be here tonight so we can showcase to you what we do after that initial meeting, which, as you've seen from both of them, is quite a lot. I'm going to begin tonight by providing you with some information about the ELA MCAS test design. And similar to mathematics, we are dealing with two different exams. one at the three through eight level, and one at the high school level. So, as you know, the elementary is involved in the next generation ELA MCAS. This is an extremely comprehensive assessment, and it's taking into account multiple layers of ELA skills. Writing, language, reading comprehension, and analytical skills. Students in grades three through five are assessed using the pre-K through five learning standards, and three content strands. So in front of you up there, you have four of the different, what they refer to as anchor standards, that encompass our entire English language arts state curriculum. Reading, writing, speaking and listening, and language. And of those four anchor standards, we are assessed at the MCAS on three out of the four. which is reading, writing, and language. And all three are present within all of the exams. The reading anchor standards, I'm sorry it's small, but I know you have this information in your report, but what I want to emphasize here is that the reading standards are much more than just decoding and fluency and the ability to decipher those words. In fact, the reading standards encompass key ideas and details, craft and structure, integration of knowledge, and ideas. And there's also a level of complexity. The writing anchor standards similarly... Is that writing or is that language? The writing anchor standards talk about much more than just the ability to write a paragraph. They are saying, does the student know the different text types and purposes? The student has to show the ability to produce and distribute writing. The student has to show the ability to research and build present knowledge. And the student also has to have a range of writing. In addition to that, we have the language standard. And the language standard is not just standard English conventions, which is what we normally think of when we hear language, but it's conventions of standard, but it's also knowledge of language, such as figurative language, and also vocabulary acquisition and use. And students in grades 6 through 12, although what you're looking at in front of you is elementary, students in grades 6 through 12 have the same anchor standards and the same domains there. You've seen the assessment as well. You have that. I provided that to you this weekend. So if any of you did some homework, you may have understood from that that this is much more than just the ability to read the passage and answer a few questions. In fact, it's quite difficult in nature. When taking the assessment, students have to read multiple passages and answer challenging multiple choice questions. This is going to give you an overview of the general sense of how a next-generation test is broken up. We have a variety of one-point questions. You can see there, there's 21 to 27 one-point questions. This is approximate, but it gives you a sense. There are also a number of two-point questions, so the student will get two points for answering those questions correctly. There are three essays that the students are graded on. However, often students will have to answer four essays over a two-course day, over a course of two days. And then it has the total points on the test. Reading, language, and writing is divided into different percentages. Generally, and again this is general, Generally, reading accounts for 50%, language 20%, and writing 30%, giving us that 100%. So we can see it's encompassing a variety of different standards, reading, writing, and language. One thing that we want to keep in mind is when we're thinking about reading comprehension, the test itself, when we switch to the next generation, had a renewed emphasis on looking at two, and sometimes at these upper levels, three passages when answering questions. Several questions that these students take are multi-tiered. So it could say, what is the main idea of this passage? And then that's part A. And then part B may be, what is the textual evidence that brought you to that response? And there's obviously, bullet three, a new emphasis on textual evidence. There are some examples of questions. It says, which statement best describes a major difference between the author's purposes in two different excerpts? So the child is looking at two excerpts, having to understand what the author's purpose is in both, and then being able to decipher what the major difference is between the two. I provide this example to show you that there are many steps in answering these questions, and that's another reason why I gave you a version of a few different grade levels. Similarly, there's a question that says, read the sentence from paragraph 13 of this passage. It gives you the sentence, and then it says, which sentence from the other passage, instead of detention, makes the same point? So again, a lot of comparing between different passages. And that's a shift for us at the elementary, middle, and high school level. It's a shift we've prepared for over the past couple of years because we had this exam last year, but it's something that we are looking at when we prepare for this exam. We have two-part questions, as I mentioned, what ideas presented in both passages, and then choose the set of details that best supported your answer. And then there is that new emphasis on textual evidence, which I already talked about. You received in your packets the paper version of the test, but our kids receive, except if you were a third grader last year, received the... take the... the test is administered, excuse me, obviously, on the computer. So if I'm taking the test as a fourth grader, I am seeing two different passages pop up. And I have my little pointer here. If you notice, sometimes we deal with some technological issues. So we see that sometimes a child would think that that stopped there, but they had to scroll down to see more. See what I'm saying there? So we have a technology component that we're working with as well that often will hinder someone. They'll say, oh, this is in front of me. But no, we have to get them used to the fact that, no, you need to scroll down to see the end of the story. When they are answering questions, students have the ability to toggle between the two passages. So this is tab one, and then this would be tab two. And they can go back and forth when they have different sets of questions. Again, taking into consideration that that is not always an easy thing for a fourth grader, an eight-year-old, to do. I've had my own eight-year-old practice He's back and forth, toggling back and forth. It can be challenging. So we deal with these technology issues as well when we think about the MCAS. I know it's late, so I won't go through all these questions. I do want to show you that we also, in addition to textual evidence questions and analytical questions, they also have something called technology enhanced questions, which are generally two points. A technology enhanced question is going to have the student answer a question about the reading passage, but now they're going to have to maybe drag and drop a response. Or here they're going to have to choose different pieces using the trackpad on the Chromebook or the mice on the desktop. When we look at writing, so those are the reading comprehension questions, the multiple choice questions. When we look at writing, We also have to keep in mind that we are dealing with writing now in response to the text. So all of the writing that is asked of the next generation test relates back to an excerpt and often excerpts that they will read. Writing types can include argumentative, informative or explanatory, and a narrative. And there is one rubric used for all writing types, which is, let me find it, I'm going to go out of order for a minute, the rubric. I know it's small, but the rubric grades you on idea development and standard English conventions. So two separate scores, one for idea development and one for standard English conventions. I share this with you because these are things that we look at with my staff, K through 12, three through 12, to figure out where are we falling down in the writing or where are we doing well. So it's split up. The essay questions can range. I have a few examples for you here. The second bullet says, based on drive-ins, the last great picture show, write an essay explaining why drive-in movie theaters appeal to families. Be sure to use information from the article to develop your essay. Another essay could ask the child to write an essay explaining the themes in Celeste's heart and principles and principles, and be sure to use how they are similar. and be sure to use information from both passages to develop your essay. So it's really giving the kids not just superficial knowledge of reading an essay and giving me the main idea, but digging deeper, getting into that analytical, not just what is the theme, but how is it similar and what can I do to get there. When I'm answering an essay online, if I'm asked to answer between two passages, I'll have this ability to toggle. and then I'll have my space to write. Some students, especially at the elementary and middle school, have to be reminded that they can go beyond this box. So that's another technology issue that may seem obvious to us, but certainly not to a child. So we work with them on that, in addition to, obviously, the writing ability. And this is an example of an informative explanatory essay. What we are seeing at the grades 3 through 8 has been a narrative essay where the child is asked to continue writing a story using dialogue or retelling a story in a different point of view. That's our narrative. Here it is again. And what we're seeing for our other type of essay is we're seeing that analytical piece where they're reading one or two essays, identifying perhaps the theme, the mood. You had the examples in your packages, so you can see different types of questions. And then they're writing about that, always using textual evidence to support. At the high school, this will be the first year we're using next generation tests, we're seeing them use editorials. But the state has made it very clear that any writing genre is up for grabs. So we have to plan accordingly. We can't just focus, you know, when we're preparing for that MCAS, we need to be aware that all the genres in our sequence need to be, the child needs to be exposed to them throughout the year, which they are. When they were graded, as you know, they're graded on exceeding expectations, meeting expectations, Progressing to expectations or not meeting expectations. The test includes common and matrix questions, as Mr. Seery talked about. Common questions are counting to the score, and matrix are not. But we don't know which is which, so we could have that kiddo at the end of that second day just complain old exhausted when they're writing that fourth essay over the course of two days. So we deal with the issues of stamina as well when we're preparing for a test such as this. At the last school committee meeting when we talked about the MCAS, Mr. Russo, you asked me why grade 3 said reading instead of English language arts. So I don't know if you recall that question, but on the school report card, it lists grade 4 English language arts, grade 5 English language arts. So when we're going to the school report card, we are seeing how our school performed in the English language arts. But grade 3 said reading. misnomer, which we talked about. But what I did is I took it upon myself to email the state and ask them, why are you listing this as reading when clearly there are many different anchor standards you are noting? They actually responded to me late tonight, or earlier today, and they have said, and I have a copy if anyone's interested, which maybe, can I pass it to you? What they said was that this wasn't a misnomer, that they thank Medford for calling this to their attention, and that they will be submitting a request to change grade three to read as English Language Arts and not reading, because as I said in my email to them, I was correct that it is much beyond just reading. And as you can read from this email, it says, reading is one of the three reporting categories in addition to language and writing. So I want to be very clear that we are looking at a multi-tiered exam. So tonight, when I go over the analysis, what I'm looking at is the overall analysis which you had provided to you in the fall, the cusp analysis, the anchor standard analysis, the domain and standard analysis, and the student growth percentile. These are just examples of some of the analyses that we do as a three through 12. And I say 12 because we do have 12th graders that are still sometimes working to achieve that competency determination. I've heard subgroups come up a few times tonight. That is something we look at, but I don't have it in this report provided tonight. But I do want the committee to know that that is something that we look at as a staff. So if I look at the grade level, the first page three of your document has how these are pieces of information that you were provided with at the fall report, how we did overall in comparison to the state. I know that one of the questions looked at statistically significance. You can recall that in grades three and four we were above the state. I'm not going to go over that with you all. I know it's late and you've had a long night. But some of the things I might call out to refer to What does this percentage mean is if we look at grade three, for example. Grade three in 2018, we're dealing with almost the same amount of kids in 2018 versus 2017. So we had 339 third graders in 2017. In 2018, we had 332. I share that with you because in 2018, we had 183 kiddos achieve exceeding and meeting expectations. And in 2017, we had 153. So I want to give you some numbers there to see that we really moved that dial about 30 kids into that meeting and exceeding expectations. Again, just giving you some numbers instead of just the percentages. Similarly, in grade four, we had 28 students in our district exceed expectations in fourth grade in 2018. And in 2017, we only had 17. For meeting expectations in 2018, you see it's 45% of our district met expectations, which equates to 149. And in 2017, we had only 34%, equating to 96. So we do have some jumps in number, and I don't know if that helps answer some of the concerns in terms of what is statistically significant. You've already seen data on pages 4 and 5, but I included it there just to remind you. A reminder that the high school took the legacy MCAS this year, which had really very little to do with referring to an excerpt when they were writing the long composition. The writing was more about pulling from their prior knowledge of novels or different excerpts. And now this year, the high school is moving to the same format that the elementary and middle school have been accustomed. So we are preparing for that. When I look at the CUS scores, which is on page 6, what I've done for you is I have provided you with the percentage of students in each grade level that met or exceeded expectations. I then looked at the CUSP, which was the range of 490 to 499, and looked at that percentage of students. And then that third column, which says meets expectations performance level with CUSP differential, will show you what it would have been had those CUSP kids achieved the 500 mark. So again, I know Rocco has mentioned this, this is not where we were, but you can see it would have made a significant difference. If our CUSP kiddos had met that 500 mark, we would have had 78% of our third graders meeting or exceeding expectations, which is quite significant. We would have had 68% of our fourth graders, 67 of the fifth, 64 of the sixth, 57 of the 7th graders, and for 8th grade, 62%. Further into this report, I'm going to provide you with additional information on the various initiatives that we do to support these students, including departmental-specific interventions and deficit analysis to try to move the needle and support them into getting into the meeting expectations range. Similar to some of the other reports, the ELA MCAS, as I showed you earlier, is broken into what we call the anchor standards. So one of the things we do as a department at the first stage of analysis is we look at how we performed in the three different anchor standards. And so that is provided for you grade by grade. I won't go over all of it, but the last column shows you how the district did in comparison to the state. So if we're looking at grade 3, we see that we have a good story there. We are plus 3 in language. We are on par for reading. And we are plus 2 for writing. Grade 4, we have some minor deficits in reading and writing. And you can go through the different grade levels to see how we stand. But they're minor. They're like 1 percentage point above, 1 percentage point below as you go through the different grade levels. And there's some variances in there as well. have it for every grade. But again, I know it's late. I know you've had a long night. I'm happy to answer any questions on this. One thing I want to mention is that as we go forward, this for us as a department is just stage one. What we then do is we dig deeper as much as we can. And we look at the domain and standard analysis. So that's when we're digging into the questions. And we look at what the type of question was, what exact standard it was and where the deficit lied. So then we try to go to the question if it's available by the state and see, you know, is this something that's going on with our curriculum? Are we not teaching figurative language early enough? Did the question, was the question just very wordy and confuse the students? What was the issue with the standard? And so what you see on the screen, is just a basic example of where we might begin as a group. So we may start pulling out, okay, this is our area of strength, this is our area of weakness, and then pulling into the standard and seeing, was it the question or was it the standard? Was it something in our journeys curriculum that we need to change the sequence of? Was it something at our middle school level that we need to move around or we need to add to? And these are where we make some decisions. And sometimes we say, you know what, it was just the question. If you look at some of these examples, you'll see the same standard could be a strength in one example, and it could be a weakness in another. So grade four, we have a strength of 1.01, but it's also a weakness. So again, sometimes it depended on the type of question. Something that's very important to me is the student growth percentile. And what you'll see here is looking at the mean SGP. So at each grade, the mean SGP was strong for Medford students in grades three through eight, taking the next generation ELA MCAS. In each grade, we were higher or equal to 48%. We have our fourth grade's mean SGP at 49%. 5th grade, 49, 6th grade, 48, 7th grade, 51, 8th grade, 61, and 10th grade, 58%. So we are growing as a district year by year. Any questions I can answer before I move to what we do next with this data? Okay, so what we do next, working with myself and my two lead teachers, Mr. Bowen Flynn and Ms. Sanford, one of whom is here tonight, we look at, we do a variety of different things. And instead of going through each piece, what I want you to think about this is themes. Our first step is data analysis. The data I'm sharing with you is really the first layer for them. Every teacher at the secondary, middle, and high school level have a data drive that I've established for them where they have the MCAS data, data from Study Island, other pieces of data to make data-informed decisions in their classroom. And what those drives may look like, for example, would be they would have the item analysis, so step-by-step of how each of their students, their former students did, So they can see where the curriculum areas are where we struggled and where we were strong. And then they also have their current students. So we build a macro in order for them to see how their students that are in front of them are doing. So they can work on deficits with the children. It's not an easy task, but I believe it's very important. So every single teacher has that there. At the elementary level, I personally go and meet with each grade level. and go through with them the different kids that are on the cusp, the areas where we saw strengths, the areas where we saw weaknesses, and how we can grow from there. And similarly at the high school level, although we're switching, moving courses, we're doing a similar amount of work. The second theme would be professional development. We look at where, once we've dug very deep, we look at where we need additional support. So at the elementary level, we may say, you know what? We need to look more at what our online platform for journeys has. And we've done some PD on that. Or we might say we need more support on our response to intervention. And we've brought in professional development for that as well. At the middle school, we recently just had somebody come in and do power writing strategies for us because we saw that we needed a little bit more support for writing. We also dig very deep with the analysis, and we've had different PDs led by myself and also led by the lead teachers on looking, how do we really analyze this data and take the next steps? And then at the high school, we've similarly had PD on writing, and we have one coming up this week on instructional strategies for poetry and student-led discussions, which is an MCAS, but again, We're not driven by that. It's a piece of what we do. We then also look at instructional shifts. So we may say, you know what, we need to do a little bit more analytical piece at the middle school. We need to move more to excerpts. Or certainly the high school is having some dramatic shifts as they move away from the long composition, and we looked at refining our writing sequences to support the students. and a variety of different pieces. And then we look at what materials we need. You may notice that at the elementary level, to support both our wind block and beyond, we have purchased learning A to Z for our first and second grade kiddos, allowing them to, those independent readers that want to do a little bit more can do that with that, and then the ones that are struggling, we can do a little bit more practice with them. We also look at schedule changes, which is very important. We've done quite a lot of work on our WIN group, which is at the elementary level. I run, not only have we fully implemented WIN in grade one and two, we have also, I am also running the WIN advisory committee, where we are looking at what are we going to need to focus more on? Do we need more on blending segmenting? Were our assessments on the blending, segmenting, decoding enough? And we have been able to carve out time in the elementary schedule to support those kiddos more effectively and efficiently. At the middle school level, we've looked at what our reading specialists, what students they serve, and we've made some changes as well. So we didn't always have the reading specialists targeting intervention groups at grade 6. We've done that now. We've seen a deficit in our sixth graders this year. Not a deficit, but we've seen some extra needs for intervention. And we have made some steps working with Mr. Tucci and Mr. Downs to allow for that schedule shift so the sixth grade readers can have a little bit more support if they need that. And similarly, at the high school level, I've worked with Mr. DeLeva quite a bit on how are we supporting the ELA literacy piece for those kids that need some additional support. We also have an MCAS challenge class for our 10th graders at the high school who have shown that they need a little more support. We do practice to reduce test anxiety and to try to overcome some of those technological issues that we are seeing come up. And we also have recently, with the support of central administration, implemented in ELA Enrichment Academy, which looks at the literacy needs of our kids in elementary grades 3, 4, and 5, middle school 6, 7, and 8, and really working to hone in on those students that need some additional support. The last piece, and again, I'm trying to summarize because I'm sure you're all very tired, is we do look at the technology piece as well. You know, do we need... something as simple as a mouse for those kids to take that test. We saw problems on our drag-and-drop questions. When we went to the question to say, why are we struggling here, we found out it was a drag-and-drop question. And we saw the question, the kids, it was not a difficult question. They should have performed a little bit better on that. And so we look at providing some additional supports. in those areas as well. Yes?
[Mustone]: 抱歉，谢谢。 我对四年级学生预期的技术感到惊讶。 小学的计算机老师是否会做任何这些准备或练习，还是仅在课堂上？
[Chiesa]: 所以我们已经与我合作过了。 躺在 例如，确定哪一块，例如键盘，对小家伙来说是真正的斗争，对吗？ 以及如何在他们的课堂上发生什么以支持一般教室老师。 因此，我们做了一些。 在线可用的练习测试，我可以向您发送链接，因为它与采用纸质版本完全不同，我们确实有孩子，其中有三个部分，因此全年都有 我们让他们只花一个扫盲块，因为我们不想花太多时间，但是我们认为对他们来说很重要。 一个扫盲块，每年三次，实际进行练习测试，因此他们看到了这些领域。 第一个，老师带他们走过。 而且我不知道您是否有机会看到它，但是有不同的工具，例如突出显示的工具，因此老师可以浏览其他一些工具 可能不那么明显的作品。 是的。 但是，这是我们与之斗争的事情，尤其是在英语标准惯例中。 为什么我们的公约得分很低？ 是因为他们只是没有放在大写字母的情况下放置时期，轮班吗？ 还是因为他们不知道如何使用撇号？ 并在小学工作，与这些老师进行了很多非常好的对话，我们看到了其中的一些。 并非全部，但其中一些与技术有关。 因此，我确实有兴趣尝试克服这些障碍，尤其是在今年我们的三年级学生也将在线上进行的障碍。 我很想知道这也会影响整体得分。 谢谢。 我觉得我说的太多了，所以我可以结束，但是您有一个清单。 鲁索先生有一个问题。
[Burke]: 鲁索先生？
[Ruseau]: 您知道，我的意思是，我家里有几台计算机，很长一段时间我们没有一只鼠标。
[Chiesa]: 真正的鼠标还是技术鼠标？ 好吧，我有真正的老鼠。
[Ruseau]: 连接到计算机的那个。
[Chiesa]: 我知道。
[Ruseau]: 而且，您知道，真正有趣的一件事，您可以去YouTube，观看从未使用过鼠标的人的视频，尝试使用鼠标。 这就像试图开车一样，只是没有指示。 是的。 所以，你知道，我想我真的很关心 期望三年级的学生可以使用这项技术，但是一路上，如果我的女儿拿到她的第一台计算机，而我的儿子获得了第一台计算机，那么他们没有用鼠标拿到一台计算机，那么他们就会带有触控板。
[Chiesa]: 正确的。
[Ruseau]: 这是完全不同的眼神协调工作，我想我只是在抱怨。
[Chiesa]: 不，有什么有趣的是，我有一个星期六早上，所以我有一个七岁和一个十岁的孩子 我让10岁的孩子习惯了触摸屏Chromebook，这是7岁的孩子。 因此，她是我的病人，她正试图触摸该屏幕，以使她为她拖延。 我让她做练习。 她做不到。 她放弃了。 她从不放弃。 因此，对我来说，这有点令人大开眼界。 她作为第二年级的触控板，几乎是三分之一，太多了。 因此，我们为那些更舒适的人提供了老鼠。 这仍然是一场斗争。 但是，特别是对他们来说，触控板非常困难。 因此，我们正在尝试与我们拥有的东西一起工作。 想想听起来很小的事情，但是当您看到八岁的孩子与之奋斗时，它们非常真实。 因此，我感谢您这么说。 我们正在努力。 谢谢。
[Burke]: Ruggiero先生。
[Chiesa]: 我们做的是我们有typing.com。 您听说过Typing.com吗？ 这是一个在线平台。 许多技术专家，我应该对您的问题说，斯通夫人 是他们已经为孩子们建立了帐户，并追踪了它。 某些校长已经完成了泰坦或排名前五的打字。 如果他们不是前五名打字，那就不会让任何孩子感到难过的东西，而只是给在家工作的额外动机。 我不知道他们可以输入多少个单词。 大多数研究，如果您与女士交谈。 Layden，会告诉您他们在这个年龄不应该真正打字。 他们是小手指。 但是，这再次是我们无法控制的。 就英语对我们的测试的影响而言，我确实担心写作的耐力。 我确实担心惯例。 但是，当然，这也只是所有这些。 我相信他们现在是人类的评分。 他们目前是人类的评分，但是最近的报告 提到了有关切换的一些东西。 我不知道文森特博士是否有更多信息。 但是我确实记得有一些话题，但尚未发生。 目前，它仍然是人类的评分。 是的。 因此，他们使用这个标题。 因此，他们遵循了我们所有老师在课堂上使用的标题。 它具有不同数字的不同想法发展。 您会看到，要获得5、4、3、2、1之类的各种不同的零件，依此类推。 同样，您可以看到，对于标准的英语惯例，为了确定数字，各种不同的标准。 我们注意到的一件事，因为我们确实深入研究了这一分析， 3、4、5、6、7、8和10年级是，我们已经看到国家现在为某些分数提供首字母缩写词。 我的意思是，如果我看到一篇文章，有时而不是1或2的文章，他们将缩写缩写为缩写，这是今年的新事物，而不是新的，但今年似乎更普遍，DC。 直接复制或ot主题。 如果您看到一个缩写词，则孩子已经获得了零积分。 即使根据这个标语，他们也可能发展了自己的想法并提供了一些细节，但他们为此获得了零分。 因此，他们正在考虑与此标题的一些偏差。 但是总的来说，这就是他们的得分。 所有的老师都非常了解。 因此，我们已经谈论过很多话题，如果您看到一个孩子脱离话题，请准备好当他们获得MCAS得分时，他们将不再获得一个或两个。 那是一个变化。 因此，我们正在深入挖掘，以便他们可以磨练这些事情。 我们正在尝试做出数据形成和战略决策，因为我们知道，蜿蜒曲折。
[DiBenedetto]: 多发性硬化症。 多梅尼科。 我只想感谢大家以这种方式介绍MCAS数据，并解开所有这些数据，并将其带到我们的教室和我们的老师，这样他们就将他们对他们如何向我们的孩子做出了明智的选择。 似乎很多信息都没有到任何地方，但实际上是非常重要的工作，即使我们 对我们来说已经很晚了。 我的意思是，您提供的数据对我们前进非常重要。 再说一次，子组信息是我喜欢看到的东西，而且我不喜欢听到尖头，因为我们没有做出这些基准，所以我不喜欢宣布，好吧，如果我们做得更好，那么我们将获得78％。 这不是我最喜欢的事情。
[Chiesa]: 我同意你的看法。 我认为这让人们感到困惑。
[DiBenedetto]: 我们几乎得到了78，但您没有。 但是我们没有。 正确的。 因此，我喜欢确切地推出我们所做的事情，以便人们记得准确的数字。 那只是个人的事情。 我不知道其他成员是否有同样的感觉。
[Chiesa]: 正如您还可以通过页面看到的那样，我们还有更多的事情，而您在您面前。 我知道现在已经很晚了，所以我不想与您一步一步，但是当我们查看数据时，我们正在做出一些真正的更改。 及以后。 您知道，这只是我们做出明智的决定，进行安排更改时，我们要查看的一条数据，如果我们需要在教学中进行教学以确保我们离开，每个孩子都会以优势离开成绩，并归功于他们的需求，就需要对学生的课程进行更改。 因此，我不会全部阅读它们，因为我知道您很累，但是它们在您面前。
[Burke]: 非常感谢。
[Chiesa]: 非常感谢。
[Burke]: 是否有动议接收此报告，并将其放在档案中。 Villanueva？ 第二。 鲁索先生。 所有赞成的人？ 是的。 所有反对的人？ 非常感谢。 谢谢。 目前，我们就法律事务进行了谈判。 休会的动议。 动议参加执行会议。 现在执行会议。 进入执行会议。 女士 Villanueva，由Benedetto先生借调。 请给我打电话投票。 是的。 是的，肯定的七个为零。 我们将参加执行会议，我们将在另一个房间内开设执行会议，以休会会议。 我们不会回到这里。