Brookline School Committee Meeting - June 18, 2026
2026-06-18

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[13:26] Recording in
[13:29] I hereby call to order the meeting the
[13:30] school committee meeting
[13:32] June 18th, 2026.
[13:35] Um it's an exciting night. Lots of folks
[13:37] here. Welcome. Welcome. Welcome.
[13:39] And we're honoring people tonight. And
[13:42] so
[13:43] I want to do something before we honor
[13:45] the folks who are on schedule.
[13:47] And I want to honor Betsy Fitzpatrick.
[13:50] That
[14:17] And
[14:18] it's
[14:19] I've I've only been doing this well,
[14:20] actually for a year or so, but
[14:23] I'm always astonished at how everything
[14:26] gets done.
[14:27] And I got the name tag and you got the
[14:30] name tags. [clears throat] It's just
[14:31] brilliant. So, Betsy, I just want to say
[14:33] to you
[14:34] we would not be where we are. We would
[14:36] not be able to do the things that we do
[14:38] so smoothly, so easily if it wasn't for
[14:40] Betsy Fitz- Fitzpatrick. Thank you.
[14:43] [applause]
[14:54] OKAY.
[14:58] THANK YOU FOR JOINING US FOR THIS ANNUAL
[15:00] celebration of staff who have devoted
[15:04] over three decades of their lives
[15:07] to the public schools of Brookline
[15:09] and to our students.
[15:11] We know how wonderful our educators are,
[15:14] but this evening we get to show off to
[15:16] the wider community just some of our
[15:18] staff.
[15:20] [clears throat]
[15:20] Each of our honorees will be speaking
[15:21] for a few minutes to give you a small
[15:24] taste of the caliber of talent,
[15:26] commitment, dedication, professionalism
[15:28] that our staff bring to the Brookline
[15:30] Public Schools and to their jobs every
[15:33] day.
[15:34] Brookline as we I always find out when I
[15:37] go to conferences all over the place
[15:38] that Brookline is a beacon.
[15:40] Brookline is the lighthouse for
[15:42] educational excellent excellence in
[15:44] Massachusetts and really throughout the
[15:46] nation.
[15:47] And that hard-earned reputation is built
[15:49] over time
[15:51] on the work of our staff. They are truly
[15:53] the heart of what we do from early
[15:56] education through 12th grade and we are
[15:58] so grateful to each and every one of
[16:01] them who make the Brookline Public
[16:02] Schools what they are.
[16:04] So, we asked our honorees to think about
[16:06] one story, one connection,
[16:08] one element, one memory to share that
[16:10] best encapsulate encapsulates the work
[16:14] uh that they've done and we look forward
[16:16] to hearing from 15 educators tonight,
[16:18] right, Betsy? 15.
[16:20] Um all of our staff have made an
[16:23] indelible mark on our school system.
[16:26] Uh we do have two staff members in
[16:28] attendance this evening who won't be
[16:29] speaking. So, please allow me to say a
[16:32] few words about them.
[16:35] First, Fran McGrail.
[16:37] Fran is the
[16:38] long-time
[16:39] Hello.
[16:41] How we doing?
[16:42] Fran is the uh long-time custodian at
[16:45] Runkle.
[16:46] He actually worked at other schools
[16:47] including the high school while I was
[16:48] there. He is truly the heart and soul of
[16:51] Runkle. He's integral to the school's
[16:53] operation. He treats students, staff,
[16:55] and parents with incredible respect and
[16:57] kindness.
[16:58] Absolutely. And his patience and empathy
[17:01] are especially evident in his care and
[17:03] attention to the Runkle students who are
[17:05] enrolled in the RISE program.
[17:07] His steady presence in the school is
[17:09] remarkable. Principal Finnegan describes
[17:12] Franny as a treasure, which he is. I
[17:15] understand that there is a
[17:16] a retirement celebration for Runkle
[17:18] staff this evening, so I don't think
[17:20] Franny can stick around, but I want to
[17:23] acknowledge him at this time. Franny
[17:24] McGrail, please stand up for our
[17:26] appreciation.
[17:27] [applause]
[17:35] Thank you, Franny.
[17:37] Now, Elizabeth Hendrickson. Oh my god,
[17:40] Elizabeth,
[17:41] [clears throat]
[17:41] we go back.
[17:42] Elizabeth is described by her
[17:43] colleagues, including me, as one of the
[17:45] hardest workers in the in the public
[17:47] schools of Brookline. She started as a
[17:49] METCO liaison, and she earned her
[17:51] Bachelor of Science in Nursing while
[17:53] doing that.
[17:54] Excuse me. [clears throat and cough]
[17:56] And now, she's a valued member of the
[17:59] school nursing team. Along the way, she
[18:01] worked for our extended school year,
[18:03] helped with homework centers. She's a
[18:05] district-wide nurse, and with her strong
[18:07] clinical school skills and calmness,
[18:10] yeah, under pressure, that's nursing,
[18:13] she is the perfect she's just perfect
[18:16] for the job.
[18:17] I want us to recognize Elizabeth
[18:19] Hendrickson.
[18:21] [applause and cheering]
[18:29] Thank you.
[18:30] Of course, [clears throat] it's a busy
[18:31] time of the year, and unfortunately,
[18:33] eight
[18:35] Sorry. Eight honorees could not join us
[18:38] tonight. Betty Differ,
[18:40] [clears throat and cough]
[18:40] Pam Carlson, Rob Hutcheson, Jan Nixon
[18:43] Mathis,
[18:44] I need I need water.
[18:49] [clears throat]
[18:49] Joanne Silver Njoku,
[18:52] did I say Joanne Sweeney? Yeah. Akiki
[18:54] Kawai
[18:56] Marbet, and Shoshana Kastan. They can't
[18:58] be with us, but
[19:00] they're great people and great teachers,
[19:02] and they contribute as well. Thank you.
[19:04] And now, comes the start the time for a
[19:07] stand-up, emotion, inspiration, and
[19:09] comedy.
[19:11] Uh we're going to we're going to call
[19:13] one at a time the honorees tonight, 30
[19:16] 31 years, one at a time alphabetically,
[19:19] Susan Balogh first.
[19:23] [applause]
[19:27] So, you want to speak right into it, so
[19:29] people at home can hear you.
[19:30] Okay, speak right into this, and I have
[19:31] to tell a Betsy story. So, at Baker
[19:34] School, when people wonder, "Wait, who
[19:36] do we send this to? Who's going to Who
[19:38] understands where this is?" The answer
[19:40] is always, "Just I don't know. Email
[19:42] Betsy Fitzpatrick. She will know." And
[19:44] she does. So, um good evening, everyone,
[19:47] and thank you to the School Committee
[19:49] for inviting me. Um my dear friend Diane
[19:52] Arecco Mondol, who's a Lawrence teacher
[19:54] and is here to support me. My beloved
[19:56] son Noah, my firstborn, who taught me
[19:59] humility
[20:00] and patience, cuz parenting is really
[20:03] just teaching without a paycheck. Um
[20:07] it is great to be here, and it's an
[20:08] honor to be here. I'm going to talk
[20:10] about love tonight.
[20:12] I started doing something different in
[20:15] my teaching this year. You know, people
[20:18] always say, "How can you teach so long?"
[20:19] And I say, "Because every kid is
[20:21] different, and every year is different,
[20:23] and that's what keeps it lively and
[20:26] wonderful.
[20:27] Um
[20:28] but this year I started signing off on
[20:31] my Canvas messages to the kids with, you
[20:34] know, "Please you missed this
[20:35] assignment. I know you were out sick
[20:37] with strep throat, but that was last
[20:38] week. Let me help you get this done. Um
[20:41] it was great to have you back in class.
[20:42] Love, Ms. Balogh." And I thought really
[20:45] long and hard about the love part.
[20:48] But I do love my students very much, and
[20:52] um I remember my 10th grade teacher, my
[20:55] English teacher, Patsy Root. She was
[20:58] from East Texas, and I am I'm going to
[21:00] try to channel Mrs. Root. She would say,
[21:03] "The Greeks have it all on us. I'm an
[21:06] English teacher, but the Greeks have it
[21:07] better.
[21:09] They have six words for love. We love
[21:12] McDonald's french fries. We love our
[21:14] grandmother. It's all the same. It
[21:15] doesn't make sense. So, she would teach
[21:17] us about the different forms of love.
[21:19] And the kind of love that
[21:22] we extend as humans to
[21:24] our fellow humans is agape and that is
[21:29] the kind of love that is selfless
[21:31] giving. Maybe in Buddhism you might know
[21:33] it as loving kindness. That is a a good
[21:35] translation, I think.
[21:37] Of course, we love our students. I love
[21:39] my students and I want the best for
[21:41] them.
[21:42] And
[21:44] more Greek, we're all in loco parentis.
[21:46] We're in the place of parents. I would
[21:48] want every child to be cherished in my
[21:51] care
[21:52] um just like they're cherished at home
[21:54] with their parents. So, um
[21:58] I I was thinking about love and the love
[22:00] I have for my kids and as a teacher I've
[22:03] had this incredible privilege of sharing
[22:05] my life
[22:06] and cultivating that loving kindness in
[22:09] so many hundreds, I don't know, maybe
[22:12] thousands of
[22:14] very open-hearted Brookline youngsters
[22:16] and their families.
[22:18] And in return, they helped me
[22:22] to self-actualize.
[22:24] They provide me every day, every year
[22:27] with this rush of joy and challenge that
[22:31] is really unparalleled.
[22:33] Um it it's just a privilege and an honor
[22:36] even though it can be exhausting and
[22:38] draining and sometimes I um
[22:42] I wake up in the middle of the night
[22:43] worrying about them.
[22:45] And I try to pivot and think what could
[22:47] I be do doing differently? I think
[22:49] that's my phone ringing. We're We're
[22:51] going to
[22:52] We're going to just ignore it.
[22:54] That is me, Nicole. We're just going to
[22:56] think that's
[22:57] that's spam.
[22:59] Um
[23:01] That's so sweet. Who Who was Miss She
[23:04] loved Miss Brandl's class.
[23:06] Um so my students have taught me love,
[23:08] too. They have taught me patience and
[23:11] humility and definitely love. I care for
[23:14] each kid.
[23:15] Um I don't always hit the mark every
[23:19] day, but I'm so grateful I have 180 days
[23:21] with them because you you do in teaching
[23:23] get a do-over.
[23:25] Once in a while, the kids have these
[23:27] homing pigeon instincts and they look
[23:30] you up or they come stalk you in the
[23:32] hallways after school and they get in
[23:35] touch. Um and it it's magical. So I got
[23:39] this Instagram message from um
[23:44] a kid called Nicole and this was back in
[23:46] COVID and she said to me, "Miss Bellow,
[23:48] you have no idea how much it means to me
[23:51] that you stay in touch. I feel as though
[23:54] I started to learn how to use my voice
[23:56] to advocate for justice from you."
[24:00] I remember in seventh grade when you sat
[24:02] us all down in class and you talked
[24:04] about the killing of black men.
[24:06] I've been I hadn't been talking about
[24:08] that because I didn't know it was even a
[24:09] problem, but you brought me and all my
[24:12] classmates' attention to it. And I
[24:15] started to understand that having hard,
[24:17] truthful conversations were important
[24:21] and that they lead to change.
[24:24] So I'm not ready to retire. I still have
[24:26] a lot of gas in the tank, but I want to
[24:28] thank Nicole and every student and every
[24:31] family I've ever had because um
[24:35] they believe
[24:37] like I believe in them that they can
[24:39] change the world.
[24:40] Thank you very much, Susan.
[24:43] [applause]
[24:44] By
[24:45] By the way, there are there are five
[24:47] seats in the front row. They're not
[24:48] expensive.
[24:50] Anybody wants to join us in the front
[24:52] row, that would be great. And also I
[24:54] neglected to say that Val Freidus is
[24:56] remote tonight cuz she couldn't be here.
[24:59] And Jesse Hefter's on his way up here
[25:00] from New York City. He'll be here about
[25:02] 7:00. So,
[25:03] they expressed their
[25:05] um
[25:06] sadness not being here right now.
[25:08] Okay, Nicole Brandel.
[25:13] [applause]
[25:16] It's so much easier when your second
[25:18] graders are in
[25:21] Um yes, good evening. Thank you to the
[25:23] school committee um for having this for
[25:25] all of us who have put 30 years in. And
[25:28] like Susan, I feel like we still have
[25:30] some more to go.
[25:31] Um but I am Nicole Brandel and I have
[25:34] taught at Baker School for um 30 years
[25:37] in second grade.
[25:38] And I know, right? And I did have Gigi,
[25:40] her daughter, so
[25:42] um and I'll let you in on a secret that
[25:44] second graders are absolutely the best.
[25:47] Um they're positive about school. They
[25:49] love coming to school. They love their
[25:51] teacher um and they love to learn. So,
[25:53] they make my job really easy.
[25:56] Um it's hard to believe that 30 years
[25:58] has already gone by.
[25:59] Baker School is literally my home away
[26:02] from home.
[26:03] Um even though that sounds like a
[26:05] cliché, it really is. However, my
[26:06] husband and my children, thank you so
[26:09] much for being here, will argue that I
[26:12] spend more time at Baker than I do at
[26:14] home.
[26:14] [clears throat]
[26:14] So, um the life of an elementary school
[26:17] teacher. So, um thank you so much to my
[26:20] wonderful family for putting up with me
[26:22] because having a teacher in the house is
[26:25] not always the easiest thing.
[26:27] Um so, I appreciate it. Um you could say
[26:30] that Brookline is in our family. Um my
[26:32] husband is the night senior at the high
[26:34] school and our three children, Madison,
[26:36] Morgan, and Tyler, are proud graduates
[26:39] of Baker School and BHS.
[26:42] Um thanks to the materials fee program,
[26:44] the best program ever. Just woohoo!
[26:49] Um Brookline is a part of all of us and
[26:52] we are so fortunate for that, my whole
[26:54] family. When Betsy reached out about
[26:56] this event, I started thinking about how
[26:58] many students I have taught over the
[27:00] years. So, being a second grade teacher,
[27:02] I actually counted all of my class
[27:04] pictures because they're displayed in my
[27:07] classroom cuz I love being reminded of
[27:09] all of them and it came out to 613, but
[27:12] let's be honest, there were people who
[27:13] weren't there on picture day and we
[27:15] always get an influx of so many new
[27:16] students over the course of the year.
[27:18] So, we know that it's north of that
[27:20] number.
[27:21] Um, but I consider myself lucky that I
[27:23] have been able to support and teach and
[27:25] help so many students grow. There have
[27:27] been many wonderful families over the
[27:29] year and I love hearing about where
[27:30] students are now, what their adventures
[27:33] are, what they're doing and I feel proud
[27:35] that I was part of their journey.
[27:38] Um, well, believe it or not, my luck
[27:40] doesn't stop there. Um, I work with some
[27:43] of my best friends and that is not
[27:45] something that many people can say. Um,
[27:47] and so, my best friends are also here.
[27:50] Um, I am so fortunate to have many
[27:52] amazing colleagues at Baker and that
[27:55] some of those relationships have
[27:56] blossomed into so much more. Friends
[27:59] that are there for you for all the good
[28:01] that life has to offer and also the hard
[28:03] times. I have Brookline, especially
[28:05] Baker, to thank for bringing all these
[28:07] wonderful people into my life.
[28:10] My current second grade team, we like to
[28:12] call ourselves the grade two gals, GTG,
[28:14] anytime you see us, we sign it that way
[28:16] cuz that's who we are. We've been
[28:17] together for 12 years, the four of us
[28:20] and I feel very fortunate that we've had
[28:22] that and we can help our second graders
[28:24] grow.
[28:25] After 30 years, I am still able to say
[28:28] that I love my job
[28:30] even though at times it feels
[28:31] impossible.
[28:33] Um, after school on Tuesday, I sat down
[28:35] at my desk, which by the way is a prop
[28:37] in an elementary school classroom. We
[28:39] actually never sit at our desks except
[28:42] for maybe after school and there was
[28:44] this little note on my desk and it had a
[28:46] big heart and I opened up the the letter
[28:51] and it said, "Dear Ms. Brandl, I like
[28:53] how you always make me feel good." And I
[28:55] said,
[28:57] "That's why I've been doing this for 30
[28:58] years. If I can just help kids feel good
[29:01] and grow and grow into wonderful people,
[29:04] then I've done my job." Thank you so
[29:06] much.
[29:11] Thank you, Nicole.
[29:13] I'm [clears throat] a little
[29:13] disappointed that I do not see a drum
[29:15] set for the next speaker, but I guess he
[29:18] forgot to bring it. Carolyn Castellano.
[29:25] Hey, thank you so much. Thank you,
[29:26] Brookline. Um
[29:28] Bob, I remember sitting in your office
[29:30] when I got hired and we talked about
[29:32] Rage Against the Machine.
[29:35] I don't know if you remember that. The
[29:36] microphone explodes, shattering the
[29:38] mold.
[29:40] I think you were rapping it, not me.
[29:43] Anyway, it's been awesome. Um I'm not
[29:46] going to talk too long cuz I did talk um
[29:48] recently here about my journey at
[29:50] Brookline, which has been an amazing
[29:51] time here. I think I just want to
[29:53] reflect on the connections that we make
[29:56] with students and especially being here
[29:58] for so long. I remember my very first
[30:00] student, Samdorf, who I'm still in touch
[30:02] with today. Um or as recently as another
[30:06] student, um I was given the opportunity
[30:08] to go to one of the um Celtics playoff
[30:11] games. A friend of mine was playing
[30:12] trumpet at it and um I I couldn't go
[30:15] last minute and he said, "Well, do you
[30:17] know someone else who wants to go to the
[30:18] game?" And I thought of a couple of
[30:20] students. I thought of this one student
[30:22] and I contacted him and said, "Hey, you
[30:23] want to go to the Celtics game tonight?"
[30:25] And he's like, "Yeah." So, they got to
[30:26] go and um was
[30:28] watched all the warm-ups and stuff and
[30:30] got to meet Reggie Lewis and some other
[30:32] folks, too. Not Reggie Lewis. Was he I
[30:34] think it was. So, anyway, um
[30:36] and those kind of connections, those are
[30:38] the things that I'm always going to
[30:39] remember. It's the connections that I
[30:40] make with the students
[30:42] and knowing that you made a difference
[30:44] and that they want to you're like a
[30:45] mirror. They see you, I see them and
[30:47] we're able to keep that connection as as
[30:51] they leave and as I'm still there. And
[30:53] um yeah, it's just it's just awesome. Um
[30:56] and they're you know, it's that's the
[30:58] best part of the job I think for me is
[31:00] the connections that I make with the
[31:01] students. So, I just that's all I really
[31:03] have to say. Um thank you so much.
[31:05] Um yeah.
[31:08] I don't I'm sorry I don't have some
[31:09] drums. I'll bring them next time.
[31:11] Thank you, Carolyn.
[31:13] Next up, Deborah Caruso.
[31:23] Props is good.
[31:28] Hello. Thank you, everyone. Yeah, thank
[31:30] you, school committee for honoring us
[31:31] tonight. I'm one of the 31s.
[31:34] Started here in 1995 with a lot of
[31:37] familiar faces in this room.
[31:39] I am not a teacher. I am an occupational
[31:42] therapist. I consider myself an advocate
[31:44] for those quiet voices that don't always
[31:47] get heard and I promised myself not to
[31:49] cry. But I do have a parent on the
[31:51] school committee who
[31:53] whose son graduated this year along with
[31:55] my child and I feel like my two boys
[31:57] graduated because all of the kids that I
[32:00] work with are my kids. And so, I was
[32:03] asked to bring in
[32:04] um
[32:05] talk about a special moment and I will I
[32:08] brought in my very first Brookline SEPAC
[32:12] Hero Award which I earned in 2019 and
[32:15] this was the highlight of my career.
[32:18] Um I've uh since I started here, I got
[32:20] my master's in autism care, I got my
[32:23] doctor's degree in autism and
[32:25] trauma-informed practice, but nothing
[32:27] can top this award because this came
[32:31] from the parents. And at the end of the
[32:32] day, my job is to advocate for those who
[32:35] don't aren't always able to advocate for
[32:38] themselves. Those kids that are
[32:41] sometimes called not always our kids,
[32:44] but your kids.
[32:46] And at the end of the day, um this is
[32:49] why I'm here. And so, everyone asks me
[32:51] after the masters, "Are you going to
[32:53] keep working?" Yes, I'm going to keep
[32:54] working. After the doctorate, "Are you
[32:56] going to keep working?" Yes, I'm going
[32:57] to keep working. "You don't want to be
[32:58] an admin?" No, I don't want to be an
[33:00] admin. The kids are the reason I'm here
[33:02] and the reason why I might it might be
[33:05] 31 years, but I feel like I have 15 more
[33:07] to give. And at the end of the day, when
[33:09] I walk through the playground and I hear
[33:12] 40, 50 children calling out Dr. Caruso
[33:14] and coming to give me hugs, that is why
[33:16] I'm here. So, thank you for giving me
[33:18] the opportunity to help raise so many of
[33:21] your children, to help them feel like
[33:22] they belong, to help them feel like they
[33:24] are a part of our community, despite
[33:27] what the world out there says. Um all of
[33:30] my kids on IEPs and all of my kids with
[33:32] special needs are my kids. They're all
[33:36] our kids. And so, thank you so much for
[33:38] this opportunity to share with you. And
[33:40] I will say,
[33:41] my son just graduated along with the
[33:43] [laughter]
[33:43] Donna's son.
[33:44] child's name. Does not
[33:46] I won't. No, I won't. I'm not saying any
[33:48] names. I promise I won't say any names.
[33:50] But but I also wanted my son to be in
[33:52] school in the public schools of
[33:54] Brookline. So, we are a Brookline
[33:55] family. I've dedicated my entire adult
[33:57] career to this community and my son is
[34:00] now a product of this community. So,
[34:01] thank you so much for giving me the
[34:03] privilege to be a part of all of you.
[34:05] Yeah.
[34:06] [applause]
[34:11] Thank you, Deborah. Elizabeth Gorman.
[34:18] [applause]
[34:26] Liz Gorman.
[34:29] All right.
[34:30] The microphone.
[34:32] Um so, thank you to all of my people, my
[34:35] home family,
[34:36] my World Language Wellness family, you
[34:39] are everything. Um thank you to the town
[34:41] of Brookline for creating such an
[34:43] enriching professional home for me for
[34:45] all these years.
[34:46] Thanks to Bob Weintrob and Manuela
[34:48] Bartolomeo for taking a chance on me and
[34:50] hiring me 30 years ago.
[34:53] Um so what does one say about 30 years
[34:55] of teaching in several minutes?
[34:58] Uh one surprise I thought about like
[35:00] what what surprised me.
[35:02] Um one surprise is that it has not
[35:05] gotten easier.
[35:06] [laughter]
[35:08] I have more skills, but I still work
[35:11] long hours. I never feel caught up. Um
[35:13] my husband can can confirm.
[35:16] Uh sadly, I still get filled with dread
[35:18] on Sunday nights and after vacations. Um
[35:22] we are on every day, all day.
[35:25] Uh I do long for a job that I don't
[35:27] bring home every day and every weekend.
[35:30] Uh but the stress dissipates every
[35:33] Monday morning as soon as I'm in my
[35:35] classroom with students.
[35:38] It's a very happy place for me and it
[35:40] sounds like for a lot of you.
[35:42] Um another surprise is that it is just
[35:44] as fun and ex- as exciting as it was 30
[35:47] years ago. So that's a good surprise.
[35:51] Um I'm not a teacher who will be
[35:52] remembered for like some single great
[35:54] achievement, though I am proud of a few
[35:56] things that I helped build.
[35:58] Uh I helped build a China exchange, the
[36:01] climbing wall,
[36:03] a network of mindfulness work with
[36:04] teachers, loads of Spanish curriculum
[36:07] units. Uh but mostly my teaching, like
[36:10] most teachers, which to clarify is not
[36:13] over,
[36:13] [laughter]
[36:14] um has been defined by a lot of effort
[36:17] and made of a million small moments of
[36:20] joy and kindness.
[36:22] Um it's not a thankless job.
[36:24] In addition to the never-boring daily
[36:26] delights, Every year around this time
[36:29] the thank you cards come in. I keep a
[36:31] physical file folder
[36:33] labeled nice.
[36:35] [laughter]
[36:36] For the particularly heartfelt ones, it
[36:38] is getting nice and fat. Um this note
[36:41] though I too brought I'm going to share
[36:43] us some student words. Uh this note that
[36:45] I will read to you arrived unexpect-
[36:48] unexpectedly in October of this year and
[36:51] um
[36:52] embodies what I'm most proud of.
[36:54] Uh and I'm going to change the name for
[36:55] privacy. So it said this email came in.
[36:58] I opened my box and said, "Hi Ms.
[37:00] Gorman. I'm Emma and I had you for my
[37:02] junior year Spanish class about 4 years
[37:04] ago. I just wanted to reach out and say
[37:06] thank you. During my junior year of high
[37:08] school I struggled with my mental health
[37:11] and you honestly saved my life.
[37:14] You asked me to stay after class one day
[37:16] and asked me why I was missing so many
[37:18] classes. It didn't feel confrontational
[37:21] at all. Instead it felt like you
[37:23] genuinely cared and we began to talk
[37:25] regularly. Having one person care about
[37:28] me during that time
[37:30] was what I needed to stay alive.
[37:33] Now I'm a junior in college in
[37:34] Philadelphia and I'm studying to become
[37:37] an elementary school teacher.
[37:39] [laughter]
[37:41] If I become half the teacher and person
[37:43] you are I will feel successful. Thank
[37:45] you so much for having a positive impact
[37:47] on my life especially when I needed it
[37:50] the most. I hope this email reaches you
[37:52] and I hope you have a great school year.
[37:54] Best, Emma.
[37:55] Um every teacher makes a difference and
[37:57] we often don't know when.
[38:00] Please keep trust to the school
[38:02] committee. Please keep trusting and
[38:03] supporting teachers
[38:05] to be great, to follow their passions,
[38:07] to create the conditions for them to be
[38:09] able to show up healthy for others, and
[38:12] please keep our class sizes small
[38:15] [laughter]
[38:16] so we can know every human in our rooms.
[38:19] I am so excited that Emma will soon join
[38:21] the ranks of future teachers. Thank you
[38:24] and congratulations to you all.
[38:29] [applause]
[38:33] Thank you, Liz. Michelle Greeley.
[38:41] [applause]
[38:44] Thank you so much, school committee.
[38:45] This is such an honor. It's also an
[38:48] honor, but yet a daunting realization
[38:50] that my gray hairs are coming in at a
[38:52] much faster pace right now.
[38:55] As a BEEP teacher, I've taught at FRR,
[38:57] the Lynch Center, Driscoll, Lincoln, and
[39:00] I'm currently teaching pre-K at BEEP at
[39:02] Putterham.
[39:04] My classroom, no matter where it stands,
[39:06] is my home away from home.
[39:09] I'd like to take you all on a field trip
[39:11] there right now.
[39:12] Now, for this trip, I'd like to you to
[39:15] all humor me and close your eyes once I
[39:17] count to three.
[39:19] With your eyes shut, you'll be able to
[39:21] envision all the sights as you listen to
[39:24] four and five-year-olds describe the map
[39:27] that leads to PKG.
[39:29] 1 2 3.
[39:32] Now, close your eyes and imagine, for
[39:35] this is BEEP at Putterham.
[39:38] First, you ring the buzzer.
[39:40] Then, you push one of the two doors. On
[39:43] the other side is the door to the
[39:45] playground. There are a lot of windows
[39:47] there.
[39:48] The stairs are in the middle.
[39:50] Follow the arrows up the stairs. We are
[39:53] going straight to near where the
[39:54] elevator is.
[39:56] Don't use that elevator if there's a
[39:58] fire.
[39:59] This is the glass door to go inside.
[40:02] Now, I have to thank my dad for that
[40:03] fire safety tip because he came in so
[40:06] many years during his time as a
[40:08] firefighter in Newton and shared with
[40:11] all of my students his great fire safety
[40:13] tips.
[40:14] Now, here you are. This is the pictures
[40:16] of all the friends at school. There are
[40:18] all the teachers. All up on the side is
[40:21] a long hallway. Now, the letters right
[40:23] here means it's the classroom.
[40:26] Abracadabra, everyone open your eyes.
[40:29] We're here.
[40:31] You have just landed in a corner of a
[40:32] BEEP classroom where true magic happens.
[40:36] The magic happens as the students here
[40:38] learn from one another.
[40:40] The joy happens as they celebrate and
[40:42] praise one another.
[40:44] Now, I would like you to listen to their
[40:46] joy. These are their words.
[40:50] I love your book so much and it's funny.
[40:53] And thank you so much for making it.
[40:55] It's so cute and I love it so much. I
[40:58] love your story.
[41:00] It is like a wow maze. I love your
[41:03] pictures that you made. I love that you
[41:06] can read. I love the letters that you
[41:09] can do.
[41:10] I very like your drawing. I love how
[41:13] well you're reading. You are just doing
[41:15] so great.
[41:18] In BEEP, we never underestimate the
[41:21] power of a word or a gesture.
[41:23] The words that we choose help others to
[41:25] feel loved, special, appreciated,
[41:28] valued, and respected.
[41:31] Just as significant as our words are
[41:33] also the gestures of those who cannot
[41:36] produce language.
[41:38] Positive gestures, handshakes,
[41:41] movements, mumbles, and eye glances
[41:43] carry the same weight as our words.
[41:46] Some of my best times in BEEP were
[41:49] dancing with a nonverbal learner.
[41:52] Her smiles and laughter were like word
[41:55] lollipops, and that's the truth.
[41:58] I came to Brookline because of the
[42:00] school system's commitment to
[42:01] acknowledging and celebrating diversity.
[42:04] Although I've been all over the map of
[42:07] Brookline, I know firsthand that
[42:09] Brookline is the place to be for
[42:11] inclusion and a place where we can all
[42:13] together feel valued.
[42:15] Thank you to everyone in Brookline and a
[42:17] special thank you to Margaret, our
[42:19] principal, Rachel and Aaron, and all of
[42:22] the paraprofessionals and colleagues
[42:24] that I've worked with.
[42:26] I also want to thank my dad because he
[42:28] instilled in me his love for maps.
[42:31] Dad, you've always been my compass and I
[42:34] thank you for always being there.
[42:36] My dad was a Newton firefighter for 40
[42:38] years. So, I'm going to be here for a
[42:41] lot longer.
[42:43] To my mom who taught me how to enlighten
[42:45] children with creative and inspirational
[42:47] projects and curriculum. As a preschool
[42:50] teacher herself, she taught me patience,
[42:52] compassion, and what it means to be a
[42:54] dedicated teacher.
[42:56] Thank you also to my daughters, Joella
[42:58] and Julia,
[42:59] who they share their they share their
[43:01] mom, me, day and night with all of my
[43:04] students and their families. They have
[43:06] supported me in more ways than I can
[43:08] ever begin to describe.
[43:10] Thank you. Thank you.
[43:13] [applause]
[43:17] Thank you, Michelle. Lisa Lamont Harris.
[43:24] [applause and cheering]
[43:32] All right.
[43:33] Um so, how do you distill 30 years into
[43:36] 3 minutes?
[43:38] Um bullets. So, I'm going to speak it
[43:40] with a few bullets here. And I'm a
[43:42] teacher at heart. So, there must be a
[43:45] lesson here somewhere.
[43:47] So, here goes.
[43:48] Lessons I've learned
[43:51] from 30 years in the public schools of
[43:53] Brookline.
[43:54] So, lesson number one is this.
[43:57] Follow your heart.
[43:58] Don't be afraid to take a chance on
[44:01] love.
[44:03] Give up your tenured teaching position
[44:05] in Connecticut, move away from the
[44:07] familiar, move away from your family and
[44:09] friends, and follow that special someone
[44:13] to an exciting new city.
[44:16] It might just work out. Thank you,
[44:18] Jason. I love you.
[44:21] Um number two,
[44:24] when your job interview, Bob, you'll
[44:27] know this immediately, kicks off with a
[44:29] surprise juggling act by the principal,
[44:33] okay?
[44:34] Do not fear.
[44:36] Just consider the metaphor.
[44:40] There is much to juggle
[44:42] as an educator. We hold many balls in
[44:44] the air,
[44:45] and some days really do feel like a
[44:47] circus.
[44:49] Um and when he offers you that job, you
[44:53] say yes. Thank you, Tom Cavanagh.
[44:56] I started at Baker,
[44:58] [applause]
[44:59] spent some time here at Town Hall, and
[45:00] I'm happily at Beebe right now. Thank
[45:03] you, Margaret.
[45:05] Um number three, learn from others.
[45:08] Words of wisdom from Alyssa Henry.
[45:13] Half of teaching is acting.
[45:16] Have some fun and put on a performance
[45:19] for your students every single day.
[45:22] All right.
[45:22] Lesson number four, this is a very
[45:25] specific one.
[45:27] If you happen to be pregnant
[45:30] and go into labor
[45:32] at school,
[45:33] okay?
[45:35] Just call Trisha LaHam.
[45:38] [cheering]
[45:40] Right?
[45:42] Luckily, the baby came late, and I'm
[45:45] just going to say Cole, who was supposed
[45:47] to be here to support me tonight, uh
[45:50] [laughter]
[45:51] late again.
[45:54] All right. Oh, and the same goes for if
[45:56] there's a pandemic, just call Trisha.
[46:00] Um number five,
[46:02] do what is right, not what is easy.
[46:05] Thank you to Vicky Milstein for my daily
[46:07] reminder of that.
[46:10] Equity and inclusion take continuous
[46:14] hard work.
[46:16] It is better for everyone
[46:20] and it is necessary work.
[46:23] Please support programs like Scholars
[46:28] and Seed, METCO and materials fee
[46:32] and Steps to Success.
[46:35] All right?
[46:37] And
[46:40] lastly,
[46:42] while caring for children, care for each
[46:45] other.
[46:46] And I'll try not to get emotional now.
[46:49] Teaching is profoundly relational work.
[46:52] Colleagues become friends.
[46:56] I look around this room and I see so
[46:58] many friends.
[47:00] We've shared in weddings and births.
[47:03] We've supported each other through
[47:04] difficulty and loss.
[47:06] And perhaps most importantly, we have
[47:09] found laughter and joy in this beautiful
[47:13] work of teaching.
[47:15] For this, I am grateful. Thank you.
[47:19] [applause]
[47:25] Thank you, Lisa. Paul Larreau Priestley.
[47:36] Hello everybody.
[47:38] I'm Paul Larreau Priestley. I run the
[47:40] Graphic Arts Copy Center at Brookline
[47:42] High School.
[47:43] I have been there for 31 years.
[47:48] That's a long [snorts] time,
[47:50] but I still have life left in me.
[47:52] So,
[47:54] as I reflected on what I should say this
[47:57] evening.
[47:58] I thought long and hard about how to use
[48:01] this time.
[48:04] Should I speak to our fighting the
[48:06] systemic racism within our schools
[48:09] system and the greater community around
[48:12] us?
[48:14] Or should I
[48:16] speak to the challenge of how we have
[48:19] addressed the need
[48:21] for racial diversity in our classrooms,
[48:24] in our staff, in our administration?
[48:28] And then I thought, "Well, what about
[48:31] the financial equity?
[48:33] Financial equity is also important. But
[48:35] then guess what? I said, 'No.'"
[48:39] I said, "Love."
[48:42] Love.
[48:44] Love is transformative.
[48:46] Love is restorative.
[48:49] Love is [snorts] empowering.
[48:52] We pour love into each and every student
[48:56] with the power of knowledge.
[49:01] You know, we also encourage and
[49:03] challenge each other in so many ways
[49:06] that gives us all the support that we
[49:08] need. And that is a beautiful, beautiful
[49:11] thing.
[49:12] I can count all of you as my friends.
[49:17] And you know,
[49:18] in this day and time,
[49:20] humanity needs
[49:22] nothing greater than the power of love.
[49:27] My final words to you all might make
[49:30] some of you feel uncomfortable.
[49:34] But
[49:37] I want each and every single one of you
[49:39] to know
[49:41] that I truly
[49:43] love
[49:44] each and every one of you.
[49:47] In a world
[49:48] where we live,
[49:50] where people can spread hate
[49:53] and negativity to complete strangers,
[49:57] hey, I can spread and give love.
[50:01] Remember this, lead with love because
[50:05] indeed love will conquer all.
[50:11] [applause]
[50:17] Thank you, Paul. Susan Lipman.
[50:24] [applause]
[50:29] Um so, thank you so much for having all
[50:32] of us here tonight.
[50:34] I'm really proud to be here among this
[50:37] group of colleagues that include my
[50:39] kids' teachers,
[50:41] my kids' classmates' parents, and even
[50:44] some people I went to Brookline High
[50:46] with.
[50:47] Not many people can say that they've
[50:49] been in the same job for 31 years, and
[50:52] 33 years if you count my year as a
[50:54] building sub and a learning center para
[50:56] before that.
[50:57] Even fewer people can say that they
[50:59] absolutely love going to work every day.
[51:03] Pierce School has been an integral part
[51:05] of my life since I was 6 years old.
[51:08] I entered the shiny new Pierce School as
[51:10] a first grader in 1975.
[51:13] I spent my entire elementary career
[51:16] there and made some of my closest
[51:18] friends during those years.
[51:20] My mother later taught Chapter 1 or
[51:23] Title 1, they kept kind of changing the
[51:25] name of it, um
[51:27] at Pierce after she could no longer
[51:30] teach for the public schools at St.
[51:32] Mary's where she had been for years.
[51:34] Even later, my own kids and my stepkids
[51:37] attended Pierce.
[51:39] So, my journey in Brookline began in
[51:41] 1993
[51:43] when the amazing Barbara Shay hired me
[51:46] as a building sub at Lincoln School.
[51:49] Barbara was incredible.
[51:51] Um
[51:52] I was getting my master's degree at the
[51:54] time and um
[51:56] my first year was at the old Lincoln
[51:58] School. And now I've come full circle
[52:00] because I'm back there as a Pierce
[52:02] School teacher.
[52:04] Um
[52:05] then well
[52:07] the next year we moved to the brand new
[52:10] Lincoln School which wasn't called the
[52:12] new Lincoln School. It was the old
[52:14] school, the new school. But um and I
[52:15] moved with them. I was a um
[52:18] I worked in the learning center while I
[52:19] was getting my master's and um
[52:22] the following year I was hired as a
[52:24] second grade teacher at Pierce School
[52:26] by Chris Field who had also been my
[52:29] third grade teacher.
[52:30] So that was kind of another full circle
[52:32] moment at the time.
[52:34] So during the past 31 years I've been
[52:38] mentored by and now I get to mentor some
[52:41] of the most amazing educators in the
[52:44] world.
[52:45] When I started at Pierce I worked
[52:47] alongside colleagues who had been my
[52:49] teachers when I went there.
[52:51] They all had such a huge impact on the
[52:54] person and the teacher that I am today.
[52:57] Marie Lavelle who I miss so greatly
[53:00] every day was my work mom. She took me
[53:03] under her wing from day one
[53:05] and now as someone who's been at Pierce
[53:07] for a long time
[53:09] I really try and emulate her guidance,
[53:12] her patience and her love to all the
[53:14] teachers and the children.
[53:17] Pierce is more than a job for me. It's
[53:19] my community. The place that holds my
[53:21] childhood memories and the place where
[53:23] my own children thrived.
[53:25] This year I have a child in my second
[53:27] grade class whose mother was in my first
[53:30] class I'm sorry, whose aunt was in my
[53:32] first class at Pierce and whose mother
[53:35] was in class with my stepson and also a
[53:39] Suzanne's too. Um
[53:42] Um being a being a teacher, a mom, an
[53:46] alumni, and a resident of Brookline
[53:48] has really made it to It's I had to
[53:51] juggle a lot of hats throughout the
[53:52] years. However, I wouldn't change a
[53:55] thing, and I love every single minute of
[53:58] it. I love walking down the street and
[54:00] getting hugs from kids who are 30 and
[54:04] kids who are seven.
[54:06] I love seeing a Brookline police officer
[54:09] and then realizing that that police
[54:11] officer was in my second grade class.
[54:14] And I still love being an integral part
[54:17] of the school that I entered as a first
[54:19] grader many, many years ago.
[54:22] I want to congratulate everyone who has
[54:25] made it for these 30 or 31 years.
[54:28] Not every day is easy, especially this
[54:30] time of the year. We're all kind of
[54:31] crawling to the finish, but um
[54:34] but for those of us who have been here
[54:36] as long as all of us, we know what a
[54:38] special community Brookline is. So,
[54:41] thanks so much for having all of us.
[54:43] [applause]
[54:49] Thank you, Susan. Stephanie Poon.
[54:54] [applause]
[55:02] Thank you so much for this incredibly
[55:04] lovely event. It is a delight to listen
[55:07] to you all.
[55:09] So, I've been thinking about two things
[55:11] uh leading up to tonight. What has
[55:13] sustained me for 30 years? Cuz that's a
[55:15] long time.
[55:16] And what have I noticed uh about what
[55:18] has changed and stayed the same since I
[55:21] started at BHS
[55:23] in the '90s.
[55:27] Here's what I came up with.
[55:28] The things that have made this job
[55:29] possible and even, dare I say,
[55:31] occasionally joyful are the people I'm
[55:33] surrounded by um um BHS. These are my
[55:36] students first and foremost, um who,
[55:39] though they might ask me a question
[55:41] about something I have literally just
[55:42] said, are truly the reason I keep going.
[55:45] They are endlessly curious, maddening,
[55:48] silly, smart, hard working, and
[55:51] constantly make me think about how I can
[55:53] do my job better.
[55:54] This is the time of year when I really
[55:56] lean into the thought that next year, I
[55:58] will in fact figure out how to do this
[56:00] job and solve all the problems of
[56:02] education.
[56:05] The other people around me at Brookline
[56:06] High that make this possible are my
[56:07] colleagues.
[56:09] I love them.
[56:10] If I didn't have such smart, thoughtful,
[56:12] caring people around me, I would go
[56:14] bonkers and quit.
[56:17] The other thing that's may has made this
[56:18] whole 30-year thing possible is all the
[56:20] stuff I've been able to do.
[56:23] I've mentored new teachers at Brookline
[56:25] for years through the Teachers Mentoring
[56:26] Teachers program.
[56:28] When a group of my veteran colleagues
[56:30] had the same conversation for the 15th
[56:33] time about how dysfunctional standard
[56:35] ninth grade history was, and how
[56:37] unsatisfied we were with the arbitrary
[56:39] social tracking that led to 70% of our
[56:41] students taking honors, we, along with
[56:44] the Office of Teaching and Learning, the
[56:46] Superintendent, and the School
[56:47] Committee,
[56:48] created WISP.
[56:50] When a different group of colleagues
[56:51] lamented the senioritis that afflicts
[56:53] our second semester seniors,
[56:55] and the ways in which their only
[56:57] interest in education seemed to be their
[56:59] grades rather than their learning, we
[57:01] created an experiential senior class
[57:03] called EPIC.
[57:05] Giving teachers opportunities to use our
[57:07] vast experience and training to invent
[57:09] new things and solve problems
[57:12] nourishes us.
[57:14] I was also sustained because I got to
[57:16] watch my own children move through
[57:17] Brookline schools, and there is nothing
[57:20] so anchoring as seeing your child reap
[57:22] the benefits of your colleagues'
[57:24] efforts, to feel the love and care
[57:26] showered upon them, and know that you
[57:28] can never really pay it back, only
[57:30] forward.
[57:32] The materials fee program that allowed
[57:33] my husband and I to send our children,
[57:35] one of whom is right back there,
[57:38] through the PSB gave me a deeper sense
[57:40] of commitment to this place. As my
[57:42] husband Brian Lee Brian recently said,
[57:44] it literally meant that I had skin in
[57:46] the game.
[57:47] Do I want to make my school the best it
[57:48] can be, to dedicate myself to my
[57:50] students the way that my colleagues did
[57:52] for my two children?
[57:53] You bet you.
[57:56] So, the second thing that I've been
[57:57] thinking about is what has changed and
[57:59] what has stayed the same.
[58:01] And really the first two points from
[58:03] earlier about the students and the
[58:04] colleagues,
[58:06] those haven't changed. I mean, they
[58:08] literally have changed. They're
[58:09] different people. Um, for the most part,
[58:12] uh, but the spirit, the energy, the
[58:14] inspiration, and the fun, that's pretty
[58:16] similar.
[58:17] Lots of things have changed, of course.
[58:19] When I started, I had binders filled
[58:21] with lesson plans, and I wrote on a
[58:23] chalkboard.
[58:26] I spent a huge amount of time just
[58:28] trying to learn all the things I needed
[58:29] to teach, acting and teaching.
[58:34] The students were themselves,
[58:37] but less anxious.
[58:40] It felt like teachers
[58:42] were generally more respected.
[58:46] The things that have sustained me aren't
[58:48] complicated or esoteric.
[58:50] They are the things that sustain us all.
[58:53] Meaningful work with good people,
[58:55] new challenges that are engaging,
[58:57] fun, laughter, and sometimes joy,
[59:01] and summer vacation.
[59:06] [applause]
[59:11] Thank you, Steph.
[59:12] Now, is this Malia or Malia?
[59:14] Malia.
[59:15] Malia Scott. Thank you.
[59:19] [applause]
[59:28] So, um at our most recent math
[59:31] specialist meeting, we spent time
[59:33] translating our careers in Brookline
[59:35] into years, days, hours, and minutes,
[59:38] because that's exactly what we do for
[59:40] fun in the math department.
[59:43] So,
[59:44] please indulge me.
[59:46] So, 32 years ago, when I began my
[59:50] master's program and full-year
[59:52] internship at the Lincoln School,
[59:55] I didn't even know what the materials
[59:57] fee program was, nor what a profound
[1:00:00] impact it would have on my family's
[1:00:01] life.
[1:00:03] A week and and a half ago, I got up on
[1:00:05] stage and graduated my youngest from
[1:00:08] Brookline High.
[1:00:10] I feel such gratitude for the amazing
[1:00:12] education my children received here in
[1:00:14] Brookline.
[1:00:15] Though my three children, one of whom is
[1:00:18] over there,
[1:00:19] um are completely different learners,
[1:00:22] they all thrived, were challenged, and
[1:00:25] were blessed with amazing teachers that
[1:00:27] helped them rise to their potential.
[1:00:30] I am so thankful that the materials fee
[1:00:32] program made this all possible,
[1:00:35] as it not only supported my family, but
[1:00:38] also allowed me to dedicate my
[1:00:39] professional life to the Brookline
[1:00:41] community.
[1:00:44] 5,856
[1:00:46] school days ago,
[1:00:48] I could never have imagined I would
[1:00:50] serve most of my professional career as
[1:00:52] a math specialist, given that books and
[1:00:55] reading had always been my lifelong
[1:00:57] passion.
[1:00:58] However, during my early time in
[1:01:00] Brookline, I had the privilege of
[1:01:02] partnering with such skilled and gifted
[1:01:04] math educators as Rose Christiansen,
[1:01:07] Nancy Buel, and Hillary Pastor.
[1:01:10] They helped me reshape my own identity
[1:01:12] as a mathematician and inspired me to
[1:01:15] take advantage of professional
[1:01:16] development to continually hone my own
[1:01:19] instruction.
[1:01:20] Most importantly, they revealed the true
[1:01:22] joy of teaching mathematics and
[1:01:25] instilled in me the belief that every
[1:01:28] student is a capable is a capable math
[1:01:31] learner.
[1:01:32] My math specialist role has always
[1:01:34] centered on collaboration and I'm
[1:01:36] incredibly fortunate to work alongside
[1:01:38] colleagues who are lifelong learners.
[1:01:41] They support, challenge, and inspire me
[1:01:43] to continuously grow. It has been a true
[1:01:46] privilege to collaborate with such
[1:01:48] brilliant educators and to work with
[1:01:49] them to find creative ways to bring
[1:01:51] mathematics to life.
[1:01:53] They push me to try hard things and to
[1:01:55] stretch my limits and I am enormously
[1:01:57] proud of everything we've accomplished
[1:01:59] together over the years.
[1:02:02] 38,064
[1:02:04] school hours ago, I did not yet
[1:02:06] recognize the impact of a visionary
[1:02:09] supportive school leader.
[1:02:11] Today, I'm profoundly grateful to have
[1:02:13] worked under such exceptional principals
[1:02:16] like Barbara Shay, Andrew Bott, and now
[1:02:19] Brian Dinitzio.
[1:02:20] They have shown incredible faith in me
[1:02:22] and by backing my math initiatives at
[1:02:24] Lincoln, they have given me the trust,
[1:02:26] space, and time to truly to be truly
[1:02:29] innovative, to try new things, and to
[1:02:31] grow as a math educator.
[1:02:33] And finally, 2,283,840
[1:02:39] school minutes ago, I could not have
[1:02:41] imagined
[1:02:43] that the profound joy I felt when I
[1:02:45] first began working with students would
[1:02:47] still be at the heart of my practice
[1:02:48] today. I love being a teacher.
[1:02:52] I thrive on dismantling the I'm bad at
[1:02:55] math mindset and get genuine fulfillment
[1:02:58] from knowing each learner is an
[1:02:59] individual with unique strengths and
[1:03:01] challenges. In education, there is never
[1:03:04] a one-size-fits-all approach. To meet
[1:03:07] the needs of our most vulnerable
[1:03:09] students, I must constantly grow,
[1:03:11] reflect, and learn.
[1:03:13] I live for those hard-fought aha moments
[1:03:16] when a complex concept finally clicks
[1:03:19] and the sudden surge of confidence when
[1:03:21] students begin to recognize themselves
[1:03:23] as capable problem solvers.
[1:03:26] How lucky am I to still be a teacher in
[1:03:29] Brookline 137
[1:03:33] 30,400
[1:03:35] seconds later. Thank you.
[1:03:39] [applause]
[1:03:46] Thank you, Malia. Um I want to remind
[1:03:48] people who are still standing that there
[1:03:49] are seats three seats here, a bunch of
[1:03:51] seats over there on the on my left. So,
[1:03:54] why don't you relax? Sit down.
[1:03:56] We're going to be here for a little
[1:03:57] longer.
[1:03:58] Okay, next up, Yasmin Shariff.
[1:04:02] [applause]
[1:04:07] All right.
[1:04:10] Lisa has to take her glasses put them
[1:04:12] on. I have to take mine off cuz that's
[1:04:15] what's happening. Um
[1:04:17] before I start, I just want to thank the
[1:04:18] school committee for this. This is
[1:04:19] lovely and thank all of you for being
[1:04:22] here.
[1:04:22] I want to thank my husband who says to
[1:04:24] me often, "I don't know how this all
[1:04:27] takes you so long. You've been teaching
[1:04:28] for all these years." But as all the
[1:04:30] teachers in the room know, no matter how
[1:04:32] long you've been teaching, it the time
[1:04:35] sort of doesn't get less. It just keeps
[1:04:38] on going.
[1:04:40] Um and I also just want to thank I have
[1:04:43] a bunch of people here whose kids I
[1:04:45] taught because of the materials fee
[1:04:47] program which we've been hearing about
[1:04:48] tonight. That made me part of this
[1:04:50] community. My friends are Brookline
[1:04:52] parents. My kid has Brookline friends.
[1:04:55] My my child went through Baker School
[1:04:57] and BHS and
[1:04:59] and I taught a lot of your kids. I
[1:05:01] taught Nicole's kids. I taught Lisa's
[1:05:02] kids. I taught Trisha's kids. I taught
[1:05:05] Who else in here is in here? I taught
[1:05:06] Susan's kids. I mean, I taught I taught
[1:05:09] a I taught
[1:05:10] I taught on the school committee as a
[1:05:12] child.
[1:05:13] So, I I've taught a lot of families here
[1:05:16] and it really ties us into the
[1:05:17] community. So, just a little plug for
[1:05:20] that because it really is a special
[1:05:21] program that that keeps us here and that
[1:05:23] makes us really devoted to this
[1:05:25] community.
[1:05:26] So, I just want to tell a story that
[1:05:29] sort of starts at the beginning and
[1:05:30] ends, I guess, today.
[1:05:33] Um
[1:05:34] I'm sort of one of those 30 31 I'm kind
[1:05:36] of a combo cuz I started teaching
[1:05:38] student teaching in 1995
[1:05:41] and I got my full-time job in January.
[1:05:42] So, I'm like 30 and a half years in, I
[1:05:45] guess.
[1:05:47] But, I wanted to tell a story that
[1:05:48] happened the the very first moments of
[1:05:50] my teaching career. So, I started
[1:05:52] student teaching in the fifth grade at
[1:05:53] Baker School in the fall of 1995.
[1:05:57] I loved Baker School, the community, and
[1:05:59] everything about teaching. So, when a
[1:06:01] teacher in the sixth grade was let go at
[1:06:03] Thanksgiving, I applied for the sixth
[1:06:05] grade job and hoped for the best. I knew
[1:06:07] the sixth grade class was a challenging
[1:06:09] one and that my principal, the legendary
[1:06:11] Tom Cavanaugh,
[1:06:13] was really hoping for an experienced
[1:06:15] teacher to take the role.
[1:06:18] The interview committee included my
[1:06:20] principal, the vice principal, a
[1:06:22] teacher, and five parents from the
[1:06:24] homeroom class. It was my very first
[1:06:26] interview and it was really
[1:06:28] intimidating.
[1:06:29] Um but, I figured if nothing else, it
[1:06:32] was good practice for a future job.
[1:06:35] So, I did the interview and I headed
[1:06:36] home for winter break and about a week
[1:06:38] later, I got a call from Mr. Cavanaugh.
[1:06:41] He told me that the parents in the
[1:06:42] interview committee were adamant about
[1:06:44] hiring me and then said, as only Tom
[1:06:47] could, "It's against my better judgment,
[1:06:52] but I'm offering you the sixth grade
[1:06:54] position."
[1:06:57] [laughter]
[1:06:57] [gasps]
[1:06:58] I was so excited and I promised him I
[1:07:00] would not let him down and I would work
[1:07:01] really hard to do a good job.
[1:07:04] So, Tom's instinct for wanting an
[1:07:05] experienced teacher was a good one
[1:07:07] because when I started that January, it
[1:07:10] was really hard. There was a wide
[1:07:12] variety of behavior issues and learning
[1:07:14] needs in the sixth grade and in my
[1:07:16] homeroom in particular. The students
[1:07:18] were also really down on themselves. The
[1:07:20] first thing the students in my homeroom
[1:07:22] class said to me when I walked in the
[1:07:23] room and introduced myself was that I
[1:07:26] was going to hate their class.
[1:07:28] I know, it was terrible.
[1:07:30] They said all the teachers hated their
[1:07:32] class and I was going to hate them, too.
[1:07:35] I remember looking around the room and
[1:07:36] saying to them, "You're my very first
[1:07:38] class. I'm going to love you." And we're
[1:07:41] going to have a great rest of the year.
[1:07:43] But in my mind, I was worried.
[1:07:47] I was 23. I looked about 15 and I was
[1:07:51] untested in a classroom by myself.
[1:07:54] I remember calling home to stop bending
[1:07:56] nights that year, worried about all the
[1:07:58] classroom behaviors I was struggling
[1:07:59] with and wondering if I was getting
[1:08:01] through to these kids at all.
[1:08:03] My mom, a former teacher, just kept
[1:08:05] saying to me, "If you can get through
[1:08:07] this year, you can get through
[1:08:08] anything."
[1:08:09] So, I kept plugging away, letting my
[1:08:11] students know how much I cared about
[1:08:13] them, how capable they were, and hoping
[1:08:15] to create some positivity in the room
[1:08:17] from the negativity that had greeted me
[1:08:19] at the start.
[1:08:20] As we began to close in on the end of
[1:08:22] the year, I heard a commotion in the
[1:08:23] hallway, which is never good.
[1:08:26] I started out of the room to make sure
[1:08:27] everything was okay, but what I heard
[1:08:29] made me pause. Some of the kids in one
[1:08:31] of the other classes were putting down
[1:08:33] some of the kids in my class. And the
[1:08:35] kids in my class responded by saying,
[1:08:36] "Oh, yeah? Well, we're the smart class."
[1:08:40] I got a little teary and felt so much
[1:08:42] joy inside that we had come from a place
[1:08:44] where these students had had such a
[1:08:45] negative perception of themselves and
[1:08:47] felt like everyone hated them to feeling
[1:08:49] like a group of kids who were smart and
[1:08:50] worthwhile, which of course they were.
[1:08:53] It's always stuck with me, the
[1:08:54] importance of kids feeling worthy and
[1:08:56] capable and loved in a classroom.
[1:08:59] Today, 31 years later, I'm still happily
[1:09:01] at Baker in the same position that I
[1:09:03] took that December day in 1995.
[1:09:06] While all of us in the field of
[1:09:08] education are hired to teach academics
[1:09:10] and help students learn and grow, one of
[1:09:12] the most important lessons of my whole
[1:09:14] 31-year career happened in that first 6
[1:09:17] months of teaching.
[1:09:18] If students don't feel seen or cared
[1:09:20] about or valued, no matter what I teach
[1:09:22] them, it isn't going to stick.
[1:09:24] As I move closer to retirement, not that
[1:09:26] close, but closer,
[1:09:29] and I think back over the close to 2,500
[1:09:32] Brookline students I've taught up to
[1:09:34] this point, I know they may not remember
[1:09:36] what every organelle in a cell does, but
[1:09:39] I hope they remember that I cared about
[1:09:41] them as a person, I believed in them as
[1:09:44] a learner, and that their curiosity,
[1:09:46] resilience, and voice matter.
[1:09:51] [applause]
[1:09:57] Thank you, Esme. Um
[1:09:58] Tom Cavana, he was a very smart guy.
[1:10:02] Made very good decisions on teachers.
[1:10:05] Okay, Francesca Stark.
[1:10:09] [applause]
[1:10:16] Hi everybody. Um
[1:10:18] So, I'm Francesca Stark, and I um
[1:10:22] wanted to say I everything everybody
[1:10:25] already said, so that's it.
[1:10:28] Pretty much though. Um I was thinking
[1:10:31] about why I came to Brookline, why I
[1:10:34] stayed in Brookline, and what I hope for
[1:10:37] Brookline.
[1:10:38] Um I came to Brookline because um my mom
[1:10:42] was a struggling bohemian painter, and
[1:10:44] she couldn't afford my braces, and so um
[1:10:47] she decided to become a teacher, and she
[1:10:49] heard about the Brookline schools, which
[1:10:51] we
[1:10:52] have heard that story many time about
[1:10:53] hearing about the Brookline schools. So,
[1:10:54] we moved to Westbourne Terrace to a
[1:10:56] rent-controlled apartment, and I went to
[1:10:58] Driscoll School.
[1:11:00] Um there was a group uh they had uh
[1:11:03] guidance counselors for everything then,
[1:11:05] including uh uh children of single moms.
[1:11:08] And uh there was a guidance counselor,
[1:11:11] and she had these little rubber dolls uh
[1:11:13] where you would act out probably some
[1:11:15] kind of trauma that they I don't know
[1:11:17] what they were for, but we would act
[1:11:18] them out. And later when I got hired in
[1:11:20] Brookline, I was like, "Oh, I'm one of
[1:11:22] the little rubber dolls now." Like there
[1:11:24] was the the firefighter rubber doll and
[1:11:26] the nurse rubber doll, and I went to
[1:11:28] school. So, I um So, what happened is I
[1:11:32] um
[1:11:34] I had a very good experience at
[1:11:35] Driscoll. I had a very bad fourth-grade
[1:11:37] teacher uh who um
[1:11:39] would mock kids in the class. And um
[1:11:43] And I always wanted to be a teacher, not
[1:11:45] really because of her, but I wanted to
[1:11:46] be a teacher that wasn't like her. So,
[1:11:49] um what happened is uh
[1:11:52] my mom told me, "Don't ever become a
[1:11:54] teacher." Because after she was a
[1:11:55] bohemian artist, uh she became a
[1:11:57] teacher. And she said, "They will not
[1:12:00] trust your intellect. They will not
[1:12:01] allow you to do art. You will never be
[1:12:04] free to be who you are. You will have to
[1:12:06] follow a a structured curriculum. Don't
[1:12:10] do it." And I immediately decided to do
[1:12:12] it. And um so, I became a teacher, and
[1:12:15] uh no, wait, stop. I was wasn't sure
[1:12:19] what to do, and I was walking down the
[1:12:20] Fenway, and I was walking by Wheelock
[1:12:22] College, and I saw a sign that said,
[1:12:25] "Come join the Learning Teaching
[1:12:27] Collaborative, where teachers can be
[1:12:28] leaders." And I was like, "My mom would
[1:12:30] like that." So, that's how I ended up.
[1:12:32] So, I um
[1:12:34] I walked in, and this woman named Joan
[1:12:36] Gatto said, um um "Did you hear about
[1:12:39] the job opening, the intern opening?"
[1:12:41] And I said, "No." So, anyway, it was to
[1:12:44] be an intern for somebody named Vivian
[1:12:46] Troen um at the uh formerly known uh
[1:12:49] Devotion School, and I was fortunate to
[1:12:52] be her intern. So, I became a full year
[1:12:55] intern in Vivian's class, and I was the
[1:12:58] luckiest person alive because everybody
[1:13:00] was intellectual, and they were
[1:13:02] interested in teaching and collaboration
[1:13:04] and and studying kids and and learning
[1:13:07] about kids and spending time at morning
[1:13:09] meeting so that you could learn about
[1:13:10] kids, and so I thought this is it. And
[1:13:13] then after that, Carol Schraft hired me
[1:13:16] because she found out I had been a
[1:13:18] student in the teacher's class. She knew
[1:13:21] about that teacher and knew that that
[1:13:23] teacher wasn't a very good teacher, and
[1:13:25] she was like, "Well, if you want to now
[1:13:26] teach after being in that teacher's
[1:13:28] class, you're hired." So, I got hired.
[1:13:30] Um
[1:13:31] Anyway, all of that is to say that I um
[1:13:36] really loved being an intern for the
[1:13:38] full year, and then I ended up getting
[1:13:40] hired because I really knew Brookline. I
[1:13:43] mean, I really knew Brookline. But, I um
[1:13:46] was part of the learning teaching
[1:13:47] collaborative, which Betsy Fitzpatrick
[1:13:50] uh used to give us vouchers to um Well,
[1:13:53] you didn't pay for them, but you handed
[1:13:54] them out. And uh
[1:13:56] and uh
[1:13:57] and we could take courses, and we could
[1:13:59] do a lot of very interesting things. And
[1:14:02] um so, anyway, what kept me at Brookline
[1:14:05] was all the things you all said. My My
[1:14:07] husband, who's over there, he didn't go
[1:14:09] to the Brookline schools, but our kids
[1:14:10] went to the Brookline schools, and um
[1:14:14] and we love it here, and I live on
[1:14:15] Westbourne Terrace now. I know it's a
[1:14:17] little sad, but I do. I mean, it's not
[1:14:19] that sad. But, I'm definitely a local.
[1:14:21] So, um but why I bring this up is now
[1:14:23] about what I want for Brookline.
[1:14:26] Um so, here's the thing. I totally agree
[1:14:28] with Liz said. Teaching never gets
[1:14:30] easier, and everybody kept saying, "Does
[1:14:32] it get easier?" I kept saying, "No, it
[1:14:33] really doesn't get any easier." The
[1:14:35] thing that's getting harder now
[1:14:38] is that some of the things my mom said
[1:14:40] are true are coming a little bit true.
[1:14:43] And that's what I want to talk to the
[1:14:45] school committee about and and is that
[1:14:48] more and more the curriculum feels very
[1:14:51] um like a conveyor belt of curriculum.
[1:14:53] This is my personal opinion. I'm a fifth
[1:14:55] grade teacher. It's not true for
[1:14:56] everybody, I know. But,
[1:14:59] there's not enough time to get to know
[1:15:01] the kids. There's There's not enough
[1:15:03] time for morning meeting. I do it every
[1:15:05] single day and the kids love it, but we
[1:15:08] have to push so many things else aside.
[1:15:11] We need to have more So, I'm telling you
[1:15:13] now what I think. Sorry, but we need to
[1:15:15] have more vertical alignment, so all the
[1:15:18] teachers know and there's time to see
[1:15:20] what everybody's done. We need to have
[1:15:23] synthesize all our curriculum because
[1:15:25] there's just not enough time to teach
[1:15:26] everything. And um we need to have more
[1:15:29] teacher input and time for teacher
[1:15:31] collaboration and I really think we need
[1:15:33] to bring the mentor the internship
[1:15:35] program back because having a second
[1:15:37] teacher in your classroom all year
[1:15:40] gives you time to do things like go pee,
[1:15:42] which um I have a a urologist just
[1:15:45] parent in my classroom and she's like,
[1:15:46] "Teachers are the worst." I'm like, "I
[1:15:48] know." We really are. So, we need to
[1:15:51] have people who are working together all
[1:15:53] year. Bring those teachers into our
[1:15:56] school system. I brought the 1996
[1:15:59] version of how to do it. I had to dig it
[1:16:00] up. I really did. So, um that's really
[1:16:04] what I want to say. I I I love the I
[1:16:06] love teaching. I I I love my colleagues
[1:16:09] and I I think now it's it's time to get
[1:16:12] back to saying what we value and doing
[1:16:16] what we value. Thank you so much.
[1:16:19] [applause]
[1:16:26] Thank you, Francesca.
[1:16:29] Allison Whitebone.
[1:16:33] [applause]
[1:16:39] Hi, I'm Allison and I teach ninth grade
[1:16:42] at Brookline High School. Thank you so
[1:16:44] much for honoring us tonight. 31 years
[1:16:46] goes by like
[1:16:48] the snap of a fingers. So crazy. Thanks
[1:16:51] to my mom for being here
[1:16:54] and my husband and
[1:16:55] [applause]
[1:16:56] son and daughter. Hi, say hi. Okay.
[1:16:59] Um
[1:17:00] I love teaching. I love Brookline High
[1:17:02] School and I really wasn't sure what to
[1:17:04] talk about today, but one of my students
[1:17:08] in his journal um was writing about
[1:17:10] Holden Caulfield and how he hates change
[1:17:14] and my student said he hated change, but
[1:17:16] through writing in his journal all year
[1:17:19] and accomplishing 236 handwritten pages,
[1:17:23] he decided he accepts change and he
[1:17:26] loves it. So, I thought, I'm going to
[1:17:28] start with that about change and it
[1:17:30] reminded me
[1:17:31] of where I started, opportunity for
[1:17:33] change.
[1:17:35] And that's what Brookline means to me
[1:17:38] and Bob, you're a part of starting that
[1:17:40] before I got there, but Brookline
[1:17:43] created a wonderful program for who
[1:17:46] students who needed it.
[1:17:48] They created a family of teachers with
[1:17:50] Bill Grady and Bill Hibbert and Jack
[1:17:53] Liss and
[1:17:54] um Eileen Lombardi and all these other
[1:17:57] great people and Bob Gray worked with us
[1:17:59] from the town
[1:18:01] and it created this wonderful feeling of
[1:18:05] family, um consistency, clarity and
[1:18:08] relationship
[1:18:10] that has really
[1:18:12] I've just continued that for all of
[1:18:14] these 31 years and it just has it's a
[1:18:17] calling. The poetry festival with Lynn
[1:18:20] Cohen and all of the librarians
[1:18:23] for 31 years now thanks to the PTO. It's
[1:18:26] all collaboration. It's all family and
[1:18:28] everyone telling their stories and
[1:18:30] Geraldine Mondy and her family of all
[1:18:33] the siblings telling their stories and
[1:18:36] my English Department friends, and Ed
[1:18:39] Weiser, who I went to graduate school
[1:18:41] with. Remember our project on
[1:18:43] technology? And now I started off by
[1:18:45] talking about handwriting in the
[1:18:47] journal.
[1:18:48] And so, um
[1:18:50] [laughter]
[1:18:51] it's the best technology there is. But,
[1:18:54] um
[1:18:55] long story short, I just want to say
[1:18:57] Brookline it public schools, it's a
[1:18:59] wonderful family. We take care of our
[1:19:02] children. We take care of our staff. And
[1:19:06] I love the collaboration, and I'm
[1:19:08] forever grateful for these years. And
[1:19:10] I'm not done yet. I'm not done. I'm
[1:19:12] still young. My mom's 86. Sorry, Mom.
[1:19:15] And she still works. So, all right.
[1:19:17] [laughter]
[1:19:18] I love you. Okay. Thank you so much to
[1:19:20] my whole team, and to everyone here
[1:19:22] today. Thank you.
[1:19:24] [applause]
[1:19:30] Thank you, Ally.
[1:19:32] Ed Weiser, you're it.
[1:19:37] Thank you. Thank you.
[1:19:38] [applause]
[1:19:40] Um yeah, good evening. Thanks for
[1:19:41] celebrating with all of us. Thank you
[1:19:43] for staying for the the last person to
[1:19:45] go.
[1:19:46] Um and um so, this is going to be
[1:19:49] gratitude to the Brookline community,
[1:19:50] but also to the BEF in particular. Um if
[1:19:53] I could go back three decades and tell
[1:19:55] myself that my teaching career would
[1:19:57] involve skydiving,
[1:19:59] flying helicopters, and eventually
[1:20:00] becoming an EMT, yes, uh driving an
[1:20:03] ambulance on the weekends, um to teach
[1:20:05] students about the medical profession, I
[1:20:07] never would have believed it.
[1:20:08] Um I I've had the opportunity to have so
[1:20:10] many adventures. Those I mentioned um
[1:20:13] were all supported by the BEF.
[1:20:16] Um but, for one wild opportunity, and
[1:20:18] Bob, I don't remember where the money
[1:20:19] came from this. You might have pulled
[1:20:20] some strings, but I went to a conference
[1:20:22] at the Fermi Lab, a super collider, in
[1:20:24] Illinois for um the first summer,
[1:20:26] and I met Nobel laureate Leon Lederman,
[1:20:28] and eventually launched our physics
[1:20:30] first program for ninth graders.
[1:20:32] BHS became the leader in this simple way
[1:20:35] to gain much needed equity in who took
[1:20:37] physics and all of the science courses
[1:20:40] beyond.
[1:20:41] So much so that Jim Walsh,
[1:20:43] right there, um
[1:20:45] even shocked uh DESI
[1:20:47] because um they started to create this
[1:20:49] MCAS exam for science and he said,
[1:20:52] "You better include physics." And
[1:20:53] people's jaws dropped.
[1:20:55] So um and also when Professor Lederman
[1:20:57] would get a press inquiry, he would he
[1:20:59] was too lazy so he would just send it on
[1:21:00] to me. So that was quite a stunning
[1:21:02] privilege. I was interviewed by the New
[1:21:04] York Times, the Journal, all that kind
[1:21:06] of stuff.
[1:21:07] Then after um
[1:21:08] 11 years, Bob trusted me to lead the
[1:21:11] science department. And we grew uh
[1:21:13] opportunities for students.
[1:21:15] And we grew the physical campus of BHS
[1:21:17] to meet the future. And um but a true
[1:21:20] point of pride is uh being the leader of
[1:21:22] the team that was con- consistently
[1:21:24] ranked in the top STEM schools in the
[1:21:26] nation.
[1:21:28] And um and our classrooms right now are
[1:21:29] thriving with creativity, inclusion, and
[1:21:31] rigor.
[1:21:32] I'm really I'm proud of that. Um but you
[1:21:35] should know that during the building
[1:21:36] project, I advocated for a generous
[1:21:38] equipment budget, which included a
[1:21:40] medical simulation lab. You can see the
[1:21:42] three mannequins on the the third floor
[1:21:44] of the STEM wing. Um they might creep
[1:21:47] you out a little bit, but
[1:21:48] they're good.
[1:21:49] Sorry, I know it creeps you out unless
[1:21:51] all the time. Um but one thing led to
[1:21:53] another and um the the BEF came back and
[1:21:56] stepped in and helped me become uh an
[1:21:58] EMT. So now you can find me um teaching
[1:22:02] students how to make a differential
[1:22:03] diagnosis for Hal, not Mason, Hal the
[1:22:06] mannequin, that's his name,
[1:22:09] when uh
[1:22:10] when he presents to our ED for a
[1:22:12] shortness of breath and altered mental
[1:22:13] status.
[1:22:14] Um so that's at the point where I
[1:22:16] stepped away from the leadership role to
[1:22:17] expand the medical careers offerings uh
[1:22:20] to continue to pretend to be a doctor,
[1:22:23] um slipping in robotics, woodworking,
[1:22:24] and the new construction class as well.
[1:22:26] Something I never could have imagined
[1:22:28] when Bob flicked on the light. Do you
[1:22:30] remember that during my interview? That
[1:22:32] was your classic. You'd go over and
[1:22:34] flick the lights on and off and ask all
[1:22:35] of the physics candidates if they knew
[1:22:37] what was going on. Just to see if they
[1:22:38] could explain the physics of AC circuit.
[1:22:41] Almost almost nobody knew. It was
[1:22:42] bizarre.
[1:22:43] It was I knew.
[1:22:44] [laughter]
[1:22:46] Um so uh so in my last chapter here um
[1:22:49] so I've got a few more years to go, but
[1:22:51] hopefully it'll include a include an
[1:22:53] after-school dual enrollment program for
[1:22:55] EMT certification with MassBay Community
[1:22:57] College.
[1:22:58] [applause]
[1:22:59] Thank you.
[1:23:01] We have an initial agreement and we just
[1:23:02] need a few more steps to make it come
[1:23:04] true. So, thank you to the BEF, to the
[1:23:06] school committee, everybody for staying,
[1:23:09] and to Betsy, thank you for putting this
[1:23:11] all together. So, anyway, thank you
[1:23:13] everybody.
[1:23:16] [applause]
[1:23:20] Okay, that was pretty special. The
[1:23:23] So, the measure to me
[1:23:25] of a great organization is stability in
[1:23:27] staff and leadership. And so, you all
[1:23:30] define that.
[1:23:32] Stability in teaching and caring and
[1:23:36] loving.
[1:23:37] And each of your remarks was impressive
[1:23:39] and inspiring.
[1:23:41] So, I just want to say, you know, I was
[1:23:42] I was part of you guys for a long time
[1:23:45] and I love you guys as well.
[1:23:47] [clears throat]
[1:23:47] And I just want to say thank you. Thank
[1:23:48] you for your work.
[1:23:50] And um
[1:23:51] you can go home.
[1:23:53] [applause]
[1:24:04] YEAH.
[1:24:05] OKAY, WE'RE GOING TO TAKE A 5-MINUTE
[1:24:06] BREAK.
[1:24:09] IF YOU want Bob, I did pull up my
[1:24:11] These are the notes I had on this one.
[1:24:14] Yeah, I saw I saw them too.
[1:24:15] Yeah, I just I condensed them.
[1:24:18] So, if you want to read She's going to
[1:24:20] read it. Let's go.
[1:24:21] Okay.
[1:24:22] Do you want to read it?
[1:24:23] It doesn't matter.
[1:24:25] I can read it.
[1:24:25] Okay. Let me do it. Okay.
[1:24:36] She's at home.
[1:24:38] She's working.
[1:24:39] She's on Zoom.
[1:26:27] [music]
[1:32:04] Mhm.
[1:32:14] [music]
[1:34:17] amazing
[1:34:19] stay and finish all that good food.
[1:34:21] Betsy, thank you for that food.
[1:34:24] I know you even paid for it.
[1:34:27] [clears throat]
[1:34:28] Okay, we're going to deviate from the
[1:34:29] agenda a little bit because
[1:34:31] Susan Gibbons has to go home.
[1:34:34] Um and we want to
[1:34:37] now have [clears throat] a farewell and
[1:34:38] thank you to our departing Deputy
[1:34:40] Superintendent for Administration and
[1:34:42] Finance, Dr. Susan Gibbons.
[1:34:44] I think Bella's going to do this one.
[1:34:46] Am I?
[1:34:48] Oh my god, well
[1:34:50] Where's Susan?
[1:34:51] She's right there.
[1:34:52] Hi Susan, you want to come over and like
[1:34:54] at least so we can talk to you?
[1:34:57] [laughter]
[1:34:59] [clears throat]
[1:35:04] No, I I want to I want you to talk about
[1:35:06] your golf game.
[1:35:10] Okay, fine.
[1:35:12] So
[1:35:14] So all I I mean I I've been following
[1:35:17] your career for a year.
[1:35:19] Um when there's been incredible
[1:35:21] challenges and I know Bella
[1:35:23] and you have had to work really really
[1:35:25] really really hard along with the team.
[1:35:28] Um
[1:35:29] but I I am going to give you
[1:35:32] tremendous credit for establishing trust
[1:35:35] in the town on finance.
[1:35:37] And as a result of that
[1:35:39] [clears throat and cough]
[1:35:39] the
[1:35:40] Town of Brookline passed an override for
[1:35:42] 23 million bucks.
[1:35:44] And that is no small thing and it sort
[1:35:45] of saved our tushies.
[1:35:47] Um so I want to thank [clears throat]
[1:35:49] you for the incredible amount of work
[1:35:52] that did
[1:35:53] presenting it all the committees that
[1:35:55] were preparing um for the override. And
[1:35:57] that's one major major accomplishment um
[1:36:01] that I give you credit for, we give you
[1:36:02] credit for, Bella gives you credit for.
[1:36:05] So, thank you for that. And you know, I
[1:36:07] just you know, I just sit here and
[1:36:09] listen to your presentations on
[1:36:11] budgeting and buses running on time,
[1:36:13] etc. etc. And you're always incredibly
[1:36:17] prepared.
[1:36:18] You know the stuff.
[1:36:20] And
[1:36:21] we're going to miss you.
[1:36:22] Um
[1:36:23] and I just I wish I wish you
[1:36:27] the best over the next years of your
[1:36:29] life. And um again, a lot of good golf.
[1:36:32] And I hope your scores I would like you
[1:36:33] to tell me how you're doing out there on
[1:36:36] the greens and fairways. Um so, that's
[1:36:40] all I have that I want to say thank you
[1:36:42] and open it up to anybody else who wants
[1:36:43] to say thank you. Um we will miss you.
[1:36:46] Very I will miss you. We've been in
[1:36:47] negotiations together, obviously, and
[1:36:50] um
[1:36:51] you're a rockstar, Susan. Thank you very
[1:36:53] much.
[1:36:55] [applause]
[1:36:59] Others uh Jesse.
[1:37:02] Yeah, um Susan, from the first time we
[1:37:04] met like over 2 years ago
[1:37:07] um you and I not only became like
[1:37:10] finance questioning colleagues, but we
[1:37:12] also became friends.
[1:37:13] And I want to thank you first for the
[1:37:15] friendship before I thank you for what
[1:37:17] you've accomplished here in the
[1:37:19] district. Um we call each other about
[1:37:21] other things. We discuss other things.
[1:37:24] And um it's become a special part of my
[1:37:27] school committee life is the friendship
[1:37:29] that I've developed, you know,
[1:37:30] personally with you over the last few
[1:37:31] years.
[1:37:32] Um each of the times that I sort of
[1:37:35] maybe bumped against the guardrails in
[1:37:37] terms of questions I asked, you helped
[1:37:39] me. And when you were uh in a situation
[1:37:42] where you couldn't, you told me, which
[1:37:43] was good, too. And um we've accomplished
[1:37:47] a lot
[1:37:48] together. And, um, your presentation
[1:37:52] about the third quarter that you gave a
[1:37:54] couple weeks back cemented, if it needed
[1:37:57] further cementing, my confidence in what
[1:38:01] how you have left the district
[1:38:03] structured financially in that
[1:38:05] everything's just running smoother.
[1:38:07] And there aren't crises. And, you know,
[1:38:10] on the finance side, either Mariah last
[1:38:12] year with me or, um, myself this year,
[1:38:15] even in this short month and a half two
[1:38:17] months, haven't gotten any
[1:38:20] uh, questions or, uh, concerns about how
[1:38:23] the financial health of the school
[1:38:25] district is going. And that's, uh,
[1:38:27] amazing. And I'm And I'm carrying that
[1:38:29] message from you to the advisory
[1:38:31] committee already.
[1:38:32] And to individuals, you know, in town,
[1:38:35] you know, other elected officials in the
[1:38:36] town, both on the select board side, um,
[1:38:39] town-school partnership, etc., because
[1:38:41] you have really,
[1:38:43] um, not only corrected, but, you know,
[1:38:45] um, organized the financials in a way
[1:38:49] that can be, hopefully, easily
[1:38:51] transferred uh, to Aaron. And And have
[1:38:53] left us on just a super improved
[1:38:56] foundation over what you found it. So,
[1:38:58] thank you.
[1:39:00] Thank you for your friendship. I plan to
[1:39:02] stay in touch with you. I have your
[1:39:03] number.
[1:39:04] And, uh, and congratulations again on a
[1:39:06] retirement. It's just an amazing next
[1:39:08] step for you.
[1:39:09] So.
[1:39:11] Sarah.
[1:39:12] I too want to say thank you. I feel that
[1:39:14] you've taught me everything I know about
[1:39:15] school finance and budgets. And what
[1:39:18] I've been most impressed about is that
[1:39:19] each line item to you isn't just a
[1:39:21] number. It really is how the piece fits
[1:39:24] into the whole of a district and of
[1:39:25] learning. So, I've appreciated all the
[1:39:27] experience that it's taking, um, for you
[1:39:29] to come to where you are now, where you
[1:39:31] understand the whole picture and are
[1:39:33] were and have been able to advise us so
[1:39:35] well on the decisions that we've had to
[1:39:37] make. So, thank you.
[1:39:41] Okay.
[1:39:44] Oh, this is terrible. Although
[1:39:47] I'm very happy for you. And I'm also
[1:39:49] looking forward to hearing about your
[1:39:51] adventures, and I hope we'll be able to
[1:39:52] stay in touch.
[1:39:54] Um
[1:39:56] and I'm thinking back to
[1:39:58] the first uh
[1:40:00] the first budget that budget book that I
[1:40:03] saw that you presented, where you sort
[1:40:06] of recategorized and recalibrated
[1:40:09] everything to be in the right place. And
[1:40:13] I was like, oh
[1:40:14] this person
[1:40:16] wants to do things the right way. And
[1:40:18] it's really, really hard, but she is
[1:40:21] like this is going to be hard
[1:40:24] and it's going to take a while but we
[1:40:26] have to do this the right way. Um
[1:40:29] and that's just been you're so steady
[1:40:32] and you're just your commitment to
[1:40:34] excellence is
[1:40:37] um
[1:40:38] is clear
[1:40:39] and has benefited us so much and um
[1:40:44] I really I'm going to miss having you
[1:40:47] be our person here. Um but I'm really
[1:40:49] happy for you and I wish you
[1:40:52] um adventure and health and fun.
[1:40:57] Suzanne.
[1:41:00] So, Suzanne, I've been through a few
[1:41:02] deputy superintendents for finance and
[1:41:05] um
[1:41:06] and they were a little murky along the
[1:41:08] way. And so, I really want to thank you
[1:41:10] for getting us on the right road to
[1:41:13] steady the ship that we were
[1:41:15] teeter-tottering around. Um
[1:41:18] and I think it really helped that you
[1:41:19] had a background as a superintendent, so
[1:41:21] that you weren't you clearly weren't
[1:41:23] just
[1:41:24] numbers on a line, but understood the
[1:41:27] educational um
[1:41:29] uh decisions that we had to make, the
[1:41:31] importance of that. And I think that
[1:41:33] really helped the communication, because
[1:41:36] you know, we knew what we could talk
[1:41:37] about and how it would be a better place
[1:41:40] for our students and our families here
[1:41:42] in Brookline. So, thank you so much for
[1:41:44] bringing all of that experience and all
[1:41:46] that passion. I know you have a lot of
[1:41:48] passion because there have been
[1:41:50] occasions where we go off topic and
[1:41:52] don't talk just about numbers and we
[1:41:54] talk about learning, teaching and
[1:41:56] learning and and what that
[1:41:58] [clears throat] looks like and what that
[1:41:59] costs and how important it is to keep
[1:42:02] our students at the center of our
[1:42:04] conversation around budgeting. And I
[1:42:07] didn't have that with the others and you
[1:42:09] have that background and you have that
[1:42:10] passion. We made you work the numbers a
[1:42:13] lot, but I know that that is a passion
[1:42:16] that you have and you brought that to us
[1:42:18] in your budgeting conversations. And so,
[1:42:21] thank you for that. I want you to take a
[1:42:23] break from all numbers for a while,
[1:42:26] except maybe your golf score. So, you
[1:42:29] know. And I wish you good health in the
[1:42:32] future so that you can really enjoy your
[1:42:34] retirement. Thank you so much, Susan.
[1:42:36] Thank you, Susan.
[1:42:39] Anybody else? Faisal?
[1:42:43] Thank you.
[1:42:45] It's working. Okay. Um I just want to
[1:42:47] say thank you for your service and best
[1:42:49] of luck. Thank you.
[1:42:54] Susan?
[1:42:55] Okay.
[1:42:56] I
[1:42:57] Donna.
[1:42:57] Oh, just Donna Wanek.
[1:42:59] I'll I'll be quiet. I'll be very quiet.
[1:43:04] Susan, I I don't want to repeat anything
[1:43:06] that anyone said besides thank you, but
[1:43:08] also I'll just add I know that um
[1:43:14] I really respect that you chose to
[1:43:17] finish your career in Brookline
[1:43:19] and that you stayed in Brookline over
[1:43:22] the past 2 years or year and a half,
[1:43:24] which I know was really, really tough.
[1:43:26] And um
[1:43:28] I don't
[1:43:29] um want to end on a positive note, but
[1:43:31] I'll say I don't think that that we like
[1:43:33] the community was always as appreciative
[1:43:36] of your efforts as we should have been.
[1:43:38] And so I want to make sure to say
[1:43:40] we are so grateful
[1:43:42] for everything that you've done.
[1:43:44] I think the work that you put in here is
[1:43:47] going to like really outlive
[1:43:51] your tenure here. And we are incredibly
[1:43:54] grateful. Thank you.
[1:43:57] It's so sad to say goodbye to the most
[1:44:00] senior member of the senior leadership
[1:44:02] team and finishing her third year. We
[1:44:06] would not have been able to manage this
[1:44:08] without you anchoring us. And how much
[1:44:11] you were able to master in the time that
[1:44:14] you've been here.
[1:44:16] Um You know what? There's not a single
[1:44:17] system that is easy here in Brookline.
[1:44:20] Every every single system has a nuance,
[1:44:23] it's more complicated. And so no matter
[1:44:26] how many years of experience one might
[1:44:28] have in other places, it's all done a
[1:44:31] little differently here. And so I really
[1:44:34] appreciate
[1:44:35] um how much you offered us, but we would
[1:44:38] not have gotten through to where we are
[1:44:39] today without you. And also Susan in the
[1:44:43] last couple months and as she's on her
[1:44:46] last days here, she's been working
[1:44:50] super hard as hard as ever to make sure
[1:44:53] we are best prepared in this transition
[1:44:55] and looking forward. And it's a very
[1:44:58] special quality and commitment,
[1:45:00] dedication that you were offering to us
[1:45:03] from the from the first day I met you
[1:45:05] all the way to to the end here. And so
[1:45:09] she's not done yet, but
[1:45:12] she is she's close to it and just
[1:45:15] working a thousand percent all the way
[1:45:17] to the end. And so I um
[1:45:20] I really appreciate everything that
[1:45:22] you've done for us as a colleague, as a
[1:45:24] friend. Um
[1:45:26] and the heart that you've given to it.
[1:45:28] So, thank you.
[1:45:31] [applause]
[1:45:43] [laughter]
[1:45:45] [clears throat]
[1:46:01] So, working? Yeah? There we go.
[1:46:03] Well, um
[1:46:05] it's I guess uh surreal for me to be at
[1:46:08] the end of this uh journey in my life
[1:46:12] um and to be here at this moment to
[1:46:14] share it with you.
[1:46:16] These last 3 years have without a doubt
[1:46:18] been challenging, and I've had to bring
[1:46:20] to bear every
[1:46:22] single learning experience of my life
[1:46:24] [laughter]
[1:46:25] um to kind of navigate through um each
[1:46:29] and every
[1:46:30] uh challenge that has uh arisen.
[1:46:33] But, I have to say uh that is what um
[1:46:36] I guess I was raised for, right? I mean,
[1:46:38] you come to moments in your life
[1:46:41] um and you don't really appreciate
[1:46:44] um what you've learned from every
[1:46:46] experience that you've had until you
[1:46:47] face yet another experience where it
[1:46:51] requires
[1:46:52] um
[1:46:53] every ounce of fortitude that you have
[1:46:55] in order to get through.
[1:46:57] And I think one of the blessings of uh
[1:46:59] being
[1:47:01] um along in your career
[1:47:03] is that you get a pretty
[1:47:05] uh centeredness about yourself.
[1:47:08] You know certain things to be true,
[1:47:10] and it helps you to navigate through
[1:47:12] difficult times.
[1:47:14] You know, you don't You don't concern
[1:47:17] yourself with public opinion,
[1:47:20] um and you're able to move forward
[1:47:23] grounded in your values, understandings,
[1:47:25] and beliefs.
[1:47:26] I know that, uh, what motivates me each
[1:47:29] and every day
[1:47:31] is doing something that helps
[1:47:34] improve education for students.
[1:47:38] That is what I am about.
[1:47:40] It's my hope that the work that I've
[1:47:42] done here will allow you in the future
[1:47:45] to be able to focus on the instructional
[1:47:47] minute and not on administration all the
[1:47:50] time.
[1:47:52] So, if I've done one small thing to get
[1:47:54] you closer to that, I'll feel like my
[1:47:57] time here has been worth it. Thank you
[1:47:59] for allowing me this opportunity to
[1:48:00] serve you in this community.
[1:48:05] [applause]
[1:48:08] Thank you. Thank you. Thank you. Um,
[1:48:11] [clears throat]
[1:48:11] maybe I I want to get in trouble here. I
[1:48:12] just want everybody to note Faisa's
[1:48:15] matching shoes and earrings. They're
[1:48:19] Just take a check. Check it out.
[1:48:23] Just
[1:48:24] nice.
[1:48:27] Am I Am I in trouble?
[1:48:31] Just like my eyes were Whoa.
[1:48:35] Okay. Thank you, Faisa.
[1:48:40] Okay, we have a consent agenda to vote
[1:48:42] on. It's past records, accounts payable,
[1:48:45] student trip at Klein High School queer
[1:48:46] student program fall retreat YMCA camp
[1:48:49] High Rock Mount Washington,
[1:48:50] Massachusetts. Any comments on any of
[1:48:53] those three?
[1:48:55] [clears throat]
[1:48:56] I'll move it if you need You got
[1:48:57] something
[1:48:57] Yeah, I'll second it.
[1:48:58] Motion by Suzanne.
[1:49:00] Second it.
[1:49:00] Second by Jesse. Jesse, how do you vote?
[1:49:03] Um, I just point out that the the trip
[1:49:05] still doesn't have a cost on it. So, it
[1:49:07] hasn't come to finance and capital yet,
[1:49:09] I think. As I read through it, it's a
[1:49:11] proposal for and there are dates, but no
[1:49:14] pricing yet, I I
[1:49:15] Okay.
[1:49:15] So, we're sort of a plot I think at
[1:49:17] least according to this document, we're
[1:49:19] consenting that it be planned.
[1:49:21] Right. Okay.
[1:49:22] Okay.
[1:49:22] Okay, thank you.
[1:49:23] There are numbers on it, Jesse.
[1:49:25] were numbers, yeah.
[1:49:26] There are numbers on it.
[1:49:28] And And I think actually we should
[1:49:29] mention that the date is also um
[1:49:31] cemented by Yeah.
[1:49:34] Yeah, it's on the last page.
[1:49:36] Jesse.
[1:49:43] Here it is.
[1:49:44] Here.
[1:49:45] $4,017.
[1:49:48] Is that Val?
[1:49:49] No, that was me.
[1:49:50] Yeah, that was Carolyn.
[1:49:50] Okay.
[1:49:51] Is Val here?
[1:49:52] I chimed I chimed in earlier, yes. Yes,
[1:49:54] Bob.
[1:49:55] Okay. Thanks.
[1:49:56] Okay, [clears throat] want to vote?
[1:49:58] Jesse?
[1:49:58] Yes.
[1:49:59] Carolyn?
[1:50:00] Yes.
[1:50:00] Sarah?
[1:50:01] Yes.
[1:50:01] Uh Val?
[1:50:03] Yes.
[1:50:03] Um Carolyn? I'm Suzanne?
[1:50:06] Here, Carolyn.
[1:50:06] Yes.
[1:50:07] Donna?
[1:50:08] Yes.
[1:50:08] Bob Winter's vote is yes. Okay.
[1:50:10] Faisa?
[1:50:11] Yes.
[1:50:11] And Ms. Faisa?
[1:50:13] I I did not miss her shoes though. Okay.
[1:50:16] Okay, now we have public comment. Uh
[1:50:19] Betsy, I think we have a bunch, right?
[1:50:21] I have five people right now, yes.
[1:50:22] Five? So, that should work now, right?
[1:50:25] Mhm.
[1:50:25] So, you get about three not not more
[1:50:28] than three minutes.
[1:50:29] Uh we will not comment on your comments,
[1:50:32] and who's up first?
[1:50:35] One moment.
[1:50:36] You can hear you guys now.
[1:50:38] Okay.
[1:50:44] Hey, sorry did you call on me? I wasn't
[1:50:45] sure. I was just turned into a panelist.
[1:50:48] Go early.
[1:50:49] Thanks, hi. Um my name's Arly Butler. Um
[1:50:53] I'm a Brooklyn resident and FR parent to
[1:50:54] three children, a room parent, a PTO
[1:50:56] volunteer. And next year, my youngest
[1:50:57] son, Ben, will transition from BEEP to
[1:50:59] kindergarten at FR.
[1:51:01] I'm here tonight, or at least virtually,
[1:51:03] um to respectfully urge the district to
[1:51:05] reconsider the decision to reduce FR's
[1:51:07] kindergarten from five sections down to
[1:51:09] four, or at the very least to pause this
[1:51:11] decision until fall enrollment numbers
[1:51:12] are fully finalized.
[1:51:15] [cough]
[1:51:15] Excuse me. Kindergarten [clears throat]
[1:51:16] is a profound developmental transition.
[1:51:18] For five-year-olds coming from small
[1:51:19] preschools, entering FRR, already
[1:51:21] largest elementary school in Brookline,
[1:51:22] is an enormous adjustment. Class size
[1:51:25] matters intensely at this age. Larger
[1:51:27] classes mean less individual attention
[1:51:28] during a critical stage of growth. Fewer
[1:51:30] eyes on the children who may be quietly
[1:51:31] struggling, and less support as they
[1:51:33] learn how to navigate a large public
[1:51:34] school.
[1:51:35] The district's current rationale is that
[1:51:37] overall overall numbers are low, placing
[1:51:39] FRR at an average of 19.5 students per
[1:51:41] class. But looking at this data from an
[1:51:43] equity lens tells a different story. If
[1:51:44] you cross-analyze ELL and IEP data
[1:51:46] across the district, FRR carries the
[1:51:48] highest numbers by far. We have more
[1:51:49] students with complex additional needs,
[1:51:51] but now fewer teachers to support them.
[1:51:54] Furthermore, framing the removal of the
[1:51:55] K section as a budgetary balance to fund
[1:51:57] necessary fifth grade section
[1:51:59] doesn't make sense. The needs of a fifth
[1:52:02] grader and a kindergartner are entirely
[1:52:03] separate. Our youngest learners learners
[1:52:05] should not have to compromise their
[1:52:07] foundational year. If the district must
[1:52:09] cut a section for budgetary
[1:52:10] self-balance, it makes no sense under an
[1:52:13] equity lens to target FRR. Within
[1:52:15] Brookline, FRR does not have the
[1:52:17] smallest K classes. It's unjust to pull
[1:52:19] a section from a school that already has
[1:52:20] a higher baseline enrollment and a crowd
[1:52:22] of our and crowd our students, while
[1:52:24] leaving schools with significant
[1:52:26] lower enrollment intact.
[1:52:28] Finally, relying strictly on June 1st
[1:52:30] numbers is premature. We know enrollment
[1:52:31] fluctuates fluctuates over the summer.
[1:52:33] In fact, from simply talking to my
[1:52:35] community, I know of five families with
[1:52:37] rising kindergartners who are currently
[1:52:38] moving to the neighborhood. They fully
[1:52:40] plan to attend FRR this fall, but due to
[1:52:42] some removing logistics, they have not
[1:52:43] yet been able to officially register.
[1:52:45] Once a section is cut, it is incredibly
[1:52:46] difficult to reverse. Many of us in the
[1:52:48] community stepped up to support the
[1:52:49] override because we believed it would
[1:52:50] protect protect the foundational quality
[1:52:52] of Brookline education. Crowding our
[1:52:54] incoming kindergarten classes is not the
[1:52:55] quality of experience we voted to
[1:52:57] preserve. I urge you to keep the fifth
[1:52:59] FRR kindergarten section open until fall
[1:53:00] enrollment is clear, and to communicate
[1:53:02] transparently with our incoming
[1:53:03] families. Thank you for your time, for
[1:53:05] your hard work, and all your
[1:53:06] consideration.
[1:53:07] Thank you, Willie.
[1:53:11] Is Midor- Midori here?
[1:53:14] Midori Nagano?
[1:53:26] [clears throat]
[1:53:28] Uh, two here.
[1:53:30] Yeah.
[1:53:31] Um, uh, greeting. Uh, my name is
[1:53:33] Masahiro Nagano and I'm a parent of the
[1:53:36] two children in F.A. Rawson community.
[1:53:38] Um, my old son, uh, Sora is currently in
[1:53:40] grade one and my younger son, Haru, is
[1:53:42] in pre-K. Um, our home is in the buffer
[1:53:45] zone between the Pierce and Lawrence,
[1:53:47] but F.A. Rawson is the closest school to
[1:53:49] our home.
[1:53:50] So, when we moved to the Brookline 2
[1:53:52] years ago, uh, we requested to F.A.
[1:53:54] Rawson and were, uh, accepted without
[1:53:56] any difficulty. Uh, since then, our
[1:53:59] school have been, uh, part of F.A.
[1:54:00] Rawson community for 2 years and during
[1:54:03] that time, like, we have never moved and
[1:54:05] last year we received, uh, no school
[1:54:07] reassignment at all. Um, we naturally
[1:54:10] expected that, like the other part of
[1:54:12] the community, uh, we would spend the
[1:54:13] coming year at F.A. Rawson. However, uh,
[1:54:16] the for the next year, uh, the both of
[1:54:18] our children, uh,
[1:54:20] including my older son, uh, were
[1:54:22] suddenly assigned to the Pierce School.
[1:54:24] Uh, we understand that, like, school
[1:54:25] assignment is a complicated matter, uh,
[1:54:28] but I want to ask one simple question,
[1:54:30] like, do you really believe this is a
[1:54:31] good thing of our children, uh, to force
[1:54:35] uh, current and old student to leave our
[1:54:37] school community, uh, where they have
[1:54:39] already spent years growing, adjusting
[1:54:42] and building our a sense of belonging?
[1:54:44] Uh, when Sora first entered, uh, F.A.
[1:54:47] Rawson, he struggled and to adjust a new
[1:54:49] environment and even
[1:54:51] needed support from our school
[1:54:53] counselor. Uh, only recently has he, uh,
[1:54:55] built a stable and confident, uh,
[1:54:58] deeply connected to the school. Uh, both
[1:55:00] of our son, uh, love F.A. Rawson and
[1:55:02] they know the teachers and buildings and
[1:55:05] the children, and
[1:55:07] every day after school they happily
[1:55:09] operate with their friends at
[1:55:11] playgrounds.
[1:55:12] So,
[1:55:13] when they heard they might be forced to
[1:55:15] transfer the proposed our
[1:55:18] both of my sons
[1:55:20] cried and asked why they had to be
[1:55:22] separated from their friends.
[1:55:25] So, that until last year I knew multiple
[1:55:27] families in which the younger siblings
[1:55:29] are just follow to the older siblings at
[1:55:32] the same school regardless of the
[1:55:34] district.
[1:55:36] So,
[1:55:38] the many F R R parents have told us that
[1:55:41] they are deeply confused with the
[1:55:43] decision that happened to us.
[1:55:46] We saw the same reaction as a coffee
[1:55:47] conversation where the many of the PTOs
[1:55:50] and the school principal
[1:55:52] attended.
[1:55:53] So, this is not just about our family.
[1:55:56] I'm also here to express the concern
[1:55:57] about the plan to eliminate one
[1:56:00] kindergarten class at F R R. So, if one
[1:56:02] kindergarten class is count like average
[1:56:04] school class size will rise
[1:56:06] significantly,
[1:56:08] which is not fair in terms of the
[1:56:09] educational equity.
[1:56:11] So, we feel that like
[1:56:13] our unfair the school assignment was
[1:56:16] caused by
[1:56:17] in a sense in order to reduce simply the
[1:56:20] number of the students as much as
[1:56:22] possible.
[1:56:23] So, all together I respectfully ask the
[1:56:26] district and school community to
[1:56:27] reconsider both the kindergarten class
[1:56:30] reduction at F R R and also like the
[1:56:32] decision that happened to us
[1:56:34] forcing already enrolled the students
[1:56:38] like our son to transfer. So, these are
[1:56:40] not just a number on the spreadsheet.
[1:56:43] These are the real children, real
[1:56:44] families, and a real school community.
[1:56:47] Thank you so much.
[1:56:51] Thank you, Midori.
[1:56:53] Next up is Jordana Spitz. Jordana?
[1:56:57] By Zoom?
[1:57:01] Hello.
[1:57:06] My name's Jordana
[1:57:07] guidance counselor at Ridley School for
[1:57:08] the K-2 kiddos. I've written like 20
[1:57:11] speeches in the past couple weeks cuz I
[1:57:12] feel really passionately about the cut
[1:57:15] at Ridley School. And so I just want to
[1:57:16] give you some numbers about enrollment
[1:57:18] because I'm the one who meets with all
[1:57:20] the families when they come in over the
[1:57:22] summer and during the school year as
[1:57:24] well. So, um our numbers are the highest
[1:57:29] that they have ever been because of the
[1:57:30] cut of sections. And so I want to just
[1:57:33] share some data about um the enrollment
[1:57:36] and the enrollment specifically around
[1:57:38] Hebrew-speaking families that we cannot
[1:57:40] buffer out. So, this past school year
[1:57:42] during July 1st to the end of the school
[1:57:46] year, Ridley enrolled 109 students
[1:57:49] including 82 who registered over the
[1:57:51] summer.
[1:57:53] Of those, 14 were kindergarteners,
[1:57:56] 11 whom were Hebrew speakers.
[1:57:59] The year before that, 2024-2025, Ridley
[1:58:01] enrolled 118 students, 78 over the
[1:58:05] summer. Of those students, again, 14
[1:58:08] were kindergarteners, 10 of whom were
[1:58:10] Hebrew speakers, and additional 40
[1:58:13] students enrolled over the school year
[1:58:16] including nine more kindergarteners.
[1:58:18] Um of those, those children who are here
[1:58:21] in Brookline reside all over Brookline
[1:58:23] but come to Ridley because of the
[1:58:26] Hebrew-speaking program and they cannot
[1:58:28] be buffered out.
[1:58:29] Um Ridley is also, as you probably have
[1:58:32] heard so many times, a uniquely complex
[1:58:34] community, a Title 1 school. We have the
[1:58:36] highest population of EL learners. We
[1:58:39] have the highest population of
[1:58:40] low-income learners. Sorry, that's my
[1:58:42] doggie crying.
[1:58:43] TLC program, we serve a
[1:58:46] um a homeless shelter in our
[1:58:47] neighborhood, and we have the largest
[1:58:49] population of families arriving from
[1:58:51] Israel every year, many directly
[1:58:54] impacted by war and trauma. According to
[1:58:57] DESE, 46% of our population qualifies as
[1:59:00] high needs. 46, and that's in a school
[1:59:03] of almost 900 kids.
[1:59:06] I could speak about equity, I could
[1:59:07] speak all of that, but I want to speak
[1:59:09] about what it feels like on the ground
[1:59:10] at Ridley School. Turnover is high. This
[1:59:13] year alone, we had three new first grade
[1:59:15] teachers and a whole new K-2 learning
[1:59:19] center team. Staff often transfer to
[1:59:22] other Brookline schools, I've seen it
[1:59:24] all the time, and they report back like,
[1:59:25] "Wow, it's so different. So different."
[1:59:29] Right now, our kindergarten teachers and
[1:59:30] I myself, after working here for 20
[1:59:33] years, feel deeply discouraged. The
[1:59:36] inequity is taking a serious toll. Based
[1:59:39] on consistent numbers, we know we will
[1:59:41] enroll over 100 students over the
[1:59:43] summer, many who are kindergarteners
[1:59:46] that cannot be buffered out into other
[1:59:47] schools. I respectfully ask that you
[1:59:50] reinstate the eliminated section as soon
[1:59:53] as possible.
[1:59:54] Doing so now would allow us to retain an
[1:59:56] outstanding teacher, create a really
[2:00:00] balanced classrooms that we work so hard
[2:00:02] to do, and a thoughtful school-wide
[2:00:04] schedule. We can't do any of these
[2:00:05] without knowing our sections. If
[2:00:08] decision is delayed until August, we'll
[2:00:10] be forced to scramble, have an
[2:00:11] inexperienced teacher, reorganize class
[2:00:13] placements, and notify more than 80
[2:00:16] families of class placement change.
[2:00:19] Um, lastly, kindergarten is the place to
[2:00:21] save a little bit of money. These kids
[2:00:23] are so young. Some of them are learning
[2:00:25] to use the bathroom. They're crying.
[2:00:27] They're running out of the classroom.
[2:00:28] They need a lot of teacher support. No
[2:00:31] curriculum is going to make a difference
[2:00:33] in that. Um, and I lastly want to thank
[2:00:35] Bella for being so open about conversing
[2:00:38] with me and having dialogue around this.
[2:00:41] I really appreciate that, and I
[2:00:42] appreciate your attention to the numbers
[2:00:44] over for next few weeks because they
[2:00:46] change significantly over the Ridley
[2:00:48] school.
[2:00:49] Thank you.
[2:00:52] [applause]
[2:00:53] Thank you very much, Jordana.
[2:00:55] Next up, Benny Weingarten-Gabbay.
[2:01:04] Not here?
[2:01:06] Uh Jessica Jessica Schneider.
[2:01:13] [clears throat]
[2:01:20] Hi everyone. My name is Jessica
[2:01:21] Schneider, and I am a parent at Florida
[2:01:24] Ruffin Ridley.
[2:01:26] As we meet on the eve of Juneteenth, I
[2:01:29] hope we can reflect on how Juneteenth's
[2:01:32] values of equality, remembrance, and
[2:01:34] historical truth
[2:01:35] are expressed in the decisions we make
[2:01:37] for students here in Brookline.
[2:01:39] Because many families are struggling
[2:01:41] with the simple question, "Why is FRR
[2:01:45] set to lose a kindergarten?"
[2:01:48] Other Brookline K classrooms, including
[2:01:50] Lawrence, Lincoln, and Runkle, are
[2:01:51] projected to have about 12 to 13
[2:01:54] students per class next year, while FRR
[2:01:57] is projected to have somewhere between
[2:01:59] 18 to 20 after losing a class.
[2:02:03] Now, I'm not arguing
[2:02:05] school every school must have identical
[2:02:06] class sizes. I'm asking why the
[2:02:09] administration's preferred outcome is
[2:02:11] for FRR to have K classes roughly 50%
[2:02:14] larger than some other Brookline
[2:02:16] schools.
[2:02:18] I've received many communications, and
[2:02:20] the administration has said factors
[2:02:22] other factors were considered, including
[2:02:24] staffing, facilities, and enrollment
[2:02:26] trends. And I certainly appreciate that
[2:02:28] these decisions are complex.
[2:02:30] But families are already experiencing
[2:02:32] the consequences, like you just heard.
[2:02:34] Some are facing the challenge of
[2:02:35] siblings attending other schools, and
[2:02:37] for many families, especially immigrant
[2:02:39] families, changing schools can mean
[2:02:41] losing support networks that took years
[2:02:43] to build.
[2:02:44] What's confusing is that based on the
[2:02:46] district's projections, FRR was not the
[2:02:49] only school capable of absorbing a
[2:02:51] reduction.
[2:02:53] So, which leaves me with the question of
[2:02:55] which specific factors led the
[2:02:57] administration to choose FRR rather than
[2:03:00] any of the alternatives.
[2:03:02] My next question concerns equity. FRR,
[2:03:05] as you know, is a Title 1 school.
[2:03:07] Research consistently shows that smaller
[2:03:10] class sizes in the early grades improve
[2:03:12] outcomes, particularly for historically
[2:03:14] underserved students.
[2:03:16] Brookline's equity policy commits the
[2:03:19] district to identifying and addressing
[2:03:21] disparities in educational experiences
[2:03:23] and opportunities.
[2:03:25] Can this group explain how creating the
[2:03:27] largest projected kindergarten classes
[2:03:30] in a district at a Title 1 school is
[2:03:32] consistent with that commitment?
[2:03:35] My final question concerns risk. We've
[2:03:37] been told enrollment remains fluid and
[2:03:40] that it's too early to know what final
[2:03:41] enrollment will look like. But if
[2:03:43] enrollment projections are uncertain,
[2:03:45] why are they sufficiently certain to
[2:03:46] justify eliminating a K class at FRR
[2:03:49] today?
[2:03:50] And if those projections prove wrong,
[2:03:52] FRR begins from a position of having the
[2:03:54] largest projected K classes in the
[2:03:56] district and may be forced to hire late
[2:03:59] in the summer from a smaller teacher
[2:04:00] candidate pool.
[2:04:02] Since teacher quality matters alongside
[2:04:04] class size, a late summer hiring
[2:04:06] compounds the educational risks for
[2:04:08] students.
[2:04:10] What analysis supports concentrating
[2:04:12] both the largest projected class sizes,
[2:04:14] the greatest enrollment risk, and
[2:04:16] teacher quality at Florida Ruffin
[2:04:18] Ridley?
[2:04:19] I believe everyone involved has the best
[2:04:21] of intentions while navigating difficult
[2:04:23] trade-offs. I'm asking for transparency
[2:04:26] about a decision that appears to place a
[2:04:28] disproportionate burden on one school
[2:04:30] community. Thank you.
[2:04:33] [applause]
[2:04:36] Thank you, Jessica. So, Benny wasn't
[2:04:38] here. How about Rosen Valtchev? Val-
[2:04:41] Valtchev.
[2:04:42] Uh they're later. So, doing
[2:04:44] [clears throat]
[2:04:44] two sections of
[2:04:45] Oh, they'll do later?
[2:04:45] They were told to come
[2:04:46] Oh, they were told. Okay, cool. Okay,
[2:04:48] great.
[2:04:50] Um item number four on the agenda,
[2:04:51] welcome
[2:04:52] Annika Banerji from Brookline High
[2:04:55] School, our new student representative.
[2:04:57] And welcome, welcome, welcome, Annika.
[2:05:00] And I've asked Annika to say a few words
[2:05:02] about
[2:05:03] who she is, what she's doing at the high
[2:05:05] school, how she got chosen for this
[2:05:07] position.
[2:05:08] And yeah, that's it.
[2:05:11] Thank you. My name is Annika Banerji and
[2:05:13] I'm a sophomore at Brookline High
[2:05:15] School. I'm really grateful to be here
[2:05:17] in front of all of you and I'm really
[2:05:18] looking forward to being the School
[2:05:19] Committee representative for the
[2:05:20] upcoming 2026 and 2027 school year. Just
[2:05:24] a couple things about myself. I grew up
[2:05:27] in Singapore and New York City, um both
[2:05:29] very large cities with a lot of people.
[2:05:32] And when I was in middle school, I moved
[2:05:34] here to Brookline. And when I moved here
[2:05:36] is when I realized that it's a lot more
[2:05:39] than small town charm. I mean, firstly,
[2:05:40] we're not a very small town.
[2:05:42] And secondly, it's really the unique
[2:05:46] dynamics and relationships in this town.
[2:05:48] And since I've joined the high school,
[2:05:50] I've become a part of our student-run
[2:05:52] school newspaper, The Cypress. And there
[2:05:55] I've had a chance to tell stories and
[2:05:57] listen to stories of many other members
[2:05:59] of our community.
[2:06:00] And when running for this role, I really
[2:06:02] wanted to share the sense of Brookline
[2:06:05] that I have with everyone around me. And
[2:06:08] I wanted to make sure that Brookline is
[2:06:10] not just the town that we live in, but
[2:06:13] it's our town that we live in. And I
[2:06:15] hope that as a voice for our student
[2:06:17] body at Brookline High School, I'm able
[2:06:19] to bring some of that.
[2:06:21] Thank you.
[2:06:24] [applause]
[2:06:25] How did How did you get selected for the
[2:06:27] position?
[2:06:28] Cuz it's pays a lot.
[2:06:30] [laughter]
[2:06:31] Um so, the requirement was you submitted
[2:06:34] a written application and then you came
[2:06:37] in for an interview in front of our
[2:06:38] student government. And Brookline's very
[2:06:40] unique. We have a very complex student
[2:06:42] government with multiple branches and
[2:06:45] you were required to give a speech to
[2:06:47] the student council and then your own
[2:06:50] student government would vote on whether
[2:06:52] um, you would be an
[2:06:54] acceptable candidate for the job.
[2:06:56] So, you were elected like us.
[2:06:58] Yeah, that's the first time.
[2:06:59] I know. We're a peer group. Okay.
[2:07:02] All right. Thank you, Annika, and we
[2:07:03] look forward to having you here.
[2:07:06] Um, okay.
[2:07:08] Next up, presentations, discussions of
[2:07:11] current issues. First up, Brookline's
[2:07:13] METCO program presentation by Malcolm
[2:07:16] Cawthorn. Welcome, Malcolm.
[2:07:29] Hello and thank you for having me today.
[2:07:31] It's a
[2:07:32] a privilege and an honor to be here. Um,
[2:07:35] it's a privilege and honor to talk about
[2:07:36] METCO this evening.
[2:07:38] Hopefully I'll present
[2:07:40] well enough and provide time for some
[2:07:43] questions. Um,
[2:07:45] I'll also say, you know, at my core I'm
[2:07:47] a classroom teacher.
[2:07:49] I've been interrupted by the best of
[2:07:50] them.
[2:07:51] But if I say something that's kind of
[2:07:53] like, wait, what? Just Yeah, just stop
[2:07:54] me. Um,
[2:07:56] and you'll probably do it in a more
[2:07:58] polite way than 16-year-olds used to.
[2:08:00] Um, I do want to make a a really
[2:08:03] important comment as we get ready to
[2:08:04] start and um,
[2:08:07] you know,
[2:08:09] last week they put a marker
[2:08:11] in downtown Boston to represent Ruth
[2:08:14] Batson and the NAACP's 14 demands of
[2:08:17] Boston Public Schools.
[2:08:19] And I think as we dive into this, it's
[2:08:21] really important to recognize
[2:08:23] Ruth Batson, the woman who who
[2:08:25] what is often referred to her as the
[2:08:27] mother of METCO,
[2:08:29] but also that many people look at those
[2:08:31] demands today
[2:08:34] and see the same fight in front of us,
[2:08:37] in this case 63 years later.
[2:08:39] Uh but um as we talk about METCO, we'll
[2:08:41] talk more about the 60th anniversary and
[2:08:43] what that means. And so I think it's
[2:08:45] really important to acknowledge that,
[2:08:47] you know, speaking tonight, um
[2:08:50] I'm speaking from a position of carrying
[2:08:53] history with me.
[2:08:55] Um
[2:08:57] I'm not speaking for myself.
[2:08:59] I'm speaking for a program
[2:09:01] uh and for a town and for things that
[2:09:04] mean a lot to a lot of people.
[2:09:07] And so
[2:09:09] thank you for the time. Um
[2:09:12] I ain't, you know, telling Betsy what to
[2:09:13] do, but
[2:09:15] um
[2:09:16] So this is a side with some history and
[2:09:17] demographics. I think it's really
[2:09:19] important um that we start in
[2:09:22] remembering
[2:09:24] that
[2:09:25] much of the crucial things that led to
[2:09:28] METCO happened in what is
[2:09:31] this space, not exactly in
[2:09:34] um construction because this building's
[2:09:36] been
[2:09:37] uh
[2:09:38] you know, uh renovated multiple times,
[2:09:40] but
[2:09:41] you know, in 1964 is Brookline residents
[2:09:44] from a civil rights group that came
[2:09:45] before this committee
[2:09:47] and said we need to help what's going on
[2:09:49] in Boston, which most people don't
[2:09:51] realize, like that you know, most people
[2:09:53] take that to like 1974 and Judge Garrity
[2:09:56] and all those other things. No, that's
[2:09:58] in 1964.
[2:10:00] And so it's really important to
[2:10:01] acknowledge that. It's also really
[2:10:02] important in '65 that then the
[2:10:03] president, now what we call the chair,
[2:10:06] took action on that.
[2:10:08] Created ad hoc committee, worked with
[2:10:09] Boston and Brookline civil rights
[2:10:11] activists to help create what would be
[2:10:13] the transfer program urban to suburban
[2:10:16] for broke for students to come to
[2:10:18] districts like Brookline.
[2:10:20] Um
[2:10:21] ultimately, you know, in '66
[2:10:25] uh METCO is
[2:10:26] uh incorporated, files papers with the
[2:10:29] state.
[2:10:30] And by September 8th, 1966, it is
[2:10:33] running under a grant and ultimately
[2:10:35] taken over under state funding.
[2:10:38] Um and the last point I want to make is
[2:10:41] in 1974, that's when Brookline gets its
[2:10:43] first METCO director.
[2:10:45] And I point that out not because it's
[2:10:47] the same year as the Judge Garrity
[2:10:49] decision,
[2:10:50] but some of the first riders that I've
[2:10:51] been talking to, when I say rider, r i d
[2:10:54] e r, people who rode the bus,
[2:10:57] they talk about what that experience was
[2:10:59] like
[2:11:00] with nobody there for them specifically.
[2:11:04] That they were told just go to school.
[2:11:07] Get on that bus, get there, and go to
[2:11:09] school. Nobody was there for them. And
[2:11:11] Pam King, who is a civil rights activist
[2:11:14] to this day, who's the daughter of Mel
[2:11:15] King,
[2:11:16] she often talks about how hard it would
[2:11:18] have been for her to send her kids to
[2:11:20] METCO.
[2:11:21] And then, not to pat myself on the back
[2:11:23] cuz she's speaking about me
[2:11:24] metaphorically, she's saying,
[2:11:25] "But it would have been different if we
[2:11:26] had a Malcolm."
[2:11:28] If there was a director.
[2:11:31] The same year we also hired a BHS
[2:11:32] coordinator. So, uh that's, you know,
[2:11:35] one of the long-standing names in this
[2:11:37] town through school, Gretchen Underwood,
[2:11:39] is that METCO coordinator in '74. And
[2:11:41] so,
[2:11:43] what I hope you'll see is, whoop, over
[2:11:45] time, um
[2:11:47] we've really progressed with METCO as
[2:11:49] well as the town.
[2:11:52] Okay. I think next slide. Let's see it.
[2:11:55] Currently, we have 299 students.
[2:11:58] We have a student capacity that is set
[2:12:00] at 303 by DESE.
[2:12:02] They're in all 8 K-8 schools. Some
[2:12:05] districts do that different, um where
[2:12:07] they like locate them in in certain
[2:12:10] schools, and they're at BHS.
[2:12:13] We currently have 18 staff members, and
[2:12:15] And so important to think of in that
[2:12:16] last point. That includes an executive
[2:12:19] assistant, a BHS coordinator,
[2:12:22] and an advisor, eight K8 advisors, three
[2:12:25] social workers, and three bus monitors.
[2:12:28] Maintaining student capacity is what
[2:12:30] maintains the program's funding from
[2:12:31] DESE.
[2:12:33] So, for us to continue to have the staff
[2:12:35] that we need, and I'll talk more about
[2:12:38] that, it is really important
[2:12:40] that we keep our numbers up, or else
[2:12:43] that funding will be cut, and we won't
[2:12:45] be able to serve METCO students the way
[2:12:46] we need to.
[2:12:48] I'm not going to really read over the
[2:12:49] vision cuz that's
[2:12:51] I'd worry about I think one of the
[2:12:52] things that is most important
[2:12:54] [clears throat]
[2:12:54] the goal of METCO is to bring
[2:12:56] integration and diversity in a multitude
[2:12:58] of ways in the 21st century.
[2:13:01] That is not limited to race, which is
[2:13:03] what it was originally set to do.
[2:13:05] Originally, it's described as a
[2:13:07] desegregation program.
[2:13:09] But, METCO brings
[2:13:11] a host [snorts] of
[2:13:13] diverse things, and I'll point out one.
[2:13:16] You know, the shifts in the town of
[2:13:18] Brookline have shifted populations in a
[2:13:20] lot of ways.
[2:13:22] A lot of our METCO families
[2:13:25] represent
[2:13:27] working class, middle class, and even
[2:13:29] upper middle class folks of race that
[2:13:32] don't necessarily live in the town of
[2:13:34] Brookline.
[2:13:36] Two years ago, Boston Magazine did
[2:13:38] Boston's Black 100.
[2:13:40] Four Brookline METCO parents were in
[2:13:42] there.
[2:13:44] Not METCO parents, Brookline METCO
[2:13:45] parents.
[2:13:46] And so, it is really important to kind
[2:13:48] of grasp that piece,
[2:13:50] um, but it's religious, it's cultural,
[2:13:52] it's ethnic diversity, it's all those
[2:13:53] things that METCO helps bring to our
[2:13:55] district.
[2:13:56] Um, next slide, Betsy.
[2:14:00] This is our org chart.
[2:14:02] Um,
[2:14:04] this took a lot of work, not the design
[2:14:06] itself, but to get where we're at. Um,
[2:14:09] I saw two of the prior, um, directors,
[2:14:12] Dr. Susie Tulu-Dar and Dr. Keith Lezama.
[2:14:15] And they were like, "We can't believe
[2:14:16] you did it." I I want to give both of
[2:14:18] them credit for starting the the build,
[2:14:21] in particular Keith Lezama starting to
[2:14:23] move to getting an advisor at every
[2:14:25] school. That is something principals
[2:14:28] asked for.
[2:14:29] That people were splitting schools, and
[2:14:32] what it meant is they had to do really
[2:14:33] hard decisions.
[2:14:36] There's an intense issue at this one
[2:14:38] school, and then there's an IEP where
[2:14:40] they need a lot of support at another
[2:14:41] school. Which one am I supposed to be at
[2:14:43] if they're both at two?
[2:14:46] And they couldn't.
[2:14:48] It has helped [clears throat] enormously
[2:14:51] having an advisor at every school.
[2:14:53] And I want to point out the picture
[2:14:55] there. Um
[2:14:57] Joanne Sylva Enjoku could not be here
[2:14:58] tonight. She's dealing with um some
[2:15:01] personal and family issues.
[2:15:02] She's often known as the origami lady.
[2:15:05] She does that for a lot of things, helps
[2:15:07] to get kids to open up, also helps with
[2:15:09] the small motor skills and cultural
[2:15:11] learning.
[2:15:12] But Joanne was one of the people to be
[2:15:14] honored tonight for 30 years of service.
[2:15:16] And I wanted that picture in there cuz
[2:15:18] she's retiring this year as well.
[2:15:21] But she will retire
[2:15:23] working for the town of Brookline and
[2:15:24] for half of MECO's life
[2:15:26] in Brookline.
[2:15:29] And so I really want to make sure,
[2:15:31] knowing she couldn't be here, that we at
[2:15:33] least had a chance to honor and see a
[2:15:35] little bit of her and her magic with
[2:15:36] children in doing origami.
[2:15:40] Thank you.
[2:15:43] So,
[2:15:45] I can't tell you how many times we have
[2:15:46] How do you end up in MECO? Or I get a
[2:15:48] phone call like, "Hey, can you pull my
[2:15:49] kid in MECO?" That answer is almost
[2:15:51] always no.
[2:15:53] But
[2:15:54] to give you you
[2:15:56] It's important to know MECO incorporate
[2:15:57] takes every application.
[2:15:59] I never receive an application.
[2:16:02] And then they run their lottery.
[2:16:04] That is in the midst of changing. This
[2:16:06] year they ran four separate lotteries.
[2:16:08] The first one was in early December, and
[2:16:10] there's dates and on like that.
[2:16:13] Mekko meets with PSB enrollment, we get
[2:16:15] a sense of space.
[2:16:17] Brooklyn MicroSchools ask for referrals
[2:16:19] from Mekko in late January early
[2:16:20] February based upon that meeting with
[2:16:22] enrollment. And what that really is
[2:16:24] about is our senior class.
[2:16:26] So, we wait until after mid-year exams,
[2:16:29] where we can see pretty clearly are we
[2:16:31] going to get people to graduate or not?
[2:16:33] And that becomes the basis of our
[2:16:34] starting point, but it's not the basis
[2:16:37] of our
[2:16:38] full intake as hopefully you will see.
[2:16:41] We meet with enrollment, we talk with
[2:16:42] it, we start to look, and then we start
[2:16:43] to do that. And then,
[2:16:45] once we start to get referrals,
[2:16:48] we are only looking at that point for
[2:16:51] two referrals.
[2:16:52] Referrals for kindergarten,
[2:16:54] and Mekko has what they call sibling
[2:16:56] preference.
[2:16:58] And so, if there's a sibling in the
[2:17:00] district, that person can in essence
[2:17:02] jump the lottery.
[2:17:04] And so, that's where we start.
[2:17:08] Once we get referrals, we start to hold
[2:17:10] in-person
[2:17:11] um and Zoom orientations. We try to do
[2:17:14] them in person. We always offer a Zoom
[2:17:16] for those that can't make it.
[2:17:18] Then we do what we call family intake
[2:17:19] meetings, where we meet one-on-one,
[2:17:21] myself and one of those social workers,
[2:17:23] to work with the family. We start to
[2:17:25] gain lots of information.
[2:17:28] Then we host kindergarten day. That was
[2:17:30] in conjunction with the BEEP program.
[2:17:32] They came in, they sat in on BEEP
[2:17:33] classes. We wanted to see them
[2:17:35] interacting in particular without mom
[2:17:36] and dad next to them.
[2:17:39] And then, we start to place families.
[2:17:43] And that is a bit of a puzzle.
[2:17:45] Cuz again, with siblings, we want to
[2:17:46] make sure they're in the same school.
[2:17:50] But we only have spaces so many. So, we
[2:17:51] have to like work the puzzle so that we
[2:17:53] can fit the spaces that were provided at
[2:17:55] those places.
[2:17:57] And so, you know, that's a it takes a
[2:17:59] long time, and it's um
[2:18:02] I would say well worth it. It helps us
[2:18:05] really get to know families, introduce
[2:18:07] them to ourselves and what MECO is, and
[2:18:09] then place them as best as we can within
[2:18:12] our schools to be successful, which is
[2:18:14] hard with a four- or five-year-old
[2:18:16] projecting until they're 18.
[2:18:19] But,
[2:18:20] we feel like we have enough information
[2:18:21] to try. So, that's where we go.
[2:18:24] All right. Next slide, please.
[2:18:27] Our budgeting process, um,
[2:18:29] DESE holds the information for our
[2:18:30] distribution of funds. It's a budget
[2:18:32] line in the state budget. Um, they carve
[2:18:35] it up and tell us
[2:18:37] um, DESE tells uh, Brookline state grant
[2:18:39] money that will be received from that
[2:18:40] line item. I found that out last Friday.
[2:18:45] Now, you know, they give us clues a
[2:18:46] little bit ahead of time.
[2:18:48] But, the official that I got was last
[2:18:49] Friday, and it's probably wrong.
[2:18:52] And I only say that because the governor
[2:18:53] hasn't signed it.
[2:18:55] And so, while they're still negotiating
[2:18:57] and doing everything else,
[2:18:59] I could find out in July that it's a
[2:19:01] little less than what we're supposed to
[2:19:02] get, or I could find July it's a little
[2:19:04] more, but that's how it works. We wait
[2:19:06] for them, and they tell us, and then we
[2:19:07] set a budget. The budget's then
[2:19:09] submitted and approved by PSB Finance.
[2:19:11] It is signed by the superintendent, and
[2:19:12] then sent to DESE for approval.
[2:19:16] DESE limits the way MECO money can be
[2:19:18] spent. Any money spent has to
[2:19:21] explicitly impact Brookline MECO, the
[2:19:24] Brookline MECO program, and its
[2:19:25] children. Doesn't mean it can't impact
[2:19:28] Brookline kids.
[2:19:30] But, if it's only impacting Brookline
[2:19:31] kids, we will be cited. We have been
[2:19:34] cited before. Um,
[2:19:36] and so, I think it's really important to
[2:19:38] know
[2:19:39] that if I can't make the argument that
[2:19:41] it's impacting MECO kids,
[2:19:43] DESE can then say, "You have to shift
[2:19:45] that money."
[2:19:47] This is in particular
[2:19:49] This happens a lot, particularly around
[2:19:50] teachers.
[2:19:51] Um,
[2:19:53] as far as I know, I asked Susie to look
[2:19:54] that up.
[2:19:55] As early as 2011, the Brookline MECO
[2:19:57] program has always played for paid for
[2:19:59] PSB teachers.
[2:20:02] This year is five, adding up to almost
[2:20:04] $600,000.
[2:20:06] That we just pay for. So, I think and we
[2:20:09] have to make the argument which ones fit
[2:20:12] and directly impact METCO.
[2:20:14] And so, I think that's really important
[2:20:15] for us to know.
[2:20:16] Uh next slide, please.
[2:20:20] So, you guys got an annual report.
[2:20:22] We have three big goals this year. Um
[2:20:25] you see a lot of pictures of our babies
[2:20:26] and doing a lot of things, I'll say
[2:20:29] a few things. We talk about uh caregiver
[2:20:30] engagement, you can see a picture from
[2:20:32] the parents we honored. Um
[2:20:34] you also see some different pictures of
[2:20:36] them as well. Um
[2:20:38] and some of the pictures of our babies,
[2:20:40] um
[2:20:41] that's the top middle one is me reading
[2:20:44] to
[2:20:45] fourth graders. I can't believe I got up
[2:20:46] off the floor after that, but
[2:20:49] it was a it was a beautiful day last
[2:20:50] Friday, actually. I was reading poetry.
[2:20:52] Two of our graduates, one of our
[2:20:54] graduates from Brown.
[2:20:56] Uh the ca- the rising ninth grader day
[2:20:58] at BHS. A group picture of our seniors
[2:21:01] with Superintendent Wong, as well as
[2:21:03] Anthony Meyer, BHS coordinator.
[2:21:07] Um as well as one of our
[2:21:09] big projects with MIT and the Sloan
[2:21:12] School.
[2:21:13] The other thing we're looking at are
[2:21:14] successful academic transitions. I'll
[2:21:16] talk more about that. Grade eight to
[2:21:18] nine is the obvious in this town, but we
[2:21:20] also have a lot. We're really focusing
[2:21:22] next year on a pilot grade five to six.
[2:21:24] I'll talk more about that. And then, we
[2:21:26] really wanted to set up METCO turning 60
[2:21:28] next year, which is a big deal.
[2:21:31] It is a big deal. I'll explain more as
[2:21:33] we get to that slide.
[2:21:34] And so, next slide.
[2:21:37] You know, did we meet them?
[2:21:40] That's always the hardest thing. Um
[2:21:42] I think we did well.
[2:21:44] I think we have more work to do, and
[2:21:45] you'll see some of these are going to be
[2:21:47] on repeat. Um
[2:21:49] and I'll go through these quickly. You
[2:21:51] know, one of the things we want to do is
[2:21:51] return to pre-COVID in-person and Zoom
[2:21:53] parent meetings. We have coffee talks
[2:21:55] every other month on Friday with parents
[2:21:58] to to zoom and see what's going on.
[2:22:00] Uh we have a community family engagement
[2:22:02] advisor who does events for METCO and
[2:22:04] community adults.
[2:22:05] Uh we established a monthly newsletter
[2:22:07] for caregivers, alumni, and community
[2:22:08] members. I know that goes to school
[2:22:10] committee. There's folks in this room
[2:22:12] that aren't getting it, please let me
[2:22:13] know. We will put you on there.
[2:22:15] And then we uh started exit interviews
[2:22:19] or an exit questionnaire this spring.
[2:22:21] Um it's for graduating eighth graders,
[2:22:23] 12th graders, and their caregivers to
[2:22:25] give us feedback as they're leaving each
[2:22:28] school.
[2:22:29] Um
[2:22:31] we also let look for academic
[2:22:33] transitions
[2:22:34] led by our learning outcomes advisor who
[2:22:35] also tracks grade data.
[2:22:37] You saw the picture of the BHS eighth
[2:22:38] grade uh visit with eight Well, stop.
[2:22:41] They visit the eighth graders at their
[2:22:43] school and they bring them to the high
[2:22:44] school for a day.
[2:22:46] Um we have a move on up ceremony that
[2:22:48] some of you were at with the rising
[2:22:49] ninth graders as well as the graduating
[2:22:51] 12th graders. And again, starting a
[2:22:53] pilot for sixth grade at
[2:22:55] Driscoll to help see successes in our
[2:22:57] fifth graders going into from a single
[2:22:59] classroom to meeting with five teachers
[2:23:02] daily.
[2:23:04] And then finally, METCO 60. We're
[2:23:05] launching a summer writing project. I'll
[2:23:07] make sure that gets to all of you.
[2:23:09] Um there'll be a reading in November. We
[2:23:11] want to establish METCO uh METCO Day.
[2:23:14] Brookline METCO Day is September 8th.
[2:23:15] That's the first day those buses rolled
[2:23:17] in 1966.
[2:23:18] We'll have panel conversations with the
[2:23:20] first writers as well as
[2:23:22] you know, part of my privilege and honor
[2:23:23] in being here. Um
[2:23:26] METCO's going into its 60th year.
[2:23:29] Brookline has had five METCO directors.
[2:23:33] I'm the fifth.
[2:23:36] In four years, I have seen districts
[2:23:38] have five METCO directors.
[2:23:42] And so
[2:23:43] that's why it's so serious for me and
[2:23:44] such an honor, but it says a lot about
[2:23:46] this town, this district, and what this
[2:23:48] means that we've only had five
[2:23:51] in 60 years.
[2:23:54] Okay.
[2:23:55] Um we're also going to do a little
[2:23:56] celebrating at Meco Homecoming. We're
[2:23:58] playing a Meco Career Day as well as um
[2:24:00] one of those panels um as well as a
[2:24:02] celebration and then um in February Meco
[2:24:05] celebration.
[2:24:06] Um yeah.
[2:24:11] So, when I think about my leadership and
[2:24:12] where we're going
[2:24:14] it's it's been a it's been
[2:24:17] a good fruitful ride and there's been
[2:24:18] things that have been really hard that I
[2:24:20] don't want to dwell on, but because
[2:24:22] those things have been hard,
[2:24:23] establishing consistency has been hard.
[2:24:25] And so, you'll hear me saying that
[2:24:26] throughout these leadership and
[2:24:27] directions. And one of the things is to
[2:24:29] establish consistency in the Brookline
[2:24:31] Meco staff and organizational structure
[2:24:33] so that the Meco program grows with new
[2:24:36] central admin in schools.
[2:24:38] Um
[2:24:39] you know
[2:24:40] uh
[2:24:41] it's it's been it's been complicated yet
[2:24:44] fruitful as all the changes have
[2:24:45] happened here as well as in the schools.
[2:24:48] Um and so, we want to make sure we're
[2:24:51] firm on the ground so that we can work
[2:24:53] with all the changes. And part of that
[2:24:55] is that advisor in every school, making
[2:24:57] sure we have SEL to help cover
[2:25:00] and really building the program. I think
[2:25:02] we're we're done growing in that way.
[2:25:05] Now it's to solidify what that means
[2:25:07] and how we interact with schools and
[2:25:09] central central admin.
[2:25:11] We want to establish consistent
[2:25:12] communication connection between Meco
[2:25:14] staff, schools, caregivers, and both
[2:25:16] Boston and Brookline communities. This
[2:25:18] is complicated and it's one of the
[2:25:19] things we'll get to a little bit more,
[2:25:20] but
[2:25:21] in establishing that, what what it means
[2:25:24] is
[2:25:24] you know, how do people know to look for
[2:25:26] our information? Is it email? Is it the
[2:25:28] newsletter? When we work with parents,
[2:25:30] [clears throat]
[2:25:31] um particularly around the bus, which oh
[2:25:35] I tell Kefa Zama every time he told me
[2:25:37] about the bus. I I think I don't know.
[2:25:39] But what we found is texting works
[2:25:42] better with parents around the bus.
[2:25:44] So, we've we've been hounding for
[2:25:45] numbers like, "Hey, the bus is 5 minutes
[2:25:47] late." So, we text them.
[2:25:48] And that's worked so much better, but
[2:25:50] finding that consistent method is really
[2:25:52] hard. It's taken a lot of trial and
[2:25:54] error. And so, how do we do that as well
[2:25:56] as thinking about what that means with
[2:25:58] communicating with schools, what that
[2:25:59] means with communicating with teachers,
[2:26:01] all those things. Um you know, I would
[2:26:03] say the great and terrible is Brookline
[2:26:05] has eight wonderfully different K8s.
[2:26:10] And I always thought they should be
[2:26:11] different.
[2:26:12] They reach very different populations.
[2:26:14] They have very different setups,
[2:26:15] everything else.
[2:26:17] But, that means we have to figure that
[2:26:18] out every time.
[2:26:19] And so, you know, I I think it's a good
[2:26:21] challenge, but it is a challenge.
[2:26:24] Um we want to establish consistent
[2:26:25] support and partnerships for students
[2:26:27] and families and create paths
[2:26:29] and opportunities for students to and
[2:26:30] families to grow upon graduation. So,
[2:26:33] one of the
[2:26:34] easiest ones to point out is building
[2:26:35] bridges in the college proven program,
[2:26:37] which we've contracted with before for a
[2:26:38] while. They do college coaching as well
[2:26:41] as promote historically black colleges
[2:26:42] and universities. But, this is also
[2:26:44] something we share with other programs
[2:26:46] at the high school in particular, Steps
[2:26:47] to Success and um
[2:26:50] AALSP.
[2:26:51] Um
[2:26:53] we want to establish accountability that
[2:26:54] can be shared and merged with PSB, METCO
[2:26:55] Inc., and METCO Directors Association.
[2:26:58] I've said we've been on a like full
[2:27:00] sprint since April break.
[2:27:02] And that's not bad.
[2:27:05] It's not.
[2:27:06] Um
[2:27:07] an example of this collaboration is
[2:27:10] uh Friday when we had the May 29th when
[2:27:12] we had that end of the year celebration.
[2:27:15] That was also the same day as the 7th
[2:27:16] and 8th grade track meet.
[2:27:18] It was also the same day the METCO
[2:27:19] Directors decided to do their middle
[2:27:20] school retreat.
[2:27:22] Yeah, we have to collaborate that
[2:27:23] better.
[2:27:24] [laughter]
[2:27:24] We have to figure that out. And um and
[2:27:27] so, yeah, I mean, it's it's just it's
[2:27:29] just to continue the work in in
[2:27:30] collaborating so that our kids can have
[2:27:33] every opportunity cuz all three of those
[2:27:34] are or
[2:27:35] opportunities.
[2:27:36] And we don't want our kids to miss any
[2:27:38] of them.
[2:27:39] But some had to because of all that, you
[2:27:42] know, crossing and they just couldn't
[2:27:43] get to all of them. And then the last
[2:27:45] thing is establishing consistent metrics
[2:27:47] to explore the Brookline METCO program's
[2:27:49] effectiveness.
[2:27:50] So,
[2:27:51] that's program effectiveness, that's
[2:27:52] student
[2:27:54] performance, that's all kinds of things.
[2:27:56] Um
[2:27:57] And I think we're now at a point where
[2:27:58] we can really do that. We've hit the
[2:27:59] strength, we've hit the met and we're
[2:28:01] trying to figure out what are those
[2:28:02] consistent met metrics that we use every
[2:28:04] year.
[2:28:06] Next slide.
[2:28:11] So, data collection.
[2:28:13] I think one of the things that's really
[2:28:14] important in this is a chance to see
[2:28:15] METCO in its distinct light.
[2:28:18] I think what happens a lot with METCO is
[2:28:20] um we get lumped in a combination with
[2:28:23] other racial groups or other programs.
[2:28:25] And so,
[2:28:27] we've worked really hard to try and
[2:28:28] separate. I would say METCO Incorporated
[2:28:30] has as well.
[2:28:32] Um
[2:28:33] in that presentation there's a link to
[2:28:34] the executive summary of the Seton
[2:28:36] report that was commissioned by uh METCO
[2:28:39] Inc.
[2:28:40] that went from really
[2:28:42] 2002 to 2020.
[2:28:45] Um
[2:28:46] it was a really long study. It looked at
[2:28:48] a lot of different things. I won't go
[2:28:49] into it, but that was done through METCO
[2:28:51] Inc. to help show the effectiveness of
[2:28:52] METCO. We also have a learning outcomes
[2:28:54] advisor, Mr. Loren Green.
[2:28:57] He was hired by that um under the past
[2:28:59] uh director and I have kept him. He is
[2:29:03] his value to us is hard to actually
[2:29:05] measure
[2:29:06] um
[2:29:07] because he looks specifically at
[2:29:08] Brookline METCO data.
[2:29:10] And so, he helps in so many ways to help
[2:29:13] paint a picture of what METCO is doing
[2:29:15] and what we're doing well and where we
[2:29:17] need work and where we need to work with
[2:29:18] the schools.
[2:29:19] So,
[2:29:20] the next bullet, METCO students on
[2:29:21] average have a higher GPA than resident
[2:29:24] black and Latinx students. That's from
[2:29:26] Green's research and his data collection
[2:29:28] and along with what was then called the
[2:29:30] BHS data team, which I don't know if
[2:29:31] that
[2:29:32] is still called that.
[2:29:34] [laughter]
[2:29:34] But, they had a data team that was
[2:29:35] looking and they were starting to find,
[2:29:37] "Wow, like METCO kids score really well
[2:29:40] in comparison to things that they often
[2:29:41] lumped into."
[2:29:43] Um
[2:29:45] 99.97%
[2:29:46] of Brookline METCO students graduate
[2:29:48] from BHS.
[2:29:50] We have had one student not graduate
[2:29:54] since the turn of the century.
[2:29:57] And [gasps and sighs] so, that says a
[2:29:58] lot.
[2:29:59] 80% attend four-year college.
[2:30:02] That mostly comes from the Satcher and
[2:30:04] Report as well as some other things. And
[2:30:05] then, we want to use Brookline METCO
[2:30:07] data to identify gaps and problematic
[2:30:09] data points within PSB and Brookline
[2:30:11] METCO. And so, part of the reason we
[2:30:13] talked a lot about transitions, we were
[2:30:15] noticing some really
[2:30:17] disturbing dips.
[2:30:19] Kids doing very well in certain subjects
[2:30:21] in eighth grade, then all of a sudden in
[2:30:22] ninth grade not performing well.
[2:30:24] And so, our goal is not to point fingers
[2:30:27] at that.
[2:30:28] It's to be in a collaborative mode to
[2:30:30] work with
[2:30:32] whatever's happening in eighth grade and
[2:30:34] helping ninth grade and fix that
[2:30:35] transition so we can see something
[2:30:37] that's similar in performance.
[2:30:40] Okay, next slide.
[2:30:44] Family and community engagement. We have
[2:30:45] a family community engagement advisor,
[2:30:47] her name is Vina Harvey.
[2:30:49] A lot of people know her cuz she seems
[2:30:51] to be the face. She's the one who's
[2:30:52] always running around getting table
[2:30:53] cloths and like, you know, cuz she's
[2:30:55] running all the community stuff.
[2:30:57] But, I think what is missed in that is
[2:30:58] how hard
[2:31:00] she works from not just METCO to look
[2:31:02] good, but also to build bonds beyond
[2:31:05] just within METCO.
[2:31:07] And so, some of the family and community
[2:31:08] events
[2:31:09] for students and families, we have
[2:31:10] roller skating, we have bowling, we have
[2:31:12] family fun day that was just last
[2:31:13] Saturday. For adults, we do the It Takes
[2:31:15] a Village. We have our gala. And then,
[2:31:17] we try to give back. We do the METCO
[2:31:19] appreciation breakfast at BHS.
[2:31:22] And we do Janet Morse Awards to
[2:31:23] recognize caregivers who help so often.
[2:31:27] We also try to link METCO to BHS and
[2:31:29] Brookline communities. So, we invite all
[2:31:31] PSB students to the roller skating party
[2:31:32] in Dorchester.
[2:31:34] And some come, some don't, but it's an
[2:31:35] invitation. Come on out. Um It Takes a
[2:31:38] Village is an opportunity, some of you
[2:31:40] were there, to meet with school
[2:31:41] committee, central office, school
[2:31:42] leadership. It's a chance to build those
[2:31:44] bonds outside of town and school
[2:31:47] buildings.
[2:31:48] And then we also do the G. McGuire
[2:31:49] Awards, where we recognize PSB staff
[2:31:52] for all that they do for our students
[2:31:54] and PSB.
[2:31:56] And then, how do we measure the METCO
[2:31:58] family experience? So, we talked about
[2:31:59] the exit questionnaires. That's new this
[2:32:01] spring.
[2:32:02] Um I do want to say one thing. I
[2:32:04] purposely
[2:32:05] don't have information on that yet,
[2:32:07] mostly cuz they grads haven't graduated,
[2:32:09] but also I wanted parents and kids to
[2:32:12] say what they wanted to say.
[2:32:14] And it doesn't come to me. It goes to
[2:32:16] Lauren Green.
[2:32:18] And part of the reason for that is that
[2:32:20] I And I told parents was like, "I want
[2:32:21] you to feel free to say If you have to
[2:32:22] critique me, let's do it."
[2:32:25] You guys can Let's do it. So, that way
[2:32:27] they're not worried about saying things
[2:32:29] about me and it coming to me directly.
[2:32:31] Um
[2:32:33] we did the revival parent meetings, and
[2:32:35] we reestablished the Brookline METCO
[2:32:36] parent group.
[2:32:39] Bless you.
[2:32:40] Next slide, please.
[2:32:44] So,
[2:32:45] well, the goal to have the uh annual
[2:32:47] report is by July 31st. Part of that is
[2:32:49] because we need final grades.
[2:32:51] Um
[2:32:52] and we need some time to assess some of
[2:32:54] those things, but one of the things we
[2:32:55] really want to do, and this is what I'm
[2:32:57] anticipating,
[2:32:59] um we'll put it into firm language in
[2:33:02] the um annual report. We want to do a
[2:33:03] closer examine of attendance and its
[2:33:05] correlation to academic SEL performance,
[2:33:08] and working with our schools for earlier
[2:33:09] intervention on poor attendance.
[2:33:12] Um
[2:33:13] you know, and again, the idea is working
[2:33:14] with them, cuz I think sometimes that
[2:33:16] gets lost in the shuffle, particularly
[2:33:17] when METCO provides a bus.
[2:33:19] Right? Whose responsibility is it for
[2:33:21] attendance? Well, it's all of our
[2:33:22] responsibility. So, how do we coordinate
[2:33:24] that? We're going to develop
[2:33:26] district-wide plan for Meco grade 5
[2:33:27] through 6 transition, which I talked a
[2:33:29] little bit about. Um
[2:33:31] you know, that move from single
[2:33:32] classroom into multiple classrooms and
[2:33:34] what that means, as well as beginning to
[2:33:36] explore data-informed transition for
[2:33:38] grade 2 through 2 through 3. One of the
[2:33:41] really interesting things, um
[2:33:43] I talked about a little bit of dip in
[2:33:44] 9th grade. What we see though for Meco
[2:33:46] kids is they get progressively better
[2:33:48] over high school.
[2:33:51] So, when you look at a a group's grades
[2:33:52] in 9th grade, that group looks better in
[2:33:55] 10th, and they look better
[2:33:57] again in 11th and in 12th.
[2:34:01] One of my theories, and I'm going to
[2:34:03] make it a theory, is that there's
[2:34:05] actually less transitions in high
[2:34:06] school.
[2:34:09] The schedule stays the same. You have
[2:34:11] the same guidance counselor. You have
[2:34:13] the same dean. You have the same Meco
[2:34:15] staff.
[2:34:16] That's not true in the K8s.
[2:34:19] It shifts a lot. So, I'm not saying that
[2:34:22] it I know that's what we have to do,
[2:34:23] right? And so, what my our goal is to
[2:34:26] look at how can we help our kids
[2:34:27] anticipate that and our families
[2:34:29] anticipate that, move from Google
[2:34:30] Classroom to Canvas.
[2:34:34] And as a teacher who taught at the high
[2:34:35] school, knowing
[2:34:37] Canvas can be easily manipulated by
[2:34:39] smart young people when they want to.
[2:34:41] Had a lot of talks with parents about
[2:34:43] well, he said he turned it in and I look
[2:34:45] yeah anyway, how to help that?
[2:34:48] We have to look at 5 6 as well as 2
[2:34:49] through 3.
[2:34:51] And then the last thing, which I already
[2:34:52] meant, that balanced calendar
[2:34:54] with the schools so our kids and
[2:34:57] families can have the riches of
[2:34:59] everything.
[2:35:00] Uh next slide.
[2:35:04] So, Meco Meco 60, we're going to theme
[2:35:06] 60 years of excellence, solidarity and
[2:35:08] tradition has created thousands of
[2:35:09] diamonds.
[2:35:11] I would ask that you please consider
[2:35:12] writing.
[2:35:14] We're doing a summer writing project.
[2:35:15] We're looking for community members.
[2:35:17] Um also, when it comes in September,
[2:35:19] purchasing some Meco 60 merch.
[2:35:22] It will go to the Meco 60 stuff, but you
[2:35:24] know, a lot of people see the stuff
[2:35:26] around town like, "Oh, how do I get a
[2:35:27] Meco sweatshirt?" That's one way.
[2:35:29] Um or attending at least one event. Um
[2:35:32] full finalized calendars will be
[2:35:34] distributed August 1st.
[2:35:36] Um please help us get September 8th to
[2:35:38] be recognized as Meco Day. I've been
[2:35:40] meeting with town officials. We're going
[2:35:41] to try and go through town meeting in
[2:35:42] the fall.
[2:35:43] We feel like it's important after 60
[2:35:45] years for the town.
[2:35:47] Every September 8th is Meco Day.
[2:35:49] And I don't know what that means beyond
[2:35:51] saying that.
[2:35:53] But sometimes you just need a stamp for
[2:35:56] posterity.
[2:35:58] Cuz there'll be a kid long after all of
[2:35:59] us are here and be like, "What's Meco 60
[2:36:01] What's that? Meco Day?" Yeah, that's the
[2:36:03] first day the writers came
[2:36:04] in 1966. Here's that story.
[2:36:07] And then, please support us in getting
[2:36:10] We're looking at um a filmmaker and a
[2:36:12] historian to document Brookline Meco's
[2:36:13] history and our narrative. I think
[2:36:15] that's really important. I think when I
[2:36:17] hear a lot of um
[2:36:20] information that kind of comes jumbled
[2:36:22] or is confusing for me,
[2:36:24] it's because um
[2:36:27] uh Meco has been very good at like
[2:36:30] uh supporting and pushing out and and
[2:36:33] and protecting and [clears throat]
[2:36:34] advocating for our students and
[2:36:36] families.
[2:36:37] Uh as an old history teacher, I don't
[2:36:39] think we've been great at establishing
[2:36:41] what Meco is
[2:36:42] and then saying what it is and then
[2:36:44] having a document to say what it is and
[2:36:46] then having a document in every library
[2:36:47] to say what it is.
[2:36:49] And so, this is stuff we're really
[2:36:51] thinking of doing. You know, we talked
[2:36:52] about the writing, that's going to be
[2:36:53] one thing, but we really want something
[2:36:55] that's documentary
[2:36:57] that can be online somewhere and every
[2:36:59] teacher can pull it up, as well as uh
[2:37:01] having a historian write something.
[2:37:04] All right.
[2:37:06] And so, final thoughts. Um
[2:37:10] you know, I think
[2:37:12] Meco provides Brookline a chance to
[2:37:13] stand tall in unison about our
[2:37:14] commitment to METCO.
[2:37:16] Um
[2:37:18] and it is an opportunity
[2:37:20] that, you know, I think, you know, we
[2:37:22] have to take.
[2:37:24] I think it's a chance for
[2:37:25] Brookline to separate itself from other
[2:37:26] districts for inclusion and excellence
[2:37:29] in our commitment to METCO.
[2:37:30] There's 33 METCO districts tied to
[2:37:32] Boston. There's another six tied to
[2:37:33] Springfield.
[2:37:35] When you ask, most are envious of
[2:37:37] Brookline.
[2:37:40] There's a reason for that. There's a lot
[2:37:41] that goes into that. I think we have a
[2:37:43] chance to separate ourselves in our
[2:37:45] greatness.
[2:37:48] There's a chance to be leaders amongst
[2:37:49] Boston METCO and suburban Brookline
[2:37:51] partnerships. Some people are in here
[2:37:53] today because we've had great
[2:37:54] relationships. So, with Baffin and
[2:37:56] Brookline, METCO Cares has been a really
[2:37:59] good one. About 10% [clears throat] of
[2:38:01] our students are identified as Asian A A
[2:38:04] A H N P I. Um and so, working with
[2:38:09] Baffin has been great relationship.
[2:38:11] We've had a great relationship with
[2:38:12] Temple Ohabei Shalom. Um in particular
[2:38:14] uh they did after school care for us. We
[2:38:17] still have kids who go there for after
[2:38:18] school care. We couldn't actually supply
[2:38:20] it fiscally. It wasn't making sense
[2:38:22] anymore.
[2:38:23] Um but kids, particularly from Ridley
[2:38:25] and Lawrence, still go. As well as they
[2:38:27] hosted our first um queer kids of color
[2:38:30] unity conference.
[2:38:32] And so, that all comes from a lot of
[2:38:34] work with us and, you know, I was
[2:38:36] fortunate enough to to speak at at
[2:38:39] Temple Ohabei Shalom for their 180th
[2:38:41] anniversary in my first year as METCO
[2:38:43] director to talk about black and Jewish
[2:38:45] relations. So, I think that's a
[2:38:46] beautiful relationship that we have.
[2:38:49] Um Brookline METCO and for the culture
[2:38:52] um particularly tied to Juneteenth and
[2:38:54] other things is something that's really
[2:38:56] powerful for us.
[2:38:57] Um
[2:38:59] and Brookline METCO and Brookline Muslim
[2:39:00] friends is something that we build on.
[2:39:02] Um
[2:39:03] and and have worked to really establish
[2:39:06] But again, the chance to be leaders then
[2:39:08] to be a shining beacon
[2:39:09] and be the example for other districts.
[2:39:13] And last, um
[2:39:15] we want the chance to build an alumni
[2:39:16] network for Brookline METCO.
[2:39:19] Somebody I went to school with, Laura
[2:39:21] Nelson,
[2:39:22] is an incredible political strategist. I
[2:39:24] say incredible like led the campaigns
[2:39:27] for Elizabeth Warren, Ed Markey,
[2:39:29] Ayanna Pressley.
[2:39:31] She's a Brookline METCO grad.
[2:39:34] The current um I'm going to forget the
[2:39:36] name. [clears throat]
[2:39:38] Uh is for community engagement for Mayor
[2:39:40] Wu is a Brookline METCO grad.
[2:39:43] And we have the I mean there's so many
[2:39:45] more. I can go into the cool stuff like
[2:39:47] a guy graduated Jay Pope who makes music
[2:39:49] for Dr. Dre and everybody like
[2:39:51] like I mean it for real. Like we have a
[2:39:53] huge network and so I I would need your
[2:39:55] help.
[2:39:57] Cuz I know a lot of people that been
[2:39:58] around for a long time, but I don't know
[2:39:59] everybody
[2:40:01] and I don't have all the resources. So,
[2:40:03] you know, we have a chance to build a
[2:40:04] real alumni network that's huge. And
[2:40:06] again, it'll make us all look good.
[2:40:09] All right. I think that's my final real
[2:40:10] slide, Betsy.
[2:40:13] I think.
[2:40:13] Thank you. Thank you. Thank you. Tito
[2:40:15] Jackson, have that. He ran for mayor.
[2:40:17] Tito Jackson's great.
[2:40:18] He ran for mayor, city council.
[2:40:21] Um
[2:40:21] Yeah.
[2:40:22] I would say entrepreneur now.
[2:40:24] Absolutely.
[2:40:25] [laughter]
[2:40:25] Um hard to bring him to school for what
[2:40:27] he's doing in entrepreneurship, but yes.
[2:40:29] Right.
[2:40:30] Um and and what he's doing is fine. Like
[2:40:31] I don't have an issue with it, but
[2:40:33] probably not to bring to middle school.
[2:40:34] Okay. Bella, you want to say something?
[2:40:36] Sure. Thank you. Thank you, Malcolm.
[2:40:39] Um
[2:40:40] I've had the privilege to either live or
[2:40:42] work for seven different METCO school
[2:40:44] districts out of the 33 and I would say
[2:40:47] that Brookline has always been the star.
[2:40:51] Um some years ago I met Malcolm for the
[2:40:53] first time and you might have been just
[2:40:54] new. We were in Roxbury.
[2:40:56] And I remember meeting you and um I've
[2:40:59] worked with a a of um different METCO
[2:41:01] directors and I remember thinking then,
[2:41:04] oh, Brookline has a good one.
[2:41:06] [laughter]
[2:41:07] Um
[2:41:08] the one thing that that Malcolm
[2:41:11] mentioned, when this when the office of
[2:41:14] when the OEE was eliminated
[2:41:17] um many may not remember that MECO was
[2:41:20] part of OEE. So, when OEE was
[2:41:23] eliminated, that was a big transition
[2:41:26] and adjustment and I think Malcolm
[2:41:28] speaks to that somewhat and the
[2:41:31] transition and regaining your footing.
[2:41:33] Um
[2:41:36] it's not just 60 years, it's um
[2:41:40] it's there's a legacy.
[2:41:42] There's a legacy
[2:41:44] of um
[2:41:45] MECO program in Brookline that
[2:41:50] I think it is different than another
[2:41:52] districts and what I hear Malcolm saying
[2:41:55] I would support is to lean into that
[2:41:58] difference
[2:42:00] and um
[2:42:01] in in leadership and guidance. The other
[2:42:04] MECO programs have not had the stability
[2:42:07] that Brookline has had either in its
[2:42:10] staffing or in its leadership. While
[2:42:13] Malcolm is in his fourth year, he has a
[2:42:15] history with um Brookline public schools
[2:42:18] or public schools of Brookline
[2:42:20] and so it all
[2:42:22] it's it's uh
[2:42:24] there is a lot of potential here and we
[2:42:27] could take it to the next level in terms
[2:42:30] of just
[2:42:31] being the standard.
[2:42:33] Um I had the privilege of being part of
[2:42:37] attending these end of year celebrations
[2:42:40] um not just for the students, but these
[2:42:43] community galas, the little ga- there
[2:42:45] was like the big gala, the little galas
[2:42:48] um and that Vina Harvey
[2:42:51] Vina Harvey, yeah.
[2:42:52] Vina Harvey has has created
[2:42:56] I've been in so many districts where
[2:42:58] they try to create events and and and
[2:43:00] people don't show up. People don't feel
[2:43:03] like they're part of a community. And so
[2:43:05] here, it's it's it's a big deal. People
[2:43:09] come out and they enjoy each other and
[2:43:11] there's this
[2:43:12] amazing culture.
[2:43:14] So, I've never seen anything like that
[2:43:16] in other districts. It's really powerful
[2:43:18] here. And as I've said, one of the
[2:43:21] things about Brookline is geographically
[2:43:23] where we're located. We're we're
[2:43:26] bordered by Boston and so it we tap into
[2:43:29] that urban energy and diversity, but we
[2:43:33] all are definitely a suburb and and we
[2:43:36] are resourced. And so we end up with a
[2:43:40] really enriched environment and I think
[2:43:43] the METCO METCO program reflects that as
[2:43:45] well.
[2:43:46] Um but we there's a lot I feel like
[2:43:50] you've re-stabilized where, you know,
[2:43:53] with without having the OE. And um also
[2:43:58] you're in your you've completed your
[2:43:59] fourth year. And while you've been part
[2:44:02] of Brookline, it's just a different part
[2:44:05] of of of being able to
[2:44:08] expand you spread your wings and be that
[2:44:10] leader. So, I I think there's a lot to
[2:44:13] be proud of, proud of our METCO
[2:44:15] director, part of our program.
[2:44:17] And um
[2:44:19] just, you know, we stand on the
[2:44:20] shoulders of those that were before us
[2:44:22] and I feel that what we see in Brookline
[2:44:25] is very much that.
[2:44:27] So, thank you.
[2:44:28] Thank you.
[2:44:29] Carolyn.
[2:44:31] Thanks.
[2:44:33] Thank you. That was awesome.
[2:44:36] So, I've paid attention to stuff for a
[2:44:39] long time and this is my
[2:44:41] the end of my second year on the school
[2:44:43] committee. And I think this is the first
[2:44:44] opportunity that I've had to hear all of
[2:44:48] this and I was just really riveted and
[2:44:53] um um
[2:44:55] there's so much that you just told us
[2:44:57] that I didn't know.
[2:44:58] Yeah.
[2:45:00] That I didn't know. And I also just feel
[2:45:03] like my understanding just went
[2:45:06] like
[2:45:06] Yeah.
[2:45:07] And I really was and and
[2:45:10] So thank you.
[2:45:11] Um
[2:45:12] I still might have a couple technical
[2:45:14] questions which don't have to be
[2:45:16] tonight. They could be another time.
[2:45:18] But right off the bat
[2:45:20] I was really struck when you talked
[2:45:23] about
[2:45:24] someone there for them. And I wrote that
[2:45:27] down. And then you talked about riders.
[2:45:30] Mhm.
[2:45:32] And I felt
[2:45:34] um
[2:45:36] more understanding
[2:45:38] Yeah.
[2:45:38] of what it might be like
[2:45:40] to be a METCO student. And obviously
[2:45:42] there hopefully we are providing
[2:45:46] benefits.
[2:45:48] Um
[2:45:48] But I think I felt the vulnerability
[2:45:51] Mhm.
[2:45:52] that I I imagine must be there for
[2:45:55] children, little babies
[2:45:58] Yeah.
[2:45:58] getting on a bus.
[2:46:00] Yeah.
[2:46:00] So I'm also really interested in your
[2:46:04] aspiration
[2:46:06] to um do a history and film. Has there
[2:46:11] been
[2:46:13] a film or or larger history about METCO
[2:46:17] generally?
[2:46:18] Yes, there's there's actually a few
[2:46:20] documentaries done. Um the current CEO
[2:46:23] was actually shadowed by a Emerson
[2:46:25] student for her master's thesis. So
[2:46:27] there's a and we have copies of that
[2:46:29] called um
[2:46:31] uh Far From Home
[2:46:33] about Candace Sumner who's now the CEO
[2:46:34] for METCO.
[2:46:36] It's 40 something minutes long. We used
[2:46:38] to show it in Race Reel. So it's been a
[2:46:40] while since I've been connected to Race
[2:46:41] Reel. So I just don't remember exactly.
[2:46:43] But there's other ones too. There was
[2:46:44] one that came out kind of during COVID.
[2:46:46] I just remember the Boston Globe did a
[2:46:47] movie
[2:46:48] The Globe did the big piece.
[2:46:50] Yeah, but they also did a movie thing
[2:46:52] cuz cuz people could stream it and like
[2:46:54] it was a series and there was a movie
[2:46:55] about METCO there. There's also some
[2:46:57] books and there's some
[2:46:59] There's some books that are also kind of
[2:47:00] um
[2:47:02] adjacent for lack of a better term. So
[2:47:04] So part of the books that talk about
[2:47:05] Boston bussing will often have at least
[2:47:08] some references to METCO.
[2:47:09] Right.
[2:47:10] But I don't know of anything that is
[2:47:12] specific to Brookline METCO.
[2:47:13] Yeah.
[2:47:14] And so um when I became the high school
[2:47:17] coordinator when the first you know, my
[2:47:18] history self one of the first questions
[2:47:20] I asked was do we have a list? Like who
[2:47:22] was the first graduate?
[2:47:24] And I said, "No."
[2:47:25] I said,
[2:47:26] "Eh, do you have something? I'll I'll go
[2:47:28] research. I'll find it." Not really.
[2:47:31] I knew 75 kids went and there's some
[2:47:32] stuff in the Brookline room
[2:47:34] that is
[2:47:36] enlightening but not specific and just
[2:47:38] as a history one of the things METCO
[2:47:40] Incorporated did
[2:47:43] is they really worked to record how they
[2:47:44] established METCO Inc.
[2:47:47] So like all the state papers and all
[2:47:49] those other things, that's what they
[2:47:50] really saved and that's in
[2:47:51] Northeastern's archives.
[2:47:53] But it's not a people-oriented history.
[2:47:56] And so I would love to have that.
[2:47:59] And that's why we tried to build that
[2:48:00] alumni network. We We've identified
[2:48:02] Unfortunately, this is the past month we
[2:48:04] found out one of the original writers
[2:48:06] passed away. Most of them
[2:48:08] um
[2:48:10] you know, they're in
[2:48:11] well,
[2:48:12] they're more mature.
[2:48:14] Um but yeah, they and so they hear but
[2:48:17] but to show you how powerful it is, one
[2:48:20] of the women who graduated in 1969,
[2:48:22] which is the first large class, we did
[2:48:24] find out Teresa Bowling of the famous
[2:48:26] Bowling family. She graduated in 1968 2
[2:48:29] months after MLK died. She's the only um
[2:48:32] junior we took in in that first group in
[2:48:34] '66.
[2:48:35] Um
[2:48:36] but one of the women who graduated in
[2:48:37] '69
[2:48:39] was like, "You know, Malcolm, I I to
[2:48:40] help some Brookline seniors."
[2:48:42] Gave a thousand dollars to be split for
[2:48:44] two scholarships for our kids.
[2:48:46] And just did it. Like
[2:48:48] didn't didn't ask for much except for
[2:48:49] our, you know,
[2:48:51] our tax exempt status so she could file
[2:48:52] her work. But [laughter] other than
[2:48:54] that,
[2:48:55] you know, next thing you know, we got a
[2:48:55] check. And so it's been great making
[2:48:58] those relationships. And
[2:49:00] we have a long way to go. We have a lot
[2:49:02] of people that we stay in touch with.
[2:49:03] Mhm. Mhm.
[2:49:05] Can I ask one quick Just because it's on
[2:49:08] topic, can I just say that the
[2:49:10] the American Experience documentary
[2:49:12] called the bussing battleground that was
[2:49:14] done on METCO was done by a local
[2:49:17] documentary Brookline documentary
[2:49:19] filmmaker Sharon Greenberg. So I just
[2:49:21] wanted
[2:49:21] I appreciate that.
[2:49:23] Thanks. Sorry.
[2:49:24] Um
[2:49:26] do
[2:49:27] do all of our METCO students start in
[2:49:31] kindergarten or there times when a
[2:49:34] student comes in in a different grade?
[2:49:36] The overwhelming majority of our
[2:49:37] students start in kindergarten. Um and
[2:49:40] that comes from
[2:49:41] graduation. Like this year we had a
[2:49:43] smaller class cuz it's all by space. We
[2:49:44] have 20 kids. And so
[2:49:47] you know, we have close to 20
[2:49:48] kindergartners coming in.
[2:49:50] Uh what makes it a little tricky, and I
[2:49:51] always say like, you know,
[2:49:53] intake for METCO is is more of a puzzle
[2:49:55] than like a lottery. So
[2:49:58] um
[2:50:00] we had a couple families who then had
[2:50:02] older siblings, right? And so
[2:50:05] we don't promise them that, but we'll
[2:50:06] say, "Listen, we think we can, you know,
[2:50:08] and I and I go and work with enrollment
[2:50:10] and say, "Hey,
[2:50:11] you know, do we have a space if we took
[2:50:13] this kindergartner or second grader?" We
[2:50:15] try to keep them very young so that they
[2:50:17] can matriculate all the way through.
[2:50:19] And we also get funky stuff. Like
[2:50:22] uh you know, kids where, you know,
[2:50:25] a kid's in private school, their kid
[2:50:26] gets into METCO, and then later on
[2:50:28] they're like, "Yeah, we like Brookline
[2:50:28] better than the private school. Do you
[2:50:29] have space?" And they have sibling
[2:50:31] preference, so they jump the lottery,
[2:50:32] but it's still based upon space. So I
[2:50:34] can't just place least kid, right? Like
[2:50:36] they have to have space. and then it
[2:50:37] gets tricky cuz we want to keep them
[2:50:38] together.
[2:50:40] And so if that school doesn't have that
[2:50:42] space, you know, it can be tricky, but
[2:50:44] yeah, I mean, we don't Yeah, I mean
[2:50:48] Mostly K.
[2:50:49] It's it's overwhelming majority
[2:50:50] kindergarten.
[2:50:52] Thanks.
[2:50:53] Yeah.
[2:50:53] I don't know.
[2:50:55] All right. Am I supposed to acknowledge
[2:50:56] people or
[2:50:58] Okay. No, I know Oh,
[2:50:59] Bob should acknowledge.
[2:51:01] I'm sorry.
[2:51:01] All right. Sorry, I didn't know if I
[2:51:03] should acknowledge people who raise
[2:51:04] their hand or if you're supposed to.
[2:51:05] It's my job. You kidding me?
[2:51:06] Go ahead. You got it. I I don't need any
[2:51:09] more work.
[2:51:10] [laughter]
[2:51:11] Thank you so much, Malcolm. I wanted to
[2:51:12] ask relatedly I've
[2:51:14] uh-huh met a lot of students not in
[2:51:16] Brookline um who are in the METCO
[2:51:18] program in other school districts and
[2:51:20] they've um like moved between districts.
[2:51:23] Mhm.
[2:51:24] Um and I wonder if we are tracking data
[2:51:27] on whether
[2:51:29] we have students who leave Brookline in
[2:51:31] favor of other
[2:51:32] other METCO districts?
[2:51:34] Yeah.
[2:51:34] So, that's actually really hard to do.
[2:51:37] METCO Inc. prohibits that cuz otherwise
[2:51:39] they're shopping, right? Like and
[2:51:42] unfortunately, we get most of the
[2:51:43] shopping.
[2:51:45] We're all sold out, but we get most of
[2:51:46] the shopping.
[2:51:47] So, like I had a I had a parent who was
[2:51:49] at Newton and came [clears throat] to me
[2:51:51] was like, "Yeah, we live in Eastie.
[2:51:53] Brookline's closer.
[2:51:55] Can we get into Brookline?" And I had to
[2:51:56] say no.
[2:51:57] Cuz like you're already in a METCO
[2:51:58] district. So, they can't really shop. Um
[2:52:05] I'm trying to say this.
[2:52:08] So, I will say
[2:52:10] in the history of METCO, there have been
[2:52:12] times kids have been moved from a
[2:52:13] district to another.
[2:52:15] The last administration really put a
[2:52:17] squash on that. Um
[2:52:20] I
[2:52:22] I I worry that that
[2:52:24] um
[2:52:25] pigeonholes when there's some really
[2:52:26] glaring issues with a kid in the
[2:52:28] district. Um and I understand why cuz
[2:52:31] everybody would jockey and try to swap
[2:52:33] and do everything else. So, it's really
[2:52:35] tricky for Meiko Inc. to handle that,
[2:52:37] but I would never handle that. That's
[2:52:39] what I'm saying, like even though I get
[2:52:40] phone calls. I want to be
[2:52:42] Hey, my kids in Weston, the trip is
[2:52:44] killing them. Can I come to Brookline?
[2:52:46] I'm more concerned that like the kids
[2:52:48] are leaving Brookline because this isn't
[2:52:50] Well, they don't leave. They can't go to
[2:52:52] another Meiko district. We do have
[2:52:54] So, you know, we do the graduation rate
[2:52:56] and there's a rate of attrition. I would
[2:52:57] say the greater pool has been um
[2:53:02] as kids get older, athletics in certain
[2:53:04] schools in certain sports.
[2:53:07] Mhm.
[2:53:08] I think that's been the thing I have
[2:53:10] seen the most in my four years. Um
[2:53:13] but uh you know, again, we probably lose
[2:53:17] four to seven kids a year and a lot of
[2:53:20] that is is is moving for different
[2:53:23] things. So, you know, family moves out
[2:53:25] of Boston into a suburban district. Um
[2:53:28] sometimes totally another state. Like we
[2:53:30] had a family we loved and they're moving
[2:53:32] to Rhode Island next year.
[2:53:33] And so, you have to be a Boston resident
[2:53:36] to be in it. But I I would say we're not
[2:53:39] we don't lose very many.
[2:53:41] I'll just say that. Most of our kids and
[2:53:43] you hear them talk, they're
[2:53:44] generational. Some of you guys met some
[2:53:46] of those parents, like
[2:53:47] you know, um
[2:53:50] I guess I should be proud, but you know,
[2:53:51] as I get older, it's harder to swallow.
[2:53:53] I mean, I've taught Meiko kids, I've
[2:53:55] taught their parents and their kids.
[2:53:57] [laughter]
[2:53:58] And and I was like, oh, I I think I went
[2:53:59] to school with your mom. Like so, like
[2:54:02] they keep coming back. Like like we
[2:54:03] don't lose many kids that way.
[2:54:05] Okay, that's great.
[2:54:06] Yeah.
[2:54:07] And I had two more questions. Can you
[2:54:09] talk a little bit about
[2:54:12] you mentioned um I think it was on the
[2:54:14] the first slide, reducing racial
[2:54:16] isolation. This was also in your annual
[2:54:18] report. So, when you're talking about
[2:54:19] reducing racial isolation, what does
[2:54:21] that mean?
[2:54:22] Okay.
[2:54:24] Yeah.
[2:54:24] of your goal. will
[2:54:25] say it's it's two-fold and that's also
[2:54:26] METCO Inc's vision as well. It's not
[2:54:28] just mine or Brookline's. Um
[2:54:31] you know,
[2:54:33] we try to make sure like when we place
[2:54:35] them in kindergarten that we're not
[2:54:35] placing just one child.
[2:54:37] That there's at least, you know, there
[2:54:39] and every school is different. Some
[2:54:40] school has
[2:54:41] uh more racial diversity than others,
[2:54:43] but no matter what, we try to make sure
[2:54:45] there's at least another METCO kid who
[2:54:46] understands like the journey to get
[2:54:48] there, whether their parents drive them
[2:54:49] in the morning or they take the bus or
[2:54:50] what have you.
[2:54:52] Um and so I think about that in terms of
[2:54:55] how we look at the placement in that
[2:54:57] puzzle.
[2:54:58] But I think it's really important to
[2:55:00] point out like that
[2:55:01] racial isolation is also to bring
[2:55:03] diversity so that kids in towns that are
[2:55:09] not even as diverse as ours
[2:55:11] don't live in racial isolation of
[2:55:13] whiteness.
[2:55:15] And so bringing kids here
[2:55:18] [clears throat]
[2:55:18] gives some kids an experience
[2:55:20] that they might not have ever got if
[2:55:22] they didn't have METCO. Um in particular
[2:55:24] uh State Rep uh Chris Rowell talks
[2:55:27] Rowell's talks a lot of um Rowell,
[2:55:29] sorry, talks a lot about his experience
[2:55:32] at Lincoln-Sudbury.
[2:55:33] And now that he's in politics, but his
[2:55:35] wrestling co-captain is now the mayor of
[2:55:37] Lynn.
[2:55:38] And they boost each other up, and that's
[2:55:39] a result of that METCO racial about like
[2:55:42] if they didn't wrestle together and they
[2:55:44] weren't in the same grade and all they
[2:55:45] never would have had that relationship.
[2:55:47] And so it it really works twofold. I
[2:55:49] will also say um DESE made a visit to us
[2:55:52] this fall.
[2:55:54] Um
[2:55:55] and they met with my staff, then they
[2:55:56] met with um
[2:55:58] Superintendent Wong and myself and Dr.
[2:56:01] Pernoit. And um
[2:56:04] and we almost got in argument. They're
[2:56:05] like, "I don't really believe your kids
[2:56:06] feel that comfortable here."
[2:56:08] I was like, "I don't know what to tell
[2:56:09] you." Like, you know,
[2:56:11] [laughter]
[2:56:11] like we're not getting that report back.
[2:56:12] And then they met with the kids. And
[2:56:14] they met um
[2:56:16] We brought kids from um
[2:56:18] middle school and high school.
[2:56:20] And I went back in to kind of follow up
[2:56:22] after the day and they're like
[2:56:24] they really do feel comfortable here.
[2:56:26] And I was like, yeah. Like I mean, you
[2:56:27] know, it's not perfect. It's not all of
[2:56:28] them. They had a sample size.
[2:56:30] But in general, they do. And I would
[2:56:33] say, you know, we have a lot of METCO
[2:56:34] kids who
[2:56:36] work like, you know, that the extreme is
[2:56:38] they pretty much live in Brookline.
[2:56:40] Spend all their time here. Their parent
[2:56:42] I see them at Pino's at 10:00. Like,
[2:56:43] what are you doing? Like, oh, I was over
[2:56:45] so-and-so's house. We were doing
[2:56:46] homework and then we played video games
[2:56:47] and we had homework and now I'm catching
[2:56:48] the T, but I'm grabbing a slice from
[2:56:49] Pino's on my way home.
[2:56:51] And then we have others where it's
[2:56:52] really functional. Like they come to go
[2:56:54] to school, they go back, they go to
[2:56:55] community and work. There's a whole lot
[2:56:57] in between.
[2:56:58] Whether it's music, drama, sports,
[2:57:01] debate, uh the Cypress, like you know,
[2:57:03] all those things and we try to push all
[2:57:05] our METCO kids into all of them.
[2:57:07] And so
[2:57:08] yeah, most have a real connection
[2:57:10] through something here.
[2:57:12] Um and usually that is more than just a
[2:57:14] friend. It's with their family.
[2:57:16] It's it's connections and other things,
[2:57:18] so.
[2:57:18] Thank you. My last question was about
[2:57:21] special education and um
[2:57:23] what challenges and opportunities you
[2:57:25] see.
[2:57:26] Yeah.
[2:57:27] Well, I think um
[2:57:31] Well, I think a few things. I think it's
[2:57:32] really important as we
[2:57:34] um talk about special education and we
[2:57:35] talk about like some of those data
[2:57:37] points of making sure we're looking at
[2:57:39] METCO in a distinct light as opposed to
[2:57:41] like
[2:57:42] well, this many black kids are getting
[2:57:43] in and think that's METCO empirically.
[2:57:46] Um I think two, it's really important to
[2:57:49] note that um
[2:57:52] you know,
[2:57:53] we've lived in a really tough time these
[2:57:55] last few years and I mean that in a lot
[2:57:56] of ways. I'm not talking politically.
[2:57:57] I'm talking about social-emotionally
[2:57:59] coming out of a pandemic.
[2:58:01] And I think what happens a lot
[2:58:04] with the best-natured and well-meaning
[2:58:06] as well as highly educated and
[2:58:08] thoughtful people, we look for answers
[2:58:10] to help kids be successful.
[2:58:12] And so I think when we look at
[2:58:15] you know, METCO kids in special
[2:58:16] education, we're trying to help them be
[2:58:17] successful.
[2:58:19] Schools are worried about them. Teachers
[2:58:20] are worried about them. Their parents
[2:58:21] are worried about them. The MEKO
[2:58:23] advisors are worried about them. And so,
[2:58:24] we look for answers, and one of those
[2:58:26] answers is special education. Um I I you
[2:58:29] know, I don't want to go down the path
[2:58:30] of like
[2:58:32] what happens where and all these other
[2:58:33] things.
[2:58:34] I I think most of it is good natured and
[2:58:37] really trying to help and provide
[2:58:38] answers. And I think in that
[2:58:41] sometimes that zeal
[2:58:44] you know, shows up in things like DESI
[2:58:45] and other you know, it shows up in those
[2:58:47] things, and that's kind of um
[2:58:52] well, it's not out of our control, but I
[2:58:53] think it's it's it's without um
[2:58:57] sort of boundary in the attempt to try
[2:59:00] and help. And I think what um
[2:59:03] we found particularly in these last few
[2:59:04] years is that, you know, kids have been
[2:59:06] presenting in really weird ways. I was
[2:59:07] telling somebody at the high school, I
[2:59:08] was like, you aren't going to get a
[2:59:09] ninth grader that looks the same for a
[2:59:11] long time.
[2:59:13] Because this one had COVID in third
[2:59:15] grade, and this one had it in sixth
[2:59:16] grade, and this one had it. And so, what
[2:59:17] they meant like our seniors who just
[2:59:19] graduated, some of them missed half of
[2:59:21] seventh grade and all of eighth grade in
[2:59:22] person.
[2:59:24] And so, that presents really differently
[2:59:25] than a kid who walks in the ninth grade
[2:59:27] now. And so, I think as we try to find
[2:59:29] resolutions
[2:59:30] we just have to continue to continue to
[2:59:31] work and improve. So, there was a huge
[2:59:33] meeting in here to talk about
[2:59:34] multi-tiered, you know, systems of
[2:59:36] support, those interventions, those
[2:59:38] types of things that are systemic.
[2:59:41] They're great, and they're going to help
[2:59:42] they're going to help our MEKO kids. And
[2:59:43] I think everybody's working
[2:59:45] fantastically to help our MEKO kids.
[2:59:47] Bella.
[2:59:48] So, I think Malcolm is named our
[2:59:51] findings of disproportionality.
[2:59:54] And to understand for a student to be
[2:59:56] eligible for IEP services, they need to
[2:59:59] be they need to have a learning
[3:00:01] disability. So, statistically
[3:00:04] um not our students that are black and
[3:00:09] and Latino are being disproportionately
[3:00:11] identified for IEP. So, that's not the
[3:00:14] fault of the students.
[3:00:15] No.
[3:00:16] That is what Malcolm is saying people
[3:00:18] may be assigning them to get the extra
[3:00:20] support. And that's where MTSS is the
[3:00:23] answer.
[3:00:24] Yeah.
[3:00:24] MTSS is our route to make sure that
[3:00:27] we're offering robust general
[3:00:29] intervention services for students. The
[3:00:32] students likely statistically do not
[3:00:34] have learning disabilities at the rate
[3:00:37] that they're being identified for IEP
[3:00:39] services. But, that is a retraining
[3:00:43] retraining of the way we're approaching
[3:00:45] to make sure students get the supports
[3:00:47] they need. But, we feel very good about
[3:00:50] that direction that we're adopting.
[3:00:53] Um so, so that's yes.
[3:00:56] Yeah.
[3:00:57] There is um I did want to say more about
[3:00:59] that visit. So, what happened was it was
[3:01:02] then the new associate commissioner of
[3:01:04] DESE, Darlene Fernandez, and she had a
[3:01:07] goal of visiting every METCO program.
[3:01:10] Yeah.
[3:01:11] Every single one. So, by the time she
[3:01:13] got to us, I think she was more than
[3:01:15] halfway through.
[3:01:16] Yeah.
[3:01:16] And she was a bit jaded in in her
[3:01:19] perspective. But, then she met
[3:01:21] everybody.
[3:01:22] Mhm.
[3:01:22] And she actually apologized. She said,
[3:01:24] "You know what?
[3:01:26] It really is different. The students do
[3:01:28] speak differently about how they are
[3:01:31] included."
[3:01:31] Yeah.
[3:01:32] So, that that actually was is a really
[3:01:34] important metric.
[3:01:36] Yeah.
[3:01:36] Sarah.
[3:01:39] I'd really like to applaud you for the
[3:01:41] annual report and then for tonight for
[3:01:43] shedding light on METCOs so that we know
[3:01:45] so much more.
[3:01:47] And um I I'm turned right now to page 11
[3:01:50] to the goals for this year. And I just
[3:01:52] think that they're so smart. Um we know
[3:01:55] a lot about how attendance really
[3:01:57] factors into success.
[3:01:58] Yeah.
[3:01:58] Just to point out one of them.
[3:02:00] And so, my question's actually more for
[3:02:03] Bella or a request is more for Bella. Is
[3:02:06] that I don't know that I always know
[3:02:08] when MEChA doesn't go it alone and when
[3:02:10] they're in they're included in
[3:02:12] conversations and it sounds like they
[3:02:14] are, that they're there for MTSS
[3:02:15] conversations and other conversations.
[3:02:17] So, I would just love that, you know, as
[3:02:19] you update us as as we look at the
[3:02:21] strategic strategic plan and equity,
[3:02:24] when you update us on efforts for
[3:02:26] attendance that you help us understand
[3:02:29] how we're supporting how you're
[3:02:30] supporting MEChA cuz I think that that
[3:02:32] would help kind of build on the
[3:02:34] information that we got tonight and the
[3:02:35] information that we got in the strategic
[3:02:37] plan I'm sorry, in the annual report.
[3:02:39] Thank you.
[3:02:43] Suzanne.
[3:02:45] Thank you, Malcolm. Thank you for this
[3:02:46] and for all your hard work. It's so
[3:02:48] important.
[3:02:50] Uh I worry a little bit that since we
[3:02:52] don't have the office of educational
[3:02:54] equity right now, that some of that work
[3:02:56] may fall on you.
[3:02:58] Um and so uh I worry that you have a
[3:03:01] full-time job already just as director
[3:03:04] uh MEChA
[3:03:06] uh and that
[3:03:08] I'm just wondering if you might speak a
[3:03:10] minute on you know, how you see that
[3:03:13] going forward. Is is is that happening?
[3:03:16] Are people calling you because we don't
[3:03:18] have a office of equity or how how do
[3:03:21] you see that going forward?
[3:03:24] Yeah. Um
[3:03:26] I worry about that as well when
[3:03:29] um
[3:03:30] I've only been in this position with an
[3:03:31] office of equity before this year. Um I
[3:03:34] would say particularly in the past um
[3:03:37] that has fallen
[3:03:38] to some of the past MEChA directors. I
[3:03:41] don't you know, I don't think all of
[3:03:43] them took that on as a charge. And um in
[3:03:45] different districts you hear that a lot
[3:03:47] um
[3:03:48] that they essentially become the office
[3:03:50] of equity.
[3:03:51] Um
[3:03:54] I think it is work I love doing, but it
[3:03:56] would be work that would be really hard
[3:03:57] to do.
[3:03:59] I think um
[3:04:01] I don't know. I I we you know, as a
[3:04:03] system have to figure out what that
[3:04:04] looks like
[3:04:05] and what that means um now that that
[3:04:07] office is gone
[3:04:09] and who's really responsible for it
[3:04:12] um
[3:04:13] and what are the responsibilities of it?
[3:04:15] Um
[3:04:16] Is it professional development?
[3:04:18] Is it
[3:04:19] you know, keeping track of incidents? Is
[3:04:21] it like you know, what is it? And so I
[3:04:23] think that was also part of the issue in
[3:04:25] it
[3:04:26] that um
[3:04:28] you know, it became
[3:04:30] uh
[3:04:31] what was hard to establish under the
[3:04:33] current situations that was presented
[3:04:35] with. And so
[3:04:36] um it was just hard to establish what
[3:04:38] that office actually meant to the town.
[3:04:41] Bella.
[3:04:42] Thank you. I just want to say I didn't
[3:04:43] mean to put you on the spot. I just
[3:04:45] No, it's fine. I've been here for a long
[3:04:46] time and like you know, I've seen
[3:04:48] So Malcolm
[3:04:49] Like Dr. De Lucca was very very involved
[3:04:53] in providing professional development
[3:04:54] other things to the town, but I wouldn't
[3:04:56] say that's true for everyone.
[3:04:56] I'm presenting my goals tonight and one
[3:04:59] of the goals is to establish an equity
[3:05:02] equity leadership team
[3:05:04] and develop a strategic equity plan as
[3:05:06] required by the state. So I I anticipate
[3:05:11] that Malcolm will be a strong partner,
[3:05:14] but it's unfair to
[3:05:17] to to look toward um the person that
[3:05:20] holds a position of macro director to be
[3:05:22] the one that does that. So I anticipate
[3:05:25] a strong partnership, but it is one of
[3:05:28] the goals that I'll be talking about
[3:05:30] later.
[3:05:31] I appreciate that cuz certainly
[3:05:32] collaboration I would love to do
[3:05:35] and I don't
[3:05:37] I've never believed in being a
[3:05:38] one-person show.
[3:05:40] Yeah, so I'd love to collaborate
[3:05:42] further.
[3:05:42] It's you're going to be an essential
[3:05:44] partner.
[3:05:44] Okay.
[3:05:45] Yes.
[3:05:46] Hi Malcolm.
[3:05:46] Hi Bob.
[3:05:47] [clears throat]
[3:05:47] I think anybody else want to say
[3:05:48] anything?
[3:05:49] So
[3:05:51] you provide some data tonight. You said
[3:05:53] that one kid over the last 125 years
[3:05:57] No, no, no.
[3:05:58] [laughter]
[3:05:58] 25 years. So
[3:06:00] Failed to graduate from Brookline,
[3:06:01] Yeah.
[3:06:02] That's [snorts] a good That's a good
[3:06:03] piece of data.
[3:06:04] Yeah.
[3:06:04] Um You also said 80% are going on to
[3:06:07] college?
[3:06:07] Yes.
[3:06:08] Okay. What do you do about the other
[3:06:09] 20%?
[3:06:10] So, it doesn't mean they don't have a
[3:06:11] plan. My It just a you know it and
[3:06:15] so much depends on that kid and what we
[3:06:16] can get. So, um
[3:06:18] one of our toughest cases, uh a kid who
[3:06:21] graduated last year, you know, um
[3:06:24] uh
[3:06:27] Ali White Bomb mentioned OFC, you know,
[3:06:29] you know, most people know the program
[3:06:30] is now ACE. It's a different program.
[3:06:32] And I don't I don't mean that with any
[3:06:34] slight. It's a different program. We had
[3:06:36] a kid who, you know,
[3:06:38] we literally kept his schedule on the
[3:06:40] wall in the MECO space.
[3:06:42] And he would come down there and like,
[3:06:44] "Oh, this is where I'm supposed to be?"
[3:06:45] And I'd be like, "Yeah, go. Get to
[3:06:46] class."
[3:06:48] He was into uh all kinds of things with
[3:06:50] agriculture and other stuff. Now doing
[3:06:52] urban farming in Boston and doing great.
[3:06:55] And we hooked him up with that, not just
[3:06:56] with with MECO, but that was in
[3:06:57] collaboration with ACE. So, I you know,
[3:07:00] to use your terminology, Bob, we try to
[3:07:02] make sure kids have a dignified step.
[3:07:05] Um
[3:07:07] And And that can be a lot of things for
[3:07:09] different kids. Uh a student you
[3:07:10] probably remember who I I think of
[3:07:12] dearly, I'm
[3:07:13] uh you know,
[3:07:14] oh, Dallas Jeter, who was struggled
[3:07:16] through high school, went to the
[3:07:18] military, came back, used the GI Bill,
[3:07:19] and now is working on a master's at
[3:07:21] Suffolk University. Like he had a
[3:07:23] dignified step when he left Brookline
[3:07:25] High, and that's
[3:07:27] that's what we can do. We also have a
[3:07:28] saying, you graduate from Brookline
[3:07:30] High, but you're MECO for life.
[3:07:32] Kids come back. Oh, Mr. Corthorn,
[3:07:36] yeah, I got into the party life at
[3:07:37] college. I need some help. I got to
[3:07:38] transfer to to to to and we try to hook
[3:07:40] them up and get them settled so they can
[3:07:41] come back,
[3:07:43] you know, make their parents a little
[3:07:44] happier. Like, you know, but um you
[3:07:47] know, sometimes that's when they're 18
[3:07:48] and sometimes when they're 22. They're
[3:07:50] like, "Yeah, I'm still trying to figure
[3:07:51] it out."
[3:07:52] No, I think [clears throat] we have to
[3:07:53] think about the 80% and the 20%.
[3:07:54] Absolutely.
[3:07:55] And I guess final question. You have a
[3:07:58] fairly robust staff.
[3:08:00] Yes.
[3:08:00] Meco staff which when I was working in
[3:08:02] Brookline we didn't have that many
[3:08:03] No.
[3:08:04] at all. So,
[3:08:06] when you analyze achievement data for
[3:08:08] example,
[3:08:09] um
[3:08:10] and you look at the at the work that the
[3:08:12] staff is doing at the elementary
[3:08:13] schools, the high school,
[3:08:15] um have you thought about different ways
[3:08:17] to allocate staffing different uh
[3:08:20] responsibilities for the folks who are
[3:08:21] in the schools to to focus on academics.
[3:08:23] I guess that's what I'm saying.
[3:08:25] Uh when you say different folks in the
[3:08:26] schools, could you clarify like
[3:08:28] The Meco advisors.
[3:08:30] Sure. So,
[3:08:32] one of the things I say this is the
[3:08:33] first year we've been able to have an
[3:08:35] advisor at every school.
[3:08:37] Um and um again, that was something
[3:08:40] asked by the principals. So, we're we're
[3:08:41] really going to have to look at that and
[3:08:43] see what we can do. I think what it has
[3:08:44] mitigated
[3:08:46] that I can say with a lot of confidence
[3:08:48] is having an advisor in every school
[3:08:51] has so many that attendance issue
[3:08:54] where where there were kids floating
[3:08:55] around in particular, we had kids at
[3:08:58] some schools who only wanted to see the
[3:08:59] Meco advisor. Well, if the Meco advisor
[3:09:01] wasn't there because they were at their
[3:09:02] other school,
[3:09:04] it was hard to get that kid regulated
[3:09:05] and get back in.
[3:09:07] Um and so, it has I
[3:09:11] I I wish I could show you my text chain
[3:09:13] from last year to this year.
[3:09:15] [laughter]
[3:09:16] The amount of principals who are texting
[3:09:17] me on a regular basis like in emergency
[3:09:20] mode and I have to drive to that school
[3:09:22] has shrunk immensely.
[3:09:24] Okay.
[3:09:24] But I don't think it's my work. I think
[3:09:26] it's
[3:09:27] the folks who are there. And so, I think
[3:09:29] that that's the easy data that I can
[3:09:31] come up with. We're going to have to
[3:09:32] look at the data in terms around in
[3:09:34] terms of what we get and see what that
[3:09:36] means. I think it has made um
[3:09:41] something for me to evaluate because,
[3:09:44] you know,
[3:09:46] you know, you know, having a person is
[3:09:47] money. Like, that's money that could go
[3:09:49] to something else. I think one of the
[3:09:51] complicated things in our system and is
[3:09:53] please don't forget remember I love the
[3:09:55] way our system is. I believe in K
[3:09:56] through 8. It is why I moved back to put
[3:09:58] my children through K through 8. I think
[3:10:00] middle school, whoever created that
[3:10:02] should
[3:10:04] I don't know who thought putting the
[3:10:06] most hormonally imbalanced children in
[3:10:07] one building
[3:10:09] needs some rethinking, but um
[3:10:13] what um
[3:10:15] we have discovered in that is that
[3:10:18] now we have real points of contact that
[3:10:21] have real meaning.
[3:10:23] So, our advisors at those schools know
[3:10:26] those 20 to 30 parents, depending on the
[3:10:28] school, and can really be like, "Hey,
[3:10:31] you know, Malcolm hasn't been doing his
[3:10:32] history homework."
[3:10:34] And can sit him down during win block
[3:10:35] and be like, "Yeah,
[3:10:37] you know, Dr. Myers is going to come and
[3:10:38] work with you this day cuz you haven't
[3:10:39] been doing your history homework."
[3:10:41] You know, um and it's our first year, so
[3:10:43] I need to evaluate on how to build and
[3:10:45] how to reinforce and make sure I'm
[3:10:47] evaluating and pushing. Um
[3:10:51] Yeah, and I think, you know,
[3:10:53] I think that's a real thing for us to
[3:10:55] keep going as well as I think um
[3:10:57] academically we're still doing pretty
[3:10:58] well. I mean,
[3:11:00] you know,
[3:11:02] like I showed a picture of a girl who
[3:11:03] graduated from Brown.
[3:11:04] You know, we have two kids in the posse
[3:11:05] program right now. We have like, you
[3:11:07] know, you know,
[3:11:09] yeah, [snorts] and this was a tough
[3:11:10] group. Like, this was tough group this
[3:11:11] year and still we're sending 80% to
[3:11:13] college. So,
[3:11:15] um
[3:11:15] yeah, I think I think we're doing all
[3:11:17] right. So, but we could always do better
[3:11:19] and that's
[3:11:20] that's clear.
[3:11:21] Okay, so. Malcolm, thank you.
[3:11:23] Thank you.
[3:11:24] Appreciate your work.
[3:11:25] THANK YOU.
[3:11:27] [applause]
[3:11:30] OKAY.
[3:11:31] SOLAR PANEL installation in school
[3:11:33] buildings presentation, Alexandria
[3:11:35] Vecchio, and a possible vote to approve
[3:11:38] those solar panels. Alexandria.
[3:11:40] She's on Zoom right now.
[3:11:42] She's on Zoom. Okay, great.
[3:11:44] Hi, good evening everyone. Alexandra
[3:11:47] Vecchio, Director of Sustainability and
[3:11:48] Asset Resources for the Town of
[3:11:50] Brookline. Thanks so much for your time
[3:11:52] this evening.
[3:11:53] Um I'm just going to pull up my slide
[3:11:55] deck here. Give me 1 second.
[3:12:11] Uh okay, great. Uh are folks able to see
[3:12:13] my uh slide that says strategic solar
[3:12:16] initiative?
[3:12:17] Yes.
[3:12:17] Yes, we can.
[3:12:18] Okay, wonderful. Thank you. Um so as I
[3:12:20] said, I'm Alexandra, I'm Director of
[3:12:22] Sustainability and Asset Resources for
[3:12:24] the town. Um our Deputy Director Shelley
[3:12:26] Dean couldn't be with me this evening,
[3:12:27] but she's been working extensively on
[3:12:29] this and I think has
[3:12:30] spoken to a couple of you prior to this
[3:12:32] meeting. Um so uh appreciate everybody's
[3:12:35] time uh leading up to the the meeting on
[3:12:38] this topic.
[3:12:39] So this evening, um I want to focus
[3:12:41] specifically on the school projects cuz
[3:12:42] obviously that's what's of most interest
[3:12:44] to you, but I am just going to provide a
[3:12:45] little bit of background and context
[3:12:46] first because I think that's important
[3:12:48] to understand
[3:12:50] um what this is uh kind of nestled
[3:12:52] within and a bit of the context around
[3:12:53] what we're doing here.
[3:12:56] So in Brookline, uh we have numerous
[3:12:59] municipal solar projects um
[3:13:01] currently existing and under
[3:13:03] construction. So right now we have two
[3:13:05] town-owned systems that are quite small
[3:13:08] and and a bit older on the library as
[3:13:11] well as the health building. And then we
[3:13:13] have one town-owned system that's under
[3:13:14] construction, very near completion at
[3:13:17] the Driscoll School. Um I'm very excited
[3:13:19] about that. I was before all of you um
[3:13:22] last year, or maybe it was 2024. Um but
[3:13:27] on the Driscoll uh solar project. Um and
[3:13:30] then we have five different arrays that
[3:13:32] are developed as power purchase
[3:13:34] agreements, which essentially means that
[3:13:35] we've leased out our rooftop um to a
[3:13:38] solar developer. So, we're getting a
[3:13:40] reduction on our energy bills, but we
[3:13:41] don't um receive all of the savings from
[3:13:44] that system.
[3:13:45] So, uh right now we have um some
[3:13:48] proposed projects that are coming up. Uh
[3:13:50] one at Pierce School and then four other
[3:13:52] sites in town uh for near-term
[3:13:54] construction that are town-owned. And
[3:13:57] then we're looking at some medium and
[3:13:58] longer-term projects and anticipate town
[3:14:01] ownership for those, but we'll have to
[3:14:02] look at the finances as we move forward.
[3:14:05] And really this is uh all coming from uh
[3:14:09] over the past year a solar financial
[3:14:11] working group was formed and included
[3:14:13] members of the select board, of the Zero
[3:14:15] Mission Advisory Board, the Expenditures
[3:14:17] and Revenues Study Committee,
[3:14:19] Commissioner of Public Works, uh
[3:14:21] Commissioner Shute, and myself. Uh and
[3:14:23] we were looking at where are the
[3:14:25] opportunities for us to expand solar in
[3:14:27] town and hopefully help increase energy
[3:14:30] independence and reduce uh energy and
[3:14:33] electricity bills uh
[3:14:35] across across town and school
[3:14:36] properties. And so, because of a federal
[3:14:40] tax credit that exists but is going away
[3:14:43] soon, uh we were looking at how can we
[3:14:46] take advantage of those savings in the
[3:14:48] short term and also build out uh a
[3:14:51] longer term term revenue model as well.
[3:14:54] Keeping in mind that we have to do all
[3:14:56] of that in partnership uh and
[3:14:58] coordination with any of our capital
[3:14:59] construction projects. You know, we're
[3:15:01] not going to add solar panels on top of
[3:15:03] a roof that's scheduled to get repaired
[3:15:06] or undergo significant um renovation in
[3:15:09] the next 5 years. That doesn't make
[3:15:10] sense. Um you know, your average uh
[3:15:13] solar panel lifespan is well over 20
[3:15:15] years. Uh typically they say 25. Um and
[3:15:19] so, we want to make sure that we aren't
[3:15:20] installing something that then is going
[3:15:22] to have to be picked back up again. So,
[3:15:24] being conscious of that in the context
[3:15:26] of our larger building improvements.
[3:15:29] So, the solar financial working group
[3:15:30] came up with um a recommendation that
[3:15:33] was uh step one, take advantage of the
[3:15:36] federal investment tax credit. You'll
[3:15:38] hear me refer to it as the ITC
[3:15:41] this evening and
[3:15:42] that is the tax credit that's
[3:15:44] expiring. That's one that we were
[3:15:46] working towards capturing for the
[3:15:48] Driscoll project. And and now
[3:15:52] we are trying to capture here in the
[3:15:54] next few weeks actually. So for a
[3:15:57] project to qualify
[3:15:59] receive
[3:16:01] up to 40% but typically around 30% of a
[3:16:04] return on the project. You have to
[3:16:06] commence construction before July 4th of
[3:16:09] this year. So a few weeks from now and
[3:16:12] then you have four years to place that
[3:16:14] into service
[3:16:16] or you can place it into service anytime
[3:16:19] in 26 or 27 and start construction
[3:16:23] within there and then complete it by the
[3:16:25] December 31st 2027. That's a short time
[3:16:27] frame especially when placed into
[3:16:29] service means we have to have an
[3:16:31] interconnection that occurs with the
[3:16:33] utility Eversource.
[3:16:35] And everyone is racing towards this
[3:16:37] deadline because everybody wants to you
[3:16:39] know see receive 30 to
[3:16:42] 40% back on their projects. And so
[3:16:45] we are trying to give ourselves a little
[3:16:47] bit more bandwidth
[3:16:49] and make sure that we have commenced
[3:16:51] construction by July 4th.
[3:16:53] Commence construction doesn't actually
[3:16:55] mean that we need to have you know
[3:16:58] solar panels on the roofs. It just means
[3:17:00] that we need to have established a down
[3:17:02] payment of at least 5% for the project
[3:17:05] cost and then we need to ensure that we
[3:17:09] have a signed agreement for the purchase
[3:17:12] of
[3:17:13] said solar panels by that time.
[3:17:17] So we're referring to this as a
[3:17:19] two-track approach. Track one is really
[3:17:20] to capture that ITC credit
[3:17:24] and uh by July 4th and then track two
[3:17:27] was to look at these longer-term sites,
[3:17:30] um and we're currently advertising a
[3:17:32] request for qualifications, an RFQ, um
[3:17:35] with responses due at the end of August
[3:17:37] um for us to find a solar vendor who
[3:17:39] would be assessing all of our remaining
[3:17:41] properties um and looking at site
[3:17:43] feasibility and financial um analysis
[3:17:45] for those. So, for the purposes of this
[3:17:47] evening, I'm just focusing really on
[3:17:49] track one and actually really just
[3:17:50] focusing on the the school properties um
[3:17:53] cuz I know those are most interest, but
[3:17:55] just wanted folks to understand that
[3:17:57] this is a piece of a much larger puzzle
[3:17:59] that we're working on.
[3:18:02] So, the uh solar opportunities that
[3:18:05] we're looking at right now, one at
[3:18:06] Pierce School, um which you'll see in
[3:18:08] the top row there, and then we're
[3:18:10] looking at Fire Station 1, the Main
[3:18:12] Library, um
[3:18:14] Heath School, and Brookline High School.
[3:18:15] We're referring to it as Phase 2.
[3:18:17] Brookline High School actually already
[3:18:18] does have solar panels on part of the
[3:18:20] building, so we would be adding on to
[3:18:22] that. Um the ones that are there
[3:18:23] currently are not owned by the town,
[3:18:25] those are uh part of a leasing
[3:18:27] structure. Um and so, for the purposes
[3:18:30] of the Pierce School project, uh the
[3:18:33] preliminary construction costs we're
[3:18:34] looking at is $1.13 million.
[3:18:38] Um that would be coming from the Pierce
[3:18:40] project budget, um and that has been
[3:18:43] reviewed and voted on by the Building
[3:18:46] Commission.
[3:18:47] Um the other projects, uh
[3:18:50] particularly
[3:18:52] um well, all of the other four, but in
[3:18:55] for your interest, the Heath School and
[3:18:56] Brookline High School, those dollars
[3:18:58] would be coming from um a CIP item that
[3:19:01] has been voted on through town meeting
[3:19:04] um just this past month. Um and so,
[3:19:07] that's a uh $3.2 million
[3:19:10] allocation that is to go towards these
[3:19:13] projects and then future solar projects
[3:19:15] as well. So, um none of the dollars for
[3:19:19] this capital project would be coming out
[3:19:21] of um the schools budget.
[3:19:25] Uh with the Well, I'll go walk through
[3:19:27] each of these, but um the anticipated
[3:19:30] cost for the high school is 688,000
[3:19:33] and Brookline High School for the second
[3:19:36] phase of solar is 878,000.
[3:19:39] But looking for both of those just to
[3:19:40] keep in context, Pierce School, that's a
[3:19:42] 325
[3:19:43] kW system, and Hay School's 200
[3:19:47] Brookline High School's a 261. Those are
[3:19:50] pretty large systems. Driscoll School,
[3:19:52] for example, is right around a 200 kW
[3:19:54] system, and that's the the most recent
[3:19:56] one that we've installed.
[3:19:59] So, in the case of Pierce, there are
[3:20:02] some contingencies that we're holding
[3:20:03] with this. Again, just trying to
[3:20:07] comply with what is necessary for that
[3:20:09] July 4th deadline to be able to capture
[3:20:12] the ITC. And so, we are looking at
[3:20:15] a preliminary cost of 1.13 million. That
[3:20:18] includes an allocation
[3:20:21] of
[3:20:22] some contingency for both roofing over
[3:20:25] the mechanical systems where we would
[3:20:28] like to install solar there as well to
[3:20:30] take advantage of the additional space
[3:20:33] up there. And then a contingency of
[3:20:35] 50,000 for the racking system that we
[3:20:38] use to connect the solar to the roof.
[3:20:40] And then an overall construction
[3:20:41] contingency. So, at the end, this
[3:20:43] project may actually end up being less
[3:20:45] than 1.1
[3:20:47] million, but we are
[3:20:49] going to make sure we put enough of a
[3:20:52] down payment to satisfy that ITC
[3:20:55] requirement. And in this case, the
[3:20:57] payback timeline for Pierce
[3:21:00] would actually be within less than a
[3:21:02] year after you take into account the
[3:21:04] state incentives that we're able to get
[3:21:06] off this project as well as the
[3:21:11] savings from the ITC. We're looking at
[3:21:16] um
[3:21:17] positive and then the savings towards
[3:21:19] our electric bills we're actually
[3:21:20] looking at um a system that is uh net
[3:21:23] flow positive um in our first year,
[3:21:25] which is
[3:21:26] pretty extraordinary.
[3:21:29] Uh for Hayes School, um a 200 uh kW
[3:21:32] system with a preliminary cost of
[3:21:34] 688,000,
[3:21:36] and um we're looking at a payback
[3:21:38] timeline of just over 6 years. Um right
[3:21:42] now for each of these because we don't
[3:21:44] haven't done a final structural
[3:21:45] analysis, um we are carrying a 5%
[3:21:47] contingency, but again, um should any of
[3:21:51] these systems be sized down or um the
[3:21:54] cost uh end up being lower, that would
[3:21:57] be um reflected in the actual uh
[3:22:00] contracts and invoices that we receive.
[3:22:04] Uh so the cash flow projections for
[3:22:06] Hayes School, um as you can see once we
[3:22:08] take into account the state incentive
[3:22:10] revenue as well as um after the invest-
[3:22:14] investment tax credit uh return of
[3:22:16] 481,000,
[3:22:18] um after about 6 years we're looking at
[3:22:21] um a system that is uh
[3:22:24] uh
[3:22:25] uh net flow net cash flow positive, uh
[3:22:28] which is fantastic. Um and again, really
[3:22:31] good numbers. We uh look at the savings
[3:22:33] over 20-year period, but most systems
[3:22:35] actually last last longer than that. Um
[3:22:38] and the cost we do carry in O&M cost,
[3:22:41] that's what that um
[3:22:42] uh O&M column is um that you can see on
[3:22:45] the screen. Um starting in year two, the
[3:22:48] first year O&M is covered through the
[3:22:50] installation contract.
[3:22:53] And then finally, Brookline High School,
[3:22:55] um as you can see we already have um
[3:22:57] solar panels on one part of the
[3:22:59] building, so this would be adding um
[3:23:01] remaining panels in the remaining areas,
[3:23:04] um which would be an additional 261 uh
[3:23:07] kW system at a preliminary cost of
[3:23:10] 878,000,
[3:23:12] and a payback timeline of just around 6
[3:23:14] years. Again, that's a that's a really
[3:23:16] promising timeline. We wouldn't be
[3:23:18] looking at those kind of numbers if it
[3:23:20] wasn't for us being able to get 30% back
[3:23:22] off of each of these projects.
[3:23:25] Um so again here you can see
[3:23:28] some electricity bill savings as the
[3:23:30] system is up and running from day one,
[3:23:33] but then when you take into account the
[3:23:35] state incentives
[3:23:36] and the investment tax credit um
[3:23:40] um we're looking at um
[3:23:43] being
[3:23:44] net cash flow positive in year seven.
[3:23:48] So
[3:23:49] I
[3:23:50] for today's purposes I wanted to one
[3:23:53] make sure you all were aware of this
[3:23:55] initiative. I think these are the first
[3:23:57] three schools that we're looking at, but
[3:23:59] I anticipate over the coming years as we
[3:24:01] look at those track two projects we'll
[3:24:03] have others that are coming forward. Um
[3:24:06] and as I said the intention is for us to
[3:24:10] use the
[3:24:12] CIP funds, the capital improvement
[3:24:14] funds,
[3:24:15] for funding these projects with the
[3:24:16] exception of Pierce since solar was
[3:24:19] included in that budget. Um but for
[3:24:22] today's purposes I am hoping to answer
[3:24:25] any questions and discuss the projects
[3:24:27] with you to the extent you're
[3:24:28] interested, but
[3:24:30] looking for a vote of approval for
[3:24:34] the solar
[3:24:36] at Pierce, Franklin and Hayes school and
[3:24:39] then the designation of Superintendent
[3:24:42] Wong or whomever you see most
[3:24:44] appropriate with the authority to sign
[3:24:46] any project contract documents on behalf
[3:24:49] of the school committee just because
[3:24:50] we're going to be moving really quickly
[3:24:52] over the next couple of weeks from
[3:24:55] approving these final project numbers to
[3:24:57] actually award and executing a contract
[3:24:59] so that we can comply with that July 4th
[3:25:01] deadline. And all of this would be
[3:25:03] reviewed and approved by town council's
[3:25:05] office um
[3:25:08] Um so with that, I will uh stop sharing
[3:25:11] and am happy to take um any question.
[3:25:15] Thank you, Alexandra. This Let's Let's
[3:25:18] make a motion.
[3:25:20] Can I ask a question first, Bob?
[3:25:22] Or you want the motion first?
[3:25:24] I'm sorry, Val. Yeah.
[3:25:26] Um
[3:25:27] Alexandra, is are is Select doing all
[3:25:29] the installation? Is that the
[3:25:31] Yes.
[3:25:32] vendor?
[3:25:33] I was asking Alex Is it Select for all
[3:25:35] of them?
[3:25:37] Uh [clears throat] for these uh projects
[3:25:38] that I just presented on, yes, it's
[3:25:40] Select um Solar, who's the same vendor
[3:25:42] that's uh we're utilizing at Driscoll.
[3:25:45] Um for the track two projects, uh the
[3:25:47] future projects, um we are we have put
[3:25:50] out a RFQ and so um so far we've we've
[3:25:54] shared that RFQ with over 30 different
[3:25:56] firms. So, that could be anybody.
[3:25:59] Okay. And the O&M is the same Select
[3:26:02] will be the O&M for the Okay. Thanks so
[3:26:04] much.
[3:26:05] Yeah, thank you.
[3:26:06] Okay. Let's with the clock is moving. We
[3:26:09] have other things going on. Um will
[3:26:11] anybody make a motion to to approve the
[3:26:13] I'd like to make a motion that we
[3:26:15] approve Sorry.
[3:26:16] You already
[3:26:17] Let's make a motion then we can talk.
[3:26:19] Let's make the motion first.
[3:26:20] I'll read the motion that I wrote uh
[3:26:22] when I met with Shelley, who works for
[3:26:24] Alexandra on this project a week ago.
[3:26:26] Go.
[3:26:26] Moved that the School Committee approve
[3:26:28] the installation of solar energy
[3:26:29] infrastructure at Heath School,
[3:26:31] Brookline High School, and Pierce School
[3:26:33] and authorize the School Committee Chair
[3:26:35] to be a co-signatory along with the
[3:26:37] Select Board Chair on the contracts as
[3:26:39] approved by Town Council with the solar
[3:26:41] developer for each school project.
[3:26:43] have a second?
[3:26:45] Sure, I'll second.
[3:26:47] Suzanne seconds. Okay. Any comments?
[3:26:50] I'll just make a comment that I met with
[3:26:52] Shelley Ryan, who's um
[3:26:54] the uh deputy under Alexandra on this
[3:26:56] project. She reviewed all of the
[3:26:58] information with me. Makes a whole lot
[3:26:59] of sense. And um from the from the
[3:27:02] financing and capital side although we
[3:27:03] didn't bring this up because it wasn't
[3:27:05] brought up to us at a meeting we could
[3:27:06] schedule and due to the fact that the
[3:27:08] July 4th deadline is 2 weeks from
[3:27:10] Saturday and all this work has to get
[3:27:11] done and that it's not coming out of the
[3:27:13] school budget
[3:27:16] it's being funded other ways and it
[3:27:17] makes sense to go solar so we you know I
[3:27:20] spoke
[3:27:21] independently
[3:27:23] of the financing and capital
[3:27:25] subcommittee to fully stand behind this
[3:27:28] project.
[3:27:30] And that's where the motion came from.
[3:27:31] Okay so we have a vote we have a motion
[3:27:33] we have a second.
[3:27:38] Will I be around?
[3:27:40] Like when?
[3:27:41] Before yeah.
[3:27:43] Yeah sure. Yeah.
[3:27:45] Okay let's take a vote Val.
[3:27:47] Yes.
[3:27:48] Faiza.
[3:27:50] Suzanne.
[3:27:50] Yes.
[3:27:51] Donna.
[3:27:51] Yes.
[3:27:52] Jesse.
[3:27:54] Yes.
[3:27:54] Carolyn.
[3:27:55] Yes.
[3:27:55] Sarah.
[3:27:56] Yes.
[3:27:56] Rob yes.
[3:27:58] Unanimous.
[3:27:59] Thank you Alexandra.
[3:28:00] Thank you Alexandra. [clears throat]
[3:28:02] Thank you all for your time and support
[3:28:03] I appreciate it. Have a good evening.
[3:28:07] Okay question do we move to the next
[3:28:09] agenda item or take public comment at
[3:28:10] this point?
[3:28:13] Let's go [clears throat] public comment
[3:28:15] who's next I don't have here we go.
[3:28:19] We have
[3:28:20] Rosen.
[3:28:22] Rosen Valchev. [clears throat]
[3:28:24] Oh great. Thank you for hanging out.
[3:28:29] Hope you're eating a lot of the food.
[3:28:33] Thanks.
[3:28:35] All right
[3:28:36] well I'm here to
[3:28:38] give a public comment about the section
[3:28:39] reductions as well
[3:28:41] and
[3:28:42] I think they raised a number of issues
[3:28:44] the ones I want to speak about are
[3:28:45] equity but also fiscal responsibility.
[3:28:48] So I first I want to start off by saying
[3:28:49] that I think the superintendent is being
[3:28:51] very prudent in observing that we have a
[3:28:52] low K enrollment overall in the district
[3:28:55] and probably makes sense to move
[3:28:57] resources to other priorities, maybe
[3:28:59] medical, maybe the
[3:29:00] materials and fees program, but what I'm
[3:29:03] puzzled by is why, given that we're
[3:29:05] going to reduce one case section, why
[3:29:07] we're reducing it at Hiram School and
[3:29:09] not at the low enrollment school. So,
[3:29:12] I think we've all seen these numbers,
[3:29:13] but reducing it at the high enrollment
[3:29:15] school of FRR means the class sizes go
[3:29:17] to 19, 20, while some other class sizes
[3:29:20] are around the 12.
[3:29:23] Oh, I see. Now now I see it. So,
[3:29:26] anyways, by cutting at the high
[3:29:27] enrollment school, we have class sizes
[3:29:29] 19, 20, while other schools have class
[3:29:30] sizes of 12. That's a 50% difference.
[3:29:33] Now,
[3:29:34] if that was the only option to cut, then
[3:29:36] that makes perfect sense, but there's
[3:29:38] other options to cut other places with
[3:29:39] low enrollment schools, and in those
[3:29:41] options, we get balanced class sizes of
[3:29:43] 15 or 16 throughout throughout the
[3:29:45] board. So, I'm puzzled why we're going
[3:29:48] with the unbalanced option, and going
[3:29:49] with the unbalanced option means two
[3:29:51] things at least. One is equity, and a
[3:29:53] number of people already spoke about
[3:29:54] equity. So, I don't want to repeat it,
[3:29:56] but I think it's an important point. I
[3:29:58] do want to point out also that FRR is a
[3:30:00] Title 1 school, and it's losing not only
[3:30:03] the kindergarten section, but also the
[3:30:04] third grade section. So, there is a
[3:30:06] number of questions here why that the
[3:30:08] Title 1 school is landing a lot of cuts.
[3:30:11] Again, this this speaks about equity. A
[3:30:13] number of people have already pointed
[3:30:14] this out to the committee, so I want to
[3:30:16] move on to speaking about the fiscal
[3:30:18] responsibility, which I haven't heard
[3:30:19] too much about. So, it makes sense to
[3:30:22] reduce resources in low enrollment
[3:30:24] grades, like, "Okay, move it somewhere
[3:30:26] else."
[3:30:27] Um but at the same time, I don't
[3:30:28] understand why don't we do it in a
[3:30:30] balanced way, because somewhere
[3:30:31] enrollment is coming. As we heard from
[3:30:33] the guidance counselor, there's a lot of
[3:30:35] kids enrolling in the summer, especially
[3:30:37] at FRR. So, if we start FRR in the
[3:30:40] beginning of summer at like 19, 20, the
[3:30:42] likelihood of moving above 22, which
[3:30:44] I've heard several times being mentioned
[3:30:46] as the guidance as the guidance number,
[3:30:48] is is that, you know, a significant
[3:30:50] number. So, if
[3:30:52] FRR doesn't move, I'm sorry.
[3:30:55] If FRR does move above 22, but again,
[3:30:58] this summer was going to happen. Most
[3:30:59] likely district is going to move a K
[3:31:00] section back to FRR. And then what what
[3:31:03] does that mean? That means that at the
[3:31:04] end of the day we didn't save the
[3:31:05] budgetary numbers we were looking to
[3:31:06] save anyways, right? So, the fiscally
[3:31:09] prudent thing to do is to start
[3:31:11] everybody at 15 16. Then there's no
[3:31:13] enrollment risk. It's unlikely we're
[3:31:15] going to have to bring a K section back
[3:31:17] anywhere. And we actually managed to
[3:31:19] save some resources to put towards other
[3:31:21] priorities.
[3:31:22] So, um at the end of the day I think
[3:31:24] having an unbalanced plan must make
[3:31:26] sense according to some factors. I don't
[3:31:29] know what exactly those factors are, but
[3:31:30] I want to bring it to the community's
[3:31:31] attention that there are also equity and
[3:31:34] fiscal responsibility issues at hand.
[3:31:36] Thank you.
[3:31:40] Mike Lyons.
[3:31:43] Mike Lyons, thank you.
[3:31:56] Hi. My name is Mike Lyons. I have one
[3:31:59] FRR student in the first grade. I have
[3:32:01] another starting in kindergarten this
[3:32:03] fall.
[3:32:04] There's two points I'm hoping to
[3:32:06] convince you of tonight in addition to
[3:32:08] what other folks have said.
[3:32:10] First, that I would like to um
[3:32:14] evaluate class sizes
[3:32:16] by what each student experiences.
[3:32:19] Not just looking at, you know, a
[3:32:21] zero-sum school versus school
[3:32:24] um thing. Second, I'm hoping we can
[3:32:26] publish registration data before making
[3:32:29] cuts,
[3:32:30] both historical and each year going
[3:32:31] forward, the same way we already publish
[3:32:34] the attendance data of the students who
[3:32:35] actually start in September.
[3:32:38] So, if you wouldn't mind looking at
[3:32:39] slide one, I'm going to roll through
[3:32:40] these pretty quick cuz I have 3 minutes.
[3:32:42] Um
[3:32:44] there's a school-by-school registration
[3:32:46] data from the last meeting. I know it's
[3:32:47] changed a little bit. I looked over the
[3:32:49] I recomputed it on my computer. I'm
[3:32:51] happy to show you later. Um
[3:32:54] it the trends still hold. Um it's
[3:32:56] lopsided and you know, if a cut is
[3:32:58] needed as others have said, there are
[3:33:00] more balanced places to do it.
[3:33:02] Um but if you go to slide two,
[3:33:04] and I I know I said I want don't want
[3:33:06] this to be school versus school.
[3:33:08] Uh this chart shows what each incoming K
[3:33:12] student experiences.
[3:33:15] So, there's 380 bars there. Each bar is
[3:33:18] one student coming in and the height of
[3:33:20] that bar
[3:33:21] is the size of that class that student
[3:33:24] experiences.
[3:33:26] So, as you can see, cutting an FRR
[3:33:27] section creates a wide range of class
[3:33:30] sizes across
[3:33:31] the district.
[3:33:33] And you can see it also affects an
[3:33:34] outsized number of students. You can see
[3:33:36] that bar at the very end representing
[3:33:38] FRR is very wide.
[3:33:41] Um that's because FRR has the largest
[3:33:44] set of K classes of any school.
[3:33:47] So, you'd also expect the average class
[3:33:49] size and the average size experienced by
[3:33:52] students to match.
[3:33:54] That's those two different lines you see
[3:33:55] there.
[3:33:56] But you'll notice those lines are
[3:33:57] actually
[3:33:58] there is a gap.
[3:34:00] And that gap is because there's so many
[3:34:03] FRR students that will experience a
[3:34:04] larger class
[3:34:06] than the other students in the district.
[3:34:10] So, closing that gap, I think would make
[3:34:12] the experience across the district far
[3:34:15] more even, fair, and equitable
[3:34:17] regardless of what school
[3:34:20] each child attends.
[3:34:22] Um but given the questions about late
[3:34:24] arrivals,
[3:34:25] I I also modeled two scenarios.
[3:34:28] Uh flat attendance and if the past 3
[3:34:31] years trends continue.
[3:34:32] Uh so, if you look at slide eight,
[3:34:34] uh with flat attendance,
[3:34:36] which may or may not happen,
[3:34:39] um
[3:34:40] the year's actual numbers are pretty
[3:34:41] even.
[3:34:43] This year's numbers, but cutting one
[3:34:45] section creates a bigger gap than
[3:34:46] before.
[3:34:47] So, FRR students become big outliers and
[3:34:50] above the 22 student per class guidance.
[3:34:54] If you look at slide 11,
[3:34:57] instead of saying flat attendance, it
[3:34:59] says what if we follow the trends that
[3:35:00] have happened over the past few years.
[3:35:02] You'll notice FRR attendance grows
[3:35:04] slightly and climbs to 23.5 students per
[3:35:07] class,
[3:35:08] but
[3:35:10] no matter how you slice it, if you cut
[3:35:12] any schools one section at any school,
[3:35:16] you cannot get it under 22.
[3:35:19] So, my point here is not we should cut
[3:35:22] this school or this school. My point
[3:35:23] here is that without the data that says
[3:35:26] how the registrations
[3:35:30] lead to what who actually attends,
[3:35:33] it's very very difficult, if not
[3:35:35] impossible, to accurately predict who
[3:35:37] will be here in September.
[3:35:39] And so, kind of my second point is that
[3:35:41] publishing that data, which
[3:35:44] I believe the district already has
[3:35:46] and hopefully is factoring in, I think
[3:35:48] would help everybody not just know when
[3:35:50] to push back,
[3:35:51] but when not to push back.
[3:35:54] So, to close, I hope we can consider
[3:35:56] that student level impact
[3:35:58] and two that we can publish the
[3:36:00] registration data in addition to the
[3:36:02] attendance data going forward. Thanks.
[3:36:04] Thank you, Mike.
[3:36:10] [applause]
[3:36:12] Next up is Irit.
[3:36:16] She's on Zoom. Irit Moore.
[3:36:22] Yes, can you hear me?
[3:36:25] Yes, we can.
[3:36:26] Okay, perfect.
[3:36:28] Great. So, good evening, everyone. My
[3:36:31] name is Irit Moore.
[3:36:33] I'm an FRR parent. My oldest daughter is
[3:36:37] currently at FRR and my youngest son is
[3:36:39] entering kindergarten next year.
[3:36:42] Um I know it's been a long meeting. Um I
[3:36:44] also know that our wonderful community
[3:36:47] has already sent many emails with
[3:36:49] questions and concerns about the planned
[3:36:52] reduction
[3:36:53] um of one kindergarten section.
[3:36:55] Um earlier tonight you heard the numbers
[3:36:58] even out.
[3:36:59] Um you heard from Jordana about what
[3:37:01] this looks like on the ground.
[3:37:03] Um who the children are, what happens
[3:37:05] over the summer, and what it means to
[3:37:07] make this cut now, and then potentially
[3:37:10] need to rebuild capacity later.
[3:37:13] I don't want to repeat all of that.
[3:37:15] Instead, I want to add the perspective
[3:37:17] of a parent.
[3:37:19] Three years ago, my older daughter
[3:37:21] entered kindergarten at FRR shortly
[3:37:24] after we moved here from Israel.
[3:37:26] She arrived with literally no English.
[3:37:29] Um for some children, the transition to
[3:37:32] kindergarten is smooth. For others, it's
[3:37:34] much harder.
[3:37:36] For children who are new to the
[3:37:37] language, new to the country, or simply
[3:37:40] quiet and unsure, it can be a very very
[3:37:44] big transition.
[3:37:46] I saw firsthand how important it is for
[3:37:48] a child to be seen,
[3:37:50] not just taught, seen.
[3:37:53] I saw how much it matters when a teacher
[3:37:55] has the time and space to notice the
[3:37:58] child who is quiet,
[3:38:00] to understand who needs help,
[3:38:02] to build trust, to create a classroom
[3:38:05] where children feel safe enough to try,
[3:38:08] to speak, to make mistakes, and to grow.
[3:38:12] That does that that does not happen by
[3:38:14] accident. It happens because we have
[3:38:16] excellent teachers and administrators.
[3:38:19] But even excellent teachers need the
[3:38:21] right conditions to do their work well.
[3:38:24] Smaller and balanced classrooms,
[3:38:27] real support, and enough capacity to
[3:38:29] meet the children where they where they
[3:38:31] are.
[3:38:33] And now, 3 years later,
[3:38:34] I'm preparing to send my younger kid
[3:38:36] into kindergarten.
[3:38:38] Last week, we had the peek and practice
[3:38:40] where incoming kindergartens came to
[3:38:42] visit school.
[3:38:44] For some of them, it was their first
[3:38:45] experience and first time walking into
[3:38:47] this building.
[3:38:49] I took a moment to look at the children.
[3:38:52] Some were excited,
[3:38:54] some and some were really ready for the
[3:38:56] next step,
[3:38:57] but some were nervous. Some looked
[3:38:59] terrified.
[3:39:01] And honestly, it makes sense. FRR is a
[3:39:03] very, very big uh school, big building,
[3:39:06] especially compared to the small
[3:39:07] preschool experience and environment
[3:39:10] uh many of them are coming from.
[3:39:13] You know, at the end of the day,
[3:39:15] these are tiny 5-year-old kids.
[3:39:18] It's our responsibility to make sure
[3:39:20] their first experience entering public
[3:39:23] school system is a strong, supported
[3:39:26] supportive, and positive as it can be.
[3:39:29] I understand that the district has
[3:39:31] difficult choices to make,
[3:39:33] but I trust the creativity and the
[3:39:35] leadership of the administration to find
[3:39:37] other solutions if cuts are needed, not
[3:39:40] by taking capacity away from our
[3:39:42] youngest learners at the very beginning
[3:39:44] of their school experience.
[3:39:47] I want to be able to look at my son the
[3:39:49] night before his first day of
[3:39:50] kindergarten,
[3:39:52] hug him tight, and tell him with full
[3:39:54] confidence that he's going to have a
[3:39:56] wonderful school experience
[3:39:59] because we chose the best place for him.
[3:40:02] And because the adults responsible for
[3:40:04] that place made the right decision for
[3:40:06] him and for his classmates.
[3:40:09] So, I'm asking you, please keep the
[3:40:11] fifth kindergarten section at FRR.
[3:40:13] Thank you.
[3:40:15] Toda, Elit.
[3:40:17] Um
[3:40:21] Chichi Wu.
[3:40:22] Uh she's withdrawn.
[3:40:24] Withdrawn.
[3:40:25] Uh Deborah Brown.
[3:40:29] I did.
[3:40:31] No?
[3:40:33] Uh, Zariana?
[3:40:41] Thanks for hanging in there.
[3:40:43] Um, hi everyone. My name is Zariana
[3:40:45] Katicich and Jones and Malcolm Cawthorne
[3:40:47] asked me to speak here tonight on behalf
[3:40:49] of METCO and in support of METCO.
[3:40:51] Over the past several months I have
[3:40:53] heard a growing conversation about the
[3:40:54] cost of the METCO program here in
[3:40:57] Brookline. While I understand that
[3:40:58] budgets matter, I believe we are asking
[3:41:00] the wrong question. The question should
[3:41:02] not be how much does METCO cost? The
[3:41:04] question should be what is the value of
[3:41:06] the community we are building here
[3:41:07] together.
[3:41:08] As someone who grew up in Brookline, I
[3:41:10] can tell you firsthand that racial
[3:41:11] diversity is not an abstract concept. It
[3:41:14] is not a statistic in a report. It is a
[3:41:16] difference between children growing up
[3:41:17] in isolation and children growing up
[3:41:19] learning from one another.
[3:41:21] It is a difference between a school
[3:41:22] system that simply talks about inclusion
[3:41:24] and one that actively practices it.
[3:41:27] For decades, METCO has brought students
[3:41:29] and families into Brookline who have
[3:41:31] enriched our schools, challenged us to
[3:41:32] think more broadly, and helped create
[3:41:34] the diverse learning environment that so
[3:41:36] many people in this town claim to value.
[3:41:39] As a Brookline student of color, I know
[3:41:40] how important it was to learn alongside
[3:41:42] students from different backgrounds and
[3:41:44] experiences. METCO did not just benefit
[3:41:47] the students who participated in the
[3:41:48] program. It benefited us all.
[3:41:51] This is why I find some of the recent
[3:41:52] public conversations surrounding METCO
[3:41:54] deeply concerning. At a time when
[3:41:56] diversity, equity, and inclusion
[3:41:58] initiatives are facing attacks across
[3:42:00] the country, including from the Trump
[3:42:01] administration, Brookline continues to
[3:42:03] publicly state that these values matter
[3:42:05] to us. Yet, many of our members of our
[3:42:07] community have watched as
[3:42:08] diversity-focused initiatives have
[3:42:10] increasingly become targets for
[3:42:11] criticism, including the vote to
[3:42:13] eliminate the Office of Educational
[3:42:15] Equity and ongoing conversations
[3:42:16] questioning programs like METCO.
[3:42:18] Whether intentional or not, these
[3:42:20] actions create the perception that
[3:42:21] diversity, equity, and inclusion efforts
[3:42:23] are being treated as optional rather
[3:42:25] than essential. For many black and brown
[3:42:27] families, that perception matters.
[3:42:29] Before I close, I also want to briefly
[3:42:31] acknowledge an email that I and several
[3:42:33] others received from Sarah. She shared
[3:42:35] that tonight's presentation is intended
[3:42:37] to celebrate METCO, not to debate its
[3:42:39] budget. I agree wholeheartedly that
[3:42:41] Malcolm Cawthorn, the students,
[3:42:43] families, and staff who make this
[3:42:45] program possible deserve to have their
[3:42:46] accomplishments recognized and
[3:42:48] celebrated. At the same time, I think it
[3:42:50] would be disingenuous to ignore why so
[3:42:51] many people have felt compelled to speak
[3:42:53] up recently. Celebrating METCO and
[3:42:55] protecting its future are not
[3:42:56] contradictory goals. In fact, they go
[3:42:58] hand in hand. It is important that our
[3:43:00] community understands that programs like
[3:43:02] METCO should not become convenient
[3:43:03] targets whenever difficult financial
[3:43:05] conversations arise. If we truly value
[3:43:07] METCO what METCO students contribute to
[3:43:09] Brookline, then we must be willing to
[3:43:10] support it not only during celebrations,
[3:43:13] but also when decisions are made about
[3:43:14] priorities, investments, and resources.
[3:43:16] Because ultimately, METCO is not just a
[3:43:18] line item in a budget. It is a statement
[3:43:20] about who we are as a community. It is a
[3:43:22] commitment to educational opportunity,
[3:43:24] racial understanding, and the belief
[3:43:25] that our children are stronger when they
[3:43:26] learn together. So tonight, I celebrate
[3:43:28] METCO. I celebrate its students, its
[3:43:30] families, its staff, and its impact. And
[3:43:32] I urge this community to continue
[3:43:33] protecting, supporting, and investing in
[3:43:35] the program that has helped make
[3:43:36] Brookline a stronger, more diverse, and
[3:43:38] more compassionate place for
[3:43:40] generations. Also, shameless plug,
[3:43:42] tomorrow's Juneteenth. Please make sure
[3:43:43] you come out. It's going to be at
[3:43:44] Cypress Field at the high school. So,
[3:43:46] thank you very much. Have a great night.
[3:43:48] Thank you, Zarianna.
[3:43:49] [applause]
[3:43:52] Angela Peoples.
[3:44:02] Hello, everyone. My name is Angela
[3:44:04] Peoples.
[3:44:06] I have children attending the Brookline
[3:44:08] schools, and I'm here
[3:44:11] basically because um
[3:44:14] I'm an involved parent for one.
[3:44:17] And I care about all children.
[3:44:20] I think that your school district,
[3:44:21] especially Ms. Bellawan, the
[3:44:24] superintendent, you need to really pay
[3:44:26] attention to what's going on in the
[3:44:28] community as well as your schools. Um
[3:44:31] There are things happening to the
[3:44:33] children.
[3:44:34] And um my children are of color, so I'm
[3:44:36] very concerned.
[3:44:38] My child has been threatened.
[3:44:40] My child has been called the N-word.
[3:44:43] And to no avail.
[3:44:46] Everything went silent.
[3:44:49] No one was talking to me. I couldn't
[3:44:51] even get an incident report.
[3:44:54] Okay?
[3:44:56] I am very I'm I'm beyond aggravated. I'm
[3:44:59] beyond upset at this point.
[3:45:02] And it's too bad I have to come here and
[3:45:05] under these conditions. I'm not here to
[3:45:08] celebrate and be happy about all this
[3:45:10] stuff because my child right now, and
[3:45:13] when my child is affected, I'm affected.
[3:45:15] I cannot sleep.
[3:45:17] Okay? He's not sleeping.
[3:45:20] I'm almost 60 years old and my menstrual
[3:45:22] came back because of the stress.
[3:45:25] And I'm not embarrassed to say it. I was
[3:45:27] enjoying menopause.
[3:45:29] And on that note, I'mma say, you guys
[3:45:31] talk about it's a student code of
[3:45:32] conduct. The child that has harassed my
[3:45:35] child um um
[3:45:37] harassed my child,
[3:45:39] basically calling him the N-word, uh
[3:45:41] letting him know he will bring a gun to
[3:45:43] school, um
[3:45:46] and and
[3:45:47] I couldn't even get an incident report.
[3:45:50] Okay?
[3:45:51] It's so bad that um
[3:45:53] the other student wanted to pay another
[3:45:55] student to do his dirty work, which was
[3:45:57] jump my child, have my child jumped. So,
[3:46:00] um
[3:46:01] while y'all sitting here and you know,
[3:46:03] hate to spoil the celebration, but my
[3:46:06] child education is being affected and so
[3:46:08] is my living here
[3:46:10] at this time and being involved.
[3:46:13] I'm an advocate for parents on many
[3:46:15] levels. I like to help people, but right
[3:46:18] now I need help.
[3:46:20] So, I also want to talk about the fact
[3:46:22] that um
[3:46:25] I am concerned for the other child and
[3:46:27] the other There were several children
[3:46:28] involved.
[3:46:30] Um so,
[3:46:32] the mind of our children is being
[3:46:34] affected and if you think what's
[3:46:36] happening to me is not you you you're
[3:46:38] not bothered, guess what? You are
[3:46:40] bothered by this because at the same
[3:46:42] time when you're home resting, what
[3:46:44] affects someone's social and emotional
[3:46:47] can it it's traveling into the schools.
[3:46:50] And you may not see us on the news like
[3:46:53] things happening in Boston, Brookline,
[3:46:55] and things like that, but you got to
[3:46:57] understand this is where it starts. So,
[3:46:59] something's being given birth to the
[3:47:02] child that has harassed my child to feel
[3:47:04] the way that he's feels. So, I also
[3:47:07] have prayed for that child and his
[3:47:09] family and I feel bad about it.
[3:47:11] And that's why I'm here tonight to tell
[3:47:13] you guys that um that's very important,
[3:47:16] the social and emotional aspect of
[3:47:17] dealing with children.
[3:47:19] And um it cannot be ignored.
[3:47:23] If you don't deal with these things
[3:47:24] today, you will deal with them in the
[3:47:26] future.
[3:47:28] The Bible even says that words are life
[3:47:30] and death. And so, the way that we talk
[3:47:33] to each other is very important. If I
[3:47:36] encourage you today, I'm giving life to
[3:47:38] you. If I insult you, I'm making you
[3:47:40] feel bad, but a lot of people, you know,
[3:47:43] my children can be resilient, but this
[3:47:45] really affected my child and I want to
[3:47:48] say I'm here to stand for my child and
[3:47:51] speak for my child. And that we as a
[3:47:54] community and also a committee and all
[3:47:56] of that, we have to work at what our
[3:47:59] children are saying. Hear your child,
[3:48:01] listen to your child, believe your
[3:48:03] child,
[3:48:04] and take time to
[3:48:07] be with them during the day. And then
[3:48:09] you'll know what's going on. And I want
[3:48:11] to say I'm very upset that I emailed
[3:48:13] you, Superintendent Bellwong, and I got
[3:48:15] no response. So now I see how it goes.
[3:48:18] I wasn't getting a response from the
[3:48:20] school, and I didn't get a response from
[3:48:21] you. Somebody will be speaking to me.
[3:48:24] Thank you.
[3:48:26] Thank you, Angela.
[3:48:30] Germaine.
[3:48:37] Hello, my name is
[3:48:39] Oh. Hello, my name is Germaine
[3:48:42] Hello, my name is Germaine Northcross.
[3:48:44] I'm not as polished as everyone else
[3:48:46] that came in here. Um
[3:48:48] I'm a mom
[3:48:49] of 10 children.
[3:48:52] And what opened me up to come here is
[3:48:55] because my daughter, Ivory White, she
[3:48:57] graduated
[3:48:59] from
[3:48:59] Brookline High.
[3:49:02] So now her two baby brothers go to the
[3:49:05] Brookline High,
[3:49:07] and I still didn't get any of my
[3:49:09] incident reports of my son being
[3:49:12] harassed. Um
[3:49:14] One One guy followed my son in the
[3:49:17] hallway and said, "What are you
[3:49:18] banging?" And he said,
[3:49:20] "Banging?
[3:49:22] You live in Brookline. What do you need
[3:49:24] to bang anything?
[3:49:26] You have a mother, father, a house, and
[3:49:27] a car. And you You live in Brookline,
[3:49:30] and you go to the one of the best
[3:49:31] schools with a swimming pool,
[3:49:33] pottery, jewelry making, wrestling, and
[3:49:36] so on.
[3:49:37] I just want to say united we stand and
[3:49:40] divided we fall.
[3:49:42] What is America made of?
[3:49:45] My daughter is now
[3:49:47] um
[3:49:48] 33 years old. She graduated from Salem
[3:49:50] State. She went to to the program
[3:49:53] Juniper,
[3:49:54] thanks to Medco program,
[3:49:57] thanks to Jean Maguire, who gave her a
[3:49:59] chance.
[3:50:00] Um she's my second child that I
[3:50:03] gave birth to.
[3:50:04] The placenta broke five different
[3:50:06] places. I almost died, but she
[3:50:08] became a journalist. Um, she's a mom.
[3:50:12] My first child, Ashley, she went to
[3:50:14] Stitch it.
[3:50:16] Again,
[3:50:18] Brookline,
[3:50:20] Medco first gave me a chance, gave my
[3:50:22] family a chance to come out here and see
[3:50:24] the diversity. I've never lived next to
[3:50:26] anyone other than
[3:50:29] someone that look my like me. I mean, I
[3:50:31] I now I I love diversity. I said, "Yeah,
[3:50:35] this is why I named all my kids colors."
[3:50:37] Um,
[3:50:38] um, I just
[3:50:40] enough of this. Enough of this racism,
[3:50:44] sexism, or whatever isms. I just want to
[3:50:47] be able to move on.
[3:50:48] Um, work together as a community, work
[3:50:51] together as
[3:50:52] human beings. I don't I haven't taught
[3:50:55] my kids racism. Not they haven't learned
[3:50:58] that in the house, but they learned that
[3:50:59] in the schools. They learned that
[3:51:01] outside in the streets. Matter of fact,
[3:51:03] all my kids go with someone who's of all
[3:51:07] nationalities around the world, and I
[3:51:08] don't have a problem with that. Just
[3:51:10] what is the color of love?
[3:51:12] You know? Like I said, united we stand,
[3:51:15] divided we fall. What are we standing
[3:51:17] for?
[3:51:19] What are we standing for?
[3:51:21] Thank you.
[3:51:22] Thank you for your time.
[3:51:23] Thank you, Jermaine.
[3:51:27] So, that concludes public comment.
[3:51:30] We're moving on
[3:51:32] to the next topic, which is
[3:51:34] superintendent evaluation 26-27.
[3:51:37] And Donna's going to introduce this one.
[3:51:40] What's my name?
[3:51:42] Oh, gosh.
[3:51:47] Thanks. So, I thought it would be
[3:51:49] helpful just before we get
[3:51:51] before we jump in and get started, give
[3:51:54] an overview, um,
[3:51:56] of where we are
[3:51:58] um in the superintendent evaluation
[3:52:00] process. Tonight's discussion will
[3:52:02] represent step two
[3:52:04] in a five-step um process.
[3:52:08] Um the discussion is intended to review
[3:52:11] the superintendent's proposed goals for
[3:52:13] the 2026-2027 evaluation cycle.
[3:52:17] Um we did not do an evaluation with
[3:52:19] Superintendent Wong last year because
[3:52:21] she was an interim.
[3:52:23] Um the goal is for us to provide
[3:52:25] feedback and determine whether the
[3:52:27] proposed goals
[3:52:29] appropriately reflect the committee's
[3:52:30] priorities, the district's needs, our
[3:52:32] strategic objective objectives, and
[3:52:35] expectations
[3:52:37] for the coming year.
[3:52:39] Um
[3:52:42] When I looked at I don't I don't know
[3:52:43] how many of you had a chance to look at
[3:52:45] the materials
[3:52:46] around [clears throat] the
[3:52:47] superintendent evaluation, but um as I
[3:52:49] looked at it, I
[3:52:51] um thought of a few guiding principles
[3:52:53] that were helpful for me, and I would
[3:52:55] ask that maybe you consider them as
[3:52:56] well.
[3:52:57] Um
[3:52:59] focusing on outcomes rather than the
[3:53:02] details of implementation, um asking
[3:53:04] clarifying questions before proposing
[3:53:07] revisions,
[3:53:09] um avoiding focus on um
[3:53:12] like I said, implementation,
[3:53:14] focusing on um a limited number of
[3:53:17] priorities that will have the greatest
[3:53:19] impact, and of course, we want to
[3:53:22] respect differing perspectives. Um I
[3:53:25] think
[3:53:26] as we
[3:53:28] embark on the process,
[3:53:30] um
[3:53:36] Sorry. I just got I'm so tired, so I
[3:53:38] just got lost. I think as we as we as we
[3:53:41] get started, um Bella will share her
[3:53:43] proposed goals, and then um we'll have a
[3:53:45] chance um to discuss them, ask
[3:53:48] clarifying questions, and then um
[3:53:53] I will I don't know where our chair just
[3:53:54] went, but he will, um, summarize areas
[3:53:57] of consensus and modifications, and then
[3:53:59] we can, um, discuss next steps and
[3:54:02] possibly vote.
[3:54:05] Great. So, um, I think the
[3:54:09] Valerie, when she was chair, sent a
[3:54:11] memorandum to the school committee
[3:54:13] outlining the process that, um,
[3:54:17] can be used through DESE.
[3:54:19] Um, I've actually never used this
[3:54:20] format, but I'm game to try.
[3:54:23] Um, so, the DESE format starts with a
[3:54:27] self-assessment.
[3:54:29] And, um, so I created a document. I'm
[3:54:31] not going to review that document at
[3:54:33] this meeting, but it just, um, a
[3:54:35] reflection of the end-of-year report,
[3:54:37] but it also where we are against the
[3:54:40] strategic plan that's in place, the
[3:54:42] 2024-2027
[3:54:44] strategic plan.
[3:54:46] And just, um, areas that might need
[3:54:49] support. One thing, um, to note when you
[3:54:53] look at the goals proposed, that, um,
[3:54:57] whereas coming into this year, our large
[3:54:59] focus was looking at our financial
[3:55:01] systems, you'll see that I have shifted
[3:55:03] to other goals.
[3:55:05] Um, the DESE model says
[3:55:08] that there must be one student learning
[3:55:10] goal,
[3:55:11] one professional practice goal, and two
[3:55:14] to four district improvement goals, and
[3:55:17] I've chosen four.
[3:55:19] All right. And then, when Pardon?
[3:55:23] I don't know.
[3:55:24] Just
[3:55:25] So, um,
[3:55:27] and then for each goal selected,
[3:55:30] um, just to indicate where the focus
[3:55:32] indicators are.
[3:55:34] What, um,
[3:55:36] Valerie shared with you was a document
[3:55:38] with all the indicators, and so they're
[3:55:41] just noted by
[3:55:43] Roman numeral and section here, so you
[3:55:45] can refer back to them.
[3:55:47] Um so, for I'm proposing for the student
[3:55:51] learning goal, and again, you're
[3:55:53] supposed to pick things that are smart
[3:55:55] goals, so sort of a distinct product or
[3:55:59] outcome. So, the student learning goal
[3:56:02] is to to decrease disproportionately for
[3:56:05] PSB students so as to no longer be
[3:56:07] identified by DESI.
[3:56:09] District has been identified twice in
[3:56:11] the last 3 years for disproportionality,
[3:56:14] so that would be the student learning
[3:56:16] goal.
[3:56:17] The professional practice goal is to
[3:56:20] achieve 100% evaluation of all unit A
[3:56:24] and unit B and unaligned administrators
[3:56:27] to sustain high-quality instruction. The
[3:56:30] other part is to implement an evaluation
[3:56:33] system for paraprofessionals.
[3:56:35] So, at this time, there is no evaluation
[3:56:38] document for paraprofessionals. So, the
[3:56:40] goal would be to do that, and that has
[3:56:42] actually been a subject of negotiations
[3:56:45] at this time.
[3:56:47] Um the strategic plan that was in play
[3:56:51] or is in place 24 to 27 notes targets of
[3:56:55] getting
[3:56:56] um
[3:56:57] 75% evaluation, 90%, and 100%. I'm just
[3:57:00] going to name the 100% as the target.
[3:57:03] All right, so this is for unit A, unit
[3:57:06] B, and unaligned administrators.
[3:57:10] The district improvement goals
[3:57:13] Some of this reflects the work that we
[3:57:16] have committed to do as part of our
[3:57:18] MOUs,
[3:57:19] um but also makes sense for us to do as
[3:57:22] a district. So, the first one you may
[3:57:25] recognize, evaluate the grade
[3:57:27] configurations to improve scheduling and
[3:57:29] staff equity across the K-8 schools. All
[3:57:33] right, so that would be one.
[3:57:35] Um the second one is to establish an
[3:57:39] equity leadership team and develop a
[3:57:41] strategic equity plan as required by the
[3:57:43] state. So, when we get to the
[3:57:45] superintendent um report update, I will
[3:57:49] also share the updated um expectations
[3:57:53] that were communicated by the
[3:57:54] Commissioner of Education last week, and
[3:57:57] this is one of the priorities they
[3:57:59] identified. We don't have
[3:58:03] an equity leadership team, and we don't
[3:58:05] have an equity plan. So, that would be
[3:58:07] the specific outcome of that goal.
[3:58:11] Um you'll note for district improvement
[3:58:13] goal three, I've listed it as a TBD. We
[3:58:16] just underwent a district curriculum
[3:58:18] assessment by DESE, but we don't have
[3:58:21] the report yet. We're supposed to get
[3:58:23] the report, I think, at the end of this
[3:58:26] month, and so I just put it as a
[3:58:28] placeholder,
[3:58:29] so that it will have a place in the in
[3:58:31] the goals
[3:58:33] um for for us to focus on in the coming
[3:58:36] year. So, again, this report hasn't come
[3:58:38] yet. It's supposed to come It was
[3:58:41] supposed to come this month.
[3:58:44] And so, this is a TBD, and I hope you'll
[3:58:46] um
[3:58:47] allow that flexibility that it's not
[3:58:49] identified in this moment, but that we
[3:58:52] can look and see what the report is, and
[3:58:53] then we can agree on what that priority
[3:58:55] would be.
[3:58:57] The fourth district improvement goal,
[3:58:59] and again, we've um done a lot with our
[3:59:02] financial systems.
[3:59:04] Um
[3:59:05] a lot has been done on student services.
[3:59:08] And I know Robin will have goals around
[3:59:11] OTL. I know that OAF will have goals
[3:59:14] around HR. These other areas um are
[3:59:18] areas noted in
[3:59:21] potential weaknesses when I look at the
[3:59:23] strategic plan and what we've done so
[3:59:25] far. So, it's actually a a very
[3:59:28] comprehensive one with a lot of parts,
[3:59:30] but it would be to complete evaluation
[3:59:34] for procedures related to use of
[3:59:35] facilities. So, one of the things in
[3:59:37] that MOU is to look at use of
[3:59:39] facilities,
[3:59:41] maintenance and repairs. It's been very
[3:59:44] clear to me, and Jesse's not in the
[3:59:45] room, but um in our meetings with
[3:59:48] capital advisory, this has been
[3:59:50] something that they have raised. So, I'm
[3:59:52] identifying it as as something for this
[3:59:55] category.
[3:59:56] Work order systems were initiated this
[3:59:59] year, but they still need follow through
[4:00:01] to make sure that they're well
[4:00:02] established.
[4:00:04] Um we have started work. Thank you to
[4:00:07] Joe Albuquerque on our emergency
[4:00:09] response systems, but I they still also
[4:00:13] need work. They've been initiated, but
[4:00:16] they need a lot of support. I would like
[4:00:18] to focus on security and safety
[4:00:21] um for for our schools. And it's more of
[4:00:24] focus on physical safety. We've done a
[4:00:26] lot of work on mental, social, emotional
[4:00:29] safety. So, this would be um to to to
[4:00:32] distinguish from that, physical physical
[4:00:35] security and safety.
[4:00:37] And we've done a lot of work on
[4:00:39] transportation practices, but I just
[4:00:41] took this entire um
[4:00:44] I just took the entire rubric from
[4:00:45] DESCI. So, this is actually a DESCI
[4:00:48] rubric, and I just took it in in its
[4:00:50] entirety.
[4:00:51] So, again, one student learning goal,
[4:00:54] one professional practice goal,
[4:00:57] two to four district improvement goals,
[4:00:59] and I've picked four with one including
[4:01:01] one that is CPD.
[4:01:06] Comments.
[4:01:09] Donna.
[4:01:10] Can I start with a clarifying question?
[4:01:12] Um professional practice goal,
[4:01:16] um the evaluation system for
[4:01:18] paraprofessionals,
[4:01:20] is that
[4:01:22] Can we lean on that goal if it's it's an
[4:01:25] aspect of negotiations, isn't it?
[4:01:29] Or no?
[4:01:33] So, in other words
[4:01:34] I I actually think we we can um
[4:01:38] we can have one. It's just agreeing on
[4:01:40] the document.
[4:01:41] Oh, okay.
[4:01:42] And I would say at this stage both um
[4:01:48] both B U and and district administration
[4:01:52] school community support
[4:01:55] that there be a an evaluation document.
[4:01:58] And so we're just negotiating um
[4:02:01] what that document will look like.
[4:02:03] So in other words, there will be a
[4:02:05] document for the
[4:02:06] for the next school year
[4:02:08] regardless of the outcome of
[4:02:10] negotiations.
[4:02:11] I don't know because we would have to
[4:02:12] agree. So this would be the goal and if
[4:02:15] we're not able to implement, then we're
[4:02:16] not able to implement. But I um
[4:02:20] it just seemed because I want to focus
[4:02:22] on the evaluation of AB and the
[4:02:24] unaligned administrators,
[4:02:26] I wanted to include that as
[4:02:29] part of that.
[4:02:31] Carolyn?
[4:02:35] Thanks. Um
[4:02:38] This is great, Bella. Thanks. I have a
[4:02:40] question on
[4:02:42] I I really like the student learning
[4:02:43] goal. I'm very interested um in our
[4:02:47] disproportionality
[4:02:49] citation
[4:02:50] um and
[4:02:52] how that's going to be addressed and and
[4:02:54] I look forward to hearing more
[4:02:56] about that.
[4:02:58] I guess
[4:03:00] obviously, you know what you're doing
[4:03:01] with these.
[4:03:07] Do Is your Is your hope to be no longer
[4:03:11] in the identification
[4:03:13] um realm and I don't remember what the
[4:03:16] metric was or where we were what the
[4:03:18] number was
[4:03:20] in next school year? Like given that
[4:03:23] IEPs
[4:03:25] go with students, I would think that
[4:03:28] that's something that like how long will
[4:03:31] like we can't just remove IEPs from
[4:03:33] students, right? So,
[4:03:35] um
[4:03:36] I mean, I'm super interested and
[4:03:38] supportive of work being done here.
[4:03:42] But, I'm just curious like
[4:03:44] how how much can we Is it really
[4:03:48] realistic for us to no longer be in the
[4:03:51] identification
[4:03:53] um
[4:03:56] I don't know what
[4:03:57] It may mean um
[4:04:00] Honestly, I I have picked goals that may
[4:04:02] not be achievable in the end of the
[4:04:04] year.
[4:04:04] Okay. I'm just going to have to say I
[4:04:06] didn't meet the goal. Okay.
[4:04:08] But, I um but I'm saying
[4:04:10] But, that you're working
[4:04:11] naming it
[4:04:12] Okay, awesome.
[4:04:14] Okay.
[4:04:14] I
[4:04:15] That's great.
[4:04:15] I um
[4:04:17] I didn't name goals that I knew were
[4:04:19] going to be slam dunks.
[4:04:20] Okay, fantastic. That really answers my
[4:04:23] question. Thank you. That's great.
[4:04:25] Sarah.
[4:04:27] Bella, I wonder if in
[4:04:29] um the third goal
[4:04:31] for district improvement you might want
[4:04:34] to be careful not to sign yourself up
[4:04:38] for something that you're not sure how
[4:04:40] it's going to turn out. I wonder if you
[4:04:43] already know in terms of curriculum
[4:04:46] what you would like to
[4:04:49] see us address.
[4:04:50] And should that report not come be
[4:04:54] aligned with what you're interested in
[4:04:56] do you want to leave yourself a little
[4:04:58] bit more room
[4:05:00] there? Because you could rewrite it to
[4:05:02] be
[4:05:03] um to improve
[4:05:05] you know
[4:05:08] district curriculum
[4:05:11] without having it be um
[4:05:13] tied to the report.
[4:05:16] Or do you have a lot of confidence that
[4:05:17] the report's going to show
[4:05:20] what you believe to be true by the
[4:05:21] system.
[4:05:23] I I
[4:05:26] I have no idea what that report because
[4:05:30] DESE is starting up these curriculum
[4:05:32] reviews and that it's fairly they did
[4:05:34] them before. This is sort of a new
[4:05:37] round. So, I don't know what that report
[4:05:41] will look like. I'm just open to what
[4:05:43] they might say, but I can't imagine
[4:05:45] there isn't something that will come out
[4:05:47] of the report that will make sense for
[4:05:50] us.
[4:05:51] I feel that way, too. I feel that there
[4:05:52] definitely is work to do on curriculum
[4:05:54] in the community.
[4:05:56] Um, I just didn't know if you wanted to
[4:05:58] name it yourself and be a little bit
[4:06:00] more proactive than to just wait for
[4:06:02] that to come in.
[4:06:03] So, it could be
[4:06:04] um
[4:06:06] So, the DESE model suggests two to four
[4:06:09] district improvement goals. It could be
[4:06:11] already picked one that will be
[4:06:13] identified. So, even though it says
[4:06:15] curriculum, that that assessment was
[4:06:18] more comprehensive of that just
[4:06:21] curriculum. I would not be surprised
[4:06:24] if they don't
[4:06:26] highlight the percent evaluations that
[4:06:29] are being done.
[4:06:30] Okay.
[4:06:32] Vicer.
[4:06:32] Yes, thank you. Actually, I was also I
[4:06:36] also had the similar question. I feel
[4:06:40] that leaving it open-ended
[4:06:43] may may leave
[4:06:46] you open to like you are I mean
[4:06:51] basically
[4:06:52] if they come up with seven
[4:06:54] concerns
[4:06:56] which
[4:06:57] Oh, okay. So, I don't I'm not committing
[4:06:59] to addressing everything.
[4:07:00] Okay. So
[4:07:01] Yeah. So,
[4:07:03] um
[4:07:04] Do you want to quantify that? Two
[4:07:05] concerns, one concern?
[4:07:07] No, because I don't um
[4:07:10] Some of the concerns
[4:07:13] because other than that I may read it as
[4:07:16] some address all concerns. You know,
[4:07:18] someone can read it as that.
[4:07:20] So, I just can I I don't know. Do you
[4:07:41] Yeah.
[4:07:43] So, it's the other thing about creating
[4:07:45] goals is um if I anticipate it's work
[4:07:48] that has to be done anyway,
[4:07:50] then I think it might as well be
[4:07:51] identified as a goal.
[4:07:53] So, my my understanding is that there'll
[4:07:56] be a report and it's going to highlight
[4:07:59] areas that we need to work on.
[4:08:01] Yeah. So, it will it will highlight
[4:08:03] areas that were strong areas of strength
[4:08:06] for us um relative to those um standards
[4:08:09] and it will highlight areas of growth
[4:08:11] for us as a district for us to think
[4:08:13] about and it really will be up to us how
[4:08:15] we
[4:08:16] prioritize and address those areas of
[4:08:19] growth and
[4:08:21] as Superintendent Wong stated, I think
[4:08:23] some of the things that we already know
[4:08:24] there are places that we know we already
[4:08:26] need to do some work, right? Like that
[4:08:28] we've identified in our strategic plan
[4:08:30] and in the things that we've discussed
[4:08:32] as a leadership team. So,
[4:08:34] um but we don't have the report yet.
[4:08:36] Right. So, I mean I could say address
[4:08:38] concerns that may be identified by the
[4:08:40] district curriculum assessment report.
[4:08:42] Does that sound
[4:08:44] Yeah, or maybe
[4:08:45] I am open to recommendations on how to
[4:08:48] word that.
[4:08:49] I I am also thinking I was wondering if
[4:08:51] um as uh
[4:08:53] Robin mentioned, uh
[4:08:55] you know, some priority concerns or
[4:08:58] something of that sort that clarifies
[4:09:01] which concerns um you'll that may say
[4:09:05] you know, you are prioritizing them and
[4:09:07] then
[4:09:09] you are you'll be addressing those. Just
[4:09:12] a suggestion.
[4:09:14] Okay.
[4:09:15] What about address prioritized
[4:09:19] areas of concern?
[4:09:22] As determined by whom? By DES? By us?
[4:09:26] By you.
[4:09:27] Yeah, okay.
[4:09:30] So, address concerns identified by the
[4:09:33] district curriculum assessment report as
[4:09:35] prioritized by
[4:09:38] It could be prioritized by the senior
[4:09:39] leadership team or by the
[4:09:41] superintendent. Yeah.
[4:09:42] okay with that.
[4:09:45] I think Donna should prioritize.
[4:09:47] [laughter]
[4:09:51] So, I wrote Betsy as prioritized by the
[4:09:54] SLT.
[4:09:56] Okay.
[4:09:59] Susan.
[4:10:00] Yeah, so um I'm really excited that now
[4:10:02] that we've gotten some of the finances
[4:10:05] [laughter]
[4:10:06] figured out a little better, that many
[4:10:08] of your focus indicators are in
[4:10:10] instructional leadership. So, I think
[4:10:11] that's going to be very exciting for
[4:10:13] you, I hope. And I I think it's a it's a
[4:10:17] good place to um put a lot of your
[4:10:19] energy. So, I'm excited about that. Uh
[4:10:22] under professional practice,
[4:10:24] uh you aren't actually doing 100% of the
[4:10:27] evaluations, you're having that happen.
[4:10:29] So, just
[4:10:31] just kind of think about that a little
[4:10:33] bit. Um
[4:10:35] because if it's if it's not 100% that's
[4:10:39] done, it's not because you didn't do it,
[4:10:41] it's because the people who are supposed
[4:10:43] to be doing it didn't do it.
[4:10:45] So, I'm just trying to protect you a
[4:10:47] little bit from that.
[4:10:48] Um I don't know if you want to say that
[4:10:51] something about
[4:10:53] providing
[4:10:55] the evaluators with the tools they or in
[4:10:57] the develop professional development
[4:10:59] they need or they will check in with you
[4:11:02] or I don't know. Or you can just leave
[4:11:03] it the way it is, but it's just
[4:11:04] something to think about.
[4:11:08] I would be surprised if we ever actually
[4:11:10] met that target, but I also feel we'll
[4:11:12] make more
[4:11:14] grounds on getting there if I name it.
[4:11:17] Um
[4:11:18] and so we should we should be there.
[4:11:21] Um
[4:11:22] also the thing about the indicators
[4:11:25] I have to choose one from one, two,
[4:11:28] three, and four.
[4:11:29] Right.
[4:11:29] All right, so so I had to make sure that
[4:11:32] I did that.
[4:11:34] And then
[4:11:35] uh
[4:11:37] So four is
[4:11:38] Yeah.
[4:11:38] is basically cultural proficiency.
[4:11:40] Right.
[4:11:41] All right, yeah.
[4:11:42] Yeah. Yeah.
[4:11:44] Faisal.
[4:11:45] And the the the other thing uh but it
[4:11:47] may be under um
[4:11:49] OTL is uh taking a look
[4:11:52] at the new require the new DESE
[4:11:55] suggested requirements for high school
[4:11:58] graduation.
[4:11:59] Um
[4:12:01] that might be Robin's res- duty. I mean
[4:12:04] that it is we have to start taking a
[4:12:06] look this coming year.
[4:12:08] Uh not because it because it's the
[4:12:10] following year it's going to start to be
[4:12:11] implemented, I believe.
[4:12:13] So I was going to talk about that in my
[4:12:15] report.
[4:12:16] Okay, great.
[4:12:17] Great.
[4:12:18] Thank you.
[4:12:18] Faisal.
[4:12:19] Yes.
[4:12:20] Um in
[4:12:22] um
[4:12:25] Um in professional practice school, um
[4:12:29] it says and unaligned administrators to
[4:12:33] sustain high quality instruction.
[4:12:36] How is high quality instruction defined?
[4:12:39] It's defined by It's in the rubrics.
[4:12:42] Okay.
[4:12:43] Yeah.
[4:12:43] Okay. So maybe
[4:12:46] maybe
[4:12:46] why their indicators are listed.
[4:12:49] Yeah. Yes.
[4:12:50] Okay.
[4:12:51] Yeah, I mean just as far as it's defined
[4:12:53] somewhere because folks may find
[4:12:56] different ways of defining high quality
[4:12:58] instruction if it's not there. so thank
[4:13:01] you.
[4:13:05] I think we can
[4:13:06] I mean we're getting [clears throat]
[4:13:07] close I think, but we can also amend
[4:13:09] this in the fall if we want to make some
[4:13:10] changes in it, can't we? We can vote yes
[4:13:12] and then
[4:13:13] No, you can't cuz we're going to start
[4:13:15] we would start using it as um
[4:13:18] a plan for the summer. I mean, you can,
[4:13:20] but it that would
[4:13:21] Okay.
[4:13:22] We're but that would
[4:13:23] not be so helpful.
[4:13:25] Okay.
[4:13:26] Okay. Anything else?
[4:13:28] Oh.
[4:13:30] Sarah.
[4:13:31] Just one more um
[4:13:33] sort of nudge and I I can I can accept
[4:13:36] that you uh are willing to write um
[4:13:38] goals that might not be achievable
[4:13:40] within a year, but just one more nudge
[4:13:42] for the second one for professional goal
[4:13:45] practice goal.
[4:13:46] Is there any chance that you want to say
[4:13:48] work towards 100%
[4:13:51] instead of saying achieve?
[4:13:53] Okay.
[4:13:54] Work toward?
[4:13:57] I
[4:13:58] I think that um the definition of smart
[4:14:00] goal is that it needs to be
[4:14:03] um something that
[4:14:06] can be measured and is possible.
[4:14:12] Sorry.
[4:14:13] I'm sorry. Carry on.
[4:14:15] But sorry, are
[4:14:15] I'm sorry.
[4:14:16] Okay.
[4:14:18] [clears throat]
[4:14:18] Um sorry, I had a question on your
[4:14:20] microphone.
[4:14:21] Oh,
[4:14:22] thank you.
[4:14:23] District improvement goal two, establish
[4:14:26] an equity leadership team
[4:14:29] and develop a strategic equity plan as
[4:14:31] required by the state. So,
[4:14:33] I think I have two questions there.
[4:14:35] Um
[4:14:37] is this meant
[4:14:38] educational equity?
[4:14:41] And then you mentioned
[4:14:43] there are new expectations
[4:14:47] from the state.
[4:14:50] So, this actually
[4:14:51] And and I'm curious what those are.
[4:14:53] a new expectation.
[4:14:56] Oh, okay.
[4:14:56] It's not a new expectation. The district
[4:14:59] has been out of compliance with the
[4:15:00] elimination of the OEE.
[4:15:03] Because there's not like a team.
[4:15:05] Right. And or an equity officer.
[4:15:07] And
[4:15:09] due to fiscal restraints, we didn't
[4:15:11] create the position. So, it will have to
[4:15:13] be assumed by the current leadership
[4:15:15] team.
[4:15:15] Mhm.
[4:15:16] Also, as I noted, you have to pick
[4:15:18] something from 1 2 3 and 4.
[4:15:21] Yep.
[4:15:21] So, 4 is cultural
[4:15:23] Yep.
[4:15:23] efficiencies. So, this fits. So, this
[4:15:25] fits.
[4:15:27] And um
[4:15:28] well, it's not a new requirement the
[4:15:30] commissioner highlighted it as a
[4:15:32] priority for the coming year.
[4:15:33] Okay. So, I guess my the first part of
[4:15:36] that remains.
[4:15:38] Is this meant to say educational equity?
[4:15:40] And sort of what are we
[4:15:44] What's What's in there?
[4:15:47] What's within this notion of an
[4:15:49] educational or you have equity
[4:15:52] leadership team, but do we mean
[4:15:53] educational equity?
[4:15:55] Using the language from the um
[4:15:59] the thing that that's law. And um it is
[4:16:02] educational equity.
[4:16:05] And what's
[4:16:06] As opposed It's not social equity. It's
[4:16:09] educational I don't know how else to It
[4:16:13] It is educational equity.
[4:16:15] And what are the sort of expectations of
[4:16:19] an equity leadership team?
[4:16:23] Can you say more about
[4:16:24] So, the equity leadership team has to
[4:16:26] lead to to develop the strategic equity
[4:16:29] plan and to have a
[4:16:31] how um
[4:16:33] it's going to be implemented.
[4:16:37] Either a equity officer was going to do
[4:16:39] that or it could be a leadership team,
[4:16:42] they said.
[4:16:42] Okay.
[4:16:43] I think what Carolyn is Excuse me, but I
[4:16:45] think what Carolyn is saying is that
[4:16:47] if we're using terms, we have to be more
[4:16:49] clear on what those terms actually mean.
[4:16:52] So, what is
[4:16:53] What do we [clears throat] mean by an
[4:16:54] equity goal? What do we mean by an
[4:16:56] equity team? I think that's unclear.
[4:16:58] It's actually So, as defined by the
[4:17:00] state
[4:17:01] As defined by the state?
[4:17:02] Mhm. Yeah, that's understood
[4:17:04] terminology.
[4:17:05] It is It is their requirement.
[4:17:08] [snorts]
[4:17:13] Do we have a a equity plan from previous
[4:17:15] prior years?
[4:17:17] We do not.
[4:17:18] We do not. Okay, thank
[4:17:20] We did not leave one. Okay.
[4:17:23] Had they developed one?
[4:17:27] No.
[4:17:27] Not that I could find.
[4:17:28] Okay, thanks.
[4:17:29] Okay, so this is in process.
[4:17:36] As the clock
[4:17:38] reaches 10:10,
[4:17:40] can we get some conclusion on the goals
[4:17:43] and vote on them? What do you think?
[4:17:46] Yes, is there a motion?
[4:17:48] I would make a motion to move the goals.
[4:17:52] Is there a second?
[4:17:52] two
[4:17:53] um
[4:17:54] wording change I think there were two
[4:17:55] wording changes.
[4:17:57] Right?
[4:18:08] Yeah.
[4:18:10] Okay, so is there a second to that
[4:18:11] motion, Donna?
[4:18:12] I'll second.
[4:18:13] Suzanne?
[4:18:13] I'll second.
[4:18:14] Okay, any conversation?
[4:18:17] Faiza?
[4:18:18] Yes.
[4:18:18] Suzanne?
[4:18:19] Yes.
[4:18:19] Donna?
[4:18:20] Yes.
[4:18:20] Val?
[4:18:23] Who's the loser?
[4:18:24] I don't know.
[4:18:26] Val, you vote?
[4:18:29] Superintendent goals?
[4:18:32] Carolyn?
[4:18:32] Yes.
[4:18:33] Sarah?
[4:18:33] Yes.
[4:18:34] Rob? Yes.
[4:18:36] Okay, passes unanimously. Thank you very
[4:18:38] much.
[4:18:41] [clears throat]
[4:18:41] And now we have superintendent's report.
[4:18:43] Yes, I'll try to go quickly or just
[4:18:45] speak um direct I anyway, so the first
[4:18:49] is the commissioner held a webinar for
[4:18:52] all superintendents on the last Friday.
[4:18:55] I will say after a year of having
[4:18:57] webinars where they were more
[4:18:59] informational and listening.
[4:19:02] There were a lot of things he said about
[4:19:04] expectations for the coming year. I know
[4:19:06] I was caught by surprise and I
[4:19:11] have not been with other superintendents
[4:19:13] since that webinar to hear how other
[4:19:15] people um
[4:19:17] received that news. But one was the
[4:19:19] anticipated
[4:19:21] launching of the recommended graduation
[4:19:23] requirements. And so they are
[4:19:26] recommended and [clears throat]
[4:19:28] they um they'll be presented to the
[4:19:31] Board of Education. And if the Board of
[4:19:34] Education approves them, then they will
[4:19:36] become the new graduation requirements.
[4:19:40] Where where Brookline is we're close,
[4:19:45] but we're close in some areas, but other
[4:19:48] areas would require some investment in
[4:19:50] time.
[4:19:51] The first is that everyone would have to
[4:19:54] meet the MassCore requirements. And so
[4:19:57] you all just approved graduation
[4:20:01] um
[4:20:02] was it competencies?
[4:20:06] Yeah, so you voted them before the close
[4:20:09] of last year and they match the MassCore
[4:20:12] requirements except for math would need
[4:20:15] to go from
[4:20:17] two to three or three to four.
[4:20:19] Three to four. Three to four.
[4:20:20] Yeah.
[4:20:21] I'm sorry. Yes.
[4:20:22] Three to four.
[4:20:24] It would be three to four. Otherwise,
[4:20:26] they are
[4:20:28] are are similar.
[4:20:30] The surprise is that these would go into
[4:20:33] effect for the grade nine class
[4:20:37] not this fall, but next fall.
[4:20:40] And the commissioner said even if you
[4:20:42] don't have anything in place, you could
[4:20:44] get them in place by the time they have
[4:20:46] to graduate." Which I'm sure most
[4:20:49] districts are going to have an issue
[4:20:51] with that that you that
[4:20:54] So, um, the slides for the webinar were
[4:20:58] supposed to be posted after
[4:21:01] and I was going to share them out with
[4:21:03] the SLT and the principals, but they
[4:21:05] have not been posted. So, I think maybe
[4:21:07] there's some pushback on on that
[4:21:10] timeline. The other aspects of the
[4:21:13] graduation requirements is
[4:21:16] a financial literacy course.
[4:21:18] Um, it would also be evidence of career
[4:21:22] to work modeling through the My Cap,
[4:21:25] which I don't think we have.
[4:21:27] The other is um
[4:21:32] Did it's the AI it's the AI and digital
[4:21:35] literacy.
[4:21:37] Also, um, demonstration that FAFSA or
[4:21:41] MASFA content has been offered and maybe
[4:21:46] met. Um
[4:21:50] then there will be end of course exams
[4:21:55] for the Mass Core requirements and when
[4:21:57] those are in place the MCAS will go
[4:21:59] away.
[4:22:01] So, again, he said it would be in effect
[4:22:04] for the grade nine class entering not
[4:22:07] this fall, but next fall. Obviously,
[4:22:10] budgets are set. It can't be for this
[4:22:12] fall. But that that have all of that
[4:22:15] developed for next fall is very
[4:22:16] aggressive. Also, I know that MASS is
[4:22:21] pushing back on development of things
[4:22:23] that are not budgeted for. So, there
[4:22:26] quite a bit of this is not budgeted for.
[4:22:31] Right. And so, actually any one of the
[4:22:35] things that they are saying should also
[4:22:37] be part of it in addition to the mask
[4:22:40] core requirements. They're all
[4:22:42] valid, um, but it's just they
[4:22:45] they kind of put everything in there.
[4:22:48] Um, I will say some of this
[4:22:51] some of the things that they're asking
[4:22:52] for may or may be more or less relevant
[4:22:57] to our community than others. So, um,
[4:23:00] there may be pushback about that.
[4:23:03] The other thing he announced was the
[4:23:05] amended regs to the timeout spaces would
[4:23:10] go into effect this August.
[4:23:13] And that would be a surprise to most
[4:23:15] districts. I know that we've been
[4:23:17] working on them. We do have earmarked
[4:23:20] fund requests for the timeout spaces,
[4:23:23] but we do not that is not otherwise in
[4:23:25] the plans to do. So, I'm just going to
[4:23:28] say if Brookline isn't prepared
[4:23:30] necessarily for October 17th, other
[4:23:33] communities may likewise not be
[4:23:35] prepared.
[4:23:39] Carolyn
[4:23:39] Do you mind if I interject a question or
[4:23:41] should I wait till the end?
[4:23:43] I'm okay.
[4:23:43] Okay.
[4:23:44] Wasn't that something that Senator Cream
[4:23:48] gave us?
[4:23:49] We made a request and so we've been
[4:23:51] asking for where the status is. So, we
[4:23:54] don't have any affirmation.
[4:23:55] Oh, okay.
[4:23:56] So,
[4:23:57] we got that money.
[4:23:58] So,
[4:23:59] Carolyn is is, um,
[4:24:03] reminding us that we were offered for
[4:24:06] earmarked funds and we made a request
[4:24:08] and, um, they were for timeout spaces,
[4:24:11] they're for ventilation with the kilns,
[4:24:14] and they were for gender neutral
[4:24:15] bathrooms. All right, so for those three
[4:24:18] items and we've been trying to get
[4:24:19] confirmation and we don't have it yet.
[4:24:23] So, I have a question.
[4:24:24] Yes.
[4:24:24] So, it sounds [clears throat] like
[4:24:26] um,
[4:24:27] instead of a high stakes MCAS test for
[4:24:29] graduating high school,
[4:24:31] we now have graduation requirements,
[4:24:33] coursework,
[4:24:34] and exams, like standardized exams at
[4:24:38] the end of courses?
[4:24:39] So, it wasn't clear. Are they going to
[4:24:41] have standardized end-of-course exams,
[4:24:43] since they're dictating that it's the
[4:24:45] MassCore requirements, or we creating
[4:24:49] the end-of-course
[4:24:50] exams?
[4:24:51] Cuz in New York,
[4:24:52] Yeah, they said this They said the state
[4:24:55] is going to
[4:24:56] Okay, I thought so. The state's going to
[4:24:58] write the the assessments.
[4:25:00] Really? Tests.
[4:25:01] So, that's like New York's Regents
[4:25:03] exams.
[4:25:03] score them, and we would have results
[4:25:05] back in a couple of weeks, is what they
[4:25:08] said. That's what they're proposing.
[4:25:11] As I said, the slides somehow didn't get
[4:25:13] up like distributed, so I don't know if
[4:25:16] there was um I thought there was a lot
[4:25:19] in the expectations.
[4:25:21] He also spent some time talking about
[4:25:23] the district diversity plan and the
[4:25:25] equity officer team. So, he also
[4:25:27] highlighted that as a priority for the
[4:25:29] coming year.
[4:25:31] He also said that DESE would be
[4:25:33] developing seals of distinction for
[4:25:36] students to earn, and that districts
[4:25:38] would be required to offer a minimum
[4:25:41] number, to be determined, of these
[4:25:43] pathways to be able to attain these
[4:25:46] seals of distinction. One example is the
[4:25:49] Seal of Biliteracy, which we are hoping
[4:25:52] to launch,
[4:25:53] but it sounded like there were going to
[4:25:54] be multiple seals of distinction
[4:25:57] yet to be defined.
[4:26:00] All right, so there was that. The He
[4:26:03] also announced that there would be a new
[4:26:05] family portal
[4:26:07] for families to access their students'
[4:26:11] um
[4:26:12] MCAS
[4:26:14] results.
[4:26:15] And in the call, he said that that would
[4:26:17] be in effect as early as this month,
[4:26:21] which alarmed many districts, cuz it was
[4:26:23] going to be ahead of the aggregate data
[4:26:25] that we would get, which we typically
[4:26:27] don't get till
[4:26:28] till the fall or September.
[4:26:31] And um it also
[4:26:34] caused people to say, "Okay, so then
[4:26:35] people are going to get their data and
[4:26:37] they're going to want answers, and no
[4:26:39] one no one's going to be around all sum-
[4:26:41] Like who's answering these questions
[4:26:43] over the summer?"
[4:26:44] So just um
[4:26:46] I think it was just yesterday, they're
[4:26:47] moving the opening of the family portal
[4:26:50] to August 14th. So they But it's still
[4:26:54] problematic for us. Cuz
[4:26:57] I
[4:26:57] August 14th,
[4:26:59] we won't have the data yet. And um and
[4:27:04] we're opening up schools.
[4:27:06] So
[4:27:08] they pushed it from June to mid-August,
[4:27:11] but but that's still that's problematic
[4:27:14] for us. So So anyway, to say that the
[4:27:17] commissioner has um
[4:27:20] stated these priorities, but I'm not
[4:27:22] sure
[4:27:23] I'm not sure
[4:27:26] what the response has been. And And if
[4:27:29] the slides do get posted, I will share
[4:27:30] them with you, but they haven't been
[4:27:32] posted, which is actually unusual.
[4:27:34] Cuz they usually post right away.
[4:27:37] Okay. The other update I just wanted to
[4:27:40] provide to San Justo play structure,
[4:27:43] um
[4:27:44] we're working I've been communicating
[4:27:46] directly with parks.
[4:27:48] Um the DPW director's away now,
[4:27:51] different people are taking their
[4:27:53] vacations and are away.
[4:27:55] So we will just continue to work, but
[4:27:57] that's just not going to be something
[4:27:59] that will change for this summer. All
[4:28:02] right, but we will try to see what we
[4:28:03] can do um
[4:28:07] in due course.
[4:28:08] All right, but that's but we will
[4:28:10] continue to
[4:28:11] to work with it, and obviously we have
[4:28:13] to work with other departments to be
[4:28:15] able to achieve that.
[4:28:17] Um my third update is on the FRR
[4:28:20] classroom, where we are. We are
[4:28:22] monitoring that. Um the last data I gave
[4:28:25] you was a June 1st snapshot, and then
[4:28:28] for today I gave you a snapshot for 6
[4:28:31] 16.
[4:28:33] And so, working with Megan Genny, we
[4:28:36] will keep we will monitor this through
[4:28:38] the summer.
[4:28:40] Um but where the FRR kindergarten was at
[4:28:44] 19 19 20 20 on June 1st, they are now at
[4:28:48] 18 18 18 19.
[4:28:51] So, the average is 18.3 at this time.
[4:28:55] Um
[4:28:57] as Jordana reported,
[4:28:59] there has been um
[4:29:02] historically 10 to 14 K enrollments
[4:29:05] um over the last year and the year
[4:29:07] before. So, even with 14 K enrollments,
[4:29:12] it would still leave the kindergartens
[4:29:14] within guidance.
[4:29:16] And so, there has been much comment
[4:29:18] about our
[4:29:19] the um
[4:29:21] average class size for K at FRR being
[4:29:24] larger than um
[4:29:27] the K averages at other schools.
[4:29:29] So, I have to remind everyone that when
[4:29:32] we built the budgets,
[4:29:34] the budgets were based on guidance.
[4:29:37] And so, that is our magic for for class
[4:29:41] sizes as we move forward.
[4:29:43] The K sections might be smaller at some
[4:29:46] schools than others,
[4:29:48] and um
[4:29:49] it actually
[4:29:51] this is something where we're
[4:29:52] anticipating that we have to look and
[4:29:54] see if we're adjusting when we look at
[4:29:56] transition from K to 1.
[4:29:59] Um having eight K-8 schools, some at two
[4:30:02] sections, some are five section schools,
[4:30:05] within any K-8 school, you have a range
[4:30:08] of two to five sections across the grade
[4:30:11] levels. It's really um it's been it's
[4:30:15] nearly impossible for when you divide
[4:30:17] the number across the schools for any
[4:30:20] grade level that you won't have some
[4:30:23] range.
[4:30:24] Um we are committed to look at grade
[4:30:27] configurations for schools um in the
[4:30:30] next year.
[4:30:32] Um we were largely looking at
[4:30:34] possibility of middle school models or
[4:30:37] not. It's not a commitment to go to that
[4:30:40] model. It's that we have a commitment to
[4:30:43] explore and see what that would do in
[4:30:45] trying to even out the class sizes
[4:30:48] across the district. The other
[4:30:50] possibility looking at grade
[4:30:52] configurations is redistricting.
[4:30:55] So, that has also very disruptive impact
[4:31:00] to the community. So, what I want to
[4:31:03] emphasize with AK8 schools that are so
[4:31:06] different in their number of sections
[4:31:09] per school, when we divide, we are going
[4:31:12] to have to expect that we're going to
[4:31:15] have variability in the section sizes.
[4:31:17] The metric we are using is making sure
[4:31:21] we are we are
[4:31:24] that we're adhering to class size
[4:31:25] guidance. Right now, across all schools,
[4:31:29] there is um
[4:31:31] one grade level that looks like it's
[4:31:34] it's at this moment
[4:31:37] at and slightly above guidance, but all
[4:31:40] other sections across the district are
[4:31:42] well under guidance for those grade
[4:31:45] levels. We will continue to monitor
[4:31:48] through the summer, but trying to even
[4:31:51] out the the sections
[4:31:54] is a challenge for us. And so, we
[4:31:56] understand that there is variability.
[4:31:59] The class averages
[4:32:03] for Ks on June 16th,
[4:32:07] and you have to understand that a lot of
[4:32:08] happens over the the
[4:32:10] but on June 16th
[4:32:13] they are um
[4:32:16] Sorry, 14.3, 16, 11.8, 13.3,
[4:32:22] 17.3,
[4:32:24] 18.3, 13.3. So, there is variability.
[4:32:29] Um some of those dist- some of those
[4:32:31] schools with the smaller average size
[4:32:33] are buffer zones, and so
[4:32:36] new families um
[4:32:38] will be will be enrolled in the in the
[4:32:41] buffer zones schools.
[4:32:43] Um but again, we are going to be
[4:32:45] watching this
[4:32:47] um throughout the summer.
[4:32:48] Bella, can you explain to the public
[4:32:50] what guidance means?
[4:32:52] Under guidance.
[4:32:53] So, guidance is the school committee
[4:32:55] guidance. And I actually don't have it
[4:32:57] on this document. Um but class size
[4:32:59] guidance for K is 22.
[4:33:01] Okay.
[4:33:02] Yes. And I actually looked at Weston,
[4:33:05] Wellesley,
[4:33:07] Needham, Newton, um just to see where we
[4:33:11] fit. And actually 22 is pretty much
[4:33:14] Yeah.
[4:33:15] Is
[4:33:16] is is is the size. Now, 22 as guidance
[4:33:21] means that that is an that is an
[4:33:23] acceptable good number.
[4:33:25] All right? It is not a max. But in
[4:33:28] Brookline, we have been experiencing
[4:33:31] small class size. And so, this is
[4:33:34] something that we are committed to
[4:33:37] looking at to
[4:33:40] just just in our responsibility to even
[4:33:42] out and get closer to guidance.
[4:33:44] So, I remember
[4:33:46] when I was at the high school during the
[4:33:47] summer, the enrollments
[4:33:49] increased here and here there. There was
[4:33:51] always a fund to support super class
[4:33:54] sizes. So, you'd add a class add a
[4:33:57] section here, add a section there. Do we
[4:33:58] still have that?
[4:34:00] So, we have um budgeted five sections.
[4:34:04] We have budgeted five sections worth
[4:34:07] um year to year and we used all of them
[4:34:11] this year and we used all of them last
[4:34:14] year. So, we have five moving forward.
[4:34:17] We um added a grade five section to FRR.
[4:34:22] All right? Cuz that section was already
[4:34:25] those averages were already
[4:34:28] slightly above guidance. So, we added a
[4:34:31] grade five. We did reduce the K. So,
[4:34:34] it's neutral.
[4:34:36] We did add a grade one section to um
[4:34:41] Runckel because that was already looking
[4:34:44] at slightly above guidance. So, there
[4:34:47] are four sections left. We could add
[4:34:51] sections when we look at it, but a lot
[4:34:53] of times those um
[4:34:56] are used for special education
[4:34:58] as our needs evolve through the year.
[4:35:02] Sarah.
[4:35:03] Um when you are reassigning due to
[4:35:06] buffer zones,
[4:35:08] do you intend to change some families
[4:35:10] who have already started at a school or
[4:35:13] have siblings at a school?
[4:35:16] Or are you going to use buffer zones
[4:35:18] only for families that are new to
[4:35:20] kindergarten?
[4:35:21] New to the district for kindergarten.
[4:35:22] we have families that are moving into
[4:35:25] the buffer zones or to
[4:35:28] um
[4:35:29] FRR
[4:35:31] if um they already have siblings
[4:35:35] in the school and they might have new K
[4:35:37] students, they would stay at FRR.
[4:35:41] Families that requested to move to FRR
[4:35:47] that lived in other parts
[4:35:50] um in the letters that they got when
[4:35:52] those those were accepted
[4:35:55] were was language that said that wasn't
[4:35:58] guaranteed.
[4:36:00] All right? And also language that if
[4:36:02] there were other siblings that came in
[4:36:04] and there wasn't size or capacity
[4:36:07] in the incoming grade level
[4:36:09] that that they would be moved. All
[4:36:12] right, so that can happen.
[4:36:15] That can happen. But that is for
[4:36:18] families that voluntarily accepted to go
[4:36:21] to to go to FRR with that conditional
[4:36:24] language um in that agreement.
[4:36:26] That's helpful to understand. Um what
[4:36:29] could she even went a little bit
[4:36:30] quickly. Um at one point you were saying
[4:36:32] that um the impact of who goes to
[4:36:35] kindergarten now at FRR will impact
[4:36:39] first grade later on. Can you explain
[4:36:41] that thought a little bit more?
[4:36:42] Actually, it's more across the district.
[4:36:45] So as as um many of our speakers
[4:36:47] highlighted, some of our K sections are
[4:36:50] small.
[4:36:52] Um and so why did we pick this Why did
[4:36:55] we pick FRR and not other schools? So
[4:36:59] some of the K's are small at some
[4:37:02] schools that we actually
[4:37:05] historically receive higher enrollment,
[4:37:08] even higher than what was described for
[4:37:10] FRR. All right, and so we're creating
[4:37:13] capacity for those. The other is um if
[4:37:18] we have a school with two sections
[4:37:21] that at this time we didn't we didn't
[4:37:23] eliminate a K because that would have
[4:37:26] them be a one section.
[4:37:28] There um are there situations where a
[4:37:31] school is entirely a three-section
[4:37:33] school
[4:37:35] and so we decided not to take the K in
[4:37:37] that from that school at that time while
[4:37:40] we evaluate what the future projection
[4:37:42] is for that school.
[4:37:44] Um
[4:37:46] FRR we did because we had five, we could
[4:37:48] go to four, and we wanted to add the
[4:37:50] grade five.
[4:37:52] So that was part of the consideration.
[4:37:56] Carolyn.
[4:37:59] Thank you [clears throat] for all this
[4:38:00] information. Um
[4:38:03] I just I
[4:38:04] I just want to confirm what you just
[4:38:06] said because I was curious coming into
[4:38:09] this meeting
[4:38:10] um
[4:38:12] about some of the information
[4:38:15] Spitz provided about
[4:38:19] um summer and in-year enrollment. Did
[4:38:23] you just say that there and I was
[4:38:25] curious about it for FRR and for every
[4:38:28] school
[4:38:29] and the comparison. So, did you just say
[4:38:33] that um
[4:38:36] that whatever the numbers Jordana
[4:38:39] reported for FRR from this past year and
[4:38:41] the year before that we have other
[4:38:44] schools that have higher numbers than
[4:38:45] that?
[4:38:49] Like you said something and I was like,
[4:38:50] "Oh, she's answering a question I have,
[4:38:52] but I didn't quite catch it."
[4:38:54] typically has a high high change um over
[4:38:58] the summer. High enrollment that comes
[4:39:00] in.
[4:39:01] So So, that one
[4:39:03] um
[4:39:04] some of our schools are not
[4:39:07] like Baker is not one that experiences
[4:39:10] big changes in the summer.
[4:39:13] Yep.
[4:39:13] Right. But I I have to say that, you
[4:39:16] know, we were monitoring and we're
[4:39:18] trying to do the best we can trying to
[4:39:19] even it out and also just stay within
[4:39:23] guidance. But guidance is the most
[4:39:25] important metric
[4:39:26] Okay.
[4:39:27] that we are using.
[4:39:28] And I have two other quick questions.
[4:39:30] Um so, thank you for the update from
[4:39:33] Like for example, right now Pierce is at
[4:39:35] 17.7.
[4:39:37] Yep.
[4:39:37] Um and FRR is 18.3, but Pierce also
[4:39:40] experiences a lot
[4:39:43] um enrollment change.
[4:39:46] So,
[4:39:47] um I appreciate that you gave us these
[4:39:50] same numbers 2 weeks in a row.
[4:39:54] And I can see that
[4:39:56] can happen still.
[4:39:57] Yeah. Of course. But I just want to one
[4:40:00] quick question. So
[4:40:03] the actuals
[4:40:06] at 1 2 3 schools decreased from June 1st
[4:40:12] to here. Is that because
[4:40:14] was the actual is the actual that you're
[4:40:17] showing like a rollover plus what we
[4:40:19] know and that some of the assumed
[4:40:21] rollover actually informed that they're
[4:40:24] not returning?
[4:40:25] So what will happen over this summer is
[4:40:27] that families will disenroll because
[4:40:29] they're moving.
[4:40:30] Right.
[4:40:31] Yeah. So
[4:40:31] So that's what at this point that's what
[4:40:33] those are. People have said, "Oh, we're
[4:40:35] not coming back."
[4:40:36] Right.
[4:40:37] Okay.
[4:40:37] So So our um
[4:40:41] our admin assistants at the different
[4:40:43] schools, they're pretty good. Like if
[4:40:45] they know a family is moving, then
[4:40:48] they'll say, "Hey, to disenroll."
[4:40:50] Yeah.
[4:40:50] So they actually disenroll, they're
[4:40:52] still on the books. Yes, some of the
[4:40:55] numbers went down. So FRR some it went
[4:40:57] down.
[4:40:58] Yeah.
[4:40:59] And sorry, I have one more clarifying
[4:41:01] question.
[4:41:03] Um
[4:41:04] another thing that you just said about
[4:41:09] um the people can be moved if they
[4:41:13] requested a school from outside. Do you
[4:41:16] mean as part of a language program or
[4:41:20] like because they moved within Brookline
[4:41:22] and they wanted to stay at a school or
[4:41:25] you're not talking about buffer zone
[4:41:27] people?
[4:41:28] made a request to be at that school and
[4:41:30] that happens from time to time.
[4:41:33] But the letter they get is very
[4:41:35] conditional.
[4:41:38] So it's it's non-buffer zone people.
[4:41:41] Um
[4:41:42] it may be buffer zone people.
[4:41:44] Oh.
[4:41:45] Yeah.
[4:41:45] Okay.
[4:41:47] S-
[4:41:49] It happens very It very It doesn't
[4:41:52] happen that often.
[4:41:54] So, Bella, what would
[4:41:55] So,
[4:41:56] I'm sorry, Carol.
[4:41:56] Sorry. Yeah, I'll
[4:41:58] I don't want to put
[4:42:00] anyone on the spot.
[4:42:03] I was surprised by Mr. Nagano's comments
[4:42:07] cuz I've never heard that, somebody
[4:42:10] being in a buffer zone, a child who has
[4:42:13] been in a school
[4:42:16] being told they have to move out of that
[4:42:18] school
[4:42:19] So, it it's a it's
[4:42:21] where
[4:42:22] It's a long-standing [clears throat]
[4:42:23] practice.
[4:42:26] And the language in the letters that are
[4:42:28] sent out are very clear.
[4:42:32] Okay, I'll just say again, I've never
[4:42:34] heard that.
[4:42:36] And
[4:42:38] um
[4:42:41] That was
[4:42:44] That was surprising.
[4:42:51] So, Bella, question.
[4:42:52] Yeah.
[4:42:53] What would have to happen
[4:42:54] for FRR to get the fifth kindergarten
[4:42:56] back?
[4:42:57] We'd have to see the trends shift.
[4:43:01] Yeah.
[4:43:02] Okay.
[4:43:04] Okay, any What What am I going to do
[4:43:06] with these questions?
[4:43:07] Okay, when you look to your left, look
[4:43:08] what happens.
[4:43:09] midnight. Okay.
[4:43:11] [laughter]
[4:43:12] Faisa?
[4:43:15] Oh, you too, then?
[4:43:17] No, she had
[4:43:18] Suzanne, Suzanne, Suzanne.
[4:43:23] Okay. Okay. I'm just want I'm So, I'm
[4:43:25] still looking at the numbers, and um I'm
[4:43:28] wondering in the case of Runckel and
[4:43:30] Lincoln, is there an impact that comes
[4:43:34] from inclusion from some of our
[4:43:36] substantially separate classrooms
[4:43:40] uh in
[4:43:40] grade
[4:43:41] kindergarten grade.
[4:43:42] So, all of our schools
[4:43:44] all of our schools
[4:43:46] except for Baker
[4:43:48] all of the schools are housing some
[4:43:51] special program.
[4:43:53] What about Lawrence? Lawrence as well? I
[4:43:55] thought Lawrence did not.
[4:43:56] Lawrence has um
[4:43:59] an ELL, Japanese Yeah, they have they
[4:44:02] have
[4:44:02] Yeah, ELL but not that's not special ed.
[4:44:04] So, I mean EL and and other
[4:44:07] Okay, sorry.
[4:44:08] Just so understand that when um
[4:44:11] when there's specialized supports
[4:44:13] happening at a school, whether it's
[4:44:14] special education or general education
[4:44:18] there [clears throat] is increased
[4:44:19] staffing.
[4:44:19] Mhm.
[4:44:20] So, just so understand that any school
[4:44:22] that's housing that
[4:44:25] comes with a lot of staffing to support
[4:44:27] that.
[4:44:29] Um
[4:44:31] so that the ratio of adult to student is
[4:44:36] is going to reflect that.
[4:44:39] So, I guess I I guess I would hope
[4:44:41] perhaps now I hope the whole Lawrence
[4:44:43] community doesn't get upset with me, but
[4:44:45] that Lawrence might also be considered
[4:44:48] when you when you come up with some
[4:44:50] final numbers of
[4:44:53] of perhaps
[4:44:55] losing a section. I mean I I I think
[4:44:57] it's
[4:44:58] at this point we would reduce any more
[4:45:00] sections. Um it's
[4:45:03] it's very disruptive to staffing because
[4:45:06] it causes a whole domino bumping effect.
[4:45:09] Um the only thing we would be
[4:45:11] considering is adding sections if we
[4:45:13] needed to.
[4:45:14] But we at this point we're not reducing
[4:45:17] any more.
[4:45:18] But what it means is that for the next
[4:45:21] year, we might be reducing grade one
[4:45:24] sections.
[4:45:25] Right.
[4:45:26] Okay.
[4:45:26] Right.
[4:45:27] But we're not reducing any more sections
[4:45:29] at this point.
[4:45:33] Okay, can we move on to the next topic?
[4:45:36] Is that okay, Bella? Thank you.
[4:45:39] Yes, it's okay.
[4:45:40] Okay. And this one should not take
[4:45:42] more than an hour.
[4:45:45] [laughter and clears throat]
[4:45:46] Where are we?
[4:45:46] Now, this is 8A, possible vote to merge
[4:45:48] the finance subcommittee, capital
[4:45:50] projects subcommittee.
[4:45:52] Um so, I think in
[4:45:55] So, what?
[4:45:56] In 2005, I think, this the school
[4:45:59] committee voted to establish
[4:46:01] subcommittees with the understanding
[4:46:03] they could be modified and
[4:46:06] uh eliminated or whatever.
[4:46:09] In 25, so we had back then, they they
[4:46:12] created a finance subcommittee and a
[4:46:14] capital projects sub- subcommittee.
[4:46:17] All you all remember that?
[4:46:19] Yes.
[4:46:19] Okay. 2005.
[4:46:21] So, this year, 25-26,
[4:46:25] we piloted the combo of finance and
[4:46:28] [clears throat] capital projects,
[4:46:30] and the result was satisfaction with
[4:46:33] that combination. And so, the motion
[4:46:36] tonight, I need a motion tonight to
[4:46:38] solidify the subcommittee for finance
[4:46:41] and capital projects being one
[4:46:43] subcommittee.
[4:46:44] Is there a motion for that? Then we can
[4:46:45] talk.
[4:46:47] Donna?
[4:46:47] I'm happy to move that motion.
[4:46:49] Second?
[4:46:50] I'll second it.
[4:46:52] Sarah, you second it? Thank you.
[4:46:54] Any conversation about this? Carolyn?
[4:46:57] Um when you say there was satisfaction,
[4:47:00] is that
[4:47:02] That's what I read.
[4:47:04] Okay.
[4:47:05] The report.
[4:47:06] Oh, that we had a report. Sorry, I might
[4:47:08] have missed you saying that.
[4:47:10] Read somewhere, yeah.
[4:47:11] I think it was on this
[4:47:12] Yeah, it was there.
[4:47:13] Okay. Oh, I didn't read
[4:47:15] Okay.
[4:47:16] If Betsy wrote it.
[4:47:17] I mean, I don't have
[4:47:19] an enormous
[4:47:21] issue with it. Um I was on
[4:47:26] I was on finance the prior year. I might
[4:47:29] have been on capital,
[4:47:31] but I'm not sure. But I attended capital
[4:47:34] meetings all the time also as advisory.
[4:47:37] Um
[4:47:38] I felt a little last year like capital
[4:47:41] ended up getting a little
[4:47:43] like short-shifted like
[4:47:46] or the meetings just would have to be
[4:47:48] super long. I don't have a problem with
[4:47:50] a super long meeting. Um
[4:47:53] and I don't particularly object to this.
[4:47:57] But it did seem like it I felt like
[4:48:00] there was just not a lot of
[4:48:03] um attention given to capital. And
[4:48:05] capital's really important like how we
[4:48:07] use our like we're sort of talking about
[4:48:09] that here in a way, right? Like how do
[4:48:12] we use our buildings when we have a
[4:48:15] and maintenance on solar and playgrounds
[4:48:18] and all of that. So
[4:48:20] um however it works, I would just
[4:48:23] um
[4:48:25] anecdotally it seemed like
[4:48:27] And again, there's flexibility all the
[4:48:28] time.
[4:48:29] Yeah.
[4:48:29] The policy is create a subcommittee,
[4:48:32] change the subcommittee, combine
[4:48:34] subcommittees,
[4:48:35] eliminate sub You can do that and you
[4:48:37] can do it by by a
[4:48:38] a simple
[4:48:39] And I and I don't object, but I'm I just
[4:48:42] that was my sort of anecdotal
[4:48:43] observation. Capital got And maybe cuz
[4:48:46] it also it was like
[4:48:49] a tough finance year, so there was a lot
[4:48:51] of finance stuff.
[4:48:53] Donna Perry?
[4:48:53] I have
[4:48:55] I have a technical question. So if we
[4:48:58] if this motion is approved,
[4:49:00] does it have to go to
[4:49:03] policy to update the policy manual?
[4:49:05] Okay, that was my question.
[4:49:06] I just wanted to have some record of the
[4:49:08] change.
[4:49:08] Yes.
[4:49:09] Mhm. Okay. And so will the policy manual
[4:49:11] be updated so that's removed?
[4:49:15] Okay.
[4:49:16] policy
[4:49:18] Okay.
[4:49:19] Oh, that would go to Suzanne. Yes.
[4:49:21] Okay, all in favor of Faiza.
[4:49:24] No, wait. Wait.
[4:49:25] Who's talking?
[4:49:25] Well, I had a question.
[4:49:26] Oh, I'm sorry. I apologize.
[4:49:28] So
[4:49:29] So the is a lot of work that goes into
[4:49:31] capital.
[4:49:33] So, Helen was on it for years and did a
[4:49:36] lot of work. So, I'm wondering if we do
[4:49:38] combine them, if there should not be
[4:49:40] someone
[4:49:41] who is kind of the capital person leader
[4:49:45] within the finance committee.
[4:49:48] I I just feel like it's it's going to
[4:49:50] get lost a little bit.
[4:49:51] I think that's a really good idea and
[4:49:53] and I'm not meaning to
[4:49:55] I'm glad you said that cuz I think that
[4:49:57] sort of trickled through my mind at some
[4:49:59] point along the way, too. But, you're
[4:50:00] articulating it very well. There's a lot
[4:50:03] of work.
[4:50:03] It's a lot of work.
[4:50:05] And a lot of meetings.
[4:50:07] Not not our meetings.
[4:50:09] Other
[4:50:09] And we had two people who historically
[4:50:13] were so
[4:50:15] well-versed and immersed.
[4:50:18] You know, we had Mariah and we had
[4:50:20] Helen.
[4:50:21] Right.
[4:50:22] And they're both
[4:50:23] Not no longer
[4:50:27] [laughter]
[4:50:28] So, I think you make a really good
[4:50:29] point, Suzanne.
[4:50:33] [sighs]
[4:50:33] So, I just want to say to that end, I
[4:50:35] think last last year
[4:50:38] on finance, we did have
[4:50:40] sort of like Mariah was obviously the
[4:50:42] finance subcommittee
[4:50:45] chair and Jesse took the lead on
[4:50:46] capital.
[4:50:48] So,
[4:50:49] they used that model last year.
[4:50:52] So, in other words, I don't think it's a
[4:50:54] bad idea to
[4:50:56] Is Jesse the chair of finance now?
[4:50:58] Yeah.
[4:50:59] Maybe you have to table this.
[4:51:02] Do Do you need Jesse here?
[4:51:04] No.
[4:51:05] I'd rather not.
[4:51:06] Okay.
[4:51:07] I don't mind voting on it. And it And
[4:51:09] the committee they Right. It's not like
[4:51:11] we have to formally, but I think Suzanne
[4:51:13] makes a good point that we that we could
[4:51:16] ask Jesse to ponder.
[4:51:18] We have four members on that committee
[4:51:19] and I I Val's on that committee. She
[4:51:21] might
[4:51:22] do some finance stuff. Okay.
[4:51:24] Or capital.
[4:51:25] a vote. Faiza.
[4:51:29] Come back to me, please.
[4:51:31] Suzanne.
[4:51:32] This is prior to me, so thank you. Yes.
[4:51:35] Yes.
[4:51:36] Yes, yes, no, I
[4:51:37] You you got it right.
[4:51:38] I just um if if you can come back to me,
[4:51:40] I'll appreciate it. Thank you.
[4:51:42] No, that's fine. Suzanne, you want to
[4:51:43] vote?
[4:51:44] Yes, so I'll vote yes.
[4:51:45] Oh, good.
[4:51:45] And I just want to say that we watch it.
[4:51:48] If it feels like
[4:51:50] Yeah.
[4:51:50] we need more support on capital. We
[4:51:52] don't have to wait a whole year. We can
[4:51:55] Or perhaps it's even temporary. Maybe
[4:51:56] it's for particular
[4:51:57] Good.
[4:51:58] projects.
[4:51:58] Okay.
[4:51:59] Donna.
[4:52:00] Yes.
[4:52:01] Uh Carolyn.
[4:52:02] Yes.
[4:52:03] Sarah.
[4:52:03] Yes.
[4:52:04] Uh yes, Val.
[4:52:07] Not here. Faiza.
[4:52:07] Um yes.
[4:52:09] Yes. Okay, unanimous.
[4:52:11] That's good.
[4:52:12] I just wanted to
[4:52:13] We now have a committee for of finance
[4:52:16] and
[4:52:18] and um
[4:52:18] capital projects. Okay.
[4:52:20] Do we have any reports out of
[4:52:22] curriculum, Carolyn?
[4:52:25] I'm going to do this. Um we had a
[4:52:27] curriculum subcommittee meeting
[4:52:30] yesterday.
[4:52:31] Yesterday.
[4:52:31] Um we had two really good presentations
[4:52:36] um from our social studies
[4:52:38] experts. We had um
[4:52:41] an a sort of
[4:52:44] overview and update from Greg Porter on
[4:52:48] some funding that can be available from
[4:52:50] the state um for genocide education, and
[4:52:54] he talked about how that's been done in
[4:52:56] the past and might be done in the future
[4:52:58] if we are again um awarded that
[4:53:02] money, but anyway, it was just it's
[4:53:04] always interesting to hear what's going
[4:53:06] on in the schools. Um and then Jen
[4:53:08] Martin led a conversation um an update
[4:53:12] on the on the um
[4:53:15] um
[4:53:16] WISP
[4:53:16] WISP having a look at WISP. Um and just
[4:53:21] some more conversation about that. She
[4:53:23] presented some data. She's been working
[4:53:26] really hard. There's going to be some
[4:53:28] work done over the summer. Um
[4:53:32] that's responsive to some of the
[4:53:33] community concerns that have been
[4:53:35] raised. Um and I thought it was a good
[4:53:38] conversation.
[4:53:40] I thought it was a good conversation as
[4:53:41] well. I think there was some movement
[4:53:43] there. Yeah.
[4:53:43] Yeah.
[4:53:44] Okay. Anything else? No.
[4:53:46] Finance capital projects?
[4:53:48] Jesse.
[4:53:48] Jesse. Okay. Negotiations, me.
[4:53:51] Okay. We're moving along in
[4:53:53] negotiations. We
[4:53:55] have [clears throat] exchanged proposals
[4:53:56] back and forth.
[4:53:58] Um we responded to the fiscal proposal
[4:54:02] that they presented, the B U presented.
[4:54:04] We presented ours.
[4:54:06] Um we've responded to a lot of the
[4:54:10] language issues in
[4:54:11] Unit A, Unit B, and Para.
[4:54:14] And
[4:54:15] we're going to meet We're going to meet
[4:54:17] again [clears throat] on the 20th What's
[4:54:19] today? 22nd.
[4:54:21] Monday, yes, Monday.
[4:54:22] Monday. So, we're going to meet again on
[4:54:23] Monday, see what kind of
[4:54:25] response the union has to our latest
[4:54:27] proposals.
[4:54:28] I think we all would love to start the
[4:54:31] new year with a new contract.
[4:54:33] Um
[4:54:34] that's my hope.
[4:54:36] Maybe Bob, we can just um
[4:54:39] remind folks that they can
[4:54:41] catch up on negotiations by going to the
[4:54:44] um PSB website.
[4:54:47] Right? And the school committee website
[4:54:49] and they can
[4:54:50] yeah.
[4:54:51] Yeah, they can go on the page for
[4:54:53] negotiations and actually watch those
[4:54:55] sessions.
[4:54:55] I think they I mean the the
[4:54:57] conversations have been very respectful.
[4:54:59] Um
[4:55:01] and
[4:55:03] [clears throat]
[4:55:04] I don't think anything is super
[4:55:05] unreasonable right now. We'll see.
[4:55:07] Carolyn.
[4:55:10] Sorry, I left something off of my
[4:55:12] report.
[4:55:12] Oh, no.
[4:55:13] Dr. Benoit gave us a quick update on
[4:55:18] um some survey work and work that the
[4:55:20] world language um curriculum
[4:55:22] coordinators are doing with her and the
[4:55:26] senior leadership team to continue sort
[4:55:28] of recalibrating
[4:55:31] since we eliminated K through 5 world
[4:55:34] language, now the high school, you know,
[4:55:37] is starting to see kids in 6th grade is
[4:55:40] starting to see kids who have not had
[4:55:42] language yet, so they're doing some work
[4:55:45] to kind of recalibrate that. Sorry,
[4:55:46] didn't mean to leave that out. It was
[4:55:48] actually really interesting and and good
[4:55:50] to hear about.
[4:55:51] Thank you, Carolyn. Appreciate it.
[4:55:52] Policy?
[4:55:53] Who's Who's chair policy? You are.
[4:55:57] Suzanne.
[4:55:58] Thank you. We did meet. We had our first
[4:55:59] meeting with the new
[4:56:02] committee subcommittee. Uh Sarah, Laura,
[4:56:04] and Val and myself. Um I just want to
[4:56:07] give a shout-out to last year's
[4:56:09] committee. They actually
[4:56:11] I don't want to say actually. They
[4:56:12] passed some significant policies.
[4:56:15] Uh and so
[4:56:16] thank you to them cuz it's not easy
[4:56:18] getting policy through. Uh I think I saw
[4:56:21] a list um Bella that you had put out
[4:56:24] about four or five
[4:56:25] substantial. I said I don't remember
[4:56:27] where that is, but that's okay, but
[4:56:29] I mean
[4:56:31] There was civil rights, financial
[4:56:33] policy.
[4:56:34] The restraint
[4:56:34] But also the restraint
[4:56:36] Yeah.
[4:56:36] um medical
[4:56:38] medical delegation, medicine delegation.
[4:56:41] Um
[4:56:42] instructional materials
[4:56:43] Yes.
[4:56:44] Yeah, so there were quite a few.
[4:56:46] Yeah.
[4:56:47] I think I got it. Yeah.
[4:56:48] Okay.
[4:56:49] So anyway, I just want to say shout-out
[4:56:50] to the team and Andy I think was the
[4:56:52] chair. So we are going to start I we're
[4:56:56] I'm going to meet with Bella to see
[4:56:57] whether we're going to do some work with
[4:56:59] MASC. I don't know. We'll see.
[4:57:02] Um we had started that work and then
[4:57:03] stopped uh because of budgets, but we'll
[4:57:06] talk about whether we want to do that
[4:57:08] again. And we're going to start in the
[4:57:10] student section, the J section. And
[4:57:13] we're each going to look at it before
[4:57:14] our next meeting, and we're going to
[4:57:16] also compare it to, um,
[4:57:19] some of the other comparable districts.
[4:57:22] Like Lexington, Newton, Wellesley.
[4:57:23] What's in there, Suzanne? J?
[4:57:26] Student.
[4:57:27] Oh, that's what I was going
[4:57:28] section, yeah. Yeah, a lot of things.
[4:57:31] So, I just will make one comment, and
[4:57:32] that is, uh, we have a very thick
[4:57:35] policy manual.
[4:57:37] It It turns out, as I look at it
[4:57:39] quickly,
[4:57:40] that, um,
[4:57:42] our earlier policies are quite short.
[4:57:45] Our recent policies are very long. So, I
[4:57:49] don't know what that says about what
[4:57:51] we're doing these days, but
[4:57:53] [laughter]
[4:57:54] um,
[4:57:55] the older ones are actually like a a
[4:57:57] pair
[4:57:58] paragraph or two.
[4:58:00] And And some of us are Some of them go
[4:58:01] back to '78, they go back to '81.
[4:58:05] Um,
[4:58:06] but our new ones are 10 pages, 12 pages.
[4:58:10] So, we
[4:58:11] should need to think We
[4:58:13] We as a committee we have to think You
[4:58:14] can give me some input about what's
[4:58:17] going on and
[4:58:18] whether we want to make them shorter or
[4:58:19] not longer. Just Just an observation
[4:58:22] that I have.
[4:58:23] Thank you.
[4:58:25] Um,
[4:58:26] [clears throat]
[4:58:27] other So, we have a whole bunch of
[4:58:28] liaisons running around.
[4:58:30] Yes.
[4:58:31] Anybody have a report?
[4:58:33] Don has got a report.
[4:58:35] I have a report. I'm actually, um,
[4:58:37] reading on behalf of, um,
[4:58:39] Jesse [clears throat] Hafter, who's the
[4:58:40] SEPAC liaison alongside
[4:58:43] Me.
[4:58:43] Bob Weintraub, yep.
[4:58:45] Um, so, I'm going to just going to take
[4:58:47] a minute to read a little bit about the
[4:58:50] SEPAC Hero Awards, which were given out,
[4:58:53] um,
[4:58:55] I think it was earlier this week or last
[4:58:57] week.
[4:58:57] Last week, Friday.
[4:58:59] Last week. Um, each year the Brookline
[4:59:01] Special Education Parent Advisory
[4:59:03] Council, also known as SEPAC, Brookline
[4:59:06] SEPAC, recognizes the incredible
[4:59:08] individuals who have made a meaningful
[4:59:10] difference in the lives of our children.
[4:59:12] These are our SEPAC heroes. They are
[4:59:16] teachers who go the extra mile, the
[4:59:18] paraprofessionals who offer steady and
[4:59:20] caring support,
[4:59:22] the bus drivers who greet our children
[4:59:24] with a smile every day, the
[4:59:25] administrators who listen and lead with
[4:59:28] compassion,
[4:59:29] and the PSB or out of district community
[4:59:31] members who step up to ensure that every
[4:59:33] child feels seen, supported, and
[4:59:35] included.
[4:59:37] Um, I think um, the very special thing
[4:59:39] about SEPAC Hero Awards and um, Deb
[4:59:41] Caruso, who was here earlier um,
[4:59:45] being recognized for her 31 years of
[4:59:47] service, um, mentioned that these this
[4:59:50] as well, that the nominations are um,
[4:59:54] unique because they come directly from
[4:59:56] families who have taken the time to
[4:59:58] share the many ways these individuals
[5:00:00] have changed lives through kindness,
[5:00:02] dedication, advocacy, creativity, and
[5:00:04] heart. So, uh, we honor and celebrate
[5:00:07] these exceptional people. They may not
[5:00:09] seek recognition, but their work
[5:00:10] deserves it. So, I want to take a moment
[5:00:13] to read their names and thank and
[5:00:15] recognize our 2026
[5:00:18] SEPAC Heroes, and those are I'm going to
[5:00:20] I'm probably not going to pronounce some
[5:00:22] of these correctly cuz I'm half asleep,
[5:00:24] but Roberta Arapi, Sarah Ascensio,
[5:00:29] Lindsay Brody, Aaron Brown, Tamika
[5:00:31] Brown, Ann Marie Carlson, Georgia
[5:00:34] Carter, Liza Cassell, Sarah Salucci,
[5:00:37] Garth Clingingsmith,
[5:00:39] Jill David, Alex Delgado, Nancy Dillon,
[5:00:41] Vicki Firstler, Donna Finnegan, Joel
[5:00:44] Griffith, Aaron Hor, Aaron Horan,
[5:00:48] Holly Irvin, Kylie Jenkins,
[5:00:51] Elsbeth Leslie, Ben Medeiros, Gabby
[5:00:53] Nussbaum,
[5:00:55] Joanne Pasquer, Diana
[5:00:58] Pegwaro,
[5:00:59] Beth Richardelli, Maya Robson, Mary
[5:01:02] Rosini, Bernadette Rusumano,
[5:01:05] Rosie Scott, Umi Shoolie,
[5:01:08] Karen Shashoua, Jessie Stevens, Brit
[5:01:10] Brit Stevens, Elizabeth Sullivan, Abby
[5:01:13] Thompson, Haley Tyner, Fatima
[5:01:16] Vallette, and Sophie Weinstein. So, we
[5:01:19] we thank them all.
[5:01:23] Thank you.
[5:01:25] Anything else from the liaisons?
[5:01:29] Suzanne.
[5:01:30] I'm not really a liaison, but I had the
[5:01:32] privilege and honor of attending the
[5:01:34] Vision of a Learner workshop today. And
[5:01:38] um
[5:01:39] there's lots to be said about it and I
[5:01:41] know it's late, but um I'm happy to
[5:01:43] share it with people
[5:01:44] uh as as we go along and
[5:01:47] I've got some couple of handouts and um
[5:01:49] it was a good conversation, I thought. A
[5:01:52] good group of people, a wide range. We
[5:01:55] had students, we had staff, we had
[5:01:57] uh community people. Um
[5:02:00] So, Robin was there. He's leading the
[5:02:02] charge and um
[5:02:05] we'll have more news to come.
[5:02:07] Uh and thank you for doing that,
[5:02:08] Suzanne. I know that was a big chunk of
[5:02:09] time. So, I appreciate it.
[5:02:12] Any other liaison reports?
[5:02:15] Okay. Do we want to go into executive
[5:02:17] session, Betsy, for
[5:02:19] Oh, yes, we do.
[5:02:20] Want to do it? Okay.
[5:02:22] We need a motion to meet in executive
[5:02:23] session
[5:02:25] pursuant to Massachusetts General Laws,
[5:02:26] chapter 30A, section 21A,
[5:02:30] for the following purposes. Purpose
[5:02:31] three,
[5:02:32] to discuss strategy with respect to
[5:02:34] collective bargaining with Brookline
[5:02:35] Educators Union, Unit A, Unit B,
[5:02:37] Paraprofessional Unit,
[5:02:39] because an open meeting may have a
[5:02:41] detrimental effect on the bargaining
[5:02:43] position of the committee and the chair
[5:02:45] so declares and
[5:02:47] so declares, and purpose seven, to
[5:02:49] review and approve executive session
[5:02:51] minutes from the June 4th, 2026 meeting.
[5:02:54] Do we have a motion for executive
[5:02:56] session?
[5:02:57] move that.
[5:02:57] Second?
[5:02:58] I'll second.
[5:02:59] Yeah, Pfizer?
[5:03:03] Suzanne?
[5:03:03] Yes.
[5:03:04] Donna?
[5:03:05] Yes.
[5:03:05] Bob, yes. Val?
[5:03:08] Carolyn?
[5:03:09] Yes.
[5:03:09] Okay. We will not be coming back to open
[5:03:11] session.
[5:03:12] So, this is the last school committee
[5:03:14] meeting of the 25-26 school year.
[5:03:17] Wow.
[5:03:18] It's been amazing.
[5:03:21] [laughter]
[5:03:22] Really, a lot of fun.
[5:03:24] Bella, thank you. Thank you. Thank you.
[5:03:26] Thank you.
[5:03:26] And thank you to Betsy.
[5:03:27] Been a pleasure. Betsy, Betsy, Betsy,
[5:03:30] Betsy, thank you. Thank you. Robin for
[5:03:32] many, many contributions.
[5:03:34] And thank you to the parents who stayed
[5:03:36] until the bitter end.
[5:03:39] Okay.
[5:03:41] Can we just do it in my office instead
[5:03:43] of waiting
[5:03:44] for it to close? Is that okay, Betsy?
[5:03:46] Yeah.
[5:04:03] [music]