[Breanna Lungo-Koehn]: Bonswa tout moun. Nou te nan sesyon egzekitif la alè aswè a, kidonk wi, nou ap avanse. Mèsi. Nou gen delè yo te dakò, apwobasyon fakti ak apwobasyon pewòl pou acha kapital, apwobasyon 7,500 pyès ekipman odyo ke McGlynn School te òganize pa moun k ap bay swen, apwobasyon sibvansyon. Apati 6 oktòb 2025, Akademi Ameriken pou Pedyatri ap ofri yon mini-sibvansyon $2,500 pou yon pwosesis kominikasyon nan de-fason, apwobasyon vizit lokal, ak apwobasyon minit reyinyon yo. Èske gen yon mosyon pou apwouve ajanda konsantman an? Wi, manm Kongrè Reinfeld.
[Erika Reinfeld]: Jis mande: Ki sa ki kominikasyon nan de-fason ant yon pwofesyonèl swen sante ak yon enfimyè? Kouman sou li? E sa? Li son gwo e mwen devine mwen eksite sou li, men mwen jis vle konnen ki sa li vle di. Wi, genyen. Li te fè li. Mwen renmen kominikasyon de-fason.
[Suzanne Galusi]: Mwen pa vle mete tèt mwen nan pwoblèm, men wi, nou genyen yo.
[Breanna Lungo-Koehn]: Wi, Miss Silva, èske ou ka ban nou plis detay? Sèl paj nan pakè nou an?
[SPEAKER_06]: Wi, èske ou ka tande mwen? Wi. OK Se poutèt sa, kominikasyon de-fason aktyèlman refere a pwosesis kominikasyon de-fason ant travayè swen sante kominotè ak enfimyè. Tankou lè nou divilge enfòmasyon. Kidonk, ou konnen, mwen pa ka jis pran telefòn nan epi rele doktè a epi mande yo ban mwen enfòmasyon sou pitit yo, ou konnen, paran yo dwe siyen yon fòm konsantman. Pataje pòs sa a. Se poutèt sa, objektif sibvansyon sa a se kreye sistèm ak pwosesis ki pral fè ekzekisyon pi fasil nan tout aspè.
[Erika Reinfeld]: Ekselan. Mèsi anpil e mèsi paske w te enskri. Apre sa, mwen pral fè yon mosyon pou apwouve ajanda konsantman an.
[Breanna Lungo-Koehn]: Mèsi. Mèsi, Reprezantan Reinfeld, segonde pa Reprezantan Graham. Tout moun dakò? Wi. Tout moun ki kontre? Ajanda konsantman an te apwouve. Nou pa gen okenn rapò nan men soukomite a, men nou gen rapò nan sipèvizè a. Premyèman, moman Mustang nou an. Tout moun akeyi.
[Suzanne Galusi]: Wi, nou te mennen direktè Tucci ak direktè Sieri. Yo pral pentire kèk moman Bronco pou de nan elèv nou yo isit la, pataje kèk nouvèl enteresan, epi ankadre kèk nan sa elèv lekòl segondè nou yo pral pataje avèk nou aswè a. akeyi.
[Nick Tucci]: Bonswa, Majistra Lungo-Koehn, manm Komite Lekòl la, Doktè Galussi ak manm Komite Lekòl nou an. Mwen kontan prezante w de nan etidyan estrawòdinè nou yo ki la pou pataje kèk nan eksperyans yo nan klas defi syans ak nouvo pwogram STEM klas mwayen nou an, Robotics 360. Robotics 360 se yon pwogram robotik ki fèt pou entegre rezoud pwoblèm nan mond reyèl la ak konpetans 21yèm syèk la nan kourikoulòm nou an. Ki sa ki fè pwogram sa a inik se melanj entansyonèl nan kreyativite, kolaborasyon, ak aprantisaj teknik. Elèv ki nan kou sa a tou senpleman bati robo, ki se solisyon jeni. Yo travay kòm yon ekip pou atake defi reyèl, aprann pwogram pandan y ap desine, bati ak teste robo. Nan anviwònman salklas la, elèv yo trè antouzyastik, angaje ak anpil motivasyon. Yo aprann pa sèlman robotik, men ki jan yo panse, ki jan yo repete, ki jan yo pèsevere atravè kèk lit akademik. Sa yo se egzakteman kalite travay nan nivo klas nou gen entansyon pou elèv lekòl segondè yo angaje yo. Mon osi demann Msye Cherry pour dir en pti mo.
[Rocco Cieri]: Bonswa, Majistra, Lungo-Koehn, manm Komite Lekòl la ak Sipèentandan. Menm jan ak kòlèg mwen Mesye Tucci, mwen kontan prezante nouvo inisyativ pwogram STEM sa a nan lekòl nou an. Mon remark apremidi i pou kout. Sèl bagay mwen vle ensiste se ke Robotics 360 se pa yon robo Lego. Li se yon solisyon edikasyon konplè K-12 STEM ki itilize robotik. Youn nan eleman lekòl segondè yo itilize yon sistèm robotik ki rele Lego Spike. Li ankouraje elèv yo pou yo eseye rezoud pwoblèm reyèl sa yo. Anviwònman kodaj la sèvi ak pwogramasyon ki baze sou blòk, esansyèlman Scratch. Men, yo ka byen fasil chanje ant pwogramasyon ki baze sou blòk ak ekran ki pèmèt pwogramasyon Python. Se konsa, yo ka wè pwogramasyon blòk epi chanje nan pwogramasyon Python. Yo ka kode chak robo, epi yo ka kode robo yo. Adaptabilite sa a inik nan Robotics 360. Anplis de sa, pandan elèv yo ap pwogrese nan kourikoulòm nan soti nan jadendanfan rive nan lekòl segondè, si yo chwazi, si yo gen yon kourikoulòm konplè, robo nan kourikoulòm nan ap chanje. Defi kou yo chanje. Kou yo pral adapte ak nivo elèv la, sa ki ofri nou opsyon ak opòtinite pou ekspansyon nan lavni nan tou de direksyon. Li se vo anyen ke tribin ak langaj pwogramasyon pa janm chanje. Se konsa, lè elèv yo aprann pwogram ak robo diferan, yo pa bezwen aprann yon nouvo lang pwogramasyon chak etap nan wout la. Sa asire yo ke yo devlope konesans pwogram reyèl olye ke yo aprann tout diferan langaj kodaj. Anpil nan sa ou pral tande aswè a pral eksperyans elèv yo. Dapre sa mwen te wè ak tande, plan an se yon siksè. Sa fè kèk mwa sèlman, men elèv yo ak pwofesè yo kontan anpil pou yo patisipe nan Defi Syans lan. Robotics 360 kontinye sipòte analiz aprantisaj nou yo, kolekte done quantitative detaye sou aprantisaj elèv yo pandan y ap pwograme robo epi deplase atravè diferan modil. Bay elèv yo leson dinamik pou to pwogrè yo koresponn ak siksè ou nan salklas la. Mwen pral voye apèl la bay Mesye Tucci pou prezante etidyan McGlynn yo. Mwen remèsye w dèske w koute nou apremidi a.
[Nick Tucci]: Aswè a, mwen fyè pou m prezante w de etonan etidyan ki fè pati pwogram pilòt Robotics 360 la. Yo patisipe nan yon klas defi syans pandan premye trimès ane lekòl la. Jodi a yo pral pale nan kè yo sou eksperyans lekòl yo. Tanpri vin jwenn mwen nan akeyi elèv klas 8yèm ane A.B. Annabel Foster ak Oliver Ndojeske-Santos, elèv sizyèm ane. Premyerman, mwen akeyi Annabelle sou sèn nan.
[SPEAKER_02]: Bonswa, mwen rele Annabelle Foster e mwen se yon elèv klas 8yèm ane nan McGlynn Middle School. Chak trimès nou gen opòtinite pou patisipe nan kou defi ki baze sou nouvo orè lekòl segondè a. Klas defi premye trimès mwen an se te yon defi syans kote nou te gen opòtinite pou patisipe nan bati ak kode yon robo. Mwen ta renmen bay yon ti apèsi sou defi syantifik yo. Kou a gen ladan yon twous ak brik Lego modifye ak yon pwogram sou entènèt pou kodaj. Non sèlman nou te aprann mekanik yon robo reyèl, nou te aprann tou kijan pou kode lè l sèvi avèk kodaj blòk, ki se baz pou tout kodaj nan lavni. Jiskaprezan semès sa a, manm gwoup mwen yo ak mwen nou nan katriyèm inite nou an. Misyon nou ye kounye a se bati yon robo ki sanble ak krab ki fèt pou kolekte enfòmasyon anba dlo, analize tanperati oseyan yo ak kolekte pwen done ki ka ede etid nan lavni sou lavi akwatik. Anplis de anseye kodaj, li ankouraje nou travay an kolaborasyon, idantifye ak pataje konpetans endividyèl nou yo pou amelyore tout ekip la. Tou de kodaj ak bilding ekip gen aplikasyon nan mond reyèl la ki souvan manke nan lòt sijè. Antanke elèv, kesyon ki pi komen nou poze tèt nou se kijan pou nou itilize sa a nan mond reyèl la? Ki jan nou ka sèvi ak teyorèm Pitagò a pou touche revni oswa peye taks? Pwogram sa a gen anpil aplikasyon pratik. Pwogram nan pote tout aspè nan bati ekip ak aprann kijan pou swiv fòs ak feblès ou epi kontribye nan ekip la. Kou defi bay yon ekspoze pwofondè nan lòt sijè, kidonk chanje pèspektiv yon moun sou sèten domèn ki pa ka agreyab. Defi syans yo mande pou gwoup kodaj. Sa vle di nou dwe divize travay nan gwoup la epi devlope yon plan aderan. Malgre ke mwen pa gen okenn entansyon pou vin yon pwogramè, gen anpil aplikasyon pou pwogram sa a ak defi syantifik. Li evidan, li anseye ou kijan pou kode, men li ede tou moun travay ansanm, konprann fòs endividyèl yo, epi pèmèt yo kontribye nan fason inik ak sans. Ekip yo aprann pataje responsablite. Mwen aspire travay yon jou nan domèn medikal, espesyalman operasyon. Patisipe nan travay tankou sa a pi byen ede m devlope konpetans mwen bezwen pou reyalize objektif mwen yo. Kou sa a an patikilye te ban m konesans sou kolaborasyon e li te defi m pou m pèsiste nan travay syantifik ki gen sans. Mèsi paske w te pran tan pou w tande sou eksperyans mwen rive jiskaprezan ane sa a, epi mwen kontan reponn nenpòt kesyon ou ka genyen.
[Nick Tucci]: Next moute sou podium a te sizyèm ane Oliver Doyeski-Santos.
[SPEAKER_00]: Bonswa. Non mwen se Ollie. Mwen nan sizyèm ane nan McGlynn Middle School. Sa a se premye ane mwen nan Medford Public Schools. Yon jou, mwen espere travay pou NASA, e mwen kontan paske nan klas sizyèm ane nou te deja aprann kòman yo kode ak bati robo, ki se yon konpetans mwen ka itilize nan lavni pou ede m 'reyalize objektif mwen yo. Premye mwen te aprann pwogram nan nan katriyèm ane. Malerezman, mwen pa t jwenn anpil nan li paske te gen anpil timoun nan klas la. Men ane sa a, nan klas Syans Challenge mwen an, mwen te gen opòtinite pou m fè pati travay sa a. Nan kou Syans Challenge, nou te defi pou kode ak bati yon robo ansanm lè l sèvi avèk Chromebooks ak Lego. Li te vrèman plezi travay ak ekip mwen an ane sa a paske nou tout gen diferan fason pou sèvi ak robo a. Pa egzanp, kèk manm nan gwoup mwen an te vle bati yon chen robo, ak yon lòt gwoup te vle bati yon pengwen robo. Kòm yon ekip, nou te oblije deside ki jan yo kreye karakteristik diferan ak ajoute-ons ki ta amelyore fonksyonalite a nan bot la. Pou egzanp, nou te ajoute wou ak pye nan robo a pou ede nou pi byen konprann ki karakteristik ede robo a deplase pi efikas. Mwen santi mwen tankou yon enjenyè nan klas sa a paske nou fè fas ak sitiyasyon difisil oswa obstak epi nou dwe rezoud pwoblèm diferan ki parèt. Nou pral adrese kesyon sa yo atravè eksperyans ak diskisyon ak lòt gwoup nan klas la. Lè nou simonte defi sa yo, sa ban nou yon sans de akonplisman. Mwen vrèman te renmen travay ak robo yo nan lekòl la epi mwen pa ka tann pou m sèvi ak ladrès kodaj mwen alavni. Mèsi.
[Breanna Lungo-Koehn]: Mimbro Intopa.
[John Intoppa]: Ekselan. Mwen jis te vle remèsye nou tou de pou pale sou eksperyans ou atravè pwojè sa a. Ou konnen, mwen renmen inisyativ sa yo, ou konnen, lè mwen te nan lekòl primè, li te tankou sa a epi Lè sa a, te gen, ou konnen, Lego Mindstorms epi li te absoliman etonan wè li grandi nan yon bagay tèlman gwo nan lekòl presegondè. Bon, ou menm ou di li menm si ou pa fini se yon pwogramè, ou konnen, gen anpil aplikasyon nan vi mond lan ak lavi reyèl, ou konnen, se yon fason diferan nan panse. Li se yon sans diferan nan lojik. Sa yo se diferan fason pou entèprete done ak sitiyasyon. Menm san kodaj, Li ka toujou ede w devlope kòm yon moun epi adapte w ak sistèm lekòl la. Li ba ou eksperyans pratik nan fè sa, ki se gwo. Ali, ou di menm bagay la. Ali, mwen jis vle di ke dènye moun mwen te tande nan sistèm lekòl piblik Medford te vle travay pou NASA te fini se moun ki pi piti nan ekip fotografi twou nwa a. Se konsa, kenbe rèv sa a gwo paske ou ka moun sa a. Ou pwobableman pral.
[Breanna Lungo-Koehn]: Senatè Russo.
[Paul Ruseau]: Mèsi. Mwen pa te gen okenn lide mwen ta pwochen. padon. Mwen se yon pwogramè Python epi mwen pral mete li nan fason sa a, mwen travay nan Dana Farber Cancer Institute ak Anpil moun ki pa pwogramasyon sèvi ak li. Se konsa, mwen panse ke si ou ka ekri kòd tèt ou pou rezoud pwoblèm sèten olye ke delege li nan yon lòt moun, ou pral gen yon gwo avantaj nan nenpòt domèn. Se konsa, pa sipoze ke jis paske ou pa vle yo dwe yon pwogramè ke li pa avni ou. Paske lè w kapab fè sa ap ede w anpil, menmsi se pa travay lajounen w. Se konsa, sa a eksitan. Mwen swete nou te genyen sa lè nou te timoun. Mèsi.
[Breanna Lungo-Koehn]: Mèsi. Mwen konnen Komisyonè Graham, kidonk nou pral bay reprezantan elèv nou yo.
[Jenny Graham]: Mèsi. Mèsi dèske w mete sa a nan wotasyon an paske pandan n ap pase nan tout chanjman orè yo epi nou te vini ak konsèp kou defi a, te gen anpil kesyon sou kisa li ta sanble ak kisa li ta sanble. Li difisil pou konprann chanjman lè ou pa janm fè li anvan oswa ou pa gen okenn referans. Kidonk, mwen vrèman kontan pou m konnen sa k ap pase nan pratik paske mwen panse se eksitasyon ki manke nan lekòl segondè. Li sanble tankou gen de timoun ki pa nan lekòl segondè ankò, yo ale lakay yo epi yo pale sou klas yo ak bagay sa yo bèl ki te rive yo, men li sanble tankou yon bagay inik pou lekòl segondè reyèlman panse ak kòmanse anbrase tout aspè sa yo nan aprantisaj ki baze sou pwojè ke nou pale sou nan fason ke CCSR kenbe. Aprantisaj ki baze sou pwojè se pa Mete sou kote pou bagay ou gen tan fè apre lekòl. Li ta dwe fè pati sa ou fè chak jou. Kidonk mwen byen kontan tande ou di, nou ap aprann travay kòm yon ekip, paske devine kisa? Sa a se sa w ap toujou fè. Se konsa, tout bagay se gwo. Mèsi paske w pase aswè a epi w ap pale nou de kou w la. Li vrèman ede w wè bagay sa yo an aksyon.
[Breanna Lungo-Koehn]: Mèsi, Manm Graham.
[Alachie Yeager]: Mwen jis vle di, kòm yon manm Medford High School Robotics and Engineering Workshop ak pwogram konsepsyon anba dlo nou an, Sunk Robotics, mwen jis vle di ke li trè eklere pou konnen ke yon chemen konsa te etabli nan zòn sa a, epi nou kontan wè ou nan yon ane oswa kat oswa konsa paske li vrèman santi w ap poze baz pou siksè nan zòn sa a. Si w bezwen èd oswa ou vle kòmanse, voye yon imèl pou nou epi n ap asire w ke w ede w. Mèsi.
[Breanna Lungo-Koehn]: Mèsi. Manm Kongrè Reinfeld.
[Erika Reinfeld]: Mèsi ankò pou pataje. Mwen t ap mande si ou ta ka ban nou kèk konsèy sou sa nou ka fè pou nou prepare alavni Avèk sa nan tèt ou, ki kote ou espere ale pwochen, pa pèsonèlman, men an tèm de sa k ap pase apre nan salklas la? Nenpòt nan nou? Sa a pa vle di pou anbre ou desann. Wi, kisa nou ka fè? Non, nan kou. Kisa Lekòl Leta Medford ka fè pou prepare w pou defi sa yo? Ki kote ou ta renmen wè yo ale apre?
[SPEAKER_02]: Mwen pa panse Lekòl Piblik Medford kapab fè anpil bagay pou prepare nou paske evidamman chanjman orè yo se nouvo. Mwen santi mwen tankou si nou ka solidifye li ale pi devan, gen evidamman kèk pwoblèm ki bezwen adrese paske pwogram sa a te vin tounen, nou se tankou dezyèm lekòl nan Etazini yo pran avantaj de pwogram sa a. Gen kèk pwoblèm evidamman, e mwen panse ke sa gen ladann adrese yo. Pafwa yon mo oubyen de mal tradui e li pa gen sans. Oswa pafwa kòd la pa pral kite ou pase epi li pa pral di ou poukisa. Kidonk, yon fwa ke tout ti kokenn sa yo fin fè, mwen panse ke se pral pwochen etap la nan fiti pou pwojè sa yo, si sa fè sans.
[Erika Reinfeld]: Wi. Mèsi. Sa vrèman itil. Mèsi.
[SPEAKER_00]: Yeah mwen ta di pa gen anpil paske li se yon nouvo pwogram men jan ou te di te gen kèk fwa kote kòd la pa t 'kite ou pase men ou te fè tout bagay byen se konsa wi mwen santi tankou sèlman apre yo te ranje li epi li te pafè. Mwen te vrèman renmen pran klas sa a.
[Erika Reinfeld]: Ekselan. Mwen byen kontan tande sa. Mwen vle ou di pwofesè ou yo sa nou ka fè pou sipòte yo pi byen. Se konsa, mèsi.
[Breanna Lungo-Koehn]: Mèsi. Anvan mwen vire apèl la bay Doktè Garusi, mwen jis vle remèsye ou, Dr Garusi, pou ajoute Mustang Moment. Prezantasyon sa yo se yon bon fason pou kòmanse reyinyon nou yo. Ou de, paran ou ta dwe enpresyone. Ou te fè yon gwo travay. Ollie, pitit gason m nan tou nan sizyèm ane nan McGlynn. Petèt ou ka pran li avèk ou. Ou ka jwenn misye Bruno souvan nan biwo li. Men, blag sou kote, sa a se yon travay ekselan. Li santi w ap montre tèt ou kòm yon jèn moun nan kolèj, yon bon travay. Doktè Lucia.
[Suzanne Galusi]: Mèsi. Mwen jis vle remèsye reprezantan elèv nou yo. Ou te fè yon gwo travay. Ekri ou a pèmèt nou vrèman konnen ak konprann kou ou a, kèk nan kontni w ap aprann yo, ak kèk nan ladrès ou pral metrize. Se objektif Broncos Moment. Li prezante yon mikwokosm nan lavi elèv nan kominote a. Kidonk, mwen vrèman rekonesan pou kouraj li te pran pou m te vini isit la epi prezante tèt mwen. Mwen vle remèsye tou direktè Tucci ak direktè Sieri. Mesye Seery te gen gwo opòtinite pou travay ak Robotics 360 e li te trè aktif e li te byen vit pwofite de li. Mwen panse ke ou ka wè benefis sa a pote nan kominote nou an nan yon kout peryòd de tan. Kòm ou ka wè nan memo Vandredi a, mwen sezi yo antere endikasyon yo isit la. Men, Lt Gouvènè Driscoll ak Sekretè Edikasyon Doktè Tutwiler pral vini Jedi pou wè plan an an aksyon. Lè sa a, yo pral patisipe nan yon kou defi syans nan McGlynn School, gade Robotics 360 an dirèk. Donk nou santi nou trè privilejye ak privilejye Gouvènè Adjwen an ak Sekretè Edikasyon dirije pwogram nan. Donk, mèsi anpil pou tout travay di ou fè nan sa a, e mèsi ak direktè a, Skone. Li pran anpil èdtan nan kolaborasyon asire sa a mache pou elèv nou yo. Se konsa, mèsi.
[Breanna Lungo-Koehn]: Mèsi.
[Unidentified]: Wi, foto. Tout se byen. Ou pwobableman se. pwochen fwa.
[Breanna Lungo-Koehn]: Mèsi. Mesye Cieri, mwen swete w tout pi bon pou tout rès sezon an. Mwen tande ou nan yon sitiyasyon difisil. Mèsi. Oke, pi ba a se rapò evalyasyon sitiyasyon etablisman nou an. Mwen pral envite Direktè Operasyon yo, Mesye Kenneth Lord ak Mesye Kevin Proventure. Èske mwen te di li mal? Èske mwen genyen li? Prezidan Habib ak achitèk ki asosye yo. akeyi.
[SPEAKER_14]: Thank you. Okay, well, good evening to the mayor, the interim superintendent and members of the school committee. Thank you for having me. My name is Kevin Provencher. I'm an architect and president of Habib and Associates Architects. We've been working with public schools in Massachusetts for the past 27 years. And this year we were asked by Medford Public Schools to prepare a facilities condition assessment for the five elementary and middle schools, Brooks, Missittuc, Roberts, Andrews and McGlynn. We've prepared a great many of these. And the districts that we've worked with have found them to be an extremely useful capital planning tool. And I'm hoping that you'll find the same results here tonight. If you've had a chance to review the full report, and I understand that you haven't had it for very long, But there's a great deal of detail in there we won't be able to get to that depth tonight. So I'm going to try to give you an overview of the process, how we work, how we collect the information, and how we arrive at some of the conclusions that I think will be helpful. So there's a great number of people that are involved in putting one of these things together. But I think the most successful results are always when we get a high level of participation from the school department. And that was the case here. All of the school principals and the custodial staff, in addition to the facility staff, All participated, and it's a very important part of the process. If we don't have access to these people, there's a lot of information that we simply just can't collect. And so we're very grateful for that. Our team consisted of myself as the project manager and my coworkers. And we also had a team of consulting engineers from GGD who joined us on our tours and evaluated the mechanical, electrical and the fire protection systems as well. So we have a good deal of expertise on the team. So just a little bit about the process and the purpose or the why we do this. Very simply put, we describe the current conditions that we observe at the schools. And taking those observations, we set priorities and make recommendations of things that we think need to be addressed, things that need to be repaired, replaced, and then we provide budget estimates for those items. And as I mentioned earlier, those cost estimate supports the development of the capital plan. So the scope of the process, we start with reviewing the concerns with the facilities staff, including the chief operations officer, the director of the buildings and grounds, John McLaughlin, and the head custodians that I mentioned a bit earlier. Principals also provide us with some good detail of things that they want us to know. We tour all of the schools and we visit as many of the interior spaces as we can. That took place over the February break when students were not in the building. So it gives us a lot of access that we can't get at any other time of the year. We don't open every locked door, look in every closet or under every rug, but it's really more of a high level overview of what we see. We identify the deficiencies in the materials and the systems that we would recommend for repair or replacement. We prepare work items for each of those observations, and we assign each of those a priority, which I'll talk about in a little bit more detail in a few minutes. We estimate the quantities involved, and we assigned unit costs to those quantities, which help us to calculate the total cost per each work item. And that includes soft costs and escalation. And I'll explain what that part means in a later slide. So in summary, the method, the assessment is based on our visual inspection and our observations of what we can see. We rely on those interviews that I mentioned. We also have access to the original construction drawings. These schools are relatively new compared to other schools in the Commonwealth. And all of those construction drawings were available to us, which provide us with a lot of detail. We review the buildings and the systems in their entirety. And again, we identify those deficiencies and they're typically deficiencies that are related to the age of the building or the useful life, things that should be considered for replacement for lifecycle costing and 21st century learning practices. So each of the work items, we assign a priority. We call them scope categories. And so for this assessment, we had three scopes in order of priority. Scope number one are items that are necessary but not yet critical. And what I mean by that is If you had a critical item that needs to be addressed, you would have addressed it already because that's something that's, you know, it's an emergency or something that has to be addressed immediately. We didn't see any of that in our assessment, which is good. But these are items that will deteriorate predictably. and could involve some downtime if things needed to be shut down to make a repair. And these are things that will continue to deteriorate over time and become more and more expensive to address if deferred. The second scope category are the things that we recommend, and these are things that are needed immediately, but are sort of in that mid-range, which are improvements that school departments should consider to be making based on the age of the building, the systems, and the equipment, and the expected lifespan of that. Scope three is the third and last priority category. And this category is reserved for items that may not comply with current codes and regulations. And the best examples that I can give you are the accessibility regulations and fire sprinklers. And so in the Commonwealth, we have laws and regulations that stipulate if a significant amount of work or if a major renovation is done to a building, there are some triggers that require upgrading for fire sprinklers and for incremental compliance with accessibility regulations. All of these buildings have fire sprinklers, so that's not an issue here. And then there were some minor accessibility items that we did Note, there's nothing that is required to be done now. But as I mentioned, if there were other work being performed in the future of a certain dollar value, those items may need to be corrected. And then finally, for scope category number three, this also includes building systems or equipment that are approaching the end of their service life. And the useful service life is the point in time where the costs of continued maintenance and repair will start to outweigh the cost of simply just replacing the equipment or the item. We can go to the next. I think we need to flip back on one. So the work items are compiled into one of five different assessment categories, the first one being the site. And so these are all the areas that are outside of the building, the parking areas, the walkways, the landscaping, the playgrounds, et cetera, the storm drainage. The second category is the building envelope. So these are the walls, the roof, the doors, the windows, and so forth. Building interiors are fairly self-explanatory. It's all the things that we see right here in this room, the floor finishes, the ceilings, the walls, accessibility items when they're there, doors, toilet rooms, and so forth. Mechanical systems include our domestic plumbing systems, our fire protection systems, gas, heating, ventilation, air conditioning. And the electrical systems would include the main electrical service, all of the distribution wiring, panel boards, fire alarm system, lighting, emergency lighting and egress, communication systems such as phones, paging systems, clock and bell systems, security, computer networking, switches, data wiring, and so forth. Next one. Okay. I wanna be able to look at my, slide a little closer. So there is a page very similar to this one, which you'll find in the complete report, which is an explanation of how to read the assessment. So what this shows is an example of a typical work item that you will find in the assessment. And there are dozens of these. This example is from Misutak. And it's the first item in the site category. And it describes potholes, cracking at the paving in the parking lot. The recommendation here is to repave parking lot and to provide new painted striping. It's a pretty typical item that we see everywhere. The quantity of this particular item is approaching 20,000 square feet. The unit cost that we assigned to this item is $11.90. So multiply that gives us a total of almost $237,000. And then we apply the soft costs. So these are the indirect costs that would include the district's administration costs, contingencies, architectural and engineering fees. And that's a simple multiplier of 30%. So we add 30% on top of those construction costs to get a total cost to address that particular item. And then we assign that item into a scope category that I described earlier. And this item we assign to scope category two. It's worth noting here that each of the scope categories has a timeline associated to it. So for this assessment, scope one are items that are recommended to be addressed within two years. Scope number two, two to five years, and scope number three is five years and beyond. Considering that these items will all be addressed at some point in the future, we also have to account for escalation in construction costs. And I'll show you on a later slide on how those are applied. But at the moment, we've been using about 5% compounded on an annual basis. It has been higher. And during COVID, it was significantly higher. Historically, it's been around 4%, but based on current economic conditions, it's about 5%. That's what we've been seeing. So just a very quick snapshot of each of the schools with some basic data. You can see that the construction dates are all within a couple of years of each other from 2001 to 2003. So all built at relatively the same time. Brooks is three stories at 95,000 square feet. Missittuck four stories, a little bit smaller, about 93,000. Roberts, also four stories and about 95,000 square feet. Andrews, middle, a bit bigger, 104,000 square feet. And McGlynn, the largest of the group at 186,000 square feet. So all together, This is almost 574,000 square feet. And be mindful of the size of the school. I would just mention that this total does not include the high school Curtis Tops or any of the other buildings in the school system. Okay, so you'll also see this table in the full report, the executive summary. Now, this is the table that totals all of the work items that were identified for each of the schools and all of the scope categories for each. So reading left to right, The total of the scope categories for each school is in the column on the right hand side, and reading top to bottom are the totals for each scope category. So our highest priority category is scope one, and we identified almost $17 million of work. Scope two, 39.2 million, and scope three, 11.8 million approximately. So across the bottom of the table, you'll see the inflation factor at 5% so compounded on an annual basis. For scope one, two years, it's 18.6. Scope two, at five years, 50 million. Scope three, also at five years, 15 million. So with escalation, all work included, everything that was identified for this report, it totals 83.7 million. Okay, so I'll give you some idea of some of the things that without going into too much detail of some of the typical things that we found in our assessment. Most of the observations were due to deterioration because of age and deferred maintenance. And it was, I think, pretty typical or average of any school of this age, approximately 20, 23 years, 25 years. So no real surprises there and no real big concerns either. On the site, on every location, we noticed issues with pavements, the walkways and curbs, some issues with chain link fences, which are perhaps less critical, but these are items that we want to pay attention to because they are potential safety and tripping hazards and always find a high priority in our reports. The building envelope, all of the roofs are a combination of membrane and shingle, mostly membrane, and they are all past their warranty. and they are at the age where they should strongly be considered for replacement. Roofs are absolutely critical. Once they start leaking, it's hard to get them to stop. And they cause a lot of problems and potentially some environmental problems if left for long enough. We did a more of a detailed analysis of the roofs and the exterior walls, which was prepared in support of the preparation of the statement of interest to the MSBA. And Ken has told me that recently the MSBA toured Brooks Roberts and Mr. Tuck and took a look at those roofs and they will be considered for inclusion. in the MSBA's accelerated repair program, which is good. It's good to be in the MSBA pipeline. Otherwise, the exterior walls of all these schools are some combination of brick or concrete block. There's some minor cracking, some sealants that need to be addressed. Nothing really serious or of great concern. A few issues with windows. The windows are all original. Some of the glazing units in the windows have failed, which means the perimeter seal has failed and condensation is inside the glass. And that's that milky appearance that you see sometimes. It looks like it's fogged up. And those can be replaced. You do not have to replace the entire window unit to address that. Otherwise, issues with exterior doors and frames, rust buildup, very, very common, you know, due to exposure to the elements, but also there's a lot of heavy salting and ice melt that we have in front of the entrances. And so that really accelerates the corrosion. And that's very common. We see that at almost every school that we look at. Interiors, no great surprises. The deterioration there is very predictable. Carpets get worn out. Walls get scuffed. Ceiling tiles get stained. The flooring, there's a lot of VCT, vinyl tile. Every school has it. There's a couple of areas of concern there. Despite all of the cleaning and the waxing, the Brooks and Missittuck in particular appear to have an issue on the ground floor. So the ground floor is a concrete slab on grade. And there's a lot of failure in both of those. Missittuck being, I think, significantly worse than Brooks. Brooks is also an issue. So the tiles are cracking, they're popping up, they're chipping, and just coming up all over. So there's something going on there and the cause of that is something that goes beyond the scope of this exercise, but It could be an issue related to having excessive moisture in the floor slab or perhaps a structural issue where the slab is moving due to unstable soils. There would be some further testing and investigation, I think, to determine exactly what is going on there. It can be a potential tripping or safety hazard. So we recommend that that be addressed. Toilet rooms, I mean, we see all of the things that we expect to see in the toilet rooms. Typically the toilet partitions in most cases need to be replaced. Fixtures oftentimes need to be replaced as well. The mechanical systems, so these include all of the HVAC equipment and the controls. We do know that the equipment and the controls are currently being replaced. It's ongoing at Andrews and McGlynn. So we did not evaluate that. That's being addressed in another project. But we did look at everything else. All the major pieces of equipment are approaching the end of their useful service life. The boilers, the chillers, the circulator pumps, air handlers, unit ventilators are the things that we see in the classrooms that are underneath the windows. condensers and exhaust fans. So these are fairly costly pieces of equipment. But as I mentioned earlier, at some point, the cost of maintenance and repair will begin to eclipse the cost of replacement. So just keep that in mind when you're considering your capital plan. Electrical systems, there really wasn't anything urgent that we saw there and no major concerns. The electrical switchgear and the standby generators, every school has them. Those are critical pieces of equipment and need to be monitored very carefully, especially the standby generator needs regular maintenance and exercise. Fire alarm systems should always be maintained and upgraded and tested. There are some opportunities for improvements with some of the communication systems, such as a voice over IP telephone system or replacement of the paging in the time clock systems, which are fairly obsolete. And then finally, security is always a primary concern and any opportunities to improve security at building entrances for access control is always encouraged. So just to wrap things up, I find it's helpful to remind ourselves sometimes of why we do this. How do we support the goals of the schools and the facilities. And it's really what it comes down to is the learning environment. We wanna provide the best learning environment that we can for our students. And if there are problems with the building that compromise that learning environment, if they compromise safety, if they compromise security, those are the things that should always be top priority. We also look for opportunities to decrease operating and lifecycle costs for the school district and any improvements that can be made to the operations and maintenance. And finally, any opportunity to reduce energy costs by replacing equipment with more efficient equipment can also contribute to ongoing cost savings. So that's what we have. I hope that was helpful. If you do have the opportunity to review the full report, there's a lot more detail in there. And if there are any questions now, I can try to answer those. Or Ken, I don't know if you had anything else that you wanted to add to that. Member Ruseau.
[Paul Ruseau]: Mèsi. Mwen byen kontan nou pa t ale nan tout bagay. rapò aktyèl la. Nou ka rete isit la tout nwit lan. 150 paj. Wi, li pral yon long lannwit. Mwen pa deranje ret leve byen ta nan mitan lannwit, men pa dòmi anpil. Ou di bagay yo pa twò etone konsidere laj, men mwen reyalize ke se yon estimasyon, men ki pousantaj nan laj kont antretyen difere? epi Èske se 10% nan rezon ki fè nou isit la paske nan antretyen difere, oswa se 80%? Mwen konnen mwen vle yon nimewo egzak ou pa genyen.
[SPEAKER_14]: Wi, nou pa pral revize li nan tèm sa yo, men si mwen te devine, li ta pwobableman 80-20 an favè laj.
[Paul Ruseau]: Se konsa, laj la se ane 1980 yo. Wi. Ah, sa a pi bon pase mwen te panse.
[SPEAKER_14]: Èske li pi bon pase ou?
[Paul Ruseau]: Oke, se sa mwen te panse. Paske lè m te antre nan komite lekòl la, bidjè antretyen nou an te anviwon $.03. Sa a se yon egzajerasyon. Antouka, sistèm elektrik la, mwen pa panse ke nou ka fè yon plat endiksyon paske nou pa gen ase pouvwa. Kidonk lè ou di bagay yo vrèman bon la, yo vrèman bon. Kenbe sitiyasyon an, dwa?
[SPEAKER_14]: Wi. Alor si ou anvi anmenn lezot lekipman ki koz lo en logmantasyon dan chaj elektrik, i pa neseserman vedir ki sa batiman pa kapab fer li. Li jis vle di li dwe tcheke. Gen pwobableman kèk kapasite siplemantè la. Mwen ta dwe sonje ke tout ekleraj te amelyore. LED yo reprezante yon rediksyon jeneral nan itilizasyon enèji elektrik. Se konsa, gen kèk kapasite siplemantè la.
[Paul Ruseau]: Wi, nou te achte yon cuisinier endiksyon epi nou te oblije remèt li paske pa t gen ase elektrisite nan lari a. Apre sa, mwen panse ke bilding yo pa ekipe pou okipe li tou paske yo konsome anpil enèji. Men, mwen mande si sitiyasyon an se jan yo deside... Wi. OK Ou mansyone ke revèy la se demode. Mwen imajine dwe gen kèk vye revèy ki sot pase a nan la... Dè milyon de ane de sa, paske nou te gen yon tout nouvo sistèm revèy, li te aktyèlman de mwa fin vye granmoun.
[Kenneth Lord]: Fè referans a entèkominikasyon sal klas la ak sistèm revèy, pa sistèm revèy la.
[Paul Ruseau]: oh.
[Kenneth Lord]: Sa a se sonèt la, sistèm entèkominikasyon an. Mwen wè. Sistèm sa a orijinal nan bilding lan.
[Paul Ruseau]: OK, mèsi. Wi, mwen pa panse okenn lekòl gen revèy ki kòrèk la. Èske lekòl atravè mond lan gen revèy kòrèk? Antouka, tout bagay anfòm, mèsi. Sa fè plis sans.
[Breanna Lungo-Koehn]: Mèsi manm Little Bear. Senatè Graham?
[Jenny Graham]: Mwen panse ke kesyon mwen an te plis dirije sou Ken, men mwen te panse se te yon kòmantè. Enfòmasyon sa yo pral trè itil pandan n ap avanse ak planifikasyon kapital la. Se sezon isit la nan Komite Lekòl la, kidonk reyinyon sa yo deja pwograme pou Novanm epi nou pral kontakte Ken ak mwen sou fason pou entegre enfòmasyon sa a nan plan kapital la ke yo pral prezante bay Komite Lekòl la. Se konsa, li nan tout yon travay nan pwogrè, menm si. Mwen devine lòt kalite kesyon mwen genyen an se, èske nou gen sistèm ewo operasyonèl sa a, ki nan yon pèspektiv sistèm se sa mwen ta rele yon ti bebe kounye a, kote itilizasyon ap ogmante men li poko nan vitès plen, e mwen sanble ke tout bagay sa yo pral ajoute nan sistèm sa a pou nou ka swiv lè yo fini, olye ke jwenn 150 paj nan rapò ak sou sa. Suivi manyèl, ou panse sa tou?
[Kenneth Lord]: Wi, gen plizyè kategori bagay isit la. Nou pral fè kèk bagay atravè bidjè opere, ekip entèn oswa travay ak DPW oswa yon bagay tankou sa. Gen bagay nou pral akonpli nan bidjè fonksyònman nou an atravè pi piti pwojè e gen bagay nou pral bezwen chèche finansman kapital pou yo. Tou depan de nivo pwojè sa yo, yo pral mete an fonksyon nan diferan zòn kote sistèm nou yo ki ekziste yo bezwen triye pou nou kapab kòmanse konstwi pwogram antretyen prevantif ki kondwi tout sa. Se konsa, premye gwo pouse nou an pral se tout nouvo bagay ki ap enstale, Lulin ak Andrew ap asire yo ke tout sik antretyen prevantif yo byen katalòg, ak sa yo otomatikman jenere tikè ke nou ka swa rezoud ak pwòp ekip nou an oswa bay kontraktè yo.
[Jenny Graham]: Tout sa a son bèl e mwen ap tann tout travay sa a. Li evidan, nou pral rasanble anpil enfòmasyon sa yo epi pale sou plan kapital yo. Men, mwen vle nou fè rapò sou pwogrè an jeneral nan kèk nan efò sa yo paske mwen panse ke, jan mwen te di, kèk nan bagay sa yo pral rive fè paske nou pral fè yo nan kad pwosesis bidjè regilye nou an. Mwen swete nou ka quantifier sa. Mwen te gen 20 atik sou lis mwen an epi nou te fè 5, 5% nan total la, paske mwen te panse Ou konnen, sa se yon gwo nimewo e pa gen moun isit la twò sezi pa li. Mwen pa patikilyèman paske nou gen yon bilding demi milyon pye kare, nou gen anpil twati, anpil chodyèr, anpil bagay. Lè sa a, tout bagay sa yo ajoute, sitou lè yo vin pi gran. Men, mwen panse ke li ta itil si nou konprann ke nou te resevwa rapò sa a. Ki pwogrè nou fè sou sa? Se konsa, lè moun di, byen, nou te ba yo anpil lajan. Kisa ou te fè ak li? Gen yon fason senp pou montre pwogrè n ap fè e, franchman, pwogrè nou pa fè. Paske si nou vle fè pwogrè enpòtan, nou ka bezwen yon lòt teknisyen antretyen. Nou ka bezwen tou de moun antretyen. Sa yo se konvèsasyon nou bezwen genyen, men nou panse se sa nou bezwen si nou vle avanse sou lis sa a san yo pa deranje aprantisaj elèv yo. Mwen panse ke li enpòtan pou nou analize done yo, petèt nan fen chak ane lekòl oswa kèk tan bidjè tankou sa. Kòmanse ede kominote a konprann tout bon pwogrè n ap fè a. Nou ap fè gwo pwogrè. Mwen pa panse ke nou pa janm rapòte li, sitou paske nou te pè nou pa ta. Mwen panse ke si sa a pou nou oswa ou pa, mwen jis vle istwa sa a klè soti pou ke nou tout ka verifye reyalite sa yo. Mon lot kestyon se ki sa kalite evalyasyon i devret ganny fer regilyerman. Èske sa kòrèk? Èske ou ta dwe fè kalite evalyasyon sa a chak sik X ane? Ki nimewo sa a?
[SPEAKER_14]: Mwen vle di, mwen ta rekòmande Pwobableman chak senk ane. Mwen vle di, mwen panse ke li pwobableman depann sou lèt la. sètènman.
[Jenny Graham]: Se konsa, premye a se toujou pi move a, dwa?
[SPEAKER_14]: Ak nenpòt chans. Men, ou konnen, peryòd tan ki idantifye nan evalyasyon sa a jiska senk ane. Li vrèman pa lontan. Tanzantan nou resevwa demann pou tèm pi long (10 ane, 15 ane). Se konsa, repons lan kout se: Si rapò a se pou senk ane, Lè sa a, ou ta dwe fè li chak senk ane. Mwen panse ke li se pwobableman pi agresif la, pwobableman pi pre 10.
[Breanna Lungo-Koehn]: Oke, gwo. Mèsi. Depite Orapade epi apre depite Reinfield.
[Aaron Olapade]: Mèsi. Pou swiv kesyon kòlèg mwen an, èske w panse gen kèk pati nan etablisman an ki ta dwe kontwole plis regilyèman? Se konsa, plonbri, HVAC oswa enstalasyon elektrik, oswa ou panse nou ta dwe jeneralman swiv menm delè a, ki se rekòmandasyon an 10 ane oswa rekòmandasyon an 5 ane si ou vle vin pi agresif?
[SPEAKER_14]: Oke, nenpòt bagay ki nan kategori sa a pral yon priyorite. Anpil nan dola nan kategori sa a aktyèlman soti nan bouchon sa yo. Se konsa, sa ta dwe pwobableman pi gwo priyorite. Patisipe nan pwosesis MSBA se yon fason pafè pou kòmanse. Men, nenpòt bagay ki lakòz dlo penetre Si fenèt yo kòmanse koule, si do kay la vin pi mal, se la pwoblèm yo kòmanse. Se konsa, mwen pral konsantre sou zòn sa yo. Èske sa se yon repons itil?
[Aaron Olapade]: Wi, sa ta pafè. OK Apre sa, mwen te gen yon lòt kesyon sou evalyasyon sa a. Ou konnen, mwen pa fin revize dokiman 150 paj sa a. Men, lè li rive pou w deplase soti nan evalyasyon aktyèl la nan konsepsyon aktyèl schematic ak pwosesis òf la, ki sa ou panse se delè a tipik soti nan kote nou ye kounye a yo kòmanse pati sa a nan pwosesis òf la?
[SPEAKER_14]: Oh, ti gason. Wi, sa a kapab yon pwosesis trè long depann sou delè a. Se konsa, ou konnen, yon ti pwojè, ou konnen, nou ta ka gen li ak kouri nan sis mwa oswa mwens. Pi gwo pwojè yo ka pran yon ane oswa plis, tou depann de nivo apwobasyon vil la mande an tèm de pèmi. Men, li reyèlman jis depann sou gwosè a nan pwojè a.
[Aaron Olapade]: Mon krwar sa ki ou pe dir, e mon krwar sa ki enportan pour mwan, se ki sa komite e piblik ki petet pe ekout, pour laplipar, sa ki zot in trouv dan sa revizyon, napa okenn nouvo konsern enportan an term sekirite etidyan oubyen fasilite ki bann etidyan ki ganny afekte pou aprann. Se poutèt sa, si pwosesis pou ale nan pati sa a nan konpetisyon an pi long, sekirite elèv yo pa pral konpwomèt paske li pral pran plis tan.
[SPEAKER_14]: An reyalite, nou pa wè okenn gwo pwoblèm. Kòm mwen mansyone, mwen panse ke lè nou te kòmanse pale, si te gen pwoblèm nan grandè sa a, yo ta pwobableman yo te adrese. Se konsa, non, nou pa t 'wè anyen. Mwen panse ke sa a pral yon pwoblèm grav. Pwoblèm nan kout tèm.
[Aaron Olapade]: Mèsi. E apre sa dernyen kalite kestyon komanter, ou’n mansyonnen dan dernyen parti evalye sistenm mekanik ek elektrik lo pri reparasyon, ou konnen, i kapab fini plis ki pri ranplasman. Wi. Èske ou ka pale plis sou sa a? Mwen konnen gen anpil enkyetid nan kominote a sou sa k ap pase an jeneral an tèm de depans enstalasyon yo. Epi, ou konnen, nou ap pale de, ou konnen, yon nouvo renovasyon oswa Medford ap resevwa yon nouvo lekòl segondè, kidonk gen anpil pale sou depans kout tèm kont depans alontèm. Mwen jis konnen ou mansyone ke mwen te mande si ou te gen nenpòt eksperyans pwofesyonèl konnen nan ki pwen sa a ta finalman depase pri a nan ranplasman.
[SPEAKER_14]: Wi. Wi, mwen panse ke yon analiz pi pwofon nesesè pou reponn kesyon sa a konplètman, men Nou abitye ak konsèp nan sik lavi ak pwosesis yo ki egziste, pran an kont egzanp nan ekipman mekanik, ranplasan pou ekipman ak enèji-ekonomik pwoblèm nan ekipman yo. Konpare operatè isso com jere aparèy sa yo men pa ranplase yo. Ou ka jwenn kèk reyèlman bon rezilta nan sa a. Se poutèt sa, mwen rekòmande fè yon analiz pri sik lavi, ki se pwobableman apwòch ki pi bon. Mèsi. sètènman.
[Breanna Lungo-Koehn]: Manm pou Reinfeld?
[Erika Reinfeld]: Mwen gen yon kesyon ki pwobableman enjis, paske ou fè li trè klè ke lekòl segondè pa nan kad analiz sa a pou rezon evidan. Men, mwen kirye, espesyalman sou etid la fezabilite ke nou ap sou fè, ki se evidamman pral fè pa MSBA nou an. komite ak konpayi konsepsyon. Nan ki pwen nimewo sa yo, alokasyon valè sa yo, tradui nan bilding tankou lekòl segondè ki pi gran pase bilding sa yo? Men, mwen mande nan ki pwen nou ka gade sa a epi di si nou wè chanjman sa yo nan mozayik yo, nan anvlòp sa yo. defi.
[SPEAKER_14]: Si se konsa, èske w ap mande si nou ta ka aplike menm jan depans pou lekòl segondè si nou te fè kalite analiz sa a?
[Erika Reinfeld]: Wi, oswa li pral siyifikativman pi wo paske li se yon bilding ki pi gran?
[SPEAKER_14]: Mwen ta espere ke akòz laj nan bilding nan ke nou te jwenn, si nou panse sou li nan yon pèspektiv pri pou chak pye kare, li ta pi chè pou jwenn pi pre lekòl segondè a jis akòz laj li. Mwen panse ke bilding sa a te bati an 1970, anpil pi ansyen pase sa nou genyen isit la.
[Erika Reinfeld]: Sa bon, paske mwen panse ke kominote a pral pran yon gade seryezman sou fason nou jere bilding nou yo ak sa sa vle di pou nouvo konstriksyon ak renovasyon. Se konsa, mèsi pou ale pi wo a ak pi lwen.
[Breanna Lungo-Koehn]: OK, ou byen akeyi. Mèsi. Konseye Rousseau, Lè sa a, tounen vin jwenn yon diskou pa Doktè Meg Mayo-Brown.
[Paul Ruseau]: Mèsi. Mwen panse ke 5% chak ane ke nou pa fè travay la, pri a ak pri a monte se yon konsiderasyon enpòtan, espesyalman depi Pwopozisyon 2.5 vle di nou sèlman jwenn 2.5% plis. Se konsa, nou te plonje pi fon ak pi fon nan twou a. Mwen jis gade nimewo yo: Si nou pa fè anyen pandan sèt ane, sa ta koute nou $15 milyon plis pase nou te kapab peye. Mwen pa kwè nou gen lajan pou nou peye pou pifò bagay sa yo pa nenpòt mwayen, men mwen panse li enpòtan sonje ke, ou konnen, sa a 19.5 milyon oswa 18.6 milyon dola se pou sansibilizasyon, ak sa yo se bagay sa yo nou sipoze fè. Ak ane fiskal 2026, kote nou ye kounye a. Pa disponib sou EF27, EF28 ak EF29. Se sou sa ane sa a. Mwen pa konnen ki kote oswa si nou konnen ki kote nou ka jwenn lajan sa a. Men, si nou pa fè li ane sa a, li pral ajoute jiska plis pase yon milyon dola. Plis pase $1 milyon an plis pral ajoute ane pwochèn. An menm tan an, tout lòt bagay ap vin pi chè. Sou yon bò, mwen pa sezi pa nimewo sa yo. Nan lòt men an, mwen swete ke te gen yon kalite medikaman pou ede m sispann hyperventilation, paske mwen vle di, $ 83 milyon dola se tout bidjè lekòl nou an. Ak nouvo bagay ap parèt chak ane. Senk ane yo isit la ak senk ane yo ane pwochèn yo pral de a senk ane nou yo. Gen kèk kontni te ajoute pita. Mwen vrèman kontan wè nimewo sa yo, men mwen tou pa panse yo se nimewo ki baze sou pran do kay la epi chèche konnen tout bagay koule epi ou dwe ranplase tout miray la oswa yon bagay fou. Se konsa, sa yo se, Pi bon devine san yo pa oblije gade nan bilding nan anvayisman pou konnen sa k ap pase. Kidonk, nan lespri mwen, mwen konsidere yo kòm limit pi ba paske mwen vle di, nou te pase nan sa yo rele antretyen difere pou yon kantite ane, ki se jis yon lòt fason pou di pa gen antretyen. Mwen panse ke nou te fè yon bon travay. Finalman, pou satisfè egzijans kòd, sèten sistèm HVAC dwe fonksyone nan lekòl espesifik sa yo. Epi, ou konnen, nou te gade lòt lekòl, tankou lekòl segondè, mwen konnen sa pa enkli, men nou gade nan pri pou amelyore lekòl yo. Sistèm chofaj nan kèk bilding, sistèm chofaj nan kèk bilding. Vire soti pa te gen okenn fason yo fè li pi bon mache depi yo pa te travay nan ane. Se poutèt sa, li pa ka pi efikas pase lè l sèvi avèk zewo enèji. Mwen vrèman konsène ke nimewo a ba epi nou pa gen okenn plan pou kijan... Mwen vle di, nou te itilize tout lajan gratis ane sa a. Ane pwochèn, p ap gen plis lajan pou peye pou depans sa yo. Se konsa, mwen se yon ti kras pè. Mwen panse ke se vre pou anpil nan nou. Mon krwar nou bezwen fer sir ki piblik i tre kler ki nou pe underfunding nou bann lekol par dizenn milyon dolar par an. Sa a awizom, men mwen panse Agiman Senatè Graham pou reyalize sa. Mwen panse ke sa a ta dwe sou sit entènèt nou an epi li ta dwe montre pwogrè pou ane a. Mwen panse ke sa ta dwe yon endikasyon ke nou pa fè pwogrè chak ane. Nou te mache pi fon nan gwòt la. Mwen pa konn kijan pou m mete l grafikman, men bagay sa yo ap kontinye ogmante e nap depanse mwens pase yo ogmante. Se poutèt sa mwen vle di ou mèsi pou rapò ou a. Koulye a, mwen pa ka dòmi. padon.
[Breanna Lungo-Koehn]: Mimbro Intopa.
[John Intoppa]: Mèsi paske w mete rapò sa a ansanm nan rezime sa a. Trè itil pou depanaj. Soti nan yon pèspektiv aksesibilite bezwen, li vrèman itil pou gade nan bagay ki bezwen fè kounye a, bagay ki bezwen fè, bagay ki pa ka sispann ankò, e petèt bagay ki pa bezwen adrese imedyatman. Mwen pa konnen poukisa mwen konsa Retounen nan kesyon an, men èske tout fenèt nou yo gen doub lustres? Wi, yo gen doub izolasyon. Se konsa, nou dwe regazifye yo izole ankò oswa evite kondansasyon? Mwen vle di, mwen konnen nou dwe kontwole yo, men èske nou dwe fè sa an menm tan, oswa yo toujou konplè nan sans sa a? Sa a se yon kesyon trè espesifik.
[SPEAKER_14]: pou kwè, Pifò fenèt yo gen de sentiwon, anwo ak anba. Se poutèt sa, chak seksyon gen yon inite vè. Pou egzanp, yon sèl pè linèt ka fonksyone byen. Lè sa a, tout sa ou dwe fè se retire inite vè a epi ranplase li ak yon nouvo. Oh, enkwayab. Wi, se yon bagay trè senp. Legal.
[John Intoppa]: Ekselan. Wi. Mwen kwè mwen vle tou mete aksan sou sa, ou konnen, paske nou ap fè pwen an tèm de antretyen difere ak tout bagay sa yo pou pale sou yo, ou konnen, nou dwe vini ak lajan yo ranje pwoblèm nan. Nou menm tou nou dwe ranje yo. OK Nou dwe fè sa dwat. Nou pa ka fè pwodwi a pi bon mache paske se sa ki C3. Nou bati C3. Nou mache C3. C3 se gwo. Sa a se nouvo zèl syans la. Nou pral pran anpil plezi. Sa a pral gwo. Lè sa a, yon ane pita, do kay la koule. OK Li terib. Pa ta dwe gen kat poubèl oswa yon bagay konsa nan yon salklas ki fèk renove. Se konsa, reyèlman asire w ke, wi, kòm Kongrè a Rousseau te di, lè nou retire do kay la, nou bezwen asire w ke, jan ou mansyone, bagay yo pral vin pi mal. Pafwa, yon sèl krak ka mennen nan plizyè fant, ki pèmèt dlo antre. Malerezman, dlo se vrè lènmi an lè li rive bagay sa yo. Men, jis pou asire w ke ou konnen nou pa te mete tèt nou nan yon lòt sitiyasyon kote nou te depanse lajan, mwen pa nan komite a, mwen te nan lekòl segondè, konbyen lajan nou te depanse yo wè twa jis nan pètèt dezòd bagay yo, espesyalman nan zèl la syans, kontaminan alo. ka afekte. Se konsa, asire w ke nou te itilize materyèl yo dwa, nou te itilize moun ki dwat ki te konnen materyèl yo paske nou pa t 'vle ranplase mozayik yo ak Lè sa a, etap sou yo ak lakòz yo krak oswa itilize adezif ki mal. Sa rive, sa rive. Ankò, mwen pa vle espekile ke nou pral jwenn pi bon mache, oswa anyen, men jis di ke nou bezwen asire w ke si nou pral depanse lajan sa a, nou ta ka byen depanse plis. Paske si li kraze, nou pral oblije depanse plis lajan. Li pral sèlman plis. Ou konnen, plis bagay ou mete nan pòch ou, plis sa koute, epi sa nou fè premye fwa a pa bon jan netwaye dezòd la dezyèm fwa. Se konsa, mèsi.
[Breanna Lungo-Koehn]: Mèsi. Mèsi pou entwodiksyon an. Anba a nou prezante Doktè Meg Mayo-Brown, NSIP, Nouvo Pwogram Onboarding Sipèvizè, direktè pwogram ak antrenè. Mwen pral remèt li bay sipèvizè nou an, Doktè Suzanne Galusi.
[Suzanne Galusi]: Mèsi anpil. Mwen kontan genyen ko-prezidan mwen an, Dr Meg Mayo-Brown. Li pral pale yon ti kras sou pwogram NSIPP, nouvo pwogram sipèentandan onboarding la, yon ti kras sou tèt li, epi li pral kontan reponn nenpòt kesyon ou genyen pou li oswa pou mwen. Kidonk, san plis, Dr Meg Mayo-Brown.
[SPEAKER_03]: Mèsi. Mèsi anpil Dr Garushi. Bonswa e mèsi pou opòtinite pou vin jwenn nou. Jan Dr Lucy te di, non mwen se Meg, Chè Brown, epi mwen se direktè New Dean Onboarding Program ak yon antrenè pou dwayen ou a, Dr Lucy. Mwen la pou mwen prezante tèt mwen epi di ou mèsi pou sipò ou nan patisipasyon Doktè Galusi nan pwojè sa a. Anvan travay sa a, mwen te yon direktè lekòl nan Massachusetts pou 14 ane, 8 ane nan Fall River ak 6 ane nan Barnstable. New Dean Onboarding Program la ap sipòte nouvo dwayen yo pandan 15 dènye ane yo. Doktè Galusi fè pati gwoup 16 la. NSIPP se yon pwogram onboarding pandan twazan ki fèt pou prepare nouvo lidè nan Massachusetts pou wòl manadjè. Kou a konsantre sou lidèchip edikasyon, fòmasyon ekip, ak sipèvizyon ak evalyasyon, ak ekite entegre nan tout kontni an. Objektif la se devlope lidè transfòmasyon ki konprann epi satisfè bezwen tout elèv yo. Ki sa nou rele NSIF se yon pwogram Asosyasyon Direktè Lekòl Massachusetts yo, ki sipòte pa Depatman Edikasyon Elemantè ak Segondè ak Fondasyon Barr, epi ki sipòte pa Asosyasyon Konsèy Lekòl Massachusetts. Yon apèsi sou patisipasyon Direktè Galuzzi a se pou premye ane a: Anplis jiska 6 èdtan fòmasyon pa mwa, li pral konsakre 48 èdtan pa jou nan aprann kontni. Nan dezyèm ane a, ou pral patisipe nan 39 èdtan nan aprantisaj kontni lajounen plis 4 èdtan nan fòmasyon. Nan twazyèm ane w, w ap patisipe nan yon gwoup konsiltatif rejyonal ki prezide pa yon antrenè NISP, kote kòlèg sipèvizè w yo angaje yo nan pwoblèm pratik epi rankontre chak mwa. Egzekitif yo te deklare inanimman kontni, fòmasyon, ak rezo akademi NISP yo te gen anpil valè pou lidèchip yo. Chak antrenè travay ak lidè yo pou etabli opòtinite fòmasyon sou plas, tankou bay fidbak sou reyinyon ekip lidèchip yo, bay fidbak sou plan opinyon ak konklizyon, vizite salklas yo, epi obsève reyinyon youn-a-one ak lidè lekòl yo ak distri yo. Relasyon ant antrenè NISP ak sipèvizè yo konfidansyèl. Yo bay cherif Garusi kòmantè sèlman. Kòm yon pwogram devlopman lidèchip, NISP sipòte lidè yo kòm elèv k ap aprann ak yon konsantre sou lidèchip transfòmasyon. NISP te sipòte devlopman plan Doktè Galusi abònman, ak nan ka sa a, yon plan tranzisyon. Mwen te kontan aswè a pou m tande yon rapò ki vin apre sou konklizyon yo ki pral prepare distri a pou devlope estrateji amelyorasyon ki baze sou rezilta yo. Mèsi anpil. Li se gwo yo dwe isit la.
[Breanna Lungo-Koehn]: Mèsi anpil. Mèsi pou aktyalizasyon a. Manm, Pap.
[John Intoppa]: Dezole si mwen gen dwa pran privilèj pèsonèl sou dènye kesyon sa a... Kolèg mwen te raple mwen ke mwen te mal. Mwen vle korije pwòp istwa san sans mwen otank posib. Mwen refere li a peze nan Science Wing C3. Se B twa. Twazyèm lan se kontni an koule. Hey Mwen fatige anpil aswè a, dezole. Men, mwen te di C3 a aktyèlman ap koule. Se konsa, mwen teknikman kòrèk. Mwen tou senpleman rele li zèl syans. Men, C3 gen fwit. Lè B3 te nan lekòl segondè, flit dlo te fèt pandan konstriksyon. Mwen panse mwen te youn nan premye moun ki te antre nan klas sa a. Alor mon ti ava klarifye mon mank lekspresyon. Mèsi anpil ak kòlèg yo dèyè sèn yo pou koreksyon yo. bondye mwen.
[Breanna Lungo-Koehn]: Oke, Dr Lucy, èske gen yon bagay ou ta renmen ajoute nan pwogram onboarding ou a? Oswa èske tout bagay ap mache byen?
[Suzanne Galusi]: Non, mwen vle di, mwen tèlman rekonesan pou konsèy Doktè Meg Mayo-Brown. Kit se yon tèks oswa yon apèl nan telefòn, li se gwo. Li dwe te nan Medford High School kèk fwa. Nou te vizite kèk lekòl. Mwen poko di direktè yo sou sa, men li pral nan pwochen reyinyon konsèy la. Nou gen youn chak mwa. Lè sa a, li pral rantre nan pwochen an pou li kapab Ou konnen, patisipe ak obsève lidèchip ansèyman mwen ak lidè lekòl yo. Mwen kontan e mwen rekonesan pou kòmantè ou yo ak konsèy ou yo. Se konsa, mwen santi mwen trè rekonesan.
[Breanna Lungo-Koehn]: Mèsi. Bèl bagay. Mèsi. Apre sa, se rapò rezilta antre tranzisyon nou an. Mwen pral retounen li bay sipèvizè nou an, Dr Garrusi. Manm Kongrè Reinfeld.
[Erika Reinfeld]: Padon, mwen jis poze yon kesyon rapid sou NSIPP. isit la nou ale. Èske gen nenpòt kalite pwogram fidbak 360 ° oswa dyalòg ak moun ki afekte nan travay ou a? Sa ta ka kesyon Doktè Meyer-Brown ap poze. Mwen poze kesyon sa a paske mwen te patisipe nan yon lòt fòmasyon egzekitif ki gen ladann fidbak 360 ° kòm yon pati nan li.
[SPEAKER_03]: Mèsi pou kesyon ou a. Chak mwa mas, chak ane pandan twazan, Doktè Galussi patisipe nan yon fòm fidbak 360 degre ak ekip lidèchip li, direktè yo, ak nenpòt moun ki aktyèlman vle bay fidbak. Feedback yo voye dirèkteman bay Dr Galusi. An reyalite, nou rekòmande pou sipèvizè yo pa pataje li nan reyinyon piblik men pito pataje li pou enfòme pwòp pratik yo ak kwasans yo kòm lidè.
[Erika Reinfeld]: Mèsi. Mwen byen kontan konnen li egziste e li fè pati pwogram nan.
[Breanna Lungo-Koehn]: Ekselan. Mèsi. Mwen pral transfere apèl la konsènan rapò rezilta antre tranzisyon an ba ou, Doktè Galusi.
[Suzanne Galusi]: Thank you. So good evening, Madam Mayor and esteemed members of the school committee. I'm quite honored to be presenting my interim findings as they are to date. So when I began my tenure as interim superintendent eight months ago I did so with deep gratitude and a strong sense of purpose as someone who grew up in Medford, and is proud to have been educated through its public schools, serving this community has been both a personal honor and a professional privilege. Over these past months, I've had the opportunity to view the district through a new lens, as I listened closely, engaged with stakeholders, and learned from the diverse perspectives that define our school communities. Through this process, I gained a deeper understanding of our district's many strengths, as well as areas where continued focus and alignment are needed. So this report captures that learning and this reflection. I think it's important to also note that the insights that were gleaned from this process will inform our collective work ahead as we develop a cohesive district strategic plan designed to advance belonging, equity, and excellence for Medford Public Schools. So part of this was taken from the transition plan that I presented to this body in January, but I'm calling it the transition slash entry plan since I have been in Medford Public Schools for 29 years. But this just highlights a little bit of the purpose of that plan. So first and foremost, it was to maintain consistency and calm in a moment of transition. It was to inform the school community about transition activities and to maintain open communication. Part of that was strengthening the relationships that I had already had with staff, with families, with caregivers, with students. It was to also look at Medford Public Schools in a new lens and to identify strengths and areas of focus that will help us inform our work moving ahead. and it was to outline the next steps of our work. So these are the buckets of work that I've been doing since January of 2025. So part of this process included gathering stakeholder voice and input. So I facilitated over 30 listening sessions at school communities via Zoom. I met with caregivers, I met with staff. I attended and participated in district and community events. district wide school and leadership meetings, and I reviewed survey data. I do think it's very critical and important to mention that in this bucket of work, I would say that I did not gather a really diverse input from our diverse community of Medford. I would say that moving forward and to inform the work that we have to do for the strategic plan, I think it's really critical to make sure that we are meeting people where they're at. Though I offered multiple modalities in order for people to participate, it still wasn't representative of what Medford is today. The other bucket of work that informed this was observing in schools, one of my favorite things. But to date, between January and today, I've conducted over 200 classroom visits and observations. And I've reviewed that data with our senior leadership and school leadership as well. I also worked to enhance my understanding of district operations. I think we know my background here in Medford. I've gone from being an educator to a school leader, to the assistant superintendent for elementary schools, to the assistant superintendent for academics and instruction. So operations was something I needed to lean into and build that muscle. And so what I did in that area was held a lot of meetings with finance, facilities, IT, athletics, and community schools. I reviewed overall functioning and current structures. And a lot of that led me to making sure that we had positions in place that could help lead a lot of that work. And so hiring key personnel in these areas to assist the overall functioning of the district, the support needs, the structure and the growth was critical. I think you saw a little snapshot this evening for the chief operations officer position that was created that has been tremendous in establishing much needed structure, which we'll get to, but in the areas of operations within the city of Medford, the Medford Public Schools. And then the last area was to advance and establish shared understanding, alignment, and next steps. So really, through all of this information that I was gathering, establishing and enhancing district organizations, systems, and structures was and is and always will be critical, continuing instructional alignment that has already been in progress, and informing the upcoming strategic plan. So I think it's important to give a little bit of reminder or context about what we've done so far and where we have come. So since being, I would say, I'll go back to 2022 was the time in which my position shifted from the assistant superintendent of elementary to the assistant superintendent of academics and instruction. That position is critical to see the vertical alignment of our academics and our instruction district wide, which we did not have that lens before. That was a big learning year for me. And that was really the year where I had to do a lot of learning at the secondary level in a lot of middle school and high school classrooms. And there were a lot of aha moments during that year. And that was really the year that we decided that we needed to be grounding our work in an instructional vision. Because it didn't matter if I was in a kindergarten classroom or in AP physics. Standard one content may look different, but how we're teaching all students and the learning environment we're creating for students, that mattered district wide. So that instructional alignment kind of began, I would say, in 2022. That summer, which was 2023, Medford Public Schools attended the Department of Education's first Instructional Leadership Institute. We were lucky that one was housed at Tufts. We didn't have far to drive. But that learning for us as a district instructional leadership team was very profound. That's where we grounded in a lot of work that helped us inform our instructional practices. In combination, around that same time, as this body may remember, we had Spring Point, which is, and we had DESE Air Report come. Those were two neutral reports that spoke about the instruction that our students are experiencing every day. That work, along with what we received in terms of professional development, really began to our work in looking at what is the student experience? What are we doing for our planning and for our instruction? That came with us to the development of the instructional plan. That work was done collaboratively with school leaders, with department leaders, with teachers. And I know that I have presented on this work before to this body, but I think it's very important to remember that this work was aligned to the Department of Education's expectations for the instructional vision of districts. And it also is where our core values came from. This work also encompassed our access and opportunity for all. So when we were at the Department of Elementary and Secondary Education Instructional Institute over the summer, we were introduced on a district level to the opportunity myth. which is TNTPs, the new teacher project, well-researched, study on how students, even though we're saying that we're providing grade level content, they're just not meeting grade level standards, and why is that? We really dug in to this research as a district team. And teachers, we created a professional development series that lasted the year. and teachers received that. This past year in 2024, 2025, we brought on some sustained coaching for our staff. We've brought on through the Barr Foundation, Unbound Ed, Lynch Leadership Academy, and we've continued our partnership with Hill for Literacy since 2019, I believe. All of this work has come together in our advancement of what we want to see the student experience be. Part of this work also is creating aligned schedules and walkthrough tools so that our school leaders and our department leaders are coming together and not just like coalescing, but aligning in what we want to see in classrooms. And through this work, as we've explained before, we also at the secondary level, our teachers are We are making sure that our teachers are planning for GLEAM instruction, which means they are planning so that their lessons are grade level, engaging, affirming, and meaningful to our students. Thank you. So I thought it would be very fitting and really help us continue the work that we have been doing thus far in this district to continue the work with TNTP's national framework, their next year, they went from the opportunity myth to opportunity makers. And so this framework, my findings are going to be grounded in this framework of belonging, consistency, and coherence. In everything that I've gathered, this frame not only fits the work we've currently been doing, but also fits the work that we have to do. It is aligned completely with our instructional vision and I think would be a great launch for the work that we have upcoming for our strategic plan. So just to capture before we move on, the three pillars. Belonging is just to make sure every student feels known, safe, and valued, and my findings will reflect that. Consistency, every student experiences high-quality, grade-level learning in a safe, well-maintained environment. And the coherence is that every system, from instruction to communication to facilities, works together to support learning. These are overall just highlights of the strengths and areas for growth that I found in gathering all of this information. Our strengths, we have engaged and supportive stakeholders. I think you can see it in the Mustang moment. I think you can see it with our student representatives. From our students to our educators, to our staff, to our caregivers, to our community, and to our city partners, we have engaged and supportive stakeholders. We are very lucky that we are in a system where we have so much support. Our students represent diverse backgrounds, perspectives, and talents. That's an asset. We have deep community commitment to students' success and well-being. Over and over again, through anecdotes, through data, there are so many examples of how the community rallies to support our students and our staff and our communities. And it's just a wonderful part of Medford Public Schools. And another strength is our shared value for inclusion, equity, safety and excellence, which we see on a continuous basis, even here during these meetings with your resolutions and your support for the work that we're doing. Areas of growth. for the previous report. Maintenance of facilities and security upgrades. We're going to talk about some of this. There is work ongoing. There's work still to be done, but that is an area of growth for us. Alignment and coherence of communication. So I think this one, there was a wide spectrum of input that I received during my time gathering information, but things that rose to the top and continuously were just the alignment of school to school, that communication varies widely. Classroom communication methods and I would say schedule also varies. Athletic communication and just overall communication chain. The other piece of area for growth is capacity expansion of the afterschool program. which we've been doing consistently, but there is still a lot of work to be done. Diversifying our educator staffing. That is a big growth area for us. I'll talk a little bit about that, but that is work that needs to be prioritized. Our students need to see representation in their classrooms and in the hallways. And then creating more visible and supportive opportunities for neurodivergent and LGBTQ plus students. That also came up in a lot of my community meetings, making sure that all of our students can visibly see the supports that Medford Public Schools is offering them and provides for them. So the first pillar is belonging. And that means knowing, supporting, and growing every one of our students. So strengths in this pillar were strong relationships among educators, students, and families, a shared value for inclusion and equity, and deep community connection and pride. The reason why the pillar of belonging is so critical is because it's not something we feel, it's something we build. When schools design systems, environments, and routines that are safe, inclusive, and well-cared for, they send a powerful message that everyone matters here. Through these structural commitments, everyone is supported to grow, achieve, and believe in their own success. The next slide is going to detail some of the focus areas and a little bit of the action items. And I will narrate a little bit, some that have been already in progress, some that are yet to come. So the first focus area for belonging is expand student voice and opportunities for leadership. Now the current implementation of the instructional vision focuses on that. And that GLEAM framework that educators are following also focuses on that. We want to make sure that we're allowing a lot more opportunity for student voice in classrooms. through the feedback we've received from neutral observations to school and district leadership observations, we need to capitalize a little bit more on the amount of time and access students have for voice in classrooms. The instructional vision is providing us that pathway, and we're working on aligned professional development and observational feedback. Fidelity to social emotional learning practices that are already in place is also critical to this work, which is responsive classroom and restorative practices. Some of what we're really working on is pushing the restorative practices piece a little bit more. It's responsive classroom is a little bit, has more of a solid footing at the elementary level, but restorative practices is a little bit of a growing edge right now. Dr. Talbot has made sure that everyone has access to that high-quality text. We are making sure that we're modeling some of this at district leadership meetings, but that is work that is ongoing to make sure we have refreshers in place for our teachers. And then the Mustang moment, I think, is a really great example of how we are modeling elevating that student voice and why it is so important for the community to hear and just making sure that that transcends into all areas for students. Another focus area is to build structures that help every student and staff and caregiver feel seen, heard, valued, and supported. I think structure is probably going to be a big thread that you see throughout this report. First and foremost, I think the foundation of all of this was the collective charge this year was on belonging. And so we really want to make sure that students feel that sense in their learning environments so that they feel safe enough to learn and challenge themselves. But what we want to make sure is that connection to how making sure we're holding rigor and expectations for students is also showing them that they belong. Review of engagement strategies across school communities. So this is work that we have started but is also ongoing. So continued support for our LGBTQ plus student groups and increased visibility initiatives. Some of those conversations have started. They 100% will be continuing and need to be prioritized. We are in the process of reviewing instructional supports and enrichment for neurodivergent students, especially at the elementary level. I think in course selection at the high school level, we see a little bit of autonomy and power that students and family members have when they're choosing classes. And at the middle school level, as was evidenced here tonight, with our new schedule, we have more opportunity for this. It's the elementary that we really need to be focusing on. What does that spectrum look like? How are we enriching neurodivergent students who need a challenge and who need to have some meaningful exposure and access? The professional development that we are continuing in this realm, as I spoke about, instructional vision, GLEAM, but it's also culturally responsive, equity-centered, trauma-informed approaches. In relation to what I spoke about before, it's also safe schools. We brought on, as I reported before, we brought on safe schools this year at the elementary level, all of the elementary staff. had very critical training on safe schools on that first professional development day. That has also led into our elementary principals working with their staff to make sure that we are establishing rainbow clubs at the elementary level. That is work that is beginning right now so that our elementary students and families have that support. Again, fidelity to responsive classroom, equitable access to programs and supports, and then policies that affirm and protect every student's identity. I think it's really important to call this out, especially for this board here. The school committee has really made sure that this is a priority in the policies that they have brought forward, that they have passed, that they have stamped, that we have made sure are established in Medford Public Schools. First and foremost, I think, is the non-discrimination policy, which included harassment and retaliation. There was the non-discrimination on the basics of gender identity. the immigration enforcement policy, the equal education opportunity policy, the dress code policy, the bullying policy, just to name a few. The last focus area is to update and modernize facilities and security. critical to ensure that safety measures are in place and followed. I'm not going to stand here and say that this is all perfectly in place. There are places where this is solidly in place. I would say gold star goes to the Mississippi elementary school. Every time Dr. Talbot and I are visiting for our rounds. We are greeted with a pleasant greeting and then asked what our purpose is. We have to make sure that that model is at every school building. Safe, well-maintained facilities. I think we heard from Habib and we had Mr. Lord at the podium. And though there are some maybe frightening things about it, I welcome the conversation. to get to some decision-making around what Medford Public Schools can handle in these updates, what needs to be placed in capital planning. I have all the faith in Mr. Lord and his leadership. He has already been establishing wonderful structures, and that's just been three months. So I have a lot of faith in where we're headed. And then the other piece is consistent communication and family engagement, which I alluded to before, but the family engagement is definitely a muscle that we need to be flexing a little bit more and building. Moving on to the next pillar, which is consistency. And that's ensuring equitable access to high quality learning. Our strengths are dedicated, skilled educators committed to growth and improvement. And we see that every single day. I just have to call out our educators who it is so evident as we go from classroom to classroom, how much they care about their students and how much work they are putting in to their lessons so that students are getting all that they need and feel supported. A collaborative culture among instructional teams is a strength. And our students are a huge strength. They are invested and ready for learning. I think one of the poignant pieces that I'll expand upon a little bit is no matter what level from classroom to classroom, our students are engaged and they are compliant and they are ready. They are ready for the next level of Medford Public Schools to make sure that we are providing them the excellence, the rigor, the challenge that they deserve, the support that they deserve. And then again, huge strength for us is engaged caregivers and community members. They are completely committed to advancing instructional excellence and that is seen on a daily basis. So what does this pillar of consistency mean? It means that building trust and ensuring that every student in every school experiences the same high standard of excellence. It extends beyond instruction to include the environment, the resources, and the communication systems that sustain learning. The biggest piece of this is that true consistency means a student's opportunity to succeed doesn't depend on the teacher or the school in which they attend. It is up to us to ensure that that consistency is throughout the entire district. So moving on to our areas of growth. Oh, well, before I get to that one, I'm sorry, I forgot about this. This is just a brief snapshot. There is a lot more data to pour over. when it comes to ensuring equitable access. But I think this is our accountability data for the past two years. It is just an overview and just a snapshot so that you can see a little bit of where we have been just in the past two years. Now, I think it's very easy to say there was a lot that was happening last year. around MCAS and regulations that had shifted and executive orders that were in place, but it is still work for us to be looking that our performance overall declined in a lot of subgroups. And so our Asian and multi-race subgroup showed the most improvement. And so those two subgroups made substantial progress in meeting goals. And we have work to do across the district and in other subgroups. And so really, these results highlight the need for consistent instructional quality data informed and inclusive supports, and targeted interventions to promote equitable progress for all of our learners. This is a little bit what I highlighted before, we need to make sure that that is happening across the district and not siloed in areas. So leading to our focus areas, Thank you. Strengthen vertical alignment and instructional coaching across levels. So that vertical alignment that I spoke about before, how we're going to get to that is first and foremost, we're looking at conducting a humanities curriculum review. and alignment, we need to make sure that curriculum materials and instruction is inclusive and that they are high quality instructional materials. That is work that is ongoing, that Dr. Talbot is leading in direct work with Dr. Chiesa and her department. Increased time on learning that we saw through the updated school schedule, which we saw a little bit tonight, has really provided and opened up access and opportunity for our students. Oh, thank you. And then our district walkthrough schedule, we have been aligning that and developing that so that it is consistent across the district. So during, school leadership meetings, during district leadership meetings, everyone is on the same page and everyone is talking about instruction that is aligned to our instructional vision. And then our continued partnership with UnboundEd, with the Lynch Leadership Academy and with Hill for Literacy. I think it's important to note that on the side here, these are some quotes that were gathered in the community meetings and the surveys. And so one of them that spoke profoundly to me that I wanted to make sure that I included here was, to collect and analyze student data, to design and implement differentiated structures of support, coaching, and professional development to build the capacity of staff, which includes principals, department leads, and teachers, to deliver and support culturally responsive instruction. And I view that quote as a charge, and that is work that we are making sure that we can meet for the community member that so profoundly mentioned it. Another focus area is a review of current student services and supports. So this came up in varied ways during my community meetings. Some were around college prep, some were around supports for caregivers, around social emotional supports that the school could help them with. It came in lots of different veins, but really the importance to this was to make sure that we review current practices and materials. That is happening now in a lot of our conversations and will be developed throughout the year. And it also was making sure that we are developing and distributing those resources so that caregivers know where they are. So some of the ways we've done that is, Our comms director, Mr. Will Pippicelli has built out part of our website to include a lot of those supports. There's now at the hands ready resources and support for our immigrant families. And so we've been having conversations around with other department leaders around how can we really be building our website to make sure that it is an area of resource and support for the community. and then making sure that our professional development is aligned with this core focus. One of the things we're looking at is co-teaching practices and places where they're really rock solid that could model for other areas that might need a little bit of increased professional development. Another focus area was increased rigor and student voice and learning. I've mentioned this before, but this is where it shows up in action. And so our instructional vision has given the path to that. Our aligned professional development consultancies and coaching also support that. But what we're really making sure we're working on is when we're in a classroom, The lesson plan and the content may be grade level. But what we're asking students to do to show that learning is the area of focus for us this year. And that's in the planning. So what that looks like, students that might need some scaffolded supports, But we don't want to over support because then we're going to drop that rigor and we're going to have that that lesson now be not grade level. And then in areas where students might be exceeding above grade level, what does that look like? So that's the work that we have ongoing this year. The next professional development day, just two weeks away, is also going to be continuing this. We have unbounded coming back and continuing that sustained professional development that they did in August. Instructional technology. This, this was also a thread. And so the things that came up the most, and especially from from caregivers but also from staff was a review of screen time policies and finding that balance. to technology and offline learning. And that came through in even right down to not just instructional classroom spaces, but also it's an indoor recess day and do we have to have screen time to fill that time. And so a review of how and when we're using technology in classrooms. And how like the AI policy comes into play is all is all conversation. And then of course a review and enhancement of monitoring systems. So we have firewalls in school but if students are taking those Chromebooks home, what does that look like. So making sure that we are. Also providing that communication to caregivers so that they're really clear is a focus area for us. And then as previously mentioned, continuing to diversify our educator staffing. This has been a significant challenge for Medicare public schools. We have tried multiple avenues in order to have greater success with this. We are continuing, well we are starting an audit of our recruitment efforts and procedures, but I think some of the biggest pieces that we're really trying to leverage is our partnerships with local universities for student teachers, as well as our City Year reps. So we have some City Year Corps members And this year we have some city year student teachers. And so they were core members in the past, and now they're coming back to Medford Public Schools as student teachers. And we're hoping that this might be a nice partnership that will provide us with some diverse candidates, as well as the universities that we are partnering with. And Dr. Talbot is leading that work to bring in more diverse representation within our student teaching fellows. And then the last pillar is coherence. And so coherence is putting all of this together. It's aligning systems, priorities, and partnerships. And so our strength for coherence is a shared vision for student success and community partnership. And it's a strong sense of purpose and collaboration. And so what does it look like when a system is coherent? Well, it ensures that every part of the district, operations, instruction, and communication work in sync toward a shared purpose. When systems are aligned and information is clear, families understand expectations, staff can focus on instruction, and students experience stability and trust. In a coherent system, messages, maintenance, and mission all move together to support learning and belonging for everybody. So what does this look like for our focus areas? I think this is really where we start to see the systems that were in some areas woefully needed. So our first focus area is to improve communication and communication alignment district-wide. So when I was gathering this information, some of this review of the current systems in place has already started. I think we had the SMORES platform for a very long time. And I think when I came in as interim, that was one of those intentional, decisions that I made to make sure that the Friday memo is using the platform that we want school leaders to be using and that there's that consistency for caregivers so that they know what that format is and they can navigate it with ease. And so there were places where that maybe wasn't as aligned to the district expectations and there are still areas for improvement. It's probably never going to be perfect, but That review is ongoing and needed. And then to streamline processes and communication chains. So this came up a lot. So when parents have questions, who should they reach out to? So establishing that chain of command was important. The update of our org chart, which is on the website, I think gives a snapshot for caregivers to understand where they can reach out to pertaining to what their question may be. And I know Principal Cabral at the high school has created her own chain of command. She has her own org chart so that you can look and see where the key personnel lie and it makes it a little easier. So some of that work is in process. And then I heard over and over again, from staff as well as caregivers. Can you please do this at least once a year? And I think that format, which was for my meetings, my community meetings, it was agenda free. And I think people really appreciated a dialogue and a discourse to just talk about what they really appreciate and what they really hope. And so I want to make sure that I honor that and that we figure out a way and that we are scheduling and making sure that we're doing in community forums to inform practice, to honor that stakeholder input. And it also strengthens belonging. And so we have some upcoming forums, I think, which will be critical for caregivers around the vision, the mission, and the leadership of Medford Public Schools, but that is something that I want to make sure stays at least an annual basis. Continuing facilities maintenance and safety upgrades. And so some of this work, so you saw this evening the conditions report that has come in, and We will be aligning that work to our district work as well as the capital planning moving forward. The creation of the chief operations officer, that position oversees facilities, IT, and security. Those are three areas that were in desperate need of systems and structures. And Mr. Lord has already begun to do that work. And there's a lot more to go. I know it's only been three months, but I am very grateful for that. And then I know that this body has already been reported on, but it's very important to note that the security camera upgraded every school, the keyless entry and the vape detectors at the secondary level. Those upgrades should be finished by the end of this calendar year. There we go, that's perfect. And that's very exciting to us. really need the keyless entry. And that's going to help the just the overall functioning of the district in ways that we should have been doing a very long time ago. So we're really excited for that one. And then we, Mr. Lord is spearheading the establishment of a district safety committee. And so I think in partnership with that, each school has their own, is developing their own safety committee. We've got a lot of interested and dedicated administrators who signed up to be on the district safety committee, but this is gonna be an opportunity for us to make sure we're having frequent and regular conversations with our community and city partners so that we are all aligned in the loop and making sure that we keep the safety of our buildings and our staff and our students top priority. Academic coherence and alignment. And so this is the piece that really is gonna focus on. We don't want it to look different depending on which teacher you get or what school you're in or what team you have at middle school. It needs to be here are expectations across the district. So promoting that rigor and that equity and that belonging across all schools and all departments is the priority of this year. And Dr. Talbot is leading this work with the school and department leaders. making sure that we are having high quality instructional materials in the hands of our teachers for our students is critical. There are places in this district where that is a growing edge for us and that's a focus for this year. And I will plant a seed that some of that does cost money. And so there will be ongoing conversations around needed curriculum. And then I've highlighted on it before, but where we are now in terms of taking our instructional vision, the findings of this and more findings to come, and what that looks like for our strategic planning for Metro Public Schools. And then certainly not least, but lastly, the expansion of our afterschool programs and the capacity for access and equity. A lot of work has been done with this and I'm just, I'm actually really proud of this collaborative effort. So a task force was established and it is regularly meeting. We actually have a meeting tomorrow night. We have very dedicated and invested caregivers. We have two school leaders, two site coordinators. Mr. Pippicelli helps facilitate that. And then Megan Fidlecari is also part of that committee. And it's doing some great work. So far, we've seen about 68 seats added to our afterschool programming just this year alone. And the basic consultancy, Mr. Andrew Mumford and oh my goodness, I'm going to forget the other gentleman's name. I'm very sorry. They will be joining our task force meeting tomorrow as they're beginning their work this school year to really kind of get a sense as to how we're operating and give us some areas for improvement to really help us be able to grow our capacity in a sustained and meaningful way in benefit of our students and families. And then we did see, just one more thing, Mr. Pippisali, I'm sorry. We did see a staffing upgrade there. So two of our site coordinators are now full-time, which gives the program a little added support to really be working on making sure that we're as staffed as we possibly can be and what that recruitment looks like and working on what the curriculum looks like. And then now you may go, Mr., thank you. All in all, if we're building for our future together, what does that look like? And so I think you could see through all of these slides, Medford's greatest strength is really its people. It really truly is. We have caring educators, families, and students that are committed to one another. You see that in every space you go in. Our next chapter is now about focus and alignment as we build systems that match our heart with our practice. so that every student learns, thrives and belongs. And we wanna make sure that teachers, that we're equipping teachers with, what does that mean? You can protect and care for your students while also having high expectations for them academically. And so that's the work, that's the push this year. Our students are ready and we have to push them. And so part of this is engaging stakeholders in defining priorities for our vision, mission, and leadership for Medford Public Schools and making sure that we capture those diverse voices in Medford in that work. And I think the varied format that was discussed at the subcommittee really will go a long way to making sure that we capture every voice in Medford. And then using these findings between the findings that I have presented here to you this evening and the findings that we will gather through that work, we're gonna have a great pool of resource to be able to pull from in developing Medford's next strategic plan. And that strategic plan will be a coherent roadmap for systematic improvement and student achievement, detailing the actions and the benchmarks required to achieve sustained success. And so that concludes my report of entry findings in building belonging, excellence, and opportunity across Medford Public Schools. And I am happy to answer any questions that you may have.
[Breanna Lungo-Koehn]: Manm Kongrè Reinfeld.
[Erika Reinfeld]: Manm Kongrè Reinfeld. Mèsi. Mwen pral sèlman reponn yon kesyon, omwen pou kounye a. Se konsa, mwen espere ou ka di nou. Se konsa, mwen panse ke sa mwen renmen nan rezilta yo nan rapò sa a se ke yo reyèlman defini ki kondisyon yo pou aprantisaj sanble ak sa nou bezwen fè pou vrèman maksimize kondisyon sa yo. Mwen ta renmen tande kijan w ap fè nan domèn akademik Tout faktè sa yo, sitou lè li rive siveyans an tan reyèl. Mwen panse ke ou te montre nòt responsabilite yo, ki trè enfòmatif. Yo te di nou tou sa ki te pase. Yo p'ap di nou sa ki te pase. Se konsa, mwen ta renmen tande panse ou sou sa a. Sa a se yon trè bon kesyon.
[Suzanne Galusi]: Mwen pral eseye sonje tout sa ki nan tèt mwen kounye a. Mwen panse, wi, mwen vle di, anvan tout bagay, mwen panse ke ou gen yon repons trè wo a kesyon sa a. Apre sa, ou gen kèk, Gen nwa ak vis sou anba a. Mwen devine si mwen te vle mwen ta ka chwazi yon ti bagay, di yon sèl bagay, youn nan zòn yo. Medford Public Schools ka pèdi kèk responsablite papye. Apre sa, nou wè ke nan kèk domèn, elèv sa yo ki ta ka klase kòm atant ki satisfè, yon fwa nòt ekriti yo kalkile, yo tonbe yon ti kras. Kidonk youn nan domèn nou te diskite e Doktè Talbot ap travay sou li se ekri. Sa a se yon pati esansyèl. An jeneral, mwen ta di, sa mwen reyèlman vle montre nan rapò sa a se ke nou gen tout done sa yo ki ede nou konprann ki kote nou prale. Pa egzanp, kèk nan rapò net ke nou kapab jwenn, anpil nan obsèvasyon ke nou ap kapab jwenn, kèk nan done yo ke dirijan lekòl yo ap resevwa se nan salklas nou yo. Kòm mwen mansyone anvan, men mwen ka eksplike. Nou vrèman angaje elèv ki pare pou aprann epi bay kontni ki baze sou nivo klas yo. Men, sa nou mande elèv yo pa toujou matche ak atant yo nan nivo lekòl la. Mwen panse ke petèt sa nou wè se nou bezwen gen yon nivo pi wo nan diskisyon nan salklas la. Donk, yon pati nan fason elèv yo reyèlman konprann sa yo ap aprann se lè yo travay atravè li, pale sou li ak kamarad yo, olye yo travay nan silo oswa nan izolasyon. Ou konnen. Krache soti kontni oswa done. Mwen panse ke sa a se yon misk nou bezwen fè egzèsis. Donk, nou dwe, dezole, nou dwe bati, nou dwe bati sa a. Se konsa, nou te wè kèk nan opòtinite sa yo, oswa ou ta ka di rate kèk, kòm yon pati nan devlopman pwofesyonèl ke nou ap fè ak ekip la ane sa a. Se konsa, ki sa plan ou sanble? Lè w chita pou w planifye, èske nou sèten w ap planifye? Pou ansèyman ou a se nivo klas. Wi, mwen panse ke nou ka tcheke kaz sa a. Ansèyman nou an se nan nivo lekòl la. Men, si nou ale nan nivo siperyè-a, èske nou ka asire li enteresan pou elèv nou yo? Si se konsa, kisa pou fè? Ki jan ou fè li atire? Ki jan ou asire yo wè tèt yo nan sa yo ap aprann epi poukisa sa enpòtan? Se konsa, ki jan ou fè li siyifikatif? Lè sa a Mwen panse ke nou bezwen rale ak sipòte levye sa yo plis paske mwen panse ke sa mennen nan yon nivo konpreyansyon, men petèt pa tout elèv yo ka angaje ak sa. Mwen panse ke li te fè yon ti mache. Sa a se aprann. Ou ka wè sa ak elèv nou yo jodi a, pa vre? Sa rive nan kèk nan kou difisil nou yo paske elèv yo angaje aktivman. Yo rezoud pwoblèm nan tan reyèl, yo fè aprantisaj ki baze sou pwojè, epi ou wè sa nan lekòl pwofesyonèl, ou antre nan nenpòt magazen ak nenpòt elèv kapab kanpe epi di ou sa yo ap fè, ki jan li aliyen ak estanda eta a, poukisa li enpòtan, ak sa yo pral jwenn nan fen li, men sa ka pa rive nan chak domèn akademik. Elèv nou yo bezwen gen eksperyans ak ekspoze a li pou lè yo bezwen pran yon tès estanda oswa yon gwo pwojè kote yo dwe demontre sa yo konnen, nou ba yo opòtinite pou fè fas ak li epi konprann li nan yon nivo pi pwofon pase jis. Kopi yon bagay sou tablo a oswa jis krache reyalite yo. Èske sa fè sans?
[Erika Reinfeld]: Li te fè li. Mwen panse ke gen yon eleman tou pou asire ke pwofesè yo gen zouti pou rekonèt li epi revele li. Ki jan yo entèvni lè sa pa rive. Se konsa, ki jan ou fè konnen sa a ap pase an tan reyèl?
[Suzanne Galusi]: Se konsa, mwen panse ke bagay sa yo nou aplike Li te toujou nan pwogrè ane pase a, men ane sa a plan GLEAM la ap aplike. Kounye a nou gen yon zouti vwayaj ki konsistan ki kreye entèseksyon ant GLEAM ak vizyon ansèyman nou an. Se poutèt sa, lidè lekòl yo ak lidè depatman yo tout sou menm vwayaj lè yo vini. Nan fason sa a tout moun ap chèche pou menm bagay yo epi pale sou menm fòs ak zòn kwasans yo. Kòm rezilta, devlopman pwofesyonèl Lynch Leadership Academy ap fèt kounye a ak lidè lekòl ak depatman nou yo. Sa a se fòmasyon. Sa a se kote kòmantè obsèvasyon gide. Sa a se sou sa fòmasyon Petèt kèk konvèsasyon difisil oswa difisil. Nouvo Lynch Leadership Academy ap fòme manadjè nou yo. Yo pral fè vizit epi fòme administratè nou yo sou fason pou patisipe nan konvèsasyon sa yo. Yo obsève inaksyon sa a pou bay administratè nou yo fidbak dirèk.
[Erika Reinfeld]: Mèsi. Ou konnen mwen te kapab pale sou sa pou yon tan long, men mwen wè yon anpil nan limyè vèt, kidonk mwen fè plas pou kòlèg mwen yo.
[Aaron Olapade]: Mèsi. Pou retounen nan pati ki enpòtan nan diskou a, ou te pale anpil sou yo te angaje nan salklas ki reponn ak jistis restorative. Èske ou ka pale yon ti kras plis sou sa ki aktyèlman sanble? Mwen konnen nou te pale sou sa a pou yon ti tan, pri a ak aplikasyon apwòch sa a se trè tan konsome epi li ka byen difisil. Se konsa, mwen jis te vle tande yon ti kras plis.
[Suzanne Galusi]: non mèsi. Sa a se yon lòt bagay mwen ta ka pwobableman pale sou tout jounen an. Sal klas ki reponn yo vrèman antre nan jwèt nan tout distri a pandan pandemi an. Nou vle asire w ke konsantre nan Lè sa a, se reyèlman sou aprantisaj sosyal-emosyonèl. Gen diferan nivo nan sans sa a nan sekirite. Se konsa, nan nivo prensipal la, gen yon salklas ki reponn. Gen anpil devlopman pwofesyonèl ki reponn nan salklas la. Yo bay Fòmasyon nan Klas ki reponn chak ane pandan Semèn Endiksyon Nouvo Pwofesè. epi enkòpore li nan kourikoulòm lekòl primè a. Se poutèt sa elèv lekòl primè kòmanse jounen yo chak jou ak yon asanble maten. Sa a se premye nivo. Apre sa, tout elèv yo te rasanble ansanm. Pa pral gen sèvis pandan peryòd sa a. Pa gen lòt bagay k ap pase. Petèt pou yon ti tan, Vyolon oswa leson òkès chak semèn paske yo difisil pou pwograme yo. Men, sa a se yon tan sakre rezève pou pwofesè a pou tout klas la. Se kote kominote a bati. Ou kapab tou kreye atant ak modèl atant sa yo isit la. Pafwa, jan sa rive souvan ak elèv yo, Pafwa atant yo dwe refòme, epi espas kominotè sa a se espas pafè a. Nou menm tou nou gen yon pwofesè ane sa a ki te ekselan pandan tout ete. Jen Ellis se yon pwofesè nan Brooks University. li travay sou aliyman reyinyon maten pou nou ka gen yon reyinyon konsantre nan tout distri a yon fwa pa mwa. Se poutèt sa, chak reyinyon maten gen yon konsantre diferan, kòmanse ak Direktè a. Direktè a ap òganize yon seri rasanbleman epi li bay ton pou tout mwa a. Lè sa a, gen lòt aktivite ak leson nan reyinyon maten dirije pa pwofesè yo. Se poutèt sa, gen yon liy kontinyèl nan tout zòn nan. Doktè Talbot, nenpòt responsablite mwa sa a? Wi, oke, jis tcheke. Mwen pa sonje sa chak mwa, men, lè nou ale nan kèk vwayaj, ou ka wè sou tablo a ki jan pwofesè yo konekte enfòmasyon ki soti nan reyinyon maten an ak sa direktè a te fèk fè nan asanble a, ou konnen, jou anvan oswa semèn anvan an, ki se fre. Se konsa, mwen panse ke sijè sa a trè byen etabli. Mwen sèten pral toujou gen zòn nan enkyetid. Mwen panse ke pati ki pi enpòtan an se pratik restorative. Se konsa, lè nou fè yon efò konsyan reyèl pou enkòpore salklas ki reponn, yo pa egziste nan nivo lekòl presegondè. Kòm ou konnen, kounye a nou nan uityèm ane epi yo ap pilote ane sa a nan lekòl presegondè. Wi, gen de edikatè nan distri a. Youn nan yo se fòmasyon nan Responsive Classroom. Lòt la se yon antrenè Responsive Classroom, k ap travay pou Responsive Classroom. Sa a se Jen Belanger, yon pwofesè atizay lekòl segondè. Se konsa, li te gade pati nan lekòl segondè jis yo wè. Atik sou pratik restorative yo se bon jan kalite materyèl ansèyman ki vrèman ede kreye kominote sa a. Nou te pote sa a nan ekip segondè nou an pou nou te kapab kreye tan sik sa a. Pou pèmèt pwofesè yo angaje yo nan bati kominote nan nivo segondè. Pafwa lè konfyans yo kraze oswa atant yo bezwen retabli, li se tou yon espas ak yon pati entegral nan pwogram nan rasanble moun ansanm, elèv ki afekte yo ak elèv yo, anplwaye ki afekte yo, pou konvèsasyon ka fèt. pou repare sa ki te pase a. Fason sa a te aplike nan lekòl presegondè yo pandan COVID se tankou yon modèl tren-a-otobis. So, anmenn Dr Talbot, sa ki nou pe fer se regard sa striktir akoz i en keksoz izole. Tout distri a. Gen kèk lidè lekòl ak kèk pwofesè ki sèvi ak pratik restorative vrèman byen. Nan kèk zòn, mizajou yo konplètman nesesè, oswa pa gen okenn mizajou ki nesesè ditou. Sa ki pi enpòtan, tèks la te disponib pou tout moun, epi Doktè Talbot te asire ke tout lidè lekòl ak depatman yo metrize tèks la. Apre sa, gade nan lis fòmatè nou yo ak sa nou ka fè, mwen ta di nou fè yon efò trè entansyonèl jwenn fòmasyon nouvo pwofesè yo nan pratik restorative pandan semèn endiksyon yo. Se konsa, nou te gen de moun, mwen panse ke yo te Colleen Mahaney ak Cheryl Giordano. Mèsi a pwofesè lekòl presegondè a ki te mennen l 'nan kou entwodiksyon an. Nouvo pwofesè nou an gen yon kad, men nou aktyèlman ap travay sou fidelite itilizasyon li yo.
[Breanna Lungo-Koehn]: Mèsi anpil. Mèsi. Manm Kongrè Graham, epi apre reprezantan elèv nou yo ak Manm Kongrè Rousseau, si mwen konprann ou kòrèkteman.
[Jenny Graham]: Mèsi. Mwen jis te vle di ou mèsi pou tout travay sa a. Lè nou te mande l pou l pran wòl sa a, li pa t sou ajanda pèsonn ane sa a. Nou menm tou nou ba li ase tan pou l adapte ak travay la. Mwen panse ke, tout bagay konsidere, ou te fè li trè vit. Mwen vrèman apresye sa w ap fè isit la pou fè plis pase jis adapte epi rete sou wout. Nan mo yo, yo ap kreye konsistans pou vas majorite nan sa ki bezwen rive isit la. Ou pa jis nonmen epi ankadre li, ou mennen efò a. Se konsa, mwen panse ke sa a se jis yon rezime bon, kòmanse ak: Poukisa ou fè sa? Mwen vrèman vle di konbyen mwen apresye li. Mwen dakò ak ou lè nou rive nan sa a, e mwen pwomèt mwen pral trè rapid lè nou pale sou planifikasyon estratejik, men gen yon anpil nan moso ki gen rapò ak ke nou ka bati ak deplase byen vit. Se konsa, mèsi. Mèsi.
[Breanna Lungo-Koehn]: Steve. Reprezantan elèv nou yo.
[Suzanne Galusi]: Mesye anlè a se Mike, tanpri.
[Breanna Lungo-Koehn]: Mwen ka fè sa. Kate te fè sa pou mwen.
[Christine DesAutels]: isit la nou ale. Mwen panse ke sa a ta ka yon ti detay, men mwen ap mande ki jan yo entèprete tablo a evalyasyon responsablite, paske ki sa egzakteman se yon evalyasyon responsablite? kisa sa vle di?
[Unidentified]: Sa a se yon trè bon kesyon. Trè bon kesyon.
[Suzanne Galusi]: Kidonk, chak ane Ministè Edikasyon an fikse objektif ke lekòl yo dwe atenn. Yo mezire li an tèm de ti pwogrè, pwogrè modere, pwogrè sibstansyèl, ak byen pi wo a pwogrè. Sa vle di ke lè nou konsantre sou tout elèv, nou menm refize konsantre sou tout moun globalman, men li enpòtan tou pou konsantre sou pi piti gwoup elèv yo. Se konsa, sa ou wè isit la se ke nou gen anpil demann, ki enkli ladan li Anpil kategori sa yo ansanm. Nou gen yon gwoup etidyan ki pale angle, etidyan ki pa gen anpil revni, etidyan andikape. Apre sa, nou gen gwoup rasyal nou yo. Nou gen Azyatik, Nwa, Afriken Ameriken, Panyòl, Latino, miltirasyal ak blan. Kidonk, Ministè Edikasyon an ap gade kijan tout moun ap byen fè atravè lemond nan atenn objektif yo te fikse pou nou yo. Apre sa, ou gade tou nan tout sou-gwoup sa yo epi wè ki kote nan kèk kote yo tout ta ka sanble yo ap fè byen lè ou premye gade nan nòt yo oswa evalyasyon responsabilite yo. Men, lè ou fouye pi fon, pafwa ou jwenn ke gen elèv ki pa atenn objektif yo. Se responsablite nou pou nou mennen ankèt sou sa k ap pase isit la ak ki jan nou ka ede? Lòt pati a se, evalyasyon responsabilite Depatman Edikasyon an ban nou yo se evalyasyon ane pase a ak apre evalyasyon ane sa a. Nan ka sa a, yo te chwazi 2024 ak 2025 epi yo te vle pran mwayèn nan. Se konsa yo jwenn evalyasyon responsablite yo.
[Christine DesAutels]: Èske sa baze sou yon tès menm jan an ki baze sou MCAS? CAS motè.
[Suzanne Galusi]: Li baze sou kourikoulòm MCAS la. MCAS sèlman. Èske sa travay? Èske w gen nenpòt lòt kesyon?
[Christine DesAutels]: Non, mwen panse mwen anfòm. Oke, mèsi.
[Breanna Lungo-Koehn]: Senatè Russo?
[Alachie Yeager]: Èske mwen ka vrèman mande yon lòt bagay? Wi, mwen jis ap eseye jwenn yon repons pi espesifik. Mwen konnen ou te bay yon eksplikasyon trè detaye sou kijan pwosesis sa a fèt ak poukisa li enpòtan. Mwen panse ke nou ap mande ... Mwen pa vle vante, men mwen panse ke nou ap mande ... Sitou paske ki klasifikasyon aktyèl la nan responsablite kòm yon estatistik? Èske pousantaj elèv ki satisfè atant nivo klas yo? se konsa?
[Suzanne Galusi]: Oh, mèsi. sètènman. Wi. Donk li baze sou MCAS. Se poutèt sa, sa a se yon evalyasyon ki jan Lekòl Piblik Medford yo byen atenn objektif Depatman Edikasyon espesifye. Se poutèt sa, yo sèvi ak MCAS kòm yon zouti pou reyalize objektif sa a. Yo peye atansyon sou chak tès soti nan twazyèm ane rive nan dizyèm ane.
[Alachie Yeager]: mwen regrèt. Petèt mwen pa t 'eksprime li ase klèman. Ki sa li ye egzakteman? Evalyasyon responsablite a se yon pousantaj. Ki pousantaj li?
[Suzanne Galusi]: epi. Mwen regrèt si mwen pa t klè. Sa a se yon pousantaj. Se konsa, si se konsa, ou ka wè pou tèt ou. Si w ale nan Depatman Edikasyon oswa jis Google epi tape Medford Accountability Rating la, li pral vini pou w ka wè gen yon kalkil la, kote yo gade, mwen ta dwe tounen tounen epi gade, mwen pa vle mal quote kalkil egzak la, men mwen ta di, se tankou yon pousantaj nan pèfòmans nou an ane pase. Yo pran yon pousantaj nan pèfòmans nou an pou ane a ak mwayèn li yo vini ak evalyasyon responsablite nou an. Se konsa, peryòd etid yo te de ane.
[Alachie Yeager]: Apre sa, li gen yon aspè tanporèl.
[Suzanne Galusi]: Padon, kisa?
[Alachie Yeager]: Se konsa, gen yon aspè tanporèl isit la. Èske sa se yon amelyorasyon sou ane anvan yo?
[Suzanne Galusi]: Mwen jis te panse... byen, enpòtans sa a, jan nou tout konnen, votè yo te apwouve li Novanm pase a Yo pa itilize MCAS ankò kòm sèl rezon pou egzijans gradyasyon. Men, MCAS rete zouti Depatman Edikasyon an itilize pou asire distri yo ap bay estanda nivo klas yo. Se poutèt sa, MCAS mezire pèfòmans elèv yo atravè tès ki evalye kapasite elèv yo kont estanda nivo klas yo.
[Unidentified]: San danje.
[Suzanne Galusi]: Doktè Talbot, mwen pa vle mete w nan pozisyon sa a, men si w panse gen yon bagay klè ki bezwen ajoute, ale pi devan. Li pa nesesè
[Breanna Lungo-Koehn]: Mwen panse ke sa a se yon bon repons.
[Suzanne Galusi]: Mèsi. Non, mwen panse ke se yon bon repons.
[Breanna Lungo-Koehn]: Senatè Russo?
[Paul Ruseau]: Mwen panse ke konpleksite isit la se, mwen vle di, mwen ap panse sou sa a kounye a, gen siksè, gen kwasans, gen gradyasyon nan lekòl segondè. Ou ka touche anpil bagay, yon anpil nan kategori, ak yon anpil nan pwen posib, epi gen nan pwen nan touche pwen ak ap tann. Yo senplifye li epi yo rele li yon objektif, men li pa, Nòt MCAT ou ane sa a kont nòt MCAT ou ane pwochèn. Tankou pifò done DESI. Yo eseye ban nou yon nimewo, epi gen anpil, anpil nimewo, epi yo gen yon fòmil. Aks sa a reprezante pousantaj. Pousantaj yo konsidere kòm ant 0 ak 100. Pa gen moun ki ka make zewo pwen, e pesonn pa ka make 100 pwen. Ane apre ane, sa rive, epi si yo fè sa, si tout moun, chak elèv nan distri a fè pi byen, li pa pral 100 pousan. Paske sof si chak elèv jwenn yon nòt pafè soti nan klas ane sa a rive nan nòt MCAS ane pwochèn, mwen panse yo tout pral jwenn 100%. Epi pa gen okenn chans pou kwasans nan dezyèm ane a. Se la ou pral jwenn yon ogmantasyon pousantaj, atant kwasans ou ane pwochèn pral zewo, paske si MCAS tout moun se 100% ane sa a, ou pa ka jwenn pi bon pase sa. Nan kèk katye trè rich, sa vin tounen yon pwoblèm reyèl, kote nòmalman tout moun gen nòt trè, trè wo. Sa a se trè difisil. To kwasans anyèl li espere trè ba paske Paske nòt MCAS yo twò wo, pa gen okenn fason pou evalye si yon moun ap aprann yon lòt bagay. Alor nou koman en komite jis pale de li, nou gade nimewo a, nou gade prensipalman liy yo ak fason yo deplase monte ak desann, men sa ki dèyè li trè detaye ak konfizyon.
[Alachie Yeager]: Wi, mèsi ak kòlèg reprezantan mwen yo. Mwen jis gade fòmil afiche a, Site, mwen konprann poukisa ou pale nan tèm vag sa yo. Men, mwen eskize pou pèsistans mwen sou pwen sa a. Sepandan, mwen kwè ke yo bay Nati metrik sa a lwen amelyorasyon oswa pèfòmans elèv nou yo ki fasil pou ka kwantifye. Mwen plis oswa mwens enterese nan opinyon ou sou kòman yo entèprete done sa yo. Epitou, manm Ruscio mansyone entèpretasyon nan liy tablo yo, ki se yon lòt zòn nan konfizyon. Wi, depi li se yon bar, li ta dwe yon ba. Wi, mwen devine pou sipèentandan nou yo, ki jan ou pran done sa yo epi entèprete yo nan aksyon administratif ou vle pran?
[Suzanne Galusi]: Trè bon kesyon. Se konsa, mwen ta di MCAS se jis yon mezi. Kisa sa fè se li pèmèt nou wè ki jan nou satisfè nòm klas yo. Soti nan twazyèm ane a rive nan dizyèm ane a. Li montre nou tou zòn kote nou ta ka vle fouye pi fon epi gade lòt done. Paske li enpòtan pou gen ansanm sa a. Donk, youn nan bagay nou genyen nan distri a se kat jeyografik distri a ak tès kat WEA, ki se yon lòt sous done ki ankò ba nou enfòmasyon sou estanda nivo klas yo, men li ofisyèlman nasyonalman. Li pèmèt nou jwenn yon konpreyansyon pi pwofon sou domèn ak sijè elèv nou yo fè pati. Yo fè li vrèman byen ak Lè sa a, gen zòn kote yo ta ka bezwen yon ti sipò siplemantè. Yon lòt zòn nan done ke mwen panse ki enpòtan tou se, petèt, nivo lekòl segondè ke w ap reprezante. Ki jan kèk nan opsyon kou nou yo sanble? Ki jan klas AP yo ye? Ki jan pwogram onè yo ye? Ki sa li reprezante? Ki metodoloji a? Kisa k ap pase nan salklas sa yo? Li pèmèt nou analize done distri nou an kont referans pwofesè syans yo itilize pou yo ka pale sou pèfòmans elèv yo. MCAS gen kèk, Ekselan rapò ki pèmèt nou fouye pi fon nan sijè sa yo, pou nou ka wè ke petèt Medford Public Schools fè yon vrèman bon travay nan domèn syans sa a, men nan domèn syans patikilye sa a, An jeneral, elèv yo te goumen. Se konsa, sa a ta dwe yon plas kote nou ta ka di, o, dakò, byen, ki kote domèn patikilye sa a nan syans parèt nan ansèyman nou an? Li ap soti an Me pou nou pa gen tan montre li? Mwen pa konnen, èske gen yon bagay ki te rive ki afekte nòt oswa nòt sa a? Men ant fè MCAS Fouye pi fon epi answit elaji nan done nou genyen anndan yo pou vrèman konprann sa k ap pase isit la ka pa sèlman ede nou korije oswa amelyore, men tou, montre nou ki chemen sa a ta ka. Koulye a, ou dwe onèt avè m '. Èske sa a ase senp oswa klè?
[Alachie Yeager]: Wi, absoliman. Mwen panse mwen konnen ou ta ka vle pale, men mwen vle poze yon lòt kesyon. Dapre sa mwen konprann, sa a se estatistik yo te chwazi mete nan diapositives prezantasyon yo. Ki sa ki te sou done patikilye sa yo ke ou te santi reprezante istwa ou te vle rakonte a?
[Suzanne Galusi]: Trè bon kesyon. Pou mwen, mwen panse mwen ka bay anpil done. Diskou mwen an pa t nesesèman sou seri done elèv yo, men mwen te reyèlman vle montre ke nou toujou gen travay pou fè nan Medford. Donk mwen panse se yon sèl mezi, MCAS se sèlman yon mezi, men mezi responsabilite nou yo ta dwe pi wo pase yo kounye a. Mwen jis vle montre nan yon fason jeneral ke nou kouvri kote nou te ane pase a, kote nou ye ane sa a ak sa nou bezwen fè pou pi devan.
[Alachie Yeager]: Wi. Mèsi anpil. kwè Desine konklizyon konkrè soti nan yon sous ki potansyèlman fènwa ka difisil. So, dan mon pwennvi, i annan en nivo konsern la, me mon konnen i annan lezot sours done e mon pe demann zot pour servi sa koman baz pour zot analiz. Li sanble ke ou deja fè sa nan yon sèten mezi, men nan yon fason ki senp.
[Unidentified]: Mèsi.
[Alachie Yeager]: Li enpòtan pou w konprann estatistik sou ki aksyon w yo baze.
[Breanna Lungo-Koehn]: Mèsi.
[Christine DesAutels]: Jis pou asire w ke mwen fè li byen. Li reprezante tandans an jeneral ki baze sou MCAS epi jeneralman li se yon kalite seri done trè vag paske se tankou yon tès estanda, kidonk ki kalite seri done. Èske te gen nenpòt chanjman nan metòd ou itilize yo jwenn seri done ki gen plis sans pou wè ki kote pwoblèm reyèl yo kouche?
[Suzanne Galusi]: Sa a pa kouvri tout bagay. Non. Sa a se yon seri done pami anpil. Se konsa, lòt moso yo se kontribisyon kominote mwen an, rechèch, obsèvasyon, dirijan reyinyon yo, Gen anpil seri done nan rapò mwen an. Epi sa se jis, MCAS se jis youn nan yo.
[Breanna Lungo-Koehn]: Mèsi, doktè. Mèsi. Senatè Rousseau, ou fini?
[Paul Ruseau]: Bagay yo poko komanse.
[Breanna Lungo-Koehn]: Senatè Russo?
[Paul Ruseau]: Mèsi. Mwen jis tcheke bidjè a epi nou pa gen yon bidjè rekritman. Èske bidjè rekritman an aktyèlman kouvri yon lòt kote, oswa èske w planifye ajoute youn nan pwochen sik bidjè a?
[Suzanne Galusi]: Non, poko. Men, nou jis kounye a kòmanse pale sou rapò bidjè ane fiskal 2027 la.
[Paul Ruseau]: Mèsi.
[Suzanne Galusi]: Se konsa, sa ak devlopman pwofesyonèl.
[Paul Ruseau]: Apre sa, mwen te mete aksan sou pwoblèm nan nan konsistans. Mwen vrèman renmen li paske li adrese diferans sa yo ant salklas ak lekòl yo. Ou konnen, lè nou pale de elèv ki pa satisfè bezwen oswa zòn ki bezwen konsantre sou yon fason pozitif, gade nan tout bagay epi lè tout bagay diferan, ou pa konnen ki kote yo gade. mwen panse, Elimine otan varyasyon posib pou ou ka wè diferans yo se yon premye etap enpòtan, epi li difisil. Men, yon sèl bagay mwen te tande anpil fwa antanke manm komite lekòl la, se te ke paran ki soti nan yon lekòl oswa yon salklas ta vin zanmi ak paran ki soti nan yon lòt lekòl. Èske w konnen de sa m ap pale? Yo pral tande pale de gwo bagay sa yo k ap pase nan yon lòt lekòl. Mwen pa di ke tout lekòl yo ta dwe menm. Natirèlman, tout moun gen pwòp kilti pa yo. Men, yo mande w, wi, poukisa sa pa rive nan chak klas twazyèm ane? Se jis yon tèm, yon bagay mwen te tande anpil fwa pandan ane yo. Mwen byen kontan ou panse sa a se yon apwòch trè enpòtan. Mwen p ap plenyen pou nimewo MCAS yo, men mwen enprime rapò wo nivo MCAS ane sa a, ak tablo komite lekòl nou sot resevwa a, epi li gen de pous epè, e sa yo se jis tablo rezime nivo siperyè yo. Mwen panse li enpòtan pou nou konprann ke done MCAS yo bay anplwaye yo pral pran yon ane lekòl antye pou konprann ak analize. Kantite enfòmasyon yo bay se etonan. Pa menm, sit entènèt leta a pa menm montre yon ti, ti pati, li montre yon ti pati nan done yo ke ou aktyèlman genyen paske ou gen done nivo elèv, done nivo pwofesè, done nivo lekòl anpil ak anpil, Detay grafik. Li evidan, anpil nan li pa ka fè piblik paske li gen enfòmasyon elèv yo. Ou pa ka jwenn pèfòmans yon pwofesè endividyèl sou yon sit entènèt leta paske sa pa nesesèman vle di yon moun ka tire konklizyon. Men, ou gen tout done sa yo. Lè ou lanse, li pran anpil tan ak efò pou konnen ki kote pou ale. Tout bagay konsistans sa a pral itil paske lè m t ap enprime tout rapò sa yo semèn pase a nan preparasyon pou fowòm sa a, youn nan bagay mwen te remake se te yon gwo ogmantasyon nan pousantaj moun ki abandone elèv yo, ki se yon gwo diminisyon nan pousantaj gradyasyon yo. Si ou gade, yo ye Yo ka imigran. sak pase? Yo te disparèt nan lekòl la. Lè yon elèv disparèt nan lekòl la, li kite lekòl la. Sepandan, si pita ou re-enskri nan yon lekòl yon lòt kote nan peyi a, n ap resevwa demann transkripsyon w la epi yo p ap konsidere w anile. Yo se transfè. Men, si yo ale nan yon lòt peyi epi yo pa mande pou dokiman, sa a konsidere kòm dezè. Donk, bay moute son tankou yon fason negatif di li, men li se tankou abandone. Alor mon krwar i enportan pour konpran ki zis parey en gro ogmantasyon ouswa en gro rediksyon dan to gradyasyon, i pa neseserman vedir ki en keksoz pe pase dan lekol. Li ta ka tou senpleman vle di elèv yo sispann ale nan lekòl akòz evènman k ap pase nan nivo federal la Pou anpil elèv ale lekòl oswa rete nan peyi a se tou senpleman pa yon bagay yo vle fè oswa yon opsyon pou anpil elèv ak fanmi yo. Se poutèt sa mwen panse ke li enpòtan pa jis gade nan nimewo wo nivo sa yo epi asire w ke ou konnen sa yo vle di. Mwen panse ke se konsa nou reyèlman vle entèprete nimewo sa yo. Yo dwat nan figi nou. Men kantite Latino akòz panyòl ap diminye anpil. Sa a pa nesesèman vle di ke elèv ki te pran tès la fè pi mal. Petèt yo pa t pran egzamen an. Li ka nesesè pou pran tès MCAS la, byen, li nesesè pou pran tès la. Menmsi ou pa pale yon mo anglè epi parèt jou anvan MCAS, yo chita ou devan yon òdinatè epi yo atann ou fè yon tès ou pa menm ka konprann.
[Suzanne Galusi]: Mwen panse ke li enpòtan pou mete aksan sou ke prezans ak patisipasyon tou se yon pati nan faktè sa a. Donk mwen panse si nou gade ane pase a, nou te gen yon lekòl ki aktyèlman te resevwa, responsablite yo te redwi paske nan yon gwoup patikilye, te gen kèk elèv ki te chwazi pa pran MCAS. Se konsa, li pa jis done siksè. Plizyè faktè enfliyanse kreyasyon done responsabilite yo. Jan sa ye a, Medford Public Schools genyen Moun ki nan depatman done yo. Nan pwen ou a, nan tout rapò, nan mezi nou respekte règleman Depatman Edikasyon, onètman, sa a se yon zòn ki pa gen anpil anplwaye. Mwen vle di, yon sèl moun ki responsab pou fè tout sa ki anwo yo.
[Paul Ruseau]: Mwen jis vle mete aksan sou ke sa a se yon lanmè nan done, ak nan plizyè fason lè n ap kalkile sou sa yo konsantre sou se tout sou priyorite. Rapò sa a vrèman ede m konprann ki kote w ap chèche paske lanmè a gen anpil done. Se konsa, mèsi.
[Breanna Lungo-Koehn]: Mèsi. Mèsi. Pa gen plis kesyon. Mèsi pou entwodiksyon an. Nou pral kontinye, nou pa gen okenn diskou konsèy elèv, rapò sou-komite oswa pale an piblik. Se poutèt sa, nou kontinye fè biznis, mizajou planifikasyon estratejik, manm Graham, sondaj sansibilizasyon kominote a, ak sondaj gwoup konsantre sou opinyon kominote a ki te fèt soti nan oktòb jiska janvye.
[Jenny Graham]: 谢谢。 是的，战略规划小组委员会上周举行了会议，我们根据几周前一致通过的决议讨论了如何恢复我们的战略规划流程。 露西博士今天所说的很多内容都非常吻合，但从战略规划的角度来看，我们从未在这里做过的事情之一就是在战略规划过程开始时与社区进行对话。 我对战略计划的样子有很多感受。 如果你想提高效率，就从你的选民开始，无论他们是谁，你的客户，你的选民。 在制定计划来实现目标之前，您必须知道他们想要什么。 大家都会记得，我们明确暂停了该战略计划。 大约一年前，也许一年半，现在也许两年，因为我们专注于推进高中项目所需完成的工作。 因此，当我们明确要更换主管时，似乎现在不是要求主管更换的合适时机。 开始制定战略计划。 所以我们要求他稳定该地区。 然后夏天来了，我们就到了。 因此，这是我们必须重新启动并运行的第一个可能的机会。 因此，我们聚在一起讨论了想要以不同方式倾听社区的声音。 我们发生了两件事。 其中之一是一项调查。 因此，如果您还记得，当我们雇用最后一位主管时，我们对主管进行了调查，对社区正在寻找什么进行了调查。 如果你还记得我们回来了 六年前，当市长上任时，她的过渡规划团队（我也是其中的一员）召开了一次社区焦点小组会议，讨论了社区希望在梅德福公立学校看到的内容。 因此，让我们再次介绍这两个东西，作为开始倾听人们意见的好工具。 所以你们的包裹中都包含了拟议的研究。 我会写下一些事情。 该调查试图回答有关我们作为一个学区的使命的问题，以及您作为受访者的身份，并在明年春季到来之际为我们所有人收集一些信息，了解人们对梅德福公立学校永久领导者的期望。 因此，不要尝试多次调查人们，而是尝试总结所有这些内容，并且仍然简洁，以便人们做出回应。 因此，调查将很快发布，显然它将被翻译，将以多种方式发布，但人口统计信息尤其是我们能够控制我们听到谁的声音以及更重要的是我们不听到谁的声音的方式之一。 当我们收集这些信息时。 因此，当我们七年前对警长搜寻进行类似的调查时，我们听到很多看起来像我的人，但没有多少人看起来像曼巴罗拉帕蒂。 我们当时就知道这一点，但我们对此无能为力，因为我们必须聘请一位新的主管。 但我认为，随着我们继续工作，我们将拥有更好的工具和策略来与各种各样的人建立联系，包括为市议会工作的一些社区联系人。 我们的英语学习者和其他人服务总监。 因此，我们必须弄清楚如何开始以适当的方式接触这些社区。 因此，这项调查的部分希望不仅仅是我们进行调查并获取信息，而是我们可以从看起来像我们实际人口和人口统计数据的东西中收集信息。 我们要做的第二件事，我在这里整理了一个拟议的议程，是举行一系列焦点小组会议，我们可以从战略规划的角度就梅德福公立学校的下一步发展进行更自由的对话。 我们的想法是，我们将举行五到六次会议，直到一月底。 我们将尝试在 Zoom 上至少做一次，以捕捉那些确实不愿意亲自参加会议的人。 我们将确保提供翻译服务，但我们有兴趣听取在这个更灵活的环境中围绕我们的使命的人们的意见。 因此，当我们完成这两件事后，我们将对这个使命、这个工作使命有一个更清晰的认识。 然后我们可以说，好吧，现在我们如何推进这一使命？ 我们如何制定一个围绕我们正在做的工作划分优先级的计划？ 这就是格露西博士正在做的工作可能非常适合该框架的地方，但我们将了解该框架是什么，然后我们将决定如何向前推进。 我想提到的另一件事是，我们正在与建筑师进行讨论，因为我们还将为高中启动许多社区参与活动，我们实际上将在本周晚些时候与他们交谈，并要求他们考虑预计的时间表，这样我们就不会立即检查所有这些活动。 但是否有一些地方存在一些自然重叠，使我们能够针对单一群体？ 并同时与他们谈论很多事情。 因此，他们将在本周晚些时候准备好相关信息。 所以无论是五点还是六点，确切的时间、地点。 让我们等待该信息并从那里开始。 所以我只能说，这次会议没有纪要。 然后我们必须给你会议记录。 在我们的下一次会议上，但会议和会议内容的两大要点是围绕研究和焦点小组的提案摆在您面前。 我希望这个小组能够说，是的，我们认为这对我们前进来说是一个很好的计划，因为 此时此刻，每一天似乎都比前一天过得更快。 因此，我认为我们的目标是在短时间内就我们要达到的目标达成共同语言，以便我们评估临时主管的表现和 我们希望在 7 月 1 日采取下一步行动，即了解我们的社区告诉我们的内容，了解我们认为的计划是什么，了解正在取得的进展，然后就梅德福公立学校的下一任领导者做出明智的决定。
[Breanna Lungo-Koehn]: Se konsa, gen nenpòt kesyon? Mèsi, manm Kongrè Graham. Pa tande oswa wè anyen, eske gen yon mosyon pou aprouve? Depite Olapad, dezyèm? Manm Kongrè Reinfeld, èske ou tout dakò? Wi. Tout moun ki kontre? Mouvman an pase. Mèsi, manm Kongrè Graham. 2025-18, dezyèm lekti politik JJIF, politik chòk. Wi, se politik chòk manm Luso yo. Konseye Graham te fè yon mosyon pou abandone lekti a, ki te segonde pa Konsèy Reinfeld. Tout moun dakò? Tout moun ki kontre? Lekti te abandone. Sa i dezyenm lektir nou politik konmosyon. Règleman sa a esplike objektif la, kondisyon anvan patisipasyon ak fòmasyon, kondisyon adisyonèl pou moun k ap bay swen, entèdiksyon sou konpetisyon, Retounen nan jwèt, Responsablite Direktè Atletik, Responsablite Antrenè Atletik, Responsablite Antrenè, Responsablite Enfimyè Lekòl la ak Konsèvasyon Dosye. Eski i annan okenn mosyon pou aprouv dezyenm lektir? Vis Prezidan Russo, sipòte pa Vis Prezidan Intopa. Tout moun dakò? Tout moun ki kontre? Dezyèm lekti a te apwouve. Nou gen nouvo biznis nan men Manm Rousseau 2025-34 ki mande mizajou chak trimès nan Shore Educational Collaborative. Manm Kongrè Rousseau, èske sa a pral sou ajanda a ki ap vini, oswa, mwen konnen nou kongrè Rousseau gen yon pake?
[Paul Ruseau]: Tout sa mwen bezwen se yon mosyon pou resevwa ak depoze.
[Breanna Lungo-Koehn]: Konsèy Reinfeld te pale, Konsèy Graham te segonde. Tout moun dakò? Apre yo fin resevwa ak soumèt dokiman ki soti nan manm 2025-35 yo, komite lekòl yo dwe vote sou chak rezolisyon yo resevwa nan MSC Rapò Komite Rezolisyon Manm yo, ki fè pati Materyèl Reyinyon Konjwen 2025 Massachusetts School Boards Association. Yo te resevwa li atravè Sèvis Postal Etazini an septanm sa a epi yo pral vote. N ap enstwi delege yo sou fason pou vote pandan kongrè a vandredi 14 novanm. Rezolisyon konplè a disponib isit la. Mèsi, manm Kongrè Graham, segonde pa Kongrè a Orapade. Tout moun dakò? OK
[Unidentified]: non mèsi. Mosyon pou aprouve.
[Breanna Lungo-Koehn]: Um, um, lekti a te apwouve pa manm Graham sou dispans ak segonde pa manm Reinfeld, Russo.
[Paul Ruseau]: Oke, wi. Se konsa, mwen sipoze tout moun te li li. Sa a se, um, yon lis, kidonk gen yon ti konfizyon sou sa a. Sa a se yon nouvo pwosesis. Mwen panse ke sa a se dezyèm oswa twazyèm ane nou an, men dezyèm ane, men sa yo te rezolisyon asosyasyon pwofesyonèl. Sa yo se priyorite lejislatif yo ap eseye pase nan Lejislati eta a. Lè sa a, nou di asosyasyon pwofesyonèl nou yo sou sa yo dwe konsantre. Epi paske lis sa a te grandi yon fason ki pa dirab, paske yo pral rete la pou tout tan jiskaske yo finalman apwouve pa Lasanble a. Kòm ou konnen, Lejislati eta nou an pa aji byen vit sou anyen. Kòm yon rezilta, kounye a yo pral ekspire nan twazan sof si yon majorite nan komite lekòl la vote pou repete ke sa a ta dwe yon priyorite nan reyinyon Novanm asosyasyon an. Se konsa, mwen ta sètènman rekòmande ke tout bagay sa yo, ke nou aktyèlman te vote pou lè yo te orijinal prezante, sipòte re-entwodiksyon yo.
[Breanna Lungo-Koehn]: Oke, gen yon mosyon kounye a ap tann pou apwobasyon epi li te sipòte, kidonk tout moun an favè. Tout moun ki te opoze. Papye a pase. Rapò pa obligatwa. Malerezman, nou gen kèk kondoleyans. Manm Komite Manm Lekòl la eksprime sensè kondoleyans yo bay fanmi Dan Talley. Tully se yon manm pasyone nan kominote Medford nou an depi li te rantre nan Distri Lekòl Medford an Novanm 1987. Anplis de sa li te sèvi kòm Gadyen Sware Senior nou an, Mesye Talley te sèvi tou kòm Gadyen lannwit nan Medford High School pandan plizyè ane. Pandan 37 ane, nou ranfòse vil nou an, soti nan asire yon anviwònman aprantisaj pwòp pou akeyi elèv, pwofesè, anplwaye ak manm kominote a. Nou lapenn akoz pèt sa a pou kominote McGlynn School la. Nou ta renmen eksprime pi pwofon kondoleyans nou bay fanmi Mesye Talley nan moman difisil sa a. Li ta bon si nou tout te kapab leve kanpe epi obsève yon ti moman nan silans. Mèsi. Pwochen reyinyon regilye nou an ap fèt 3 novanm nan Alderman Memorial Chambers nan Medford City Hall ak sou Zoom jou anvan Jou Eleksyon an. Èske gen yon mosyon pou adjourn? Mwen sonje mwen te panse sou achte li. Oh, tanpri. Oke, manm Kongrè Graham. Tout moun dakò? Tout moun ki kontre?