one of our regular meetings of october two thousand and twelve to order the agenda will be visitors approval of minutes teaching and learning highlights reflections on elementary summer elementary math report card update school and culture climate review of the draft acceptance of a donation massachusetts school building authority funding update school committee discussion turfs field project a school committee vote to appoint voting delegate for the massive annual meeting in november and other matters and he visitors being let's go to the minutes for approval of minute every summer with the new framework and what you'll hear a lot more specifically on the transitions that we see as now there really is a need for summer learning to extend past summer reading in order to fight against progression over the summer when the students and in order to do that we need to look at what we're doing for me as well as reading so with the new framework and the focus on them that fluently a lot of the city being able to school and those problems were sort of a mixed review of skills taught during the year and are just patient was lower than we would have liked and i think we spent some time talking to the teachers about what could be really meaningful to have the students work on in the summer keep them engaged avoid aggression and actually impact the classroom so that they could come back being shallower than they left so it was sort of our little experiment so why did we focus on math facts well based on our assessment data we can see that math facts continue to be a challenge for some of our students and that's a really important thing because research shows that math that fluency is a key indicator for future success in mathematics and it's a critical under accessing more critical i mean more complicated math concepts so that's an important piece also with the adoption of the new massachusetts curriculum frameworks that incorporates the common core state standards there is an expectation of mastery of addition and subtraction facts by the end of second grade which means we're no longer supposed to be instructing on it in grade three and there's also a similar expectation at the end of great four for multiplication and division so what our data showed us about  retention of math facts we were given time test before and if you had students in the district several years ago they took a math test fact tests all the time and in spite of that we were still seeing that the students still didn't know their facts they weren't retaining them they were still counting on their fingers and they really did not have that automatic recall when it came time to compute with large numbers and counting was no longer practical they really ran into some difficulties because you only have so many fingers to count on and it's pretty easy to  track we saw that students did not have the understanding of number relationships that we would like them to have and also that the common core would like them to have understanding how numbers relate to each other so for example if you forget a fact if you're a first grader and you forget eight plus seven but you know seven plus seven is fourteen and you know eight is one more knowing that relationship can help you get there really quickly without having to count on we also showed  saw that addition is not being mastered by the end of second grade like we need to be and multiplication was not being mastered by the end of fourth grade so something we spent a lot of time looking out so what the research says is that number relationship provide the foundation for strategies that help students remember basic facts so as october it was mentioned last year we implemented a fact fluency program we started in january a little later than we would have liked but we had rolled out the common core that focuses on different strategies like the one i just mentioned doubles plus one that helps students understand the number relationships before they get to the facts that there was action is so important that the end c t m the national council of teachers of mathematics identified the development of math facts in elementary school as a focal point for grades one through four and they talk about the acquisition of basic math facts happening in the following three phases probably not the way we learn them because i had my coffee can and i flash cards we had to memorize them but phase one is constructing meaning and having strategies so that you really gain numeracy and you understand numbers the next one is reasoning strategies well i don't have it immediately but i know what i have to fall back on even if i forget and then the last phase is working toward quick recall once you have all those other things under your belt so this is just an example of the new second grade content standard and you can see that by the end of great two students must know from memory all sums of one two digit numbers and if you look at the bottom they reference back to the grade one standard for a list of mental strategies again focus on conceptualization and strategies for great for similar using place value understanding and properties of operation to perform multi digit arithmetic and then at the bottom know multiplication facts and related division facts through twelve times twelve something that's a standard so with all of that information and the constant conversations we've had about math facts we divide our action plan which you gave a nice overview to so last january we incorporated strategy instruction into the classroom and we're using a program called box of facts which you've probably heard about before it compliments the think math program beautifully and gives lots of games and practice for students to see those number relationships it's not about just hitting flash cards over and over it's about understanding the numbers and also  we also have a push to make number of relationships explicit in our daily instruction and we actually establish proficiency goals for each quarter so students knew that they were on the right track in advancing their knowledge in order to monitor that we have quarterly assessments now that we are giving the next part is what i hear about today we redesigned our summer math program to provide this ongoing support in practice for students so they could continue to work on mastery and so we could send the message that this is really important so our goals for the summer math program were of course to strengthen number relationships and math and fluency through conceptual representation and strategy practice and then the second part of that was summer want to make it fun  in gauging wanted kids to want to do it so with that in mind and thinking about where what we're competing with with kids with technology and video games and what they like to do on their cell phones we figured we would try to offer some technology solutions so we had a website option that was actually a subscription that we purchased for students to go online and have their profile and have like a password so they could go in in addition to that one there were other web sites that they could go to play and there were games to reinforce them there were a selection of apps that could be used on the i pad i phone i pad all the i's and then it's students for a lower tech option because not everybody has access to those things we offered strategy cards and i i'm picky about the language it doesn't say flash cards it's a strategy cards because the cards actually explicitly show the strategy so the kids can understand them so parents got a packet like this and they could choose their option and then depending on what option they chose they got information they got the list of websites which ones were required and then what they had to do because part of this for me was tracking how often the students went on how they performed and checking in to see how they did so for the website option the one that was required the website did it for us which was great i could lock in and see how students with progressing i could make comments for the apps i had a really good time going through about three thousand now that's to see which ones would be conceptual because a lot of them are not and came up with this list the one that was required didn't have the strategy with it and we set up some email accounts just g mail accounts so that students could email their results so that i could track that way and then let the kids know and send them back a message saying you know good job good work except and then the last one are the strategy cards and this is kind of hard to see but they use ten frames and dice models to students and can see a representation and this one is five plus seven in a says strategy doubles plus to think five plus five plus two or so and then there were some directions on how to use the strategy cards so characteristic of this the choice  election in may and then the follow up in june and i will be the first to admit this was a new initiative and it was rushed at the very end so some of them maybe didn't quite make it home in the backpack or made in the backpack when they made it out but it was our first stab it ok so that's a better example that you can see the one the left is an app called sushi monster and the kids can do addition or multiplication on that and the idea is to make combinations of numbers on the sushi to feed the sushi monster the product or the song kids love that game is very fun i get emails from parents saying this is a great game my kids really like this a lot and the one of the right is hungry fish trying to make combinations that add up to that number or multiply to that number again we want kids to see how to take numbers apart put them back together and then in the middle you can see the strategy card there for parents who maybe didn't get this home in the backpack we also had all of this available on our website on the summer math link which is on the facts for a math challenged page so they could print out the apps the overview everything that went home was available there and i set up a different e mail address for those people so i could track them separately and i did get some inquiries over the summer from parents saying you know i didn't get this i heard on the soccer field and so i was able to direct them to a website so overall participation this was our first time doing this and we had the three options so that just gives you an idea of how many people enroll in then the percent of results that were reported so i will just say the strategy cards have dashes because for those i didn't have an electronic way to track them people had to hand in a log so the data was kind of soft i'm not exactly sure but for the others i could actually check in and the one thing that i will say is that i think when people signed up it's the beginning of the summer and you know work say they're going to do it and then it doesn't always happen because you know summer is a busy time so we're just hoping next summer that our numbers continue to go up a little bit and that we get the message out and that's part of the reason why we're here tonight the feedback that i got from parents and i let you take a look at it i won't read it but it was overwhelmingly positive and it's great that parents took the time to provide feedback there's one more slide of a couple of feedback pieces that  received like the one on the bottom my son was moaning a bit about doing the other day my daughter will be in fourth and has always struggled to retain math that says you know this has been great i really improve with my math facts and i've never been this good before that was great just to get one of those would have been great and we actually have several so it's very encouraging and as i said i think the more that we talk about this and people understand how it's different from it was when we were kids the more participation that will get  then just not submit absolutely so it's quite possible that there were people who didn't eat me on their results and the only one that's the exception to that is the website that we subscribe to because if they were on it i could see it and if they weren't then i could see that too so i was just for my own curiosity we're giving a baseline assessment in september and i had this grandiose idea that all the kids were going to do this and they were going to see this great result then that will happen just not yet but  but it was on go into for her as well and i learned a lot about how to do it much better and more efficiently next time that we're growing we're great here now you know what the moaning and groaning was about because we have a granddaughter that was involved in this yes you do is saying take time to slow down and master these ideas before you move them ahead and i think if we're honest we were pushing before not we just as foxborough but as a nation there are great multiplication if they have not mastered addition they should not be doing multiplication so that's why it's important to take the time and really help them to understand it so yeah i would say that i feel very excited that we're starting to see progress being in the right direction some of the things the kids say blow my mind and what they're understanding and i have this hope that i know so many adults if we polled one hundred adults how many of them hate me a lot and they don't like they're in their ninety's that's right so seriously that we're going to change and people say that's how i learned it but how i learned it made me not really accountability has to be some accountability but i just you know i hear from everybody from my patients about their kids and how everybody i'm like what is the state doing that nobody is getting on top of us i just don't understand so i feel like the amount of energy we've put into it and now having the tests and then the next frontier is just continuing the dialogue so people understand how important it is and why it's so important for future progress you know you do have to give your purse for the people that are recommending you know you have to do this you have to do that but they're not looking back at the results and trying to understand maybe we can achieve this at this at this rate and maybe we need to backtrack a little bit and i just don't either they don't get it or we don't i don't know but there's something that doesn't  parents involved in different ways that might you know really work and just constantly try to learn from everything we try and that is exactly what we're trying to do with this is a great example of it's all thankfully but you know it's nice to work in a place where you're allowed to sort of communicate with in your mind some blend between the strategy of teaching math these days and the drill and kill a great question because my my own experience is that kids are able to think more creatively about math now but i think there's some amount of that drilling the facts are probably still valuable yeah i think i would refer to it as practice rather than drilling but that the research says that you really need a combination of both and so it's when that happens and actually i  open house had the teachers give out a developmental continuum to the parents which i probably should put up on the now they're saying it and it shows how in those phases phase one what grade it should happen and what skills you should be working on and then when does that practice come that like you know you now you've got to get it quick and there is a time for that the problem is if you do it too soon it's an exercise in futility because you're just you probably practicing it wrong or you're relying on counting you see the hands under the desk you know they're trying to figure it out so it's all about the sequence but absolutely and that's why we do have the time to sestinas in place and we were just talking at grade level meetings today about where can we put in more opportunities for students to practice in writing without it being attached to a gr and so we talked about making a center where they could go and put the headphones on and listen to a fact write the answer and after five seconds hear the answer so that they can see if they got it right and just giving them that additional practice but after they've had the strategy instruction to sort of put a practicals been on there why both are needed i think if you remember the way we used to try to remember things if there was one particular fact that just escaped you know what say you could always remember what nine plus eight was but you can never remember when i was  reason how many times my brain have to say well i know when i'm close to it so i can just go down you know and how many times my brain have to repeat that before then i know the new facts or your example find it was seven or seven and i know fourteen easily but i just for some reason i mean second grade i can't remember equal say how many times is my brain have to say double it now or two and then by the time you know how many times it might be different for me than it might be for you or for you before my brain starts kicking at sixteen right away so that's the balance twelve times twelve and you can test this out with people you know if you asked them you know thirteen times even a one did thirteen times six they might have to pause and they memorize that one so what if they thought about taking the numbers apart and bring them back together ten times six three times a pleasure to hear from you because you're always so easy as to make it seem so much fun so it isn't binary creek well you know but you're very creative and you know you talk a lot about how learning has evolved and changed in the teaching piece of it and you were just mentioning about putting something up on the website how do we gear this way teaching to parents i mean especially people in my generation and younger and older and you know that we understand and get that there is a new way of doing this because i think i'm sure that some parents we think well johnny or susie has to know what a time seat is right a certain degree so it's a great  impression to it and something that we've talked quite a bit about we're having a parent and i don't want to steal the thunder from the next part of our presentation but we are having a parent presentation on october seventeenth at the barrel we'll tell you more in part two that we will go over this fluency plan and point people again to these web sites where all these strategies and apps all of this is still available it's not gone because the summer is over and there's something exciting going on in the district that i would love to bring to you at another time but just in a nutshell as teachers get document cameras in their classroom and they're becoming more creative i have seen teachers creating videos on magic square or across number puzzle or all those things that you're like what i did i don't know what that is and the kids are on the i don't see the kids but you just see the cross on our puzzle explaining to the parents how to do this and making our own little almost like a kind academy way the kids are explaining everything so i think we're headed there to make sure that the parents because that's part of it if we want to do this we need to inform the parents so they can parents are very well intentioned and want to be involved and often say what do i do because that's not how i did it and they just take out you know whatever they have so you're right we need to give them more coming soon may remember that we came forward last year with the kindergarten standards to revise the math questions for kindergarten and at that point we said we would be back at this point in time to talk about the other element communicate that to parents as far as so they understand what the standard expectation for mastery at the end of each grade level is because the new framework really are taking a late step very specifically so we have gone and looked at each of the elementary report cards and for the most part you think about the purpose of a report card it is to communicate progress for students and you will see that there is a lot to communicate here and what we've done with the math standards we've pretty much doubled the number of standards that we're reporting on it each grade level we are not here with the english language arts part even though you may remember that we have a new curriculum framework there  you'll see that we doubled pretty much the number of standards that were reporting on but instead of going through every single one of those standards on each of the grade levels where else and i wanted to really focus on where the mathematical ships that are taking place importantly what are they what students are required to do and then kind of getting to your point over here parents what can parents do to support the shift in that manner and what kind of question should they be asking knowing when they look at their work part of the conferences with peers but that i'm going communication so allison has worked very closely with every single teacher and them in three schools everyone has been involved in this which is beautiful may times you'll have to select teachers from each grade level but we've had every single teacher at every grade level working on this to really look at the shift from what it was to what the new expectation is and how we can best communicate to parents through this progress so we are going to and i will let out some talk specifically to these as we go for it ok so the first one we talk about is the shift in focus and actually debbie alluded to that earlier the common core and the new massachusetts curriculum frameworks have the cluttered the standards so that we can say which ones are the most critical for the grade level and sort of gave the teacher some breathing room to focus on those and get to mastery so that students really know it before they move to the next level the next one is coherent so that's thinking about how does it work from grade to grade and understanding what comes before you and what comes after you so that teachers can hold kids accountable for what was before and debate that knowledge and  there it is right in the middle there students are expected to have speed and accuracy with simple calculations and we want students to structure their class time so that they can have the time i don't like the word memorize there but that's a definite from other districts interpretation but through reparative repetition and conceptual understanding we're talking about earlier deep understanding and that sort of relates to the fluency piece i've been talking about really understanding what you're doing with numbers it's not not exactly ready they actually don't just get the answer right because of a trick they learned and when you learn it you retain it the application piece and this is what we're seeing coming down in our assessment questions students are no longer just expected to do a calculation they're expected to read a problem understand it and then apply their knowledge to tackle that problem and then the last one dual density that's the part that bruce was just speaking about practicing and understanding being able to do both and having a balance there because before there was just a lot of the push without so much of the understanding and this is so this is going to describe each of these focus series a little bit more specifically but i think it's important especially with parents who have older children you may have a sixth grader and when you don't have a third grader thinking back to when that child was in third grade the focus has changed because we're really looking more narrowly so we're spending time on fewer concepts so you can't automatically think will john did this when he was a third grade because it has changed with the standards and then what can parents do here really understand what is the  very clearly laid out on the report card that's the in the year expectation for what students should know when to be able to do spend time with their children on the different priority areas within math and talk with their with th teachers as far as their progress and a lot of the top where it says learn more about less that's it in a nutshell that's what that focuses current going across grades we are building so we talk about really the focus on addition and subtraction and second grade having that he understanding before moving to third grade but we also see coherence across grades and building on skills and as far as parents think about where your child struggled in the year before and how that might impact learning for that next grade level and really advocate for your child to make sure that if there are  gaps in particular areas whether it's negative numbers or fractions that's one of the things that as we shift to this new framework that teachers and we're having to be very cognizant because of the shift that any gaps from the old framework to the new framework that we're addressing those so we're not imprecise in a gap that they are just because of the shift to the new framework that's based on the common core speaking to alison's points before if you don't have the fact one c early on and really own and understand numbers then you're not going to be able to have success with fractions as an example later on and then if you're able to be fluent and have a limit to city and really be able to decompose numbers and put them back together and or stay in the relationship of numbers then that will lead to understanding with larger concepts with fractions that leads to our many still say why do we have to learn th really giving the connections to real world applications so that they understand that there is a reason that they're learning algebra and then success in college or as we know with the college and career ready ness which is the focus of the common core to be ready for career or college the speed and accuracy we talked a lot about that's not spend a lot of more time here but practicing it really is what allison was talking about before a lot of practice through games through the apps on the i pad i can't speak to the ones she would find the app when she says she went through three thousand of them i think she really did i really did just that i would take a moment introduce them to my children train this one out just to kind of get ideas to who really is having a lot of practice where it's fun and it's engaging so that they do become fluent and it can be a game for parents i remember last year and there are a bunch of kindergartners in the hallway to go to the bathroom and i just asked them if they could show me with their hands had it different ways to make it ten so i said if you had eight how many more would you need and they held up the two and then if  were seven they have the three they were so excited to do all those different combinations so i think part of it is especially if as a child you had math things i eighty to not bring that along with you know but to try to say ok this is different now and it can actually be fun and tr make it fun for your kids and doesn't have to be hard and the important piece too is those strategies that we profit out sometimes we and i know this as a parent myself you want to go to those other baby facts but if you're working on doubles plus one of those different strategies try to know what those are in the more we can reinforce those that's what's helpful instead of thinking oh i want to push them we really want them to have a solid with the ones that are at their grade level expectation this just gives you an idea at each grade level what the fluency requirements are for that i mean to study it so that they master these things by the end of those grade level know it and do it it comes back to truly understanding why we're doing what we're doing talk about it the more that we can talk we think about more language and reading we need to have that oral language and math math talk is critical teachers take the time to really have students come up and of different ways i was in a classroom the other day and they were taking the number ten and the different ways and they had time in front of them and they were showing that if i have ten tiles in front of me i can move them around and i still have ten if they talked about what if i move them this way or if i took some and added them in a different way and i'm still coming up with a sum of ten that next part was a student came up to the document here rather that kind of like you think about the overhead projector but instead they were able to come right  the teachers which is right to that in the student comes up to explain the strategy and the student then comes up and explains their strategy for finding sums of ten is really important they have the opportunity to talk and it's the kids talking to the kids because many times they listen more and to see that there's more than one way to solve a problem and that now one way is better than another way or the way they didn't think up and they do get very excited about all the different ways especially when they can show it under the document camera their solution to the real world applications really understanding in what situation you use math the more parents will talk about it they may think that it at times falling on deaf ears i that but it's amazing how it comes back in different situations and you think oh they weren't listening or they'll ask the question later that let you know that just by talking about it that i think that they were listening and giving them the opportunity to soften problems and give their own solutions of how that they would solve problems and by doing that they get some experience with what your math applies to which situation and when i suppose to use you know what in them when i was in school it was this pages on multiplication so i knew every single problem i was going to have to multiply i was never in a situation where i had to think about that for myself to want to expose them to more opportunities for th thinking fast and solving problems the more that were automatic and we're not getting stumbled over something such as basic facts or just easy concepts you're able to move to the more complex and we want them to be fluid with this problem solving and be able to move within concepts easily and that is going to help by practicing so we want to make sure that our opportunities many times will say make sure you reach the point of minutes at night and that whether it's using the app whether it's doing a game whether it go fish any of these other things that parents take the time to really practice whether it's math facts or just problem solving in general connecting back to real life before we talk more about the parent information night i just want to point out to that on the report card that you have with the standards for each of the grade level with the with there being so many in some cases you know you have  everybody announcing it as many possible times as they can so teachers are putting in the classroom newsletter schools are putting it in their newsletter that will be up on the website and i believe there is even an e mail blast they're going out with people who would really love parents to come and learn  said the other piece too and one of the things that we'll talk about that here at night is that when you have that many standards and you think about that's the expectation for the grade level of the end of the year you're going to have certain standards that are not assessed meaning that it's addressed rapidly within problem solving but there's particular standards as far as a formal assessment does not take place so you might see and in a for not assess and term one as an example but the amount of information that parents are receiving still exceeds what they see even over all last year in the real world is a good example of that came up today actually i was meeting with first and second grade teachers and they were talking about how they do graphing sort of with the weather and with the calendar and they do it different things but they said but we don't actually teach graphing in the first quarter so we're not going to assess that at this time because even though we're doing it and the kids are exposed to it it's not really fair to assess them on it and we haven't instruct but when you talk about the frameworks and what's expected throughout the state i always have a question about what if it is everybody on a level playing field in other words we're teaching here what  grade level already had those things unfortunately that might not they may not have mastered normal whatever i would like to think that when our students leave here that they're where they're supposed to be but i just wondered is everybody doing the same thing we're doing or about being well the common core is common so all of the states that not just massachusetts so we had a student move in from another state they would be exposed to the same curriculum now within that the programs might be different  so for parents at home can see us you know i think it's pretty good makes me wish my kid from back in first because it is you know there are ten or twelve line items roughly per grade that specify what your child can or can't do skill right much from that absolutely well so i think this would be pretty clear for parents to understand exactly where their children are and where they need to continue to work so i think that was the g this exactly the point of a true standards based report card is to be able to really communicate specifically what you call priority work but what do we really try to focus on and not just be able to report to parents you know your child go letter grade or number grade or whatever it is in math was we're not sure what that means usually for every child the things you're very good and there might be other things you're still working on so what tristan is this report card really just shows where the child is in relation to the state and not reporting to the end of line with the common core so you obviously improve the kindergartens to switch last spring and we're asking you to approve this the changes in the elementary math grades one through four report card so the yes a little bit of background we talked about culture and climate for quite a while here at the committee level as you know a year ago we conducted our first ever culture of the year ago last february and so that would be six months ago we conducted our very first cultural climate survey in our district we surveyed all parents who came from twelve staff k through twelve and the students in grades six to twelve to see what people's perceptions were about the culture and climate  individual who will stand in the district at large this that activity came from our strategic plan and which was approved by this committee in may two thousand and eleven and in the one umbrella objective under culture  climate and communication with all the constituency groups what we realized is that we couldn't set cultural climate goals without knowing where we were so you have to have baseline data and know where you are in order to know where you want  so it's similar to a road map you are here you know when the map we don't know where we work so that's how we spent all of last year collecting a lot of data so just for a little background i put it in the school committee packet a very recent september for supervision of curriculum development a cd most of us who are in ministers have a new curriculum belong to this organization and they got a piece of a community and it's called creating create a positive school culture so obviously might be the whole thing but i just like to read a little bit because this really to me explain why are we spending so much time on this and why should everybody and the title is create a positive school culture jump around a little bit so the school culture may seem like an intangible amorphous concept yet it affects everything that happens in your school every day jumping to the secondary schools culture is a combination of countless attributes that create the school's experience is largely defined by what is important to the student body encompasses their principal outlook and behaviors principals outlook for behaviors it includes the traditions of the school what and how the school celebrates and what is accepted by the majority as the norm it influences all aspects of student life within the school community including the character of individual students as well as the social and academic components of school life all too often school culture is left to develop on its own the students determine among themselves what's important and what's not schools affected  can also be purposely crafted influenced and improved upon through the efforts of staff members in the last paragraph says school culture can encourage encourage or inhibit active students it can make a student feel welcome or intimidated and it can courage or quash academic motivation as teachers are educators we have the opportunity to foster positive changes to the everyday experience in our schools investing time in improving school culture is worth the effort while it's really a complex process of how we're going about trying to improve our culture and climate just require any school it is well worth attending and i have to say i once again feel very lucky to work in foxborough because most if not all of our colleagues in other public schools across the nation is certainly not in massachusetts early as well in massachusetts are confronted by many more challenges that maybe lead to budget finances are getting the resources that students and teachers need and i feel that we you know through the support of the committee in the town we are in such good shape as a public school district that we actually can pay attention to this important topic most of our colleagues you know talk of solid time most of our colleagues the districts just can't  there because they have so many more other other more pressing problems so i feel really lucky that even though it's a complex task to tackle we're actually addressing culture and climate in a very targeted deliberate and explicit way so as a committee you know as our minister of team spent a great deal of time during our august the ministry of retreat reviewing data collected about perceptions of staff parents and students regarding school district culture and climate so we reviewed two pieces of data one is from our very own two thousand and twelve called to tell me how survey and this is a survey that the department of education in massachusetts conducts periodically not every year and tell mast stands for teaching empowering leading and learning in massachusetts so periodically they survey all the educators in the commonwealth and it is a voluntary thing for teachers to participate if you get fifty percent or more participation in a particular school building you'll get building based results back and we did in four of our five schools which is tremendous and district wide you get all of the districts back so the results were very recently reported by school and district so we also realize a lot of data about culture and climate in the year that we could mine so we looked at both of those data sources for a long time it's been a lot of time this is our retreat on this topic you know from this information principals and other ministries develop their unique school based culture and climate goals many if not most of these school based goals are when your goals and are attached to the information so the principals and working with their staff have developed their individual school based culture and climate goals and based on whatever it was at studio in their very school specific information so you'll see some of their goals relate to staff some of them relate students some are relates to parents so that's those are the goals that they have started after a year and they're mostly one of your goals i think we can start here just if you have any observations or questions about their school based goals that their school based goals for the on the role so interesting that for some commonalities across all three schools i guess not not surprising not one of them just like you know it was like the folks who is a shared goal so what fits in really nicely is that's also a strategy in the area of focus that come out of the superintendent to plan so it's really nice when focus areas are kind of come together and speak to the same thing in point you  interest they set their own measurement yes it's interesting to see some of the differences between this yes i think this is the this is the point that don't forget this is the first time i don't actually know of any schools that cultural climate goals we really don't i don't even know of any of the school systems that have data about how people build up to schools so we're excited about venturing into this territory but it is the first year of the goals we're going to see how they go and see whether the goals that were reasonable or were attainable were indeed measurable it doesn't really matter which data source the poll arose from we can take our k twelve culture climate survey and even though and i'm going to be giving the to tell masseur be again we can just take up their question we know exactly what the question was and what the data said in the baseline and we can incorporate that by customizing our own survey so that we can get that data a year from next so you can say i'll just give people the don't have the benefit of seeing it there are school based goals about teachers level of influence on decision making within the school they have goals about that and sometimes multiple data points to measure certain baseline going forward improving the consistency in forstmann of rules for student conduct within the school whether teachers perceive the student conduct as being consistently enforced we have in conjunction with parents we have the goal of a spinning enrichment challenge we have goals about just in one particular school about the school environment being clean and well maintained and staff reporting that it is hopefully we  us to increase the communication of useful information to parents and having up to children that's a particular area within one of the surveys that we saw you can see a poll about students reporting that students do not threaten a bully each other in school we had one school with that came out in that struggle for that school you can see at another school level that we had conflicting data in that area from two different sources of the way that a question was asked so what that says to us is we need to explore that further by meeting with students and student groups to say what how do people really feel we have two different things that say something different what is it that students are feeling before we can you know what do they really believe before you know it we see a high school the first some if they were a similar thing but were they they have the autonomy to say this is what my school needs to work on based on the right thing and so that's why you see some similarities and some differences are going to cut understand the process so these were really the three that stood out for each of these oh sometimes there's more than three this ready for three because i mean we didn't say i certainly didn't say sent you know you have to have x number of cultural climate models we sell is what really literally had probably between the two surveys you know over a hundred over one hundred twenty different data points so you first focus on something so that was our first step our second step was to look and say our own central office district wide administrative calls so these are proposed because these of course they do want your feedback and input on so that's why these particular goals a draft and it's for a discussion here so we're we would really love your feedback so ours are three your goals because that's what it says is use the baseline information first collected based on information which we did and then second establish three year goals district wide around cultural life so while the schools chose to have one your goals which i think is great because they they want to have some snappy progress on some of the things that are really important for us these are three year goals and they tend to be a little bit we just are quite specific they may or may not be specific to one school but they're what we're going to use just require the first one is to increase the overall percentage of parents district wide who report that students do not threaten a bill each other at the school by seventeen percent as measured by the key to open site culture climate survey as everyone knows we've talked a lot and worked a lot on into bullying no week i think we are always worried that falling is something where i would say conflict because not bullying is conflict harassment bulling of three different things we've talked about the s harassment is just what it says when you're harassing somebody may do it once bullying is a pattern of harassment a pattern of acts over time and that's how bullying is defined so whether we're talking about the other two with little bit different but bullying is whether there's an ongoing pattern of harassment or intimidation or exclusion over time so this is something we we always discuss because you know we worry that this is something that unfortunately goes on to goes on historically you know what there's all kinds of discussions about whether we can completely eradicate it but we certainly need to make a lot more progress on it so we want students to be able to report that they don't feel threatened or bullied at school and we want more students to report to increase the percentage of staff report that teachers have time available to collaborate with colleagues by for fifteen percent as is measured by the tell me a survey this is what came out of our all of our data surrounding teachers especially with the new evaluation system we spent so much time discussing here at this table that if that is important to the new teacher evaluation system  for professional collaboration we've talked for you every school system trying to increase the time that teachers have to work together from proven in whatever effort is so that is what came out is that we want more teachers to say in three years that they have plenty of time and all the time i need to collaborate with other professionals to the good of the profession but if we could just get that approved by fifty percent we'd be through because that would make it three quarters of our staff say they feel a bit of time when you're one hundred staff that would be fabulous the third is to this came out of the staff the parents in the student survey so even though it's number three i feel in some ways it's it's really up there on my list to increase the percentage of staff parents and students who report favorable views that high quality healthy food is served in school cafeterias so you can see that from our baseline numbers that we had kind of low numbers in that area that's why we started paying attention to this much more last year especially when bill came on january first then we get this data in february so while we knew that we had improvement area everything that's happened since as reinforced obviously we've had some updates here at this table and we'll have some in the future we are having a little bit of a struggle i'm just to say with the federal guidelines just came in the summer we talked about it this morning bill and i met with the free to restructure high school principal there are some really strict there are some really great aspects of the new us government regulation regarding public school cafeterias and food service and portions and nutrition and calorie intake all of that there are some really good pieces to it there are also some pieces that we're struggling with i like anybody else and one of them is the portions that you're allowed to serve some of them are kind of small and we have kids who need especially in high school who are might need a higher calorie lunch that seems like a small portion that is not something we're doing it they come in and they are they are portions and look at the menus and will continue to be audited you know like we always have whether we pay attention to it or not that is the way it is but we are struggling there a little bit so i actually had some plans this morning for maybe engendering some input from students and perhaps even advocating through letter writing with the federal government because we're hearing all across the country this the idea of the ounces you're limited to whether it's in beverages whether it's in food some of them are awfully small so you know i understand where the federal government was going with it but it does it's putting everybody in it in a really difficult position because some kids need small amounts of food just like  they're going to practice after school to stay after school late it doesn't seem like enough and i'm that's just us witnessing it but it's also what kids are reporting and what we're concerned about so new federal guidelines it isn't it isn't that any of us said to the cafeteria just you know kind of eating way down it is it really doesn't it has no relation to the increase in prices it's all these new guidelines came king in we're required to go up in price as we were meaning minimal guidelines for pricing and the food what you can serve and how you can serve it is really take so whether the federal government loosen up on some of those things maybe a little bit i think might be possible if we become advocates so actually going to see if we can do about that but that's where we so overall though high quality healthy food that's where we want to see the increase in our culture and climate people believe that you know aside from the portion issue that high quality healthy food is served in the school cafeterias very important it's really important part of for weight for right and i think that's the tricky part is that kids can take more salad they can take more fruits they take more vegetables but some kids want more protein or more gr want as for the vegetables they do but you know all of us have had children who didn't eat something else during their development you know i still only have one of those so it's hard to say with well if you choose everything that's there you'll be full here in school and they're funding the program versus what we feel is appropriate for children correct and i think it is time for us to step up to the plate and go to the overall premise of helping kids make healthy choices and choose a wide variety is size of the chicken or whatever it is has some kids feel like they need a little bit more  so goals too much i actually have a question the the first goal reflects or discusses the overall percentage of parents district state students do not threaten or bully each other at the school and then the but the middle school call the third call a middle school page discusses the number of students reporting that students do not threaten or volley each other in a school i didn't know why six ok so that while they have specific what students reported them it's more they can rely on that pretty certainly it wouldn't we can't make it a district wide go because it doesn't move people from that makes sense i'm glad to see it reflected in the middle school because that was two years and really try to pinpoint a little bit more and it will be coming we'll have them come and talk to more specifically but what they saw if they saw any trends be to give me leave to use the data sits on a big trend but what do they see in common to see any improvements from one year to the next we only have that last year we have two thousand and eleven two thousand and twelve so far but that's a really important piece of information to collect so they are they have that's a completely separate system they have a data analysis program that they use at the university and they come back to us with results so it's not something that we you know i so that's actually a third data point to these to you know i guess you know why he had it's like trying to make so much progress in this district friends with this person and i see what's going on and yet when they're you know asked about something they hesitate to support the person because they also realize that they could put themselves make themselves a target at that point and i think i find that very disturbing very unnerving especially when you have a group of girls who are friends and then all of a sudden something happens and that oh i don't remember that or whatever and friendships are ruined forever at that point because i don't back up and i think we as parents grandparents teachers of ministers have to be in a position where we support these kids and tell them it's ok to back this up and it's ok to support this because you never know what's going to happen to you and when you turn to somebody and they turn their back on you it's difficult so i think it's a learning curve for everybody you know or in the field and i think we have to be a supporter of whatever that we can be of these kids because it's ok to tell to ok to support somebody but that's a we are trying to make change yes i wonder for making a change too fast potentially but i'm hearing things like students and you know i work with a lot of young people in our town courts and things but i hear about kids who never took a lunch to purchases have up because another district email last week saying oh you're with this new regulations are your is your purchase thing up or down only one district responded this is down ours is actually up as in most districts  mean they're trying soup stick trying to taste testings around the cafeteria like you would see you know i know have you been approached to time something in the cafeteria that you might not always the middle school is doing it there's somebody sister principals doing it allison johnson the food service director is actually doing it kind of when you go to the mall and they say would you like to try you know we all know kids of that age are a little cautious but actually our food purchasing our use of the food service for the month of temper is higher  two or three things i tried single day and nothing else was available i didn't like oh ok a lot of that was it was to be honest with you i think was the fact that they're unfamiliar ratings were being pushed to to the car lot more being type products on plates i mean the federal government basically thinks that is one of the prime you know sources of protein that you should be putting out there and a lot of kids you know at home just never see it so they don't know how to react to it and don't know how to deal with it  t i will say that you know as an example the future of this group did or cater the health care that we just had for came with anybody who was out there and tried the food and this was all stuff that's acceptable under the guidelines it's an educational process so to get the kids to try some of these things to find out if they actually are what they look like or you know from the taste point of view so we do have a process here that's going to take and we do have to be more with just depth assess where is the sampling and because i think that you know like that when i get concerned right here kids are hungry or when i hear the kids are trying things and we need you know this this is a fundamental part of the school day that typically this committee doesn't have to work around but i just i just i'd rather we told her you know was this one now rather than wait for elson to come to us and it is not a problem i just want to reiterate that reason it's never really talked about the past because basically f same time so there will be some growing pains but there are some things we keep doing it down that's that's the reality and i think we are understanding of growing pains and personally i'm at ease more hearing bill say that we probably went a little too much too fast because that to me says there's a recognition i would just like to hear from elson what she's doing to survey kids how we're determining the pace at which to how how empty your house full of those plates when they get through their lunches and i think that would be a good way of us having a handle on the eating because i mean if they come through your door like gangbusters and head to the closet for their snacks i think that's a good indication maybe they're coming home you don't want to know that a child's not eating are not happy in and i'm it's great and wonderful that we have tasted a thing for the adults but let me tell you my taste buds now compared to what i like than two different things you know so it all depends on what parents cook at home i mean had the past they need to understand it's not going to be like that but it is going to take time but i don't want to hear we're throwing lot of food away and the kids are gone hungry till that's not something that is a is also going to meet with the student a middle school students and then with the parents overall all with through the elementary and everything so that we can get you know the feedback we want there you know i think the i think you know there's a lot of things going on the federal government you know makes  some knee jerk reactions to super sized up things so they go they totally opposite way but you would you do have to be very conscious about you know ninety pound kid versus one hundred eighty pound kid doesn't need the same level of nutrients to keep on moving and i think again they try to make one fit all and that's what we're going to need to work with them on to get them to understand that doesn't work and so i think you know i think we're we're making the right moves i think obviously we just started this in every way everything that we've been rolling out this year is maybe slightly better shape because we've got a lot of new going on we're trying to get some new equipment that would put in some things that would really go over well but it's definitely something that is causing a lot of discussion across the quality i will say at least the one thing that we know because we've changed our buying patterns is that we were buying a lot more fresh local fruits and vegetables from the garden of a large farm real you know protein products that we're putting out there so again people need to try some of these things but they will realize eventually that there is a real difference in the quality of the very honorable it is easy to notice the difference i think just a matter of working through the growing pains but if i may can i just wait a second debbie we have so many different sets of goals strategies i think sometimes you and bill may be the only ones who can keep them all straight  when i look at the three that you post here present district related to culture and climate do you think of these internal climate in term versus how the community looks of things all these are going into for example i said to you that we heard some nice things across the community i think all of us the foxboro high school going to the top fifty and in the most recent but that there's still interest in you know the district continuing to pursue excellence in all that or would that be the kind of thing you would think about in the district like culture because to me what we've got listed here are fairly what i think of as internal types of things  consider wanting to say anything about how the community looks you know we've got a lot of people very very proud of you should rightfully be of the foxboro school system we have others who say hey that's great news you're making progress and i heard this myself i suspect preparation there are tons of questions on those came out fairly they didn't point to that as a goal so our our job is to take the data seriously and to say ok we collected we got pretty high ratings for help parents view their child's academic perpetration homework all kinds of stuff if you remember when we reported the results of one funny thing was that parents had a very high reporting rate that the vast majority of parents they help their students with homework  improve upon right so these are these are the things that really stood out to me we looked at our baseline they were the lowest bass lines of the things that most people seem concerned about and i think also we have to remember that culture and climate as a retro thing is a very broad concept in a very broad definition it's not just about academic preparation that most of it is about the environment that supports positive academic gro and a positive learning environment it's all of the things around you that will help make it successful and those things true we are quality food teachers having time to collaborate for the purpose of improvement and parents feeling that the child are in a safe caring learning environment so if you think about it those three things are extremely important to academic progress so we're working on this if you will think about it the supports and the underlying structure that will help kids be more successful we don't necessarily need to have a goal but academics because those came up pretty high but these are the things all going to do you need a motion to yes make it would be great and then they generous supporters of the public schools and every year for that matter past ones i can remember they've come before you with the sense that the fact supported donated for whether it be summer math camp whether be the art department it can go i personally will go seven fifteen on the on tuesday the sixteenth so if any of you would like to go as well and what you see before you is exactly the classic example of what they've done so i'm asking the school committee to accept two separate donations from invensys systems incorporated one is in the amount of one thousand seven hundred three dollars and forty five cents for the seabag which is the you know the computer aided design course to purchase a digital camera and the company equipment that's run the camera that's one and then the second one is for the cad department to upgrade the solid works three d software we saw our mr de bono was here last year showing the three d software and how it how it produces the three d objects that kids can design and then produce on the top line here is a small typo the previous projection was sixteen million seven ninety five three oh wait that's what we thought at that point would be our close up cost after doing everything the school committee requested  point virtually everything is one hundred percent complete with the exception of the data room which is meant structurally built but you still have the electronics side but everything else is complete is the what's the schedule for that that will actually probably be completed over this entire school year between the number of different things we need to do that we can't do during the schoolday so we'll have to use breaks in the school year for electrical changes and things of that nature but i want to speak by the end of the year we should have the the you know the surplus now is not quite as good as what we had hoped partly because the state has refused to revisit their reduced number when we originally were approved for this project to stay with me versus  one hundred thirty eight thousand nine hundred nine million three hundred eighty seven thousand dollars they revisited that after our first bids came in and reduced it down to seven million two hundred twenty six at the time we had the understand it that they would revisit it if any other changes happened obviously in the other direction they have said stolz that's not their way of doing things anymore and the seventy two is the highest number which is a little disturbing because it's never been the way they've done the program unfortunately for foxborough we started this program when they started their new venture into this and they have continued to morph over the last four years the process so right now actually i'm really working hard we have an outstanding balance they paid us six point three million already on this which has been audited cleared and closed we have about just under nine hundred thousand that if we're going to get the full funding of the some point two million that we have to get them to agree that it is all think is is not eligible we met with them once already they've agreed to review that all that we've read documented all of it to show how it's just part of the project and these things happen when you don't have you know obviously walls open and stuff  was all of the rebates that we fought with the utility companies those that hundred thirty went to the general fund so that's already you know will be certified as part of free cash at some point but the million forty three is what we're fighting now for the remaining balance was nearly seven hundred thousand in the general contractor that hadn't been forwarded to him yet so that's going through plus any of the changes that that we made you know simple example which i use because it's probably the most obvious of all you know we spent just about two hundred thousand dollars in the end having to replace all of the windowsills that were damaged that we replace them all the old place about fifty percent but when we first tested the building to make  decision to go forward with the project they they took off a number of the silk covers around the building all over in different places not one place every single one that they picked the the cylinder that was one hundred percent not a problem with  architect made with great will take the covers off we don't do anything with then obviously it into the project we strip off all the covers and fifty percent totally deteriorated there's nothing there hold the window up anymore and the state basically in their first set was that was  decision to make those changes the obvious things it could put a window on something that wasn't at home and so we've we've shown that we actually did testing we did we had a lot of stuff we documented very well so i'm very comfortable on that one as an example but it shows you how almost ridiculous they're being in the way they're looking at things and it's really it's an education for me i'll tell you and having to deal with it this way because they changed it all natural or other members of their board yes they we haven't had the same metric we're on our fourth or fifth internal person on our project so we've had no consistency there that's not so it's a hard projects i think you know i like i said i think for most communities if they're going through an eighteen month project it happens fast enough to get the changes where leave the logic that's communicated but not sure how hopeful we are but we will be there i think the other thing that i really want the public to understand is that we undertake a project it was with certain goals and aspirations and demands are put on us at the time but we said just project with an understanding that x amount of dollars was going to get us next amount of repairs and whatever and that we probably couldn't have picked a more opportune time to go into this project because people were starving for work and a lot of our things came in under budget now that being said when we took the second walk through and saw some of the things that still need to be done i don't think there's anybody who's sitting on this committee or has sat on this committee the didn't understand we went after the things we had to that didn't mean that there were other things within this building that needed to be addressed and i think we need a very conscious you know bill is heading up to the building site and we've done a stellar job of identifying other things that we could do with the money that was still there and i think it was to our vientiane the town's advance to try to keep doing as many things we had to the school because it would be stupid for us to keep going back looking for c ip items every year knowing that the funds weren't there and that you are going to have to get from a list every time it's what you did or did not do so i think committee deserves a lot of credit for being able to stand up and say wait a minute there's still other things here that need to be addressed and i think anybody who walks through this building takes a look at what we've done you'd be hard pressed to say it was not well spent and i would say you know typically as a building committee don't want to hand back to the town a building that's not one hundred percent certain and so to your point exactly i think i really know when the community gets a chance to be in the auditorium as an example for one of the t they will now see what they got for their money in this case how how much better that facility is and it's not just a school university it is a town use there we have truly met the needs under you know the equality side just far as the gym facilities now for the for the women versus the men side of it is when you walk into the two of those now you really see that the women have just as good a facility if not you know top notch one of the men had on their site and again that's part of the was that we were supposed to be meeting when we finish this whole project so you know i think everybody in the both of the building committee and the school committee had a tolerance of twenty million dollars was probably the man x number that the town could live with i think in the end you know we're we're still looking at less than seventeen million dollars and we've done better by far with now having less maintenance less issues to deal with going forward which i think just benefits the entire community as a whole and still taking advantage of the time because we're still just coming out of this pricing so if we were trying to do some of these things later i guarantee you the pricing would be much higher than again that there's no benefit to the town there you go and you're right it's tonight's meeting agenda is to give the school committee an opportunity to discuss the current status of the project to be informed of the current status of the project and to guess change the level of school they support for the child's project so discussion the dialogue whether it was ongoing or whether it was temporarily suspended and we most recently met again a sprain and again a couple weeks ago to see what the status of the project is so the purpose of tonight is for you to find out what the status of the project is what the options are out there and you know without obviously it's not my role to discuss financial options to preview the committee but i just want to remind people on the offer a reminder of what i feel overall the reasons why i believe that there is interest in this project both on the school side given the community side is because if you think about it we just talked about the high school kind of ation the high schools built around one nine hundred seventy eight open in  seventy two without xstrata with lot of facilities probably in oversight back then or maybe they couldn't for i don't know i wasn't around one hundred seventy to tell you the reason forty years later the high school's been almost fully renovated and still the outdoor facilities have never been addressed so i feel like this is the time to consider addressing it or not the full high school campus this should be a full and complete high school campus in the public's eye school it is your flagship people use it all the time but it's odd that your flagship has wonderful no indoor but as we talked about the last meeting the only one of the heart without an on site athletic for we school is built you know this renovation and here we are basically a new high school over again still with nothing addressed in terms of you know two facilities and the importance of that in the life of the school so that the a true community use field which is what this church  committee has proposed and what the n f l would support is a field where the community would use it as well that we want people of all ages and all groups to it's their field and everyone it will be using it and that's really what happened to those communit and i think we're going to have an update of where the trips are project is from the center develops and it's really for the community to  in about one hundred thousand dollars worth of free engineering services for a turf field we presented options off the town we ended up at the high school because it made a lot of sense for the reasons that you just art ulated in sense then the the feeling is just then a stronger by the month that it needs to be at the high school so what they came to the committee last meeting or s color is where the turf field in the lights that we propose next to the hersey field behind the high school on top of the old septic field we did an engineering study was that it fits very well and basically utilize the bass track access around the high school to to get into the field then when we got our legs going in and got the engineering done we did the survey and found out there's a lot more room back there that we could put the turf field plus one hundred fifty spot parking space plus an extra grass field practice field so that's what we came to the committee with  last last meeting and if you look at this is just a little color on the same plan so it actually fit in there pretty nicely in the discussion that we had at the school committee meeting was if we're going to do this once or the town's going to do a once let's look at the master plan and for a community and a school to use it should or should it not have a track so you would ask me to go back and do some thinking about putting a track in which basically is is a lot larger and that's what shown is an eight lane track whether we need an eight lane track you know that's something that we have to talk to your athletic director and you guys is it six lanes or a lane to basically that's the size that shows the field the track plus that's one hundred fifteen hundred bleachers thousand five hundred on visitors and that's standard some schools go up or down a little bit but i would start to look at you know is it for the community and the youth or is it for the high school or both so you look at bleachers  is used for graduation it's used for football you're not going to fill bleachers with youth sports for soccer a little cross field hockey things like that so now it's starting to slide into you know high school and youth for the amenities that we're thirty yeah i think i tried this but it doesn't go with me and so that's that's a parking so if you drive in the back you could park there walk across and the top right is some type of an entrance feature and was shown some handicapped accessibility parking in maybe a monument that says community feel to foxborough if it's named after somebody a nice entrance feature you know and then if you come in a little bit the we put a room for a concession a modest area where you could have a ticket entry concessions into the field and then there's also has to be some access to the hearse and field up on top so it started to be a really nice thing in the back so when i presented this was a small group bill and martha were in debbie and a couple people from the turf group and really scholars of finance director came and sat with us and we started saying well you know rather than putting it in the back where it kind of gets lost it's it's it's darker it's it's not easily visible things can happen what if we put it in the front what does that mean what does it mean to the cost to the accessibility to taking up fields so we look at different areas and this is a start to look at the whole campus of the high school we've got the the building in the middle in the back where we show the a field of originally and then as you go towards iago there's different opportunities to put it in different places  either on top of where the baseball field is or past it or sliding on towards with the i go into both areas so this is a little blurry but if you bear with me a little bit if you come in from the top there's the entrance to the high school and as you come in that's that's going up and down is the parking area where the band practice is if you look that's where it's striped and to the right of that that's where the baseball fields are so this option would be right on top of the baseball fields and the bottom right it saves the softball field but really goes into the outfield so you would eliminate the baseball and softball for this option but you'd have a field the bleachers the lights the track  it stays outside of the tennis court as well so the baseball and softball would actually switch to the back of the high school and they've been in this small committee that we work with initially thought that was appropriate because you've got the baseball softball if you could do a parking area you eliminate where it is now going into the major parking area to fly balls and things like that in in the field becomes a focal point as you come up you see it in central  it's its campus and it kind of gives a pride as you enter and it's not lost on the back putting a little color on that to the right again that's the field at the bottom is the tennis courts we'd stay out of there you get you have room to access  another soccer field or something like that and here's a here's a rendering that we did of the entire high school campus and this starts to give you a picture of if that if and when this is complete completes the whole athletic high school parking kind of feeling of the high school so i put that together so you can kind of see the big picture that you have the parking on the main campus is stays identical the parking on the back is new so that when they're on the on the left that one hundred fifty spaces and that would be used for the baseball softball and maybe the hersey field right now what happens is they park in the main walk along then drive down to the hersey so that would that would accommodate those areas we actually have already have that parking start we're about fifty percent of it right now is a gravel base which is being used by people who use the wire around the high school on a day to day probably not on a peak time like by city football game or so maybe i haven't looked at it but you know lighting in with i think i would have to be looked at but not many people use it now if it's going to be used for baseball and softball it's somewhat limited you know during the games and it's it's one of two seasons now if you wanted to look at your high school in context to your neighbors we put this over an area so you start to see if the field was up in that area to the north to the top you've got a substantial tree buffer to get to church parking lots and commercial uses so it should it shouldn't be too should be too many issues with the neighbors now the just at this meeting that we had before this talking to one of our committee members about field hockey i think they use the baseball field right now the outfield of the baseball so if you want to put another field down in the area where the baseball field is you could probably put another field on there as well so it's a starting point it's you know it's i think it fits in very well where we show it now and thanks to the committee that met last week to give us some direction and you know is it going to be done tomorrow you know is it something that if you put the field in now in context to master planning i think down the line you're going to have a really nice campus a really special place and then how do we get there that's a big question at some point so now it's plenty big we will take up the whole area and you know talking to some representatives of the soccer who run the soccer soccer cup there i think that whole area want to be grass and then break it up and run their programs there  you could get a couple fields there just a couple questions did you count the number parking you're proposing versus how many parking spaces there are at the current you go to a football game if you hurry you know you've got to start parking on the main streets because it's so packed and i'm just trying to anticipate you know with what you've designed here how though the number of spaces we have are the ones that are proposed how that would equal to the number the the booth right at the red that that entire parking lot i mean you know the i go i mean you can walk in on the off hours where you don't have that opportunity at the herne because once you're outside of that ring road you're in school sports yeah i reached out to them a letter director that night wasn't able to make it that night but that meeting was based on the direction i got from the school committee that said put a track in so we spent a week i say we i take the credit  i designed the track and field and then we brought it back to say this is something that you're looking for we've got her back to her i think bill i brought it to randy to say if we go in this direction where is the money coming from our finance director kind of talk about the merits of that martha because she's the one that asked for the track else was in the meeting but it was kind of before we came back and wasted anybody time going in the right direction so it wasn't a meeting in the sense that we it was a brainstorming thing like what's your alternative is what do we need to think about this type of thing and then more so about the location because a lot are you going to have expressed concern we as jim said without involving twenty people and planning this is not a project that's been put to go forward so it's not necessarily the appropriate time to get everybody to pitch in all the different logistics i mean i have spoken to we're not looking it up to get something that you missed this time so we'll provide you those services but i think we need to hear back where you want to go with all this you know back when we put in this high school build a house to build it you can afford and then later on you build what you need and i think that's where we are with the high school because you know what we need this point this is as far as i'm concerned this is been a three quarter high school from the day we put it in because it have everything that you need you know field hockey has been put in baseball in the softball came in to have revamped or whatever when we did the urn project now it's on board for that we had to redo the football field that plant because of the drainage because of the field or whatever so we were able to at that point do some renovation on that field that feels and again it's not going to last forever t around it's not going to last forever so that we keep dumping money into that to keep transporting students down here or do we try once and for all to make to some of my school and i think we're in a position where we're in a unique position in that we're probably other ones renovating what's there this committee probably is well within their rights or whatever as a school committee to turn around and reallocate that money now didn't want to do that we want to anger people i think there's enough some within the community that you know from what i'm hearing i don't know anybody else's for spring off the hook of my not but the people that i've come in to come across and throw shit whenever i very supportive of this that they want to repeal because you know they go to other communities who have less money less options and they all have turf field some we don't which puts our students at a little of a disadvantage when they do show up at these fields and we don't have that here so i think we do need to take a long hard look at how  going to pay for it i win with denier realm of being able to reallocate this money because it is quote part of it if we do this the way we're proposing it are looking at it in renovating now is to this committee to this school and to this district and making this school the whole school you know whether or not the reza committee wants to go this i don't know but i think it's something we really need to take a look at and you know if we're going to do something and we're going to walk away from a project we're going to walk away with it still being three quarters or are we going to try and reallocate and get a feel from whatever whether or not we want to  my position is that it's time to make this a school and for many reasons i think it's a long overdue we're not going to probably have this kind of an opportunity with a little bit of influx of money from from the n if we don't move on this then i can tell you right now that money as of april is because they've already had one extension think one year extend i think that money that's a lot of money to walk away from i don't care how rich you think you are what are the you think you bring up a good point martha which is how we get paid for this and i think that we really know if we're going to have a discussion we have to be real about it and we have to look at the money the numbers we have to mean like you said you know there's other projects in town as well  and is i mean it's beautiful i love it i love the concept i love the idea of it but i think we have to do due diligence and looking at all the different angles i mean we didn't include this at the beginning of this project as much as i wish that we had does that mean we don't take this opportunity i'm not saying that but i think that we we really need to know it's like anything you go into a store and you're come by something you need to know how much money you're having your wallet and what it's going to cost at the end of the day and where you're not going to be able to spend money somewhere else so i think that we need to look at that and we also need to get input from people i mean yes we are the school committee but we need to hear from the community i mean my phone may not be ringing about whether they want it or they don't want it that doesn't mean there are people at home they have feelings about it and you know want their voice heard and i i think that we have to be you know sensitive to that and cognizant of that and make sure that we give people an opportunity to to weigh in on this as well so i don't know how we go about getting from here to there to try to figure out how we can make this happen but i think we really need to take into consideration in my mind those variables just certainly no right to the whole thing  what you can do fortunately is two different things nobody because of the economy and everything else but i think now where we're all talking about it more of trying to think how can we do make this happen i think you're going to find more people and i'm being  c for jim at this point that more people are going to jump on board and and they're starting to be intrigued about it and i think some of you who have young children who are in the system and who go off to other communities and you see what they have and stuff i'm sure you can b and and find out what's our beginning point what can we afford right now and where we go from here but if we don't take that opportunity you said it wasn't in the project because when we presented this project it was with the d n c put on us for the facility of this building and and like i've said over and over and over we could have done this at a better time if we had known then what we know now about what was going to cost us to do this i can tell you right now this would have been one of my prayers but because of how it was presented to me and my work for this building what was done my first i mean heating electrical roof that that was you know windows that all had to be done because that was going to save us in the long run jim like what you're asking for us for our committee to take on the leadership at this point from what you guys are done and help support you and certainly with your guidance and a little bit of muscle behind getting it further along the process this is all part of it foxboro you know you look at the haka mark and all that the question is it's not how or when it's basically where this isn't going to go and i think it's it's it's pushing against the tide if you're going to try to stop it because every place you go has one and there is advantage of having it the difference though is and i and i said this last time i think you guys have the ability to vote on this tonight last and i think you have the ability because it is you can slide the money over the renovation and it's under your jurisdiction that but as much as i'd like you guys to do that what i asked last time was to support it as a warrant article and  there's a couple reasons last week the last time i was here was because i just thought it would be nice for the people to vote and i your phone is ringing my phone is basically saying you know when is this thing coming so i the support is the having been on the advisory committee there's a process that's been set up and you finish a project it goes back to the find it's another capital project goes back to the fun that's the way it does to short circuit that system and just have extra money and spend it i think will win the battle on this one and you get your field but phase two i mean in the field is about a million the lights the field the fencing the earthwork and all that stuff is about a million the bleachers and the track and all that stuff is probably a three million dollar project there's no surprises that's almost rule of thumb nowadays with the bleachers in the press box and until it is you get your feel because you can  it but you go back to phase two and the people are going to say you know we didn't get a chance to vote on this last time where is the money going to come i'm not going to vote for it maybe but you can have problems with the advisory committee and i know that and rightfully so because that's the process that's been set up and it's kind of short circuiting and i think the feeling that was on everyone's minds when the school project got done twenty million was a lot ten million of ours ten million of the state if there was money left over then it would go to another project it may be this or maybe town hall or maybe the girls school but to not let that process work out i think i'll probably take a hit i'm sure you guys will take a hit we'll get our field but it's going to be difficult you know it's a lot of what i'm asking is if the school committee can give us a direction of what you want to do it will bring up the plans a little further get cost estimates estimates done for you but support a warrant article at the fall time yeah i think i don't think we can do it on a monday because of some conflicts but it might be a tuesday i think it's eleven but if the school is behind it rally the support that way to get the town to vote it through a warrant article that way this is the process can be vetted like all the other ward articles with the advisory committee with the selectmen with the school committee everyone takes a say in it and if the people want it it will go through and i think it well if they don't then it's not a community project and it kind of dies but i think that's the way that you have to approach it to mike where i was going with that first of all short answer your first comment is i agree with that approach personally where i was going with that was if you're looking for the school committee to try to help shepherd this  next phase i think i think we're ready to do that i don't know what's changed if anything i think nothing's changed from your last presentation i think we had a consensus that we supported this we continue to appreciate the work you and your team think we could say that we continue to shepherd this forward it's on our property talked about it's something that we can but we probably should have a fairly strong hand in personally i do think there's nothing that you've said tonight that makes me change my opinion from what we said last time which is a warning article is probably the right way to do it i believe in my heart that we would get the community support because of all the reasons we talked about we are you know very lucky that we have this million dollars extra from our project i think that does make that very attractive right now yesterday and other ways to use it but the intent was this was for this this bill but i do think you're right i mean i i don't know what's changed from what we talked about last time which is let's put our case to the public that with the right way versus you know ramrod kind of a thing and if we you know explained i think the right way to support in the options and why is that a million dollars from our funds can take care of this i then the reason why we wouldn't based on the comments that we made last meeting and again i do have some concerns i mean one you're talking about two faces which maybe i wasn't paying closer attention to the first time you came but i think that kind of information we we have it on our agenda tonight a discussion and i think that we should open it up to people coming to a school committee meeting to discuss it further so that they have an opportunity you know either to support it or we're not to i mean yes i agree i think it should definitely go as a warrant on as an article on the war and to obviously get a real consensus of the of the community but i think that we need to see hard and fast numbers i think we need to see the faces i think we have to have literature for people to to look at over and to have an opportunity to come and ask questions sort of just watching it on television before it even actually you know gets on as an article information just to my  the committee decides not to support the war article i just confused about whether another meeting where people come here to support the it's a community don't need the bleachers don't need the track because there's no youth track there's no this is a if you guys want you guys meaning the school community want phase two i will design the turf to respect that the future stuff can happen but if you don't want phase two that it is there if you want more information we can provide it but i'm not i'm not here saying you know it's all or nothing if the turf ill could have been in the back it could have been done pesaro i think in the longer the high school for many reasons the bleachers and all the accessories stuff is nice but that's your project not not the term project but talking to peter we'll continue to and i think though that scrushy you know it's school it's community it's both so you're you know it's it's going to be on the school property so it's cool it's going to serve as a function to unite the the the school and again talking about it being whole which i agree with you martha but yet the same time the community is going to be responding so it's really both so to say that someone can come and talk and share their you know have a discussion about it is school committee meeting i'm not sure if i really get that yes when you have town the town meeting to have that occur but it's also going to be on the school property you're talking about face to will be on us right that will be on the school so again we're going to be shouldering the cost of that so that will be a school that will be a cost of the school i i'm not so sure whether it's related to actually had some questions about that too because my understanding to make sure my understanding was that because some of the additional funds would be raised by community groups sports groups whatever that they pieces with taking on so that is that correct yeah and i think that's we talked about a little bit you know when i first came a couple weeks ago it was easier to finish the fundraising the bulk of it was done and we asked you to for the bal s and i went in this direction of our you know redesigning in different places in our small group and said i still want to reach out to the community whether it be you know bathrooms in a concession stand with something else as a community field whether it be bleachers but i think the community needs to get involved for a couple reasons i don't want to lose fact that this field is not all high school there's a lot of youth sports that are going to be losing it so the community has to come out there and the easy road is to get it you know for them but we're not supposing bleachers and weights and everything that has to be all decided now all those details we were proposing is the church in a place where it doesn't have to move later because you look down all those other things from a and all that and i can honestly tell you that i never went into this project with the idea on the understanding or the stipulation that if there was even one penny left over of where it was going to go and what was going to do so i go i'm a little bit taken aback by the fact that you know i've heard the town say over and over we're going to take the structural money and we're going to use it for this is the project and that just gives me pause for thought because i'm like what are you doing you know first of all i never said this in the first place it's not what we anticipated when we sat of this project and i'm not trying to be selfish or mean spirited but we're just somebody else coming in saying we're going to take the money that's left over we're going to do this with it i know that would probably have to go back  hopefully that's that's the way to do this but i just want to clarify that when i started this project when i brought it forward when i had just paid what was going on it was never from this project with x amount of dollars so that if x amount was left over do we go to work by a lot of the staff who have been recognized for such and thankfully some some other good things have happened we came in under budget and look what we can do now we can we can do this we can we can finish this right you know so i don't i i'm having done this for as long as i have you know it's like the money that's in my house i can do what i want with it no not you know that sounds awful but you know that there comes a time when you have to draw a line in the sand and you say you know that project this is my project just because we didn't put this in the first go around didn't mean somebody wasn't thinking about it we just knew we couldn't afford it so why would you bring it up for us and i seriously would you would me and there were thrown you right into the bus advocated for the students for the district for the faculty making sure that everybody has what they need to do they drop them home accountable and i think it's time to hold ourselves accountable do we part do we not want to finish this project as far as i'm concerned finishing this project is making this high school maybe we've never thought about it because we didn't think we had the well i i do agree with you and i think that when we first started the project for the high school the frame of reference was definitely the needs the very you know let's fix structurally what we have to the inside the mechanics of how this building operates let's not look at the bells i remember when we were going to buy a bathroom and they said well save more absolutely do not need so the idea of a field was not even in our radar the advisory i was not that much is very is that is true so i think people do need to understand that when the discussion now was about the  again it wasn't in the original plans but our scope of what we were looking at was very narrow it was very narrow we were getting struction we were given instruction to look at it in a narrow way because we didn't want to build something huge and big and put a huge cost on the taxpayer that wasn't you know it worked but it but at the time key the problem the biggest obstacle we had was money and working into the money and thank god things came in the way they did and it came into our view that so that we didn't have to title half a money left over we don't have as much as we thought we're going to have because we've run into some obstacles surely the fact i wonder if would be you know in this position if we see we have the two million dollars to the state has kind of reading time as far as i'm concerned i didn't realize it was that over and we want to i want to be honest i want to make sure that this gets done you know am i going to take a hit for you know i'm a big girl literally i can i can handle it but you know i think sometimes you do have to take a stan is my own personal opinion is that this is not a billion dollar project now it's now there's no national funding required if you truly believe the concept is that you're going to need to do this whole thing at some point the right way to do it  know my future athletes and what they want to come second we did your home project i don't know how many times i said that they go take pictures if you think the people of the elementary school don't want their kids in the school when they come to middle school you get your vote that's what we did that's how we presented it sure enough they maybe that's already in the works for the town hall i don't know but put this in the mix what he's presenting tomorrow night at the slackens meeting with a finance package for the other ones only runs by if if i make this a one in support of this in us using the money that's already here you're saying that have it included in the warrant article where the funding would come from i think this is an issue for a bill and for randy honestly to have to talk about what brings back to the committee because i don't feel like i'm ready to to even million dollars budget i mean this is a big number but this is this has to fit into the whole process in the end of the ad contest of it if we say we want to be with the school wanted to be for this leftover money and that's rich ask that we get information as a committee bill after you and randy speak because i think we need to know this before it just yet common mean we're we we need to understand what the sources are why in that ideally would love to use the million dollars left over to help support her and ideally it would be a well i think that's the only location under consideration right now because don't forget that it's part of the n f l grant is that makes it a true creative field and that's why i actually originally a back up tonight because that was that was in a location discussed the previous time or even in the spring so this to me is the best case scenario in terms of location and meeting the intent of the n by supporting it through their grant program and don't forget this is this is not something grimm you know this is big you know about it but by jim and his community he's been before us before it's been like two or genders you know  voted on this number then we'll use january february to prepare the construction document to get us to bid and there's no reason it shouldn't be able to be under construction since february march april may and june get ready for the presentation timeline and at the next meeting on october fifteenth dr bruce will presenting the general overview of m cas results and how we have done that and then as we have the last couple of years which has worked well for the definition of academic actually at how we measure it and define it and so the logical follow up to that in november will be that we'll come back where we used to the baselines of benchmarks report which is the most comprehensive vision of how we measure it we are in the process of converting that to the district report kind of concept that we talked about the strategic plan so we don't want to keep having documents that seem you know not in concert one another so we're actually going to morph the baselines and benchmarks into the district report  do have and yeah yeah it's not necessary but what we do have to do is if anybody has any questions or concerns about minutes would you please go with that either friday or monday and have or make a correction so that you can bring them to is that night so that we're not sitting here trying to you know reinvent the wheel because something spelled wrong something isn't right somebody wasn't you know i think we owe it to wendy to show that christine call her and just say could you hold this is what i'm  you know in the past not release minutes and timely manner and i would say that i would that we need to be very again sensitive to this and so yes we may not be told that we have to you know that it's a reasonable timetable for creating an approving minutes and i think you know that reasonable can be interpreted in different ways and i just do not want us to get into a similar situation so i personally would like to see us going into executive session in a timely manner to approve minutes i mean maybe not just for the sake of it but you know we have to you know what least once a month i mean i know it's just three days here i i think that we you know i like sure so and so when you will get the minutes to school committee members as usual prior to the meeting both open session minutes and executive session and it's minutes of all nature as a committee and certainly as a superintendent we have to commit to reading them ahead of time and if there are any typos or anything that has come up in the past or anything that isn't that needs to be corrected think i checked with some of the schools and some of them only needs a month so i think once a month this final more so if we if we schedule whether it's your first meeting of the month for the last millisecond if we just sort of put downs or regular gentleman every other meeting and vote them understand how i want to be you know very clear about this because of what's happened in the past and i don't want us to get that into a similar situation so i think that that idea of reviewing it once a month i think again would be time to go all minutes in open session month i have something positive i am obviously very very proud of our french exchange in our spanish exchange and it ended up and some lifelong friendship alleviate one thing one thing that was always banned was to drive into the high school and i simple wait to see the renovations first of all she can't believe this is the same driveway in the house but on the way out and i pulled into that little parking right here she said this is my school i said what do you mean she felt so warmly accepted and all of her students she ever  exchanges are kind of going every other year because of economics but they are still existing in the french were here last spring and our spanish exchange arrives on the town and if any of you can make it to a reception