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HomeMy WebLinkAbout2025-04-15-SC-minLEXINGTON SCHOOL COMMITTEE MEETING Tuesday, April 15, 2025 Meeting Minutes CALL TO ORDER AND WELCOME: 6:08 PM SCHOOL COMMITTEE MEMBERS PRESENT Eileen Jay, Chairperson Larry Freeman Kathleen Lenihan Sarah Carter Sara Cuthbertson did not attend the meeting. Student Representative Adlan joined the meeting around 6:30 PM. SCHOOL ADMINISTRATORS PRESENT Dr. Julie Hackett, Superintendent The minutes were taken by Julie Kaye, School Committee Meeting Recording Secretary. The School Committee convened at the School Committee Meeting Room at Central Office and remotely. Members of the public can view and participate in person or in the meeting webinar from their computer or tablet by clicking on the link provided with the meeting agenda. Please note that this meeting is being recorded and that attendees are participating by video conference. This evening's meeting is being broadcast live and also taped by LexMedia for future on -demand viewing. All supporting materials that have been provided to members of this body are available on the Town's website unless otherwise noted. CONSENT AGENDA Mr. Freeman read the following consent agenda items: Payroll and Accounts Payable Warrant Approval a. March 21, 2025 - Payroll in the amount of $5,082,709.24 b. March 28, 2025 - BMO Warrant in the amount of $64,428.33 c. March 28, 2025 - AP Warrant in the amount of $1,177,529.19 d. April 4, 2025 - Payroll in the amount of $5,076,918.54 e. April 11, 2025 - AP Warrant in the amount of $1,493,756.55 Ms. Carter read the following consent agenda items: Minutes a. February 4, 2025 Ms. Lenihan moved to approve the entire consent agenda, and Mr. Freeman seconded. The motion passed 4-0. kill: [00IteLe]LTA l&11119:14LTA 14LVA 1.11"Fill L1IL1XII ►[ala►TiIa►llcivil 0U14FA&107►1:Z4I01.4V Ms. Lenihan is excited for Saturday's Lex 250 celebrations. Mr. Freeman does not have anything to report. Ms. Carter thanked Sean Osborne and the Association of Black Citizens of Lexington (ABCL) for the premier episode of the Black Patriots of Lexington series. Ms. Jay announced that she and Dr. Hackett visited the living labs at Estabrook earlier today. Principal Martinez rehabilitated the old greenhouse on the school grounds, previously used as storage. Thanks to an LEF grant, it was brought back to an active greenhouse! They also got to see the hydroponic towers. Ms. Jay invited Andrew Harris to speak about this since he was in the room and is the PTO president at Estabrook. Mr. Harris shared that the fifth graders have been piloting a program to grow herbs and vegetables with the hydroponic towers. COMMUNITY SPEAK Andrew Harris - 4 Grimes Rd (in person): Mr. Harris is here as a representative for SEPAC/LexSEPTA. They collectively want to emphasize the importance of Unit C professionals in the educational system, especially for students with significant needs. These professionals help students access the curriculum, implement behavioral support, support social connections, and more. They urge the district to reach a mutually agreeable contract as soon as possible. Mr. Harris added that his first job out of college was in a similar role; it was the most challenging job he has ever had, but also very rewarding. He hopes that Lexington will be a magnet for the best and brightest with the new contract. Monica Davis - 26 Hayes Ln (in person): Ms. Davis is speaking to follow up on topics from the March 11th K-8 literacy update, and looks forward to the mathematics update tonight. She addressed the delay in receiving STAR student reports for middle school students, which were finally shared. While the data provided included students' scaled and learning area scores, Ms. Davis points out a lack of clarity on the benchmark ranges, leaving students unsure of their level. She also expressed disappointment that the correlation between these scores and expected MCAS performance wasn't shared, suggesting this would help families understand their child's progress. Ms. Davis encouraged the district to provide more detailed information, including definitions for the scaled scores and comparisons with MCAS projections. Ms. Davis urges the School Committee to focus on this year's fifth through eighth graders, noting a significant increase in the number of students requiring support. She attributes this to gaps in foundational skills, particularly due to phonics instruction missing in earlier years, and the impact of COVID on learning. She also encouraged the School Committee to focus on incorporating language development across all subjects in high school to help this cohort succeed. Leah Rochbert-33 Freemont St (on Zoom): Ms. Rochbert is a Lexington resident, an LPS employee of nearly 30 years, a building representative for the LEA, and a member of the Unit C negotiating team. She shared several statements in support of Unit C staff and emphasized that Unit C members (support staff in schools) are essential to the functioning of classrooms and student success. Multiple educators, including Shannon Egbert, Catherine Campbell, and Betty Yee, along with anonymous contributors, highlighted that Unit C staff play crucial roles such as supporting students with IEPs, assisting general education students, managing classroom needs, and being reliable adult figures for struggling students. They stressed that these educators are indispensable, underrecognized, and deeply integrated into daily school life. All speakers urged that Unit C members receive fair treatment and recognition through a good -faith contract negotiation, acknowledging their vital contributions to the school community. Olga Guttag - 273 Emerson Rd (on Zoom): Ms. Guttag expressed surprise that the School Committee was unaware that demolishing the Harrington School would transfer control of the property to the town. She emphasized the importance of keeping the Harrington fields under school control, especially given the significant housing development expected from MBTA zoning. Ms. Guttag urged postponing the demolition of Harrington for at least a year until a comprehensive plan is developed for future land use. She also requested a detailed cost estimate for the central office in the new high school, not just square footage but expenses for HVAC, wiring, soundproofing, and other specialized equipment, as soon as possible. LIPS MATH ASSESSMENTS, PK -8 Presentation Slides Linda Menkis, K-5 Math Department Head, Kathryn Jones, Grades 6-8 Math Department Head, and Maureen Kavanaugh, Director of Data & Strategy, presented the slideshow. • Overview and Vision o The K-12 math curriculum was reviewed from 2018 to 2023, grounded in shared beliefs emphasizing equity, coherence, intellectual engagement, and real-world application. o The goal is to foster confidence, curiosity, and deep understanding in all students, from kindergarten through high school. • K-5 Mathematics Program o Illustrative Math (IM) was adopted in 2022-23 and fully implemented with daily math blocks (45 min in K, 60 min in grades 1-5). o The curriculum aligns with the Massachusetts Curriculum Framework, Guiding Principles, and Standards for Mathematical Practice. o Math intervention is provided through specialists, coaches, and teachers using multiple assessment tools to identify student needs. • 6-8 Mathematics Program o Built on the same standards and practices as K-5. o Grades 6-7: One level of math; heterogeneous groups with collaboration. o Grade 8: Two levels (Math 8 and Math 8 Honors); placement based on multiple data points. o Math instruction and interventions occur in cycles (6 -day rotation, 47-49 min blocks), with workshop -based intervention for struggling students. • Instructional Approach o Emphasis on mathematical rigor: conceptual understanding, procedural fluency, and application. o Problem -Based Learning (PBL) is central—students solve real problems and engage in discourse and collaboration. o Lessons follow a consistent structure: warm-up, activities, synthesis (discussion), and "cool down" (assessment). o Daily feedback is used to guide instruction and address gaps immediately. Assessment and Intervention o K-5: AIMSweb (grades 2-5) shows strong performance, 94% meeting benchmarks. o Positive growth among ELLs and SPED students; gains observed across most subgroups. o Linklt! software introduced for individualized goal -setting and tracking in interventions. o Intervention is most common in early grades (1-2), focused on number sense and operations. Professional Learning o Ongoing support through PLCs, coaching, and external learning (e.g., math conferences). o Focus areas include: Tier 1 intervention strategies, Building Thinking Classrooms, and assessment & placement practices. o Middle school teachers are trained to support collaborative and inquiry -driven math instruction. Family Engagement & Reporting o Communication includes conferences, family math nights, open grade books, and placement letters. Efforts are underway to improve family reports and screeners, especially in K-5. • Outcomes & Data o MCAS: 91% proficiency by grade 10; growth percentiles are high across districts. o Achievement gaps remain, especially for students with disabilities and African American students, but signs of progress exist (e.g., gap closing in grades 6-8). o Data -driven practices and targeted interventions continue to be key strategies. School Committee Questions/Comments: Ms. Lenihan recalled a pre -pandemic School Committee meeting where Kevin Kelly was present. He talked about how we need to remember that for some of our students, the only place they learn math is in our schools. Ms. Lenihan asked how we meet the needs of our students who do not take outside math classes. She adds that taking outside math classes is perceived to be an unofficial prerequisite for students to be in honors math in the High School. Ms. Lenihan would like to know if that is true. Ms. Menkis emphasized the decision to choose a math curriculum that supports a wide range of students' needs and is problem -based. Illustrative Math is designed to engage students in discourse with others to explain their thinking and approach. This has resulted in the almost elimination of parent requests for extension materials. Ms. Menkis also stated that we do not take any polls or surveys to see how many students are doing outside math. Ms. Jones explained that, like K-5, grades 6-8 are working on Tier 1 interventions and instructional strategies. The strategies include designing tasks with low floors and high ceilings to allow multiple entry points and using "thin slicing" to build on prior knowledge. She added that taking an outside math class is not part of the criteria for honors, and she does not have specific numbers for how many students take outside math. She also stated that the seventh -grade teachers are working on incorporating honors curriculum into everyday lessons so that students get exposure and are better prepared for eighth grade. Mr. Freeman asked if the seventh -grade teachers include the honor questions in checkout sessions. Ms. Jones explained that they are embedded in the end -of -unit assessments. Students are given a choice between seventh -grade assessment questions and seventh -grade honors questions. This data is then used to determine the best fit for the students at the end of the year. Mr. Freeman stated that he has seen these optional honor -level questions, and his experience is that teachers expect certain students to complete these problems. They don't have the same expectations for other students from other demographics. He asked how we address that because student performance is somewhat based on expectations in middle school. Ms. Jones replied that we want to have high expectations for all students, support them wherever they are, and encourage students to try problems. Ms. Gaudet added that she and Ms. So are working with principals, professional learning groups, and others to align next year's goals around culturally responsive practices. The focus will be on helping educators recognize and avoid setting unequal student expectations. Professional learning across departments, including math, will embed these practices. We will also monitor access to advanced math courses to ensure equitable opportunities and reduce systemic barriers. Mr. Freeman also asked if we track data from literacy to math; he would like to know if we know the difference between a student struggling in math versus a student struggling in literacy. Ms. Menkis replied that this is discussed during building data team meetings. They examine whether difficulties stem from math skills or from the language -heavy nature of the math curriculum. Adjustments have been made, such as simplifying assessments and using strategies like read-alouds or partner reading to reduce literacy barriers. They're also improving data systems to help teachers quickly identify students receiving interventions, ensuring support is better tailored and more timely. Ms. Carter spoke about how the criteria for getting into eighth -grade honors math has changed in the past four, five, or six years. She wonders if leaders have coalesced on criteria and the process for who gets into honors. Ms. Jones replied that we had finally landed where we felt good about the criteria. Ms. Carter also stated that the results of students of moderate special ed, we are not seeing improvements; in fact, they are dropping. Ms. Menkis replied that there's more collaboration happening now with Special Education. Special Education teachers attend math professional learning, and they have planning sessions at the building level. This has lead to better engagement. Also, our math specialists meet with moderate special ed teachers and instructional aides on a regular basis to do training on unit content and how to best support our learners. Ms. Menkis added that we are also providing more IA training than we've ever had, and she has been meeting with Laura Spear, Director of Special Education, to collaborate between the two departments. Ms. Jones echoed Ms. Menkis's reply. The Middle Schools have been working on instruction and intervention at Tier 1, and the STAR data has allowed for a better handle on flagging students for intervention. Dr. Hackett started a discussion on the possible replacement of the AIMSweb assessment, Ms. Menkis added that a new alternative screener has not been selected as of yet but they are working on it. Ms. Carter also brought up how it's been five or six years without homework at the Elementary level, she would like to know what the data on this suggests. Ms. Menkis stated that some work is sent home and that she does not believe that there is any correlation between what was happening before with homework and now. She explained that if a student needs additional practice, work goes home for families to partner with us. Dr. Kavenaugh clarified that we do not have a "no homework" policy. Ms. Carter finally made a comment about the family communication, the items listed in the slideshow don't offer parent feedback. Ms. Jay also spoke about the connection between literacy and math skills and how word problems can be a challenge. She asked if word problems are in assessments, Ms. Menkis replied that they are not. The questions are all based around foundational number concepts. Ms. Menkis explained that there are story problems, and these help students break apart the question. Ms. Jay stated that she has seen Illustrative Math (IM) being taught. She asked if differentiation in the classroom ended up being successful in this model. Ms. Menkis explained that teachers found that kids who are strong in math and have outside math experience often focus on getting answers quickly, but IM helps them to explain their thinking, and see different ways to solve problems. Resources have been created to support special education students who are multiple grade levels behind. Ms. Menkis added that every year the program is reviewed and adaptations are made. She also stated that there is no perfect curriculum. Ms. Jay then asked what the Middle School curriculum is based on. Ms. Jones replied that teachers are using Open Up, IM, and have created their own curriculum. Group work has been a focus over the past few years as well as having tasks with low floor, high ceiling with multiple entry points. End of unit assessments have also been created to get a grasp on which students understand the concepts and who may need some intervention. Ms. Jay asked if eighth grade honors is more independent, has more challenging problems, or is at a faster pace. Ms. Jones explained that both classes cover the same standards and content, but honors does move at a faster pace and they synthesize problems more. Student Representative, Adlan, asked about the differences in ninth grade math. Ms. Jones replied that she is not the high school math department head but that it is her understanding that higher level classes have more focus on synthesis and less emphasis and instruction on background skills. Ms. Jones also explained that the Middle Schools collaborate with the High School during the placement process of students. Adlan wanted to know if a student could go from non -honors eighth grade math to ninth grade honors math. Ms. Jones explained that placement is based on criteria, but that there are many assessments and opportunities for extra help that can be given to students who want to retest for a higher placement. SUPERINTENDENT'S REPORT Dr. Hackett gave a shout -out to Dr. Martinez's work and thanked the PPC members who helped organize everything at Estabrook. Dr. Hackett also commented on the Unit C negotiations which is not typical, she wanted the community to know both sides are working very hard. She expressed appreciation for the teams involved, noted how challenging it is when resources are limited, and encouraged continued effort. Dr. Hackett added that her first job was also as an IA so she understands how difficult of a job it is. She also shared that she attended the Scottish Rite Masonic Museum Library 50th celebration with former Superintendent, Paul Ash. Dr. Hackett then announced the start of the districtwide K-12 art show that just opened at Central Office. Dr. Hackett reviewed her Superintendent`s Report with the School Committee. The highlights from her report include: a. World Down Syndrome Day on March 25th. b. Staff Appreciation Days; Peer Professional Staff Appreciation Day on April 3, School Librarian Day on the fourth, and National Assistant Principal week from April 7th to the 11th. c. Estabrook Elementary School Blue Ribbon Eligibility. d. The 14th Annual African American & Latino/a Tenacity Challenge e. Mark Your Calendars for Friday April 18th. At 8:00 AM on Boston 25 News, there will be a segment featuring a special tour of Revolutionary War sites in Lexington led by LPS social studies educators Jane Hundley and Kerry Dunne. f. Estabrook 5th Grade Research Presentations. g. Lexington High School Science & Engineering Fair happened on February 12th at Tufts. h. Estabrook was excited to host an International Group of Educators from China. i. Chinatown Rising is a documentary film about the Asian American Movement from the perspective of the young residents. j. Our LHS Math Team won the K-12 MA Chess Championship. k. Meeting about Allergen -Free Lunch Options at LPS. I. All three parts of the K-8 Comprehensive Local Assessment presentation are linked. m. High School Building Project Updates, students got to see designs. n. MBTA Zoning Bylaw Changes: Residential Developmental Impact Study determined that we would have approximately 217 Elementary Schools students (100 of which are expected to go to Estabrook), 130 new Middle School students (100 of which are expected to go to Diamond), and 152 new High School students. o. Our next LPS Core Values Celebration will be on May 20, 2025 at 4 p.m. in the Central Office Gymnasium. p. Verifying Family Contact Information through the ASPEN Family Portal. q. We All Belong o State Seal of Biliteracy o Resource Fair o Upcoming Holidays & Observances NEW BUSINESS A. Travel Outside the U.S. A letter from Dr. Hackett was sent to families with children going on an upcoming international trip. The School Committee discussed the potential risks of green card and visa holders leaving the United States for field trips. B. Vote on School Choice Ms. Lenihan moved that Lexington Public Schools will not participate in the School Choice Program for the 2025-2026 school year, Ms. Carter seconded. The motion passed 4-0. C. Vote one SC Member to the Nominating Committee for the Executive Board of the Cary Library Ms. Carter moved to appoint Ms. Lenihan to the Nominating Committee for the Executive Board of the Cary Library, Mr. Freeman second. The motion passed 4-0. COMMUNITY SPEAK No speakers. POSSIBLE ACTION ITEMS No items were added. ADJOURNMENT Ms. Lenihan made a motion to adjourn at 8:32 PM, Mr. Freeman seconded. Passed, 4-0.