fourth tonight's agenda will have visitors approval of minutes teaching and learning highlights mrs that respond only introduction of the new i go elementary school principal kindergarten science adoption textbook adoption policy revision public hearings the new massachusetts education a value waiters system by misspend elling process and timeline for superintendents evaluation other matters then we will vote to go into executive session to discuss the draft of the collective bargaining agreement of the foxboro educational secretary's association as an open meeting may have a detrimental effect on the bargaining position of the school committee they have some questions therefore there is a change tonight the committee will not return for open session but we will vote at the next meeting on the ratification of this contract and before we begin mrs slattery is not well tonight and since her apology is not to come and greet our the new incoming principal to start are there any visitors who'd like to come forward to speak day takes place at the new england labor's training academy in hopkinton every year and ellen pillsbury organizes this event for us students to attend within the last three years the powers that  be decided that they would like to have high schools participate in a project project as they give us a problem they give us the specs and we have to solve the problem we have to do our investigative work and we have to come up with the project in two thousand and nine we won the project we knew going in that day with our project that we were going to win by looking at the of the schools project we just knew and we did there last year we did not participate well we walked in this year we looked at those other projects and they said they learned from us aka our our competition was pretty st weak play second and with the kids disappointed we didn't win absolutely but then they were reminded that you know we set the standard a couple years ago they learned from us and you know what we play second behind a vocational technical school and they do that all day long where i had twenty one students with this period that period another period come in come in and this spit time to do this so it was quite an accomplishment so they felt a lot better and so did i i didn't want to come in second either but anyway doing these kinds of projects i have to thank the administration and the school committee in our town date with bringing the most current available technology into the classroom i want to thank john record here our wood shop teacher who did some of the fancy cuts here because we felt we don't want kids doing these close pocket we did the graphics we did the three d graphic of the of the project itself we designed our walkways and we gave that database to the occupy movement they converted it into their databases and were able to print these all far so it was nice to collaborate with another to the students there ryan smith he was the manufacturing guy he did a lot of building luckily  ryan takes wood shop so when he takes architectural in advance cad so he had all the skills necessary to do it mike talley mike two dimensional cad guy he did all the two dimensional  dimensional cad guy who did the plot plan for us and nick was our spokesman at the day of the competition and he just wowed the judges and one final thing before i do turn this over to my spokesman nick i want to say why did we play second or why did we finish the way we finish last because we did everything by hand we had a competition this year all the other projects submitted they all went out to the hobby shops in the architectural books and ordered them materials where everything was pretty molded railings and primo old decking and clapboards were on a sheet of paper that you'd peel off and back and put the twigs off and made them trees from and what else crushed stone and the dirt is what you purchase everything else it was done totally by hand by all the studio and i'm real proud of these kids they did a great lot really about what it takes to build like a yard let alone a house and the people plan everything just i mean the computer operated stuff and the whole manual labor it's very fun experience i mean i'm considering becoming an engineer one day maybe but anyway i give you sort of a timeline of events over the past few months of how we worked on  this we started out by mr ball and i asked each of his architectural classes to draw him up a sort of rough sketch of what like a back yard with a kind of look like and we eventually like kind of compile all to like the best ideas together godlike one set design and we worked off that and then we drew the plot plan on the cad software and then finalized the layout and then after that we kind of got the work we we investigated building codes and not just for the deck but for like even the hot tub water for the cause considering child safety we looked up like what kind of for the play area right here that we should use so that's pretty much child friendly because mean we don't want termites and their you know why i like poisons that can you know really but in fact the children  for like the fire pit here you can see the fire pits right here we had to make sure that there was at least a layer source to put out the fire near the pit so we have hoses here and also on the end of our holes right there in the h drawings and process sheets and findings an investigation on child safety code you know bill of materials which actually this whole thing together if you add it all up is around thirty nine thousand dollars to build and  know we learned an incredible amount of information pretty much on the what it takes to build something like this something so amazing and yeah we pretty much did most of the work  software and then the one in the bottom right was kind of a front side view is if you're looking at that at this way and you had to there's really any software do it's you have to make it all manually vertical and horizontal lines and then the one on the bottom left is  that is a view from this way of looking at this way so you can get all the different size aspects of it and then the other thing run that when it is some of the three d software we use we actually have a three d printer that we actually created some of these on is are all made of plastic based off of our solid works software and then we printed out on a three d printer but that's basically what i jihad is all due respect can follow and take a back yard and at the end about a week later we put all the designs together in big what fits best for everyone and we put all our news together to make this firepit right on three soft ware and then nate then takes this file converts it into a format that sends it to our three dimensional printer that prints this stuff out of molten plastic so we human being and my undergrad degree if in architecture with all of that i did not have the dating myself that any of those two to three things at my fingertips when i was in high school so the things that you down high school there could be that are interested in going to engineering you have definitely got a great start with the things that you've done in your courses here it's absolutely fantastic and i just like to wrap up just saying thank you i think one of the things that we talk about student achievement all the time and you know the community does but i think we tend to define it by you know the things we traditionally think of you know the english math you know things that people are more familiar with and this is such a great example of student achievement that requires a really broad multi dimensional skill set it's amazing what you have to know to be able to do that in and sometimes we talk about science where we talk about science later tonight but we always say the technology engineering design piece of science sometimes goes on in other people's classes like like ralph so this is an unbelievable example of that so i wish you well in your future careers hopefully it's you did so well this hopefully something related to this would be f really very proud of you i think it's a great example of some of the exciting things kids are doing that the community know nothing about so really wonderful very different interesting thing congratulations when many of those people participate in the process along with teachers parents and two of our scoop remembers that and i think one of the things we always say when we hire new people the process is that the process really works so for people at home that may not know what you want your mind to the process that that big screen team they screen the paper applicants they decide who they're going to interview the interviewer and they send people forward for the next level of consideration of that process welcome thank you very much it's a true honor to be here in the pleasure and i am absolutely thrilled to be a part of a force for public schools and when i would have the chance to go to the going to go school and finally meet the students  the staff and get a real feel for the culture in the community i walked away hoping that i would be sitting here tonight so thank you very much you can feel free to tell us a little bit about yourself why sure my experience currently  principal and as a teacher and i remind my staff that you never know when there's going to be a memory of a lifetime we have a distinct privilege and also the honor to teach children and each and every single day at the elementary level you never know them and then hearing about the connections that they have with one another and what they're taking away from and it's something i really try to do at the elementary level i'm excited to come to foxboro to hear about you know the focus on twenty first century learning  those at home who want to know a little bit more about mike and it's always hard to brag about yourself but i find mike's background pretty interesting and encouraging and and and terrific addition he's a boston college graduate  taught in weymouth for about eight years if i'm not mistaken my third fourth and fifth grade was in mansfield a lot of us know mansfield right next door assistant principal at the jordan jackson elementary school and a lot of title one experience  your current building and most impressive to me as a classroom teacher was a recipient of the milken family foundation national educator award which recognizes and celebrates abilities to inspire lead and foster excellence which i think is pretty darn impressive so i think that those are maybe just some of the it's about your background the people might be interested in and so i congratulate you and welcome you and you're joining a great administration to make you very much can i be curious why you want but i was asked a question a lot of my this something special you know and it was an opportunity you know i was in a school where i spent seven years establishing relationships and  really trying to make a difference to the families and the students and when i came to fox when i saw the opportunity to hopefully be here i realized that i couldn't pass it up and to talk about going from great to even better so the pursuit of excellence and academically socially and supporting the students and the families you know familiar with the community itself it's a kind of families that i really enjoy working with and i understand how that fabric evolves over time as well i'm going to changes and it's something that as a principal the school i'm at now and there is a lot of the changes that the i go school i think is going through as well which i find incredibly rewarding and to hear about the work that's being done on the ministry of level and also seeing the success in the classroom at the parks for our public schools and the i go school in particular i realized when i walked away that day of my visit with the superintendent i really you know i was excited to have the chance to be here and i'm thrilled to actually if you could because i think it was so important to many of the educators the teacher is and the parents that also sat on the committee was the fifth factor not can you do the job we do the job just shows in your experience but that fits so i would love for you to share what were some of your impressions about the culture and about i go that you got from your visit because i think the community would like to hear that as well it's one of those things when you walk into a school especially a great school it just has that look the sound in the field you know it's something that you can't be measured you know it with certain data for when you walk in you can see how the children are you can see this the enthusiasm of the staff members and even from you know walking into the main office a secretary  in the feeling the feeling that it was really a family you know and having that sort of connection there and the strength of the classroom i was very impressed you know with the resources but also when i was able to talk with the teachers individually i'm going to the pride that they have you know in to realize how hard they're working in the successes that they're achieving and hopefully to be a part of that but i i really was impressed also with talking with the parents you know and how they really want to continue to support the schools and i realize a community does a fantastic job of supporting far for good it was really that it was intangible qualities you know to walk out of there and so this is a moment to a school that's special you know and as i said you really can't find any qualitative or quantitative data around that but you know you find rating is here and i did mention i think most people so sometimes i have to peek around a bit but i think we have a good miss in him in fact it's a great one and we feel he will really bring even more of that so that trust is a bonus because the most important thing is that he'd one was you just checked with the standards you know do we understand the normal paradigm of how the elementary school works with the principal at the top of the wheel and you said i think that paradigm should be reversed because i'd like to be on the bottom i'm here to serve and i will never forget that the other thing that you said that jumped out at me was how humble you feel each day you walk into your building wherever you are because you know it's another opportunity to help make every child that you meet i'm employing all of this reminds me of some a quote that i admire very much quality is not in fact it is a habit aristotle said that a few years ago that's why i was and very lot of work this year in looking at what our kids are garden needs in relation to the new framework so that are out and how the pilot not the pilot how they implement she has gone with grades one through five so after much work and working with the kindergarten teachers the saying very active science program is one that will truly meet the needs of our kindergartners as they are going to be very active and ask questions as scientists kindergarten kindergartners f questions not have a kindergarten option or we would have tried it then it was something that they came up with that after and we did have the option to say ok we're going to take it sight unseen and we would not do that we want to make sure that it's a good fit for us and good for our students and something that's developmentally appropriate so we were really really pleased to see what same diary came up with the units that they are offering for dinner and are miraculously perfectly aligned with the units we already have starting with think like a scientist where students are engaged in all different kinds of activities and using their process skills learning how to take careful observations learning how to do measurement even with it's if it's nonstandard measurement learning how to take an observational drawing and what's changed over time so we were pretty excited that they came out with this in the form of learning centers because in kindergarten classrooms that generally tend they tend to do the learning is in a center format so this is actually  that the teacher can set up different centers for the students to experience like the other same diet program it also comes with a student science so that kids can keep track it's exactly what they're doing so here they're using their senses so observing not just with their eyes but with all of their senses and talking about the object that they have and actually engaging in real experiments using two monitors using equipment like magnifying glasses and rulers and there's always spots for them to do things that are important like comparing and sorting and analyzing and drawing pictures of course especially as they begin to acquire language they may not be writing that much so there's opportunities to cut and paste to rate things out scale simple really really appropriate for our youngest learners science in here and tends to look like the weather in the seasons often so here is the unit on weather and seasons it's exciting when students can experience science just by looking out their window or going outside to explore this program supports that sort of thinking bringing nature and going out to nature piggybacking on that we have the traits of living things in our first grade program right now they have something on animals and it's very exciting to walk by and see the ant farms that are all connected and all the activity of the ants and the next to the ants we have the sea monkeys and the monkeys we have the ladybugs and so kids are really experiencing how things behave in their own environment and watching the larvae of ladybugs go through all the stages really experiencing one day it's green when it was you know the next day it was all the stages so we think this will set the stage very nicely for what the first program has to offer but again i did developmentally appropriate level so again in our program comes with four units the fourth unit motion and energy is actually a unit that we do in first grade and again it couldn't be more perfect because when we purchased our first grade program we did did have a unit a motion and a gene for first grade so we were continuing to use our home grown year which truthfully still needed a little bit more work it was only next to the saying ari wasn't really where we wanted it to be so when this came we were very excited because we can and pass this along to our first grade to supplement their unit that they already have and maybe even replace it if they feel that this meets the nee and the teachers were excited about maybe starting the year with this where it's still in the center format something characters are used to letting them transition and then moving to the more sophisticated saying are you doesn't do and it comes with all the materials just like our other saying our units as well as the teachers will be provisioned with everything they need to do real science with the kids when i will tell you when i show the teachers just to get their feedback what are they number for the numbers that we need across all kindergarten for classes could you remind us how much is consumable and how much we will have for the class after that meeting or is there a section we have the units but we're also the consum this are much less significant than we have for the other units a lot of them are household items so the actual replenish may cost is significantly less than other units are you asking me about the adoption cost or the our kindergarten classes honestly i don't know the answer to that question but just looking at this you know saying ari if you call from the other units that we have these are cards for our concierge to do the local purchases just flipping through most of these items are things that we either already have heavy paper or pencil safety scissors straight pin struck or could be easily purchased locally so i'm not positive i have to check on that but i think that a lot of it will be done through first discussion you will see that we're going to move to replenish that cost into the individual school line items which will be an increase because this is not currently there you did the same thing many years ago prior to my comeback you're from mathematics so we didn't have to do it this year because we purchased enough for the additional to get us through this year and next but you will be seen in the next budget duration of those separate costs that we can discuss for adding to the school budgets in addition because you know as you know we haven't raised any of those l know that yes she's got a lot of inquiries to find out about it because as we're looking at the next generation science standards and really the emphasis on the practice is there ranging from inquiry to science practices and looking at that to be much more hands on as well as with the new curriculum framework with the emphasis on the content literacy standards that they are looking for a program that's going to better meet going into the content literacy at the same time of being much more active in corrie based so i know that if she could speak to bad though she had a lot of inquiries from out from other states as well from within the state and from other states there's always interesting messages from me wanting to know something ari people are excited about it i think they see what we see in it there have been some interesting educational powerhouses out there who have looked to partner with them so i think oh you're going to see and that still sort of not you know on the under development hi side but i think we're going to see that they're really going to burst onto the scene the next couple years that's great but we were trailblazers here yes we are but again you know we have lots of degrees last year we were piloting and i just you know want to read it we feel pretty lucky to be here with the ability for you in the community to provide resources because while we have a lot of interest last year we were piloting other people wanted but didn't have the resources together so i think you know we feel very fortunate not only to have been one of the five pilot districts in the country but also to be able to have the benefit to purchase that and to actually purchase something that's fabulous and just listening to the teachers and i know that you've heard this here before as far as one of the teacher larry riley the shift from the teachers and being the one to help the kids make the connection shifting to the kids really making the connections that's where the power because they are discovering it and when they make those connections then it's going to be more approval for our very dated textbook that we currently have this is the result of the business and industrial arts curriculum review that took place a couple of years ago and so you saw this evening just some of the work that comes out of the wood working class of the cad courses there's a need to update the textbook in the woodwork again both the intro in advance courses for great thank you twelve so we're asking for your approval for that but i don't know if mr grant would like to come up and talk a little bit more specifics about the tax really that they need to or why we need to update a well we haven't had a textbook since one nine hundred seventy nine and we just revamped our woodworking or intro advanced woodworking two years ago and we'd like to keep it sophisticated by having a textbook to it so after much research we came up with a book called more woodworking and the technology in sheena respectfully has changed since one nine hundred seventy nine the building practices are still the same but now the kids and the reason why we chose this book is because in it's ironic that your woodworking instructor rewrote the curriculum he just wrote it and this book actually almost verbatim follows his curriculum it's like they've wrote this book after our curriculum ok can we get some have a book for every student in there yes the book will never least like my cad program the book will never leave the classroom so even if we did twenty two we had a class of twenty five you know the classes w you know you've been talking about looking for a book you were bringing back the course and breaking the curriculum and it's wildly exciting i mean i see numerous men walking around this building with all kinds of really well timed objects and having been and mother asked to give a few of the right home i was hoping they would leave it in my car to get it soon but that's exciting to bring now along and it's very appropriate now that the curriculum as has been written and it's and it's been so well educator to the high school and we're going to be having health classes agreed to nine and ten for the first time in i'm going to go with a decade but it could be longer that could be shorter but really sure so we have to get here who is our new department had for a wellness k through twelve welcome to now and so as the committee know steve gibson is a wellness consultant is ending his second career the second one in and retiring again so we have to know it's going all of the work in the textbooks she looked at five different textbooks a lot of curriculum work that we've done this summer in preparation for grade nine and ten for september and in line with that work we looked at textbooks as far as those that are  aking that we're using at the middle school level and others that are available to see what meets our needs is far is the content for the courses for september so the textbook that we're proposing  middle school uses and i'm sorry i'm having allergies so my voice is bad i chose this one because it broke it down into skills based which is where our focus is going to be for when we're developing the health curriculum  it gives students the information they need to make educated decisions and each chapter gives them skills that they can use to instead of decision making conflict resolution communication stress management things like that it also has an on line tool that they can use for every chapter with activities whiney syrian says and there's a planning out in the front of it they'll be helpful in developing the curriculum it gives you ideas how to cover each topic based on how many classes you have to cover the material ready for a complete online textbook and i don't think we are ready you know yet something i think some years the country doing it but we we're at the point where we we like the checks wouldn't close for kids working group so you can see something there you don't always have to have a computer available for group wor in an online component we think right now that's the best plan for us and where we are no question i mean and you know just saying that and hopefully are all that this will be so successful in moving from town that we will continue a book approximately if if at the time we were able to offer that into twelve should we be able to do that as an elective that we just needed and an additional book that we probably would not have to be able to get more in depth on the topics that are in the shop so we'd use that as a big piece that would be the curriculum would take him into yes deeper conversation yes probably i mean we haven't really discussed that we you know we're happy to have nine in ten we have not really discussed what would happen if we had eleven twelve so absolute just being here yeah i just want to make sure i'm sure i would want to go on record now to say you know what would happen is we we feel so fortunate to have health back in greenside in ten that we're going to concentrate on doing that well activity but i had to orally meet the changes for the food rewards if you recall the last meeting so this time that's what the revision is you actually see that friend so it probably is a good idea to read two sections one under food so on page t of federal grants without this wording we would not be able to sell right underneath the border beverages guidelines schools will not use food and as rewards exceptions to this policy made only be made when behavior rewards or dip or discipline are a part of student the student's individual ised educational program i under physical activities and opportunities and physical education that change should read schools will not use physical activity or the with holding your resources and other  activities as a means of punishment or as a regular form of discipline exceptions to this policy may only be made when behavior rewards are or disciplines are part of and our internet policy for user students the district school district well educate all students about appropriate online behavior including interim afghan with other individuals on social networking websites or in chat rooms and cyber bulling awareness and re age appropriate training on online behavior cyber bullying will be conducted annually through the district district's technological skills curriculum and social skills curr regular part of our technology skills curriculum is really emphasized very very strongly in five and six and then reminded again basically in seven eight by the time we send them to high school we hope that we make that point about appropriate on consider our social skills curriculum and that also includes it so we really can have it two ways to move the technology still currently the learning how to use technology and also have the social skills curriculum so it is our obligation to provide that training and to say that we're going to so that it's not just left you know hopefully we will but maybe we will it's so that we will provide that training and i think for our parents it's probably reassuring to know that we will help students with this new part of life and it sounds of things and start to make those decisions on their own or at least under the guidance of their parents hopefully in the years and raise we've also this year been working on integrating with the new  framework where there's a lot on digital media and digital to the censorship incorporating it at a younger what would that look like even getting at that came one two three four level and what makes sense from a classroom teacher with what they're already doing in classrooms and so we've identified areas of how they can do that developmentally appropriate level such as you talk about footprints of animals but parents and that when you're online you're leaving them but you're leaving a digital footprint so we put it at a provide you with an overview again just remind us about what all the complexities of the new system and have a conversation with the committee about what this is going to mean for educators and for administrative years and just remind the committee we had so we're really happy that they chose to volunteer to come tonight because i think that's an important face of the work we've done here in foxboro there are many districts who are trying to get through this and decide how this can be implemented in the most efficient positive way possible i will say that the great thing about fox for the one great thing we talk about all the times we have such wonderful professionals here that take their professionalism so seriously and we've been working really does diligently we couldn't do this without them so we thought was really important to invite them here tonight so the questions about it or about the impact of things going to have an educator's that it's not just the ministers you're talking to this is really about all of us but it is especially about them so we welcome you up actually the microphone if you really really get to get where you got here so it is a requirement that we have a public hearing on the new educator evaluation system that we have a hearing in public before the committee and it is a requirement of the new law that the committee vote to adopt or adapt the massachusetts model so as you know our department of education has come out with a model get educated on which and system that it's quite complex we'll show you a little bit about this presentation and discussion we're going to ask you to make a motion based on your questions and you could be these recommendations it could be something different depending on tonight's discussion but those are the decisions that each just director is required to submit june twentieth i haven't that was when the regulations were adopted by the board of elementary and secondary education and we talked throughout the school year at different times from start from the updates of the work that we've been doing together the regulations are massachusetts districts will be required to implement this new regulation by twenty thirteen twenty fourteen we are in september because of being a race to the top district the model system you have within the forest and resources are there for this system as well as for principals to process and procedure and you directions all of the principal rubrics which you have in your package as well as the forms and resources and the nurses there are many that are not going to take up a classroom teacher and that would also include special education teachers so this new system is for anyone who holds a license any educator that holds a license the framework itself is based on four standards all of the rubrics that are very very likely that you have in your packet for each of the superintendent principal teachers and district level administrators are based on these four standards you can see here in this client if you look at the standards for principals and administrators instructional leadership would match over for teachers with curriculum planning and assessment for in minutes traders differentiating in the classroom and making sure they're meeting the needs of all students we're looking at that from a management not gratian standpoint when it comes to what are we doing in schools to help support teaching of austen's when it comes to  even the schedules of teachers and buildings the family community engagement professional culture and when you look at those standards across the groups for each of the administrators and teachers you can maybe hear it well within those just the church and you know sometimes in these deep presentations you lose sight of the real important details i think this is a great one for an incredibly fine interpreted incorrectly but you know if you're a parent or a community member out there  wondering what can we expect from our principals or our administrator our teachers these are for real of the things for each of them i think the big would be would understand framing the fact that our principles as an example are going to be responsible for instructional leadership you know fits right in line with the themes we've talked about recently in the committee and the fact that both principals and teachers will be focused measured on family and community engagement and i think is just terrific simple and appropriate and when you take those standards and they break them out and indicators and then further into elements which and that we work state you have you can see within that was and those are available for anyone to look at w does that look like and many of the things too that there are things that our teachers are already doing when you think about most recently and thinking about with quite again that the teachers that worked on the science night the parent engagement those kinds of things  cycle and get a little bit more in depth which hopefully i can bring it is to simply as possible with your very thick packet but all of these standards are really based on the rubrics this road map and it's developed to provide consistency in that shared understanding so we know across continents across rates that we are looking and measuring against the same practices we have a common understanding of terminology the organization a evidence will start to look at what is the tort particular standards that those rubrics are what provide that for us and with every step of the way we will be using rubrics within that five step cycle that we'll be talking about with this slide we're going to spend a little bit of time on this particular slide because that really good this is the system it's five steps here the r used at every single stage of this five step cycle this cycle itself is really about collaboration and continuous learning from everyone that educational leaders and the teachers depending on who the evaluator is and what setting whether it's the principal being evaluated by the superintendent and superintendent by yourself or by principals for the teachers and that the important point here is that every educator there is very actively involved in this evaluation process in years past and look to the person coming in and it was something in some systems not necessarily here something that was done to someone it was they came in they evaluated they walked away this really is a much more collaborative process and working from the very beginning of self assessment setting goals i'd like to just go through each step along the way and explain a little bit about this process so the first step is self assessment every educator will use their rubric depending on if they're a case load an educator our superintendent or a principal or a district level administrator to self destruct we're they are next to those core standards so ongoing improvements in our own professional practice that really is the point and to take responsibility for actually it is flirting in their growth and achievement so it begins with that's so reflecting and seeing we're we are the second step which is the goal setting it's looking at what our professional practice schools are setting them individually and setting them as a team so classroom teachers can work with their grade level colleagues to look at a grade level and develop goals as a team or develop goals as a content area if we're content specific but all of those goals that are developed are tied back to performance standards and back to them scuse me they're rubrics and they help those rubrics help to select specific goals that are going to be aligned to all of those standards indicators and then we build an educator plan based on that stuff assessment and the attainment of those goals so it means that the educator have that i later sit down together they look at where the individual is and to the self assessment they set goals they start professional practice and student achievement and then that is at play in that develop depending on whether the player will work a little bit different depending on where someone is at the very beginning that that starting gate so to speak the third step is the implementation of that plan a plan that includes well placed on the goals of professional practice and student achievement and every educator and evaluator will collect everything throughout the school year based on those goals to be able to take that evidence back against the goals the evidence is in three different categories it comes from observations from the evaluator it comes from products of practice things that we're doing in classrooms looking at actual student work and things that classroom  principals have done throughout the school year there's multiple measures of student learning it focuses on growth so student achievement but looking at growth over time one example if any cast as one key there are other multiple pieces but that is one of the requirements of the new regulation that we deal with cooperate and cas is available but it's not focusing on proficiency level it's focusing on student gro so as you were just saying we look we have a lot of information are ready because we have such a strong assessment practice that it's it's multiple and vary which is really important in the  cycle review depending on a teacher for looking at where they are in that group or can begin the end of a year or it can be every year it depends on where you're at a time period whether they're a new teacher or their teacher or professional teacher status so we see some differences based on in the past what have some of this up at the end in the current system some teachers maybe every other year but now it's a matter of every yourself assessing we're setting goals it just might be that our mid cycle that we're looking see where are we would be at the end of the year of the year into the year the year one we have a two year piece so it's a change in that word we're constantly self assessing and looking at where we are where we are to really promote that professional rating look like this chart that you see here at the graphic here is kind of as a snapshot of your valuation system as a whole and it is illustrates here two different parts so you see on the left side the and then if you look across at the bottom they fixed they were on impact on student learning so those are the poor that are based on the ratings and of course there's depending on a teacher with professional teacher status or nonprofessional teacher status different plans and based on the ratings that are given will be directed on it directed growth plan who would look different than a self directed growth plan directed growth plans and improvement plan so based on the rating summative rating from those four standards will dictate what kind of plant someone will have everyone will have a plan and those three are on the right that are circled are the different types of players so when it goes back to that self assessment where are we what were wells in the end the ratings based on those standards and then what is my plan look like as a result of this bottom piece here th rating on impact on student learning is not something that will even be looking at next year the department of that will be giving us guidance this summer we should be hearing something clear on what are the multiple measures i mentioned before we we also know we'll be able to use our own district assessments for that and how that really fits in that's is not a factor at this point in time so we're really just looking at this t the prince when we sit down we talk about it do we agree that these are the areas you'd like to continue to grow until there's something there's a meeting of the minds in other words which which is the whole point of it is to encourage more conversation and collaborative growth amongst all schools so i can't you know and this might be a question for a leader but i can't help but think that this is obviously very necessary it's very important very time consuming yes well how do we much more frequent basis so rather than just a couple very formal visit you going to see that they have a lot more in a little informal evidence of teachers able to provide floating here to show the extent of their work so time is probably everybody will be struggling with that next year and hopefully learning from one another we being one of the great ideas that came out of our committee is that in addition to the rubric we're going to spend some time summer creating you know with cheap to have teachers create one that will have cliff notes that say here are some artifacts and evidence that you can collect to support your ability to meet that standard so that they have a guide say oh ok i could get that or i do have a battle i know what that means for my grade but also something that's like a reference guide so we're going to spend some time doing that the summer rather than wait for it to be a problem where everybody is saying what am i supposed to do for that how do i show that i know why i do it what's my heavens we're going to create this summer and that will be helpful as we go along so we're trying to be proactive in understanding what some of the challenges of peace and being proactive about putting something in place that would make that a little bit easier a little bit more products the practice the multimode measures of student learning and other evidence so the products that practice those are what we currently has we have formal observations that are announced an unannounced that's the principal going into a classroom and observing teachers and those are required and announced occupations they're going to be more frequent than they have been in the past but they can be for sure in federation fellow principals can walk into a classroom and get a flavor of what's going on within ten minutes it's amazing how much you can gather and not having to be there but being more frequent you really have the opportunity to get to know what's taking place in the kids in the to determine what assessments we're looking at and we have many as we said before district based assessment and other evidence this is something to come and get in that apartment that more provided guidance by june of twenty things but one thing i want to add the top one of the most important products of practice is way beyond observations it's to be able to say here's a writing prompt that i did that show something so there are products of practice things i'm doing every day that provide evidence of what they're doing so it can be anything at all it's very broad so those are the things that feed into the evidence that you're using the rubric to say here's the evidence of meeting those standards so those core standards then that moves to a summit of performance rating where they have a it either exemplary or needs improvement or an satisfactory now i think it's really important to point out here that gold is pro fish it safe and the definition of profession from the department that is that proficient is the expected rigorous level of performance for educators it is the demanding but so we have to we can if that's a conditioning thing that we think it's good we have to condition ourselves to profession is to me ending that attainable goal example reserved for those things that are just you know we could lead to that next level so that's going to be true for me to the principals and administrators right down to the teacher level so we have that's but that's that's definitely something that we have to condition ourselves because when you look at a rubric we want to for our force get a group rate we kids want for everybody want to go but that is very clear which only provides very positive elements for the public i just worry you know when there's ranking systems that we you're conditioned to think that a certain level is good enough you know it's the whole good enough so i hear what you're saying don't agree not in the level of standard to take the difference on almost every single indicator or every rubric is that you're not only at that level but you have modeled more coached others in that particular so there are only limited opportunities to be able to do something that level so when we looked at the difference between the two is not in level of skill or mastery it really is you know i am i'm this but have i had the opportunity or avail myself of the opportunity in some cases had the opportunity to turn around model coach somebody else in that particular area so that would be a challenge for us because we can't have the expectation that is an acceptable performance is such a down but i struggle not to this coming out of our school district for discovering the state of my struggle when we say the goal is something below what the top but we have to be careful because we if you want to change some of these things that's fine but you cannot get the change certain things and that's one of the certain things you cannot change so it sounds like we collectively we have to change our mindset about how we approach that kind of leveling because i know what you're given certain district because of mitigating factors that might not really compete on it and not a clock when you have a rubric that's as neat as having thirty two individual elements under twenty different indicators under four broad standards and you know i try to measure that is but the thing is that the departed created this structure for us to change not change the mindset of people where we want to get the a we want to get before you know when we'll do it often isn't there was the intent it is about growth so over time people will grow into having the ability to be exemplary in some of the things but we don't expect everybody to be able to model demonstrate for everybody else constantly in their peers you know thirty important to continue to have the conversation you know sitting here it wasn't that many years ago that we were sitting here and we the dilemma was oh my god perience didn't want their child to be proficient and we had to say you know proficient highly skilled and then of course they came out with for the tweaks in the end so i think what's important is that we continue to talk about i believe the system is that all of us would like and i hear you bruce and i hear you kate but this is to get everybody proficient i do think and i am not quite sure because my feedback is the rubrics and the free ones are two months that we do we will take it now but i believe the summary will be most meaningful and yes is that we're moving we're making sure everybody is on the same page using the same standard and bringing to a profession we think it is a standard employee performance review this it's it will be eventually but it's not today what it starts a dialogue on and i think the words that my boss used in here talk about me i'm going to know they'll be level within that profession category because the but the system doesn't identify and identify those specifically right now nor necessarily should we all would want as employees if five stuff up five standards we you know what best practices in business i take it or leave it the gold standard is for ok so there's been a shift with employees not to go to far but to call a spade spade a and most of us will be they don't call it profession they have an other words for but it's solid you know probably hard for us to it to do this for the public but i think that i think you have to keep reminding it's a very and if it's a very different shift but i think the department's trying to do is if they're saying growth or encouraging this growth students which is their current you growth model so not sort of draw the line in the sea and kind of thing so it is a big shift for us and i would say that they're going to struggle model that the growth model is again the gold standard in business this but it truly is a two way conversation and it does take all of that but this is the gold standard because it's not just your performance today it's how well your performance be six months a year or two years down the road because if you're looking other the other point just to make sure we look at those four standards as an example that the emphasis is on off four but in order for that some of the performance rating if you are those two standards and it's the same with the administrator one it's really the focus on again putting students at the center and experience growth and the professional growth of the educators as well because this we refer to it as our keep character is really what is our current state of affairs and what will it look like with the new system so from a classroom teacher or from a principal or you know myself or david you know what does it look like now and what will it look like in the new system currently there's not that self assessment piece where we are right fall within those thirty two elements on those rubrics and within those who are standards so you add that self assessment piece in it self reflection it currently there evaluation cycle now it's a two year cycle because at the end of year one you're reflecting on where you are as your is your mid twenty's so it's something that's taking place in italy still be still constantly be in cycle whether you're in the two year cycle you individually who your grade levels are with your content area teams it's much bigger and taking more ownership of all students not just the ones even in your classroom we're looking at grade level or content goals formal observations we have the now will have formal observations in their system the difference here is that the there's more of the informal walk to there's multiple walk through that can be assured of duration the current time we might have a tool a school class period where you might have somebody come in  instead for twenty minutes because they have to come in more frequently so the value waiters are working with the people that they're with valuating much more frequently whether it's through classroom observations or through connections of what work we're doing based on our self assessment and those artifacts that we're collecting throughout the year as evidence for meeting the standards on the river and this is a little bit more of that i'm more into the specifics  going back to the cycles we have one year cycles for teachers with nonprofessional to teacher status those in the first three years they stay on a one year cycle in years one through three the observations that they currently have are three you'll see that it moves to a minimum of five observations with four of them being an unannounced and one being an ounce so again more frequent observations are taking place in the new system in years two or three does it have moved from a minimum of five to a minimum of three which is what we currently have so you see again the the frequency the standards based rubric and the self assessment there are the women with mission and then if it teacher is in  into effect and depending on the rating so there it's these the military there should be improvement and satisfactory the planes that are developed and then the observations that end up happening because of that rating there are differences there character according to whatever the rating is that the individual now it'll be easier to pick on them i mean calling them but i i think our district it sounds like compared to others but it is really moving forward quite well on this process and as amy was going through that very well i couldn't help but sit here and think claudia that you and todd and the team you  represent must be pretty special honestly because i think i think if you were digging your heels and i think i'd be hearing different things from the superintendent so i appreciate the trepidation i think i feel that way too  the messaging we've heard from the superintendent is you know i think we're pretty ready for this sort of ready as we can be and i suspect i suspect that not every district is having that kind of discussion right now well i think from time scott who is the head of the as we go along with every detail blazing i mean thank you very much for taking the risk because this system is going to have the gold standard in terms of evaluations it won't be next year but it'll be very shortly thereafter because that's how th years and we will have gotten here it's state of the art stuff that's been driven top down you know what if we didn't have all of you go in bottom up we would never get so thank you for billing being willing to go to radical decision before it actually happens and so we do anticipate that to your smell hope look exactly like this but we are compelled to follow their system until we have evidence that we think something different will work better well i will throw it out there that i think we will be making this better and part of it is that we will have there will be the normal ease of use but this form will look a little different and i'm very excited that we're we're adopting because i think that makes sense for where we are i like the fact that when it comes to our contractual language of this is where you are superstores you are willing to take a further risk work with us and we're not adopting we're going to we're go changes in the language we were going to advocate for and then we let it go for a few things here and there most of them we divided into groups and we thought ok that's standard that indicator as it is we may know it's as is this one we like the word and so that whatever it was some were more and then we we let it all sink in and we looked at it again and then i think two months later we went back to it and this is the question was let's go back to the changes we think we'd like to make to the r and say is this enough to cause us to go with adapt or is it really and we went through all thirty thirty two thirty three elements in the rubric and said is each of these things that we discussing for to get enough to say we're not just going to doff we're going to adapt and what it really came down to is all of our questions related to what kind of evidence how are we going to get there then so we decided that the site cliff notes that it wasn't make the one that we are wanting to adapt is the contract language so you have the contract language in your package that could go over some of the highlights we looked at that some of them were as simple as timelines from may fifteenth to june first talking about the heavy workload for the evaluators by giving those additional fifteen days allowed for it to be more in line with what we already do so it really wasn't making it a change for our teachers that that was a big piece because we think of june first versus maybe fifteen so it kept it in line with our own timeframe it allowed a little bit more time there and i have them listed if you want to kind of to look are that we have people that provide information through observation such as department heads that we wanted them not to be the main person as the principal as an example is so we change the language so you shall assist so if evaluator what are principal in the very collaborative way they don't want to not have a part in their process because they support the teachers and they collaborate together so we've wanted that to make sure that if they're in multiple buildings that that observation process was something that we were able to support them by having the perspective of the multiple evaluators from each of those buildings with a lot of discretion on to go out survey shifts because we wanted to make sure that we were willing to do videos then we could agree on that so they were all a dream and we all said we want to have knowledge and say yes i agree to be videotaped it now i'm really hot for the videotaping so that way which was just talked about before on page twenty two there is the language in the contract language that talks about at the employee piece if someone is theoretically would be additional compensation for people at those ratings we is talking about that workload piece they have articulated to actually where you can pull out of a hat that little or the number of the person and figure that they were evaluating from one year to the next and we didn't really understand the full out of a next year what that language says is that after one year because they're at a compressed version and not the school two year cycle to where there would be at the end of the first year that they can not pigs and everybody the other fifty percent is going into the two year process that there has to be something in it for saying well doesn't need information to begin with unless i have a serious concern this imperfect system it's like a hold harmless clause for the very first year something that makes all of us kind of exhale but that we know we're not going to be perfect you know then i can be perfect to collecting the evidence and ones who go along and i think that was really an important part of the whole spirit of the new evaluation systems to do things things in it that we will want to do differently and we will learn from it and say do not so much of you know that part overall the intent and the way they are structured it is the right direction that it does mirror what we expect of kids and what we do with students it is about learning whether you're talking complex perhaps revolutionary and the most difficult thing that's come into massachusetts cation at least twenty years maybe more so this is complicated it's complex it's challenging it's a really good way and and you can see from the discussion the motion it is very complex so i decided this might be the only time that i ever type i would like to make a motion on the district educator ration that comes before the school committee and the motion is in several parts and there are five parts to this  district level administrators with individual employment contracts in group work for classroom teachers and a rubric for caseload educators imprint the cs meaning instructional support personnel and  what's happening with the superintendent process and timeline and i was able to speak with you know my physical tonight but we did speak this week last week sorry because she's my subcommittee member for superintendent valuation so we just had voted on the superintendent val uation process there earlier this year so at that time you had you had already taken a preliminary vote to go with that the model for the superintendent so that you could move forward with how that was going to be constructed from  so for your discussion tonight is the only thing in the discussion of the evaluation system as a whole and particularly of mine and the support materials that come with it we have one more meeting in june which is so if we expanded that retreat that might be a great opportunity it is a public meeting that i could present to you the documentation of materials my evidence my artifacts and your goals that you will get a lot of materials that that we can discuss it in the new taken a consideration and perhaps take about a month individually to cooperate with me for clarification of anything else that you see in the air and then home for the individual committee members after that consideration during the month of july and august are you going to be looking at both my goals if you remember from january or february we're talking about building look at my immediate goals into this whole rubric system and i think you heard we agreed to collapse it not use all the forms were you not going to work on the thirty two hundred elements you can work in the twenty indicators on the four broad standards for the first year and then at some point it could be the august regional in august meeting just before school opens in fact i think this year it's the night school opening so when we open the next day with teachers i can tell them that i went through it and survived and that it was actually a great learning experience but it could also be done in september so if we were used to it i like the idea of choosing the you know what the timeline is going to be so we just want to be clear on that and i know you keep being participate here as well so i just want to be sure what the timeline is so that we are all clear on what's happening  i'm just wondering you probably need a lot of those four hours i'm just saying one thing i don't think it's just you can do your piece in just an hour so you know we i'm fine for the twenty third but i think the i think we have to be realistic that we probably want to thirtieth june thirtieth but i made a commitment to our superintendent that i would in fact complete her evaluation i'd be ready to do that but the forms in the process are still evolving and so i would like to use those trying to reach out and i think it also goes back to a discussion that you information and then you're going to ask questions about the standard so that you know as we just heard it's going it's a time consuming process so we're feeling our you see how quickly the challenge of time is the biggest obstacle here so what i would like to do really is agreeable as a tool to get a sense from you once your compiling all your information how much time you think you need to present it to us and then ok part of that being an interaction i mean real questions and we always have this or that as you have in the hope that maybe also another form for people to get that with you in their lives that i would hope people would do that because even that night as as often happens here if there  ask those quite frank russian so that you can then make a more informed assessment so i would hope that people would feel themselves the opportunity to have a meeting with italy's for clarification my two cents better because it's up to you as chair but i would think i would the budget as well as dealing with someone resolve issues and create some equity or technology we are down to about a surplus about seventy seventy dollars i anticipate that will be a little bit higher for the next meeting because we haven't closed out all the expense accounts as you know during june first usually is the end of the p o cycle so we have shut it down at that point so now it kind of collecting all of the file data at this point to see how each building stands use a temporary replacement in and most of our shortfalls were in the expenses which is not unusual when you consider you really haven't changed expense budget for five years so your place to happen and  cost to rise so i think at this point we have been able to meet some of those challenges that we were talking about last meeting and and still at this you know it's like i said i expect we'll probably fewer funds left it makes me to make a final decision as to what to do with  should consider we do not have a full policy on it's just been tradition in france for all who hands out diplomas whole gives graduation speeches we've always that is the tradition so if you're going to change the tradition and maybe you do want to have a policy i don't think we need it but if you're going to change the tradition because katie really should give out the diplomas but if you feel that differently then perhaps you need a discussion made a motion a second in the roll call vote to go into executive session to discuss the draft of the collective bargaining agreement or the fines for educational secretaries association as an open meeting may have a d effect on the bargaining position for the school committee the committee will not in this is a change return to the open session tonight but we will go then our next meeting on june eight