School Committee Meeting - October 6, 2025

Governing Body: Somerville School Committee Meeting Date: October 06, 2025 Type of Meeting: Regular Meeting Attendees: Laura Pitone, Emily Ackman, Andre Green, Lance Davis, Katjana Ballantyne, Ellenor Barish, Sarah Phillips, Ilana Krepchin, Rubén Carmona (Superintendent), Samantha Elegine (Director of Data Assessment and Accountability), Ildefonso Arellano (Director of Special Education), Marissa McDonald (Assistant Director of Special Education).

Executive Summary: The Somerville School Committee convened on October 6, 2025, for a hybrid meeting. Key discussions included student representative updates on high school events, public comments primarily focusing on special education concerns and the Somerville Special Education Parents Advisory Council (CPAC) report, and comprehensive presentations from the Superintendent's office. The presentations covered 2025 MCAS results, highlighting areas of progress and growth, and an in-depth report on special education services, programmatic design, and accountability. The Committee also addressed the superintendent's summative evaluation process, approved integrated contracts, and discussed upcoming field trips and donations.

• The meeting was called to order at 7:00 PM.
• The meeting was conducted via hybrid participation, pursuant to Chapter 20 of the Acts of 2025.
• An audio recording, audio-video recording, transcript, or other comprehensive record of the proceedings will be posted on the City of Somerville website and local cable access government channels.

• Superintendent Rubén Carmona conducted the roll call.
• Present: Laura Pitone, Emily Ackman, Andre Green, Lance Davis, Katjana Ballantyne, Ellenor Barish, Sarah Phillips, Ilana Krepchin.
• Quorum: A quorum was established.

• A moment of silence was observed, followed by the Pledge of Allegiance.

• Bhavika Kalia (Junior, Somerville High School):
  • Homecoming dance scheduled for Saturday, October 25th, at the high school.
  • Theme: Rio, aiming for a colorful event and fundraising for senior prom.
• Marlee Thrasher (Junior, Somerville High School):
  • College fair on Thursday, October 9th, in the evening, with over 60 colleges attending.
  • Described it as a valuable opportunity for students to gather information about the college process.
  • Latinx Hispanic Heritage Month final celebration next Wednesday.
    • Students can opt to watch or play in a joint teacher-student soccer game (outdoor field) or volleyball game (gym).
    • Alternatively, students can watch a movie showing of "Selena" starring Jennifer Lopez in the Highlander Forum.
    • Emphasized the celebration of Hispanic culture.
• Committee Questions/Comments: No specific questions or comments, but appreciation for the exciting high school activities.

• Instructions:
  • Speakers allowed three minutes.
  • Speakers to state name and address or role within the district.
  • Chair reserves the right to terminate speech not constitutionally protected.
  • Public comment is not a discussion, debate, or dialogue. Committee members will not reply during the meeting.
  • Personal complaints against school personnel or community members will not be heard.
  • Topics should be on the agenda or within the School Committee's scope.
  • Public encouraged to submit comments in writing.
• Speakers:
  • Abby Hare (13 Quincy Street, Parent, Capuano and East Schools):
    • Expressed concern about special education, referencing the CPAC report and over 60 emails received by the Committee.
    • Highlighted a disconnect between data collection and meaningful action, citing worsening MCAS results for students with disabilities.
    • Advocated for robust tracking and analysis of effective programs, immediate oversight, and a data-driven plan with clear goals and deadlines from district leadership.
    • Urged examination of the "child find" process and transparency in special education.
    • Key Quote: "For years, the data has shown that students with disabilities are being left behind, and the most recent MCAS results show this problem is only worsening."
  • Samantha Steiner (Whitfield Road, Ward 7, Parent, CPAC Member):
    • Stated that the state confirmed Somerville Public Schools (SPS) needs immediate special education assistance, calling it a district-wide issue.
    • Shared personal experience of her five-year-old son struggling due to lack of support.
    • Criticized "slow change" as harmful given years of noncompliance.
    • Called for immediate, urgent action: IEPs based on student needs, filling vacancies, timely service delivery, accountability with measurable goals, transparent reporting, and shared power with families.
    • Referenced the Apple Institute team and the Federation for Children with Special Needs, emphasizing "Nothing about us without us."
    • Cited 2025 MCAS data for students with disabilities: 18-point drop in advanced coursework participation, 12% meeting ELA expectations, 4% meeting math expectations in Grade 10.
    • Key Quote: "When the state mandates intervention and families are organizing out of desperation, responding with talking points instead of urgency is dismissive."
  • Liz Eldridge (Chair, Somerville Special Education Parents Advisory Council - CPAC):
    • Thanked contributors to the CPAC report, noting its recognition as a model for parent-driven systemic change.
    • Stated that special education in Somerville has "taken a backseat" and families have felt "invisible, unheard, or dismissed."
    • Framed the moment as a "call for collaboration," not criticism.
    • Emphasized CPAC's commitment to equity for all students and urged the Committee to partner with them.
    • Key Quote: "This is not a moment of criticism, but a call for collaboration. We are a group of determined parents, parents who believe that when our most vulnerable learners are succeeding that means the whole system is working for everyone."
  • Jessica Adams (Creative Writing Piece - "I Am an SPS IEP"):
    • Read a creative piece from the perspective of an Individualized Education Program (IEP).
    • Highlighted the difficulty of bringing IEPs into existence, parents begging, teachers documenting, and children "drowning in data."
    • Criticized the City of Somerville for approving a "level service budget that was already out of compliance," leading to understaffed classrooms and exhausted families.
    • Stated that neurodivergent children are diagnosed at higher rates, yet families are not informed about Tier 2 MTSS placements.
    • Argued that "early or any intervention were generosity and not law."
    • Cited statistics: 12% of SPS students with disabilities read at grade level, 10% do math, 6,570 minutes of missed counseling in one year.
    • Concluded with a plea: "Fund me, staff me, honor me, please."
    • Key Quote: "Compliance delayed is compliance denied. We need to call it what it is, needs assistance."
  • Deshawn Simmons (Ward 7 Resident, Middle Grades Educator, President, Somerville Educators Union - SEU):
    • Highlighted the partnership between the district and the union in addressing student needs.
    • Acknowledged imperfections but praised the district's willingness to listen and be responsive.
    • Referenced the previous year's budget process, which saw "additional millions of dollars added to the budget," correcting "decades of underinvestment."
    • Noted more manageable workloads for special education providers and social-emotional educators, leading to more protections for student service delivery.
    • Praised codifying best practices for reading and math intervention.
    • Mentioned the co-teaching model pilot at East Somerville and Winter Hill, with a working group documenting practices for future scaling.
    • Appreciated the district's effort to maintain a solid working relationship with the SEU despite disagreements.
    • Key Quote: "This year, we are seeing more manageable workloads for special education providers and social-emotional educators, which means more protections for student service delivery."

• Superintendent Rubén Carmona introduced the presentations on academic excellence, acknowledging family and community advocacy, particularly for special education.
• Emphasized the district's vision for a student-centered learning community with tailored supports and equitable access.
• Noted that the district openly accepts DESE's feedback on special education as constructive.
• Highlighted strides in special education: increased staff, structured workload, and a working group for service expansion.
• Announced a special education family listening session hosted by SFLC and the special education department, the first in a series.

• Presenter: Samantha Elegine, Director of Data Assessment and Accountability.
• Data Culture:
  • SPS has a strong culture of data review to inform decision-making and instructional practice.
  • Data sources include iReady (reading/math, grades 3-8), DIBELS (early literacy, K-5), ACCESS (English language proficiency, K-12), MCAS (ELA, math, science, civics, grades 3-8), student work samples, and unit assessments.
  • Data is analyzed for trends, patterns, student growth, and by subgroups (multilingual learners, students with disabilities, low-income households).
• Triangulating Data:
  • MCAS is used for state accountability, measuring grade-level standards and progress.
  • SPS uses MCAS achievement levels, Student Growth Percentiles (SGP), and item-level data.
  • MCAS data is combined with iReady, DIBELS, observations, and student work for a fuller picture.
• Achievement Levels (Percentage of Students Meeting or Exceeding Expectations):
  • Grades 3-6:
    • Increase in 4th grade ELA and 4th grade Math.
    • Decline in 5th grade ELA (3 percentage points).
  • Grades 7-10:
    • Increase in 7th grade ELA (7 percentage points), 8th grade Math, and 8th grade Science.
    • Notable decline in 10th grade ELA (9 percentage points, from 53% in 2024 to 44% in 2025), consistent with state trends.
    • 8th grade Science and Civics performed on par or slightly better than state averages.
• Average Student Growth Percentiles (SGP):
  • DESE considers 40-60 as moderate growth.
  • Grades 3-8 ELA and Math SGPs typically remained in the moderate growth range.
  • 10th grade Math SGP increased from 39 in 2019 to 49 in 2025, reaching moderate growth.
• Student Subgroup Performance (Percentage Meeting or Exceeding Expectations):
  • Most subgroups have not reached pre-COVID (2019) performance levels.
  • Multiracial subgroup showed higher performance in 2025 than 2019 (19% to 25%).
  • Disparities exist across subgroups.
  • Science (Grades 5 & 8):
    • Black student subgroup: 28% in 2019 to 29% in 2025.
    • Multiracial subgroup: 59% in 2019 to 72% in 2025.
    • Asian student subgroup showed an "anomalous dip" from 60% to 36%.
  • Grade 8 Civics: Similar disparities observed.
  • High School: Most subgroups below pre-COVID levels in ELA. Former multilingual learners and multilingual learners showed some improvement in Math. Mixed results in Science.
• Accountability Results (District Level):
  • Key Indicators: MCAS achievement, MCAS student growth, high school completion (graduation, engagement, dropout rates), English language proficiency, chronic absenteeism, advanced coursework completion.
  • Areas of Strength:
    • Decrease in chronic absenteeism (non-high school and high school).
    • Met ELA and Math MCAS growth targets (grades 3-8).
    • Met English language proficiency target (high school).
  • Areas for Growth:
    • Decline in ELA and Math MCAS performance (high school).
    • Decline in four-year graduation rate.
    • Decline in advanced coursework completion rate.
  • Point System: 0 points (decline), 1 point (no change), 2 points (slight improvement), 3 points (met target), 4 points (exceeded target).
• Accountability Results (School Level):
  • Criterion Reference Target Percentage (Progress towards DESE targets):
    • Agenziano: 78% (Meeting targets)
    • Healy: 58% (Substantial progress)
    • Brown: 71% (Substantial progress)
    • East: 54% (Substantial progress)
    • Kennedy: 64% (Substantial progress)
    • West: 46% (Substantial progress)
    • Winter Hill: 31% (Substantial progress)
    • Somerville High School: 22% (Substantial progress)
    • District Overall: 47% (Substantial progress)
  • Accountability Percentiles (Comparison to comparable schools):
    • Winter Hill: 9 (Flagged for accountability)
    • West Somerville: Flagged due to low subgroup performance (Hispanic or Latino).
    • Next Wave: Flagged due to assessment participation.
• Action Plans:
  • Regular data review with principals.
  • Investment in high-quality instructional materials (over $600,000).
  • Vision for excellent instruction (fostering positive culture, student-focused planning, accessible content, student agency).
  • Common Planning Time (CPT) initiative for data-driven discussions.
  • i-Ready Personalized Instruction (grades 3-8).
  • Anticipated foundational grant to strengthen school instructional leadership.
• Committee Questions/Comments:
  • Dr. Phillips: Asked about the timeline for investments to "pay off," noting many initiatives are new.
    • Superintendent Carmona: Referenced commissioner's concern about pre-pandemic levels, noted lack of high-quality instructional materials previously. Stated 3-5 years for routines to settle.
  • Dr. Ackman: Commended data visualization, especially subgroup slides, and requested their availability online. Asked about the "significant grant" and backup plans if not received.
    • Superintendent Carmona: Confident in receiving the grant, adhering to the foundation's communication plan.
  • Ms. Barish: Asked about district support for teachers to accelerate results (e.g., common planning time, PD).
    • Superintendent Carmona: Mentioned DIBELS and i-Ready showing steady improvement in K-2/K-3. Referenced collaboration with TNTP and "instructional rounds." Principals providing more feedback and coaching.
    • Dr. Boston-Davis: Emphasized strengthening school leaders as instructional leaders, launching Open Architects (new data system), and building coherence across initiatives.
  • Mr. Green: Noted local and statewide dip in 10th grade ELA scores, anecdotally linking it to students knowing MCAS scores don't matter for them. Asked about using MCAS as a diagnostic tool and new baselines.
    • Superintendent Carmona: High school feedback indicated many unanswered ELA questions. Concerned about the trend, analyzing with the high school.
  • Ms. Pitone: Asked about the source of improvement in math growth percentiles, given curriculum changes.
    • Ms. Elegine: Attributed to curriculum changes, strong math foundation, differences in high school vs. 8th grade tests, and high school courses.
  • Dr. Ackman: Asked about students owning their data and if the district plans to implement this.
    • Dr. Boston-Davis: Noted varied visual tracking across schools/classrooms, no district-wide formal system yet, but will look into it.
    • Superintendent Carmona: Referenced East Somerville's use of Cereta Hammond work, focusing on students owning their learning.
  • Superintendent Carmona: Expressed concern about the 10th grade ELA dip and subgroup data patterns. Emphasized high-quality instructional materials, data assessment, and CPT for collective understanding.
  • Ms. Barish: Asked if MCAS is entirely in English for MLE students.
    • Superintendent Carmona: Yes, except for first-year MLEs. Noted ACCESS data helps correlate language development.
  • Mr. Green: Discussed limitations of MCAS data, correlation with socioeconomic status, and state segregation. Asked if there's a Massachusetts district moving the needle on test scores for low-income students in a meaningful way beyond just scores.
    • Superintendent Carmona: Hasn't researched yet, but noted Revere for early literacy.
    • Ms. Elegine: Referenced DESE's DART tool for comparable districts (Barnstable, Malden, Methuen, Milford, Peabody, Quincy, Stoughton, Waltham, West Springfield, Woburn). Noted Quincy outperformed others and would investigate their practices.
  • Dr. Boston-Davis: Emphasized curriculum selection with authentic texts and the limitations of MCAS as a summative assessment for evaluating innovative practices.
  • Ms. Pitone: Asked for better ways to capture and represent school progress beyond MCAS, especially for families.
    • Superintendent Carmona: Referenced "feel in the building," visible learning, ILT walkthroughs, and SGP as good references.
    • Ms. Elegine: Reiterated using multiple indicators, including accountability reports and i-Ready growth targets.
  • Dr. Phillips: Gave a shout-out to Argenziano School for leading on criterion reference target percentage and asked what they are doing right.
    • Superintendent Carmona: Praised strong, consistent leadership (Principal Glenda Soto), clear instructional priorities, data-driven approach, and positive school environment.
  • Mr. Biton:
    • Called for the return of the "Somerville Reads" program.
    • Requested more information on how the district develops and implements model practices in classrooms/schools and uses training/CPT to scale them.
    • Highlighted non-test score metrics in the accountability results (graduation rate, engagement rate, advanced coursework completion) and requested more focus on them.
  • Ms. Barish: Clarified that i-Ready and DIBELS data are not available for 2019 for comparison.
  • Ms. Barish: Observed the importance of hiring and retaining excellent people, referencing the Argenziano's success and the recent meeting on staffing.

• Presenters: Ildefonso Arellano, Director of Special Education, and Marissa McDonald, Assistant Director of Special Education.
• Overview:
  • Over 1,000 students (19% of district) are in special education programs.
  • District is committed to strengthening services.
  • Acknowledged CPAC's partnership and feedback.
  • Thanked special educators, general educators, service providers, paraprofessionals, IEP team leaders, office support staff, and department coordinators.
• Shared Responsibility:
  • Tenants developed with Multilingual Education Department.
  • Success for students with disabilities and multilingual learners is a district-wide commitment.
  • All students can learn, realized through inclusive grade-level instruction and data-guided equitable outcomes.
• Staffing:
  • Fully staffed with department coordinators, including new hire Jared Whitcomb.
• Student Population (as of 9-29):
  • 18.5% of students receive special education services.
  • Some schools have higher percentages due to specialized programs (e.g., Winter Hill - autism program; Capuano - specialized programming; Kennedy - life skills, SEEK, SKIP programs).
  • 60 out-of-district students.
  • 10 walk-in students (private/home-schooled accessing services).
  • One-third of special education students are dually identified (special education and multilingual learners).
• Special Education Programs: Various programs housed in different buildings.
• Accountability Data:
  • Special education students made moderate progress towards targets in 2025.
  • Accelerating progress through comprehensive review of MCAS and other assessments with building leaders.
  • Meetings focus on identifying needs, aligning supports, and root cause analysis.
  • Outcomes will inform targeted action steps aligned with DESE's IDEA-LEA Special Education Determination of Needs Assessment.
  • District is proactively starting analysis and conversations with principals, not waiting for the end-of-year DESE deadline.
• Child Find:
  • Legal requirement to identify, locate, and evaluate children ages 3-21 suspected of disability.
  • Referral sources: parents, teachers, community agencies.
  • Timelines: Consent within 5 school days, evaluations within 30 school days, meetings/IEPs within 45 school days of parental consent.
  • Recent change (May 2025) in law interpretation: IEPs must be out within 5 days of annual reviews.
  • Commitment: Early identification, equitable access, full parent participation.
• Referral Data (Last School Year):
  • 234 referrals submitted (initial evaluations only).
  • 75% were parent-initiated.
  • Of parent referrals: 56.3% found eligible, 46.6% ineligible.
  • Of school referrals (20% of total): just under 80% qualified, just shy of 20% ineligible.
  • 91.2% of referrals completed within mandated timelines (aiming for 100%).
• Strengthening Programmatic Design:
  • Additional staff requested and provided for Winter Hill and East.
  • New AIME classroom at Capuano for increased autism enrollment.
  • Two new inclusion co-teachers hired for inclusive practices and co-teaching initiatives.
  • Moved to a weighted caseload staffing model (in alignment with SEU collective bargaining agreement).
  • Identified and requested additional support for three positions since school year start (adjustment counselor at Winter Hill, resource room teacher for Argenziano and Kennedy, another resource room teacher).
• Inclusive Practices and Co-Teaching Work Group:
  • Two models at East Somerville and Winter Hill with additional special educators for co-teaching.
  • Working group kicked off end of September.
  • Goals: Review models, define co-teaching expectations, identify PD needs, analyze data, provide recommendations for future expansion.
• Professional Development (Marissa McDonald, Assistant Director of Special Education):
  • Sonde System: Multi-sensory, evidence-based literacy program for foundational reading skills.
  • Crisis Prevention Intervention Training: Trauma-informed strategies for de-escalation (verbal and nonviolent).
  • Q-interactive: Streamlines cognitive and academic assessments, efficient real-time data collection.
  • Paraprofessional PD: Five-session series on reinforcing vs. teaching, building relationships, fostering regulation, tracking data.
  • "What's So Special About Special Education": New district-wide PD for all educators/administrators on IDEA, state regulations, child find, evaluation, IEP development, specially designed instruction, inclusive practices.
  • Multilingual Learners with Disabilities: "Referral to Results" PD (in collaboration with MLE department) on referring, evaluating, and determining eligibility, and evidence-based practices for IEP goals and language development.
  • Asynchronous PD Modules: Focused on high-leverage practices (behavior support, academic instruction, UDL).
• Extended School Year (ESY):
  • Expanded ESY model for academic services in summer 2025.
  • Shift from short walk-ins to a structured half-day program (reading, math, writing with executive functioning support).
  • 45 minutes per subject, 5 days/week for 4 weeks.
  • Launched three classrooms, serving ~30 eligible students.
  • Model will continue for following summer.
• Partnership with CPAC:
  • Participating in the Advancing Parent Professional Leadership and Education (APPLE) Institute (first meeting tomorrow).
  • Basic Rights Workshop on October 7th at 7 PM.
  • Virtual Meet & Greet with IEP team leaders/department coordinators on Thursday, October 9th.
• Committee Questions/Comments:
  • Chair Krepchin: Asked if 60 out-of-district placements is lower than in the past.
    • Mr. Arellano: Yes, lowest number, usually less than 70. Attributed to Next Wave Full Circle program keeping students in-district. Offered to provide comparative data with similar districts.
  • Dr. Phillips: Requested future data on missed services (and make-up services) and compliance status.
  • Mr. Biton: Asked about the teacher referral process for evaluations.
    • Mr. Arellano: Teachers use Child Study Teams (CST) or SST teams (social-emotional). Look at interventions (Tier 1, Tier 2) over 6-8 weeks. If no progress, discuss potential disability. Teachers can also directly suspect and refer.
  • Ms. Barish: Asked about the average time for IEP delivery within the 45-day window and benchmarks for ESY success (participation, attendance).
    • Mr. Arellano: Will provide ESY data. Noted it was the first year of the new model, need to improve outreach. Acknowledged need to partner with Parks & Rec for full-day programs.
  • Ms. Pitone: Praised weighted caseload model and APPLE training. Called for more transparency/dashboard for families on data. Asked about models for effective CPAC collaboration. Inquired about evaluating IEP quality and effectiveness of PD/interventions.
    • Mr. Arellano: Will track progress of students receiving Sonde intervention using i-Ready data. Agreed on need to evaluate program/PD effectiveness.
  • Ms. Barish: Asked about how "walk-in" services work.
    • Mr. Arellano: Services are based on the student's home school district.
  • Mr. Biton: Followed up on evaluating programs, requesting clear goals and deadlines for successful programs.
    • Mr. Arellano: Emphasized individualized nature of IEPs but agreed on need for measurable markers.
  • Chair Krepchin: Asked about the timeline for the inclusion model working group.
    • Mr. Arellano: MOA states recommendations by May, but will push for March for budgetary impact.
  • Ms. Barish: Expressed relief about the March timeline. Asked about accessibility of Child Find and APPLE Institute (during working hours), suggesting weekend/evening options.
  • Dr. Ackman: Asked about assessing and providing services for incoming Pre-K and Kindergarten students, especially those new to the district.
    • Mr. Arellano: EI students assessed before 3rd birthday. Kindergarten and Pre-K screenings (SC, PELI) are part of Child Find. Follows 30-day assessment, 15-day meeting timeline.
    • Dr. Boston-Davis: Noted additional supports from Student Services (Liz Doncaster), BCBAs, and thought partners for classrooms with high needs.
  • Mr. Green: Requested educators from the inclusion model pilot to share initial experiences and thoughts around midterm, emphasizing the need for qualitative data on "tweaking" details.
    • Mr. Arellano: Stated he has removed "pilot" from his vocabulary for co-teaching, as the district is committed to expanding inclusive practices.
  • Mr. Biton: Seconded Mr. Green's request to hear from educators and CPAC in those conversations.
  • Dr. Ackman: Followed up on long-term outcome data for students previously in out-of-district placements, asking if Ms. Elegine could envision a dashboard for this.
    • Mr. Arellano: DESE tracks post-secondary outcomes (college, job training) as part of LEA determination. Will obtain and provide this information.
  • Mr. Green: Emphasized the need to start discussing next year's budget now, given anticipated 6-7% increase just to maintain current services and the city's financial situation. Stressed the need for continued investment in education.

• Superintendent Carmona announced Child Find Screenings on Thursday, October 9th, at 8:30 AM at Capuano Early Childhood Center for ages 3-5 not yet enrolled. Three screenings throughout the year.
• Announced the culinary part of the high school will be open on Thursday, 11 AM - 12:15 PM.
• Ms. Pitone: Clarified if the culinary program is every Thursday.
  • Superintendent Carmona: Yes, the idea is every Thursday, starting this Thursday.
• Ms. Barish: Asked about outreach for Child Find.
  • Superintendent Carmona: Publicized through newsletters, signage. SFLC involved in communication. Will investigate Ms. Barish's suggestion for weekend/evening screenings.

• Motion: Ms. Barish moved to accept the report of the Rules Management Subcommittee meeting for September 25, 2025.
• Second: Dr. Ackman.
• Discussion:
  • Ms. Barish: Noted the subcommittee hopes to meet on October 20th to vote out sections of the policy manual review to the full body, warning of a potentially thicker packet for the next meeting.
  • Mr. Green: Requested anecdotal notes or a memo from the Chair of the Rules Subcommittee to serve as a "crib sheet" for the policy manual review.
  • Ms. Barish: Suggested starting with the subcommittee notes, which provide a brief synopsis of discussions.
• Vote:
  • All in favor: Unanimous.
  • Motion carries.

• Discussion: Continuation of a previous conversation regarding the Winter Hill/Brown School project.
• Chair Krepchin: Invited written thoughts or comments.
• Ms. Barish: Asked if a 650-person school could be two buildings or one, referencing the 250 additional seats agreed upon by the city.
• Ms. Barish: Noted that a 650-person school would not accommodate rising fifth graders from the Brown School, potentially leading to capacity issues in upper grades.
• Ms. Pitone: Shared her framework for evaluating options: equity and access, safety, adequate seats, cost, outcomes (diversity, specialized programming), distance from school, school size, facility features, flexibility, and parent choice.
  • Referenced the Healy School's Choice Program change as a difficult but ultimately beneficial decision for the district.
  • Highlighted Winter Hill's current limitation of two strands per grade, hindering inclusion efforts.
  • Discussed cost: $210,000-$220,000 per seat at Trum or Sycamore vs. $247,000 per seat at Winter Hill alone, and $376,000 per seat for 250 seats if redoing the Brown.
  • Emphasized the need to address the Brown School's condition if two schools are chosen.
  • Mentioned lack of cafeteria, robust outdoor space, gymnasium, and ADA compliance at the Brown School.
  • Expressed concern about SPED services delivered in hallways at the Brown School.
• Ms. Barish: Added elevator/ADA compliance as a critical issue for the Brown School. Noted reduced outdoor space at the Brown would also impact the neighborhood.
• Mr. Biton: Suggested this is an opportunity to consider building a centralized middle school, freeing up elementary seats.
  • Expressed concern about consolidation impacting transportation and making Somerville less affordable, potentially pushing families to suburbs.
  • Noted the significant tax increase for voters regardless of one or two schools.
• Dr. Phillips:
  • Stated MSBA rejected the idea of funding a middle school.
  • Her position: Build as big as possible now due to uncertainty of future MSBA funding.
  • Advocated for a joint school to integrate schools by race and class, leaning towards Scenario E (Sycamore) due to playground space.
• Mr. Green:
  • Leaned towards rebuilding at Sycamore.
  • Skeptical of land swap for Trum.
  • Questioned spending $300,000 per student for a school (Brown) that doesn't serve the full diversity of the city.
  • Advocated for more seats at a central location for the lowest cost.
  • Would not prioritize capital improvements for the current Brown building.
  • Noted the Brown footprint is too small for a 21st-century learning building.
  • Opposed moving seats further west due to geographic segregation and population distribution.
• Chair Krepchin: Noted the distance between Trum and Sycamore is about 0.6 miles.
• Dr. Ackman: Shared a community member's concern about taking away green space at Trum.
• Ms. Barish: Noted Trum's location on the border of Medford limits walkability, while Sycamore is more central.
• Ms. Pitone: Agreed Trum has more space but acknowledged community impact. Reiterated ADA compliance and hallway SPED services at the Brown School as reasons to consider changes.

• Motion: Mr. Green moved to authorize the Chair to sign the FY27 State Budget Sign-On Letter.
• Second: Dr. Phillips.
• Discussion: None.
• Vote:
  • All in favor: Unanimous.
  • Motion carries.

• The item was presented as a first reading.
• Discussion on nominating a delegate for the MASC conference will occur at the next meeting.
• Committee members will provide feedback on resolutions to the delegate.

• Dr. Phillips: Explained the process for the superintendent's summative evaluation.
• Instructions:
  • Review Superintendent's Goals and Goals Update (in packet).
  • Complete the evaluation form by Thursday, October 16, 2025, via email to Dr. Phillips.
  • Page 3: Rate Performance Goals.
  • Pages 4-7: Score highlighted focus indicators for each standard (using rubric in instructions document). Aggregate scores for an overall score per standard.
  • Page 1: Re-enter scores from pages 3-7.
• Superintendent Carmona:
  • Thanked the Committee for the process, emphasizing its value for feedback and improvement.
  • Highlighted updates in his memo:
    • Student Learning Goal: HQIM implementation, integration of special education and MLE work, revised Learning Walks, Explore Guidance, CPT, and District PD.
    • Professional Practice Goal: Reflections on leadership growth (appendix), data-driven instruction.
    • Operations Goal: Leadership of Chief of Staff, consistency in monitoring, effective partnership with the city, implementation of Arbiter Sports (Family ID) for consistency in student health/participation tracking.
    • Out-of-School Time Goal: Expanded communication, SFLC collaboration, community schools.
    • Workforce Diversity Goal: HR department's work on diversification efforts and baseline data.
  • Emphasized the strategic plan alignment and key actions.
• Committee Questions/Comments:
  • Ms. Barish: Asked about the next cycle for superintendent goals and a timeline for review/tweaking.
    • Dr. Phillips: Goals are selected with focus indicators. After this summative evaluation, goals for the next cycle will be reviewed and potentially tweaked.
    • Superintendent Carmona: Many current goals are finite. Suggested conversation on aligning school improvement goals with district direction.

• Motion: Dr. Ackman moved to authorize the Chair to sign the integrated contracts for SEU Unit A, C, and E.
• Second: Mr. Biton.
• Discussion: None.
• Vote:
  • All in favor: Unanimous.
  • Motion carries.

• Discussion:
  • Proposed last week of October into the first week of November.
  • Ms. Barish volunteered to coordinate.
  • Information to be shared with Ms. Garcia for posting on the district website and in newsletters.

• Motion: Ms. Barish moved to approve a field trip for April 9-11, 2026, for 150 Somerville High School Music and Theater students to Chicago, Illinois, for performances and arts experience. Travel via plane, student cost $900-$1,000.
• Second: Mr. Biton.
• Discussion:
  • Mr. Green: Raised concerns about the total cost ($135,000-$150,000) and fundraising capacity, questioning if it's the best use of resources given other student needs.
  • Dr. Phillips: Expressed safety concerns about sending students to Chicago given current political climate and federal government actions, requesting a detailed safety plan.
  • Dr. Ackman: Suggested a comprehensive review of field trip scheduling to proactively avoid conflicts with religious holidays, referencing past issues.
  • Ms. Barish: Asked about the urgency of approval, suggesting tabling for more information on fundraising and safety.
  • Superintendent Carmona: Believed organizers would prefer sooner approval for planning. Offered to connect with educators and Beverly Mosby to gather information for a memo.
  • Ms. Pitone: Noted past practice of organizers sharing fundraising plans for expensive trips to ensure no student is excluded due to inability to pay.
• Motion to Table: Mr. Green moved to table the field trip request until the next meeting.
• Second: Dr. Phillips.
• Vote on Motion to Table:
  • All in favor: Unanimous.
  • Motion to table carries. The field trip request will be on the agenda for the next meeting.

• Motion: Dr. Ackman moved to accept with gratitude a donation of beauty supplies from Salon 10 at Newbury in Boston, valued at $840, to the CTE Cosmetology Shop.
• Second: Ms. Barish.
• Discussion: None.
• Vote:
  • All in favor: Unanimous.
  • Motion carries.

• No additional items were raised.

• The meeting was adjourned.