 Welcome to the Arlington School Committee. Today is Thursday, June 9th. Do we have any public participation? No? Okay. Okay. Then we can go right on to the literacy and ELL park presentation. Oh, I'm sorry. Is he here? He's not here. He's not here, but do you want to mention what we're going to do? Oh, I'm sorry. Let me just start. Sorry. No, you can sit down. I just wanted to mention a slight change. Dr. Janger is going to come by for a few minutes to talk about a slight amendment to the calendar. And we're going to sort of take that out of order as he's available. So when he, after this presentation, but when he comes in, we will take him out there. Thanks. Great. Good evening. I'm Linda Hansen and this is... Tammy McBride. Nice to see you all. And we are the District Literacy Elementary K-5 Literacy Coaches. And we came to you this evening to talk to you a little bit just about what's going on in terms of curriculum and the elementary literacy arena. And also we had talked a lot last fall about kind of the pros and cons of park versus MCAS. And so right after the students took the ELL park this year, we surveyed them and we thought it would be interesting to find out from the students themselves kind of the answer to some of the questions we had. How stressful was it? How different was it from what they experienced before? So we put together a little presentation for you that we'll talk about that as well. So we'll go ahead and get started. And I'm actually going to need my other glasses. So we'll start out with the park feedback from the students and then we'll move on to how we feel like this is all connected to the curriculum. So just as a reminder, one of the elementary schools took the computer-based test. That was the Bishop School and all the other elementary schools took the paper and pencil test. We'll start off with the Bishop results and then move to the Dallin results and then talk about some curriculum connections and some reflections from there. So we'll start off with Bishop. So the Bishop students took the assessment on an iPad with a keyboard. And one of the key questions that we all had was what was this timed nature of the test? How was that going to feel to the students? So the first question we asked them was, did you finish in the amount of time given? And the yellow-ish green, P-green on top there, are the students that finished on time. And then the next level is almost finished. And for some of them, they finished maybe one of the three days on time or two of the three, but not all. And then the very bottom there were the students that felt like they really had a lot left after the 90-minute time allotments. The next question we asked was, was this test similar to the kind of work we do in class? Now we don't want schoolwork to feel like tests, so there's a variance there. But we wanted to know how similar it felt, particularly the essay portion of what they were doing. And on the top there you see that was very similar. And then that whole big orange section in the middle was kind of similar to what they do. And then at the bottom, the red, didn't feel very similar to students. So you can see in third and fourth grade, there's maybe 10% to 14% that felt it wasn't very similar. But everybody else said that it was kind of or very similar to the work they do in class. Then we tried to get at that question in a different way and say not how similar did it feel, but did you feel prepared for the kind of work that you were expected to do on the test? And as curriculum people, this felt good to us that more than half of the kids felt very prepared for the kind of work they were being asked to do. Then on the bottom, the large orange section was kind of prepared, and just the tiny little bit at the bottom were students who reported not feeling very prepared for the kind of work they did. Then we were curious to find out how these students would compare the park to the MCAS test. Now the Bishop students, there were two factors that were different, right? It's a different test, but they were also taking it using technology. So we're not sure how much of that factored into their answer here. But the smallest percentage felt like the park was harder than the MCAS. A very large section in the middle felt that the park and MCAS were about the same. And then on the bottom, and interestingly in fifth grade, more than half of the kids felt the park was easier. And we're not just kind of curious how much of that had to do with the fact that they were taking it on the iPad. How comfortable were you typing your essay? This was another big question that parents and teachers had. How was the keyboarding aspect going to feel? And again, if you look, you know, the large majority felt very comfortable typing. The orange section at the bottom there, kind of comfortable. And then the very bottom, not comfortable. So it was interesting that really it was like 99% of the fifth graders felt kind of or very comfortable. About 20% of fourth graders were the least uncomfortable with the typing. And I'm wondering if that was because they were typing more and longer essays, but not feeling as proficient as the fifth graders. In third grade, there was only about 10% of kids that felt not as comfortable, but I don't think they typed as much as the fourth graders. And then how did you like taking the test on the iPad as compared to a paper and pencil test? No surprise. The large majority really enjoyed taking it on the iPad. You have a chunk at the top that really didn't have a preference of the vast majority in the middle felt like they'd prefer the iPad or a computer, and then some at the bottom preferred paper and pencil. Again, you have that 20% of fourth graders, so that might be the keyboarding issue again. So overall, the majority of students completed the test in the given time. The majority thought similar or kind of similar to the kind of work they do in school. The majority felt very prepared and a very small percentage not prepared. In terms of comparing the two formats, PARC seemed easier or the same as MCAS. Comfort level typing we just talked about, and the majority preferred the iPad. I will say we did ask an open-ended question at the bottom, too, to ask the students what advice they would give the people who wrote the test. And we found, you know, kids say the darndest things. We have lots of interesting results there. And we will put that together for you. We had to do this, ironically, paper and pencil test because all the iPads were taken by the testing situation. And students at this grade don't use Google Forms, they're still tabulating those results. But even though the majority of students did complete the test in the given time, there were still quite a few kids who said that the time factor was stressful. And, you know, kids are very compassionate. And so even if they themselves finished on time, they didn't think it was fair that not everybody finished on time. They loved, loved, loved the videos, wanted more videos. And they said some questions were asked in a confusing way. And many, many students said that. And I have to agree, I think some of the questions are kind of phrased in a confusing way. Many of them didn't like the Part A, B questions, you know, the multiple choice, what's the answer, and then how did you find the answer. But they were very insightful about saying things like, they didn't give us enough of the context of, you know, what gave you the evidence. They said a couple of words isn't enough, they should put the whole sentence and things like that. And then the grade three students didn't like the earphones. They said they heard their ears. So those were just kind of some of the anecdotal things that they said. So to make this a true TBT throwback Thursday, we'll talk a little bit about the good old paper and pencil on base testing. We looked at the Dalin school students to give us feedback on how they felt with this format of the park test. So similar questions. The first question was did they finish in the amount of time given, and as you can see, the overwhelming majority of the students did finish in the amount given with a smaller percent, almost finished and very minimal with a lot of, a lot left. And again, looking at whether the test was similar to the kind of work they did in class, this is a little different. If you can see the majority felt like it was kind of similar as opposed to very similar. And I know Linda talked a little bit about how necessarily we don't necessarily want classrooms to feel like testing zones. So just really interested in hearing more about that from them. They did touch a little bit upon that in the open response questions as well. And then as far as being prepared for the kind of work that was on the park testing, there's a mix between the majority of students feeling very prepared and kind of prepared. And only grade three had a small percentage that felt not prepared at all. And just curious to think a little bit about if you see this as the grade levels go on and the complexity of the test items increase, you see that there's less that felt very prepared and more that felt kind of prepared. So just thinking about how the tasks increase from grade level to grade level. And again, we asked students to compare their experience with the park in MCAS. And in grade four, there's a small percent that felt that park was easier and a small percent that felt park was harder and the majority landing in park in MCAS being very similar. And similarly in grade five as well. So just to summarize the paper and pencil based testing overall. Again as far as the time component, the majority of students were able to finish in the amount of time given. The majority thought the work was somewhat similar as to the work they do in class as opposed to very similar. The majority felt very prepared for the assessment and the majority felt that park and MCAS were very similar. And again, just one interesting item that Linda and I want to explore and think more about is that the computer based test takers felt that park was easier than the MCAS in higher numbers. So thinking about is that because of the technology piece or really getting at the heart of that from students. So obviously at the heart of what we do is all about students so hearing from them and their lens with this experience is helping Linda and I to really think more deeply and push our thinking around the implementation of the common core standards in our literacy units of study in classrooms. So we know that the common core standards should prepare students to be prepared for this type of assessment and for these type of tasks and also be engaging. So we're really using this feedback from students and using their voices to help us reflect on how are we doing right now in our literacy curriculum to address the common core standards and really to give students experiences in their everyday life that prepare them for this test as opposed to having it feel like a separate test prep that these are really embedded in their reading and writing units of study every day. So what we'd like to do tonight is sort of give you a little bit of a day in the life for reading and writing for our students and give you a snapshot of the types of experiences that they're being exposed to within our units that both address the common core standards and also prepare them for tasks like this that are also motivating and engaging. So I'm going to begin with the writing curriculum over the past several years. Arlington has been rolling out and implementing the Lucy Calkins Writing Workshop units of study. This is a very robust program that provides students with experiences in all genres of writing including opinion, informative and narrative writing. Our teachers are reporting to us and feeling really energized about these writing units coming alive in their classrooms. They've appreciated the professional development that's happened around these and particularly teachers that have participated in their lab site experiences. They're really sharing that they feel like they're able to have these lessons in their classroom with fidelity with really great results. So students are excited but teachers are as well. A particular focus this year was on the literary essay units under the opinion genre for grades four and five. Within those units, students are given the task of analyzing short stories where they kind of grow their own ideas about themes and character motivations. From those stories, they push their own thinking to create a thesis statement from the reading that's followed by evidence and reasons from the text to support that thesis. For example, if they were reading a short story like The Marvel Champ, they might notice that Lupe the main character shows perseverance. They kind of come up with three reasons and each paragraph then supports with evidence those reasons. I think the best part about it is at the end the concluding paragraph is, okay, I've read this. I've shown my thinking through the author's point of view but what does it mean to me and what does it mean to the world? So the closing might sound something like sometimes in life you might want to improve or reach a goal and you need to show perseverance just as Lupe did in The Marvel Champ. So kind of what new thinking am I growing and how does that matter to the world? One side note as I was traveling through buildings during the park exam, classrooms that I've been and students were pulling me aside saying Mrs. McBride, we wrote an essay. It was just like literary essay. So hearing from them and their comfort immediately after taking the test making the curriculum connection was really nice to hear. Another particular focus in Grade 4 and 5 is the information writing units and within these units students again are reading and researching across multiple sources. Primary sources, video clips, articles and they're gathering information to produce an informative essay. Within those essays are embedded all styles of writing. So for example, part of the essay might be straight facts and teaching on a topic but also there will include many stories. So personal narratives of an experience that they've had with this informational topic and the last piece has some sort of perspective component. So if they were writing an informational essay in the Arctic, they might have a letter or a postcard from a researcher who's in the Arctic writing home about the conditions that they're experiencing, the things that they're seeing. So even though it's an informative piece, it has other styles of writing embedded within. And just before I pass the mic to Linda, one of our goals this summer is to work with Denny Conklin, our social studies director and teachers to really focus on taking the social studies content of immigration for 4th grade and Revolutionary War for 5th grade and really aligning and integrating that with these writing units of study. Great. So then just a few thoughts on what we're doing in the reading curriculum. So we've done some work again in upgrading and adopting new units of study in reading. So I'm just going to briefly show you one from grades 3, 4 and 5. And a lot of the work we're doing is around what are being referred to as CEPAs, the curriculum embedded performance assessments that come at the end of the units of study that really help kids integrate and synthesize the learning they've done and as Tammy keeps saying grow their own new ideas that they can support. So in 3rd grade just one quick example is something called the home unit where home is the theme and what makes a home special is what kids are thinking about. They do some close reading with several different picture books and then their performance assessment at the end is seeing if they can use the writer's craft elements that they've learned from each of the authors in the unit and write their own piece about what makes their home special kind of borrowing and mimicking some of the writing author's craft that they've seen and explored in the unit. And then in 4th grade they do a leadership unit where they're studying the concept of leadership and the inquiry question is what makes someone a good leader. So again they study in depth four different picture books about four different leaders Jackie Robinson, Amelia Earhart, Nelson Mandela and a fictional leader Wesley and then at the end they come back together and they synthesize their thinking across these four texts in a fairly elaborate kind of complex way they're identifying a leader describing the person's accomplishments and why they're important but then they have to go beyond that and say name and explain so two values that make this person a good leader and then again building on top of that consider which other person that we studied would be the most respected by the leader you're writing about so something they haven't had direct experience with this is where they build on the knowledge and the things that they studied and then in the end write a newspaper article about that. And finally in 5th grade a current event clean water so they read an article they watch a video clip about struggling to get clean water in Ethiopia and then they go through a unit of study and they at the end they look at insights that they gain from both the article in the video pick three name several struggles about clean water identify one solution and then talk about what you would need to do to kind of make that happen. One of the things that we did we've heard a little bit about students perspective and curriculum perspective but at the last professional development for 5th grade teachers they had a choice of this clean water unit or another unit on slavery and we asked teachers to just talk about the pros and cons from their experience teaching it for the first time so I just wanted to read a few of the pros that teachers felt out of this unit on clean water they felt like it was great because it connected to the science unit of study kids had a lot of background knowledge about water they could use diverse media and video clips knowledge of facts versus shouting out opinions open students eyes to the world around them ability to connect to current events like the Michigan water crisis they liked the letters to the editor component ability to connect the subject matter with opinion writing the topic was pertinent and the students were immediately engaged cyclical pattern of the lessons between the books so we're looking for you know to ensure that these units that we're developing really are engaging and motivating for students and making sure that that's the case so just to sum it all up this is what we've been aiming to do provide students with the experiences they need to grow their skills in the areas of close reading academic discourse analyzing texts synthesizing ideas from multiple sources and writing with evidence and our overall goal is really for students to develop their own thinking and insights and to communicate their ideas effectively within their communities and so Linda and I are really passionate to continue to refine this work and identify ways to better support teachers as well with this high level of expectation and again at the heart of it is really focusing on implementing these common core standards in a way that are motivating and socially engaging with students all of what we've talked about tonight with reading and writing we recently went to see Dr. Nancy Fry with Dr. Chesson and she talked about how reading and writing floats on a sea of talk so really these units are also very social where students are engaging in conversation that then supports them sharing their own thinking so we're excited and maybe one final final comment and then we'll stop and see if there are any questions but there was an article in the Globe recently about standardized testing and one of the sayings that they pulled out I thought was very pertinent to the thinking that we're doing around the new testing that's coming along and rethinking the role of standardized testing and I guess it's an economist saying when a measure becomes a target it ceases to be a good measure and I feel like we this whole harmless kind of little period of time we have here it was really so nice to see and you could just feel the much more relaxed nature of the teachers and the students and it just kind of feels like it's really going to be important to see how we can continue to carry that on even after this whole harmless period ends so I think you know our work is really to make sure that our teaching is doing what we need it to do and the testing can just be that just like a dipstick a moment in time and then we kind of move on so that's our presentation for you this evening I have a clarification question before we move on the student series that you did was it just for the ELA portion of the park it wasn't for the math portion as well because we felt like we really wanted to focus on just what was different and specific to the ELA questions comments Mr. Heyner talking about preparing the students in reading and stuff like that is part of the emphasis also on content reading, social studies math and I mean social studies and science have a tremendous concentration of vocabulary where it's intense right at the beginning unlike novels and other forms of literature and stuff so could you briefly comment on that so absolutely and I think a lot of reading comprehension we're learning comes from really just background knowledge and so I think where we are right now is also just seeing that we need to make way in the curriculum for a lot more social studies and science work and so we are looking to as Tammy mentioned to partner with social studies this summer to really start working on integrated units of study with social studies and ELA and the next phase would be looking at science too as FOSS is rolling out it's still pretty new for the teachers and brand new to us but we intend to work with them to really look at those units of study and say how can we bring this literacy reading comprehension writing lens to those content units and I assume that first off your presentation was fantastic and I apologize for not mentioning that at the beginning the content books have glossaries in the back for the most part hopefully they've changed I don't remember very many glossaries in math books other than there are nowadays great it's good to it's really good to hear because I remember telling the kids sometimes the word in science and social studies would be highlighted and that was a clue to go back to the glossary we didn't have them in the math books so I'm glad to hear that thank you Mr. Slickman with the new electronic technology you don't need the glossary you just touch the work as long as you have the glossary built in the glossary built in or the software attached to that so this is great I love the data when I opened up the presentation do you know I guess it's not your role to answer this question because you're elementary folks so I'm going to throw it through the area to whoever might want to answer it from the administration do we have similar responses from middle school L.A.? We have not yet finished getting the surveys done from middle school their testing cycle was much longer because they had the science as well and I have to say that although they did a phenomenal job testing 450 or 430 students at a time so those people have just taken a breath and then we'll get similar data from them it's more complicated because you have to extend the paper on the electronic where the paper and pencil can be done in one sitting but I was fascinated by the way that they were responding relative to how prepared they were and how comfortable they were between the two we'll be asking the same questions I'm really looking forward to that it was so informative I'm glad you did this reading and writing floats on a sea of talk it's a great line she was phenomenal and I also think that that also ties in what you heard them talk about a lot was the integration of the reading and writing if I can remember back that far when I was in elementary school reading was a separate topic for writing they never were really integrated and Lucy Calkins really talks about that integration and when kids write then you say well why would an author do that when they read so how would that connect to what you're doing in writing but also the talking is critically important for students that are behind the benchmark because if you think about a third grade student that's behind the benchmark how are they going to have a discussion with close text and what they do is they use mentor text and read aloud text so the conversation is similar to what other kids would be doing in close reading so it starts to build those skills even if they're reading skills are behind excellent thank you this is great thank you thank you thank you to the teachers as well and we'll pull those together for you maybe for the fall but we thought it would be interesting to have the teacher perspective as well as to what they thought great thank you very much for the presentation it was fascinating I'm looking forward to hearing the comments from the students I think that sounds really interesting and then the other thing I hope that we can come back and actually have the results from park and correlate for example how many questions were left on answered to see how many students actually didn't finish I mean assuming that you can make that that connection because I'm the time nature of the park test is something that has concerned me since they began talking about it I'd just like to have a sense of that I feel like the students do it doesn't seem fair for someone not to finish because they run out of time so the department of education is holding kind of sneak previews of mcast 2.0 at the end of June and part one of the questions they had asked was do you think the new test should be timed generously timed or untimed so I'll be curious to see what it's an indication of what direction they're going in not exact formats but I'll be curious to see myself where they're going with that just a comment to answer I don't think the park results are going to be granular enough that you're going to be able to pick out anything based on the unanswered questions unfortunately there are some of the results being presented through the consortium and the depth of the data that I've seen at least this year from park districts hasn't been quite as deep as it is for mcast so that's another reason why I'm happy to see us moving to 2.0 next year and on the electronic testing you really have a different question because everybody's not getting the same question it's more iterative so you can't tell that somebody finished question 35 and somebody didn't it's just that this iterative assessment runs out of time and then stops playing another since we're on the time I'll say one more thing some of the student individual students responses were actually liked the timed factor of it because then you were just done and you could just move on with your day and some of them felt like it had gone on a long time before and this way they could just move on yes that's ready I also want to say thank you great presentation and it's good to see how our students are feeling about this as we go into this new era of testing my comment is actually really to a different role that Linda plays in our district and when she walks from that table over to that table she's going to move over as a president and this is going to be her last meeting in that role and I just want to acknowledge her leadership these last years she's been a terrific partner and collaborator as we work through a lot of problems her leadership has been truly outstanding and I think tonight you saw actually some glimmers of the kinds of analysis that she does that's affected when we looked at the GIC we looked at salary skills she has an enormous talent in being able to aggregate data in very very clear and meaningful ways but you know that's only one skill her real skill is that she's just been a tremendous leader and has served both the district and her membership well and I do want to thank her publicly and acknowledge that as she's sort of moving into this next phase but the good news is we're going to get more of her leadership as you can see this is good Thank you very much Dr. Bode I think it really has been a very challenging but also very gratifying four years as president and I do feel like we've formed a lot of great partnerships and I can just look across the committee too and think about work on the foundation budget work on the charter cap work on budgets and schools just like right down the road there's a lot of surveys and I do feel like you know with many of the members of the committee we've also been able to collaborate and work very well together and I think ultimately that's how we in Arlington have tried to make our best do the best with the kind of policies we education policies we've been getting from the state and federal government and really try and always do it in a way that works best for the students and faculty in Arlington so I think we're going to continue to work in the district and thank you for those kind words. Now we're going to take out of order thank you very much. If we can ask Dr. Janger to come up and what we should do is pull up the calendar we're not going to vote on it now but just sort of look at it because there's a small edition. Dr. Janger is going to explain a little bit of his rationale for this small change so we have to invite him back in the fall to give us a full fledged vision of how conferences might be different next year. First can I just publicly thank Linda myself. So do you want me to just talk? Yes, actually tell us what the changes first and then you can talk about branches. So as is often the case education is easy compared to managing time and space. So this is a schedule issue and the schedule issue has to do with parent teacher conferences. Essentially and I don't have the dates in front of me I sent them to you. But what we're asking in the simple version is to add one more early release day for parent teacher conference time. Actually let me read it in a more detailed way so I can just read it here. This is the November 15th and the November 29th. November 15th and November 29th would be we had October dates. Last year we had October dates. The year before that we had November and December dates. Based on overwhelming response and surveys we'd like to move on to November dates. We would like to have and I believe the dates are November 15th for an early release. November 20th for the evening, correct? 17 Dr. Janger is the evening. 17th for the evening. There was some back and forth to try to keep it off of school committee dates. And then November 29th and we would also like to add a spring semester so it would be in February conference date for evening conferences. What was the date for that? It was an open house. Open house. We didn't put that on the calendar because it was going to be a slash open house conference night. Sorry I'm being horribly inarticulate. That's the dates. The rationale for it goes like this. We've surveyed the parents every year for the last three years on parent teacher conferences. And we come back with sort of a mixed review. The way it works right now we have five minute conferences for one early release and two evenings. That produces about 72 five minute slots. The problem is that a teacher who is teaching a full load, who are many of the teachers who people most want to see is teaching 100 to 130 students. So every year at 10 o'clock we open the registration and it's like trying to get tickets to name your favorite band. And by about one o'clock I'm getting angry emails from people that afternoon that they can't get in. The second thing is that the teachers and the parents have really different senses of the purposes of student teacher conferences. So when we surveyed them from the teacher's perspective they would like to use conferences as a time to talk to those parents who they need to have some conversation with. For students who are seriously struggling other venues you have guidance meetings team meetings. But there's a large group of students where the teachers would like to have a constructive conversation with the parents. And five minutes is not enough for that. They would like that time to be focused more on parents who want to really see them about something that they need to talk to them about or feel as important. And teachers to be able to talk to parents who they'd like to have a conversation with that they feel is important and they'd like there to be 10 minutes. Parents when we had the conversation in the school council and when you read the survey many of them had a very different perspective on the purpose and reason for parent teacher conferences. As many of them said I thought good parents went to conferences and thinking that good parents went to conferences many felt obligated to go and many value the opportunity to have a quick face to face conversation and get to know that's why I always went. I was like not worried about my kids but I wanted to just meet the teacher and have a conversation with them. Didn't have to be very long. The problem with that is that to meet both of those needs would require hours and hours either pulled out of instructional time or teachers to come back in the evening. So we had a conversation in which as the parents put it together they really wanted a little bit of a paradigm shift. And the idea was that we would focus on having parent teacher conferences be 10 minutes long. We would ask teachers to identify some parents they thought were appropriate to talk to and reach out to them and we would ask parents who felt that they had a reason to talk to the teachers to make those appointments and we would ask them on an honor codes on their honor to try not to schedule conferences with two teachers. But we'll let people schedule what they think is appropriate because I think that's fair. Given that if you have only six hours of conferences um I'm sorry then we wanted to take one of the evening conference dates and switch that to the spring. So the idea was to create two different venues one for parents not doing this very well one for parents to get to know the teachers because if you just want to meet the teachers and get to know the teachers you would come to open house in the fall you would come to a reception that would be held during faculty meeting time in December and you would come to an open house at the beginning of the second semester that also solves the problem of second semester classes where the parents never get to meet or hear from the teacher. So if you're a parent who just wants to know what's going on in the school taking up those little five minute slots in order to deal with that then we now only have one evening time and one early release time and that's not enough particularly with ten minute slots so we wanted to add one more early release time so with the two early releases and the late night time you'd have six hours of conferences and I have to do the math in my head every time but it's 36 slots if you felt and this is really up to the school committee I think that the slots were particularly important I would encourage you to make it a noon release which would give us an additional 12 slots so instead of 30, 72, 5 minute slots we will have 36 or 48 ten minute slots but the ten minute slots will be focused on students who there's a reason to have a conversation so that's basically the proposal actually on this calendar the noon is that's what you want so then it's 48 minutes yeah let's questions and comments Mr. Heiner this is directed to the superintendent I assume we're still within the required hours of class thank you that's my only concern my question is on the November 17th date if you were working to avoid the school committee meeting night how come we landed on a school committee night we talked about that that issue because this is going to be much more limited conferencing and longer ones we thought that the parking wouldn't be that challenging but and there's a strong preference of teachers doing conferences on Thursday nights and there's not much room in November to do anything else and the reason why there's a strong preference by teachers for that is you can imagine why we're doing it on Thursday nights too you can you're up late and then you come in for one more day also can I just go through the schedule for a second the end of the first term is the 10th that's a Thursday the next day is Veterans Day the 15th was the early release we don't have evening events on Wednesday because the teachers have meetings till 4 and can't go home and come back so we don't have Tuesdays on Tuesday because that's the pattern which we've agreed to in the district and the teachers were adamant that the experiment we had this year in having afternoon conferences and evening conferences on the same day was exhausting and they couldn't do it so the problem then is you have the Thursday the 17th and that's the only Thursday left in the month of November well you've got December 1st which is two days after early release and if the school committee felt strongly about that I think we could work with that I mean the problem really is for us I mean we sometimes deal with controversial issues and people want to come visit us and we need to come in here often on a tight schedule and find parking and get up here and you've got our only community education in the building on Thursday nights as well which brings a crowd so the one thing the committee did was specifically ask the high school avoid scheduling events on Thursday nights and we had that conversation and you know I'm a little frustrated here in that we've made this request on several years and we come up with concerts and college nights and performances and all sorts of stuff happening on Thursday nights creating a crowded situation in this building and a difficulty for everyone trying to attend so I know Dr. Allison but I'll just express what I expressed to Dr. Janger and this is just my opinion that there's slightly a difference between conferences and only some parents were coming to an event where all parents were expected to attend and what I felt really strongly that we should make sure that it's not on school community nights are things like the what are they called? the critical nights the open houses where every parent is expected to attend whereas this parent could potentially avoid the conflict that's my opinion that I expressed but let me just say back is that if you've got a percentage of the high school parents and the entire faculty and us and community education we're overtaxing our facility for parking for sure Dr. Allison Ampe I was just going to say exactly what you said thanks I should let you speak first yeah I mean parking is definitely an issue well would December 1st work? we can move to December 1st I mean that's the thing if the school committee feels strongly I think we should move to December 1st the preference of teachers and parents was to have it in November but it's two weeks do we want to get other people's opinion? Mr. Cardin? yeah I mean I don't feel strongly about it I think if it's that much of a problem then we can move our meeting I mean if the teachers feel strongly that it should be in November then I would defer to the teachers yeah actually we actually did talk about potentially every once while moving our meetings yes Mr. Goodman? yeah I agree with Mr. Cardin I think maybe we can move our meeting if this is the only date that works if the teachers feel this is the time in the calendar this is the time in the school year to do it I don't think we should spend too much time on this I think there's two options either we do December 1st or we move our meeting I agree with Mr. Schluckman November and December are extremely tight for us because of the MAAC conference Thanksgiving holiday and the budget comes on and all the meetings we have with the different people but again I defer if Dr. Jenga feels that it's workable if he didn't think it was workable I would be supporting the other way but he thinks December 1st is workable I support that so let me just read from the surveys and the parents 55% of folks wanted it in November and among the teachers 56% wanted it in November the number drops to 11% for the parents and 6% for the teachers 9% for the teachers so there is a strong preference now you all think in big targets and that's a two week difference so I will really defer I mean it's really up to you guys one of the things I would say just about the schedule in general Mr. Schluckman is that we sit down in March in the high school and map out all the schedule events we can there's sort of an impossible when you go through just as I said there's one Thursday in November when if you're going to do it on a Thursday you can have it and we have that similar problem that pushes things to a limited number of times and then we end up with every year multiple other groups sometimes they consult with us sometimes they don't and so we end up with concerts at Otterson and other things and it's just a frustration for all of us and there's many nights when I have big events here at the high school when I show up and there's a hundred people parked here for an event that we were not well aware of so it's I know it's something Dr. Bodie is working on but having tried to do this in other districts it's a moving target in a community that is as active and a facility that's as active as this Mr. Schluckman my preference would be that we have a conversation to see if we can move the meeting that week I don't know I mean I've thought about it but just to do a little poll offline I'm looking at the calendar and I'm not in favor of us moving that meeting because we would then meet December 1st, 8th and 15th and that seems like oh I think the question was moving to Tuesday Tuesday or Wednesday I would say I'm suggesting Tuesday or Wednesday of that week okay it sounds like that's a sense of the committee that you should keep that's why I'm reading this and we will decide what to do on our end whether we have our meeting there you should note that he's already moved the open house it was Thursday but we moved it yes great was it a Wednesday? it was a Tuesday okay it was a Tuesday September we're 7 people I think we should take a look at other dates that week Tuesday night or Wednesday night the school committee can meet is there a way that you could for that event I don't know how bad the parking really is for open house for conferences but is there a way that we could simply rope out for example the superintendent's end of the parking and make that for school committee meeting maybe on the honor system but if you know people are coming or if there's some set of people coming we'll ask Dr. Bode to explore that option thanks for that suggestion okay yes Mr. Hanna the big trick is not have any hot button items like mine I don't know where we can control no I'm being perceived I think we also have to remember it's not just about parking it's about the fact that many of us need to take part in these at some point you will have two other times right okay there is some chance that we'll bring you back in the fall and get a sense of whether we feel any let's start Dr. Alice Nampy I wanted to speak to what I think he was really presenting here the bigger thing which is this idea of the change of the conferences it's fabulous I was reading through so I have a high schooler for my first year I was one of the people who did not know about the 10 o'clock opening I didn't send you any angry emails I thought it was my fault the system also crashes at 1030 well I was a couple days later so there was nothing open for many of the teachers I was able to see some of them and then sign up on the later schedule but there were teachers that I wasn't able to talk to at all I really like the idea of having these open houses I would suggest for the ones where it's a meet and greet have name tags for everybody because I'll make it easy if you're doing brief brief meets and greets it's easier if you can actually see the name and put it to a face but I think that'll be really a nice way of getting to know more about the classes without having to take the individual teachers time so our plan is following this meeting that you approved the basic pattern to send out the description with a letter explaining it to parents to get some feedback and then to try to tweak the system going forward so we'll roll that out a couple of times between now and the fall is that the letter that we have there's another letter as well we'll get that later on I have to say that I'm one of those parents who thought I had to meet with all my teachers I didn't know that I wasn't supposed to so feel bad about that well it's funny there's many things we tell parents to do by reflex but there was a recent large study that looked at all of the research on parent involvement and many of the things that we do that we think we're supposed to do not only do they not have a correlation at the high school level with better outcomes some of them have negative correlations with outcomes the things that are most important are supporting education at home are talking to your students about the work they're doing about making sure that they have a regular time to sit down at dinner and to study those are much more important than sort of being in school or reading power school many of those things which we put a lot of energy into so hopefully we can educate everybody on that as well thanks I'm sorry thank you very much for coming thank you for your time we are at district goals and we are just on time okay Dr. Bode yes, thank you I'll pull this back up at our last meeting there were a number of suggestions and then the district goals quite appropriately were referred to curriculum and instruction accountability and we met and actually Mr. Schlickman should speak to that and there were some suggestions made the subcommittee of the superintendent's committee on diversity came and talked about their advocacy for cultural competency being much more explicit in the district goals so there had been a couple of changes and we've had so many renditions of this I'll have to see where we are on this but under the first goal there was I think this one you are already aware of that we had added cultural proficiency skills and diverse so we had social emotional and cultural proficiency skills needed for college and career readiness and to be contributing members of a this is where we put the word diverse democratic society so the major change in goal 2 was to focus on the professional developments for administrators next year with next year being a planning year for professional development for teachers the following year the other change that I think you are already aware of is moving the into goal 2 the goal about having the diversity of the Arlington public school staff next year have the diversity increase the baseline of this this year we're in right now so I'm going to read the goal because I don't think I said that very well increase the diversity of the Arlington public school staff over the 2015-16 staffing levels to better reflect the diversity of our students so that had been in a different place but it makes more sense to have it here so everything is pretty much the same until you get to goal 3 and we did include in goal 3 4 involving all stakeholders in the process there's a lot of discussion about that and then one of the other points of discussion is that we have come to value the outreach to the community in a whole variety of ways whether the surveys or forums or coffees whatever they might be is to acknowledge that and recognize it in adding some other language in 4-3 which is continue to engage parents and stakeholders as the district addresses enrollment and facility needs so it will vary from having a small committee in Thompson's a lot of variety to this but it's acknowledging the work we've been doing and the work we will continue to do as part of these processes so those are the changes I don't know pretty much states it I think that one of the you know it was the changes are minor in the document but are substantive in the conversation that we were able to have because folks understood what we were already doing and what we're trying to do and so by highlighting a couple of things particularly around the cultural competency we're going to do what we were going to do but it's highlighting and stressing the importance of this work so the process of going through this and subcommittee was a very valuable one and I know that the superintendent subcommittee on diversity of the you know it's just too long cultural competency subcommittee of the diversity task force easy for you to say but it was really wonderful to have them there to talk about this and we all came to consensus tweak the language a little we'll have a website up we talked about this last week in the subcommittee report it was a great process and I'm very appreciative of the folks who participated with us Dr. Allison Ampe so I was unable to join you when you were discussing this the question I had when I was reading through all of these are how will we in the public know whether the goal was achieved and when will we have that and I'm thinking especially of Dr. Seuss has talked about going and trying and Dr. Bode trying to set up the year long agenda and that you know these metrics are whatever the things are whether they're reports or something are what you slot into that agenda and right now reading these I don't really have a good sense and so I was hoping to find out at some point when we're going to find out what those are and you know both what and when we can expect it Dr. Ready can you speak to I think in subcommittee we discussed this we have to have the goals first before you develop the measurable outcomes in the timelines and so that the superintendent is going to be working with her administrative staff over the summer to develop that full matrix and present it in September so that's the next logical step. We've already carved out the time for it. Dr. Ray do you think we would get it at the first meeting in September or is that too early? No I don't think it's too early at all in fact we're starting to work on it this June in the school. So I think to clarify what we want to have in the chart is a column that says output for school committee review or item for school community review or documentation for school community so one column in the chart. That make sense? Do you want to go to the full committee first or do you want to go to the subcommittee first? No I don't I think because he's going to do it over the summer I just trust I think trust gets it done. You don't want to meet over the summer? Yeah If Paul wants the committee to meet the CIA committee I doodle it and I'll go. I'm around. I have a comment which is to say this is one of my passions the stakeholder engagement and that stakeholders are a variety of people they're parents but they're also very importantly teachers and administrators and community members and I think that we've done this year of engaging all those people with respect to the decisions that we had to make and I know that we have a lot of changes and a lot of decisions coming up in the coming years and that I'm looking forward to seeing similar types of processes where we really do you know ask teachers what they think ask you know obviously administrators and community members that might be affected by it that might not be parents or maybe parents or you know really sort of reach out to all the stakeholders as we move forward so are we ready to vote? Yes Yes, Mr. Heyner. Move to accept the district goals 2016-2017 as presented. Second. Okay. Motion made by Mr. Heyner, seconded by Mr. Schlickman. All those in favor? Aye. And aye. So unanimous vote. Great, thank you. Okay, so we just have a couple of minute discussion about the buffer zone expansion readjustment process and I wanted to bring this to the committee to get your thoughts about how we should set this up and my gut feeling is that this is not as dramatic of a process as it was a few years ago when we did a really redistricting and when the assumptions about whether people would be grandfathered or not grandfathered or up at or in play but we have a couple of possibilities open to us of how we can handle this and I just wanted to get your ideas. Yes, Mr. Heyner. Just a question. Could you remind me again why we're doing this? I know it was brought up during the school enrollment task force an issue about what it would take to do redistricting and stuff. My memory is that part of the component of the redistricting we did superintendent had the potential pretend its ability to cross lines and stuff when it was appropriate and things of that nature. I guess what I'm asking is why are we doing this? Right. Okay, so Mr. Sliphon. Yeah, it's minor unless your house is in the moving into a buffer zone. I would if this is something that we think we need to do and I don't know if it is I'm lacking the data. I'll let the superintendent say that but if it's necessary to tweak it or make some minor adjustments and it may very well be that I would refer to community relations subcommittee which is the process we did the last time we did it. Okay. I actually wasn't sure what we did last time. Do you want to speak to the need for this one? I think it might be better to wait on this discussion to the fall. I hope my experience has been so far as we've been going through the enrollment. I'm not sure at least at this point in time, this particular registration process whether it would have made much difference to have wider buffer zones. There has been some movement between different buffer zones but I think the word this began was thinking about the Hardy Thompson and the situation there is that they're both growing we'll talk a little bit enrollment numbers as well. They're both probably now having kindergarten as a total around 90. There's no movement there but some of the thought was well maybe some students could go to bishop but that's not going to work either. In terms of being able to keep three kindergartens at bishop. I'm not sure and I'll have to sit down after we go through this process to see if it would have made much of a difference. We are very tight everywhere this year. Maybe I'm just jumping ahead a little bit in enrollment but I think our kindergarten class is going to hit 520 if not more. Very tight. When I've heard people talk about this I think people say can we move some kids out of East Arlington to bishop and then some bishop kids to stratton and back it. If we shift the boundaries a little bit the question is would expanding the buffer zone potentially help with that? I think that's what I need some time some reflective time on this. I'm not sure that's the district but it might have made a little bit more of a difference I think it's clearing up with the Dallin Bracket. Every single one there's like a little bit where well it would be nice if we could have three students there instead of here. But I have to say that all of the schools are getting up to the numbers we would like not to go over for our kindergartens. Yes, Mr. Thielen. I think we need to get a report on the buffer zones in the fall, right? So I think that's the time for us to get Dr. Bode gives us the report October 1 or something like that. So we get the report in October on the buffer zones and then I think at that point in time we've got to take maybe we may have to take some action based on that report to the subcommittee to potentially expand the buffer zones because they have to be expanded by the time you start doing enrollment in the when You're always doing enrollment. But it would be okay but if we were to revise the buffer zones they would go into effect for FY. We would need to For the spring. Spring enrollment starts in February. But this is different than the last time we did all the district lines. This is a reef configuration of the buffer zones. We didn't have buffer zones last time. The project we did last time the effort we put in last time created the buffer zones. So now it's a redefinition of the buffer zones possibly based on your report in October. Dr. Allison. I would suggest for that report that it would be helpful if you could work with Adam to do an assessment if you know would widen do answer the question that you're asking would widening the buffer zone have allowed you to achieve a different result in the class composition at the different schools and I don't know how much time he need. I mean I don't know if that's possible. It seems possible. But I think that would be really informative for us. Because if you find out that no it wouldn't have made much difference. I'm not sure that we would feel any change. Mr. Harden. I had originated this request because if you look at the current year numbers if you had moved 10 kids out of East Arlington you could have had 7 kindergarten in East Arlington and still had acceptable 22 and we were seeing another bump. So is that going to be a continuation or is it a bump? We don't know. But the point was if you do have 160 170 kids in East Arlington you can manage that with 7 classrooms when you get over 170 you can't. So we're already over at 170 for next year and we wouldn't be able to move that many out. But I think looking forward we're all looking at Hardie. What are we going to do at Hardie? We need to look at that because next year, not this September but the following September they may not have room according to the data we've seen before unless they can find reconfiguration internally to create another room. So if we want modulars there we need to know that in September. So all of this is moving together and that's why I'd suggested looking at that because it could possibly be a relief valve obviously for next year the numbers aren't looking that way so maybe we wait another year I'm not sure but that was the original genesis of the idea and I also think it's been three or four years since we put them in place the policy does say we're supposed to take a look at it on an annual basis so I do think in the annual report that we get about the buffer zones it would be a good time to decide should we do some adjustments or not? You may comment. Dr. B. I agree I think we need to take a look at it one of the things that is as I'm sitting back sort of watching this whole process as we're doing the buffer zones is that sometimes one of the issues is the sequentialness of it. So you make a decision with one student which then has ramifications going down and if you could do all of the students at one time it would be easier to do that kind of but that's not how it works and so it's sort of thinking about that piece of it also but I do think that we should look at it and if it's possible that would make a substantial difference we should consider it because having modules is very expensive process as we go forward for sure and that is going to be an issue at Hardy unless we go into common spaces like art and music in 17-18 school year there isn't an extra classroom. Mr. Heyner I think something that we talked about way back when we weren't sure if this was a buffer real thing I think it's real, I think it's going to be intelligent, it's going to continue to grow no matter what and the reality is the neighborhood schools are either going to go vertical or have six floors which I don't think is going to happen are it's going to be called the Ellington district eventually and I don't mean to make light of it it's a serious thing but this is something coming down we keep making these buffer zones and it may be sufficient for a while bigger and bigger but eventually it will be one buffer zone called Ellington and we just don't have it I'm glad it's more on your table we just have to agree with you one way or the other I think we should wait until the fall but I also agree with Mr. Garden we need the information up front to plan for the following year as soon as possible I would suggest this to be our first agenda so it sounds like we have an idea of how it would be handled if we do it in the fall which is community relations the community who would be looking at it with Dr. Buddy good, so that's how I want to put the priority on that monthly financial reports we have a vote that's needed discussion and explanation can you scroll through my novice agenda that's the right spot here sorry about that keep going, good job stay ahead of schedule I've done the projections through the end of the year based on the second to the last payroll that was at the beginning of June and as you see in the summary report I'm currently projecting that we will be in deficit $277,654 which we can cover from reserves I went back through all of my paperwork and I didn't find that after we I found all the paperwork where we voted we voted the budget in a lump the revolving and the town appropriation we didn't do it line by line because at the time the amounts for the contract increases were all in the admin line so we knew it wasn't reflected but I could find no evidence in my documents there wouldn't have been any other place it would have come from but for me that we ever went back and voted it after we did the contracts so while I did the piece of paper you have on the desk in front of you as if we're making changes subsequent to the contract settlement in fact we're just voting these line items for the very first time but I had finished it before I figured that out can we just take a vote to move from reserve the 277 654 is that well we never did vote according to policy the budget transfer lines we elected not to last budget cycle because because the contract amounts were all sitting in the admin line so I don't know what you want to do I mean it's kind of a moot point I think you just want money in the reserve so here it looks like oh we've saved a lot of money in the admin but that's not because we really saved a lot of money in the admin it was just the contract we should do the budget transfer I mean that's our job and if we're moving things from line item to line item it's not only our job it's our responsibility to do it so I move the budget transfers great as presented Ms. Johnson so motion made by Mr. Schliffman can I just ask a quick question first do we have to do anything with regard to the amount that was given to us from the finance committee that the extra amount from chapter 7 yeah chapter 70 money yeah do we have to do we customarily get grant money finalized over the summer and do another we do another thing in the fall when we get all the grants in for final numbers and I just assumed we could do it all together in the fall yes Mr. Heiner being the oldest on the committee and totally forgetful is this where we usually are every year okay thank you yeah we had you know I really had hoped we would have some savings but the three individuals a very long standing tenure and very old policies around sick leave buy back that are now phased out of contracts cost us almost $100,000 and that was an ugly surprise to me but basically the other piece of the overage is the high school elevator so we did very well we came very close except for those really those two biggies you know we were right there when you said buy back you talking sick leave and how many people three and it amounted to $100,000 98 something I think we had caps on them we do now but these people had were of such long tenure they were ahead of that the other if I may circuit breaker will that have any effect on this going forward when it comes in if we get more in the fourth quarter that will but remember circuit breaker that'll be one of the other things we voted for September right thank you and then just question I know that we added a tiny bit of money to our reserve fund right these reserve funds in terms of the special education reserve fund that's right we did transfer $135,000 from this year's operating budget to special ed reserves held by town hall held by town meeting and that's reflected in these numbers it is indeed okay thanks Mr. Cardin so you're showing an overage in revolving revenue as compared to budget of 36,000 was that reflected in this or is that not reflected yet I'm sorry I didn't quite understand revolving revenue tracking showing 36,000 the second to last document oh I'm sorry when I didn't I forgot to add in circuit breaker so we're if you look at the detail on revolving revenue it's the second to last of the pages we are actually tracking $36,000 ahead of of budget right so that does that come out so that would lower our deficit but that number is factored in yeah no I didn't put in the circuit breaker amount which I usually do on that cover page that was an error on my part thank you for catching it it's not me what's chirping cricket cricket somebody's pet okay so we need to take a vote can I have a motion we had a motion right we had a second oh never mind can I have a favor and I opposed okay great do is there anything else questions about the budget that we want here with monthly tracking any other questions okay great thank you very much okay superintendents report actually we're actually keep it going yep I know keep on keeping on no no that doesn't mean you take the whole time no no there's a lot to discuss actually I understand alright so there's a lot of bullets here but there's also some other things that I have as well it is the last meeting it's the last meeting exactly alright so some of these actually be very quick we have a discussion high school building update we have been in communication with our representative our liaison from MSBA we're going to be setting up some meetings I believe we've already begun doing some of the work that's involved in the reports and that's about where we are at the moment nothing much to say there unless there's any questions okay Thompson school building design update oh you put the oh let's do that we can do that we can do the dashboard that's actually not here so no dashboard is not on here but it's on my list yes great so this is the thing that we think it will be finished by the end of the summer is the expectation what I understand the superintendent would you take the microphone well this where we are with the dashboard was presented to the community relations subcommittee before there was just a long long list of different graphs but what Julie Dunn and Claudia Bertoli have done is actually gather the different picture graphs into different files and these are the icons for those files and we can go through and see what some of them are some of these graphs you've seen in the past and some of them are new our new graphs and we may even have more the thing about this you don't want to think that this is a finished product rather than having it be perfect I think that it would be better to at least get it up on the website sometime this summer and we can always add to it in fact some of the data is going to have to be changed anyways we go forward so there is an introduction which explains what the dashboard dashboard is if you go that's the introduction so the next one is enrollment and there are a number of graphs here that describe enrollment we don't have to go through each one of them but we right now I can't give you the link because for technical reasons but you can just get a sense of what these different graphs will look like and the enrollment looking at it from different kinds of lenses again some of these you have seen before but I don't think you've seen the way it's been expressed sometimes in the bar graph if you go on to the next icon well the next one is budget information and these graphs you're familiar with these are graphs we've had in the budget the report to town meeting and there may be some other ones we might want to consider having in there as I said these things can be updated and then just put back up on the on the website but it just gives it it gives people an idea of one of the revenue sources are and what are expenses and by the way I'm going to talk about the math fair later on but seeing these two graphs reminded me of one of the projects three ninth grade students did a math fair project on our budget and they use these graphs we're hoping to get this up on a website but they were quite knowledgeable and thinking about also what the effect of enrollment is going to be on our budget and how perhaps the cost per student might go down if we have this trajectory it was very excellent excellent in fact it would be very interesting to have them come and present their ideas but you know the math fair was just this morning but anyway we use both of these graphs to explain what revenue what the percentages were for revenue and expenses alright so the next one our student outcome and this is our MCAS data one of the suggestions that came at the meeting was to disaggregate this graph into three parts because it's too complicated to understand and that's something that's going to be a project that's going to be done so you'll probably see three different graphs showing the trend lines of our performance in math ELA in comparison to the state then there's the issue of staffing and this issue of staffing here and so what this is is the ratio Arlington public schools to teacher ratio and then state students which is the second bar graph students to teacher ratio and each one of the bar graphs corresponds to a different year so the darker blue on the left is the 1512 now one of the things that's very clear in the Arlington is that we had this spike there in other words we had a lot more students for each teacher back in the year of 2013-14 and one of the things that we've been seeing over the last three budget, last two budget years and is looking at looking at what is that ratio and fortunately students to teacher is starting to come down we don't have the data up there for 16-17 yet because we're not there yet but the other thing that is interesting is looking at the state and how the ratio there of students to teacher is lower than than we are and so again it's just more evidence of we get outstanding performance and achievement for our students and yet in terms of the ratio for teachers it's quite much higher than the state and you know Dr. Janger was here today talking about what the average class load is for a high school teacher 100-130 students is a lot if you're going to give students the attention that they deserve now to our teacher's credit who are very dedicated and they do it anyway it's just a lot of students and clearly there's only so much time in a day to give all students individual attention alright so that's that icon then the last one over here is technology and this one is pending and Dr. Chesson may want to say a little bit about what we might have in that particular part of the dashboard sure we're going to be looking at devices over time and then the ratio of devices to students and then also talk about our capacity in the internet so there will be three charts that are associated with that and I know there was some discussion in community relations of changes and additions and I assume that will happen over the summer and we'll see some difference so that's what the dashboard is looking like right now and in those areas if you think of any type of way or you're doodling over the summer and want to come up with a graph we could certainly look at inserting it I think these are broad enough categories in terms of where we're going to have the data but again maybe that there's another category that we should take a look at so that's what it is the dashboard for people listening is supposed to be a quick visual in which you can understand key information about a district that's what it is and so you're going to see it in terms of graphs not narrative not charts but rather bar graphs circle graphs line graphs that type of thing all right? I know Mr. Thillman wanted to get a sense of what it looks like thank you thank you all right so now actually I should go back there because next is the Thompson School Building design update we're on a very fast track if we are able to with the ultimate goal of having an addition on the Thompson Elementary the moment has grown for those listening for the first time about this our situation is that we're going to need in the years ahead four classrooms per grade presently there are 19 so we need five more now as we've gone through discussions about this over the last couple of months there's been discussions about should we increase core spaces such as the cafeteria and the gym area and that was something that was seriously considered another idea was should we have if we're going to have six rooms could one of the rooms be much larger so that it could be an alternate space particularly for a gym area that would be a sort of a less of an active kind of a gym more of a use yoga but it could be something similar to that so in thinking about this some thought as I said was given to cafeteria and the gym but realistically the cost to add on to those spaces is not worth the small benefit that you would get for the cafeteria for educational reasons the principle of Thompson wants to have students go out and have recess before they have lunch and actually lots of research says that this is what is the ideal sequence for kids if you want them to eat lunch because if you reverse it they are eating quickly sometimes not eating the lunch going out to recess and then they're coming back all charged up so our schools to the extent that they've been able to are trying to have recess first now the problem with recess first is it's not you don't even want to have if you don't want to have two classes outside at the same time if you can avoid it because that's a lot of students if you have 80 students in class you could have 160 students out there so that isn't even the ideal so what's nice is you have recess that class comes in for lunch and then there's just this constant cycling of that and that pattern is not going to change even if we increase the cafeteria space because of that other reason and so it didn't make any sense to add on when adding on would not benefit benefit the school in any way but it made sense to have in addition that would be a little bit larger so that we could accommodate a large room but one of the other things that occurred as we were through these discussions as enrollment goes up at Thompson one of the other things that is going to need to increase as well is some special educations breakout areas or little offices or ELL right now we have both levels of ELL in the same room so in this new design that was brought forward to teachers discussed with parents last week and then this Tuesday night was brought to the permanent on building committee is this design here and they're all the same right no? yeah these are different second and third floor break up room in the middle on the wing the wing of the school is going to come and break out and go to the hole with a couple of early documents we had about Thompson and we were looking at square footage if you go back to the space needs study and all that the proposal was 6,000 square feet six classrooms in a hall but again as evolved in the thinking about this project and some of the other space needs we would have this project is now more like 7,800 square feet so the addition is going the entire width because when you've been in Thompson you'll know that it's not a long hallway with classrooms off of the hallway there are some indentations so that you can have breakout rooms so by putting the entire length of the width of the building you create some extra spacing is there a way to roll that a little bit Karen so we can see the design I think just roll down there's another slide there you go here's your three floors so in this on the first floor because of code you have to be able to go outside so you have to have a straight shot out for an exit door but in doing that you can still do that and have this room here extended it would give us over 1200 square feet for a room and that is bigger than a kindergarten so it would be a nice, really nice size room that we could have now when you go up to the second floor what happens here's an example on the third floor that I can actually reach to you've got the classroom you have a breakout room and you have another classroom so this room here is actually a fairly substantial room that could be a special education room it could be ELL but one of the suggestions that teachers had is that there is connecting door here connecting door there so you could actually also use it as a student to go out into that space the other suggestion that had been made and I believe that it's possible to do and it's going to happen is to have a connecting door this way as well so that it's true in all of the rooms we can connect straight through that way a teacher here could open the door and there could be some sharing now that's a little bit more complicated because this is the exterior wall of Thompson and that is Masonry so it's going to be a little tricky in terms of how that would be done but Ms. Cole so as the architect explained she said the other night they do that on Christmas vacation just prior to school do another cot board it up heat it next vacation do another cot and board it up and heat it and as a teacher I thought it would be great to put plexiglass in that so the kids could look through but she said no we can't do that and as you also know from being at Thompson there is a really lovely glass wall here at the end and moved over here so that's the goal and because you've got the staircase here and you have all the toilets on this floor there's sufficient in fact there's you could even build on another addition she said we don't want to do that we have plenty we have plenty of infrastructure in the staircases right there so there's a committee there's going to be formed of parents and teachers because there's going to be issues that are going to come up next year in just terms of movement around the site because it's you know assuming that we're able to go forward with this project and that's that's not yet I mean we have the voters are being asked if there would be willing to fund it but it also has to be appropriated so we need to go back to town meeting and the task force had wanted to take a look at enrollment just to make sure that we're in fact on the trajectory of increase because last year as you recall we had a little bit of a dip but we're making up for it so this is what it's looking like right now now I can talk in a second about the timeline which is tight very tight construction on this will take 10 months so you back that up you have to be ready really in November 1st to break ground which means that again keep backing everything up we need to we need to have the designs done on the school by August late mid August so or late August so that we can then go out to bid for OPM owns project manager and construction those awards don't have to be made you can go out to bid it would be contingent on town meeting and of course that's all contingent what happens next week as well but if all went as planned we could have the design done by the end of the summer go out to bid go to town meeting award the bids and be ready for construction now the thing about you have to remember next year it's going to be challenging sight construction is going to be going on that end of the school with construction fencing if you've been up to stratton you know what I mean that it's really quite intrusive to the space but that's the way it is and then on the front lawn there is modular building so this committee is going to be helpful to work on a lot of logistics of just how kids come in and recess and all those issues one of the things I think we or you in the administration have to be very cognizant of when that building was being done the students were not there they were spread out of the town traffic today with the existing thing is traumatic going up north union and around that building it's really dangerous with construction going on and stuff and I know the construction people and the contracts are going to take this in but I would ask you and through Mr. Spiegel to look at whether police or whatever is necessary to be there of making those streets potentially for during this period and I don't know if the solution one way going each way we know that we're going to need another traffic supervisor down there on the far corner for sure just like at Stratton we're going to need a traffic supervisor up there as well and that's going to be one of the challenges of summer to get that all in place Mr. Slickman has first of all I want to say that Mr. Hainer raises a very important point so I'd like to move that we ask the transportation advisory committee to look at one-way street patterns and other options around the Thompson school is that a motion or is this okay motion so motion by Mr. Slickman seconded by Mr. Hainer discussion on the motion okay all those in favor aye and secondly I'd love to have a copy of this so I can look at it it's very hard to read especially with the very pretty font in the shaded area I'll definitely send it to you but keep in mind this is this draft yeah I understand I'll be happy to send it to you but it's on the table it's on our screen so oh yeah it'd be easier to look at and you can open you know you can pull it open a little bit more and then at the meeting on Tuesday night Ms. Coles and Ms. Green who's the other architect for HMFH looked at the gym in terms of how many chairs and people can get in what's the code on it and regardless as long as you have two doors even if the two doors in terms of inches would allow more people in the gym the fact that there's two puts 500 as the cap we're not at 500 yet but we're going to be heading to 500 so there's more thought that has to be made about this issue as well now having said that the truth of the matter is we don't have most of our elementary schools can't have every parent there either and some schools are actually pretty small is there any other school that can't have every kid in the space is that true about any other school because I think the number was actually smaller than 500 because of the square footage there was a lot of discussion back and forth that it was the square footage that was presented by code is seven square feet I think they came to have 480 or something 483 was what was presented by the architect the other night and I mean the issue comes when you're doing programs you not only have a child in the program you've got one or two parents teacher are there other schools that have that situation where they can't have an all school assembly with teachers I don't want to answer that I can't answer that question a potential solution for Thompson was and Mr. Nato was thinking about it you put some of the all school things in the round put some of them up in the stage area that would be allowed under code whatever but anyway this is where we are right now and the architect architects are going to come back June 21st to meet with the subcommittee that has been formed at Thompson to go over where we are so that on June 21st that's it we're done we're moving forward with the design and then they have the summer to work on it I just want to say when I've heard people talk about common spaces it's not usually cafeteria it is all school assembly and there's this issue about if you bring a program in as a PTO for example if you can't get every kid in there you have to bring the program twice that gets very problem for 28 years we always had two programs just for that reason in brand new schools it's just twice as much I understand you get twice as many programs if you can get them for one child the other part is sometimes the programs also get primary and upper so that I agree with you financially it would be great damage for one child we're not there yet at Thompson so they can do the single program and some of our schools have small to be honest do I think that we observed the seven square feet for every child in all of our gyms for school programs no but you're looking at the math of it that's how it's calculated and another possibility in this whole situation might be to find a way to put another door in it wouldn't solve the 43 number it wouldn't change the 43 from that discussion you're studying the seven square feet the only way you're going to go beyond that anyway so any questions on Thompson where we are there do you want to tell us about the presentation you made to parents and there's another presentation we did it was back to back it was teachers in the afternoon nice turnout for parents and teachers as well and some people have volunteered to be on this subcommittee to meet again but all parents are welcome to the meeting we'll make sure people know about the time and that'll be on the 21st and then we're going forward okay great Stratton Stratton is moving along I don't think there's anything to report other than they're even now picking out colors of roof tiles so that's a good sign that we're really moving along there's been no issues I understand from actually being up there last week talking to the crew outside that all the modular units are up in this area they're sitting out in Littleton or someplace like that so they're here they're not coming up I was told that another one arrived this afternoon the kids saw it while they were on the playground one of the challenges of these modulars has been the location of Stratton up on this hill and coming around some of the corners coming up the hill and then the corners one of them was made to literally back up and re-approach I think they've had to think about some new roots but anyway that's that's been a challenge for sure okay enrollment update you have the latest numbers and they really I don't I'll certainly give you an update on Friday but right now confirmed in our kindergarten we have 491 with 19 pending I will say that just two days ago we moved some of the pending into different moved about 8 or 10 of those into schools because they were buffer zones so right now we're at 5 10 if we count both is that getting all the kids that we know at this point? No we had a meeting on Monday with the elementary principals and most said that they know even people who have children in the school that haven't registered incoming kindergarten so let me just see out there please register your son or daughter so we know because we're trying to make some decisions about teaching assistance and we would rather make them now than wait a month or two so alright I'm going to turn this over to Dr. Ches and talk about summer professional development so summer professional development falls into two categories one is work on curriculum and learning about curriculum and the other one is professional development that helps teachers grow as professionals so we'll be spending a lot of time this summer on our new initiatives or expansion of current curriculum initiatives for example FOSS which is the science program will be having professional development for grades 4 and 5 math is going to be getting as Mr. Coleman told you several weeks ago a new curriculum we have investigations for grades K and 1 we have had Lucy Calkins for quite some time we're fine tuning that but we're also looking at our new reading units and how those are integrated with Lucy Calkins too and how writing and reading are as you heard from this evening are integrated those would be actually K through 5 and then as Mr. Conklin told you I think the first presentation that we had on curriculum studies we're going to be doing some alignment at the elementary school level and also as you heard discussed tonight some integrated units with social studies and English language arts there's also a significant amount of content specific professional development that's happening for secondary level teachers two things that we're having this summer for teachers that I think are particularly new are school leadership teams that often refer to as ILTs instructional leadership teams will have an opportunity to grow as teams and have professional development sponsored by teachers 21 towards the end of August and additional we'll be starting our year long supporting instruction course that will be for our teacher leaders within the building that is supported in part by AEF and finally the last thing is we're going to be running some ed camps this summer for technology or tech and practices we'd like to refer to that will also be in August that is for all teachers but specifically or especially for those teachers at Thompson I'm sorry at Audison and at the high school because they will be going BYOD next year and just to let you know we will also be offering professional development for those staffs right embedded in the school day because we have a person at Audison who's read up three periods a day to do that we also have Susan Bisson who's read up across the district to do that instructional technology work and will also be running some after school professional development we've actually run a number of professional developments already but when it's right in front of people sometimes they have more impotistic for professional development we have to date is everybody that's supposed to have the retail done we have a small number of teachers who through no fault of their own were unable to get the course the State Department of Education has notified us that they actually have a small grant to continue the retail training for next year and I will be sending out we just agreed I'll bet reluctantly to offer one of those classes here for the convenience of our teachers in the fall and so teachers will those teachers who have not been able to get into a course up to this point will have the opportunity to take it here just a quick follow up I don't even know if we can can we make that a condition of employment going forward unless they're brand new in other words if we're hiring a teacher that's got four or five years experience and stuff like that in other words so that we don't get hit with the bill I appreciate brand new teachers you know coming straight out of college actually they're coming to us with the SI endorsement okay there are a few teachers that we have hired who don't have it at this point who've come from other states and have in Massachusetts a preliminary license which you can still get without it but you can't get an initial license as a core teacher now as a new teacher without it but the burden that comes for us to provide or how has that worked out I don't know I'm not trying to deny anybody anything but I don't want us to get in trouble either I just want to say for sure is that we have an agreement with the AEA that any teacher that was hired as of July 1st of last year last year I think it's last year receives the stipend and receives the training okay I'm just thinking going forward that I mean we've done due diligence in getting our current staff based on the state I mean I think the state does teach preparation and they should make that part of the curriculum they are they do but if they're not from Massachusetts actually can you just say a little bit something about BYOD because we haven't heard that some people have heard about it and some people haven't okay so bring your own device is going to be it's kind of been flying under the radar kids could bring it in bring a device in and we would put it on the guest network we would put it on the actual network starting next year at the high school students may bring in either an iPad a Chromebook or a Macbook and they can bring it in and they have to sign an acceptable use policy there was actually a meeting at the high school last night for the high school people about this process they sign a special acceptable use policy at BYOD all year for sixth grade middle school has been very successful we haven't had any problems but only one kind of device next year we'll still have one kind of device at sixth grade because it's one to one and they're provided with a device if they don't bring one but at seventh and eighth grade students can again bring either an iPad they can bring a Chromebook or they can bring a Macbook those devices were chosen because of the lack of bringing outside viruses to the system and also because of the battery life and the start-up time as much as many of us like our Dell laptops they take a while to start up and when a teacher only has 52 minutes in a classroom they can't wait Dr. Allison? I'm not sure that the high school has pushed out what the BYOD devices would be I haven't seen it I love reference to it but we haven't gotten the full I saw reference to the BYOD but nothing about what the devices could be so I'm just wondering when that's going to be coming out the information that was provided for me that I looked at and approved included that discussion that was handed out last night last night that was last night but there will be a I don't actually remember anything last night either they showed me what they were supposedly handing out I have to admit I was not there but they did show me what they were handing out and that included the three devices however there will be subsequent meetings in the summertime at the high school as well as in the middle school I was unable to come to attend last night either and so I guess the question is when is it going out to parents who all parents? I will check with the high school they are handling that on their own the middle school will have a number of meetings over the summer that parents can come to the middle school because we had a couple of BYOD meetings although it was just one device last year last summer and we found that that was actually if we went by that we would have thought no one was going to bring anything and then when we advertised if you want to bring a device you should come this night we all of a sudden had 60 people so we found that when it's like a reality bring your device you can be there so we'll send the information home to the middle school and then the meeting will happen when people can actually bring in their device students that we have to provide for they're not allowed to take those home am I correct? that's correct how does that affect product and stuff like that I mean teaches sensitive to that on assignments and stuff okay thank you so actually is it our anticipation that every student will be using at the high school level a device much more integrated into their schoolwork either that they brought themselves has been provided to them in school as to the largest extent possible given our financial constraints I would say yes and actually I think this came up last year if parents do contribute device if they're able to if they have the funds and they are able to contribute a device it really helps our budget so it's certainly not all families can afford this and we understand that but if you feel that you do have the ability this just makes it much easier for us to operate as a system and that's another reason why we chose those three devices they're at three different price points is any thought going forward to let the parents buy them on time or something through way back when I remember Apple had something at one time for colleges and universities certainly if you have a student that's at the college level you can get a discount right there is no thought at this point some districts have done that there's some muddy waters about how appropriate that is thank you Miss Jersey BYOD have a school committee we're on APS guess I believe yes provided you have one of those three devices and you signed an acceptable use policy I see no reason why you can't be on the school network I think he does I wouldn't let him on that's all we've been asking for I can get email I can't get email is that why I don't know there's a ton of things I can't do every time it comes up I'll agree to everything I'll talk to Mr. Good thanks thank you very much so Spiegel is going to talk about our hiring updates so we're very active right now in district hiring we're really in the midst of it so far though we have finalized the appointment and when I say finalize new people who are going into teaching positions who have not been in teaching positions before in the district who are hired as teachers under the AEA bargaining unit who I've met with and gone over all those benefits and policies we have nine people so far who have gone through that process until next week of the nine people I've already met with five of them have already worked for the district in some capacity either as long term subs or teaching assistants and a couple of them have done their student teaching here and so we have as I've said before we tend to hire some of our principals like to hire people who they get to know through teaching positions and that's a great way for people who are getting licensed or going back to grad school to get some experience working with kids and then if they perform well and there are jobs available they tend to get hired here so that's good we have filled the split cluster positions at Audison cluster that's the eighth grade teacher who will be teaching both social studies and English is licensed in both and we've hired the science math teacher licensed in middle school math science both of those teachers who we hired are people who have done long term sub assignments this year at the Audison so they are well known to the staff and the students already so we're progressing, we're hiring filled some math positions so we're open at the high school a .4 Latin special ed at the high school a second grade position at Hardy and a science position at the high school and a history position at the high school so we've so we're sort of spread out we have more people coming in some of the elementary positions that are open up I also want to say that we have at my count right now currently is 13 teachers who are shifting from one position to another either in the same building at a different grade or from one building to another or sometimes in the same building with a different maybe they're in a special ed teacher and going to a different special ed program in the same building so we do have some movement and we are still having some movement in the district and we do we're in a kind of a it's a little volatile right now because a lot of our teaching assistants now and some teachers also we've gotten some recent resignations not a lot I don't think we have a ton of turnover but it happens every year that there's people who have to move away for family reasons or some people who get a job somewhere else and I'm having I'm going through exit interview processes with trying to do with all the people who are leaving for whatever reason and as there's going to be a lot of shifting in the next all summer between TAs who are leaving because they're getting job somewhere else as teachers or going back to grad school or doing something or moving away and filling those positions there'll be a lot of hiring this summer and then there will be some other positions in the teaching and some administrators to fill still Yes, Mr. Hinner Are there any impact on diversity? There is. I'm not ready to give you the numbers but there is some positive impact on diversity in the district and we've been talking a lot about that as we have talked about how we're going to roll out the administrator training next year and we're looking at diversity in a lot of different ways Thank you Great A few more things graduation I actually should have brought this up with Dr. Janker here but it was a beautiful day Beautiful Sarah Dr. Smith did a great job and her greetings to the graduates and thank you Mr. Thielman for coming and some of you were watching so it was a lovely day one of the things that I mentioned in the program this year the trying to cut down on speakers and time used to be somebody introducing every speaker and that's the part that's sort of been reduced but we have another big change this year as we've gone to a single color cap and gown I know it was something long overdue but it's been done and everyone seemed to be pretty pleased so we have extra copies of this we should get you You can see all of the different awards we have a number of students that are getting large scholarships and in fact these are just the awards that we are giving and some of them are small some of them are books but there's still recognition the coming week is also dollars for scholars which is the effort by the community to raise money for more scholarships and I think they have I don't know the exact number but it's certainly in the hundreds of thousands of dollars that are going to get distributed and in fact this week we had a book award day for juniors and we have underclassmen awards after seniors leave and some of those are book awards students get some very significant scholarships hundreds of thousands of dollars of scholarships and so we had a reception up here just the other day and for the juniors that were receiving these one of them is $100,000 over four years to so there's a lot of great in Rochester as well as giving us scholarship money so our students did very well they were I understand last blast went well that's always good but anyway it was lovely moving on today we had a reception our annual reception to recognize teachers who are retiring teachers in certain milestones and also teachers who have received professional status it's actually my favorite event and Linda helps me out with giving some words about each one of the retirees but I also want to thank Miss Seuss for coming and Miss Starks for coming I didn't quite see you you were hiding way back in the corner to be there as well it means a lot to teachers to have members of the committee there so that was terrific but I do I think that it would be important just to say to the public who some of these people are because they have been very special people very special people and have given so much so I want to do two things I won't go through a chain professional status but I will talk about the milestone of the year we had Mark Miano what's not here we omitted accidentally was Rick Ianelli but he is also recognized for retiring Mark Miano I think most of you know has been the superintendent of school facilities for that matter town facilities how he manages all he has managed over the years is amazing you know for the stresses he has gone through he does not look like that's it he just always remains so calm whatever the crisis might be and then Rick Ianelli who just retired has had director transportation in food services we had Anna Deforte she is down at Thompson and Maury Montgomery who is a teacher at Pure School for 25 years of service is Katie Armstrong at Thompson School Ruth Pickering who is a speech language pathologist at Hardy School and then the other a benchmark is 20 years we have Amy Costello I know some of you at this table know teacher at Brackett Karen Gillis who is administrative assistant at the Addison Middle Colleen Gorman a teacher at Brackett who in the past has been named by the senior class to get special recognition and Linda Tomelson who is a math teacher at Addison so that's terrific and I just want to say who is retiring this year actually some of these may have retired last year but we're later in the we're not part of this recognition Martha Bennes who is a nurse at Stratton Frank Burgess who has been the custodian at the Arlington High School I don't know there's 41 years I think it's an amazing contribution June Byrne who has been a kindergarten teacher down for she was actually one of the people we acknowledge well she's I think it's been here 30 some years something like the 25 25 years Dave Dempsey who retired a special education coordinator at the high school last year Al Flanders who was a math teacher at the high school Dennis Geller a math teacher at the high school though he's coming back for a little point too next year our director of transportation Rick Ianelli and Marilyn Ford who was food services Paula Martell who is a traffic supervisor Nancy Muse an art teacher at the high school she retired mid-year McIvan Peelock who is a kindergarten teacher at Hardy Jill Parken special education coordinator at the elementary level and Alicia Taft who's been a special education out of district coordinator so I'm hoping that they felt celebrated because their contributions have been huge to say one of the fun jobs I had this morning is running around and giving messages to all the teachers and just a real pleasure job to do as a chair I just want to add I don't know whether he wants to be recognized Mr. Flanders also participated in the polo plunge with me I didn't realize that he helped raise money to fight well he is a is a rower in fact a very world class rower and he's also a coach so he's sort of moving into that passion of his a couple of quick things the Madison middle school had to do their concerts in two different nights the size outstanding really there was this one this Tuesday they were all very good but the ones there I don't want to pick out one more than the other but the quality of singing was excellent and so congratulations to the music department at the middle school the boys ensemble received a gold medal at a competition on Friday so get more information for you on that and then Tino Dagestino was again invited this year because his jazz band is just extraordinary to the Italian institute to celebrate Italy's reunification which is an annual event and I went to it they made us all very proud in terms of how well they performed I could hear people saying they're so good and they are they're very good and then lastly I think lastly I mentioned one of these there was another project I don't know if we can put it on the website because it has students in it but we're working on that issue but these students wanted to figure out how many green pieces of turf were out in our turf field interesting it means like blades of grass single blades of turf grass exactly so you want to take a wild guess as to how many there are roughly so I mean you don't have to round a number one and a half million one and a half million half a billion 25 million 45 million what are we getting if we guess it right not even close really no it's in the 470 million half a billion she said half a billion good idea you get to go on take some water take a bottle of water of course take a cracker but it was only the green only the green not the red or the here's the part with the thinking math have you seen some of the fives out there how do you measure that area to subtract it from the whole wow they must have taken a square inch but then they had to subtract it much more clever than that actually google maps google maps they actually did use google maps to one part of it to get some of that no they said they had an aha moment in chemistry because they thought well wait a minute how are we going to do this but they realized that they could get you know if you're trying to get the area of something they could get it going the root of density so they put tin foil on each one of those big numbers crumpled it up right very crumpled it up so they could weigh it to get the density because they knew the density of tin foil and so they used they went in the root of density in order to mathematically find the two of the dimensions in volume and they could measure the height and so that's how they found it they had a lot of interesting methodologies in terms of how to subtract things out so kudos to them they could think of but this is one of the things that was a big change this year is they've gone to electronic I went into the math for going where are the boards there were some but I'm only about a quarter of them because they're moving toward trying to create a website of these but one of the issues is parent permissions I'd show you the video but I don't have the parent permissions on the students but anyway it was it was terrific and we should probably make sure you hear about it next year because it's really interesting to come and see the work they're doing 9 through 12 well no 9 through 11 the seniors they were all involved in it if you're in an honest class it's required to do it I have a project for them I have a project you could put a jello wait well there's thought that one probably wouldn't stump some of these kids they're pretty good they're pretty good so there are a lot of projects and we'll try to get them up so people can see that now the last thing is and this was a request about lead I just received this this afternoon a memo from Christine Bonjourno who is our director of health and human services about testing that's gone on here at Arlington at all of our schools so the water and you have a copy of this report and I've asked her whether I can know we didn't no we didn't you didn't make it it's certainly not a novice not definite huh I know you had your hand we'll send it out to you but the the EPA sets 15 UGs per liter as the standard in terms of lead and so we have a summary of the most recent lead testing results and this is one source at every school and all of them were below that except for there was a faucet in a custodial closet at the high school that was at 15.4 and Miss Bonjourno says that we believe the sample was not collected in accordance with MWRA collection standards but the results are slightly elevated so the most recent shows no evidence in part she said we have newer piping here when was the testing done when was this testing done this is the most recent they do it every year she said that the lead testing every year each year the Arlington water department collects two samples at two schools and two daycare centers in addition to the routine testing that occurs and that's so it's an annual but we also have applied to the Massachusetts departmental of environmental protection for that grant that was offered I've heard anywhere from several weeks to several months we get the grant but just yesterday our director facilities found out from the MWRA that they're sending us bottles that we can fill from all of the different sites and it's very possible we'll get the results back before the end of the school year if we get this grant do we do a differential around the testing? there's more to it than just the testing if they get the grant she explained here there's other things that we will be able to do with this money as well they don't test it every year they don't test it every year some of these schools haven't been tested since 2008 they sample them but these were the lead results then we're doing the MWRA testing now these are not recent results so we'll test everything these are results from like 2008 or 2009 so it's not clear when they do the routine testing and sampling if they're hitting every school every year but I can find more information if you have questions if you can send the questions and get those answered I just want to clarify the testing you're talking about the MWRA we're going to test all the schools all the fountains and everything that's my understanding I'm getting a second hand so I'll have to clarify that but I'm pretty sure we're getting that I had asked for this to be brought up not because I had grave suspicions about any of our schools but because of the amount that it's been in the news other people have had I think it's time and I wanted us to talk about it here so that our audience can hear it because I think it's coming to some of their minds so I'm glad it sounds like we're going to be able to test all the drinking fountains and all the schools I don't know if we're going to test every single drinking fountain but I think we're going to test I shouldn't even say what we're going to test all I know is we're getting bottles from MWRA and we're going to fill them and send them back the other thing that Miss Bonjourna pointed out to me the other day there was an article out there about lead in Arlington water did you see that? that is not Arlington public school that is a nursery school program I think up on Arlington Heights but it was not and of course you just read the headlines you would assume this is Arlington public school and it was not so actually clarification do you not get the grant? would we still do the testing that we're talking about or is it dependent on the grant? these are two separate things a grant to do the full lead testing I don't know what the extent of the full lead testing will be but one of the things we all want to know is the water that's being consumed in our school buildings have lead in it are we going to test every single water fountain? probably not do we get enough samples that you should be able to say whether the piping because the piping is coming in in the building and dispersing in various areas how many sites will as best practice to test I couldn't tell you so there's that grant that's sitting out there we were prepared to do the testing anyway if we didn't get it but we applied for it because it was it's actually a fairly limited amount of money for the state for all the schools in the state but then this new piece of information just came to our attention yesterday that in fact this afternoon we had to clarify that the MWRA is going to do some testing probably doing that for all of the customers in the Boston area so those bottles are arriving those bottles will be sent back and we may have results before the end of the school year so they're going to test every school with those okay because these are not the results of testing this is just these are results of testing over the years but what concerns me is that there's no testing that was done in 2014 or 2015 if it says that we test two samples at two schools every year where are the 14 and 15 results that is a question we can ask I don't know the answer I just literally got this late this afternoon when they tested Thompson I hope Thompson passed real well because it was just open that day last time they tested it was 2013 wait they just opened it up no it's got some of the highest some of it is coming in from outside it may not be the piping in the street but that would be the joints you don't want that period with me as a kid okay so anything else no that's it and we're no longer ahead of schedule now we're on schedule we're at schedule okay so the school committee wraps on the building committee I think I understand we hope to get a positive vote this Tuesday for the high school building project but we thought we should go ahead and appoint the two reps in the school committee and I have received two people who are interested in doing it Dr. Alison Ampe and Mr. Thielman and I thought since this is such a big project that it would be great to have more than one rep to have two people because two people can share the burden of the meetings and the notes and it just may not be the case it just may be too big of a job for one person to do so I'd like to entertain do you have a comment? are you talking two for each project or one for two people that are volunteering? no two for the yeah I mean the question two people for the high school building project it's too big for me to build it's so big so I just entertain a motion to so move second so motion by Mr. Thielman seconded by Mr. Hayner all those in favor? aye good thanks congratulations do you have any more about the rest of the makeup of the committee? sure Dr. Ruddy do we have any more information as of yet? no there is going to be an offer made out to the community but that won't happen until after the election I think we have 60 days is that right? yes there are people who have already sent emails and so we're going to work on criteria because it's not going to be a big committee we're looking at probably just a couple community members I think that there will be an emphasis on experience and professional work that might lend lend some value not value but some expertise to this committee which I think would be important to have so that is both the way to outreach and what we're expecting to be able to return to us has not been finalized who's making I understand it hasn't been finalized but who's going to make the decision? right the time manager and myself and actually no one who has sent me an email is anyone that I know so it's just going to be strictly and it's going to be hard because we have quite a few people and I know a lot of people would want to but the thing about it is it's such a long project that the chances of people being able to stay the whole duration of it is going to be challenging but we're hoping that I think there's a value having a little bit larger so that there's a institutional knowledge there too can I make one suggestion? if we have to have any meetings of the committee with the MSBA in Arlington can we hold them at the Thompson School while the construction is going on? that's a very good idea the only place available at the end of the building our newest school I think that the meetings are going to be in an MSBA that's usually how they have been you could hold them in the pit downstairs they're very good about coming out and sending a team in the fall so they have a pretty good idea they brought out a really strong team of people and they toured and they asked questions so they have a very good idea what we're dealing with here consent agenda a couple things in here all items listed with an asterisk are considered to be routine and will be enacted by one motion there will be no separate discussion of these items unless a member of the committee requests in which event the item will be considered in its normal sequence approval of warrant warrant 16175 dated May 26, 2016 in the amount of $655,668.04 as amended the school committee meeting May 26, 2016 approval of calendar second reading of the 2016-2017 APS school calendar approval of job description health office secretary approval of trip approval of Montreal trip in April of 2017 Mr. Hayner pull out the trip any of us didn't we already adapt the calendar no this is the second read this would be the final did we just vote to change this could I just say as amended today okay so can we do that easily no this is actually we haven't this second reading includes the small change that was suggested by Dr. Janger so if we approve this I think it goes through so move move by Mr. Thielman second by Ms. Starks okay so we're pulling that any discussion we have no discussion we're done okay all in favor aye and I'll oppose okay unanimous trip yes on the trip Mr. Hayner this trip I since we're approving it it's a school function am I correct Dr. Bode my concern is when you look through the document on the first I think it's the second page is there a process in place for students who cannot pay for the trip it it's very this is not a school thing right there's then we shouldn't be approving it can't be both we discussed this before right I mean that we this is not an official school sponsored trippers is that right it's got signatures at the bottom of this from the principal to the foreign liaison coordinator is it a french club trip yes yeah from the middle school we got it's a middle school french club superintendent well it says superintendent signatures principal signature signature department head and signature of the international coordinate and all those people signed on it all I'm saying is if this is a school sponsored trip I have issues with this if it's not a school sponsored trip we shouldn't be brought before us actually can I call Dr. Allison do you remember we've discussed this in great detail do you remember sort of what the distinction was and whether no okay I don't either unfortunately it's our teachers taking students from our school so that's what we have we have trips like that we have trips to Quebec we have trips to Italy we I'm not opposed to this trip I'm just concerned with students who cannot afford this the way this was put they suggest off as a donation page for students who wish to solicit donations for their own trip and then the I will research I assume I don't know who the I is is that the head of the department other means of fundraising such as donors choose and my understanding when the school sponsored something those students that we can identify and we have a process for doing this of need the school picks up the bill we don't have kids students going out and soliciting if it is a private trip that's appropriate kids do car washes and things of that nature they've done that to go on different sports trips and things of this nature I mean that Mr. Hardin yeah this is come up a science camp and there's no such policy yeah what does the school covers we don't we don't cover the school cannot offer a program that cost any money that requires a student to pay for we do it all this is we do it all the time and this is certainly something that we've been doing I'm not suggesting what we're doing is following it it's an offer it doesn't mean that we would necessarily allow it it's but it is it is something that the company is offering as a possibility for students that they want to so just clarification you don't have to you don't have to take this trip as a student right I mean you're not penalized in any way in terms of your I'm saying is this is something being offered through the school district yes if you put something on us on a student an added burden on a student is inappropriate because we are a public school fun thing if this is a product we were in a private school of private sector no issue if this is a private program that people want to have kids go on in their own no problem we shouldn't let's let's let's actually bring this back to policies does that make sense and for maybe further discussion I know they're going on yeah we when when does the trip need to be approved I mean they need to start planning this right and so this is our last meeting so yeah yeah I didn't mean the trip actually I think I think this is a larger question that maybe we should talk about I think I think are I think I don't know if it's a rule I don't know what it is but when this has come up in the past if it's mandatory in curriculum related and a student can't afford to go on something that's part of the curriculum then we have to we have to take care of that but this is not this is an option offering to students then my question it's an offering it's an option for students why are we involved well because there's our teachers and our students are going to go on the trip and our insurance is covering it if once we become an agent I think our liability extends across so we are liability does our insurance the liability also goes into the policy aspect of it okay mr. Schliffman okay we've got students going to Japan yeah we have everything they are not they didn't come through us this is being handled through the community education so that if that's the way we're doing business with this and this is a community education offering rather than a school department offering community education can offer a trip anytime they want and charge whatever they want for it and run it through that program because it wouldn't come before us and we wouldn't need to approve it what we need to approve in terms of and we don't do out of state trips what we're doing now is more than X number of miles so we're not approving trips to Nashua you know it's field trips organized during the day all the kids get on the bus they go someplace if this is indeed a private offering as it appears the appropriate venue for that should be through the community education program and not through us so we wouldn't vote it okay Dr. Housenampe I think we should separate this trip from what we want to do in the future yeah I agree I would okay I think we should move approval of this trip because I don't want to not approve it and then have something fall apart and then I think policy should I mean I say fall apart I mean that the trip would have problems going forward not that there's problems with the trip and then I think policy needs to clarify what we need to be doing and I think Mr. Schlickman's idea of having things go through community Ed might be a reasonable approach but I think we should be trying to conflate it too if we're going into that we have to suspend file policy JJA which states all students which include late night or overnight travel must have prior approval of the school committee which we're seeking right now initial approval of the school committee is required before engaging students in fundraising activities school committee will also consider educational value goes on this is consistent then with the policy okay so it sounds like a motion has been made I will make it what's the motion I move approval of the trip with the understanding that we're going to send this to policies in the future to look at the bigger picture in the future later but this is the trip seconded by Mr. Thielman okay so all those in favor I opposed okay so two opposed I think a second motion should be to move to direct the policies procedures subcommittee to evaluate okay so motion by Mr. Thielman to direct the policy procedures subcommittee seconded by Dr. Al-Sambi to look at the to look at the policy for field trips for future trips okay call a vote call a vote did we oh this one I'm so sorry all those in favor opposed okay I think that's unanimous okay so then subcommittee and liaison reports we did we did we're not sending you anywhere subcommittee and liaison reports budget okay this afternoon okay so budget hasn't met since we last met and has nothing to report in that respect however I realize that at this time last year we were having some discussions over what kind of information we wanted to see in next year's budget book and how we wanted that to take shape and I'm not sure of the timing we can meet with budget sometime before the end of school and we can start having these discussions I haven't even had a chance to find out what the timing is of when the school department would need to know if we want to do I felt that the information that we presented this year at town meeting was very well received especially the information about the things that we were not able to fund I understand that it was a lot of work for the school department to put together I don't know if there's middle ground in there but I think we need to have a conversation am I concerned is that if this is our last meeting this is was kind of the last chance to do it before that whenever we next meet but whether we want to try and do that again or whether we want to drop back to what we've been doing in the past Ms. Johnson do you have anything to say about timing of these conversations I think if we you know it was the first time through doing something like that last year I think we could figure out a way to make it a little less arduous it does change the timing of the submissions and one of the things we're concerned about is that the townside does their budgets very early they submit them basically in the fall with no information about the current year so they're always two years behind and this process that we went through in order to do it without going insane between November and December like we did last year we would also have to start it in September October which means we would have no information about the current year so that's the downside you know I've always wanted us to be submitting a budget after Christmas because at least we have the fall you know and I know the town would very much like to push us back onto the same schedule but I don't think that's advantageous for the schools so if this level of detail is needed it's going to make a really tough November December you know but if that's what we need to do I can clear the decks in the fall and figure that out but I think this question is is it valuable to have a meeting now well part of what I'm asking is more to the committee what's the sense of the committee do we want to go this route again or do we want to kind of go back to the looser offerings that we did in the past and let me just say the reason that I think that I'm kind of pushing for this and suggesting it is that I think over the next few years we need to be building the case that it needs to be and this to me is one of the foundations of doing that and we need to be doing this year after year after year I don't anticipate we're going to be able to do another how Mary passed and try and get more money from the town this year I think the finances are getting tighter and tighter and I understand that but at the same time at some point in the future there's going to be a re-equilibration potentially of what's needed and I want us to have the best possible documentation and data from many years showing what we need what we were hoping for what we need and but I kind of want to know are you guys all in with me or not I support I think the benefits that came out of the town meeting reflect the work I'll support Diane in any way to help to make it less than it was and I think she put it we did it once should be a little bit better each year going forward so I support it I can say I know that certain people are very upset about it and other people were appreciative so that maybe that's what we have to encounter that's our deal yeah, anyone else so just to address that there's a sense in town that transparency is the way to go and I feel that this is creating greater transparency what I would suggest then is that if this is the sense of the committee then we'll have budget meet sometime with Ms. Johnson and the administration and just talk about what are the possible shapes and timings and nails something down and then we'll bring it back to the committee whenever we meet next okay, yes yeah, and I was going to say that still my words that we can work on a way to try to lighten the load you did all those multi-year analyses to support the funding request that we had for the Long Range Planning Committee that doesn't sound like we're going to need so maybe that will lighten things up and we can work with you to see a way to streamline it a little bit more great the real work is really working with all the administrators who are making the submissions and going back and forth and back and forth, how do you need it and the depth that we went into in those descriptions the narrative, not the numbers Maura, Julie, Don, myself we were sweat and blood I mean it was huge and that part there's nothing you can do to help with nothing so it's just understand that you're asking for a monumental amount of work and if you feel it's very valuable fine, but recognize that it is monumental okay, yes that is maybe it's likely to be worth millions of dollars in the future from your mouth to God's ear well I mean the one thing to keep in mind is that there's a couple of major votes coming up and the town meeting is the first time that you kind of present evidence of what's coming and so we have hopefully if we're successful in the 14th we have a high school vote that's going to be substantial and then after that we have a possible override that could be large and so I think this should be resolved in a subcommittee meeting with everybody in the room that's going to be doing the work but we've got to keep in mind that there's a lot of big things coming up and it should be resolved by I think the subcommittee meeting with you guys okay good are you saying we shouldn't provide so much information no he's saying we're not going to resolve no I'm not sure yeah I'm saying that whatever we provide should be done with that in mind that we have so whatever we provide should be done with the idea of voter education in mind town meeting member education and then voter education got to keep that in the forefront but that's really a subcommittee discussion but that's how I view it that's the context for me we have to educate people community relations alright community relations everybody has a copy of our draft minutes from our meeting on May 31st in Novus we looked at the dashboard which you saw today and we talked about you know things that we still wanted to make changes to there we also talked about the parent and teacher survey about calendar issues and I think that from that so there were a lot of questions in there about start of the school year dealing with too many snow days but looking at the data in our discussions in that meeting the only recommendation we came up with is that we thought we really wanted to investigate the later start time at the middle and high school by reopening and part of the reason for that is you'll understand and then is the timing because we have to reopen negotiations with the teachers union in order to do that and so we felt that if we were going to change the starting time that we wanted to make a decision at least a year before it went into effect so our thought was to have kind of if in the 16-17 year we negotiate and we investigate and we talk about it we have a plan and we can get it out in the 17-18 school year and then we would implement it in the 18-19 school year which basically follows along with I think what the superintendent's group is doing as far as their recommendations and so we just wanted to make sure that the committee was in agreement with those ideas and if so I don't know if we need a motion or not but then we would kind of start in the fall and so the motion is to reopen the negotiations is that I think that we probably need a motion for that we need a motion to reopen negotiations in the next school year when we come back to start discussion about school year start times I think you made that motion seconded by Mr. Heiner do you want to inhale? sure I'll second it discussion about that motion can I ask so if I'm figuring this out right it would be kind of at the same time as the opening of the Gibbs so not only that it comes at a very good time that's what I'm and I think there was a question about what 6th grade would look like when would it start there was an open question about that but it also may make some differences for bus availability exactly comments Ms. Hansen do you want to I guess I would just add to open the conversation on it because the more we talked about it the more complex it seemed and it just seems like there's a lot to investigate and think about and explore so that will give us the time to do that and I went to an evening presentation at Newton North that talked about later start times is being the claim was made that this was one of the most valuable things the school district could do in terms of first social emotional reasons and for academic achievement I'm going to summarize and provide links to the research that was presented to me that night to help with this but again when they talk later start times we're already late or late-ish compared to we're not in as bad shape in some of these places we can't necessarily expect to see this we're not making a massive change well there was claims that even to 830 would make a big difference 7 to absolutely and we want to do this in conjunction with the superintendent's group is also doing this and looking at it as a group of schools and the sports people are weighing in so it's all good and this is their same time frame as well I believe that they're looking at the 18-19 calendar I mean school year for Mr. Slipman I think I answered my own question okay awesome I was puzzled by something but I figured it out so I also survey results from AEA and from the community and I actually reformated mine to look like yours just to make it easier to read do you want to just say a couple of things about what you found can we vote? oh I'm sorry we didn't vote that I'm terrible at this I deeply apologize all those in favor of the motion to reopen negotiations with AEA next year please say 5 hi post okay that's unanimous Ms. Hansen do you want to say a couple of minutes even less than a minute without having it in front of me I don't so I think in general there was definitely a real appetite to consider starting with the idea of the two teacher days two student days and then the long weekend over Labor Day weekend but when you and I had actually sat down and kind of looked ahead at when the Labor Day is over the next couple of years we realized it's really we're in a good cycle again for a couple of years and so here it is thank you so and just thinking about all the other changes that are going on that it makes sense to kind of kind of sit on this good you know good information that we collected from both the teachers and the community and think about that and think about the 17-18 year the beginning of the negotiation for the next contract that that might be a good time to consider that overall though there was really not a lot of interest in merging February and April vacation the elementary release day people are really satisfied with the Tuesday that works for people and you know overall a slight majority interested in moving to the 8.30 time start if all the middle-sex schools do the same so I think we have some good information to work with and I can just say about the parent survey and I think this is true but there wasn't a deep dissatisfaction with the current schedule so there was a willingness to consider change in several cases but there wasn't people weren't clamoring for it necessarily so we should take that under consideration the difference between parents and teachers were that they were less excited about the particular model of starting of having school on Wednesday and Thursday before Labor Day and they were more excited about moving to the 8.30 time that was actually their strongest if all middle-sex schools do the same 62% felt very strongly and 17% were neutral so really very small opposition for that one from parents and that was the only real difference I think those were the differences with parents and teachers when I saw maybe just one slight difference not everybody was necessarily clear that everybody would be going to 8.30 or everybody would be going to that window between 8.30 so that's just a slight nuance for people to think about 8.30 we're talking secondary school am I correct if that's the time so that will have a ripple effect on the middle school and the elementary school am I correct middle school too and then middle school and high school I think is a question but the elementary won't be and then open question about 6th grade they already start later they start wrong they would be starting what time did they start right now so the elementary would be starting earlier than the high school if we move to that kind of a model yes good luck with that one yes Mr. Slickman in the report on the parent caregiver survey I just want to state sort of a beef with a language in that it's written however in comments parents are strongly in favor of merging the February and April vacation it was mentioned by parent 64 times 4% of the people responding wrote that in probably after they made the response and the merged February vacations was unpopular by 50% so I wouldn't say that's a strongly favor it was the most common I think there's no strongly favor there you're right okay so the next we are now at CIA CIA you've basically dealt with what we did early with the district calls excellent facilities vote on June 14th get out my daughter voted today excellent yes you can vote now you can go to the town hall and vote right now yes that's right yes in Monday it stops at noon as well yes the day before the vote oh you can't vote after noon absentee thank you yes policies and procedures we met we are we have nothing to bring forward tonight we will continue to look into the homework policy and handbooks to see the compatibility I am charged with getting job descriptions and surveys on secretaries school committee secretaries the biggest time we spent was on school committee agenda talking about formatting topics some of them were discussion folks talking about subcommittee of the whole informal discussions maybe at the beginning of a meeting and set the second part for policies and stuff different retreats possibly two or three during the year with specific agenda items in the beginning maybe the superintendent first meeting in September we will pull all these together and the additional ones that we were given tonight and report back to the whole with recommendations great so where am I at school enrollment task force yes vote on Tuesday vote on Tuesday for a date yes indeed please vote on Tuesday everyone get paid thank you any school liaison reports yes Mr. I don't have a school liaison report but I did attend the last meeting of both the wellness committee and the Arlington Youth Health Safety Coalition the wellness committee was last week I attended their June meeting that is like an awesome meeting it's everything from food service to nursing to adult education summer programs and they did ask what they could do for us and one thing I really wanted to understand and I was kind of hoping they could put it together next year would be a comprehensive I would really love to understand K-12 what our health curriculum is and what we teach and when we teach it I know that it's piecemeal and that some gets done by the great body shop and some gets done by here and there and so I said that out for us I for one would be very interested in understanding that and understanding who teaches it I know the word is that we don't have health teachers but you know some PE teachers teach health some nurses teach health some you know whatever I just wanted to better understand that so hopefully they will be coming in can do that for us in the fall this afternoon I attended the last of the Arlington Youth Health Safety Coalition meetings for the year and it was mostly just a wrap up of what they've done this year and thinking about things that they will be doing next year they've had a very successful year this year in and we talked a little bit about the survey results there will be a parent forum on the survey results not only from the students but also the parents kind of what do parents think about kids and what they're doing and kind of what our students kind of like putting those together in an interesting parent forum are they are both of those available I know the students ones we've seen but I don't know if they're available yet but so that was interesting we talked about some of their initiatives for next year and kind of what they're up to great and I just realized that this should actually we should actually change this to liaison reports in the future oh yeah right now inside of school all liaison reports right just a yeah Mr. Heiner I attended the program for special needs parents coming in from fifth grade to sixth grade at artisan last night they were close to 40 parents there was well attended the program was the assistant principal principal and special education director is that the term coordinator thank you we're there to answer questions talked about initially about the programs they took them on a tour of the building and then came back and answered questions I thought it was well done well received this as all parents still anxiety one of the things that was brought up about having their students tour the building ahead of time before the first day of school there's some sort of program that's there but it's been booked oh yeah real tight so I ask you to if there's any way to broaden that or anyway for bed well there is there is there is something already in place but it's it's it's it got filled up every year it's not targeted so potentially if possible to expand it enough to cover everybody but it was it was a compliments to the staff that ran it and to the parents that were there was really well done any other announcements yes I would like to and I apologize I don't have the students name I will get them to the superintendent to ask you to put it in the next newsletter there were four people that came to the veterans the memorial program that we had a quartet they were extraordinary they were just they were fantastic yesterday at Rotary five students from here soft wars and I think there was one junior who had attended Ryla which is Rotary youth leadership program for the weekend I was just so impressed with their presence and they came before a group of old footy duties and really presented themselves really well compliments to the staff and to the parents and I will get their names to you too thank you other announcements I think there's an election on Tuesday June 14 that everybody should vote I encourage you to go vote please leave vote we have a lot of items that we might want to consider in the fall we've heard some things tonight mentioned before and I did the policy the idea to possibly a retreat or something just so that we're all on the same page with the superintendent the evaluation actually we talked about changing the way we do things a tiny bit to add a couple more retreats potentially and also potentially at the beginning of some meetings that we needed to have a less formal discussion among the whole school committee hopefully those will help us do our job better okay we're going to have to move this time I think not yet I know we're going to executive session I have to read this first right? and we will be returning from executive session on camera to conduct strategy sessions in preparation for negotiations with union and or non-union personnel or contract negotiations with union and or non-union in which if held in an open meeting may have a detrimental effect to conduct strategy with respect to collective bargaining or litigation in which if held in an open meeting may have a detrimental effect collective bargaining may also be conducted we have a vote for the MOA for AEA unit C a vote for the MOA for AEA stipends and a vote to approve the following executive session minutes Thursday April 30th 2015 Thursday May 14th 2015 Thursday May 28th 2015 Thursday June 11th 2015 Wednesday June 24th 2015 Thursday October 22nd 2015 Thursday November 12th 2015 Thursday November 19th 2015 Thursday December 10th 2015 Thursday January 28th 2016 Thursday February 11th 2016 Thursday March 24th 2016 Thursday April 14th 2016 Thursday May 26th 2016 are we done? yes okay excellent and after I have to commend Karen for her amazing work on getting this together before we take the vote so roll call Mr. Cardin Dr. Allison Ampe Mr. Slipman Yes. Yes. Okay so we are now in executive session okay we are back from executive session we have two motions that we are going to consider. So first I move that we approve the memorandum of agreement between the Arlington School Committee and the Arlington Education Association unit C Second. Second by Mr. Hayner and this is a conditional they, no I don't say that okay sorry just to say they haven't yet voted on it okay all those in favor we have to go down? No. So I pose okay unanimous vote second motion. And the second is moved to that the school committee approves the renegotiated stipends with the Arlington Education Association Second. Okay second by Mr. Hayner all those in favor? Aye. Opposed? No. So three opposed? So it's four to three. Okay good both motions carry motion to adjourn by Mr. Hayner Second. Second by Ms. Starks all those in favor? Aye. Unanimous?