School Committee — 2026-06-23

School Committee Meeting

Attendance

Margaret Raymond Driscoll present · Member; Matt Hartman present · Vice Chair; Melissa Holleran present · Member; Seamus Kelley present · Chair; Sheri Leo present · Member; Jennifer Razi-Thomas absent · Member

Agenda

CALL TO ORDER/PLEDGE (0:05)
PUBLIC COMMENT (0:47)
EXECUTIVE SESSION (0:57)
To comply with 603 CMR 23.00 in protecting student privacy when discussing a contract with another Municipality. (1:45)
To discuss strategy with respect to collective bargaining with the Traffic Supervisors as an open discussion may have a detrimental effect on the negotiating position of the School Committee. (1:58)
RETURN FROM EXECUTIVE SESSION (2:10)
ANNOUNCEMENTS OF THE SUPERINTENDENT (2:42)
Report: Personnel (5:56)
Report: The Bridge Update (6:10)
CONSENT AGENDA (7:04)
Warrants FY26 School - S26094 Revised - $1,651,659.54 FY26 Refunds/Officials - S26095 - $5,906.55 (7:23)
Regular Meeting Minutes: May 19, 2026 and June 9, 2026 (1:31:35)
Donation: 3D Printer (1:30:37)
SUBCOMMITTEES (COMMITTEE OF THE WHOLE) (8:25)
Finance and Facilities - Margaret Driscoll/Melissa Holleran (8:35)
Monthly Budget/Grants (8:46)
Report: Special Education Expense Update (11:16)
Vote: MPS Additional Funding Update (13:10)
Educational Programs and Personnel - Jen Razi-Thomas/Sheri Leo (37:50)
Report: Summer Programming - Remedial & Enrichment (41:05)
Report: End of Year Curriculum Wrap Up (42:58)
Policy and Planning - Matt Hartman/Margaret Driscoll (1:09:20)
Review: K Policies - Policy KA : School/Community Relations Goals, Policy KBA: School/Parent Relations Goals, Policy KCB: Community Involvement in Decision Making, and Policy KDB : Public’s Right to Know. (1:10:45)
ANNOUNCEMENTS OF THE CHAIR (1:30:03)
Report: Superintendent's Evaluation (1:34:25)
Report: Rolling Agenda (1:35:25)
Report: Outreach (1:35:52)
ADJOURN (1:36:02)

Minutes

Melrose School Committee Regular Meeting Tuesday, June 23, 2026, 7:00 PM 562 Main Street, Melrose, MA 02176 Council Chamber, First Floor, Melrose City Hall MINUTES 1. CALL TO ORDER/PLEDGE Attendee Name Title Status Arrived Margaret Raymond Driscoll Member Present Mayor Grigoraitis Mayor Present Matt Hartman Vice Chair Present Melissa Holleran Member Present Seamus Kelley Chair Present Sheri Leo Member Present Jen Razi-Thomas Member Absent Cari Berman Superintendent Present Ken Kelley Deputy Superintendent Present Also in attendance: Recording Secretary, Kristen O'Connor. With a roll call vote with six (6) present, and one (1) absent, the meeting convened at 7:00 PM. 2. PUBLIC COMMENT No members of the public requested to speak, either in person or remotely. 3. EXECUTIVE SESSION MOTION: To amend the agenda to move Executive Session after Public Comment RESULT: ACCEPTED [UNANIMOUS] MOVER: Matt Hartman SECONDER: Margaret Raymond Driscoll AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo ABSENT: Jen Razi-Thomas Chair Kelley cited the need for Executive Session to comply with 603 CMR 23.00 in protecting student privacy when discussing a contract with another Municipality and to discuss strategy with respect to collective bargaining with the Traffic Supervisors as an open discussion may have a detrimental effect on the negotiating position of the School Committee. The Committee adjourned to Executive Session at 7:02 PM and will return to Public Session. 1 1. To comply with 603 CMR 23.00 in protecting student privacy when discussing a contract with another Municipality. 2. To discuss strategy with respect to collective bargaining with the Traffic Supervisors as an open discussion may have a detrimental effect on the negotiating position of the School Committee. 4. RETURN FROM EXECUTIVE SESSION Chair Kelley shared an update from the Executive Session, noting that the Committee approved both items on the agenda. Specifically, he highlighted the approval of the Traffic Supervisors' contract, which includes increased pay, a uniform stipend, and sick leave benefits similar to neighboring districts. These contract improvements were aimed at attracting more candidates and generating greater interest in becoming crossing guards. 5. ANNOUNCEMENTS OF THE SUPERINTENDENT The Superintendent reflected on her first year, expressing gratitude for the supportive school community. She highlighted her recent visits to all the classrooms across the district and her attendance at various end-of-year celebrations, including the Roosevelt 5th-grade kickball game, the 8th-grade moving-on ceremony, and graduation. She thanked all educators, staff, students, and families for a great year and looks forward to everyone's return on August 31st for the 2026–2027 school year. The Superintendent also gave a quick update on the Winthrop playground, where the goal is to have a new playground ready for students as close to the start of the school year as possible. 1. Report: Personnel The Superintendent shared the Personnel Report from the packet and offered to answer any questions. 2. Report: The Bridge Update The Superintendent shared a memo in the packet from Lisa Lewis, who coordinates the Bridge. The memo highlighted some of the work done over the past year. She expressed thanks to Lisa Lewis and the Bridge for the support they provide. 6. CONSENT AGENDA Ms. Leo requested the removal of the donation from the Consent Agenda and Ms. Driscoll requested the removal of the meeting minutes of May 19th. Both items will be moved to the Announcements of the Chair. All other Consent Agenda items were approved as presented. MOTION: To approve the Consent Agenda RESULT: ACCEPTED [UNANIMOUS] MOVER: Melissa Holleran SECONDER: Matt Hartman AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo 2 ABSENT: Jen Razi-Thomas 1. Warrants FY26 School -S26094 Revised - $1,651,659.54 FY26 Refunds/Officials - S26095 - $5,906.55 2. Regular Meeting Minutes: May 19, 2026 and June 9, 2026 3. Donation: 3D Printer 7. SUBCOMMITTEES (COMMITTEE OF THE WHOLE) 1. Finance and Facilities - Margaret Driscoll/Melissa Holleran A Monthly Budget/Grants Deputy Superintendent Kelley presented the monthly grants report from the packet and offered to answer any questions. Discussion included the possibility of the IDEA moving out of the Department of Education and into Health and Human Services, and the anticipation that the FY25 grants will be expended on schedule. MOTION: To approve the Grants Report RESULT: ACCEPTED [UNANIMOUS] MOVER: Seamus Kelley SECONDER: Matt Hartman AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo ABSENT: Jen Razi-Thomas B Report: Special Education Expense Update Deputy Superintendent Kelley presented the special education expense report prepared by co-directors Linda Chase and Marc Kerbel. C Vote: MPS Additional Funding Update Deputy Superintendent Kelley presented the memo regarding two adjustments made to the categories originally approved on April 14th. These revisions account for the settlement of three collective bargaining agreements (CBAs) with the MEU, the realignment of those salary adjustments into categories for FY27, and an additional $332,180 in Chapter 70 funds appropriated to the school by the city. Because the updated categories now reflect both the new CBA salary information and the extra state funding, Mr. Kelley requested that the School Committee approve a budget increase from $53,937,000 to $54,269,180. Appreciation was also expressed to the Mayor and her 3 administration for their support with this appropriation. MOTION: To accept the additional funds RESULT: ACCEPTED [UNANIMOUS] MOVER: Seamus Kelley SECONDER: Sheri Leo AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo ABSENT: Jen Razi-Thomas Superintendent Berman requested that the School Committee direct the newly accepted funds into two categories: $140,000 for secondary education and the remaining $192,180 for administrative/district-wide costs. Additionally, Ms. Berman proposed restoring the Director of Visual and Performing Arts position as a K-12 Director of Arts and Activities, which would oversee leadership, fiscal management, and curricular alignment for arts programming and other related departments. Discussion included: the concern over student performance in math and ways to address that. MOTION: To put $140,000 into the secondary category and $192,180 into the administration/ districtwide category. RESULT: ACCEPTED MOVER: Seamus Kelley SECONDER: Jennifer Grigoraitis AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo NAYS: Margaret Raymond Driscoll ABSENT: Jen Razi-Thomas Deputy Superintendent Kelley confirmed that the budget, with the approved funds, had now increased to that of $54,269,180. The Committee would need to approve the amounts in each category. MOTION: To approve the recommended amounts in categories : Franklin ECC, Elementary, Secondary, Athletics/EC, Teaching and Learning, and Special Education RESULT: ACCEPTED MOVER: Matt Hartman SECONDER: Seamus Kelley AYES: Jennifer Grigoraitis, Seamus Kelley, Matt Hartman, Melissa Holleran, Sheri Leo NAYS: Margaret Raymond Driscoll 4 ABSENT: Jen Razi-Thomas MOTION: To approve the Admin/Districtwide recommended amount RESULT: ACCEPTED MOVER: Seamus Kelley SECONDER: Melissa Holleran AYES: Jennifer Grigoraitis, Seamus Kelley, Matt Hartman, Melissa Holleran, Sheri Leo ABSTENTION: Margaret Raymond Driscoll ABSENT: Jen Razi-Thomas 2. Educational Programs and Personnel - Jen Razi-Thomas/Sheri Leo Vice Chair for Educational Programs and Personnel, Sheri Leo noted two agenda changes: the Site Council report was listed in error (the MVMMS School Improvement Plan update will be rescheduled at a future meeting), and the vote on the PD plan was replaced by a review of end-of-year assessments, curriculum updates, and the PD plan. Superintendent Berman introduced Melanie Acevedo, Executive Director of Academics and Accountability and Speech and Language Pathologist Michelle Theodore. Ms. Acevedo and Ms. Theodore are also part of the PD Committee and shared information on curriculum development, end of year assessments and professional development. A Report: Summer Programming - Remedial & Enrichment Ms. Acevedo reviewed the summer update memo, explaining that the first half (sent to families June 15) encouraged the completion of summer assignments. The second half detailed summer program locations, placing Pre-K through 5th grade at the Lincoln School and rising 6th through 12th grades at the middle school. B Report: End of Year Curriculum Wrap Up Ms. Acevedo consolidated the EOY Data Review, FY27 PD Plan, and FY26 Curriculum Review memos into a slide presentation. Key highlights from her overview included: strong elementary growth in ELA and Math, and secondary IXL data that, despite some skewing, offered some context moving forward. She reviewed newly adopted programs (such as UFLI, Reveal Math, myPerspectives, and Vista Higher Learning). She also shared that PD survey participation tripled to 173 responses, which helped with the creation of four foundational PD pillars, an implementation timeline, and next steps. Discussion included: IXL testing, MCAS, and scheduling/timing for future testing. 3. Policy and Planning - Matt Hartman/Margaret Driscoll Vice Chair Hartman discussed the four policies presented tonight for their second read and potential first vote. 5 A Review: K Policies - Policy KA: School/Community Relations Goals, Policy KBA: School/Parent Relations Goals, Policy KCB: Community Involvement in Decision Making, and Policy KDB: Public’s Right to Know. Vice Chair Hartman presented Policy KA: School Community Relations Goals. Discussion included: the difference between the MASC version and the district's version and whether to adopt the MASC version or keep the MPS version. MOTION: To approve the Melrose Public Schools' Policy KA as is. RESULT: ACCEPTED [UNANIMOUS] MOVER: Sheri Leo SECONDER: Melissa Holleran AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo ABSENT: Jen Razi-Thomas Vice Chair Hartman presented Policy KBA: School/Parent Relations Goals. Mr. Hartman highlighted a difference between the MPS version and the MASC version where it said student conduct in the second paragraph. Discussion included: using the word guardian or caregiver in the title, and defining what the MASC version means by consulting on matters of student conduct. With these questions, the Committee decided to hold on this policy to allow the administration to review and will bring it back at a later date. The next policy presented was Policy KCB: Community Involvement in Decision Making. Mr. Hartman noted that the MASC no longer holds this policy in their handbook, therefore he had taken the one from the Arlington handbook to show the difference between theirs and the Melrose version. Discussion included retiring the policy in line with MASC. MOTION: To retire Policy KCB from Melrose in line with MASC's retirement of the policy RESULT: ACCEPTED [UNANIMOUS] MOVER: Jennifer Grigoraitis SECONDER: Margaret Raymond Driscoll AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo ABSENT: Jen Razi-Thomas Vice Chair Hartman presented Policy KDB: Public's Right to Know. He noted that the policy was last reviewed in 2013 and required updates to reflect major state public records law changes made around 2018–2019. Attorney Lindquist updated the language to ensure alignment with current Public Records and Open Meeting Laws. Otherwise, the MASC policy closely aligns with the current Melrose version. MOTION: To approve the Melrose Public Schools' Policy KDB 6 RESULT: ACCEPTED [UNANIMOUS] MOVER: Sheri Leo SECONDER: Melissa Holleran AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo 8. ANNOUNCEMENTS OF THE CHAIR The donation memo was pulled from the Consent Agenda. Ms. Leo requested to pull this to allow a moment to acknowledge the Bel Qaid family and their donation. MOTION: To approve the donation RESULT: ACCEPTED [UNANIMOUS] MOVER: Sheri Leo SECONDER: Melissa Holleran AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo ABSENT: Jen Razi-Thomas The May 19th meeting minutes were removed from the Consent Agenda. Upon request from Ms. Driscoll, the minutes were amended to say "current three-year strategic plan" under the strategic plan section and to add the word "process" to summer strategic planning. MOTION: To approve the May 19th meeting minutes with the amendments RESULT: ACCEPTED [UNANIMOUS] MOVER: Melissa Holleran SECONDER: Matt Hartman AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo ABSENT: Jen Razi-Thomas 1. Report: Superintendent's Evaluation Chair Kelley reported that the Superintendent had submitted her self-assessment. He asked all Committee members to submit their evaluations to him by July 15th so he could assemble a composite review that reflects the viewpoints of the full Committee to be shared at the July meeting. 2. Report: Rolling Agenda Chair Kelley presented the Rolling Agenda, noting that meeting dates in September and 7 October may need to be adjusted to align with holiday schedules affecting the City Council meetings. 3. Report: Outreach There were no outreach reports. 9. ADJOURN MOTION: To adjourn RESULT: ACCEPTED [UNANIMOUS] MOVER: Matt Hartman SECONDER: Jennifer Grigoraitis AYES: Jennifer Grigoraitis, Seamus Kelley, Margaret Raymond Driscoll, Matt Hartman, Melissa Holleran, Sheri Leo ABSENT: Jen Razi-Thomas The meeting adjourned at 8:44 PM. 8

Transcript

▶ 0:07 Good evening. Welcome to the Melrose School Committee meeting of Tuesday, June 23rd, 2026. Ms. O'Connor, would you please call the roll? Ms. Driscoll? Here. Mayor Grigoritis? Here. Mr. Hartman? Here. Ms. Holleran? Here. Mr. Kelly? Here. Ms. Leo? Here. Okay, that gives us a quorum, with six present and one absent. Could you please join us in the Pledge of Allegiance? I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all. Okay, without objection, we'll open the floor for public comment. Is there anybody in the room who would like to speak during public comment? Is there anybody online?

▶ 0:57 No. Okay, without objection, we'll close public comment. Thank you. Just given that we have a need for an executive session this evening, I was wondering if anybody would like to make a motion to move it- So moved ... okay, motion by Mr. Hartman- Move it to immediate consideration of the executive session. Okay, seconded by... Okay. Seconded by- Ms. Driscoll ... Ms. Driscoll. I'm sorry. It's okay. I've done it myself. It's fine. It's like, "Yeah." We're good. Sorry. Ms. O'Connor, would you please call the roll? Ms. Driscoll? Yes, please. Mayor Grigoritis? Yes. Mr. Hartman? Yes. Ms. Holleran? Yes. Mr. Kelly? Yes. Ms. Leo? Yes. Okay, so that passes six in favor, so we're going to go into executive session. Let me read the need for it.

▶ 1:45 The need is to comply with regulation 603 of CMR 23.00 in protecting student privacy when discussing a contract with another municipality. And then the second need is to discuss strategy with respect to collective bargaining with the traffic supervisors, as an open discussion may have a detrimental effect on the negotiating position of the school committee. So we will go into executive session. If we could ask people to leave. We will come back from executive session. Okay? Okay, welcome back from executive session. The school committee unanimously adopted both items. The first one deals with student confidentiality, so I won't speak to it. The second one dealt with our traffic supervisors' contract, where they've received increased pay,

▶ 2:30 some sick leave closer to some similar districts, which we're hoping will help build up our pool of people looking to work for us, some uniform stipends, and just generally the goal of getting more people who want to come be crossing guards here for the Melrose Public Schools. So, thank you for the negotiating team. We were represented by the school committee by Ms. Holleran, so that was great. Thank you so much. Now we'll move into announcements of the superintendent. Great. Thank you, Chairman Kelley. I have two quick announcements that I'd like to provide before sharing the two agenda items. So, I just would like to start and take a moment to reflect on the past year and express my deepest gratitude to all of you.

▶ 3:13 It certainly has been a rewarding first year serving the district as the superintendent, and I deeply appreciate all the warmth, partnership, and support that I've been shown along the way. Our schools are truly defined by the strength of this community, and I'm so thankful to be part of this team. Over the last few weeks, I did have the privilege of attending several of our end-of-year celebrations, including the Roosevelt fifth grade kickball game. Quite warm out there, but it was really exciting and really fun to watch. I was able to see the celebration of our middle schools at the eighth grade moving on ceremony, and like many of you, watch our seniors cross the stage at graduation. I also made it a top priority to pop into classrooms the last

▶ 4:00 two days of school, and I think I was able to pop into the entire district. Not everyone was always in their classroom, so I found a lot of people on the playground or in some other spaces. But it was really great to experience the laughter and learning that was going on and really continued right up until that last day. And I just want to share my appreciation for each and every educator for their dedication and their way that they were able to maintain routines and high expectations to that very last day. And just thank you to our staff, students, and families for a wonderful first year, and I look forward to seeing everyone back on August 31st for the '26, '27 school year. Second, I just wanted to give a quick update on the Winthrop

▶ 4:45 playground. So, the Winthrop stakeholder group recently met to discuss the plans for the new school playground. The goal is to have a new playground ready for our students as close to the start of the fall school year as possible. This stakeholder group is made up of a variety of voices from across the Winthrop community. Dr. Tracy, the principal, is part of that, Ken Kelly, representing our school leadership, Jim Troupe from DPW, Rob Carrillo from Parks and Rec. In addition, we're also guided by the direct input of two of our teachers, a Winthrop student, and a few dedicated Winthrop parents, including a city councilor and PTO rep. So right now, this group is actively reviewing all of the proposals to ensure our

▶ 5:27 new space meets all of our needs, and our immediate next step is to secure a contractor or a contract with a vendor who can commit to our really tight timeline and complete this work efficiently. So we're just moving quickly because our goal is to ensure our students have a great space to play as early in the fall as possible. So, thank you all for your continued support on that as well. And then moving into our two agenda items. You have a personnel report in your packet, and this is the time we're going to see lots of changes in that personnel report, but I'm certainly happy to answer any questions that you may have Mm-hmm. Okay. And then next, the Bridge memo. So enclosed in the packet is a memo from Lisa Lewis, who coordinates the Bridge

▶ 6:13 volunteers through the school year. The Bridge is a partnership between the school and community that provides volunteers to support our Melrose Public Schools programming. So this memo highlights some of the work that was done over the past year, includes the second annual MHS Career Day, an intergenerational concert and social time, social college panels for Melrose High School upperclassmen, partnerships with the peer leaders, the eighth grade Civics Day, professional development opportunities for our teachers, partnerships with the PTO, Community Reading Day, as well as many other activities and endeavors. So I just want to thank Lisa Lewis and the Bridge for their volunteers and for the

▶ 6:53 support they provide. If you have any questions for the memo, I can certainly try to answer them or pass them along to Lisa to find future answers for you. Okay. Any questions about the superintendent's update? All right. Moving right along into the consent agenda. Okay, so we have our warrants, FY26 schools S26094 revised $1,651,659.54, FY26 refunds/officials S26095 in the amount of $5,906.55, regular meeting minutes of May 19th, 2026 and June 9th, 2026, and a donation of a 3D printer. Would anybody like to pull anything? Celia? I'd like to pull the donation. Okay. We're going to pull the donation and move that to announcements of the chair. Okay. Anyone else? Ms. Driscoll. The minutes of May 19th, please.

▶ 7:59 May 19th minutes. Okay, so the consent agenda now, if nothing else is pulled, will be the warrants and the meeting minutes of June 9th. Anybody like to make a motion to approve? A motion by Ms. Holleran, seconded by Mr. Hartman. All in favor? And that passes unanimously. All right. Now we're going to move into subcommittees, starting with finance and facilities. Thank you so much, Chair Kelley. First on our agenda tonight is the monthly budget summary and the grants reports. Through the superintendent to Mr. Kelly, please. Thanks. Yep. So you have our standard monthly grant report. There are a few grants, and we knew, as you may be aware, we are now starting to track state earmarks through our

▶ 9:03 Jen Grigoraitis: DESE and Executive Office of Education grant systems. We have a couple of those that'll be wrapping up end of June. I'd be happy to answer any questions you may have based on that report. And I apologize for misspeaking. It is the grants report as a standalone. Any questions for Mr. Kelly? Ms. Gregoratis. Thank you, Ms. Driscoll. More just a comment. Obviously, we're all watching closely what's happening at the federal level and that there's seems like a real movement afoot to move IDEA out of the Department of Education and into Health and Human Services. Is there any information that's been communicated to us or anything that we're kind of anticipating hearing about? We have not received any formal communication from either federal level or state

▶ 9:47 Margaret Raymond Driscoll: level on any guidance on that, but we are watching that as well closely, knowing that that's a major shift if that is to leave the Department of Ed IDEA for obviously this group is aware, but for anyone listening is our IDEA is about a million dollars for us annually. We rely on that for significant support for our special education systems. So that is definitely something we too are watching very closely. Thank you. Thank you. Other questions? I just had one. Mr. Kelly, will the FY25 grants be completely expended? And if so, when will that be? It's, I believe, the Title I, Title IIA, and Title III grants I'm talking about specifically. Yep. We anticipate those to be fully expended. Just met with Ms.

▶ 10:36 Margaret Raymond Driscoll: Acevedo and some of the folks in the business office today, Kim Candelieri, about those timelines. Ms. Acevedo, Ms. Candelieri are very dialed into those timelines, working with the GEMS grant system to be compliant, and we do anticipate those to be fully expended on schedule. Very good. And what is the schedule? So when would we expect to see these come off of the- I think that the close dates are included in there. Sorry, I don't have my- Oh, it says 9/3/26. I apologize. Yes. Thank you. Nope. I believe all those are on track with those dates. They're 9/3/26 included that. Yep. Which makes sense, the end of the federal fiscal year. Thank you for that. I would certainly entertain a motion to approve the grants report.

▶ 11:14 Margaret Raymond Driscoll: Made by Chair Kelley, seconded by Ms. Holleran. Any further discussion? Seeing none, all in favor, oppose that motion carries unanimously with one absent. The next item is an informational report through the superintendent to Mr. Kelly to speak about special education expenses. Sure. So this is a report that's prepared by our co-directors, Chase and Kerbel, for our monthly report out on that. And I'd be happy to answer any questions you may have on that, or if I don't have the answer, I'm happy to take it back to them for clarification. Questions? Mr. Hartman. I just have one comment reflecting on the document. I noticed that we've had a few different rounds of literacy efforts. I think that's in line with a few things we've seen, and we're seeing that effort

▶ 12:06 at the state level as well. I just wanted to express my gratitude for how much it's been spelled out in these reports, the efforts we've been doing, and I know we had the Orton Gillingham training earlier in the year as well. It seems like we're really investing a lot of time, energy, and resources into improving our literacy at the early level. I know that comes out of the work of the literacy task force that convened a year or two ago and made some recommendations to the district. So I just wanted to highlight that in the report and appreciate that we're continuing to hear those updates. I think that's really important for the community to understand that we're hearing the progress on the outcome of that task force,

▶ 12:41 Margaret Raymond Driscoll: and the district is implementing changes as a result of that. So I think that's a great update that's included here. Sure. Thank you. And I'll just add Ms. Acevedo into that too. She's locked up in a lot of time meetings with the special education department on that literacy focus, so... Mm-hmm. Very good. Seeing no more questions, we'll move on to the last item on our agenda, which is the very happy challenge of exploring some additional Melrose Public Schools funding. We're going to look at this through two lenses, so a couple of decisions need to be made. One is whether to accept the money from the City of Melrose, and that would be one discussion. And then the next would be how we would like to see that

▶ 13:31 money deployed. Whether you want to make that decision now or at a future date would be included in that discussion. So, I would certainly invite the superintendent and/or Deputy Superintendent Kelly to speak to that. Thank you. Sure. I can start off. So the memo captures that there's two adjustments to the categories that were approved on April 14. We with our partners on the MEU side to settle those three contracts, are able to realign those salary adjustments for FY27 into the categories, as well as very appreciative the city is appropriating an additional $332,180 of Chapter 70 money to the school. So those updated categories reflect both of those things, the salary information for the CBAs into their categories, as well as the additional Chapter

▶ 14:32 Margaret Raymond Driscoll: 70 revenue. So consideration tonight for school committee to increase the budget from the $53,937,000 to the $54,269,000. I'd be happy to answer any questions you have with regard to either of those. Very good. And I think we all express appreciation to the mayor and her administration for allotting us the opportunity to accept this money in service to our students. So any additional questions for Mr. or any questions for Mr. Kelly? Seeing none, motion to approve. Or do you have a question, Mr. Hartman? Yeah, no, I just wanted to highlight the updated memo includes a couple of... So our first motion is to accept the funds. Accept the money- Great. And we can get into the details of the- ... writ large.

▶ 15:21 Margaret Raymond Driscoll: Sure. I'll save my questions for later. Thank you. Okay. Very good. Mr. Kelly. Motion to accept the funds. Motion to accept by Chair Kelley. Seconded- Seconded ... motion by Ms. Leo. Any further discussion or questions? Seeing none, all in favor? Opposed? That motion carries unanimously with one absent. And as noted, this packet document was updated today with some additional information. I would certainly invite the superintendent and Mr. Kelly to speak to that. Sure. So I can start. So from the additional funding that you just accept, that a little bit over $332,000, we are requesting that the allocation be directed into two categories. So we would ask for the amount of $140,000 to go into the secondary category,

▶ 16:17 and the remaining $192,180 to go into the administrative/district-wide category. If we want to dive a little deeper into that in where we would look to maybe restore or do something different, we would be looking to restore and almost recreate what was once the director of visual and performing arts. So we would call that an arts and activities coordinator, dedicated to leadership, fiscal oversight, curricular alignment for visual performing arts, their student programming, and also some other singleton departments that don't fall directly under either the STEM or the humanities director. So it would create a middle layer for all of our disciplines before they get to Melanie Acevedo and central

▶ 17:09 admin. So it would put a director in front of a number of people. That would be a K through 12 director, in this case, where our humanities and our STEM directors are currently six through 12. We did identify this need for this position in the budget planning process, but it could not be returned or restored in any way given the 17 positions through the override, which we are so glad. I think we were talking earlier today, and I think Ms. Acevedo's going to probably highlight it a little bit as well. We'd be having such different discussions right now if we didn't have an override, so I'll just continue to thank the community for that. But our focus was really on prioritizing our class sizes, returning the middle school to the team model,

▶ 17:55 and ensuring that we could put as many educators, like boots on the ground, in front of that. And with that then comes our high-quality curriculum materials that we're going to in our math curriculum and our UFLY pilot, and there's a lot of work that needs to be done. As you guys all know, I'm a big fan of educating the whole child. I've said that numerous times. I think this really rounds out our other piece. We know that we have children who come to school for arts, for drama, for theater, and then their academics are secondary, but they need that piece to keep them engaged, and I think that's really important. The memo did also outline how this position is tied to four out of our five key goals outlined in our

▶ 18:42 strategic plan. I won't get into those right now. And then second, after that, outside of the secondary budget, we look at the district-wide budget and some additional allocation of funding there. We are certainly considering the reinstatement of the bridge position, which is currently titled as the Director of Volunteers. We know that our schools do really well when our community is actively engaged, and reinstating this role does align with our strategic goals. Building connections between adults and our students, leveraging our community assets, and enrich the real-world experience of our students. So, in addition to that, we also, with our new settling of our new contracts, we do have some additional

▶ 19:29 mandatory contractual obligations that we would hope that this funding can meet. And then also the possibility of any new curriculum that needed to come in, although I think we've covered most of our bases, just want to ensure that we are meeting the needs of all of our students. And I'll just continue to say that this additional funding, the $330,000, we continue to use the word stabilize. So this would continue just to stabilize our schools and to help us really round out what we see and the needs of all of our students. So, I don't know if I missed anything. No, I think that was-- And we'd be happy to answer any questions that maybe you have. Yeah. I just have a clarifying question. So, I think you've laid out your proposal nicely.

▶ 20:21 Margaret Raymond Driscoll: When you say at the top of page three, we are considering reinstatement, is that a proposal and included in the funding, or is that separate? I got confused by the words considering reinstatement. Oh, sorry. Yes. So that would be part of our proposed- Oh, okay. Yes. It is. Okay. Yeah. I guess all of this, I was taking it all as consideration as we move through this process. Yeah. Okay, perfect. Questions for the superintendent or Mr. Kelly on this proposal? Mayor Grigoris. Thank you. Not a question, just a comment. I'm really thrilled to see this kind of judicious and thoughtful distribution of the funds. I know this is front of mind for all of us, but we are one of few districts that is currently in the position we are in right now, which is being stable and actually

▶ 21:07 Jen Grigoraitis: having money that we are not making cuts. So I want to continue to see that as such a wonderful thing for us. I, too, am very grateful for the community, and so I think being able to bring back this director of visual and performing arts, which we know is very impactful in the community, but also one of the things we did when we were making cuts was add fees for our theater program. We now have hundreds of families that are paying a fee for that program. And we didn't reduce that fee, so to then be bringing back some support feels like a much nicer balance than how we've currently left things. So I'm really thrilled to see that. I know that our role is just to put money in the categories. Your role is to make decisions on how to manage the district.

▶ 21:49 Jen Grigoraitis: I'm very appreciative as a manager on the city side of how diligent you have been about that and really thoughtful about what it is that we need holistically in order to meet the needs of our students and our employees and our families. And I just wanted to caveat, I know the pending need with the bridge is that we need to renegotiate an MOU that has been allowed to lapse, so that we're, again, managing everyone that we're bringing into our building in a thoughtful and equitable way. So I'm grateful for this proposal. I know it's a great thing to have extra money. I also know it got thrown at you at very late in the game after a very thorough budget process. So thank you both for working so thoughtfully and

▶ 22:28 quickly with myself and with Carrie Golden. So I'm just thrilled to see this. And I'll just add onto that. So thank you for bringing that up, that we would need to do an MOA if we were moving forward with the bridge position similarly, and it is outlined in the memo, and I did not highlight this. The position of an arts and activities director would also fall under Teamsters. So that also has to be negotiated through them. That does not exist in their current contract, and so we would have to do negotiations and do some different pieces before we can move forward with a hire on that. Ms. Leo. Also not a question, but gratitude, and a comment about appreciation for, as Mayor Grigoris said, being able to invest here in these positions, but

▶ 23:17 also in your diligence in describing the connection to priorities and the strategy. That these are not just positions that are being added back, but that we are making intentional decisions to add back to support the needs of the district and the strategy that is already in place, and that you named the alignment with priorities that you wished you could have supported, is what I read, if we had more money and more positions available. So appreciated the continued connection that you outlined here. Additional comments? Mr. Miller. Just briefly, another point of gratitude as well. And I think these are really important considerations to have in moving forward with the money. I think earlier in their packet, we had the

▶ 24:05 Margaret Raymond Driscoll: work that the bridge does and outlined kind of the work that's been there. I think most or many of our outreach updates tend to be about activities that the performing and visual arts director would be involved in. We are constantly hearing about the value that that brings to the community and to the schools. So I think these are really great places to focus attention with this additional money. And thank you to the mayor as well for bringing it forward so quickly, knowing that it's a process every year. Additional comments or questions? I will take the opportunity to ask a couple of questions here. I appreciate the thought that went into this. I have a lot of concerns about mathematics. I think the report that we're going to hear tonight from Ms.

▶ 24:53 Margaret Raymond Driscoll: Acevedo speaks very Seriously to district-wide macro stagnation, to beginning of year and end of year grade eight math, which declined. At MHS, grade 10 math proficiency finished the year at 15%. So I pretty strongly believe that visual and performing arts are absolutely critical to our district. I think we could achieve many of the goals of the whole child. With the structure we have now, ideal, it is not even close. I think our kids have to learn mathematics, and I'm frustrated in a good way and believe that all students need a proficiency in mathematics. And I think a lot of the data, and Ms. Acevedo, I would look to you to correct me, but around high-dose tutoring and curriculum materials and teacher training and

▶ 26:04 Margaret Raymond Driscoll: individual outreach and dedicated targeted student interventions around mathematics are critical to what happens to students as they continue on their trajectory when they leave us. If they are not adequately prepared in mathematics, how are we sure they're going to be successful in college, or as successful as they could be? This does not speak to our wonderful teachers or anything else. It is not uncommon, I would say, anywhere in the state to have these struggles with mathematics in middle school and high school. But I think that is a must-have. So thinking about nice-to-haves and must-haves, I think it's great to have visual and performing arts, and I appreciate how that's tied into our strategic plan. But if our strategic plan doesn't

▶ 27:00 Margaret Raymond Driscoll: include core subjects like English and mathematics, then I think we're not supporting our students in some of those critically foundational ways. The other thing is that I'm very concerned, as we discussed before, about federal grants and hiring a person as opposed to putting in some targeted interventions, like one that maybe one-time funds could be used for, gives us some cushion that would be helpful. And the other piece of that is coming up, we're going to deal with early childhood legislation and graduation requirement legislation. I know I have a lot of concerns around unfunded mandates and determining how are we going to, if everything isn't funded, because I think our world is hard enough when we

▶ 27:56 Margaret Raymond Driscoll: make financial decisions, but I certainly wouldn't want to be in the state legislature right now staring down the barrel of federal challenges and the many competing priorities around housing, healthcare, and so many other issues. So I'm very concerned about being a little too ambitious in this area before we're 100% sure we're targeting those core subjects that lead to having kids follow their passions in many areas, not just STEM, but in life. So that is why I appreciate the bridge. I think that's very important. I certainly support the mandatory contractual obligations. We have made a commitment to our Units A, B, and C, and I would fully expect that we would maintain those commitments, showing fidelity to our work with our educators.

▶ 29:03 Margaret Raymond Driscoll: I would reluctantly but strongly disagree with the visual and performing arts, not because I don't think it's important, and we've heard from a lot of folks, but because I think it's less of a must-have than mathematics. So I would propose taking that $140,000 and putting it in the teaching and learning line instead of in the secondary line. Is there additional discussion? The other thing we can do, and please correct me if I'm wrong, you may vote a portion of this or you may vote the entire amount. I do not believe that it all needs to be voted tonight, but please correct me if I'm wrong. Mayor Grigoris, please. Oh, thank you. Yeah. I was going to say through the chair, but you are the chair, so to the chair which is

▶ 30:06 Jen Grigoraitis: probably violating protocol. I'm very appreciative of your thoughts and reasoning and thinking about the need for mathematics. I think the kind of city side of me and manager side of me that sometimes feels more like my job is similar to the superintendent's, I do think we need to make a decision tonight because I think anything that's involving people, whether that's hiring people, finding part-time people, I think to wait until July is going to further hamstring our ability to deliver whatever it is that is decided to deliver. So I caution us from-- I know, and I recognize, and we all signed up for having to make incomplete and imperfect decisions sometimes on a very tight timeline, and that's what this is.

▶ 30:51 Jen Grigoraitis: I feel like we as a community, through the override and then through the work of this committee and the superintendent and Ken Kelly and Ms. Acevedo, have really, I think, put the bones in place to try to turn math around. We're bringing back a K-6 through 12 STEM director. We've made a significant investment in, I think, $1 million in mathematics curriculum, which I think is one of the largest investments in the district's history. We are bringing back classroom teachers, which I'm hoping that we are planting the seeds that will then help us to see in coming years the changes that we all want to see. So, I feel like we've made that investment in this budget, and I think it's certainly going to take us time to see

▶ 31:35 Jen Grigoraitis: if the data follows us along. I very much hear you. This is essentially one-time money. We cannot guarantee that. I think we have to be very clear about that. I think that's an inherent risk in everything that we do in government. I'm also very worried about the federal headwinds. I forgot to mention earlier, we do have slightly over a million dollars in the special ed stabilization account, so I think, again, through some really hard and thoughtful decisions of this body and the city council, we are as prepared as we reasonably can be to hopefully weather what might be coming our way. We can't weather everything if it comes all at once, but I think, again, as a slightly anxious person, we've tried to put as much in place

▶ 32:15 as we can. So, I just offer that as sort of what was going through my head as I was hearing your thoughts and concerns, which I very much appreciate. Additional comments? Mr. Hartmann. Thank you, and thank you for your comments as well. I think it brings a light of focus to some of the data we're going to hear about. I think that's an important focus for us to have. I have one question and sort of one comment as well. This is the third year that I've gotten to look at Ms. Acevedo's data reports in the spring and kind of where we're headed with some of our next year implementation strategies, and I feel like in the document as presented, and I know we're going to hear more about what that means tonight,

▶ 32:54 there's a lot of really direct strategies looking at math. And I think that's different in some ways than previous years where we haven't had the resources to be able to implement very deeply into these areas. And I see that with the curriculum addition. I see that with some of the strategies that are outlined in the memo as it is, and we'll hear more about that tonight. And I agree with the mayor. We've invested a lot in that area with the STEM director and those pieces coming together in a way that the override has supported that effort. And then I'm also curious because I think I want to clarify one thing. It's my belief that the Chapter 70 is not a one-time, it is incorporated into the base Chapter 70 amount.

▶ 33:32 So, that is a fund that we will see going forward. It's not a one-time revenue increase, right? Current Chapter 70 regulations would be yes, that would go- Right ... to having said that, Chapter 70 to me is something that the state is consistently now starting to look at, so I don't know. Going forward, I don't know what Chapter 70 is going to look like. I think they are putting a real close lens on that. There needs to be major changes for next year, and typically that is something we're held harmless of. It adds to us. We would count on that, but- Right ... with what's going on at the federal level, state revenue, I'm just kind of watching that with- With- ... cautiously optimistic ... with the caveats that there are many other pieces at play.

▶ 34:14 But the Chapter 70 formula would incorporate that into our base amount, and going forward under the current formula, we would be able to rely on that being part of the base amount. Just want to clarify that point as well. So, that's my understanding at least. Other comments or questions? Chair Kelley. Sure. Thank you very much. I've kind of gone back and forth on this over the last two weeks or so, thinking about knowing this is coming and what the priorities have been. And I think I am reflecting back on some of the comments about the arts program supports all of our schools. It's currently without or potentially without leadership, and it is something that can get a lot of marginalized children to want to come to school and be

▶ 34:58 engaged and excited by it. Also, definitely recognize the math aspect that Miss Driscoll's been talking about because we have been seeing some challenges around that. But to Mr. Hartmann's point, there does seem to be a strong plan around that in addition to our new curriculum. So, I think at this point I would make a motion to put $140,000 into the secondary category and $192,180 into the admin district-wide category. Is there a second? Second. Made by Chair Kelley, seconded by Mayor Grigoris. Further discussion? Seeing none. All in favor? Opposed? And one absent. That passes. Five in favor, one opposed, and one absent. Mr. Kelly, does that give you the information that the appropriate approval in all categories?

▶ 36:01 Margaret Raymond Driscoll: It does, yes. The budget now with, thank you for the vote, has increased to that $54,269,180 level now. So, we can move forward with that. Okay, very good, and that included both pieces. Great. Very good. Yes, Mr. Hartmann. Do we need to vote on the realignment of the other categories based upon the contract changes? Yes. Well, that was my question to Mr. Kelly. I would think we would want to do that. Yes, you would now vote the amounts in the categories. And we can take those on a group basis, maybe leaving separate administration and district-wide as a separate category. So, relative to the will of the committee, all the others could be together, or you could do each one individually, but

▶ 36:48 Margaret Raymond Driscoll: that is up to you to decide. Mr. Hartmann. I would move that we approve the recommended amounts in categories Franklin ECC, elementary, secondary, athletics, EC, teaching and learning, and special education together. Made by Mr. Hartmann, seconded by Mr. Kelly. Any further discussion? Seeing none. All in favor? All opposed? And one absent. So five in favor, one opposed, and one absent. And then the administrative district-wide line, is there a motion on that line? Mr. Kelly. Sure. I'd make a motion to approve the administration district-wide recommended amount. Is there a second on that motion made by Ms. Holleran? Seeing no further discussion, all in favor? Opposed? Abstain? And one is absent, so that is five in favor, one

▶ 37:45 abstention, and one absent. And that concludes our business under finance and facilities. Good evening, everybody. I'm Sherry Leo, and this is my first time up here as the vice chair of the Educational Programs and Personnel Committee, so bear with me. I'm going to be looking down at my notes a lot, but here we are. And today, I wanted to start with a few updates to the agenda as we get ready to get started on this committee business, just so that we are all on the same page. First, there is a report site council updates, that was listed in error. We will get an update on the MVMS School Improvement Plan at a future meeting, and we will have one of the administrators come to share about that.

▶ 39:01 So we're not going to be covering that today. And then we will also not be having a vote on the PD plan today. Instead, we'll get a report on the three interrelated topics that are listed. So the end-of-year assessments, the curriculum update, and the professional development plan, because those are really connected. The focus will be on the vision and strategy and tools and resources that will then help us understand what the PD plan is being built out for into a future vote in July or August. So we're going to start with discussion today, a vote to come in July or August. In addition, we do have a brief report out on summer programming as well. So we're going to take these a little bit mixed up into a couple of

▶ 39:52 different categories. And with that, I'd like to invite Superintendent Berman to frame this up and share the reports on the topics in whatever order you think best to get us started. Great. So I will welcome Melanie Azevedo, our Executive Director of Academics and Accountability, and with her tonight is also Michelle Theodore. So Michelle is one of our speech and language pathologists. She also is one of our AAC experts, so that's augmentative and alternative communication. So she works with some of our students who are non-verbal or who may need some communication devices that may look a little bit different in the classroom. So she comes, and she's part of the PD committee with Melanie, but also a great deal of experience across all of

▶ 40:37 our grade levels. So tonight, I think a lot of these plans are really intertwined. Curriculum leads to professional development, and all of that work leads to our end-of-the-year assessment. So I can turn it over to Melanie, who can walk us through some slides that highlight the pieces from the memo, and then we can certainly take any questions you have. So I'm going to actually start with the summer memo because I think that's going to be hopefully a little faster. So thank you for having us here today. Michelle also serves as the co-facilitator of the PD committee, so she helps me along with Principal Lecow from the Franklin School. So we all work together to look at all of this. The memo you have in your packet is the summer memo.

▶ 41:24 This is more for informational purposes. The first part of the memo, pretty much verbatim, was emailed out to all families on Monday, June 15th. There's one slight shift that we were thinking and working with the students and the secondary administration. We've been working with the secondary teachers to have more built-in accountability at the start of the year to encourage more students to complete their summer assignments and really read the books and do all of that. So you'll see in the memo that even if they don't finish it by the time school starts, because we all know that families have lots of things happening during the summer, there'll be conversations around the books that are for summer reading.

▶ 42:06 There'll be conversations around the themes. We'll use some of the data from the math work to help support getting started in the beginning of the year. And then the second part of the memo is about our summer learning program, which will be held at the Lincoln School for our rising pre-K through fifth grade, and then at the middle school for our rising sixth grade through twelfth grade. We are under the umbrella of Summer Learning Academy, but it also includes ESY. And that at the end of the summer, either myself or Ms. Berman or somebody will be back to give a report and an update of how things went, the number of students that attended, all of those kinds of things. So you have the memo in front of you.

▶ 42:53 I'm happy to answer any questions that you may have. Any questions All right. Hearing any, we can move on. So, I've been here several times on the last meeting in June to present data, to talk about PD, to talk about curriculum. I've been a part of the curriculum office now for several years, and I've always come before you, along with usually our assistant superintendent. And we've talked about all of these things separately. What I believe the override has allowed us to do this year that we haven't been able to really think about before is how are all these pieces intertwined? And as we're thinking about updated curriculum and updated PD and all of those things, we would be having a very different conversation if the override hadn't passed.

▶ 43:48 And so I am incredibly grateful to the voters of Melrose to make sure that we have the resources that we need, and that this memo really clearly outlines the very concrete next steps. I think we've come before you before with some ideas and some wishes and hopes. Wishes and hopes don't move student data, so I'm going to be honest about what we see and why we see that. But also, we've worked diligently, at least over the past probably two months, as data's been coming in, as we've been getting feedback from staff about what do we actually need, and so that we could make a plan moving forward. So what you'll see tonight is a big kind of visioning piece. So when you think about that triangle, we're really in that upper

▶ 44:36 portion of like, here's the big picture, and then July and August are really when we're going to nail down some of those details. So you have the three memos in front of you. I have a brief slide presentation to kind of help tie all of those things together. So, Miss- Sorry. Hold. That's okay. There it is. Awesome. So these are just a few high-level highlights that are listed here. The areas of significant growth when we think about our elementary growth, this year, both in ELA and math, we have our growth in K to five, 67% to 84% meeting or exceeding in ELA, and 72% to 83% meeting or exceeding in math by the end of the year. One of the things that I want us to be cautious about is the IXL data at the secondary is

▶ 45:35 skewed, and I'm going to name it as skewed. We had some implementation concerns and challenges that we are working through. I actually met with the high school and middle school admin team today to talk about how are we going to use next year as our baseline when we get to the fall, right? So what is that going to look like for students? What is that going to look like for staff? And what's our role as administrators in helping to make sure that that messaging and that communication is shared appropriately? So, the data here is what it is. Ms. Driscoll mentioned earlier about the 15% of 10th graders that are meeting math expectations. While that is a frightening number, I do not think that that's accurate based

▶ 46:22 on kind of what I've seen being in classrooms and talking to teachers. However, it is a number, it is a piece of data, right, that we need to take into consideration. But we also have about a third of our high school that didn't take the assessment at all. And so when you have a third of the high school that didn't take the assessment at all, that's really going to skew our number or percentage of students that are meeting or exceeding. So as you look at the memos, as you look at the slides, keeping that in mind is a really important piece of we're looking at skewed data to begin with. We're hoping that next year we have a really solid kind of new baseline to work from, especially as we think about the

▶ 47:04 secondary campus. All right. So, we actually did a lot. So as I kind of sat down to think about what we accomplished this year, I was really impressed with the work of our dedicated teachers and our administrators that worked with them. We completed a year-long true pilot of a program, and we had not done that in several years. So 15 teachers taking on UFLI as their core curriculum for phonics instruction. In K to two, we had teachers in every building. We had teachers at every grade. And really this momentum of us moving to that next year is because of that group. If they would've come to me and said, "Mel, this is not what we think is best," we would've had a conversation about that. They are the ones that are the driving force behind this, and they are now the

▶ 48:05 experts in their buildings that are going to help with implementation come the fall. The other piece that I want to highlight is the immense amount of work that was done by the program review and selection committee for math. Math has been a topic in this chamber for several years. We talk about it at MCAS data. We talk about it at mid-year data. Math has been a challenge for us to figure out kind of what is that fix that we need to think about, and curriculum and high-quality curriculum that meets CURRI in Ed Reports is kind of fix number one, right? So you'll hear me reference Reveal. But the reason we went with that program was all of the work that the math program review and selection team did.

▶ 48:52 We met several times over the course of the year. They had great discussions. They were a super professional group that could disagree with each other respectfully and challenge each other's thinking, challenge my thinking. So I was really proud of those two accomplishments as well as the others that are listed. So you'll see for next year, if you can go to the next slide, Ms. Connor. Thank you. We really have four main pieces of curriculum that we're implementing for next year. So we have UFLI Foundations, which is going to be our core program at the elementary K-2 for phonics only. We are not throwing out MyView. We are not getting rid of MyView. MyView is the other strand of the Scarborough's Rope.

▶ 49:40 So phonics is that first word recognition strand, and then we have all of the background building and vocabulary and comprehension. That's where MyView is going to support us best. You've heard me talk about Reveal now several times. I've come before you and talk about our math program. It is going to be the first time we have one consistent program, K through Algebra 2 or Integrated 3, whichever pathway students are on. The math team has looked at this. One of the major reasons we went with Reveal is the amount of built-in Tier 2 tools that we have at our disposal, both digital and just lessons teachers can pull and say, "Oh, I have all of these students that are struggling with this, and here's a built-in lesson

▶ 50:26 that Reveal says that I should try first to adopt to try and address some of that." So working with our staff to make sure they're really trained well. We were lucky enough to be able to train every staff member who'll be teaching math before they left for the summer. So everyone walked away with their teacher materials. Everyone walked away with initial training. We have a group of train the trainers at the elementary level that are becoming our experts, and then the whole secondary team was trained. One of the more quiet changes that Ms. Tsoutsos really had a strong handle in was moving to MyPerspectives for our entire middle school. So middle school ELA has also been a data concern for us for many years.

▶ 51:11 And really thinking about what does that look like as kids are transitioning from the elementary to middle school, and really thinking about what is aligned with what MyView is. So MyPerspectives is the next level up for MyView. And we had a pilot at the sixth grade, had buy-in from educators there. It's standards aligned, and the units will be able to provide some flexibility for teachers to still be able to do book clubs and those kinds of things that they all love and that we find really valuable for kids. But they'll have some really concrete standards aligned units with essential questions. And then lastly, this also was kind of quieter. We know we have a gap with our multilingual learners.

▶ 52:03 We had been using curriculum from 2010. There are new standards that were released in 2020. So we were using curriculum that didn't match the updated WIDA standards. So we'll be moving to Vista Higher Learning next year. Our MLL team were the ones that chose that curriculum. We looked at three, and that was our kind of winner. What we loved about it is-- So if you're not sure, I'm also the MLE director for the district, and that's also part of my role, so I work closely with the ELL team. And what we loved about it is that it has a dedicated newcomer curriculum that's differentiated by grade span. So if you're a nine through 12 student who's just arriving at the United States, who's coming to Melrose High School for the first time, there is a

▶ 52:52 curriculum now completely dedicated to you when you're in your ELL class, that's going to help with some of the non-academic language that we need time to develop, but also supporting with curriculum standards that are more appropriate at that grade level. What we had before was a ninth grader would show up and they're using materials that a fourth or a fifth grader would have, and that just doesn't feel good. So this is a dedicated newcomer curriculum, along with a curriculum for levels two through five. All right. So what does this all mean? So we took the PD survey that we gave to staff. We had 173 participants in the PD survey. In the years that we've been giving it, we've probably had between 50 and

▶ 53:48 60. So we had over triple the amount of people fill it out, which is awesome, and gave us a lot of really good data about what do people actually need and not just what do they want to see in PD, right? So we asked very specific questions about, like, "Where is your skill gap in ELA? Where is your skill gap in teaching math?" With choices that they could select. So with that information, with our data, with our curriculum review, we came up with the four pillars of professional learning for next year. So obviously, Tier 1 and 2 literacy practices. So what is the whole group getting? And then how do we help support those gaps for each of those two subjects? Targeted subgroup support, thinking particularly about our multilingual learners and our students with

▶ 54:35 disabilities. And then equity-centered instruction, but not just academic, right? So how are we helping with sense of belonging? How are we helping with social emotional success? All of those things. So all of the PD you're going to hear about next year will be centered on one or more of those pillars. And they also tie directly to our goals of the strategic plan and school's individual school improvement plans. And then lastly, this is a slide that just ties the data back to the PD pillars. So what data did we use to identify what those pillars would be? And you can read about that. And then if you want to go to the next. Here are our next steps in our implementation timeline. So in June and July,

▶ 55:24 we've put a pause on PD being offered through the district so that we can get a better sense on where are we in comparison to DESE's high-quality professional development standards. DESE has 10 standards of what high-quality professional development should be. We want to align ourselves with what that is. Leadership team is going to do a book study on resetting some of our MTSS systems. So MTSS is multi-tiered systems of support. And then the PD committee is meeting throughout the summer to really finalize what that PD needs to look like. There'll be a relaunch of staff PD starting August 3rd. There'll be opportunities for people to sign up for PDs like we traditionally have had before, along with a full calendar for the

▶ 56:15 2026/27 school year. We're looking at leadership and teacher leaders. One of my favorite PD opportunities of the year is our MTSS day. So we bring everybody together, we talk about what MTSS needs to look like in each of our buildings and within each of our content areas. And then we're deep into planning for our August 31st and September 1st return to school PD days that I'll bring before you, hopefully in the next month or so. So that's a lot of information. There's a lot of information and specifics in each of these memos. So there's a memo about our PD plan, there's a memo about our end-of-year data, and a memo about our curriculum review. So I'm happy to answer any questions that you may have.

▶ 57:07 Thank you so much, Ms. Acevedo, and thank you to the committee- ... and the co-chair. We really appreciate sharing the interrelated strands here so that we can understand the full picture rather than taking them one at a time. So if anyone has any questions, we'll open the discussion on any of the different pieces. Mr. Harmon. I'll start off with a question around the IXL testing that you said there were some gaps there. Mm-hmm. I'm just curious about that and wondering two things. One, if you could explain a little bit more about that. I'm wondering, it sounds like there's some scheduling issues that arose with that. Is that the source of why we have one-third without getting results? And the second question is, we had MCAS this spring.

▶ 57:55 Was that an issue also with MCAS, that we saw less people taking MCAS during that period as well? Do we have a sense of what that number looks like? I think I'm searching for reliable data and where we- Yeah ... need to put that in our mind. Absolutely. So MCAS is a little bit different because we have it as a graduation requirement still. So now even though question to remove the need to pass MCAS as part of our competency determination and as part of our graduation requirements, you have to sit for MCAS in order to graduate. So our participation rate is relatively same. It'll be interesting when they start releasing data, and we're able to look at was effort and kind of how was our scores this year versus last

▶ 58:39 year versus the year before, right? And so, that's one of the things that I'll be looking at closely is, is the effort or attention to detail going down at the high school because it's no longer a requirement to pass MCAS to graduate. So that's one of those pieces. The other piece we kind of contended with was at the high school, we didn't plan early enough last year. So we were telling teachers when they returned from break, "Here are the dates that we want you to put this new test into place." And we ran into AP testing, we ran into final exams. We ran into kind of all of these other pieces of things teachers just had already planned before they even left the year before. So we've already

▶ 59:32 started putting our assessment calendar together. We added things to the staff calendars that if those that want to take a peek can, those kinds of things. So we've been much more strategic about timing. And one of the hopes that we can think about, one of the shifts we're definitely going to make at the secondary. Elementary, I think we're okay. I think we're in good shape. The teachers and staff have a routine. We're going to keep what's called the flex diagnostic at the elementary. We're going to return to a more traditional benchmark at the secondary. So there'll be designated periods of the day where all students will be taking the benchmark assessment, and we'll have a slightly altered schedule for the day.

▶ 1:00:17 And we'll do that for both ELA and math. What that'll also eliminate is that need for being on at 10 minutes a week in what's called the diagnostic arena to keep their pinpointing up. So we're already addressing where we saw some of the challenges to see if we can get some reliable data. I think that also thinking about the fact that this is a standards-aligned assessment, it's not only just giving us information about how students are doing, but it's also giving us information about how our curriculum is aligned to the standards, how teaching and learning is going in classrooms, particularly amongst our subgroups. Are we starting to close those gaps and those kinds of things. So the IXL benchmark doesn't just kind of assess

▶ 1:01:03 where students are, but it's also giving us some other information, and I think if people better understood that, some of what we heard as negative impact on students is going to kind of help Maybe not rectify itself completely, but it's going to help make headway in that mindset piece. You're also adopting a group of fifth graders going to sixth grade who this is just what it is. I go online every day, and I go and do some of my IXL work. And as that goes up in the grades, that's also going to make an impact. Mm-hmm. Our math data in MCAS has been okay, but our subgroup data has not. So we're seeing that trend translate to other areas. And then with new curriculum, this also gives us an opportunity to use their

▶ 1:01:54 assessments to see how are we doing more holistically. Whereas all of our assessments at the high school were teacher-created because our curriculum was teacher-created. So there's nothing wrong with that, but sometimes having a more standardized approach can give you more information, and more valid information about how students are doing. Mm-hmm. Thank you. Mm-hmm. Mr. Kelly? Sure. Thank you very much. I've kind of got a question, and maybe this is to the superintendent, but in some of the surveys here where you've got the deepening teacher knowledge, where they want more help, I think they need a little bit more help it sounds like, and also some of the surveys it looks like around math. How would

▶ 1:02:50 we measure that the teachers are getting what they need to implement this stuff and that they're feeling comfortable and if there's a point maybe in the year where you'd assess like maybe we aren't doing enough to help them or we're on the right track? How does that all come together? So that's the work of the PD committee. One of the standards that we're not addressing right now from DESE is how are we effectively measuring our own success of giving PD, right? So, they see it two ways. They see it through student outcomes, but they also see it through impact. And so how are we making sure that the PD that we're giving is impactful? That's one of the things that Michelle and I have been talking about quite a bit,

▶ 1:03:34 and what are the measures and the metrics we put in place. Do I have an answer for what that is sitting here on June 23rd? Not yet, but will we before we walk into school on August 31st? Absolutely. So the PD committee is meeting four times throughout the summer. We meet virtually. It's one of the only contract committees that will continue to do work throughout the summer just so that we can make sure we're constantly prepared. And that is one of the questions that we have is how do we know what we're doing is working beyond the student data, right? How do we know? And that might be helping survey teachers, that might be some focus groups we talked about, and just lunchtime conversations, having people that are on the PD

▶ 1:04:21 committee have those lunchtime conversations with people about, "Oh, I know the three of us were in this great PD together. How are you implementing it in your classroom?" I think that's one of the big things that from the negotiations that piece around the impact the PD is having in classrooms and how you're applying that information is going to be important for me to look at, right? So whether it's through more formalized walkthroughs or when I'm just visiting classrooms, that's going to be something that's at the top of my mind is seeing how is the PD we're providing to everyone being implemented within their classrooms, and then how are things that people are taking also working that way.

▶ 1:05:07 Okay. Thank you. Mm-hmm. Yes, Mr. Harmon. I would also just call out again the literacy efforts that are included here, the pilot. I'm really grateful for the teachers that took part in that pilot and gave the district the ability to build on it. I think that's so important to call out. There's been such a directed focus at literacy again, and it's spelled out in this memo as well. Could you talk a little bit about this next year and dig a little more in detail about how that rolls out to other buildings and what that involves in terms of PD and other elements that have to be in place for that? Sure. So we've already also been able to train any teacher who wasn't part of the pilot on UFLI. Ms.

▶ 1:05:56 Churchill has really taken the lead on that. She became an early UFLI adopter and said, "All of my K to 2 teachers are going to use it, and we're going to see what the data says at Horace Mann." Right? And then she offered for teachers to take an optional PD last January, so January 2025. That's where we got our pilot group. She's now trained anyone who wasn't part of that pilot group, all general education K to 2 teachers, any special education teachers that wanted to come because even though they're using specialized instruction, it's important for special ed teachers to understand what tier one instruction also is happening in the classroom. And we're working on getting the language to be the same.

▶ 1:06:42 So whether it's a tier one support, tier two support, or tier three support, let's all use the same thing for King Ed, Magic E, Silent E, Vowel Consonant E. What is that language? So there's that piece that's already happened. So we've already done that. I was able to purchase through override funds the workboards that are recommended to go with UFLI. We're also looking at UFLI as our intervention source for Three through five, who are not quite ready for multisyllabic words. We're looking at a couple other programs for kind of kids that are in that grades three through eight range, who still need phonics instruction but are beyond simple words, and that's where UFLI stops in working on multisyllabic decoding.

▶ 1:07:35 We're also able to have two reading sp-- Mm, Ms. Berman, you're going to have to correct me if I'm wrong, but two reading specialists at the elementary. We have an additional reading teacher at the high school, and an additional reading teacher at the middle school. So those have all been investments that we've been able to make. In addition to the curriculum, is actual people who can provide some tier two interventions, so that we can strengthen our tier one and tier two. And then I've been also working closely with Directors Kerbaugh and Chase to make sure that what we're doing is aligned. Right? So we wouldn't want special education to be offering professional development that doesn't go with the plan that we've laid out.

▶ 1:08:22 Yeah. So those are all pieces we have kind of coming together to really focus on literacy. A lot of this year is going to be returning to that idea that everybody is a literacy teacher. It doesn't matter if you're teaching wellness, or you're teaching business, or you're teaching math. Everybody is a literacy teacher, and how do we get back to those practices that we once had as a district to really make sure that we're supporting our students the best we can. Thank you. Okay. Thank you again for coming, and I wanted to just wrap up by saying thank you for taking this integrated approach, looking at the data, helping us understand how the data are driving decisions, both on curriculum and investments that we are making as a district, as well

▶ 1:09:11 as the support for teachers and professional development and learning. We look forward to seeing you again in July or August, and hearing more about the translation of the vision and strategy into that learning and that PD plan, which we will vote on at that time. Thank you so much for having us. Thank you so much. All right. Thank you. This ends the committee. Good job. Thank you. Okay, now on to Policy and Planning. Good evening. This is the Policy and Planning subcommittee, and tonight we have four policies returning for their second read and potential first vote, if the committee would move that way. These policies were last heard on the 19th of May for a first reading, where they were displayed alongside MASC

▶ 1:10:10 model policies, in most cases. One policy did not have a MASC policy. Any further, I'll highlight that as we work through it. And at this point, we've convened with Ms. Lindquist, our attorney, on some questions around some of the policies, and she has offered some language updates that are included in the packet. I'll take these up one by one just for edification of the committee and the public, so that we look at each one individually. Starting with Policy KA. This policy is- Thank you ... School Community Relations Goals. And in the packet, it's aligned next to the current Melrose Public Schools policy, last reviewed in 2013, and the current model MASC policy on the right side. It's been highlighted what the differences are, so if members have questions,

▶ 1:11:03 comments, or would like to move forward with our policy or the MASC policy, or some combination of the both. I think in my review of this, it doesn't seem like there's a change to make here. But that's one member's recommendation to others, so I'm happy to hear comments on the KA policy at this point, or a motion if that's where people want to go. Ms. Leo. So I want to make sure I am understanding. I think what you are saying is that the policy on the left is what, from your perspective, we would want to maintain- ... not adding the MASC proposed kind of recognition component. Mm-hmm. I, in my review, actually noted the same thing, that I think recognition and celebration are important in maintaining positive relations.

▶ 1:11:49 But it feels like maybe it's not appropriate for policy, it's more in the superintendent's purview to lift up as part of the announcements of the superintendent and in the day-to-day management of the district, rather than in formal policy. So that's kind of my read, that our proposed policy on the left-hand side makes sense as is. Thank you. Further comments from members? Is there an action the committee would like to take on the policy? A motion... Motion to approve- Ms. Driscoll ... the recommended changes. Motion to approve the current policy as it stands in the handbook? Yes. Or no, the one on the right-hand side. The MASC version? Yes. Including the recognition paragraph. Mm-hmm. Is there a second?

▶ 1:12:41 Margaret Raymond Driscoll: And I'll go. Go. I'll second it for the purposes of discussion, and be curious to hear Ms. Driscoll's thoughts on it. Yeah. And I'm perfectly fine going either way. I just see this as a core value, as a value of expression. And I think it's nice when the committee can explain and speak to the values of the district, and then the implementation piece, how the superintendent may or may not want to deploy that. Mm-hmm. I see that sort of as a separate piece. But I thought that your point was compelling about recognition programs being important. And so I do see those as very different things because I think this language is very general. So, I just thought that was an interesting point that I'm glad you brought up.

▶ 1:13:39 So the motion on the table is to adopt the MASC version, or to add the one bullet, or adopt the version entirely? Just- To add the one bullet. Add the one bullet. Yeah As a number four, perhaps. Yeah. Yeah. I'll continue my second on that. Okay. Any further comment from the committee? Mm-hmm. Ms. Leo? Just to respond, I think it is good and important to talk about these things. The worry that I have is that by including here that the district is committed to sustaining these things, it potentially creates some kind of unfunded mandate or sort of expectation of programming, and I didn't want to do that. While I do absolutely appreciate the values aligned policies and statements, a less is more approach for

▶ 1:14:27 policy is sort of how I tend to go, keep it as streamlined as we can when we can. So that was my thinking there. If there's no further comment from the committee, I do have some thoughts on it. I expressed earlier that I would recommend the current policy sustained, and I actually agree a lot with Ms. Leo. I very much think that we need to always find ways to recognize the work of our staff and our students and all of our community members in the school community. I do struggle with the idea of implementing it through a policy that is sustaining for, in this case, the last time we reviewed this policy was 2013, so that's 13 years that this would have been in there. And I just think about the cycles of change that have happened

▶ 1:15:17 during that time. Whether this is funded or unfunded is, I think, a tremendous question to think about in a recognition program. Through my day work, I run a recognition program. It is not cheap. It costs a lot of time and money to run a recognition program. It's not to say that a recognition program that we could come up with wouldn't be sustainable in some fashion. But I think, I would still recommend the current policy, and be open to hearing, in the future if the superintendent identifies a way of bringing forth a recognition program outside of a policy, I would be very encouraged to hear more about that. But that would be my recommendation at this point. If there's no further questions, I can call the vote, or if there's further

▶ 1:16:02 comments. No, I was going to say- Ms. Driscoll ... I think you both have very compelling arguments, and I would withdraw my motion. I agree to that. Okay. Is there another motion on the table? Ms. Leo? I would move to keep the policy on the left-hand side that was last voted in on 2013. Great. Is there a second? Ms. Holleran. So, motion is set by Ms. Leo and seconded by Ms. Holleran. All those in favor? Oh, sorry, Mr. Kelly. Yeah. I just have a quick question. Will we update these dates, I'm assuming- Yes ... as a review, just because I- Yes. All right. Thank you. So, I don't know if we have to incorporate that into the motion. I think that I've always felt like there's a technical piece that goes when the

▶ 1:16:43 website gets updated, but yes. Yep. Okay. So the document would reflect a 5/19 first reading, a 6/23 second reading, and first vote. Yeah. So, with that, all those in favor? All those against? And one absent. So we have six in favor and one absent on policy KA getting their first vote on that. We'll come back to that probably at our next meeting where we have that typically in the consent agenda for a second vote. Moving on to KBA. This is the school parent/guardian relations goals. In large part, just outlining this policy, the MASC policy and the current Melrose Public Schools policy are nearly identical. The only piece that's highlighted in the document, and I would suggest that from my perspective, this is a place where we could put some focus and potentially

▶ 1:17:38 incorporate this language, is the language highlighted in matters of student conduct in the second paragraph. It's a small addition to make sure that there's a definition of the shared responsibilities there and what it incorporates. But that's the only change that's highlighted in this document as it stands right now. Are there questions, comments from members? Ms. Leo? Sorry. Apparently, I have a lot to say about policy. I think that it makes sense to add that yellow piece. I did note that the title is actually slightly different too between the two. With the school parent relations, we use parent/guardian throughout, and I think in an effort to be inclusive of all of our family structures, it would

▶ 1:18:24 be nice to retitle this as school/parent guardian, or school-parent/guardian, however we would like, but include guardians. Mm-hmm. Ms. Holleran. I would agree. That was going to be one of the things that I said. I think throughout any policy that we update, it should always be parent/guardian. And just reiterating the matters of student conduct, if we're looking at the student holistically and trying to develop them holistically, I think student conduct is really important to put into the policy as that's part of learning and achievement in school and in the classroom. So... All right. Before we get to a motion, is there any further comment? One reaction to the comment is also perhaps a simpler term is caregiver,

▶ 1:19:19 Jen Grigoraitis: if we want to use the term caregiver throughout, whether it's referring to a family or parent, guardian, caregiver, maybe a mayor. While I think that's a more inclusive term, I am going to push back because I do think parent and guardian actually comes with some legal rights that a caregiver may not have. So I think we want to be careful around, particularly when we're talking about communication regarding student information, that I think there are many people who might identify as a caregiver but may not- Mm ... within the confines of the Millrose Public Schools, have access to information. So I get it, but I feel like we probably legally should stick with-- I would recommend we stick with parent/guardian.

▶ 1:19:57 Okay. Very good point. Mr. Kelly. Is that consistent, Ms. Berman, with how we do it with all of our internal communications, parent/guardian? I guess it depends on what we're doing, right? Yeah. So, I think when we talk about handbooks and different things, that we often go parent/guardian. Okay. Can I ask a question on a policy? So, I just wonder, are we consulting with parents when we talk about student conduct? We're making them aware. However, are we consulting with them on next steps or what a potential remediation or consequence would be? Does that look the same as we're talking about their student progress, we're talking about their achievement, we're talking about their development, but are we

▶ 1:20:46 actually... I don't want to say partnering with parents to make decisions on discipline. That's how I read that, and maybe that's just my interpretation as an educator. So I just am curious as to what that means, because I don't know that we would always guarantee that we would consult with a parent on a consequence that maybe-- Sometimes parents don't always agree with something- ... a consequence we may give their child. And so if we're using that word consult, that seems to me that we're consulting on an outcome, and I'm not sure that that's what the intention of this is. I just wanted to put that out there. Thank you. Ms. Holleran? Sorry, just a question, just for clarification. To clarify consulting. Consulting with

▶ 1:21:47 families regarding student progress, achievement, and development, do you feel that that is done and applicable, or are you looking at consults for everything following that? I guess the only thing I have in question is the highlighted piece. Are we consulting about student conduct? Because when I think about student conduct, I think about potential outcome. Yep. Like a consequence, for lack of a better word. Mm-hmm. Mm-hmm. And I'm not sure that consult is the right word for that. Or if that belongs in that policy. But sorry to throw a wrench in that. If I may, just sort of my reading as well, and I certainly understand your point, Superintendent, of that is sort of in the context of the sentence, thinking

▶ 1:22:34 about the pieces that are intended to be consulting, and it speaks to shared responsibilities. I didn't read it as an indication of discipline or an outcome discipline, more so a discussion between educators and families about their student and conduct that they may have a role in changing or participating in the growth of the student with- Mm-hmm ... versus a disciplinary outcome. I see those as separate. If the policy isn't clear, though, I think that's a question for us to consider and ponder if this is the right language for implementation. Ms. Leo. So, another thought is I got stuck a little on the conduct word initially, too, because there is a formal code of conduct. So another thought was I was wondering about whether it is academic

▶ 1:23:27 and social emotional development, or development and behavior. That there is consultation around the actions and behaviors of students, the outcome of application of the code of conduct. If that feels like it is harder to maintain, I can imagine not wanting to use that word. So just another consideration. I'm not sure where I fall on that. Thank you. I saw Chair Kelley. Sure. So just checking in maybe where we are in this. This is our first read, right? Our informational read. This is our second read. This is our second. Yes. Mm-hmm. Yeah. Okay. So we didn't catch that, then. Yeah. Okay. Just say it. Just say first. Okay. Thank you for clarifying that. Maybe a suggestion, just to piggyback on what you said.

▶ 1:24:21 Whether you do that social emotional development and patterns of behavior, that would be something that we would want to share and collaborate, as opposed to conduct. I just think as an educator, maybe as a teacher and former assistant principal, my brain is stuck there. But yeah. So perhaps some consideration around behavior versus conduct. Patterns of behavior as opposed to conduct. Chair Kelley. So I'm just wondering if it would be appropriate maybe to hold this in the subcommittee for now, and we can let the administration have some discussions. They can coordinate through Mr. Hartman on a recommendation for a future review in July or August. Absolutely. No problem there. We can certainly reconsider that piece as there was some

▶ 1:25:12 interest in including something to that effect, but perhaps the language needs to be ironed out and- brought forward again. So, if there's no objection, we'll move on to the next piece. This is the KCB policy, the community involvement in decision-making. I just wanted to note in particular that MASC no longer has this as part of their policy handbook. And so, this version on the right is taken from Arlington, which MASC provides on their website, that Arlington still has this in their policy handbook, but it does not look like this is necessarily a recommended policy from MASC anymore. So with that, I think we can take a look at it. The policies are fairly aligned between the Arlington version

▶ 1:26:00 and the Melrose version, but certainly want to consider members' thoughts on where this policy goes. Mayor? Thank you. The fact that this is no longer in the MASC manual resonates with me. There's a lot of editing I would want to do to this policy. So, for purposes of discussion, I would make a motion to remove this policy for Melrose. Second. So, the mayor has made a motion to retire this policy from Melrose. That's a nicer word. In line with MASC's retirement, and seconded by Ms. Driscoll. Are there comments on the policy, on the motion? Seeing no comments, all those members in favor? Against? And one absent. So, we have six in favor and one absent on the first vote of that. So again, the document will reflect--

▶ 1:26:59 Well, actually, I guess if we're retiring it, the document will reflect nothing if that moves forward at a second vote at a future date. So, we would expect to see that in the consent agenda as that moves forward. Now, the final policy, KDB, public's right to know. So, this policy reflected a few things that I addressed with Attorney Lindquist prior to the meeting. One of the major changes, and again, going back to the dates of review on this, 2013, there was a major public records change that took place. I believe it was 2018 or 2019, which passed through the legislature and set up a lot of different aspects of the public records law. So, Attorney Lindquist worked on the language here to make sure that we

▶ 1:27:40 are clearly reflecting the public records and open meeting law in the policy. Those are the call-outs in red. Other than that, the MASC policy is fairly similar in large respects to our policy. But again, just reflecting that we want to make sure that obviously the Melrose Public Schools is following the public records law. It's just making sure that our policy reflects that clearly. So, there is a process there. There's a public records officer that is identified across the city, and that is how those types of requests are processed. So, calling that out, and that's those language changes that are reflected. But from that, I'll let members consider, and if there's comments, open to that at this point.

▶ 1:28:24 Seeing no hands and great excitement. I see Chair Kelley. Thank you very much. I have a question on our last-- Well, it's not one of the changes, but it's just on the last paragraph, which is that the superintendent will develop and maintain a plan that sets out the guidelines, and it'll be reviewed by the committee on an annual basis. I'm not sure, feel free to, somebody, correct me if I'm wrong. I don't know that we've been reviewing these. Thank you. Is that an accurate statement, or? Actually, I did discuss this with Attorney Lindquist, and this piece tends to be included in our handbooks. Got it, okay. So, as we bring forward the handbooks each year, the phone numbers are updated. That is reviewed through the handbook process of any information about how the

▶ 1:29:09 outreach there would occur, would occur in the handbooks. That stands as the school district's policy. Am I stating that correctly? That's how it's implemented, is through the handbooks. Great. Thank you very much. That we approve each year. I saw Ms. Leo first. I think that the edits make sense. I appreciate the concreteness of what it is that we commit to doing. So, I would like to move, if we are ready to do that, I would like to move to approve the left-hand side with the edits of our policy, the edited policy. Second. Great. We have a motion and a second to approve the current policy amended as seen in the school committee package. Are there any comments on the motion? Seeing no comments, all those in favor?

▶ 1:30:01 We have six. All those against, none, and one absent. So, six in favor and one absent, and that concludes the work of policy and planning. We'll see some of those in our packet next time. Okay. So, as we move forward in the evening, we're now at announcements of the chair. We've already done our executive session. So, we have two people pulled things from the consent agenda. One was the donation, and the other was the May 19th minutes. Does anybody want to make a motion on the donation to accept the donation? Okay, made by Ms. Leo, seconded by Ms. Holleran. On discussion? Yes. Go ahead. So, I just wanted to pull this so that we could acknowledge just the incredible generosity of the Belcade family.

▶ 1:31:00 This is the family who lost their third grader in the terrible accident at the Winthrop School, and just wanted to lift that up at what they continue to give to our community and what hopefully we are able to provide in terms of support to them as they are continuing in Melrose Public Schools with their younger child. So, just deep gratitude to them, and the entire Winthrop community as they are navigating. That's all. I wanted to just acknowledge that so we were clear in what this donation is. Thank you. Okay. We have a motion to approve. All in favor? Any opposed? That passes unanimously. Okay, then we have the minutes of the May 19th meeting, which was pulled. Does anybody make a motion to approve? Made by Ms. Holleran, seconded by Mr.

▶ 1:31:48 Margaret Raymond Driscoll: Hartman. Any discussion? Ms. Driscoll? Yeah. I would just motion for an amendment, on page 64 of the packet. I just want to add two words for clarification under the strategic plan, and Mr. Hartman will help me here as the chair of this policy and planning subcommittee. But the words currently are, "Vice Chair Hartman reported that the three-year strategic plan is nearing completion." I just thought it would be helpful to say the current plan, because I didn't want someone to think that the committee is completing a three-year strategic plan. And then, it's page 64 of 119, and it's page six of the minutes. And the other piece of that is the second sentence, "He, along with Ms. Driscoll, have consulted with MASC regarding support and the potential

▶ 1:32:51 Margaret Raymond Driscoll: for a summer strategic planning..." I think you were going to say retreat. I think retreat was- Process. Yeah ... process. Process is fine. I just wanted to complete that, what is our intention? Just to be clear with the community what we're working on and what we're doing. So that would be my amendment, is to just add those two words. Could you restate what those words were? Yes. Just for Ms. O'Connor. Just- Yes. "Vice Chair Hartman reported that the current three-year strategic plan is nearing completion." Mm-hmm. Would you say that is accurate, Superintendent Hartman? Yes. Very good. Thank you. And then in the second sentence, starting with, "Have consulted with MASC regarding support and the

▶ 1:33:35 potential for a summer strategic planning process," to indicate our intentions. Okay. So we have a motion- That was my amendment is to make those two changes. Okay. Was there a second? Yes, I think we just have to incorporate the language changes in the motion adopted as a friendly- Right. But you need a second on the amendments, right? Right. I was the second- Okay ... I think, to the motion. Yeah. Yeah. Okay. So motion to approve with the amendments. Okay. And I would adopt that. Okay. So motion by Ms. Holleran, seconded by Mr. Hartman. All in favor? Any opposed? And that passes unanimously. Okay, so couple of things to finish up for the night, and that is we have the superintendent's evaluation. She has submitted her

▶ 1:34:28 self-assessment. It's a little different than maybe what we would've had a few years back. But she's done her self-assessment for everybody. You can go to the DESE rubric and see how that all plays together. What I'd like to do is bring it before the committee at our meeting in July, at the end of July, where we would vote on her evaluation. So if you could all, I hate to assign out homework, but if I could get people's evaluations to me by say, I don't know, July 15th, maybe that would work. If that works for everybody. If for whatever reason you can't, please let me know. You can just reach out to me, and we can talk about that. Any questions on that? Okay. And what I'll do is I'll put together a composite review, and make sure

▶ 1:35:22 that we have something that reflects everyone's viewpoint in a composite way. Also have updated the rolling agenda, which you'll see here. I did notice, it has been pointed out to me, that we have a couple of meetings that we're likely going to have to move around in September, and probably also in October, due to holidays that impacts the city council's calendar. So I've already talked to Ms. O'Connor. We're going to start figuring out what changes we have to make around those. And then we'll move into outreach reports. Does anybody have anything they want to share? No outreach reports. Would anybody like to make a motion to adjourn? A motion to adjourn by Mr. Hartman, seconded by the mayor. All in favor? Any opposed?

▶ 1:36:11 That passes unanimously. We're now adjourned.

School Committee — 2026-06-23

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