AI 生成的梅德福学校委员会成绩单 - 2015 年 5 月 4 日

[Roy Belson]: 主席先生和委员会成员们，我相信 Perrella 博士在这里，我们的副主任 Tucci 先生和指导委员会成员兼指导委员会联合主席 Candy Margulies 也在这里。首先我要说的是，在给您打电话之前，我们很高兴地通知您，新英格兰学校和学院协会 (NEASC) 代表中学委员会授予梅德福高中和梅德福职业技术高中全面重新认证，为期 10 年。这是根据 NESC 系统的最佳分类。对此鼓掌。给很多人带来很多荣誉。如您所知，高中认证过程是一项重要任务。祝贺和准备我们的自学和测试演示，以及对现场访问的信任属于高中和职业学校领导，也属于Heidi、指导委员会、教职员工和学生。有许多重要的要点，但在我们呼吁我们的领导层之前，我将在这里引用其中的一些内容。学校董事会（您、学监和校长）在满足 21 世纪学校的学习期望方面具有协作性、关怀性和建设性。当你与进来的不同人交谈时，你并不总是发现这是真的，人们互相交谈。我很惊讶。学校是一个安全和尊重的环境，能够满足学校社区的多样性。学校进行了重大的资本改进和技术投资。梅德福高中校长和职业学校校长之间有着密切的合作。个性化教学的教师有助于满足大多数学生的需求。在课堂上使用形成性和总结性评估来指导教学。教师及时向学生反馈的做法。感受到老师支持和关心的学生。所有有力的声明。个性化服务和关注学校社区的多样化福祉需求，这是我们在另一个下午讨论的主题。积极有效的学校理事会和家长教师组织，并培养许多富有成效的伙伴关系。我正在阅读的这些先前的建议只是访问委员会和委员会的调查结果的一个样本。当然，也有改进的建议。但从背景来看，我们中学和职业学校的整体形象还是不错的。报告就在你面前。我会给你时间阅读和消化它，然后我们将安排一个房间委员会来详细研究任何方面。但我认为我们花了一些时间来反思这一点。这将使我们有更好的机会选择我们想要关注的领域，特别是在我们制定预算时。因此，总统先生，言归正传，我想提一下高中领导：John Corrella 博士、副校长 Nick Tucci、职业学校校长 Heidi Riccio 和指导委员会联合主席 Andy Margulies。接受他们的祝贺，同时回答他们可能提出的任何问题并发表他们想要的任何声明。太太。

[Paulette Van der Kloot]: 嗯，首先恭喜你。嗯，过去和现在都是大量的工作，但我们非常感谢这项工作。我想当我读到这份报告时，真正引起我注意的是我们谈到学校文化的部分。这让我非常自豪。就是这样，你知道，当我们说，你知道，我们拥有最优秀的学生，我们重视他们所有人，庆祝他们的多样性，让他们感到受到关心。知道一个进来但以前从未来过我们学校的人这么快就明白了这一点，真是太棒了。因为这当然是我们作为学校委员会成员和我多年来所希望的。我们非常感激。这个警告很棒，目前两校之间的合作对此做出了巨大贡献。我们希望每个学生的个性得到认可，多样性得到赞扬，感受到被关心和人们每天的照顾。当我看到它时，我知道有很多建议和我们可以讨论的东西，但这就是如此强烈的结果，我真的很感激。

[John Perella]: 谢谢。如果我能说几句话的话。你知道，今晚我们四个人都在这里听这个。恭喜。但实际上，这对社区中的每个人来说都是一个完整的庆祝活动。从校长，到校委会，到全体老师，甚至学生本身。这就是为什么我们对我们所有人的合作以及学生们在本报告中所取得的成功感到自豪。再次，我们非常高兴和自豪来到这里，但显然这是必须向学校社区中的每个人透露的事情。但非常感谢你。谢谢。

[John Falco]: 库尼亚女士

[Ann Marie Cugno]: 基本上都是我同事说的。我只想祝贺我认识的每个人。 Perrella博士，正如您提到的，您的背后有很多人，只有大家付出努力才能成功。我知道有很多人参与其中。作为父母，我们总是努力鞭策自己，把标准提高得越来越高。但作为一名家长，真正让我感觉良好的一件事是知道我的孩子上学。他们确实有一种氛围，你知道，你可以和某人交谈，这是一种很棒的氛围。因此，我感谢你们所有人所做的一切工作以及所有参与其中的人。谢谢。

[John Falco]: 这将是。的。有福了。

[Erin DiBenedetto]: 晚安。感谢您的光临。所以我知道，当事情进展不顺利时，我会让你承担责任，当事情进展顺利时，我也想让你承担责任。这对我们的学校系统来说是一个非常大的成就。我读了这些建议，有些建设项目现在将被列入预算并修复，因为部门已经把它们白纸黑字写下来了。在整个过程中，我们仍然需要进行一些协作工作，但我们做得非常出色。你做得很好。工作已经很多年了。这是他们到达那天学校的样子，但这是一年的准备和一年之后的事情。所以你现在已经成功了一半。呼吸，享受你的胜利。你做得很好。我为你们所有人感到骄傲，也很自豪能成为这个社区的一员。感谢您所做的一切工作。

[George Scarpelli]: 先生。我再一次呼应我的同事们。帕特落后了，所以你们都是应得的。我们所需要的只是让你走在街上与人们交谈，这都是关于选择你的学校和家长与我们交谈，哇，你知道吗？我希望学校年轻一些。我希望它是，嗯，你知道，我希望，我希望我们的正面有不同的颜色或者一些愚蠢的东西。当我告诉他们那不是他时外面，那是心跳。你们每天所做的事情只会强化我们正在努力做的事情，向每个人展示这是一个学习的好地方。我再次祝贺你，这令人印象深刻。非常感谢。你让我们看起来很棒。

[Robert Skerry]: 所以，稻草人先生，我在董事会的短暂任期内读过其中一些报告，但我的观点是，再次感谢您的帮助。还有尼克、约翰、海蒂，很高兴看到老师们到来。与往年一样，试图获取有关他们的信息就像拔钉子一样。但凭借我们的领导力，我希望他们回到教职员工那里并说他们确实做得很好。这恰好反映了我们在梅德福和我们的领导团队所拥有的一切。作为个人和贡献者，我非常感谢你们，并希望我们能够继续做好工作并继续前进。

[Paulette Van der Kloot]: 所以我在想，这还没有向学生宣布，对吧？

[John Perella]: 不，不是那样的。

[Paulette Van der Kloot]: 所以我在想，如果我们能在学校里与所有老师、管理人员和孩子们一起做一些有趣的事情来庆祝这一点，也许可以投入一些美元。我没有什么想法，但似乎值得评论。我会要求校长到处找一些额外的钱，这些钱可以用来获得每个人都可以分享的某种高中认可。

[Ann Marie Cugno]: 我只是想说，我的意思是，那一天，我知道它已经发生了，但我不知道另一天是否会到来，但通常孩子们会度过一个精神的一天或一个有趣的一天或类似的事情。只要所有的学生都处于这种氛围中，也许我们就能为他们准备一些特别的东西。只是想把它扔掉。但我也想说，我只是想以乔治提到的内容为基础。我不得不说，今年已经很有趣了。出去听听父母的话。我的父母经常对我说：你打算用这所专业学校做什么？你知道所有这些学生都会来到这里，而我们会失去他们，为什么你不尝试这个项目呢？我可以诚实地说，这个周末我离开了很多次。很高兴听到父母说，你知道，我的儿子要去沃尔克，或者我的女儿要去沃尔克，他们今年是新生。我不知道这有多么美妙，也不知道事情正在发生怎样的变化，因为到处都有这些谣言，你知道，我们正在试图摧毁职业，或者我们正在试图摆脱职业，每个人最终都明白。我们并不是试图摆脱任何东西，而是改进它并为学生提供尽可能最好的机会。因此，当我补充说，我们的专业学生正在学习语言而不是夜间课程，因为他们中的许多人都去了大学，人们说：现在退后说，真的吗？我不知道。再说一次，正如我的同事艾琳所说，这都是艰苦的工作，多年来一直在努力，但它终于取得了成果，我感到非常自豪，所以谢谢。

[Paulette Van der Kloot]: 法尔科先生。我还想提一下，我们应该召开一次公共关系小组委员会会议。我认为因为这是其中的一部分，所以这就是其中的一部分。我们希望确保整个社区都能理解这里所说的一些内容。我想我们的暂定日期是 5 月 14 日。这是真的吗？

[Roy Belson]: 5月14日？

[Paulette Van der Kloot]: 不。

[Roy Belson]: 啊，所以，你知道，我们有很多事情要做，但我对今晚的约会有一些建议。出色地。查看完整的日期列表，您将有多种选择。我想确保我们变得更好。

[Robert Skerry]: 是的。是的。我们会改进。

[Roy Belson]: 我们五月份每个月都有几个开放的日期，我希望每个人都可以。

[John Perella]: 我可以对此添加一些内容。我喜欢与学生一起庆祝的想法。主要是因为真正做这个报告的人是学生。当你有机会深入研究这个问题时，你会发现，是学生真正造就了我们。从很多方面来说，这都有点陈词滥调。同样，当您查看这份报告时，您会发现他们对学生如何看待我们所做的事情、他们对老师的反应以及他们彼此之间的互动感到兴奋。所以文化部分是因为我们有一些最好的学生，我可能认为我们有全州最好的学生。我也同意我们拥有该州最好的老师。我认为学校委员会真正拥抱了我们并使这一切成为可能。再说一遍，这是一次全面的合作。

[Roy Belson]: 谢谢。事实上，作为对你们所有人的奖励，你们被邀请参加舞会。您所需要做的就是预约。我会让你十二点到六点去接他。

[John Falco]: 如果我可以很快添加一些内容，恭喜你们所有人和整个团队。干得好，棒极了。梅德福公立学校发生了许多奇妙的事情，这就是其中之一。干得好，棒极了。我同意所有同事所说的，这是一份很棒的工作。

[George Scarpelli]: 海蒂厌倦了这一切。

[John Falco]: 嗯，根据 DiBenedetto 女士的要求，该报告被接受并存档。都赞成的人吗？所有反对的人？该报告已被接受并存档。下一点是建议接受西尔维奥·塞拉基金会为梅德福高中提供的捐款。警司先生。

[Roy Belson]: 总统先生，我们的足球教练杰森·纳西门托来了。杰森，到这里来，让大家都看到你。顺便说一句，承诺明年保持不败赛季。这是足球协会的主席吧？然后又有一天我们收到了西尔维娅·奥切拉基金会 (Sylvia Occella Foundation) 提供的 3,000 美元支票，用于改善我们的足球项目。西尔维亚·奥切拉（Sylvia Occella）多年来一直是里维尔大学杰出的教育家、体育总监和教练。他的家人为了纪念他而创建了这个基金会。梅德福是今年的冠军。他是一位49岁的退伍军人。担任里维尔高中的橄榄球教练和体育总监。所以我会让 Jason 和 Chris 谈谈他们将如何使用这笔钱，然后我们可以投票接受这笔钱并向 Chavo 基金会发送一封感谢信。

[Jason Nascimento]: 是的，首先我要感谢大家邀请我们来到这里。这对我们来说是一个难以置信的机会。起初我什至不知道这个特殊机会的存在。当一封电子邮件到达我和马洛尼先生的办公桌时，我很兴奋。我们去吉列领奖。很高兴有这个机会回馈那些努力工作的孩子们。即使是现在，除了健美季节以及去训练营和诊所等之外，他们的工作也确实非常出色。即使在赛季没有按照我们希望的方式进行的时候，以这种方式看待事情也会让我和其他教练感到受伤。但现在就将其纳入预算，这将朝着我们谈论的方向发展，买一些新制服，参加更多的儿童诊所和营地，这可能非常昂贵，还有一些我们在赛季期间需要的设备，这非常令人兴奋。西尔维奥大提琴家庭基金会在这项奖学金方面年复一年地做得很好。他们将其提供给四个需要并可以注册的不同团队。这是延续他回馈年轻人的遗产的好方法，这就是我们聚集在这里的目的。所以谢谢克里斯。

[Chris Murphy]: 我只是想享受他所说的话。我在加固委员会工作了大约六年。我今年刚刚接任总统。我知道你们大多数人都有孩子，并为孩子的活动和运动队筹集资金。您知道获得如此数额的捐款和赠款是多么困难。这确实会对我们有很大帮助。我们有制服，我们已经穿了六年了。助推器俱乐部买下了它们。制服的平均使用寿命为四到五年。因此，在这方面有所作为是件好事。这也是，你知道，得到一些东西来帮助你，你知道，将我们的计划提升到一个新的水平。因此，作为董事会，我们对此感到非常兴奋。当我收到鲍比发来的电子邮件表示我们获得了这一巨大荣誉时，真是个好消息。所以谢谢你。我希望你能批准。

[Ann Marie Cugno]: 哦，那我们就批准一下吧。我们会批准的。

[John Falco]: 这是库尼奥。然而，他在房间里的表现。总统先生，您愿意接受捐款吗？好的。这是库尼奥。

[Ann Marie Cugno]: 我只想说声谢谢，如果我们可以给你写封信的话。好的，一封感谢信。我还要说一件事。纳西门托，我不仅要感谢你担任高中橄榄球教练，球队做得很好，我想我不会忘记最后一场感恩节比赛，但我还要祝贺你你正在做的事情的学术方面。你们做得非常出色，我一直听到学生们谈论你们的失败。所以我只想对此表示感谢。

[John Falco]: 谢谢。

[Paulette Van der Kloot]: 我还想说，干得好，当我们的学生也被认可为优秀运动员时，很高兴听到上述一些内容。我们也会尽自己的一份力量，因为我们将确保您的订单项不会因为这笔巨额捐款而受到任何形式的削减。因此，我们将确保它是一个优势，正如它应该的那样。

[Jason Nascimento]: 谢谢。

[John Falco]: 贝内蒂塔女士。

[Paulette Van der Kloot]: 那么，你申请了这个奖学金吗？

[Jason Nascimento]: 是的，马洛尼先生请求道。我并没有意识到这一点。突然，他受到了打击。

[Erin DiBenedetto]: 那么你对他这样做感到惊讶吗？这是一个惊喜。

[Jason Nascimento]: 是的，这太不可思议了。

[Erin DiBenedetto]: 今天，由于我们的预算非常紧张，而且该计划实际上运作良好，我们都很欣赏这一点。但在这种情况下，当老师和管理人员走出去，尽其所能回馈社区和我们的学生时，我只想感谢您和夫人。马洛尼充分利用了这些机会并积极主动。并代表我们的学生。所以我希望你告诉马洛尼先生，我直接告诉他，我喜欢看到老师们以及他们对学生的关心和努力。值得赞赏。谢谢。

[Chris Murphy]: 谢谢。墨菲先生，下一个就是你。虽然你们都在这里，但我只是想邀请你们大家。 6 月 18 日，我们将举办每年一次的大型筹款活动。这是我们举办俯卧撑马拉松的第十二年。到高中时已经是下午三点了。我们非常欢迎您下来计时孩子们做的俯卧撑。这是我们最大的筹款活动之一，孩子们玩得很开心。我可以做两个。我们来做俯卧撑吗？伙计们，如果你愿意的话。我知道乔治可以做五个俯卧撑。我可以做两个。不，不，不。二。那现在几点了？ 18号？ 6月18日凌晨3点，健身房。

[John Falco]: 好的。谢谢。纳西马瑟教练，祝你下赛季好运。感谢您今晚来到这里。克里斯·墨菲，祝贺您被任命为足球协会总裁。感谢体育总监Mrs. 马洛尼获得资助。还有其他问题吗？好吧，斯克里先生必须批准这项动议。斯克里先生，请您打个电话好吗？

[Robert Skerry]: 关于接受 3,000 美元捐款的动议。夫人。库诺、贝内代托先生、法尔科先生、斯卡佩利先生、范德比尔特。

[John Falco]: 是的。六人赞成，一人缺席。赠款已被接受。谢谢。

[Roy Belson]: 和贝里奇克一样，我们去年赢得了对阵马尔登的超级碗冠军。我们准备好了。

[John Falco]: 接下来是批准梅德福职业技术高中延长年度、日间和晚间课程的建议。警司先生。

[Roy Belson]: 这是委员会主席和成员，我们的专业学校主任 Heidi Riggio。她将首先向您介绍一些有关此计划的信息，以延长一天的时间，并向我们的一位优秀学生表示敬意。他真的和他的老师一起发明了一些特别的东西。所以我把发言权交给我们的导演海蒂·里奇。

[Heidi Riccio]: 谢谢贝尔森校长和学校委员会。谢谢你邀请我来到这里。

[Ann Marie Cugno]: 我希望我不知道这是真的还是假的，但这是真的。

[Heidi Riccio]: 这是真的，我保证。一切都很好。因此，在今天的包裹中，您有一些兴趣点。第一个兴趣点是扩大或重新连接我们在职业学校的夜校项目。如您所知，我们过去有一个非常成功的晚间课程，我不确定它何时结束，但它在某个时候结束了，我们相信我们的学生应该以实惠的价格接受继续教育。所以，与其去自己的学校，我们的学生应该没有理由不继续他晚上在梅德福职业学校接受教育。此外，这也为整个社区服务，因为梅德福社区有许多交易者将受益于他们维持执照所必需的继续教育单元。我们明年将开始开设各种课程。我们对其进行限制。这样我们就可以扩展该程序。如您所知，无论何时启动程序，都要缓慢而稳定地进行，并确保消除所有错误。去年我们在古尔德学院成功举办了一个电气项目，但他们取消了合同，我们正在使用另一所职业学校。在北方，所以我们希望在梅德福职业学校拥有自己的电气学校，以及美容学校，这将是一个完整的 1,000 小时的美容许可课程，以及 100 小时的美甲技师课程。我们还正在研究各种其他类别，包括焊接和金属制造。众所周知，钣金是建筑行业所有行业获得钣金认证的要求，并且有很多时间来获得该许可证。所以我们也想继续这样做。这是为了夜校。不知道大家有没有关于夜教学的问题。

[George Scarpelli]: 是的。好工作。夫人。里奇奥，我想这就是我在谈论的事情，当时我的一位曾经在劳伦斯职业技术学院工作、现在在邻近社区的朋友谈论学校将如何开设职业学校并为我们的八年级学生提供这样的项目，让他们了解职业教育并对职业教育感兴趣。而且，仅供初学者探索一点编程并更多地参与。名义成本将涵盖教师的工资、必要的设备和建筑物的任何维护，对吗？

[Heidi Riccio]: 正确的。通常，当您重新从事夜校教学计划时，前三年可能会出现少量增量损失，但这确实是您为长期致力于夜校教学而进行的投资。因此，可能会出现增量损失，这显然会被记录下来，但目的是使其能够自我维持。

[George Scarpelli]: 好吧，如果你看看该地区的顶级职业学校，我想是的，他们不仅有很棒的高中课程，而且还有夜校。因此，我再次为您鼓掌并祝贺您推动我们前进。所以谢谢你。

[John Falco]: 斯拉。

[Ann Marie Cugno]: 基本上，谢谢。谢谢。谢谢你。这是我们长期以来一直在推动的事情。我对此非常兴奋。已经很久了。它的呈现方式，它的设置方式，我真的无法表达我对它有多高兴。我会问，我知道这是放学后的，晚上更多。再说一次，我知道我们可能会在夏天为可能感兴趣的学生讨论一些事情，甚至在学年期间讨论一些事情，比如放学后（如果可能的话）。从来没有这样是完全可以理解的，我知道当我们过去提到这一点时，从来都不是为了赚钱。这实际上是为了建立一个基金会，为我们学校的职业方面带来更多的眼睛和耳朵，让所有学生都有机会看到我们所提供的服务。我衷心祝贺你们所有人和所有参与其中的老师，因为这是一个很长的时间，我不能比这更高兴了。非常感谢。

[John Falco]: 埃斯特是D·贝内代托。

[Erin DiBenedetto]: 需要澄清的是，这些夜班课程仅针对从莫斯特方法职业高中毕业的孩子和其他希望继续学业的高中毕业生。您的许可证或完成一个程序。我说得对吗？

[Heidi Riccio]: 正确的。这同样适用于梅德福和其他地方最近的职业高中学生，也适用于必须继续接受教育的现有劳动力，或者通常，我们从可能在两年前毕业并就读自己学校的学生那里听到，实际上并没有获得经济援助。他们获得贷款，但没有获得经济援助，因为他们没有获得学位。因此，他们能够支持和支付这门课程的费用是非常昂贵的。通常，职业学校提供晚间课程的费用是寄宿学校的 50% 至 75%。所以这实际上是双重的。所以我们有继续教育的夜校计划。我们希望启动并运行该课程，以便在一月份我们可以为高中生甚至整个社区提供这些强化课程。就像有趣的课程一样，你知道，也许是编织课程，但实际上这就是它的全部内容，重点是以合理的成本获得这些学生所需的培训。该计划的第二部分是针对即将入学的八年级学生的夏季探索计划。为此，您收到了注册表。我们从梅德福的两所高中各选了 30 名学生。我们已经接到了几个电话。他们想接受信用卡，所以我说还不行。但对此的任何帮助将不胜感激。因为我知道现在每个人都使用信用卡。但我们提供五到六个不同的计划。让即将入学的八年级学生探索职业教育，知道我们正在与高中合作，他们的学术课程实际上已经融入高中，但他们仍然可以选择和选择。我们将其作为推广我们计划的一种手段。

[John Falco]: 如果我能快速补充的话，我知道帕特正在创作这部作品。我希望这很快就会发生。所以它正在进行中。

[Paulette Van der Kloot]: 是的。

[John Falco]: 我们正在努力，所以它应该很快就会到来。谢谢。范德克鲁特女士，您有什么问题吗？

[Paulette Van der Kloot]: 是的。海蒂，你能再解释一下吗？你说我们每个学校选了30名学生，就是他们具体收到这个信息了吗？

[Heidi Riccio]: 我实际上没有选择他们只是因为显然我不认识这些学生，而且我们不一定会亲自选择他们。我们所做的就是保持两所小学的公平：两所高中各有30个名额。

[Paulette Van der Kloot]: 那么，是发给全体学生的吗？

[Heidi Riccio]: 我会这么做，我知道它被发布了，我知道 Paul DeLeva 在他的 Facebook 页面和 Twitter 帐户上发布了它，所以我知道它是公开发布的。然后利息将直接交给该学校的指导顾问。父母必须批准，因为这是有代价的。此外，我的意思是，他们不能有纪律和出勤部分。因为我们想确保这个孩子在使用设备时明显是安全的。

[Paulette Van der Kloot]: 好的。感谢您多解释一点。当然。那么您希望接收的最大学生人数是 60 人吗？是的，今年。

[SPEAKER_00]: 今年。

[Paulette Van der Kloot]: 这些课程，我特指一年级学生，将由我们现有的员工教授。

[Heidi Riccio]: 我们想宣传它，就像我们宣传任何其他角色一样，并希望我们现有的团队能够申请。如果没有，我们显然会联系现有的梅德福公立学校人员。

[Paulette Van der Kloot]: 好的。这也是我对晚间奉献的同样问题。您认为这会是我们的团队，还是我们专门聘请来运行晚间节目的团队？

[Heidi Riccio]: 这是两者的结合，因为当您拥有第 74 章教师执照时，它并不等同于成人教育执照。因此，他们需要在该特定部分获得双重认证。因此，如果是这样，我们当然希望雇用现有的劳动力，因为我们了解他们，他们也了解社区，但我们必须发布信息以确保他们满足要求。

[Paulette Van der Kloot]: 现在，晚上在职业学校的时候，我似乎看到很多汽车。我对古尔德退休感到有点惊讶。是因为缺乏学生，还是你能让我们更好地理解这一点？

[Heidi Riccio]: 他们使用另一所职业学校来开设其他三个项目，因此从商业角度来看，这对他们来说是有意义的。有房屋合同。因此，除了简化为一个位置之外，没有其他必要的理由。

[Paulette Van der Kloot]: 而且距离较远，因此这里提供的服务有足够的潜力。

[Heidi Riccio]: 正确的。我们相信，这个社区肯定有足够的劳动力来维持该计划。

[John Falco]: 明亮的。谢谢。太太。

[Erin DiBenedetto]: 我的很多问题都是关于负责夜间表演的工作人员的。我的另一个问题是成本是如何计算的？我只是想确保由于这些成本和使用情况，我们学生的设备维护有所改善。我只是希望如果有利润的话可以退还一部分钱。我知道一开始可能没有利润，但是当有利润时，我们将这些钱重新投入到职业学校以维持东西更新了，如果它们被更多地使用，我们需要确保它们得到更多的维护。这是我的一个担忧。

[Heidi Riccio]: 谢谢，这实际上是一个合理的担忧。出于这个原因，大多数拥有古尔德的其他职业学校都会要求他们始终在现场配备该项目的员工。如果存在维护问题或维护问题。我的老区就是这样。当我们自己运营并且没有第三方提供商来教您时，我们肯定拥有更多控制权。关于谁来授课，以及设备的维护。我们显然希望看到资源重新投资于外部学生支持计划。我的意思是，我们的目的是，我们白天的学生肯定会是第一位的，因为这是我们的主要目标。但球队不活跃也不好。我的意思是，许多团队希望比现在更频繁地运营。

[Erin DiBenedetto]: 那么，通过您转告校长，当我们计算这些项目的收入中的这部分资金时，我们能否留出一笔很好的维护费用，大量的资金返回到我们的职业学校，不仅用于现有项目的维护，还可以通过此来推进其他项目？

[Roy Belson]: 职业学校有循环账户。它已经配置好了。目标是提取每月付款并将其返还至这些账户，并在有盈余时进行再投资。除了我们自己可以进行的预算分配或我们可以进行的资本改进之外，这可能超出了这种特定类型筹款的能力。

[Erin DiBenedetto]: 谢谢。

[John Falco]: 多纳库尼亚，你有什么问题吗？

[Ann Marie Cugno]: 不，我已经准备好了，谢谢。

[John Falco]: 里奇奥先生，非常感谢您。这是一个伟大的举措。我知道这是我们已经关注了一段时间的事情。所以很高兴看到它在这里。非常感谢。关于斯卡拉佩利女士批准梅德福职业技术高中延长日间和晚间课程的动议。都赞成的人吗？是的。运动过去了。下一个主题是梅德福职业技术高中机器人项目的报告。太太。

[Heidi Riccio]: 谢谢。我还想致电我们的电气讲师 Rich Cormio 和电气项目的大四学生 Hunter Raymond。事实上，我会读剧本，因为让他们说话非常重要，因为他们比我了解更多，因为他们已经经历过。亨特·雷蒙德 (Hunter Raymond) 最近在《技术方向》杂志四月号上发表了专题报道，我想每个人都收到了一本。这是国家出版物。亨特是梅德福职业技术高中电气项目的一名大四学生，从秋季开始与志愿软件工程师一起选修编码。因此，他开始寻找更好的方式与里奇·科米尔 (Rich Cormier) 沟通。里奇·科米尔是一名电气课程讲师，因一种罕见的癌症而正在休病假。 Hunter 与软件工程师和我们的新工程讲师 Sam Christie 先生一起学习编码和开发软件应用程序，该应用程序可以从 MVTHS 远程控制 Android 平板电脑到 Rich Cormier 家里的电脑。然后，他在金属制造程序的帮助下制造了一个设备，该设备可以移动并能够导航成排的桌子，以便科米奥先生可以在家教他的电气学生。此后，Hunter 参加了 SkillsUSA 州比赛，访问了 boston.com，并将于 5 月份访问 iRobot。不久的将来，亨特还将出现在第七频道新闻中。由于与 TEALS 组织（一家微软公司，其目标是通过新工程项目向学生教授计算机科学）的合作关系，亨特有兴趣明年主修机器人技术。您的电学知识将对您未来的教育目标有很大帮助。下面我附上到目前为止的文章。组织 STEM 峰会的多纳休研究所 (Donahue Institute) 也联系了他。这是 STEM 专业人士的年度全国会议。他们对里奇·科米尔 (Rich Cormier) 和亨特·雷蒙德 (Hunter Raymond) 的工作印象深刻，因此询问是否可以主题演讲者，所以他们将在 11 月讲他们的故事，明年 11 月他们将在 1,300 人面前分享他们的故事。所以我会让他们谈谈。猎人。

[SPEAKER_00]: 我想感谢大家允许我今晚在这里发言，到目前为止我们也度过了一个美好的夜晚。然后，在年初，我发现了他们刚刚在专业学校增加的新项目，机器人工程，我一直很喜欢技术。但在今年之前，我真正使用建筑技术所做的唯一一件事就是在自己的计算机上工作并建造它。当我这样做时，我知道这就是我一生中想做的事情。然后，当我看到新的职业学校商店时，我知道我必须以某种方式与老师们合作并培养我的爱和热情。所以，随着科米尔先生离开了过去一年半，和她对教学的热爱，我知道我想回到课堂。所以我有这样的想法：基本上拿着一个网络摄像头并以某种方式控制它。我们仍然不知道怎么做，但当时我们只是控制他，这样他就可以左右看看，从家里就能看到教室，这样他就可以教我们，同时仍然感觉自己是教室的一部分。所以当时我并没有想太多。我喜欢这个想法，我对它很感兴趣，但说实话，我不知道我是否能做到。所以我去了机器人商店，向教授寻求帮助，他向我保证这个项目可以完成。因此，在接下来的八周内，我尝试并构建了这个 RichBot 3000。这需要大量的尝试和错误。如果他需要职业学校商店的任何其他帮助，例如，这个机器人，正如你在杂志封面的照片中看到的那样，右边的照片，那根将其举到眼睛水平的杆子一开始就不存在。所以我开车四处看看人们的小腿，但我的效率确实很低。于是我就去暖通专卖店询问：这就像在现场焊接一种杆子。我真的不知道我们可以用什么来举起它，但几天过去了，他们带着这根杆子回来了这只是表明我可以去任何其他我需要帮助的商店，在一两天内他们就会得到我所需要的东西。尝试构建它确实很有用。如果没有机器人和工程研讨会，我绝对不可能做到这一点。这是我们来这里的第一年，也是我们在那家商店做的第一件大事。如果没有机器人研讨会，没有萨姆·克里斯蒂教授的帮助，我不可能做到这一点。我的父母确实一直在督促我。他们每天都告诉我要这么做，你知道。我正在回家的路上，很高兴告诉你我给机器人添加了什么。每天，他们都不断地告诉我要继续努力。正如我之前所说，这只是表明了职业学校可以取得什么成就。我认为里奇有话要说。

[Ann Marie Cugno]: 晚上好，感谢您今晚邀请我们来到这里。

[Rich Cormio]: 首先，我要感谢学校部门在我离开期间让我继续工作。原本以为9月回国，结果出了点小问题，1月1号就回国了。这是一次令人难以置信的经历。当我出来时，我和尼尔森先生交谈并说，我想尝试一些不同的东西。让我们尝试在家教学。他对我说的话是：回家吧，康复吧。我真的很感激这一点，因为在去年六月之前的今年上半年，我无法完成之后所做的事情。九月份，八月份我遇到了一次挫折，让我再次辍学。所以我和另一位电气老师 Adam Burns 交谈，询问他是否愿意我通过 Skype 教他。我们向夫人澄清了这一点。里吉奥，我们做到了。我们这样做了一段时间。但正如他们所说，这很困难。如果有人问问题，我会说：Adam，你能打开 iPad 吗？我们环顾四周，看到每个人都在哪里。然后有一天晚上，我接到亨特的电话，说，你知道，让我们尝试一些新的东西。事实也是如此。速度真的很低，而且我正在开车。周围没有人。太棒了。当我们完善它时，我真的搞砸了。我回到了学校。所以我们只使用几次。但用起来非常棒。对于亨特来说，考虑去做这件事是一件了不起的事情。我必须感谢他，因为他对我的康复帮助很大。当我开始在家上学时，我的妻子提到我的态度和其他一切都发生了变化。因为我在家有点干燥。这不是那么容易做到的。有人说，嘿，你休息了一年半。明亮的。你真的不希望那样，而且这也不是你想要的方式。所以我要感谢大家在我生病期间的支持。我感觉我回到了100%。我每天都教课。我每天都感谢上帝让我回来做我喜欢做的事情。谢谢你。非常感谢。谢谢。太太。

[Paulette Van der Kloot]: 首先，科米尔先生，我必须告诉您，很高兴再次在这里见到您。谢谢。我们很高兴你回来了。事实上，现在如果你休息一天，一、二，没有安全的地方，没有藏身之处。他们说，这给了我们一种新的视角，让老师们知道，就像他们的后脑勺长了眼睛一样。现在你到处都有它们。所以，这是一个伟大的项目。亨特，谢谢你主动提出。因为我真的认为，你知道，我的意思是，如果你想一想，我们已经讨论过，你知道，学生们呆在家里，我读过一些文章，但那是现在。当老师必须缺席时，这里有多么巨大的潜力。非常感谢你，很高兴见到你。

[George Scarpelli]: Thank God that you're with us and I appreciate everything that you're fighting to be back in the classroom, so thank you. But Hunter, you are an unbelievable role model. I want to make sure that your presence here today, it just again, again with the vocational school when you talk about greatness in Medford. So I want to commend you, because this is something that should be screamed from the rooftops. To have that incentive and have that dream and drive not to stop in what you believe in. This is a story that I'm going to go home and talk to my 12 year old son about, because that's very impressive. So I congratulate you, nice job. Thank you so much. Mrs. Cunha.

[Ann Marie Cugno]: I echo what everyone else has said tonight. First of all, Mr. Cormier. Thank God that you are here. I know when you had told us a year and a half ago, it was devastating, you know, and the way it was. But you're here, and sometimes, you know, who knows? I mean, this was such a wonderful thing that Hunter has done. Hunter, like Mr. Scarpelli, you know, and everybody else, he is a clean cut, articulate, Nice kid in front of us. He's a vocational high school student. I can't be any prouder. And your parents must be beaming, because you have no idea how you have changed the stereotypical vocational student tonight. And you've made us extremely proud. And as I said, and I know we've talked about it so many times, there are so many wonderful stories. And yours tonight is just the topper. And these are the stories that need to go out. These are the stories that our community and everyone else around us have to hear. Because I am so tired of hearing about the bad kid or the bad person or something horrible happening. And we have so many jewels in this city that put us to shame. And you guys are the ones that are really the ones that are shining. So we really need to make these kids shine. And we really need to promote that.

[John Falco]: Mrs. DiBenedetto. Hi.

[Erin DiBenedetto]: I'm glad to see you here. Thank you. And I also want to take this moment to commend our administration and our superintendent. Because not only have I seen him support you and the need that you had, I've seen him do it repeatedly throughout a district to many of our teachers. And a lot of people don't realize how much of a big heart that administrative team have for all employees within our district. And I see it not only in the superintendent, but his whole administrative team, repeatedly. And the community needs to know that. Secondly, I wanted to talk more about this. I was speaking to my sister about this before I came tonight, as I was reviewing the paperwork. And the bond that MedFit teachers have with their students, and the students, and the commitment that the students have to our teachers as well. Now your teacher was gone for a year and a half, so you must have had a strong bond with him for you to not give up when things got tough. and keep trying until you got it right.

[SPEAKER_00]: Yeah, he was the first electrical teacher that I had at the vocational school. And I had him for, I'd say around a year and a half before he had to leave. So throughout that year and a half, obviously, we've built a very strong relationship. And seeing him not be able to teach and knowing how much he's taught me, I love having him teaching me, so it just kept driving me to get him back in the classroom.

[Erin DiBenedetto]: So this is a dream of every teacher? To motivate children to to figure out problems, to be self-driven, to figure things out, to work really hard, and to inspire them in a love for learning. And you have that, and you represented that, and you gave it back to him. So that, to me, is commendable throughout this. And I just want to comment, and I'd like mom and dad to stand up. is talking about the struggles and how he came home and spoke to you. Dad's over there shaking his head, like how he didn't give up and how you guys encouraged him. So it takes a community to raise our children. And I'm seeing that tonight. We have parents, we have teachers, and we have students that really care. And I'm really feeling very happy to be here. And I'm looking forward to see what you do in your future. Yeah, me too.

[Ann Marie Cugno]: I'm amazed at his presence.

[Robert Skerry]: Mr. Skerry. Mr. Cormier, I'm glad to have you back, and thank you for your tutelage. Hunter, you took the bull by the horns, and you've done possibly what no other student has done at Medford by doing your thing with the robotics, getting that program off the ground. So you're not only a student, but you're an innovator. My next question to both of you is, I hope you've seen a patent attorney. Thank you for your hard work, and Hunter, keep up the good work. We're kind of afraid that that's what our robot wants.

[Rich Cormio]: I just want to say that Hunter definitely embraces the vocational spirit. We have a saying around the school that we don't really see problems, we see solutions. And that's exactly what we do, what we try to teach them day in and day out.

[John Falco]: It's nice to know somebody was listening. Mr. Cormier, great to see you tonight after a fabulous job. I remember actually you showing me this during the vocational school open house in the fall, and I was amazed then. This is just a fabulous story. This is another great story that's happening in the Medford Public Schools, and it continues to happen more and more. We love to see it. I know myself, I'm so proud of you. It's great to see the initiative. It's great to see that you wanted to do this. It's great to have the support from your parents. Great job. This is just a great story. Thank you so much.

[Heidi Riccio]: I'm just collecting my papers, but I think that this is a really great story to kick off our week-long festivities of Teacher Appreciation Week. So I just want you to know that it is a wonderful story, because it's really about what the teachers do every day that's part of their daily world that changes these kids' lives. So we appreciate all of the teachers. Thank you.

[Roy Belson]: I just wanted to spell one false rumor that seems to be making its way around the city. Hunter is not working on a robot that will be running the school district.

[John Falco]: On the motion of Mrs. Van der Kloot to accept the report and place on file. All those in favor? Aye. All those opposed? Report is accepted and placed on file. Thank you. Next item, recommendation to approve school lunch price increase for school year 2015-2016. Mr. Superintendent.

[Roy Belson]: Chairman and members of the committee, I'm going to call upon our Director of Finance and Administration, Pat Feely, to come up and deliver this report and tell you a little bit about why this is necessary at this time.

[5T-XCQueORE_SPEAKER_06]: Good evening, school committee. Jewel Bradley was going to be here with me, but she is not feeling well. The Medford Public Schools Breakfast and Lunch Program serves a large portion of the school population and is currently at a financial break-even point. We're serving in the 40s, probably mid-point 40s on an average daily basis. However, the food service program must ask at this time that a price increase be approved for both the breakfast and lunch services due to federal regulations and inherent cost increases. The requested price increases are federally and financially necessary. At the federal level, the price increase assists the district in meeting a regulation requiring school food authorities participating in the National School Lunch Program to ensure sufficient funds are provided to the non-profit school food service account for meals served to students who are not eligible for free or reduced price meals. The whole logic behind that is that free and reduced cannot support the lunch program. They want to make sure that it's an equal amount of money coming from all avenues. Currently, the FBS lunch prices average $2.65 per lunch, which is a combined calculation of current pricing weighted by free, reduced, and paid meals. To meet the USDA regulation, meals should have been $2.70 for the current FY15 fiscal year. So we are a nickel behind as of this time. Financially, the food service program is breaking even with the current revenue stream and the current expenses. Food costs have been increasing and reducing any reserves for maintenance and replacement of aging equipment. Additional increased costs can be expected due to undetermined collective bargaining. The current price of breakfast is $1. The food service program is asking for an increase of $0.50, resulting in a breakfast price of $1.50. The request for the lunch increase is $0.25 per lunch. The current price of lunch is $2.50 at the elementary and $2.85 at the middle school and high school, resulting in $2.75 for elementary level and $3.10 at the middle school and high school, making our average weighted meal $2.90 a meal. The requested price increase should align the food service program with the USDA regulations for the next three years, barring any extreme food or labor cost increases. The last food service price increase occurred about a decade ago, according to what records that we could locate. The school committee is asked to approve the price increase at this time in order to provide ample notification for our families who will be using this essential program next year.

[Paulette Van der Kloot]: So, Pat, what I'm understanding is that this is basically the federal government is moving this and saying we need to change our price. I have to tell you, when I got to this paper, I was shocked at $1 to $1.50. And so they don't, they don't, you know, they don't, you know, they don't, you know, They don't qualify. And that just seemed like a lot. So I was surprised at that. When I got to the second part, I thought, 310, what an odd number. Couldn't we just do $3? Do we really need to do that dime? I have to tell you, it is a long time, because I was thinking about it. It has been a long time. But it sure did. I laughed at where it was, because we had all this good news. And sometimes, you know, the superintendent mentioned something to us that's coming up or whatever. He didn't mention this thing at all. And so all of a sudden, we got to this paper, and she was like, whoa, shocker here, trying to slide it in, thinking we wouldn't notice. Well, we noticed.

[5T-XCQueORE_SPEAKER_06]: I have to let you know that we did do a survey of all the surrounding communities in preparation for this. Yeah, because you knew we'd ask. Well, we knew you would ask. We knew you cared. And we knew that it would be, you know, It's something to think about, quite hardly. And so we did a survey, and we surveyed all the local communities. And we tried to survey hitting the demographically similar districts to ours. And breakfast in most communities is $2.

[Robert Skerry]: Point of information, Mr. Chairman.

[John Falco]: Point of information, Mr. Chairman.

[Robert Skerry]: Ms. Selle, would you make a copy of the communities that were researched and get that to us, please. I think that'll make the decision a lot easier. Compare and contrast.

[5T-XCQueORE_SPEAKER_06]: What was lunch? Lunch can be anywhere up to $4, depending on where you are. So we are actually still one of the lowest ones. And it is kind of an odd dollar amount, as you said, but the goal was not to reach a round number. The goal was to do only what was necessary to get us through the next three years so that we didn't have to come back the next three years.

[John Falco]: Mr. Scarpone.

[5T-XCQueORE_SPEAKER_06]: Can I?

[John Falco]: Oh, I'm sorry, Mrs. Vandenbroucke.

[Paulette Van der Kloot]: Is this going to improve lunch options at all?

[5T-XCQueORE_SPEAKER_06]: I can't say that for sure. You know, I walk through the building every morning, and I go through when the kids are eating breakfast, and they seem very happy with what's being offered. I do know that Juul does an excellent job of using our commodity options, and that has helped keep our food costs down. I don't know, you walk around the building and I don't hear a lot of complaining. I see kids eating lunch, so I'm not sure. Okay. Mr. Scott.

[George Scarpelli]: If I can, I, I don't, I don't, I'd like to table this, move this along because I think there's some information. We haven't seen the actual breakdown with the food services. You know, a breakdown has been for the last couple of years. I think we as a school community, before we raise it a nickel, have to look at that, those options. I think that maybe looking at other increases. I know that at some of the schools, the PTG run their, you know, their little, the little snack bar that kids, come in and invest a lot of money that can afford to go in and buy the extra cookies and buy the extra ice cream and do all that and so forth and so on. If we're at a point where we're looking to raise, because I didn't take this as this is the federal government. The federal government numbers are one way. This isn't pushed by the federal government. This is us. This is our initiative.

[5T-XCQueORE_SPEAKER_06]: We're a nickel behind right now.

[George Scarpelli]: Right. But this isn't coming from the federal government telling us we need to push anything.

[5T-XCQueORE_SPEAKER_06]: Yes.

[George Scarpelli]: Okay. So what I'd like to do is maybe look at some other, you know, look at our numbers first before we do anything and then look at what we're doing in that other piece where I know the high school has the different, um, different areas to purchase different types of foods that maybe we can capture funding that way instead of, um, instead of doing this, because again, the free and reduced lunch, those kids are going to eat. We know that. It's the kids that are right in the middle. And again, that might be the difference. Fifty cents a day might be the difference of not having a meal one of those days and whatnot. I'd like to look at it, and I make a motion that we table this until we get some more information.

[John Falco]: Okay, on the motion to table by Mr. Skarapelli, seconded by Mr. Skerry. All those in favor? Aye. All those opposed? This agenda item is tabled. I just have one other point of information. Point of information, Mr. Skerry?

[Robert Skerry]: Ms. Folley, could you have the lunch director put together a An explanation of the USDA's program where to see what we're entitled to receive commodities and to what extent we really use what is offered. Maybe we can increase our participation to sort of stabilize the lunch prices.

[George Scarpelli]: My information is to-.

[John Falco]: One of the information is to Scarpelli.

[George Scarpelli]: If we have Jules presenting part of the budget, we wrap that with that, I think that would be very helpful. We can set up being redundant of what we're doing with them.

[John Falco]: Okay, and if we could have the cost from the surrounding district before we vote on this, that'd be great. There's a few more, I believe Mrs. Cunha had a question, and Mrs. DiBenedetto, Mrs. Cunha.

[Ann Marie Cugno]: I just wanted to ask, I know that there are also students that will come and they've got their money or they don't have their money. By law, we still need to feed these children. And I know that in the past, cafeteria workers have taken their name down and they kind of keep a tally. of how much they owe. Some children come back to school with the money, some children don't come back to school with the money. I'd like to find out if possible, like, if they're children that really should be on the free and reduced, but maybe because we haven't caught, you know, we haven't received an application, or we're not sure. And we have those students that are repeating themselves daily, but belong on the free and reduced lunch plan. maybe that's also a different way of seeing some money come back in because if they're not applying and they really are supposed to be on that, we're losing some money there. And because I remember like when I was in the cafeterias and stuff in the past, as I said, you know, students would forget or they wouldn't have the money on them and some would come back and some wouldn't, but I always used to wonder like, how much money are we not getting back? So, and is it, you know, is it from a student who can't afford it or is it from a student who the application number went through. So if there's some way of trying to figure that out too. Right, and I think that Jill Bradley would have the answers for that.

[John Falco]: Okay, thank you. Mrs. DiBenedetto.

[Erin DiBenedetto]: I too was going to ask for a budget for the last few years to go over what we've done, how much money's come in, because I know we've put a new program in how parents pay in the last few years. And I wanted to know, I know now that you can track things a little. easier electronically, and we can see where the money's gone in and where the money's gone out, and if there are any surplus funds, and what equipment needs to be updated as well. If we knew that, you know, as well, and what other big expenditures for this program we need to pay for in the near future, that would also be helpful. So any information and all information would be helpful. Thank you so much. And I'm not saying, the price of food has gone up, and I understand that we may need to do this at some point, but we just want to make sure we do our due diligence as a committee. Thank you.

[Robert Skerry]: Mr. Skerry. Also, just to follow up with Mr. Benedetto said, would it be possible to get a report on what machinery or things that have been misplaced or unaccounted for? I know years past we were always short of meat slicer, or pots and pans, or what have you. We could get a report what's not been accounted for in the last couple of years.

[Paulette Van der Kloot]: Mr. Falco, I think they're pretty strict about that now. You know, one day I had to take home a bowl, and I think that was like on Saturday. And by Monday I had a call saying, Paulette, remember to bring the bowl back. Which I did, of course. But I think they've got it down.

[John Falco]: Thank you for your report. So we've tabled this report here. We'll take it up during our budget sessions. Okay, next item is a recommendation to reject the school choice program for school year 2015-2016. Mr. Superintendent.

[Roy Belson]: Move approval. Chair and members of the committee, this is a standard thing we do every year. I have to report to the Department of Elementary and Secondary Education by June 1st. I'm asking that you take the vote this evening. The choice program is a program in which if we were to participate, we would have to take students from anywhere that wanted to come to Medford for available seats at approximately $5,000. It really doesn't work for us, so we recommend the school committee take the vote to reject school choice for the school year 2015-2016.

[John Falco]: We have a motion of Mr. Scarpelli, seconded by Mrs. Van der Kloot. Mr. Secretary, would you please call the roll?

[Robert Skerry]: Ms. Cuno?

[John Falco]: Yes.

[Robert Skerry]: Mr. Benedetto? Mr. Falco?

[John Falco]: Yes.

[Robert Skerry]: Mr. Scarpelli? Yes. Mr. Scariot? Yes. Mrs. Van der Kloot?

[John Falco]: Yes. Okay, six in the affirmative, one absent. School choice has been rejected. Next item, uh, pre-budget report mathematics. Mr. Superintendent.

[Roy Belson]: Mr. Chairman, members of the committee, I call upon our deputy superintendent to begin the process of introducing the departments. We'll be presenting pre-budget reports in this evening.

[Beverly Nelson]: Good evening. Uh, tonight we continue with our pre-budget reports. We have three departments that are going to present tonight. Mathematics, English language learners, and the health and physical education department. And the individuals who oversee those departments have prepared their reports, and they'll be giving highlights from those reports, as well as answering your questions. And so Carolyn Joy, our Director of Mathematics, is here tonight. Leslie Trotter, our Coordinator for English Language Learner Department. And Ms. Rachel Perry, who's our lead teacher for Health Phys Ed. With Dr. Riccadeli, we'll be presenting our reports tonight. We've organized all our reports into different categories, which you have. And again, each report has the previous year's budget. There is one correction on the bottom of this report. We have changed our meeting of the whole for the principals and school improvement plans from the 11th to the 13th. So Wednesday the 13th we will have a meeting of the whole at Medford high school at which time the principals will be there to answer questions. I believe you received those school improvement plans this evening. We ask that you do read them over so that we can use our time efficiently that evening. So again, having a lot of questions for principals rather than a lengthy presentation. So that will be on the 13th. We will also have two other departments. We hope to have another meeting of the whole to discuss technology as well as special education. But I don't believe we have a definite date for that at this particular point. So with that, I think we'll start with Mrs. Joy in mathematics.

[Carolyn Joy]: Good evening, everyone. I'd like to start today by giving you a little bit of a description of the program and for those people outside watching. The mathematics program in the district supports teaching and learning of mathematics in grades kindergarten through grade 12. The support includes supervision and evaluation of instruction across grade levels, analysis of student data, and review of the effectiveness of program materials. The curriculum document is aligned to the 2011 Massachusetts Mathematics Curriculum Framework that is based on the Common Core State Standards. The mathematics curriculum is standards-based. with a shared emphasis on mathematical practice and content. The new K-5 curriculum materials and revised report cards reflect the shift. The middle school program has an accelerated option with a compacted grade 7 pre-algebra, followed by algebra 1 in grade 8. And the high school program offers 11 five-credit courses at the standard college preparatory and honors levels, three advanced placement courses, and five two-credit courses. Mathematics electives include three five-credit courses in computer programming and five two-credit support and test prep courses. Mathematics courses for special populations are aligned to the district's curriculum. High school students are required to take and pass four years of mathematics to include a course beyond Algebra II. Students can choose from six senior year mathematics courses to meet this new requirement. And a proficiency score of 240 or better, as determined by the MCAS testing, is required for the attainment of a diploma. Our primary instructional materials is the new EnVision program at the elementary schools, Connected Math Project and Big Ideas Math is in the middle schools, and Prentice Hall's program, Tools for a Changing World, and a variety of other texts for all our courses post-Algebra II. Teachers are encouraged to use supplemental resources for curriculum alignment, remediation, and enrichment. So over the past year, we've had a lot going on, especially at the K-5 level with the adoption of the new Envision Mathematics program. The elementary teachers, specialists, and administrators, we all participated in year-long professional development with Pearson trainers and consultants. The teachers are now in the process of benchmarking student learning using the Envision Math program materials. Families gain insights to the mathematic offerings and engaged in conversation at the presentation Middle School Mathematics Programs and Pathways to High School Mathematics, which we held recently. It was a great night that we had. There was a lot of clarification and we even had fifth grade parents wanting to know more about what's happening at the high school. So as was said earlier, people are looking ahead to high school programs. We'll be celebrating the final cohort of middle and high school teachers. We'll be graduating from the NSF grant-funded research project offered by the Poincaré Institute at Tufts University, and preliminary data shows a positive impact on student learning. When this report comes out, I'll be able to share it with you. I've just received pieces of it, and they are showing positive trends with students who have been taught by teachers who have gone through the program and also those schools where it exists as compared to other schools across the state because the teachers do collaborate with non-institute teachers. Our department meetings this year focused on district and departmental goals to include social-emotional learning, student assessment, curriculum, and instruction. Our collaboration among the mathematics, special education, and English language learning faculties is strong and includes development of common assessments at the secondary level, sharing of resources and teaching strategies. We had common midterms developed and end-of-year assessments that are constantly in revision. New assessments have been developed and piloted to meet the DESE's requirement for district-determined measures. And Kathy McDaglio presents her report to the committee. She's going to talk a little bit more about how there was a great collaboration. We had the National Council of Teachers of Mathematics, their conference. just came to Boston, it comes every six or seven years, and she was able to find a group of teachers to go out, gen ed and special ed math teachers, and they're in the process now of putting together a presentation to share with the rest of the faculty. Our teachers are participating in training for SEI endorsement, and they implement best practices for teaching and learning. Our Algebra I class is integrated with the vocational, technical, and high school students. So this was a first this year where the teachers shared students from both schools, and it's working well. And the plan is to continue next year with the geometry classes. It didn't, kids got there on time and did what they needed to do and it worked well both ways. So two new courses, Advanced Placement Computer Science and Mathematics Decision Making were launched at the high school. We're growing that computer pathway, and it's going to be slow, but we see the excitement starting at the younger grades, so we hope to increase the participation there. And the mathematical decision-making course has met with rave reviews. We've got positive feedback from the students about this course. The pedagogy is a little bit different. It's a senior level course where the students do come in, facilitated by a teacher, and work together to solve problems. So it's been a great program to have, and we hope that will be expanded for next year. The high school robotics teams received continuous support from E-Day of Medford and takes the second place in the New England vault ball robotics competition. The department collaborates with the district technology department, the vocational tech school, community and university partners on grant-funded initiatives in coding and robotics for the middle and high school students, and courses and activities are in place to create that pipeline to the AP Computer Science. Tufts University's new STEM Ambassadors Program comes to Medford High School. We've already done some preliminary planning to extend that program for next year. It's worked really well. And that was led by one of our former Medford High School graduates, which was nice. We also had a group that participated at the university's annual presidential summit, and here we made some more connections and collaborated with university and community leaders. So you'll be hearing more next year that will be growing out of that. We've applied for some grants together. 17 new high school science labs open with the oversight of the physical space, the furnishings and equipment, planning for transition into the new space, professional development for safety, technology and systems, and relocating mathematics teachers back to their previous classrooms. And our current staffing, we have 28 and a half positions in mathematics for grades six through 12. And of the 29 teachers, 23 teachers have professional status in district and six are pre-professional teachers. And you have the breakdown of the faculty there. And again, these positions at the high school and vocational technical high school, they're shared. So like we said, we have the students going back and forth between the two buildings. And for next year, the department will make staffing projections when the enrollment figures are available. And we will make all efforts to utilize the existing level of staffing at the high school. The four-year mathematics graduation requirement, that began with this current graduating class. And as we go on, we might see a need for more increased staffing as a result. Re-instituting mathematics coaches at the elementary and middle school levels is recommended as the district implements new standards and programs. The programs that are coming into the schools are quite different from what we had before. And any extra training or support that we can have for the elementary teachers is welcome. The funding that was given this past year went to textbooks, instructional supplies, and office supplies. As you can see, as you read through, we did need to fund the new AB computer science and more mathematics courses to meet that four-year requirement. And what becomes a continued expense is purchase of calculators and batteries every year. And it's just that now we're looking at generations and what the life is of these calculators. And we're looking at like 15 year marks, so now we're starting to replace, as well as we're making sure that everybody at the secondary level, especially grades eight on up, have graphing calculators, whether they're in gen ed, special ed, and ELL. So that we continue to purchase those supplies, and with that comes the need for the batteries. So for next year, our non-salary funding needs for the textbooks, what I would like to do is be able to purchase one classroom set of the new Envision program for each grade level. Because the numbers of students at each grade, it fluctuates. And we don't have any spare kits. So that would be like outfitting a classroom for 20 to 25 students and one teacher at each grade level. That would come to approximately $6,000 or $1,000 per grade. And then funded as last year would be reminding of books. We do have old textbooks, especially at the high school level. We're not ready to do a purchase just yet. And again, we might need to because of the fluctuations in enrollments. and the kinds of programs that we're offering outside of the general ed population and also for the vocational school, we want to be able to support any of their programming needs. Instructional supplies, again, level funded as funded this year for those typical supplies as the calculators and also the teaching supplies. But of us that we purchase, some document cameras for the classrooms. Some teachers have gone out and purchased them on their own for their classroom because it's such a useful tool. At Andrews Middle School, Principal DeLava, he has purchased them for a good number of the mathematics classrooms. They're very, very useful, not for just only the teacher, but for the students. So it's a way for them to project student work. It's invaluable for special educators when you want a model in 3D, you can actually put a 3D model under the camera. and use the projection system that we have in place. So this will not be the quality as those that we purchased for the science labs, but it should be something that we would be able to maintain for years to come. So we'd like you to consider that change and then the office supplies funded as in prior years. So the vision for the department is that all students be college and career ready through the implementation of a well-articulated mathematics curriculum and for the community to provide support for the tools and the professional development necessary to fulfill that vision. So, some of the examples of long-term activities. Again, our curriculum committee will be working to develop model curriculum units. They've already started that. It's been many teachers' goals to do that. as part of the evaluation process. They did piloting of district-determined measures that they developed this year, and that will be ongoing. And we're beginning to develop a new scope and sequence based on the Common Core curriculum, which is our new framework. We're looking for support restructuring at the elementary level to strengthen mathematics instruction. And that support could come from outside programs, after school, summer, and also in school with the coaching piece. A commitment by the school committee, I look to you for a new program in grade six through algebra two. And this will come at a substantial cost. Right now we have a segment of the middle school using new materials, piloting programs. We have textbook committees now developing again, where rather than piloting, publishers have sent me some examination copies. and we're actually going to go through them starting in June and through the summer and hopefully by February we'll have some titles for you to look at and consider for purchase. Again, mathematics coaches at the elementary and middle schools to provide ongoing professional development in implementing these new standards and participate in developing a K through 12 science and technology engineering curriculum that aligns to the mathematics program. The new standards have not been adopted yet, but once they are, we will be seeing the connections between the two, because the preliminary documents do articulate what students need to know in mathematics to be able to do science. And here is a list of some of the goals. Again, go along with those long-term plans for the department.

[Paulette Van der Kloot]: I have two questions. One, the document camera, I don't exactly understand what that is. Okay. It's a freestanding device that can be put on a table that hooks up to the computer.

[Carolyn Joy]: And also your LCD projector. So you can put an item underneath and it will project. So the students could actually, if they're working together in group work, and they have something that they want to present to the class, they can just put a piece of paper underneath this camera. And it will project the student work. So we find that it works well with those students who are not confident to go up to a board and write, that they might feel more comfortable bringing a piece of paper up. And then also, it helps with the modeling. And the teachers find that it saves a lot of time. So a lot of these programs, you really need an hour to implement that. But if you have the right tools, it's going to help you cut corners in time. So that piece of technology and seeing the teachers use it at the Andrews Middle School and a couple of teachers who bought their own at the high school, I think would be a worthwhile investment. And are they, how many of them, how much do they cost? They're about $300 a piece. Okay. And so, but I would work with the vendor to see how many we could get so that I would start with the higher grades first because the elementary program have a lot of pieces right now that are online. So through their program, it's a little bit different from what the middle and the high school have.

[Paulette Van der Kloot]: Do many different companies make them?

[Carolyn Joy]: Yes. Okay.

[Paulette Van der Kloot]: The second just comment I wanted to make, and this is totally about my places right now, okay, but down in your goals, one of your goals is increase MCAS performance by three percentage points. I would be much more comfortable if you identified increase the geometry strand or pick out two or three different strands and say further students' knowledge of these particular stands rather than saying increase it overall by three points. And it is about my feeling about the testing and if we change, whatever. I just don't want people looking at our paperwork and saying, well, you know, we're driven by the test. I want to be driven by the subject.

[Carolyn Joy]: Right. What happens is every year after the data is released, We meet as a department and we go over the data. The elementary principals go over their data for their school, I go over with the middle, and the high school teachers, we actually go through the item analysis. Not just for their building or grade, but they all walk away with the item analysis for the students they teach. So they drill down what they need to focus on.

[Paulette Van der Kloot]: So I understand that this is a shorthand.

[Carolyn Joy]: Yeah, absolutely.

[Paulette Van der Kloot]: But unfortunately, it's an uncomfortable shorthand. That's the overall piece of it, sure. Thank you very much. Motion to approve.

[John Falco]: Any other questions? If I may. Motion to accept the paper, please, on file. Second. OK, on the motion of Mrs. Carey to accept the paper, please, on file. Seconded by Mrs. D. Benedetto. I have a couple of quick questions. Two. In Visions.

[Unidentified]: Yes.

[John Falco]: Has every teacher been trained that's in the K-5?

[Carolyn Joy]: Right. Everybody who's in the K-5 have received the training along with a lot of the principals participated in the training, assistant principals. I know our assistant superintendent, Diane Caldwell, attended many of the trainings as I did so that we're all pretty well versed in it. So this is the first year of implementation. So it will take teachers a little while getting used to how to use the materials to the best, but they had three separate trainings during the school year. They had one during the summer that was optional for teachers who wanted to come in, but those other three had different focuses. One was on seeing lessons modeled for the grade level, but all the way down to how to use the technology that goes with the program.

[John Falco]: And that's my next question. The technology that goes with the program, from what I remember, there was an online component that you could use at home. Am I correct? Yes. So do the parents or have the students been given all of their login information to use that?

[Carolyn Joy]: All the students should have their login. And that was done, and it was centralized here at the high school with the data team. They were able to work with Pearson so that this The passwords that they have, they can use year after year. So it'll just move with them as they move up through the grade. So once they're in the system, they're there.

[John Falco]: If a parent needs login information, do they contact the classroom teacher? Yes. Last but not least, you had mentioned under textbooks about funding one classroom, set up K-5 divisions. Is that for a particular school or is that spread?

[Carolyn Joy]: That's spread out just so that as the enrollments change, you know, some year you might need an extra third grade because they've moved up and we have that second grade set sitting there because maybe the second grade is smaller.

[Diane Caldwell]: Diane might speak a little bit more to the enrollment piece. So currently over at the Roberts, excuse me, elementary school, we have 5 grade 1s who will be going into 5 grade 2s. If we look at the Columbus, we are looking at a possible extra 3rd or 5th grade. The Brooks, a 4th. And at the McGlynn, we have 5 Ks that will go into 5 1s. So we don't yet have all the materials yet, so that's what Carolyn is referring to.

[John Falco]: Okay, perfect. Thank you. Any other questions? Mrs. Cuno.

[Ann Marie Cugno]: Thank you. Just to go back to the goals of raising 3%, are we going to provide maybe more tutoring after school next year for students? I mean, not only stay after their particular teacher, but actual programs after school that students could take, not necessarily just students that are not doing well in math, but in general?

[Carolyn Joy]: Right now, the funding that we have, it's grant funded. And students have to meet certain criteria. for that program, and it's at the high school where it's the high stakes testing for grade 10. We offer other programs during the year. Some of them are after school programs. Some are almost like a camp-like atmosphere. We had one teacher who's, she's currently now teaching some MCAS review on Saturdays for students, but those are students who are identified and meet the criteria of the grant. So we try to do as much as we can through the classroom teachers. I did have a parent inquiry and asked, is there a teacher who was doing anything? That name will be passed on to the parents of the student if they want to go there. But a lot of the teachers use the questions as openers every day that you'll see the MCAS or MCAS-like questions being posed. So there are no definite plans of having anything structured because the funding isn't there for it.

[Ann Marie Cugno]: What about if, I mean, I haven't gotten a statistic or anything, but I do hear parents say that sometimes they've taken their middle school students to a private tutor. So I was just thinking, is it possible maybe to do something in the middle school, target middle school students that parents are willing to pay, but instead of going all over the place, dropping off, picking up. I know we utilize the students at Tufts University, and we have a great program there. But I also do know that parents are willing to pay for tutors, but I don't know if we ever offer those types of services.

[Carolyn Joy]: Well, we want to avoid any conflict of interest where the teachers are getting paid for what they're contracted to do anyway, with the extra classes. meetings that they have with students contractually for the extra support after school. It's not unusual for a teacher to take on students that are not their own and that just come in and want to sit in on a test prep situation. We also have at the middle school, again built into the program, We have, at the Andrews, we have a math lab set up, and all the students go through there, and it's more intense for those students who have been identified with the testing piece that Mr. DeLaver has put in place. And then at the high school, we offer mini courses in MCAS prep. So we do have quite a bit out there, but sometimes the students overschedule themselves, and it's just not the right time or the right place for it. But I would be happy to investigate further if that's something we could do. And it's just for the students.

[Ann Marie Cugno]: Well, like I said, it's not necessarily just for always targeting the MCAS.

[Carolyn Joy]: Right.

[Ann Marie Cugno]: It's just to get more information on the mathematics itself. But you brought up a point. I mean, I know that, I'm not just saying Medford teachers, but I know teachers in general, no matter what city you work, some teachers have part-time jobs. So are you saying that if a teacher in Medford has a Medford, not necessarily their student, but has a Medford student, and they're tutoring like after school or something, that's conflict of interest?

[Carolyn Joy]: Well, I would just be careful. I would be careful. If it's for a paid position. I've never encouraged teachers to do something like that for pay.

[Ann Marie Cugno]: But it's OK for them to do it, let's say, for a student that's outside of the city. That would be better? Yeah, because then I'd pull the check. I was just curious in the conflict of interest thing. I hadn't heard that one before. All right, thank you. Any other questions?

[John Falco]: Okay. And the motion was too scary. Seconded by Mrs. D Benedetto that the pre-budget report on mathematics be accepted in place on file. All those in favor. All those opposed. The report is accepted in place on file.

[Erin DiBenedetto]: Thank you. Thank you. Thank you.

[John Falco]: Next item is the health. I'm sorry. The pre-budget report on health and physical education.

[Roy Belson]: Mr. Superintendent bring up Rachel Berry to make that motion.

[Beverly Nelson]: I just want to say before Rachel speaks that she's just been doing a tremendous job as our lead teacher, also teaching full time. So she has a lot on her plate and she's just stepped right up and done a wonderful job. So Rachel.

[Rachel Perry]: Good evening, Superintendent Belson, members of the school committee. The goal of the Physical Education and Health Department of Method Public Schools is to enhance the well-being of the school community by creating a culture that integrates and balances the six dimensions of wellness. Social, physical, intellectual, occupational, emotional, and spiritual. The department strives to encourage an active, healthy lifestyle, healthy decision-making, and lifelong commitment to wellness. Now the department is in really two parts. It's the physical education and the health education. Starting with physical education in elementary schools, our goal is to teach basic skills and concepts that will enable students to participate in a wide variety of physical activities with success and enjoyment. Basic skills are learned and then applied to a wide variety of games, dance, gymnastics, and fitness activities. Moving on from elementary physical education, our students move on to middle school physical education. In the middle school physical education program, built upon the knowledge and skills that they learned in elementary school, we make it a little bit more advanced so they're learning more advanced skills and concepts. Moving from middle school to high school, the high school program continues to build on these concepts and knowledge and skills. In freshman and sophomore physical education, is fitness-based and allows students to learn about the five components of fitness, fitness testing, how to improve our fitness, and how to set up their own fitness routines. As juniors and seniors, the physical education program is a choice-based program, and our students choose their classes based on their interests. Some of the classes that we have for our juniors and seniors are first aid and CPR class, and that is for certification in both. net games, dance, team sports, fitness, wellness activities, and yoga. Moving on to the health education, at our elementaries, we have a second step health curriculum at the elementary level, and that is taught by classroom teachers. We don't have dedicated health teachers at that level. At the middle school, for many years we used second step. as our health curriculum. And many teachers and administrators thought that second step is developmentally appropriate, but that it's not addressing the health issues that we're seeing today for our students. So what we did is we started to pilot the Michigan model at the middle schools at both the McGlynn and at the Andrews. The Michigan model is its second year of use at the high school. Having it at the middle school will help add continuity to the health education program. In the middle school, the guidance Councilors and the physical education health teachers are covering the curriculum there. At the high school level, we are also using the Michigan model for 9th through 12th grade students. They have health for half the year and they have physical education for half the year. The Michigan model is the skills-based curriculum. It's student-centered and it gives students skills needed to help make healthy decisions. And we have two teachers teaching health at the high school right now. Moving on to the highlights for this year. I've collaborated with the guidance department in the alignment of the guidance and health curriculum to the Michigan model, because the guidance councils and the health or physical education teachers will be teaching the Michigan model. We've piloted the Michigan model at the middle schools. We received the Department of Conservation and Recreation grant at Medford High School. And Matt Galussi actually received that grant, where they're going into the woods and setting up paths in the woods, and they're marking the paths so that we can use them for hiking during our physical education classes. And there are also a number of classroom teachers that are going out and using those paths as well. We have successfully integrated vocational freshman students into our high school physical education classes. In the past, they have been separated. This year, we integrated the freshmen. Next year, we will be integrating the sophomores. We have collaborated with the guidance department in scheduling the 2015-2016 junior and senior choice classes via I-PASS. In the past, I've had to do it by hand. So we would have our juniors and seniors choose what classes they wanted when they were in their health classes, and then I'd have to go through them and place them based on what they chose. So this year we were actually able to do that via I-PASS when they were choosing their classes. We collaborated with Tufts University students in presenting health and wellness workshops to our high school students. Some of those workshops included nutrition, fitness, and stress management. Collaborated with Team Medford in ordering drug and alcohol educational videos for the middle school and the high school that will actually help complement the Michigan model materials. Some of those videos also include some of the things that we're seeing coming up. For instance, the vaping issue that we're seeing, we did get a video on that. We also got a really good video, educational video on the teen brain and what happens when they are using drugs and alcohol. Two members of the physical education and health department attended the MIAA drug and alcohol education workshop in March. We were able to take away some really good information that will help us and add to our program. And I actually participated in the design and delivery of the workshop related to the social emotional initiative for the November professional development day for teachers. Two of our health teachers did as well. Ashley McDonald and Dan Georgette actually did some team building activities with the teachers to help them learn about problem solving, things like that, things that they could actually bring back to their students. I presented yoga, where we did some breathing exercises. I presented with Liz Dineu. We did a few yoga poses and we did a progressive muscle relaxation and a visualization. So that actually, we brought the teachers in in three different portions and they were able to experience that. Another thing that we did is we did a yoga video, and that was myself, Liz Dineu, and Lisa Dunphy. And we shot the video, and then we were able to actually show it in advisory for all of our junior students. So they were able to participate in yoga. It was relaxation breathing and another relaxation portion at the end with some more poses. And it was about 10 minutes long, and a lot of students did that before school. And there were so many students that came back to us and said, I had the best day after we did that. So it was really successful. In 2014 and 15 expenditures in physical education, we purchased office supplies, we maintained equipment, and purchased instructional supplies. The health expenditures, we purchased office supplies, we purchased the Michigan model curriculum for middle schools, and we did professional development conferences. of fitness center expenditures included the after school fitness center supervision. We presently have 16.5 positions in the department. For next year anticipated staffing needs, we are in need of a 1.0 adaptive physical education teacher to meet the needs of the special education students across the district. I've met with Kathy Medaglio, and she advised me that there are students in need of special adaptive physical education. We do have some students that can go into the general education, physical education classes, but we do have a number that need adaptive classes and that number is growing. We also need a 0.5 middle school physical education health teacher at the Andrews Middle School to help align the physical education and health schedules of both middle schools. We piloted the Michigan model this year. And what we saw is the McGlynn had 2.5 teachers and the Andrews only two. So what was happening is the McGlynn was able to cover more of the Michigan model where the Andrews could not. So we'd like to add another 0.5 there so that we have really both middle schools on the same ground. The last one there is 1.0 health education teacher to assist the teachers with implementation of the health curriculum at the elementary level. They're presently teaching second step, but we're seeing a lot of anxiety and emotional issues at the elementary school. We're looking to add one teacher that could possibly help our classroom teachers with presenting the health curriculum maybe model some lessons and help them out on that. Long-term development needs and direction. Continue to add electives to the junior and senior physical education choice program. That will include swimming, so we can utilize the beautiful swimming pool that just recently opened this year. I would also like to add a yoga two. We have yoga one, and kids really do enjoy it, so really build on that to make it a little bit more advanced. I also would like to add some courses like Introduction to Teaching Physical Education, where our students can actually come in, learn how to teach, learn how to write lessons, and then use that and teach to our preschool children at the high school. I would also like to incorporate introduction to coaching, introduction to athletic training, and introduction to fitness. I think that would give our students a really good basis. They might be thinking of going to college for one of those things and they can get some of that experience at the high school level and move on from there. I'd like to increase the Health education staffing by 2.5 to incorporate the Michigan model at each elementary school, increase instruction at the middle school, and provide support for our special education students. Provide professional development in physical education and health content for K-12 physical education and health teachers. One of the things I'd like to incorporate is professional development for adaptive physical education. That's one thing when we're in our degree programs, you might have a class, but that's all you get. You don't get anything in between. I really think that for all of our teachers, we need to really take a look at that adaptive physical education and take some more courses on that. We're going to complete piloting of the Michigan model at the middle school and explore its use at the elementary level. Continue to update physical education instructional equipment, purchasing basketballs, footballs, different things that we need to be able to teach our classes. Those things do wear out yearly, so we do need to continue to replace those. Continue to keep up to date on physical education and health education standards to keep up with what's going on in the field. Continue to collaborate the guidance department on the Michigan model health curriculum to make any changes that we need to make sure that we're working together and we're covering all aspects of the Michigan model. And the last one, improve the middle school schedule to afford all students the same amount of time in physical education and health. We really want to make sure that both middle schools are getting equal amount of time and I'd like to work with both principals on doing that. Goals and objectives for 2015 and 16. By June 2016, the Medford Public Schools Physical Education and Health website pages will be updated to include curriculum and teacher information so that our parents know exactly what's being taught in physical education and in the health courses. Starting in September of 2015, the Michigan model health curriculum will be reviewed for use at all elementary schools during the 2016-2017 school year by putting a committee together of administrators and teachers so that we can review that and talk about the best way to roll that new model out if possible. By January 2016, the high school physical education program will include swimming courses as electives for juniors and seniors in the course selection handbook. Looking at the non-salary funding needs for maintenance of equipment, that does stay the same. We continue to maintain our equipment. Travel stays the same at 500 so that we can go out to professional development opportunities. Office supplies stays the same as well. Under textbooks, you'll see an increase there from 3,000. It does go to 23,000. That includes the purchase of the Michigan model curriculum for the elementary schools. Educational supplies, again, stays the same at 6,000. And the last one, the fitness center supervision. I would just like a line item added. We didn't have anything allocated for it, but it was coming out of our budget. So it's $6,000 to actually staff the fitness center after school for our students.

[John Falco]: Mr. Scarpella.

[George Scarpelli]: Nice job. Thank you very much for your report. Thank you. As a former phys ed teacher, I have a few questions. How are the numbers in the health class at the high school? I know in the past, they've been pretty astronomical.

[Rachel Perry]: Right now, our health students go from health to phys ed and then phys ed to health for half the year. So we have them capped at 30. And sometimes students do get put in, and we've really done a great job with the guidance department to make sure that's not happening, or trying to figure out a way to place that student somewhere else so that the classes aren't really over 30.

[George Scarpelli]: Does that fill all their requirements? If they move to still everybody's safe place?

[Rachel Perry]: We'll move to another health class, I mean, so that they're used.

[George Scarpelli]: All right. Now I know that you're working a full teaching schedule and now this role, who's doing the evaluations of the teachers for?

[Rachel Perry]: Administrators are doing the evaluations.

[George Scarpelli]: Okay, so are you doing those? No. No, so you're not yet. Okay. But who is, do you know?

[Rachel Perry]: I think it's different evaluators for different teachers. I don't know exactly.

[Roy Belson]: We've actually distributed them among the principals, assistant principals and others, but

[Beverly Nelson]: It would be at the high school level, the assistant principals. I know Bernadette, you picked up some of the department too.

[Bernadette Ricciardelli]: I did. So I do one middle school teacher. So it was split. We took, we took the Phys Ed teachers and we split them between principals and myself, director. So Rachel is not, she is in the teachers association.

[George Scarpelli]: I'm just saying, as a former phys ed teacher, it'd be nice to have an administrator with a background in physical education doing those evaluations. Not to disrespect anybody here, I think it's a great job, but I think it's important.

[Beverly Nelson]: Well, if we make her an administrator tonight, she can pick right up tomorrow.

[George Scarpelli]: We'd have to evaluate that, but I don't disagree. The equipment, I know the equipment, we keep talking about the equipment at the high school. It's being used for school, uh, for classes and for afterschool. We see, we see different groups in there on the weekends, um, through community schools and it is $6,000 enough or are you talking about fitness center maintenance equipment?

[Rachel Perry]: Excuse me? $5,000 that yes. Um,

[George Scarpelli]: Now, equipment for the other schools, how is it broken down for their budget for equipment?

[Rachel Perry]: I usually break it down between all the schools, so it's about $500 to $600 per school that they're allowed to purchase each year.

[George Scarpelli]: OK. And with the addition of the adaptive physical education teacher, is that needed under that we fall compliant to special education, or is that just?

[Rachel Perry]: So it's a must. Yes, when I met with Captain McDougall, yes. When she does come to speak on her pre-budget, she's going to speak a little bit more about that as well.

[George Scarpelli]: That's going to be interesting to hear, the breakdown of how many children. Because that might be something you can use hiring a split and adapted physical education teacher, and then looking to fill some of the other gaps that you have. So that might be something that we need to do. Then the other number, obviously, that sticks out is the $23,000 for the textbooks. As we move down, has it been, it's been piloted at the high school level?

[Rachel Perry]: We're in the second year at the high school level. This year it was piloted at the middle schools.

[George Scarpelli]: And we're moving down to the pilot, this is what's going to be used to pilot the elementary level?

[Rachel Perry]: Yes, at all four elementary schools.

[George Scarpelli]: Okay, thank you. Thank you.

[John Falco]: Mrs. DiBenedetto.

[Erin DiBenedetto]: I thank you for your report, it was very thorough, and I appreciate how you worked everything out. I just have a question. You asked for another health education teacher to assist teachers. to help them implement the curriculum due to the social emotional issues of children in the classroom and I want to address that but I want to address that as a whole district and we talked about possibly having a meeting because we have many departments requesting staff to help this both A few people have come through, the guidance department has come through to help us with this, to make requests for additional staff members to help with this. Other department heads have come through. And we did talk about a few weeks ago or a few meetings ago, having a meeting to discuss this and how we were going to address this, rather than each department coming and asking the committee for additional supports, but in this manner, as to which is the best way to support our educators in this realm and where those positions should be placed, whether they should be more nurses or more guidance people or more, you know, rather than each department.

[Beverly Nelson]: If I could I just take for a second because we obviously know there's a need and we know there's a need for more personnel. And so as people are doing their pre-budget, we've asked them to put it in because obviously we can't get an extra person in each department. We're hoping that we get one or two extra people, whether it's a health dedicated person or a person guidance dedicated. because they all work together, but we know there's a need for more. So they're putting it in their budgets independently, knowing that we're not going to get the full complement of what we're asking, but we're hoping to get more. With the case of the health, the classroom, elementary classroom teachers have a tremendous burden already teaching all the subjects, and they're the dedicated health teachers. So they're really with the phys ed, but it's not the high school and the middle school have more people dedicated to the teaching. The elementary teachers, some of them really, especially the new ones can need some, need some assistance with this. So again, between the guidance, the health, the nursing, we're hoping to emphasize the need for more people to work on the same topic. And it doesn't have to be multiple people, but hoping at least one or two.

[Erin DiBenedetto]: Well, that that's my point. We keep discussing this as it keeps coming forward. And I think it's great that each department is bringing that, but we did discuss meeting to see which is the best way to move forward to supporting our students needs as well as our staffing needs. So we talked about that. I don't know if you've set up a time for that, Mr. Nelson.

[Roy Belson]: Well, first of all, as you know, we have, and I'm going to talk about more meetings coming up. You know, we have multiple meetings and, you know, we're already in May. And so one of the things we're going to be doing is we're going to be, you've got to look at this as a two or three year plan. People come up and say, I want this, I want that, I want that. You know, and we're going to triage it for you and give you some recommendations, and then we can discuss it. It'll be part of our, an active, you know, discussion that we have. And we'll set up a time to do it. But obviously, this is, when people come up and they tell you they need this and they need that, in probably over two, three years, we can probably do it. Just as we replaced assistant principals, just as we put other things in place, you're going to see this move over two, three years. And now, if the revenue is good, you move a little faster. But the reality is, is that we're asking people to tell you what they really would like to have, so you see that. But from our standpoint, we're going to have to triage it over two, three years.

[Erin DiBenedetto]: My concern is that we don't just put bodies in certain departments, that we as a committee determine where that need can be best.

[Roy Belson]: Well, we'll certainly go over it with you. I think we've got to look at it from a holistic standpoint because the other thing, too, is that certain departments have people who can do more than one thing. Some departments don't have that possibility. We know of certain possible retirements. That opens the door for replacing people in certain ways. So, for example, a senior person retires. You might be able to get two positions for that senior person because of their salary level. All these things factor in, so we're just going to have to look at it intelligently. But first thing, we'll get it together, and then we'll have that good discussion that you're looking for.

[John Falco]: Thank you.

[Ann Marie Cugno]: Thank you.

[John Falco]: Mrs. Cunha.

[Ann Marie Cugno]: Oh. Thank you, Rachel, for your report. It's really thorough. Just a couple of questions, actually. When you said you capped your classes at 30, I was just curious in knowing, is the contractual, are we going against any contractual numbers? Because I know at the high school level for teachers, it's no more than 23 to 25.

[Beverly Nelson]: That's for the core content. So the physical education, we're within the contractual. OK.

[Ann Marie Cugno]: And Rachel, how many classes are you teaching during the day? I have three to four a day, depending on the day. Three to four? And they're all at the high school? Yes. And you had mentioned, you know, that one of the goals is 2016, hopefully we could use the pool. I was wondering if we could look into maybe some type of intro to lifeguard certification or, I know that's a long but some type of like introduction as you were mentioning before. I love your idea about having students maybe come and help out and introduce them to like sports medicine and things like that. looking at colleges lately, not for one, but for two. And sports medicine has increased. I mean, I can't get over the amount of students now that are looking for sports medicine or, oh my gosh, I just went blank and that's all I've been doing. Sports medicine, what was the other one? Sports management and things like that. So I love that idea. And also, the Michigan Model Health. When parents have like open house, has anybody explained the Michigan model health to them? Is there any presentation to parents of what it actually encompasses? I mean, I know you've spoke about it here, you spoke about it the other night when we had the meeting of the whole, but I was just curious in knowing when we have open houses, do any of the principals speak about it? Does anybody talk about what we're offering?

[Rachel Perry]: Sure. When we had the 8th grade night at the high school, I was there and I spoke to parents about the Michigan model. And that's one of the reasons I really want to redo our website so that parents can go on and see exactly what we're offering for health and for physical education.

[Ann Marie Cugno]: I love the ideas. I love the idea of the website. I just love the inspiration of new eyes, new ears, and new programs. So thank you. Thank you for this. Thank you.

[Robert Skerry]: Mr. Scaramucci. Mr. Scaramucci. Mr. Scaramucci. see if we can put together a professional day, some type of training, adaptive phys ed for our phys ed teachers. So we can probably begin that beginning in the next school year. On the Michigan model? No, no, on adaptive phys ed for the kids. Adaptive, okay. She needed a need, and I think that's probably one of the first things that we should attend to. And we get that going, and at least they'll be able to plan for September.

[Paulette Van der Kloot]: This is very good. Rachel, thanks for your report. There were so many interesting things that you touched upon. One of them, though, I just want to ask you, you mentioned making a 10-minute video that the kids could watch. Is it posted someplace? It is not, but I can get you a copy of it. I just was thinking that it could also be a nice introduction for other teachers at the elementary level and whatever, because I'm thinking so much that we're going to need to incorporate this somehow into our curriculum. ways to help kids relax and teachers relax, but I'm thinking about the anxiety that we talked about. So, yeah, if it's possible, I'd love to see it.

[Rachel Perry]: We could also probably put it on the Medford Public Schools website. That would be a great option.

[Robert Skerry]: Mr. Scariot. How about giving Mr. Dempsey to put it on the high school channel?

[Rachel Perry]: Yes, we could do that as well.

[Robert Skerry]: A couple of mornings a week. Okay. and Mrs. Cuno.

[Ann Marie Cugno]: I had one more question, and that was, you have down here that you'd like to improve the middle school schedule to afford all students the same amount of time in physical education and health. Could you elaborate a little bit more on that?

[Rachel Perry]: Yes, what's happening is, like I said, at the McGlynn, we have 2.5 teachers, and at the Anders, we only have two. So they're not covering as much of the curriculum as the McGlynn is. So adding another 0.5 would actually help afford and make that a little bit more even on both sides.

[Ann Marie Cugno]: Okay, so it's not necessarily then, because I've heard in the past, you know, well, if you're selecting an instrument, then you lose out on the Phys Ed, but you're not saying that. You're saying that it's more because of a 0.5 teacher. That's what we're saying for health and Phys Ed, yes.

[Rachel Perry]: Okay, thank you.

[John Falco]: All right, thank you for your report, very thorough. I just had a quick question, well, statement. First of all, I'm really happy to see that in your goals and objectives that you're incorporating the pool. It's fabulous, I mean, it's a great facility. Not all cities and towns have a facility like this, and it's great to see that we're using it. One of the things I was wondering is, have we ever done any type of poll, got to the high school students, and how many kids know how to swim? Because we actually haven't had a pool in a while, so I'm thinking, you know, there could be a group of people out there that just don't know how to swim. I think it's something that should look into just a swimming class in general, how to swim, especially because you hear each year how so many kids...

[Rachel Perry]: Right, that's definitely a great idea. One of the things I was looking at doing is when we do have the swimming electives for juniors and seniors, that we would do one introduction to swimming for those students that cannot swim, and one more of water games for the students that can swim, where they can learn different water games.

[John Falco]: Mr. Scott probably touched on it earlier, the maintenance of equipment. So with regard to that budget line item, is that Is that inclusive of the fitness center or is that just equipment outside of the fitness center? It's both. It's both. And with regard to that. The fitness center in general, is the equipment in kind of shape? Are we in pretty good shape still?

[Rachel Perry]: It is. We have a maintenance company that's coming in to look at the equipment. There's a few things that do need to be tightened, things like that. We haven't had anything major break down. One of the things when we did order the equipment, I used to manage fitness centers, so one of the things that I advised not to get was treadmills, because that's where you're really putting a lot of money in flipping the decks and putting on new belts and things like that. So the equipment we have is in really good shape and just little things that need to be repaired.

[Ann Marie Cugno]: I just thought about the pool again. The pool. If students are taking swimming, is there a proper bathing suit that we're asking students to be wearing?

[Rachel Perry]: Those are some things that we do need to go over as a staff. That is definitely going to be incorporated. That's definitely something we need to do. Absolutely.

[John Falco]: Okay, on the motion of Mr. Skerry to approve the pre-budget report on health and PE in place on file, all those in favor? All right, opposed? The report is accepted. Thank you very much.

[Ann Marie Cugno]: Thank you.

[John Falco]: Next item is the pre-budget report on ELL, Mr. Superintendent. Last but not, certainly not least.

[TQ69v4m8ftY_SPEAKER_00]: I don't know, by the time I get to this time in NIDA, it probably least.

[Roy Belson]: This report will be delivered in five languages.

[TQ69v4m8ftY_SPEAKER_00]: So on the pool discussion, I just want you to all know that one of the high school teachers is actually sending out an email to see if there will be a faculty interest in having a swim club for faculty in the mornings. So that's kind of cool. Brian Murnoff, one of the chemistry teachers. Okay, well first I would like to thank you all and the superintendent and central office for your continued support of the very important work we do in the ELL department. And I also really want to publicly thank my dedicated and talented ELL staff for all that they do each and every day. They're really amazing. As you can see from the breakdown of ELLs in each school and the languages represented by our current ELL population, we service an extremely diverse group of students. So I did include a sheet with all the languages and the numbers at each school. It's really pretty remarkable. Medford is unusual in the number of languages that we have for, you know, we don't have a gigantic program like a Boston or whatever. But we have a very, very diverse program. So in addition to the many countries of origin and languages spoken, this year we have registered a number of incoming students with disrupted schooling. This has posed an additional challenge for my staff in terms of course needs, curriculum, materials, and differentiation. We have registered approximately 85 students over the course of the 2014-15 school year, and more continue to come. My assessment specialist and lead teacher, Loretta Tusa, has been very, very busy. So with the funding we received this year, we were able to purchase much needed science textbooks for the middle school, National Geographic ELL language arts textbooks for MHS, and ELL world history textbooks for MHS. We also got two computers per newcomers class, a huge help. Now that we have the computers, it is critical to fund software. One of my teachers last summer did a research project on best software for ELLs, and the chosen program was BrainPOP, which is actually a great program for the entire system, not just ELLs. And my wonderful secretary, Gislaine Pinto, was able to get a one month free trial for it. In your packets you have testimonials written by the students and one of the teachers. I wasn't able to get a chance to poll everybody, but some of them did send out some. So there are some testimonials from the newcomer students and teachers at the Roberts. The software program was highly regarded across the city in ELL classrooms. It really made a big difference. And it would be a tremendous tool, not only for us, but for mainstream teachers as well. We also need some science books for the Newcomers Elementary Program and updated assessment tests for the placement of entering ELLs. That would be in order to be aligned with the WIDA standards. Finally, one more teacher for the Elementary Newcomers Program would go a long way in meeting the needs of the ELL students. Sorry to ask for another staff member. Currently our grade four or five class is overflowing over at the Roberts. More details on funding are in the ELL pre-budget report, should you have any questions. So already, having already presented many of the highlights from this year in March, I'll only touch upon new information. And there are many things that went on this year that were great. So members of the ELL staff, including Xia Lin, Melissa McIntyre, Lisa Bolio, Emily Polini, Ami Sanye, Tanya Bogaty, Matt McKenna, Teresa Castagnetti, Sarah Dion, and Katie Rockwell. are working on ELL curriculum K through 12, and then that includes math and science as well. This is a long-term project projected to be mostly completed by July 2016. DESE originally said they wanted it done by then. Then they offered to do some, a framework themselves and realized how difficult it was, so my guess is we'll probably have an extension. As far as retail news, my survey monkeys kept failing when I tried to figure out exactly how many people had taken the courses, what was still needed. Really only DESE has that exact information because I don't have anything to do with teachers who take courses outside of Medford. So I would guess that probably close to 300 of our teachers have gotten their endorsement. That leaves approximately 100 who still need to. I gave all that information to DESE so they are aware of the courses that we need and what numbers we still have for each kind of course. Almost all of the administrators have completed the SEI endorsement requirements. Many of us, most of us, took a course this spring. Diane Guarino and I audited it just so that we would know what was going on, because anyone who has ESL certification does not have to take those courses. We provided professional development within my department for the interface between ELLs and special education, which keeps coming up over and over again. And this coming summer, we're going to offer a workshop for my teachers targeting the WIDA standards, which is a very, very involved piece for them. Two of our ELL teachers, Lisa Bolio and Melissa McIntyre, have also offered to provide training for our staff in regard to the retail initiative. This will give the ELL staff an understanding of the expectations for mainstream teachers in these courses. And Miss Bolio is actually a DESE trained retail instructor and taught a course this spring. We provided language enrichment programs at every school where there is an ELL program this year after school, mostly taught by my teachers. A few other staff members who are ESL certified also taught them. And then some very exciting news that we just found out about. Our ELL summer program will get free lunches this summer, sponsored by Project Bread and the Food Services Department. So we're really thrilled about that. Tanya Bogaty, an ELL teacher at the McGlynn Middle School, provided professional development for mainstream teachers to prepare for the SEIM TEL. At the McGlynn Middle, Matt McKenna, Tanya Bogarty, and Elaine Oggett presented the world of ESL and ELL's PowerPoint presentation to the McGlynn Middle School staff, and I think I included a copy of that for you. Melissa McIntyre, an ELL teacher at Medford High, organized and ran a multicultural night at Medford High in March. And Emily Polini, also an ELL teacher at the high school, presented at the symposium on Chapter 22 Discipline and Best Practices this past Saturday. So my teachers are really, I'm not just saying that they're great, they truly are. They're very involved. Ami Sanye and Tanya Bogaty have administered and taught adult ELL evening classes this year, a very important component for the families in Medford. Another very interesting thing that happened this year, a young woman named, I hope I get this right, Hawasata Dombuya, who is a Medford High graduate and former ELL student, currently a PhD candidate in molecular pharmacology and physiology at Brown University. really amazing. She's implemented the science career program. And so she was written up in a Brown University publication about our She's presented at Medford High over the course of the year, which I gave you a copy of. And we would like to invite any of you who would like to attend to the next panel discussion, which is at the high school on Monday, May 11th at approximately 1230. She'll be having former Medford High ELL students present and talk about what they're currently doing. So she's been wonderful. She's a great role model. And another really great thing that just recently happened, Teresa Castagnetti, one of our ELL teachers at the McGlynn Elementary School, won Teacher of the Year award from MatSol. And she was nominated by Sarah Dionne, a second year ELL teacher whom she mentored last year. She will be recognized at the MatSol conference this Thursday evening, so that's really exciting. And finally, I would like to publicly thank Nelida Lepore, the high school Spanish teacher extraordinaire, for organizing the educational tour to Cuba that many of us were able to experience during April vacation. It was a remarkable trip, and she did a tremendous job. So thank you all for your attention. Our work with the English language learners is an extremely important piece in the scope of the many functions of our schools and I'd be happy to try to answer any of your questions.

[Erin DiBenedetto]: I just want to comment on one of our teachers becoming the Matisol Teacher of the Year award. I know Teresa very well and she's been a long standing, dedicated teacher throughout our community for a very long time. And I personally want to congratulate her as well as a member of the school committee. This is the type of thing that we hope all of our teachers, become and I look at her as a master teacher. Absolutely. She's incredible. And this is a huge, this is throughout all of the United States.

[TQ69v4m8ftY_SPEAKER_00]: Massachusetts. Yeah. That's outstanding work. She's wonderful. And all the other teachers look to Teresa for answers. I mean, she's really terrific. Yeah.

[Paulette Van der Kloot]: Following up on that is I thought that we should at least invite her to school. Thank you.

[TQ69v4m8ftY_SPEAKER_00]: I think that's in the plans. Yeah, perfect.

[George Scarpelli]: Mr. Felton. Mr. Scott Felton. If I can, as a former colleague of Ms. Castagnetti, she was a great role model, not only for just the ELL teachers, but all of our teachers. So we applaud her and thank her. One question I just had to have, I know in the past, it's a question we've always asked. We're in compliance with the Department of Education with all of our numbers and teaching teachers. across the board.

[SPEAKER_09]: For retail are you referring to?

[George Scarpelli]: For all of our coverages that we have. There are no issues, no additions.

[TQ69v4m8ftY_SPEAKER_00]: Class sizes. There's a problem at the Roberts. The newcomers grade four or five classes.

[George Scarpelli]: Right, so the Roberts is, this is, This is the one we're asking for the increased consent.

[TQ69v4m8ftY_SPEAKER_00]: Yeah, it's so hard to judge with ESL because the kids come and go. So like I said, we've registered close to 85 kids this year who entered. We've also had some exit.

[George Scarpelli]: I know that's a tough part, especially as years end in different countries and they move.

[TQ69v4m8ftY_SPEAKER_00]: Right.

[George Scarpelli]: They might be done in their countries, then move here. Right. And they're right in the middle of ours, so I know how difficult it is.

[TQ69v4m8ftY_SPEAKER_00]: Yeah, so currently, The Roberts Newcomers Grade 4-5 class has been a very large class all year long.

[George Scarpelli]: Thank you.

[Erin DiBenedetto]: So I see what your wish list is for 2016, and I see a large increase in software. What type of software would that be?

[TQ69v4m8ftY_SPEAKER_00]: So that's for BrainPOP across the city, and hopefully RAS Kids, although a lot of the elementary teachers have collected a little bit of money from each student for RAS Kids. But the BrainPop, I believe, is close to a little over $14,000 if we bought it system-wide.

[Erin DiBenedetto]: Okay, and my other question is about your assessment tools. Yes. Are those to keep up with regulations that have come forth?

[TQ69v4m8ftY_SPEAKER_00]: So, we've used the same assessment tools for placement of incoming students for many, many years, and Loretta is in the process of going to different cities and calling different places to see what people use. The state allows us to use a free test from WIDA, which isn't necessarily the best test, but we have used it. And so we're looking to try to come up with the very best thing we can do so that we do place kids accurately. Okay.

[John Falco]: Mrs. Cuno.

[Ann Marie Cugno]: Thank you, Leslie, for the report. I'm looking at your pie chart, the one from Massachusetts and the one from Medford. Because English is not on these pies at all, I'm assuming that these pies are just based on ELL students, correct?

[TQ69v4m8ftY_SPEAKER_00]: Yes. That's the PowerPoint that Matt McKenna put together for the middle school teachers, yes. Thank you.

[Paulette Van der Kloot]: I just want to comment, I mean, I sort of got lost in some of the handouts you gave us. They're great, very much like the PowerPoint that you'd mentioned. And reading the kids bring up very cute.

[TQ69v4m8ftY_SPEAKER_00]: Aren't they cute? Yeah, I know.

[Paulette Van der Kloot]: Yeah, I definitely, it would be very, very nice to be able to provide that because clearly that's something that they enjoy. Yeah.

[John Falco]: Okay, on the motion of Mr. Secretary and seconded by Mrs. DiBenedetto to accept the pre-budget report on ELL and place on file. All those in favor?

[Unidentified]: Aye.

[John Falco]: Opposed? The report is accepted and placed on file. Thank you very much.

[Unidentified]: Thank you. Thank you.

[John Falco]: Next item, report on summer programs. Mr. Superintendent.

[Roy Belson]: Mr. Chairman and members of the committee, we call upon our curriculum director, Dr. Bernadette Riccobelli, to tell us about what's going to happen this summer quite a bit.

[Bernadette Ricciardelli]: Good evening. So I'm here tonight to tell you about our summer 2015 programs for students. I understand you have read this report, so I'll try to keep it brief and leave plenty of time for questions. So this year, there are seven programs, two of which are new. So I'll spend most time talking about those two new programs. So we have our regular summer school program, and as you know, this program is designed to meet the needs of students in grades 6 to 12 who have failed one to two of their major courses. This year, summer school takes place at Medford High School between July 1st and August 11th. The cost is $250 for Medford students and $300 for students outside of Medford. We also have an English Language Learner Summer Program. So this program is intended to help ELL students master the important skills so that they can be successful when they come back to school in the fall and then beyond. So there's an elementary and a middle school program. That program runs from July 6 to July 30. And then there is a high school program, and it is a short program. It's just a few days. It's June 30 to Friday, July 3. The reason for that short time frame is because many of the ELL students work. So under the advisement of the ELL director, that program was created to be just for a few days. As Leslie mentioned, breakfast will be included in the cost, and the cost of the program is free to the students. It is supported by the grant. The third program is the Summer Fun Program. It's a recreational program offered through Medford Community Schools that will take place this year at the high school and not the Columbus, and that's due to the availability of the high school pool. So that will run from July 6th to August 21st for students in grades K through 6. Students will have an opportunity to participate in a number of activities and sports and swimming and many more activities. So parents can sign up on a weekly basis for their child, children. The cost is $145 per week and includes breakfast every day and pizza Friday. The next program is a new program, and it was organized by Molly Leighton. It's the Middle School Computer Science Camp. So this is, I think, an innovative program that's going to provide middle school students with the opportunity to explore the field of computer science. And they'll be developing a working mobile app. So they'll develop a community-focused app. So there's really a social justice slant to this, and they will collaborate with other students to further their problem solving and programming skills. So it's available to our district through the Middle School Pathways and Computer Science Grant, which is through the National Science Foundation. Lunch is provided daily, and the dates for this camp, again, it's a short one, it is one week, it's July 6th to July 10th from 8.30 to 3.30 p.m. The next camp is also a new one. The next program, I should say, is also a new program. It's at the Vocational Technical High School. So this is an idea from Heidi Riccio. This program has been developed to provide grade seven students with an opportunity to explore the various offerings at the vocational school. And some of these programs include culinary arts, cosmetology, robotics and engineering, metal fabrication, babysitting certification, biotechnology and environmental science. Each one of these programs will also include one hour swimming at the Medford High School pool. The course runs Monday to Thursday from July 13th to July 30th from 8 a.m. to 12 noon. The cost is $150 and that price includes a snack. We anticipate that we're going to have a number of students apply for this program. It is limited. This is our first year. We're trying it out. Perhaps in the future it will grow. So students will be enrolled on a first-come, first-served basis, and seats will be divided equally between the two middle schools. Our next program is the High School 101 program, which has been running for a number of, I'd say three or four years now, and from all accounts has been enormously successful in providing our incoming ninth grade students with an orientation, a physical orientation of Medford High School campus, and an academic orientation. The teachers prepare them for their summer reading assignments. They go over what they need to be successful in their first days in their algebra class. So that program will run in late August, and it runs for a week. In previous years, it had been funded through the academic support grant. Since the allocation for this grant has been significantly reduced recently, we are now funding it through our regular budget. And lastly, for summer programs, we have our special ed programs. These programs are designed to meet the various needs of our special ed students. Many of the students have IEPs that specify that they need to have 11-month services. So we've designed these programs with this in mind. So there are six-week programs that run from July 6 to the 14th. and four-week programs that run from July 13th to August 7th. And then there are also some tutoring and related service programs depending on the individual needs of students. So we're in the process right now of creating job descriptions for our instructors for these various programs, and we will be recruiting students very soon. I'm seeing now that we're at the beginning of May.

[Paulette Van der Kloot]: Thank you Bernadette. How many students can be included in the middle school computer science camp?

[Bernadette Ricciardelli]: That is Molly's program. Actually, I don't have a number on that. Originally, that program was designed to take students who were already in the middle school computer science program. When I talked to Molly last, she anticipated there probably would be about 15 students. About 15, 1-5, about 15 students. That's her anticipated number.

[Paulette Van der Kloot]: I just note, because it's free, that parents looking... Right, it's free.

[Bernadette Ricciardelli]: And when we talked about it, I guess the one drawback is that when parents are looking to place their students in a program, they're looking for a longer duration. This is just one week. It's a great program. I don't want to take away from it. It's wonderful. There's some concern about our parents going to want to place their students in camp for just one week. We hope they do.

[Paulette Van der Kloot]: But they do that for one week and then go to the camp. I'm just saying that because it's free, it definitely stands out. Anyway, thank you for providing us with all this information. You're welcome. Mrs. DiBenedetto.

[Erin DiBenedetto]: So I noticed that you're moving the summer fund program from the Columbus School to the high school. Yes. Is that going to affect the program in any way?

[Bernadette Ricciardelli]: So the reason behind that is accessibility to the pool. So it's the only school with a pool. And now that we have a pool, we want to use it. And it's the summer. And we thought that would be the best place. So we've talked about the summer programs. We don't see any drawbacks. There are going to be a lot of people at Medford High School. But we've coordinated these programs so that they don't interfere with each other. We see an upside to this. Of course, we'll evaluate it and if there is a downside and we determine that it doesn't work at Medford High School, then next year it would be at another location.

[Erin DiBenedetto]: Well, I know that the students have walked in the past from the Columbus to Tufts pool. So for safety reasons, that's always great. As long as the children still get enough outside time, because I know the tough school, it was weather related because it was an outside pool. So they might get more exercise and more swim time, but as long as they get outside and use the fields and stuff like that, that's really important as well.

[Ann Marie Cugno]: Thank you. Point of information.

[John Falco]: Point of information, Mrs. Cuno.

[Ann Marie Cugno]: They will still have the same type of curriculum because they'll be using the field.

[Paulette Van der Kloot]: I guess my concern was also just the change because I really kind of like the idea of being on the Tufts pool outside. I guess there's always pros and cons to everything. And also, you know, at the elementary school there was a playground and stuff like that. So it changes the nature, again, whether it's a positive or negative, I'm not quite sure.

[Bernadette Ricciardelli]: So we will, we will evaluate that and we will see how it goes and get feedback from the parents.

[George Scarpelli]: Anthony Petrellis. I've talked to Mr. Mr. Petrellis, the director of the program, and you know, he, he, he reached out to me with my background in recreation. And when we founded it years ago, his, his philosophies using what's there, even if we have the playground apparatus, if there were younger kids at the, um, at the high school, but he didn't think that was an issue. He says having them in a safer area, not doing the walk, having the pool open, the fields accessible to them, the gym space being larger, I think it all falls into to what we're looking for, for a safe environment for our kids.

[John Falco]: And also, if I could just mention really quick too, it gives, I think, by moving up to the high school, it also gives the Columbus the opportunity to be properly maintained during the summer. Because if it's not, I mean, if you have the program at the Columbus, you really, there's minimal time to get that school back in shape before it's online again for the school year.

[George Scarpelli]: And I believe in the promotion of the pool, having over 150 kids there. We're using that pool with no limitations in the sense that now they can see what we have and more kids will go to that area. So.

[Paulette Van der Kloot]: Yeah.

[George Scarpelli]: Very curious.

[Paulette Van der Kloot]: Yeah, no, I just, I appreciate the conversation. That's exactly what I wanted to hear. Yeah, and.

[Ann Marie Cugno]: Just a point of information again, I know that in the past years because the, you know, our summers have had a lot of days that it's been raining, students do lose out on actually taking advantage of going out because they can't go out in the rain. So, sorry, but they can't not only go out in the rain, to the park but they can't get to the pool either because it is, you know, it is out there. Whereas we have the indoor pool and it's better so that way they're not getting sunburned if we, you know, if it's really hot and they're not losing out on the activity because of the weather.

[John Falco]: Thank you. Mrs. DiBenedetto.

[Erin DiBenedetto]: I just wanted, well, first thing I was going to talk about is the maintenance at the Columbus. So I'm glad that school is getting a little bit of a break. I know there are other programs being run out of that, out of that school, the special education programs are still going to be, I'm assuming in that program. So, but it does deserve a break. It's, it's been used, you know, quite often in, quite a bit, and this does give it the chance it needs. And also, I just wanted to comment on the Summer Fund program in general. I think it's an excellent program. It's priced extremely affordable, and I think it has a really important need within our community that really helps our parents that have to go to work to have a safe place for their children. and that they're really, they're learning swimming, they're outside, they're well cared for, and it's $145 a week, which is well below what other camps cost our families. So I'm really grateful to have this for our families in our community.

[Bernadette Ricciardelli]: Thank you. If I could just, um, just clarify something. The special ed cam program this year is taking place at the Roberts elementary school. Oh, it's being moved as well. So the Roberts is getting a big break. So, yes. So I, so I just wanted to clarify that.

[George Scarpelli]: Mr. Scott Pellett. No, just again, just clarification. Are there any special ed programs that are working together with the summer program? I know we did a lot of that and it really helped financially for both outside placement offering that type of program. How does that look?

[Bernadette Ricciardelli]: You mean through the community schools program?

[George Scarpelli]: Through the summertime program. I know we had a lot of the special needs programs, uh, working conjunction with the summertime to, to offset any of the, um, you know,

[Bernadette Ricciardelli]: Not to my knowledge, but I certainly will follow up on that. So my understanding is that the special ed students are, that they're in that special ed program. I mean, that's not to say that special ed students, that special ed program is for students whose IEP specifies that they need to have that 11 month placement. So you're going to have special ed students that are in the regular summer program. So maybe that's where the disconnect is. So yes, there will be special ed students in the summer fund program.

[George Scarpelli]: They will automatically be enrolled in that program.

[Bernadette Ricciardelli]: If they choose.

[George Scarpelli]: If they need to, right? Yes. OK. I think the other piece of this is you don't say it enough, because I know my colleague, Mr. Benedetto, has talked about the promotion of who we have. When you're talking about the teacher of the year, Anthony Petrellis, I had the opportunity to mentor him years ago. And we often talk now with recreational interactions with what we're doing with my full-time position. And I will tell you, he is a jewel. I think that sometimes you overlook What he does in the classroom is amazing. What he does for that program is one of the reasons why we get the numbers. Because I think people, myself included as a parent, who had Mr. Petrellis, the comfort level is so high. It's such a high level that it's easy just to bring him in no matter what the price was. So again, people have to know the people that are running these programs are who they are. They're pretty amazing, as well as our special ed programs. I know our other summer programs, our vocational programs, this is amazing. So I think this is Well done.

[Bernadette Ricciardelli]: So Anthony Petrella's name is not in the report, and it probably should be. However, his name is on the website, so that the flyer that is posted does identify him as the director of the summer program for him.

[George Scarpelli]: So we have to champion this. And I'd like to get, if we can, to the superintendent having a conversation. I know he's not too... He's very... I'm embarrassed if I brought this up, but the change in his life and what he's being asked across the state and what they're asking him to do because of this award, I think has to be championed from this committee, because that just shows one of our teachers, where he's being asked to teach at the collegiate level now in higher education and where he's going for different conferences, and again, that's He didn't just win the Teacher of the Year and get a check and then go to a basketball game. He's doing so much more in education because of that award. I think we need to get more information so people can know what he's doing. So, thank you.

[John Falco]: Mrs. Cuno.

[Ann Marie Cugno]: What my colleagues have said is absolutely, I mean, true. The summertime program was something that, it was like a baby when I first started, and I know myself and Brianna Longo and George, but no matter what programs we bring, forward, if it's not for the people that are actually working in those programs, they would never be as successful as they are. And it is very important to know, you know, when you have Teacher of the Year or you have different opportunities, it's just wonderful to know that when they have those opportunities and they are going to the conferences, you bring Medford to the table. And there's a difference of just talking about it than rather than just sitting at the table and representing your city. And again, to Anthony and to everyone for that particular program, it was near and dear to my heart. So not that the other ones aren't, but this one here, I rolled up my sleeves and walked. it's been very, very successful. And again, like talking about the programs that Heidi was talking about tonight, those were the piggyback programs that we were talking about because we had seen how successful these were. We have seen what the community is asking for and what we really need. And I'm hoping that these programs that we have, we've added a couple this year, and I'm hoping that by next year we'll add even more because it is something that our community is looking for. And again, Our community is not asking for everything to be free, but affordable. And if we could provide those programs, especially in the summertime, and we have a place for our students to go, there's nothing better than that.

[George Scarpelli]: Thank you. I think a lot of credit, I had a conversation with Mr. Belson about eight years ago. And Mr. Belson said, one of the things he said to me was that he's done, in our eyes, he's done so much in this field. And he said, really looking at the community school piece and getting education, bringing it out, and making that a success is a big piece of his plan. I just want to commend you, Roy, because you know what? Unfortunately, our city doesn't have a full time recreation program. And the work that you put in this and the opportunity that you've given to our coaches, our teachers, our vocational school to do what we're doing now is for our children. I think it's something that I've heard over and over next door, but now they're coming back. So it's a lot to do with that. So I just want to commend you as what you do completely is impressive, so thank you.

[John Falco]: I just wanted to, actually, I can tell you it's a fine program. My kids actually go to the summertime fun program. They have a great time every year. They really enjoy it. Can't beat the cost. And they have a lot of fun. And they've met a lot of friends through it as well. As far as, so at the end of the summer, do we do any type of, Do you do any type of communication with parents just to get their evaluation of how they felt the camp was? I think that would be interesting to see if there's anything that we can add, anything we can do differently.

[SPEAKER_09]: I don't know that we do, but it certainly can be done.

[John Falco]: I think it'd be nice to reach out to the parents to actually see if there are ways to improve. It's already a great program, but it's good to see. And actually, would it be possible at the end of the summer, actually probably in September, just to get like a follow-up report on each of these programs, just to see, just update us on the good things or if there's anything that needs to be addressed?

[Ann Marie Cugno]: Okay, we'll do it. Thank you very much.

[John Falco]: Any other questions from the committee? Thank you so much. You're welcome. Thank you. You're welcome. Seconded by Mr. Scarpelli that the report on summer programs be accepted and placed on file. All those in favor? Aye. All those opposed? The report is accepted and placed on file. Thank you. Negotiations on legal matters, done. All business, done. Communications, done. Under new business. We resolve that the Medford School Committee express its sincere condolences to the family of Robert Delfino. Mr. Delfino was a former city assessor. Be it resolved that the Medford School Committee express its sincere condolences to the family of Gerald Eisenhower. Mr. Eisenhower was the father of bed supervisor Joan Bowen. Be it resolved that the Medford School Committee express its sincere condolences to the family of Anne DiBenedetto. Mrs. DiBenedetto is a sister-in-law of school committee member Erin DiBenedetto. Be it resolved that the Methodist School Committee express its sincere condolences to the family of John Jack Regan. Mr. Regan was a former teacher, coach, and athletic director. He was the father of Teacher Joan Cavalier. We all please rise for a moment of silence. Mr. Superintendent, I believe you have a few announcements?

[Roy Belson]: There are a few items that I just want to cover with you, just so we're aware of them. I've given you some papers, just for your information, on the hot water heater at Columbus. We have it basically. We did do some repairs on that, but the repairs are not holding. And we're going to have to work with the procurement officer to replace that as soon as possible. But in the next few days, there may be some need to use sanitizer and other things of that type until we can get it actually done. You have a paper in hand with regard to an investigation that we're underway. I'm not going to talk about it, but you've got the paper there. The indicated minutes from the other night will be forthcoming very quickly, but we wanted to make sure I get back to each of you so that you can be properly recorded as to what your positions were. There was so much going on that evening that I took notes, but I'm not sure I got everybody's. position clearly, so I want to make sure that you have an opportunity to comment to me so I can record them properly. A couple of other things on Friday, May 8th at 9 o'clock in the morning, the Family Network is having a legislative breakfast in the Family Network area. Mary Cassidy's group always invites our legislators to talk to them about some of the issues that they would like to see happening. On Monday, May 11th at 6 p.m., the National Honor Society has its induction. It's Thursday, May 8th.

[Paulette Van der Kloot]: That's what the invitation says. May 7th, do you have it? No, May 8th.

[Robert Skerry]: May 8th at 7. Thursday night at 7 PM.

[Paulette Van der Kloot]: That's what was in our packet the last time. So it was changed.

[Roy Belson]: All right, it's changed again? Yeah.

[Paulette Van der Kloot]: Well, no, no, Roy, that's what was in our packet when you gave it to us at our last school committee meeting. We each had a letter, and it said Thursday, May 8th. And the 11th.

[Roy Belson]: I will check that out and get back to you. Right.

[Paulette Van der Kloot]: May 7th. May 7th. Thursday. Thursday. 7th. 7th.

[Ann Marie Cugno]: May 7th is National Honor Society.

[John Falco]: Yes. That's what we're saying. I will check that out and be sure.

[Ann Marie Cugno]: Right.

[Paulette Van der Kloot]: So Roy, in terms of dates, you had the school council reports on the 11th.

[Roy Belson]: I'm going to clarify that now.

[Paulette Van der Kloot]: Okay.

[Roy Belson]: Okay. Um, so I get to get the national on site because I have a different date in my book. So I'm going to get that out. Okay. May 13th school council reports.

[Paulette Van der Kloot]: We have a meeting.

[Roy Belson]: I can't schedule. There's no dates.

[Paulette Van der Kloot]: But you changed it from the 11th, which was fine.

[Roy Belson]: Let's continue. I had other conflicts. Let's continue. May 20th, we're looking at before school programs. We're going to be talking about our initiative of before school programs. Diane's been working on that. I'm looking at May 25th and May 26th for meetings, committee of the halls. One to deal with tech and SPED.

[Ann Marie Cugno]: May 25th you said? May 25th. That's right.

[Roy Belson]: Isn't that what?

[Ann Marie Cugno]: Isn't that Memorial Day?

[Roy Belson]: I'm sorry, not May 26th. May 26th and 27th, I'm sorry. We're working fast.

[Ann Marie Cugno]: So, 26th and 27th?

[Roy Belson]: 26th and 27th, yeah.

[Ann Marie Cugno]: What are you thinking of doing?

[Roy Belson]: One, having a committee of the whole on technology and sped together, you know, different things like that. So, instead of being in here, because those things are a little bit more complicated and a little more give and take. And then maybe that week also having one on the public relations issue that you want to talk about.

[Ann Marie Cugno]: It doesn't work.

[Roy Belson]: That's why I'm putting dates out and I want to get feedback.

[Ann Marie Cugno]: So what do you have for the 27th?

[Roy Belson]: Yeah.

[John Falco]: No, is there a meeting on the 27th?

[Ann Marie Cugno]: Did you say the 27th also?

[John Falco]: Yes. So what are we doing on the 27th? If I may really quick, so with regard to technology and spending, is that one meeting or two? That's one meeting.

[Roy Belson]: On the 26th. 26th, I think. You know, it could flip either way, whatever works. Public relations would be on the other day if we can do it. Now, again, I'm asking you about data because I've got to try and work it all in because there's a million things going on that we're involved in as well. If I can.

[George Scarpelli]: Could you send us those? Yeah. I mean, and just, and just then we can get back to you. Those should be actually stolen, what I'm just saying. Just send us those and then that's it.

[Roy Belson]: The Curtis Tufts graduation is coming in here. I'm not sure what the date on that yet. I'll get you that date as well. High school graduation is June 4th. We got that, okay? Our next meeting is May 18th, the next formal meeting in here. And at that time, or next week, I'll be sending you materials on my evaluation and contract negotiations. So you'll have a chance to look at that and you'll be able to respond to that. Because of that evening, I would think we have some discussion on that.

[Ann Marie Cugno]: Are we meeting, all the meetings as a whole, are we all starting that at 7 o'clock?

[Roy Belson]: Most of them start at 7 unless you want to change the time.

[Ann Marie Cugno]: No, I'm just double checking.

[Roy Belson]: Okay, you may know the state budget. It's being heard at the state house by different groups now. There's a lot of committee meetings and testimonies and hearing going on. The house has passed a budget. It's a little bit better for us than the governor's budget. The senate will be producing one in the next couple weeks. We'll be watching that to see how those things play out. There were park forums all over the place, you know, there was four of those statewide. We're tracking those. This week there's also a GBL meeting with the athletic directors talking about possible new league configurations. So there's a lot of things going on. I mean, that's why I'm saying every day we settle something, there's something else happening. And of course, we're negotiating with our teachers and all our bargaining units, and they're clamoring for dates to be available to talk. We had a meeting with the teachers today. So all those things will be in front of us, but Some bad dates here, you're going to let me know. I'll put them out tomorrow again and just let me know. Our schedule is pretty tight. And I would think that sometime in June before budget, before the full budget, again, I'm waiting on the mayor to give me some guidance on when he's going to be prepared to go forward with the budget. But I would think that we would then have a meeting in the US with regard to priorities sometime in early June. Plus, there's any number of retirement parties and things like that that are going on that are hard.

[Paulette Van der Kloot]: So, Mr. Belson, can I just clarify that there's no possibility to hold any meeting on Monday? It was that because you thought it was the National Honor Society?

[Roy Belson]: Well, it conflicts with some other things that are going on. So I just, I thought it was possible that we would conflict it.

[Paulette Van der Kloot]: Right. I'm just wondering if we could have this subcommittee at PR on Monday.

[Roy Belson]: Subcommittee on Monday?

[Paulette Van der Kloot]: Yeah.

[Roy Belson]: On the 11th?

[John Falco]: What? On the 11th you said?

[Paulette Van der Kloot]: On the 11th. The only reason I asked-

[John Falco]: Yeah.

[Paulette Van der Kloot]: The only reason I'm asking is we had that date set aside and now, and I asked for that meeting months ago and now it would be thrown into a week where we already would have multiple meetings. It would make more sense if there is no other conflict to do it on Monday.

[Roy Belson]: I'll be happy to do it if you're prepared to do it. That works for me. We'll schedule a subcommittee meeting of PR on the 11th, okay?

[Erin DiBenedetto]: Right now there's nothing on the 27th.

[Roy Belson]: Well, we can hold it in reserve just to be sure there's something else you want to do. I mean, there's so many things you want to do, as you can see from all the good things going on. When do we schedule it? I mean, we certainly want to schedule a night sometime down the road to talk about the high school and the accreditation. I mean, you may have other things you want to talk about, too. So, you know, I'm just trying to work it all in, but I want to be respectful of your calendars because you've got a lot of things, too. But every day there's a bump on something, you know. Now, the other thing I was going to talk about, we talked about it briefly, Beverly mentioned it briefly, which was the issue with regard to the council reports, okay? School council reports. We're going to try a format. I'd like to cooperate to try a format. The format is that you read these reports carefully. list whatever questions you want to list instead of having a principal come in and read you everything that you can read yourself. And then, you know, we'll go around the room and we'll take 10, 15 minutes on the report, but you ask the questions and we'll get it. And then at the end of those reports or those questions, we'll then take like 15, 20 minutes to go over any kind of common threads or half an hour to go over common threads. That way we'll get through the meeting in a couple of hours. rather than be there for four hours, as people read you everything you could read yourself. So that's the idea behind it, to try it as a format. If it works, that's a good way to go. If you find something that's really pressing, that you really feel you have to talk about, well, that's a different matter. Okay?

[Robert Skerry]: That work?

[John Falco]: Sounds good. Thank you. Motion to adjourn, Mr. Chairman. On the motion of Mr. Skerry to adjourn, seconded by Mrs. Di Benedetto. All those in favor?

[Unidentified]: Aye. Opposed?

[John Falco]: Meeting adjourned.

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