Vote: Lincoln School Improvement Plan

Transcript (~28 min @ 55:22)

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▶ 53:07 Speaker 2: Any other questions or comments? I have a few. Um, so I was able to talk to the superintendent a little bit before the meeting just to, to try to get a sense of the enrollment too, because we are budgeted up to 109 slots for students. Um, and we only have 82 currently filled, and then we have, we're losing potentially 17 to graduation this the end of this year. So that's a lot of open potential slots. And I, I don't, I think that funding is based on per pupil as well as a certain amount of money in the grant to suburban districts. Um, so it's a combination of, of how the, the grant is su is supplied, but it would be good for us to be able to fill, fill all our seats with up to 109 students in from the MECO program. And obviously that's a process. You can't all of a sudden just snap your fingers and have that happen because you have to have parents that wanna send students here. And that's an enormous exercise and trust to be willing to send your, your, uh, your loved one into a system, um, far away from your home. So I think our Meco families are incredible. Um, and I know Ms. Ward is amazing and I'm sure that, um, you know, I know her reputation precedes her, and I think it seems like Dr. Crawford's also pretty incredible. So we hope to see that the program will grow itself back out again, um, and that we'll be able to provide wonderful learning opportunities for students, um, all of our students, MECO students, um, and families. So I, I look forward to seeing what, what Ms. Ward does over time. And then she's also growing into this new position too. So it would be great to get an update from her in the springtime at some point on her role in general and just, you know, how she sees kind of building it back up. Um, and we're lucky to have her. And I think one of the reasons why we have her back is because she trusts you, superintendent. So if we, unless anyone else has anything they wanna add to the Meco report, I'm gonna move us along to the Lincoln, um, improvement plan. Okay. Yes. Great Principal, Patty. Hello, miss Patty. How's it coming? Welcome, welcome. Hi. Yes. We're keeping you pretty busy.

▶ 55:36 Speaker 8: Yes. It's been a busy night. Lots of talking tonight, but that's okay. I don't mind. Um, should I just get started?

▶ 55:43 Speaker 2: Well, I just wanna say thank you for all the work that you did on, on the, um, improvement plan. It's incredibly detailed, um, with lots and lots of data in, especially around your attendance, um, uh, as well as your, your test scores. And so thank you for all the work that you did with your team. Thank you.

▶ 56:02 Speaker 8: First of all. I appreciate that. Um, so thank you for having me tonight. I'm here on behalf of Lincoln and I, I just do wanna give a shout out if it's okay, because I of course have four staff members that came. You can have

▶ 56:12 Speaker 2: Them join you. I, I You want Let them join you? Go ahead. I Don't think they wanna, but, um, I'm honestly, I,

▶ 56:17 Speaker 8: I said when I came in and Dory was like, are you okay? I just wanted to cry. Just seeing them here, that really means a lot to me. So I wanna give a shout out to our staff

▶ 56:26 Speaker 2: and thank you for all that you've done at the Lincoln you've done an amazing job as a leader there.

▶ 56:29 Speaker 8: So it's an incredible school to work at.

▶ 56:33 Speaker 2: Um, so you started there many years ago. I did.

▶ 56:34 Kate Lipper-Garabedian: 18 years ago I started as a one-to-one power professional, um, for anyone that doesn't know. I went on to teach first grade there kindergarten. Um, I helped get our access and now what we now call access and Student Success Center programming up and running. So that's our, for our students with emotional disabilities. I did that before switching to district wide. So lots of different hats, and now I'm blessed to return as their principal. Um, so lots of different experience across the building. Um, and honestly, I think that's a lot of what's driving this accelerated improvement plan is we have a lot of incredible things happening in the building, and we wanna continue to really build an engaging learning experience for our students that makes them want to come to school and want to learn. And so that's really the kind of, I would say the, the cusp of this. And I know that you've heard from Ms. Berman and from other principals about how this will eventually lead into a school improvement plan. We know we still have a lot of data diving to do. We know we have a lot of digging in as a staff to do this is I'm a big systems person and this really to me is about building a system that will be ready for that when we, when we need to shift into that. Um, and so, like I said, our goal is to create that daily learning experience where kids, um, are learning to read, are wanting to learn, and that they have a sense of belonging and that they feel safe in our community. Um, we know we have a complex learning environment that gives us curve balls every single day all day long. Um, but that's kind of what we love about the Lincoln, um, is that it isn't like any other school in the district. Um, the two solutions that we've chosen, um, as a school or that we've, we we're kind of pushing towards as a school is to focus on literacy, right? So literacy as we know, is the basis for every bit of learning, right? Um, we need our students to be reading. It's also a place where, if I'm being honest, like we weren't doing terrible at a, as a school. So I think it's a safe place to start to build a system. Now that's not to say it's not without concern. We absolutely have concern, especially when we start to dig into subgroups and looking at that progress or lack of. Um, and that is something that we'll continue to do throughout the year. Um, starting with our November staff meeting, we'll be di or our next staff meeting, which is in November. Um, we'll be really diving into that MCA data and talking about it vertically around why do these skills kind of, um, it isn't just a fifth grade teacher's responsibility to teach comprehension. It starts in kindergarten, and we all build on that every single year. So we'll be really unpacking that and looking at it in relation to that IXL data, which we are getting ongoing and looking at, um, our DIBELS data and all of that. Um, so as I said, it's really about building a system. Um, our teachers are tasked to do so much, right? We know that, and I, I feel like I have to highlight some of the, the, the additional work sometimes that we have to do at the Lincoln having such complex learners. So their common prep time ends up having to go to, um, consults, right? Because we have big team consultations. It ends up going a lot to prep because we have a lot of visuals for the learners in front of us. It sometimes goes to working with their paraprofessionals, things like that. Um, and they don't always have the bandwidth to do the data diving that we need them to do, right? And so one of the solutions that I kind of have proposed for that, or a big piece of that is to implement, um, a tier two time that I am, I'm supporting them, right? And I by no shock to anyone here, love to talk. Um, it's not that I'm not shy. Um, years ago when I was a teacher, there, there were principal assemblies and it was just like this fun engaging time where the principal really focused on building morale and culture and like kind of made it exciting. And I'm really happy to say that last Friday we had our first principal assembly, and I've had two students that I didn't expect to say that I was pretty funny. And one of them said, I should be a YouTube performer. So I'm pretty excited about that. I felt like that was like the ultimate stamp of approval. Um, but what really was the excitement about that day is that teachers got time to work on tier two instruction. So like, what is happening at your teacher table? Which is the most basic form of tier two instruction, right? It is the most powerful form is when a teacher can have that time with a student to really dive into the skills they see that student struggling with in the classroom. So my guidance this year has been to focus on literacy, right? Because it is something that I think my staff as a whole has a strength in, right? I have some incredible teachers back there that teach reading, and one in particular takes pretty much every PD possible. Um, she's giggling right now, um, possible on teaching literacy. Um, and it's really about giving them that time and helping them build the culture around looking at data as a team that isn't always instructed from a district perspective. Um, many of you know, I was a coach for many years. I was a director for many years. I know how to lead data meetings. We know the culture that comes from data meetings or that we, I myself had a part in, in creating, it's not always a safe space for teachers, right? They sometimes need time to talk as a team. We'll still have those benchmark times of the year where I'm involved. I'll still give them feedback and process with them in between. But this is about giving them space and time to have that. So while this year it's around literacy, it could shift to math next year, it could shift to SEL another year. It really is about building that time and about giving me time with students. So we are focusing on, um, using literature when we are in those assemblies. And I'm hoping over time to kind of build that skill again through me as well. Um, is it okay to shift onto the next solution or do you want me to Okay, so the next solution, I, I do feel like if we're gonna talk about an engaging daily learning experience for our learners, we have to look at attendance at Lincoln. Um, for anyone that hasn't necessarily dove into our attendance data, it's concerning. Um, we had just under 50 students last year identified as chronically absent. Um, I know that's different from the rest of the district. We have some unique situations there, um, that we need to spend the year really unpacking and looking at. I have some hypotheticals, right? I have some predictions. One of them being, um, a great chunk of this is families that travel. So for example, we have almost two weeks off for the midyear or that mid hall that holiday break or the winter break this year. Um, there are so many multilingual families that have already reached out about extending that so they can go back to their home country for a month or longer, right? And that makes sense, but it's also a missed 10 plus days of school. And so I'm regularly brainstorming this with Melanie and with my staff is like, what else can we do to help these learners? But right now, I would say we're in an information gathering space, right? We're really diving into that subgroup data. We're really talking about it as a team. Um, we have a system at the Lincoln that I was able to help build when I was the director of social emotional learning called the triage meeting. We do it every single Monday morning where we talk about like emerging concerns in the building and how we're gonna address them throughout the week. So we've added an attendance check right into the triage meeting. Um, we were able to meet, I'll give an example, yesterday, um, we identified four students that we are already seeing as chronically absent this year. We were able to give reasoning for some of them being like they had COVID and needed to be out. Oh, they were out for a vacation. And we, we know about that. But then there was a couple that we said, these need a follow up. And so we were able to already connect with families. We kind of designated, like one of them was me partnering with the classroom teacher, the other is the nurse. And so we're trying to like, involve not just me, because I think we so often say, well, what are you gonna do? Or what's the principal gonna do? And that's not always the right path. Um, we wanna acknowledge that that sometimes feels punitive to families or to students. And that's not the approach we're trying to take. We're really trying to take that partnering community building, like really seeing where a family's at approach. Um, and again, we're putting it right into a structure so it holds me accountable. It holds them accountable. Um, and again, we're always trying to partner with, with the teacher as well. Um, and so that's kind of where we're at. And I, I know you have the packet. I'm happy to answer any questions, um, that you might have.

▶ 1:05:12 Speaker 2: Terrific. Thank you. Of course. Questions? Yes. Go ahead Ms. McAndrew. Thank you.

▶ 1:05:18 Jennifer McAndrew: Um, thank you Principal Patty for being here. Um, it's great to see you and the whole Lincoln School community who's here. Thank you. Um, thank you for the plan. I think it's very clear and accessible as they all have been very focused on, you know, the one, two or three key things that you're working on, and you've been clear about that, which I appreciate. So I have two questions, um, about the second strategy goal. Mm-hmm. Attendance. Um, I just, just first of all wanna just commend you for naming that as a central challenge because I think, um, the more you talk about it in the Lincoln School community in the, in our wider community, the, the more helpful that will be. Mm-hmm. Um, so that, my first question is just about how are you, um, kind of socializing these two goals, and especially that one with the whole Lincoln community, especially the families and caregivers. Um, it's a good question just to know, like not just that, oh, here are the statistics and there's a percentage that's chronically absent, but like why that's important to consider and look at as a school community. Yeah,

▶ 1:06:22 Kate Lipper-Garabedian: That's a really great question. And we did cover this at my first site council meeting. So they've already seen this. They given feedback and they are also starting to kind of be involved in the process. And so I would say it starts there, right? The next step is gonna be, um, we talked about the next PTO meeting, this potentially being something we talk about there. And so I think just trying to come at it, I'm a big fan of p small pockets and not overhauling, right? And so I would say site council is one of them. PTO is another, I I I know you all get my newsletter every week, right? So it, it'll be mentioned in there. And then also just having conversations. I think just being visible with families, letting them know that it's a concern. It's something that we're talking about trying to educate the community, um, on why chronically absent students typically underperform as time goes on. Because I think that people don't always see the impact of the decision of travel, right? So I think it's just also helping families, again, when it comes up, which is helping them understand and not coming at it in that like, why is your child absent so much? It's like, Hey, I wanna help you understand, like, let's talk about this together. Um, I will say like one statistic that, um, and I wanna just be protective of like the student's, um, identity of course. But like one instance of a student, I will say that we had, um, a coming into last year, ending last year, I'll just say over a hundred absences in their career. They have had not won this year. And that I really feel like is such good data on like the, the power of partnership, not just like with me to the family, but the staff with the family. And like one of their teachers is back there that like, it's hard to go slow to go fast. But I think this was a perfect example when we tried to partner, it wasn't met like with the, the strongest response. And so we just took a big step back and said, we're just focusing on small positive interactions this year. That's what we're gonna focus on, is like giving this family small, positive, supportive interactions. And now we have, we're on date, I think 42 First grade Teacher, 4, 2, 4 3. Mm-hmm. Um, and we've had no absences. So I feel like that that's the data I'm looking for, and that's the power I'm looking for and the education right now. Thank you

▶ 1:08:30 Jennifer McAndrew: For that. That's really helpful. I just really commend your very supportive approach to this and very public approach. Um, and so the, the second is related just how, um, I totally get your point that the Lincoln School community has, um, special challenges, needs and opportunities. I'm wondering, um, how we, how you as a principal are working to maybe get ideas, support, um, feedback from other principals and or, um, districts outside of Melrose

▶ 1:09:00 Kate Lipper-Garabedian: In relation to attendance. Yeah, yeah. Strategies. So we, we did spend a good atti a good amount of time talking about this last year. It was led by Dr. Turner. We were trying to really just, it's not necessarily just a centralized linking concern. Um, although I, I have looked at the DESI data, I know that ours is more alarming or it just, to me at least it feels that way when I'm looking at it. Um, Mel's the data person. Um, but to me it feels like it is, does feel like a more prevalent concern there. But we do talk about it regularly. The principals and I meet weekly. Attendance is often something that comes up. We did start to try to build more of like a tiered attendance plan last year, but it was really just about unpacking concerns. I have already shared with my internal team, the, the high school kind. It's the high school, but it's really the high school, middle school now attendance tiered plan. 'cause I was part of that a few years ago when they were developing that. Um, and so I would say just keeping in touch. Like it's something that I know I'll, we've been, we've looked at each other's AIPs. It's something I know we all care deeply about it. Just because it's not in their AIPs doesn't mean it's not something that we're all talking about all the time. Um, we all have students that travel that we are all concerned about. We all have students that I think is a product of COVID. They still feel the need to stay home when there's a cold. And we try to, it's hard to tell a family sometimes. Like, it's okay if you have a sniffle or it's okay if you have a cold, a cough, like you can come to school. 'cause we were, we kind of put that in them to not come to school for such a long time. So I think we do regularly talk about that and I think we'll continue to do

▶ 1:10:37 Speaker 7: That. Thank you. Really helpful. Of course. Appreciate this.

▶ 1:10:40 Speaker 2: Of course. Great. Yes, Ms. Withy, go ahead.

▶ 1:10:42 Speaker 1: Um, also just very thankful to have both of you come before us and share the plan. One thing that I noticed that I really appreciated, and just the way you wrote the goals was in this desired impact for solutions, you referenced like wanting to enter the 26 27 school year. Mm-hmm. So it, it signaled to me for a second that perhaps this might be more than just a year long plan. Is that what you're envisioning too? Like this is phase one, phase two might be going deeper on strategy one. Yes. Okay.

▶ 1:11:11 Kate Lipper-Garabedian: Yeah. I think my vision, right? Again, all about building systems. And while I know again that like literacy, our math data looks more concerning, right? But like, I'm gonna focus on literacy for so many reasons, right? Number one being, again, trying to leverage a lot of this, the professional development that we're accessing this year, 14 of our staff members are taking the OG training awesome. For Orton Gillingham, which I'm so ecstatic about. Mm-hmm. Um, I'll give a shout out to my whole entire third grade team, including special ed is take is taking it. I can't wait to see what happens. Um, and so I think it's just really about kind of, um, sorry my brain is so fried tonight. Um, I think it's just really about taking the time to like look at that and, and think deeper about that. But I'm happy to like follow up, just follow up on anything. No,

▶ 1:11:57 Speaker 1: This is, this is great. And I was really excited to see the large amount of teachers that are also taking the OG training. Yes. And I think like knowing that you're trying to think about interventions, knowing that you also have a group of people that are gonna be taking this training. Yes. There's gonna be some really nice cross pollination I would imagine around learning and then applying and like bringing that back that I think is just so powerful and profound for the community. So thank you.

▶ 1:12:20 Kate Lipper-Garabedian: Absolutely. Absolutely. And then I'm sorry, just to add on, 'cause I know you asked this question. Now it came to me. I think like my goal really is about kind of taking all that unpacking we'll do this year, and that serves the, that serves the development of the school improvement plan, right? Like, so very helpful. The, the data that we're gonna really unpack this year, that's gonna build that school improvement plan. So like, I don't, I don't see our literacy work going away after a year. I think it's really like the exposure in skill building this year in system building. And then next year we're gonna say like, well, how are we gonna implement this? And that won't be done. Just me. Like, that will be done as a team. Same with the attendance. Like this year we're really trying to like unpack the attendance issues and like concerns and just, and we're trying some things out and documenting it and putting it in like in a system that's already working. But it's really gonna be about continuing that work next year, because that's not, it's not gonna be an overnight success. Thank you for bearing with my, um, eight o'clock ring.

▶ 1:13:16 Speaker 1: No, that was great. Thank you so much for letting us see how it's gonna evolve over time. Thank you. Yes, Mr.

▶ 1:13:21 Speaker 2: School, go ahead and Mr. Hartman after that.

▶ 1:13:24 Margaret Raymond Driscoll: Thank you. So what I've heard, um, from all of you who have presented, um, uh, before us, your school improvement plans is, um, a real focus on professional culture and creating that sense of belonging and trust in your schools in different ways, right? Because you have different student populations and, um, I just happen to know Lincoln more than a lot, some of the others. So what I see, um, continuing, I think for, uh, a long time is this real melding of heart and data. And I think that's sometimes a challenging balance when you are really focused on driving improvements for students. And each of those students has a face and, and needs to have an an individual learning plan. Yes. And with many of the opportunities and challenges that comes from having a different kind of population. Mm-hmm. And I know how focused, um, all of Lincoln staff always has been on that. And the other thing I'm just hearing in that is the accessibility, um, that all students and families, um, that I've seen, um, feel when they come to be with you. Um, you make your hearts, um, open so that you can really hear the problem or you can hear the challenge or you can hear, um, what they're facing right now. And it's so different because if that student speaks a different language from the student sitting next to them and has very different cultural practices, I've always seen that the Lincoln embraces that. And the joy and curiosity around those cultural practices and those languages in the spirit of everybody can come together and learn together and be better together. And I appreciate the fact that all of you continue to embody that joy. And that's very hard to do when you want to solve problems right now, because you know that every day that goes by that a student misses school or a student doesn't feel that a curriculum is accessible. It is not a completely lost day. But you wanna make it, you know, a hundred percent and not 75% that day. So I'm just grateful for the way you treat each other and the way that you treat your students. So thank you.

▶ 1:15:43 Speaker 2: Thank you Mr. Sk. Yes, Mr. Hartman.

▶ 1:15:47 Speaker 5: Um, thank you for this and thank you for the detail and the plan as well. Um, I was really interested in the, the absentee section of it, and, and I very much appreciated the approach that, that you're taking with it. And I, I can see how much work that approach is gonna be from so many people in the school, um, from the teachers in the classroom to you, to the, the admin staff. Um, I think that's, that's worth noting. Uh, and one of the things you said caught my attention that, that you had been involved in some of the, the absentee issues at the, at the higher levels as well. And so, um, you know, I see a lot of opportunity for success in what you're writing here, um, to the, to your point, it's gonna take some time. It's gonna take, uh, deep dives and, and work, uh, more than one year. Understandable. Um, and I, I think one of the things that comes to my mind is these students are gonna turn into middle schoolers and turn into high schoolers. How do we start to make that connection in the middle school and draw the lessons learned, the, the relationships, the, the things that these students have succeeded at after years of working at, at Lincoln and move that into the high school and make in the middle school and make sure that those lessons are still captured at the, at the middle school. Give them the same opportunities, give 'em the same types of, um, responses when they need it. Entering a building that goes from, uh, about 400 kids to about eight, eight or 900 kids from all parts of, of the district that, that maybe they have never seen before in Melrose. Um, very different, uh, building culture. Um, and so, you know, I wonder if you want to use your eight o'clock brain or not. This is an optional question. Um, just how do we take some of the lessons that you might learn at Lincoln and start to bring that into, uh, our middle school where we, where we've seen some of these struggles?

▶ 1:17:17 Kate Lipper-Garabedian: Yeah, I'm happy to talk about that. So, just for a little perspective to when I was the director of social emotional learning, that was a big part of my role was, was working with the transition from fifth to sixth. So I would partner with elementary principals, partner with middle school administration, and we would try that transfer. Um, obviously with adjustments in administration, it's, it's, it's, it's revamping, right? It's a work in progress, but I don't think the, the basis of it is gone. Um, I, I have a whole team of people who take that transition so seriously. Um, we've already started identifying students that following the new year, we need to start a transition plan with that would include, and again, every student's so individual that it might include just meeting administration. 'cause they don't always have a history of trust and administration. It might mean taking a few planned times to meet their counselor. So then that's like a familiar person. Um, we also, we started this about 10 years ago. We continue to do it for students that we know have significant anxiety about middle school. They all have step-up day, but we also do individual visits or, um, like small group visits to the middle school. Um, we too, we've done it from everywhere to like attending a lunch to, um, like helping them like try to get into their lockers to helping them navigate the building. So we've done a different target in so many ways through the years. It's really about like the learners that year and what they're kind of sharing their concerns to be about. Um, we invite often for, um, the staff to come down, especially the Access and Student Success Center staff, because we want them to see the kids that they sometimes present with the biggest balls of anxiety, just kind of like inside of them. Um, but really we invite anyone. Um, a few years ago we were planning lots of different visits for sixth grade team leaders to come down. I would love to work with Jason and Brian and Michelle and Steve again to kind of get that up and running. Um, so I think all of those things will contribute. And again, this is something that I would talk about with all principals and we can talk about like how all kids would benefit from it. Um, but I, I think one of the things that I'm grateful for having that five years of, of that district experience is I don't really have a, it's not a discomfort to pick up and call Jason or it's like, I don't mind just like kind of saying, Hey, they're coming over. Like, what time can I expect them to be? Or like, what time do you want them to be there? Um, it's just a different comfort level. Um, but again, our staff sees the value in that they start working on it very quickly. Um, and I'll even speak to like the preschool to kindergarten transition. Like we had quite a few Franklin learners coming to us this year with complex needs. That process started in, at the midyear, like that wasn't an overnight. Um, we did at least I would say 10 visits there last year to really get to know and get eyes on those learners, um, and get to know their families. And so I would say that it's the same process for fifth to sixth. 'cause I think one thing we don't take for granted is that, um, there's a lot more like, I would say like handholding or closeness with like the coaching that you give a child in elementary school. And that's different in middle school, you know? And so I think that the staff there over the years, they've grown in hearing that. Like we say, come see where the learners are at, not necessarily where you want them to be. Um, and I do think they hear that and they believe in that and they, they are, they're trying to address that.

▶ 1:20:37 Speaker 5: Thank you. Of course. Of course.

▶ 1:20:43 Speaker 2: Any other questions? Great. Um, wonderful discussion. So in Salem where I work, they do these buyback days. 'cause we have a big attendance problem in Salem that we've really worked on real, very, very well and comprehensively over the last four or five years. Um, and 'cause obviously if you wanna catch the problem when they're in elementary school and not have it continue to grow and grow and grow and then cause dropout or just failure. So, um, I don't know if you can do buyback days at, at the elementary, because

▶ 1:21:12 Speaker 8: I'm willing to talk to you about it now. Yeah. I need to learn more. Wrote it down. Talk

▶ 1:21:16 Speaker 2: Online because, but there's a lot of really good ideas out there and I, I I just don't know how they would translate to elementary school. Yeah. But I do wanna say that you really are running the school that is the most urban of our elementary schools and a true melting pot of many, many, many cultures. And that makes for an incredibly dynamic learning environment and a large spread of needs. So I think what I can tell from the talking to people in the community is if, oh, you have a student that goes to Lincoln, oh, we're the Lincoln Lions. There's such pride. It seems like the morale is very, very high on your staff. Um, the students and the parents are very happy to be there. And that hasn't always been true in the last eight years, um, of me being on the committee at least. And I think there's always been a great effort for things to be going well there, but it seems like things are going very well now. So I wanna thank the educators, you, um, the families and the students for working so hard to, to make it feel more solid. Thank you there. And more joyful. Thank you. Um, so I'm really happy and I think that, um, the partnership and the relationship building with families while you begin to make systems moves sounds just perfect. Thank you. 'cause without that trust, you can't build those relationships, right? So then, and if you have the partnership, you can get through anything. So thank you for all you're doing. Thank you. And we're very proud of the Lincoln Lions, and we'll look forward to seeing where all your, your goals and data go to. Awesome. Thank you all very much. Thank Oh, we have to, we'll vote on your plan now. Oh, okay. Sorry. Do we have A motion? Yes. Okay. Ms. Macand and second by Ms. Withy. All in favor. Here we go. There's your sex.

▶ 1:22:53 Speaker 8: Thank you everyone. Thank you.

▶ 1:22:55 Speaker 2: And with that, that concludes, um, educational programs and personnel. Thank you.