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CLERK OF THE SCHOOL COMMITTEE WORCESTER PUBLIC SCHOOLS 20 IRVING STREET WORCESTER, MASSACHUSETTS 01609 AGENDA #1 on: Thursday, January 7, 2021 at: 5:00 p.m. - Executive Session 6:00 p.m. – Regular Session Virtually in: Room 410 at the Durkin Administration Building

ORDER OF BUSINESS ACTION

I. CALL TO ORDER INVOCATION PLEDGE OF ALLEGIANCE NATIONAL ANTHEM

II. ROLL CALL

III. APPROVAL OF RECORDS

aor #1-1 - Administration (December 23, 2020)

To consider approval of the Minutes of the School Committee Meeting on Thursday, December 17, 2020.

IV. MOTION FOR RECONSIDERATION – NONE

V. IMMEDIATE ACTION

gb #1-1 - Administration (December 23, 2020)

To consider input from the School Committee’s student representatives.

The Worcester Public Schools is an Equal Opportunity/Affirmative Action Employer/Educational Institution and does not discriminate regardless of race, color, ancestry, sex, gender, age, religion, national origin, gender identity or expression, marital status, sexual orientation, disability, pregnancy or a related condition, veteran status or homelessness. The Worcester Public Schools provides equal access to employment and the full range of general, occupational and vocational education programs. For more information relating to Equal Opportunity/Affirmative Action, contact the Human Resource Manager, 20 Irving Street, Worcester, MA 01609, 508-799-3020. Page 2 – 1-7-21

ACTION

VI. REPORT OF THE SUPERINTENDENT

ros #1-1 - Administration (December 16, 2020)

UPDATED PLANS FOR TRANSITION FROM REMOTE TO HYBRID LEARNING

VII. COMMUNICATIONS AND PETITIONS

c&p #1-1 - Clerk (December 28, 2020)

To consider a communication from the EAW to allow members of Burncoat High School’s faculty and staff to donate accrued sick time to a colleague.

VIII. REPORT OF THE STANDING COMMITTEE -NONE

IX. PERSONNEL

1-1 The Superintendent has APPROVED the APPOINTMENTS of the persons named below:

Gabriel, Heather, Teacher, Mathematics, University Park Campus School, Active – 1 year, MA, Step 8, effective January 4, 2021 Hicks, Alyssa-Anne, Teacher, Elementary, May Street School, Active – 1 year, BA, Step 1, effective January 4, 2021

1-2 The Superintendent has APPROVED the RETIREMENTS of the persons named below:

Harvey, Janice, Teacher, Gerald Creamer Center, English, effective December 27, 2020 Migridichian, Gregg, Teacher, St. Casimir, Industrial Arts, effective December 23, 2020

X. GENERAL BUSINESS

gb #0-57.2 - Administration/Ms. Novick (December 29, 2020)

Response of the Administration to the motion to provide a complete response which should include fees and charges for credit bearing work, such as AP student costs, innovation program costs and dual enrollment costs. Page 3 – 1-7-21

GENERAL BUSINESS (continued) ACTION gb #0-276.1 - Administration/Miss Biancheria/Ms. McCullough/ Mr. Monfredo (December 14, 2020)

Response of the Administration to the request to provide a report on diocesan student transportation under the agreements and requirements set by the state to include the number of buses needed, the number of staff and the safety precautions provided due to COVID 19. gb #0-372.1 - Administration/Miss Biancheria (December 28, 2020)

Response of the Administration to the request to provide a report regarding any decisions that the Administration or the MIAA makes in regards to additional changes in the date for all sports. gb #1-2 - Administration (December 29, 2020)

To approve the following prior fiscal year payments:

- $139.94 to Konica Minolta Premier Finance - $358.99 to CDW Government - $41.96 to Connecticut Business Systems - $1,250 each to two Bowling Coaches at North High School as a ½ stipend for 2019-20 gb #1-3 - Administration (December 16, 2020)

To consider approval of the Worcester Technical High School’s Emergency Acceptance Policy for 2021-22 school year. gb #1-4 - Administration (December 16, 2020)

To approve the following donations:

- $10,400 from Project Lead the Way to the Doherty Memorial High School ETA Program. - $25,000 from the Hanover Insurance Group Foundation, Inc. to the WPS Hanover Insurance Arts Academy. Page 4 – 1-7-21

GENERAL BUSINESS (continued) ACTION

gb #1-5 - Administration (December 21, 2020)

To accept the MA Secondary Virtual Online Course Access Grant in the amount of $477,291 for December 7, 2020 through June 30, 2021.

gb #1-6 - Administration (December 21, 2020)

To accept the Nellie Mae Education Foundation Grant in the amount of $250,000 for December 8, 2020 through October 30, 2021.

gb #1-7 - Mrs. Clancey/Ms. McCullough/Ms. Novick (December 22, 2020)

Request that the Administration work with community clinical providers to provide additional in-school clinical services to students.

gb #1-8 - Mr. Monfredo/Mrs. Clancey/Ms. McCullough/Ms. Novick/ Mayor Petty (December 29, 2020)

Request that the Administration forward a letter of congratulations to Midland Street School for being recognized as a National Elementary and Secondary Education Act (ESEA) Distinguished School in Massachusetts for exceptional student achievement in 2020.

gb #1-9 - Ms. McCullough/Mrs. Clancey/Ms. Novick (December 29, 2020)

To discuss ways in which the Administration is developing school community connections beyond the classroom during remote learning.

XI. EXECUTIVE SESSION

gb #1-10 - Administration (December 30, 2020)

To discuss strategy with respect to litigation for a Worker’s Compensation for a custodian, if an open meeting may have a detrimental effect on the litigating position of the School Committee and the chair so declares.

To discuss strategy with respect to collective bargaining if an open meeting may have a detrimental effect on the bargaining position of the public body and the chair so declares – Coronavirus/COVID-19 Related Issues – Educational Association of Worcester, Units A & B (Educators/Administrators); Aides to the Physically Handicapped, Monitors and Drivers; Instructional Assistants; Parent Liaisons; Tutors; and Therapy Assistants. (Continued on next page.) Page 5 – 1-7-21

EXECUTIVE SESSION (continued) ACTION

To discuss strategy with respect to litigation if an open meeting may have a detrimental effect on the litigating position of the public body and the chair so declares – Educational Association of Worcester and Worcester School Committee, Massachusetts Department of Labor Relations, MUP-20-8221, Bargaining Regarding Reopening.

To discuss strategy with respect to litigation if an open meeting may have a detrimental effect on the litigating position of the public body and the chair so declares – Educational Association of Worcester and Worcester School Committee, Massachusetts Department of Labor Relations, MUP-20-8368, Interactive Process and Requests for Workplace Accommodations.

To discuss strategy with respect to collective bargaining if an open meeting may have a detrimental effect on the bargaining position of the public body and the chair so declares – Successor Contract Negotiations – Educational Association of Worcester, Units A & B (Educators/ Administrators).

XII. ADJOURNMENT Helen A. Friel, Ed.D. Clerk of the School Committee

III. APPROVAL OF RECORDS ITEM - aor #1-1 Clerk S.C. MEETING - 1-7-21 (December 29, 2020)

ITEM:

To consider approval of the Minutes of the School Committee Meeting on Thursday, December 17, 2020.

PRIOR ACTION:

BACKUP:

Annex A (10 pages) contains a copy of the Minutes of the School Committee Meeting on Thursday, December 17, 2020.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Approve on a roll call.

600 December 17, 2020

IN SCHOOL COMMITTEE Worcester, Massachusetts Thursday, December 17, 2020 Agenda #40

The School Committee of the Worcester Public Schools met virtually in Open Session at 5:02 p.m. in Room 410 of the Durkin Administration Building on Thursday, December 17, 2020.

There were present at the Call to Order:

Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick and Mayor Petty

Mayor Petty stated that the School Committee would recess into Executive Session to discuss the following items:

Executive Session 1. EXECUTIVE SESSION

gb #0-384 - Administration (December 8, 2020)

To discuss strategy with respect to collective bargaining if an open meeting may have a detrimental effect on the bargaining position of the public body and the chair so declares – Coronavirus/COVID-19 Related Issues – Educational Association of Worcester, Units A & B (Educators/Administrators); Aides to the Physically Handicapped, Monitors and Drivers; Instructional Assistants; Parent Liaisons; Tutors; and Therapy Assistants.

To discuss strategy with respect to collective bargaining if an open meeting may have a detrimental effect on the bargaining position of the public body and the chair so declares – Successor Contract Negotiations – Educational Association of Worcester, Units A & B (Educators/Administrators).

To discuss strategy with respect to litigation if an open meeting may have a detrimental effect on the litigating position of the public body and the chair so declares – Yuisa Perez v. Worcester Public Schools, et al., Worcester Superior Court, Civil Action No. 1785-CV- 01465-A.

On a roll call, the vote to recess to Executive Session was as follows: 601 December 17, 2020

For the motion: Miss Biancheria Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

The School Committee recessed to Executive Session from 5:07 p.m. to 5:45 p.m.

The School Committee reconvened in Open Session at 6:00 p.m.

There were present at the second Call to Order:

Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick and Mayor Petty

2. APPROVAL OF RECORDS Minutes/approval of

aor #0-44 - Administration (December 10, 2020)

To consider approval of the Minutes of the School Committee Meeting on Thursday, December 3, 2020.

On a roll call, the vote to approve the item was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

3. IMMEDIATE ACTION

gb #0-375 - Administration Student (December 9, 2020) Representatives/ input from To consider input from the School Committee’s student representatives. 602 December 17, 2020

Request that the School Committee provide information on student academic performance for Quarter One. (Fatima Daffaie)

To discuss the availability of extra help for ESL students after school. (Germania Balbuena Marte)

On a roll call, the vote to forward a response to the first request in a Friday Letter and hold the second request for a future meeting was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

4. REPORT OF THE SUPERINTENDENT

Homeless ros#7-18.2 - Administration/Miss Biancheria/ Students/ Mr. Monfredo number of (December 10, 2020)

Response of the Administration to the request to provide a list containing the number of homeless students and indicate the sites and ways in which the School Committee can provide help to them.

Ms. Novick asked if there was an increase in homelessness due to the pandemic and, if so, what are some of the ways in which the School Committee can respond.

Superintendent Binienda reported that there was extra funding given to families for rent and heating bills through the Worcester Housing Alliance. Each was eligible for $3,000 but the moratorium will expire on the last day of December. She stated that the WPS is prepared to offer extra support for families in 2021.

Mrs. Mahoney stated that there was a slight increase in homelessness but believed that the numbers may be under reported for a number of reasons. 603 December 17, 2020

Mayor Petty stated that the Family Resource Center is also an available resource for families who may be in need of heat, food and transportation.

On a roll call, the vote to accept and file the item was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

5. PERSONNEL

0-14 The Superintendent has APPOINTED the person Appointment/ named below to the position of Aide to the Physically Aide to the Physically Handicapped, permanent/fulltime at a salary of Handicapped $17.04 (minimum) to $21.00 (maximum) per hour, from Civil Service List #320-034, effective as follows:

Correa, Elizabeth 12/7/2020

0-15 The Superintendent has APPOINTED the person Appointment/ named below to the position 52 week Word 52 week Word Processor, permanent/fulltime at a salary of $19.02 Processor (minimum) to $23.52 (maximum) effective as follows:

Piskator, Kelly 11/23/2020

0-16 The Superintendent has appointed the attached Appointment/ teacher positions for 2020-21. teacher positions

0-17 The Superintendent has appointed the attached Resignations and teacher Resignations and Retirements for 2020-21. Retirements

On a roll call, the vote to file Personnel items 0-14 through 0-17 was as follows: 604 December 17, 2020

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

6. GENERAL BUSINESS

Homeless gb #9-101.2 - Administration/Mr. Comparetto Students/ (December 10, 2020) provide services for Response of the Administration to the request to consider creating an initiative to provide more services and support for the system’s approximately 2500 homeless students.

On a roll call, the vote to accept and file the item was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

Graduating gb #0-138.5 - Administration/Ms. Novick Seniors/ (December 7, 2020) provide caps, gowns and tassels Response of the Administration to the following motion from the FY21 Budget:

500130-92000 Personal Services (Non-Salary) Request that the Administration provide a report on the how much it would cost the system to provide caps, gowns and tassels next year for graduating seniors.

Ms. Novick made the following motion:

Request that the item be referred to the Standing Committee on Finance and Operations to be considered with next quarter’s in order to consider covering the cost of caps, gowns and tassels. 605 December 17, 2020

On a roll call, the vote to approve the motion was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried. gb #0-275.3 - Administration/Mr. Monfredo/ HVAC/ Ms. McCullough monthly update (December 3, 2020)

Response of the Administration to the request to provide monthly updates on the air quality and HVAC work being done in the schools beginning September 17, 2020.

Mr. Allen stated that he would provide a more comprehensive report in January.

On a roll call, the vote to accept the response and hold the item for January was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried. gb #0-292.1 - Administration/Ms. Novick/ Statewide Student Mrs. Clancey/Ms. McCullough Advisory Councils/ (December 3, 2020) selection of representative for Response of the Administration to the request to have high school principals submit student representatives to the statewide and regional student advisory councils.

Ms. Novick made the following motion: 606 December 17, 2020

Request that the students who are on the statewide and regional student advisory councils be invited to a future School Committee meeting in order to provide any Central Mass or State level updates.

On a roll call of 7-0, the motion was approved.

On a roll call, the vote to accept and file the item was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

Open Positions/ gb #0-376 - Miss Biancheria/Ms. McCullough report on (December 1, 2020)

Request that the Administration provide a report on the number of open positions with titles and salaries.

On a roll call, the vote to refer the item to the Administration for a report in January was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

Prior Fiscal Year gb #0-377 - Administration Payments (December 4, 2020)

To approve the following prior fiscal year payments:

1. $2,040 to SEEM Collaborative 2. $9,110.43 to Accept Educational Collaborative 3. $233.39 to an employee for a half day sick bank day

On a roll call, the vote to approve the item was as follows: 607 December 17, 2020

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried. gb #0-378 - Administration FY21 General Fund (December 8, 2020) Budget/approval of reduction for To approve the FY21 General Fund Budget for the Worcester Public Schools in the amount of $372,398,668, reflecting a reduction of $16,056,536 from the budget amount approved in June 2020 resulting from the reduction of the first year of Student Opportunity Act funding due to revised state budget estimates caused by the current COVID-19 pandemic.

On a roll call, the vote to approve the item was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried. gb #0-379 - Mr. Monfredo/Ms. McCullough Dual Enrollment (December 8, 2020)

Request that the Administration update the School Committee on the progress made during the current school year on dual enrollment to include:

-number of students enrolled at each college or university indicating the sending high school and -any recommendations to expand during the 2021-22 school year

On a roll call, the vote to provide the response in a Friday letter was as follows: 608 December 17, 2020

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

PPE/distribution gb #0-380 - Miss Biancheria/Ms. McCullough/ update Mr. Monfredo (December 9, 2020)

Request that the Administration provide an update on the warehouse operations regarding PPE and supplies and include a report on the disbursement of supplies to other districts.

Mr. Pezzella stated that two million masks were provided from DESE to the WPS to house in a temporary warehouse. A donation of 2 bays for storing the PPE for distribution to staff and students was provided by Allegro.

On a roll call, the vote to file the item was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

COVID-19/ gb #0-381 - Ms. Novick/Ms. McCullough dashboard for (December 9, 2020) positive cases Request administration post a simple weekly dashboard of numbers of COVID-19 positive students and staff, sorted by remote or in buildings, as submitted to the state each week. 609 December 17, 2020

Superintendent Binienda stated that currently the number of positive cases are as follows:

-205 students -118 staff (57 remote, 61 within building)

She stated that the information will be posted weekly on the WPS website.

On a roll call, the vote to refer the item to the Administration was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried. gb #0-382 - Ms. Novick/Ms. McCullough Worcester Technical High (December 9, 2020) School Admission Process/update on Request administration report on updates to the Worcester Technical High School admission process, its results, and its interaction with state attention and possible revision to admission requirements.

Superintendent Binienda stated that the Emergency Admissions Policy will be presented and voted on at the January 7, 2021 meeting and resubmitted to DESE.

On a roll call, the vote to refer the item to the Standing Committee on Teaching, Learning and Student Supports was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried. 610 December 17, 2020

Donations gb #0-383 - Administration (December 10, 2020)

To approve the following donations

1. ObjectiveEd software, valued at $1,000, to the WPS Special Education Department from Memorial Foundation for the Blind. 2. a donation, valued at $20,000 from Becker College in the form of $50.00 Walmart gift cards to Chandler Elementary School to support the needs of families during this holiday season (i.e., food, supplies, gifts, etc.). 3. a donation from the College of the Holy Cross to Chandler Elementary School valued at $800.00, in the form of gift cards in the amount of $150.00 each to support the needs of sixteen families during this holiday season.

On a roll call, the vote to approve the item was as follows:

For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0 7 The motion carried.

On a roll call of 7-0, it was moved to adjourn the meeting at 6:33 p.m.

Helen A. Friel, Ed.D. Clerk of the School Committee V. IMMEDIATE ACTION CURRENT ITEM - gb #1-1 Administration S.C. MEETING - 1-7-21 (December 28, 2020)

ITEM:

To consider input from the School Committee’s student representatives.

PRIOR ACTION:

BACKUP:

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Discuss at the meeting. VI. REPORT OF THE SUPERINTENDENT ITEM - ros #1-1 Administration S.C. MEETING - 1-7-21 (December 28, 2020)

ITEM:

UPDATED PLANS FOR TRANSITION FROM REMOTE TO HYBRID LEARNING

PRIOR ACTION:

BACKUP:

Annex A (10 pages) contains a copy of the PowerPoint Presentation.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Accept and file. ANNEX A PRESENT ELEMENTARY SCHEDULE ROS 1-1 Page 1 Time Monday Tuesday Wednesday Thursday TIme On Friday Learning

8:30 - 10:00 BLock 1: ELA BLock 1: ELA BLock 1: ELA BLock 1: ELA Day: 90 mIns Morning check-in Synchronous Synchronous Synchronous Synchronous Week: 360 Minutes

10:00-10:15 Break Break Break Break Asynchronous Learning 10:15 - 11:45 BLock 2: Math BLock 2: Math BLock 2: Math BLock 2: Math Day: 90 mIns Synchronous Synchronous Synchronous Synchronous Week: 360 Minutes Project work

11:45 - 12:30 Lunch/Recess Lunch/Recess Lunch/Recess Lunch/Recess Targeted check-ins 12:30 - 1:15 Block 3 Block 3 Block 3 Block 3 Day: 45 mins Special (Art): Special (PE) Special (Tech) Special Week: 180 Minutes Synchronous Synchronous Synchronous (Music)Synchronou Virtual Field Trips 1:15 - 2:00 Block 4 Block 4 Block 4 Block 4 Day: 45 mins Social Studies -Science Social Studies -Science Social Studies -Science Social Studies -Science Week: 180 Minutes Synchronous lessons Synchronous lessons Synchronous lessons Synchronous lessons Cultural Institution Classes 2:00 - 2:30 Synchronous Synchronous Synchronous Synchronous Day: 30 mins Check-In/reflection Check-In/reflection Check-In/reflection Check-In/reflection Week: 120 Minutes

Daily Minutes of Synchronous Learning: 300 mins, 5 Hours Weekly Minutes of Synchronous Learning: 1,200 mins. 20 Hours ANNEX A ELEMENTARY SCHEDULE: Synchronous Fridays ROS 1-1 Page 2 Time Monday Tuesday Wednesday Thursday Friday TIme On Learning

8:30 - 10:00 BLock 1: ELA BLock 1: ELA BLock 1: ELA BLock 1: ELA Block 1 Additional Synchronous Synchronous Synchronous Synchronous Synchronous Day: 45 Minutes Lessons Week: 405 10:00-10:15 Break Break Break Break Minutes

10:15 - 11:45 BLock 2: Math BLock 2: Math BLock 2: Math BLock 2: Math Synchronous Synchronous Synchronous Synchronous

11:45 - 12:30 Lunch/Recess Lunch/Recess Lunch/Recess Lunch/Recess Check-in Asynchronous 12:30 - 1:15 Block 3 Block 3 Block 3 Block 3 Learning Special (Art): Special (PE) Special (Tech) Special Project work Synchronous Synchronous Synchronous (Music)Synchronou Targeted check-ins 1:15 - 2:00 Block 4 Block 4 Block 4 Block 4 Virtual Field Trips Social Studies Social Studies Social Studies Social Studies Cultural Institution -Science -Science -Science -Science Classe Synchronous lessons Synchronous lessons Synchronous lessons Synchronous lessons

2:00 - 2:30 Synchronous Synchronous Synchronous Synchronous Check-In/reflection Check-In/reflection Check-In/reflection Check-In/reflection

New Weekly Time Synchronous Learning: 5 hours- 45 minutes 20 hours- 45 minutes ANNEX A ROS 1-1 Revised Middle School Student Schedule – TWO-WEEK CYCLE (A) Page 3

Time Block Monday Tuesday Wednesday Thursday Friday

8:47 –9:02 Homeroom Homeroom Homeroom Homeroom Homeroom (15 min)

9:02 – 9:08 Transition Time Transition Time Transition Time Transition Time Transition Time (6 min)

9:08 – 10:14 1 Period 1 Period 2 Period 1 Period 2 PERIOD 2 (66 min)

10:14 – 10:20 Transition Time Transition Time Transition Time Transition Time Transition Time (6 min)

10:20 – 11:26 2 Period 3 Period 4 Period 3 Period 4 PERIOD 4 (66 min)

11:26 –12:19 Independent Study Independent Study Independent Study Independent Study Independent Study (53 min)

12:19 – 12:49 Lunch Lunch Lunch Lunch Lunch (30 min)

12:49 – 1:55 3 Period 5 Period 6 Period 5 Period 6 (66 min) Independent Class 1:55 – 2:01 Transition Time Transition Time Transition Time Transition Time Work/Projects/Virtual (6 min) Field Trips 2:01 – 3:07 4 Period 7 PERIOD 1 Period 10 PERIOD 3 (66 min)

3:07 – 3:40 Extra Help Sessions Extra Help Sessions Extra Help Sessions (33 min)

Advantages Disadvantages Remote School Year Schedule Instructional - Consistent extra block for each class every two - Independent learning time will be reduced Minutes (over two-week cycle) weeks; every day starts with Homeroom - Professional learning and collaboration Synchronous = (150 minutes homeroom) + (66 minutes x 4 days x 7 classes) + - More synchronous contact hours for students and time on Fridays will be more limited Tues/Thurs blocks (66 minutes x 4) + Friday blocks (66 minutes x 3) = meets new DESE requirements - No supervision challenges on Tues/Thurs 2,460 synchronous minutes/10 days (41 hours/10 days) mornings in Hybrid model Asynchronous = 890 minutes - Teacher prep and transition times between classes Total Instructional Minutes = 3,350 (55.8 hours/10 days) remain consistent ANNEX A ROS 1-1 Revised Middle School Student Schedule – TWO-WEEK CYCLE (B) Page 4

Time Block Monday Tuesday Wednesday Thursday Friday

8:47 –9:02 Homeroom Homeroom Homeroom Homeroom Homeroom (15 min)

9:02 – 9:08 Transition Time Transition Time Transition Time Transition Time Transition Time (6 min)

9:08 – 10:14 1 Period 1 Period 2 Period 1 Period 2 PERIOD 6 (66 min)

10:14 – 10:20 Transition Time Transition Time Transition Time Transition Time (6 min)

10:20 – 11:26 Independent Study 2 Period 3 Period 4 Period 3 Period 4 (66 min) 10:08-12:17 (129 min)

11:26 –12:19 Independent Study Independent Study Independent Study Independent Study (53 min)

12:19 – 12:49 Lunch Lunch Lunch Lunch Lunch (30 min)

12:49 – 1:55 3 Period 5 Period 6 Period 5 Period 6 (66 min) Independent Class 1:55 – 2:01 Work/Projects/Virtual Transition Time Transition Time Transition Time Transition Time (6 min) Field Trips

2:01 – 3:07 4 Period 7 PERIOD 5 Period 7 PERIOD 7 (66 min)

3:07 – 3:40 Extra Help Sessions Extra Help Sessions Extra Help Sessions (33 min)

Advantages Disadvantages Remote School Year Schedule Instructional - Consistent extra block for each class every two weeks; - Independent learning time will be Minutes (over two-week cycle) every day starts with Homeroom reduced Synchronous = (150 minutes homeroom) + (66 minutes x 4 days x 7 classes) + - More synchronous contact hours for students and - Professional learning and collaboration Tues/Thurs blocks (66 minutes x 4) + Friday blocks (66 minutes x 3) = meets new DESE requirements time on Fridays will be more limited 2,460 synchronous minutes/10 days (41 hours/10 days) - No supervision challenges on Tues/Thurs mornings in Hybrid model Asynchronous = 890 minutes - Teacher prep and transition times between classes Total Instructional Minutes = 3,350/10 days (55.8 hours/10 days) remain consistent ANNEX A ROS 1-1 Revised Middle School Teacher Schedule – TWO-WEEK CYCLE (Week A) Page 5

Time Block Monday Tuesday Wednesday Thursday Friday

8:37 – 8:47 Report and Contractual Report and Contractual Report and Contractual Report and Contractual Report and Contractual (10 min) Work Time Work Time Work Time Work Time Work Time

8:47 –9:02 Homeroom Homeroom Homeroom Homeroom Homeroom (15 min)

9:02 – 9:08 Transition Time Transition Time Transition Time Transition Time Transition Time (6 min)

9:08 – 10:14 1 Period 1 Period 2 Period 1 Period 2 PERIOD 2 (66 min)

10:14 – 10:20 Transition Time Transition Time Transition Time Transition Time Transition Time (6 min)

10:20 – 11:26 2 Period 3 Period 4 Period 3 Period 4 PERIOD 4 (66 min)

11:26 –12:19 Teacher Preparation Teacher Preparation Teacher Preparation Teacher Preparation Teacher Preparation (53 min) Period Period Period Period Period

12:19 – 12:49 Lunch Lunch Lunch Lunch Lunch (30 min)

12:49 – 1:55 Period 6 – 7 3 Period 5 Period 6 Period 6 (66 min) Period 7 – 8 Training/PLCs/ Collaborative 1:55 – 2:01 Transition Time Transition Time Transition Time Transition Time Teams/Student Check- (6 min) ins/Parent-Teacher Office Time 2:01 – 3:07 4 Period 7 PERIOD 1 Period 10 PERIOD 3 (66 min)

3:07 – 3:40 Extra Help Sessions Extra Help Sessions Extra Help Sessions (33 min) ANNEX A ROS 1-1 Revised Middle School Teacher Schedule – TWO-WEEK CYCLE (Week B) Page 6

Time Block Monday Tuesday Wednesday Thursday Friday

8:37 – 8:47 Report and Contractual Report and Contractual Report and Contractual Report and Contractual Report and Contractual (10 min) Work Time Work Time Work Time Work Time Work Time

8:47 –9:02 Homeroom Homeroom Homeroom Homeroom Homeroom (15 min)

9:02 – 9:08 Transition Time Transition Time Transition Time Transition Time Transition Time (6 min)

9:08 – 10:14 1 Period 1 Period 2 Period 1 Period 2 PERIOD 6 (66 min)

10:14 – 10:20 Transition Time Transition Time Transition Time Transition Time (6 min) Teacher Preparation Period 10:20 – 11:26 10:08-11:01 (53 min) (66 min) 2 Period 3 Period 4 Period 3 Period 4 11:26 –12:19 (53 min) Lunch 12:19 – 12:49 11:01-11:31 (30 min) (30 min) Teacher Preparation Teacher Preparation Teacher Preparation Teacher Preparation 12:49 – 1:55 Period Period Period Period (66 min)

1:55 – 2:01 Lunch Lunch Lunch Lunch (6 min) Training/PLCs/ Collaborative 2:01 – 3:07 Teams/Student Check- 3 Period 5 Period 6 Period 5 Period 6 (66 min) ins/Parent-Teacher Office Time 3:07 – 3:40 11:31-3:09 (218 min) Transition Time Transition Time Transition Time Transition Time (33 min)

8:47 –9:02 4 Period 7 PERIOD 5 Period 7 PERIOD 7 (15 min)

9:02 – 9:08 Extra Help Sessions Extra Help Sessions Extra Help Sessions (6 min) ANNEX A ROS 1-1 Revised High School Student Schedule – TWO-WEEK CYCLE (Week A) Page 7

Time Block Monday Tuesday Wednesday Thursday Friday

7:20 - 8:30 1 Period 1 PERIOD 1 Period 1 PERIOD 2 PERIOD 4 (70 min)

8:30 - 8:40 Transition Transition Transition Transition Transition (10 min)

8:40- 9:50 2 Period 2 Period 4 Period 2 Period 4 PERIOD 5 (70 min)

9:50 - 10:43 Independent Class Independent Class Independent Class Independent Class Independent Class Work (53 min) Work Work Work Work

10:43 - 11:13 Lunch Lunch Lunch Lunch Lunch (30 min)

11:13 - 12:23 3 Period 3 Period 5 Period 3 Period 5 (70 min) Independent Class 12:23 - 12:33 Transition/Class Transition/Class Transition/Class Transition/Class Work/projects/Virtual (10 min) Preparation Preparation Preparation Preparation Field Trips 12:33 - 1:43 4 Period 6 Period 7 Period 6 Period 7 (70 min)

2:00 -2:40 Extra help sessions Extra help sessions Extra help sessions (40 min)

Advantages Disadvantages - Consistent extra block scheduled for each - Independent learning time will be Revised Remote School Year Schedule class every two weeks reduced Instructional Minutes (over ten days) - More synchronous contact hours for - Professional learning and Synchronous = (70 minutes x 4 days x 7 classes) + Tues/Thurs blocks (70 students collaboration time on Fridays will be minutes x 4) + Friday blocks (70 minutes x 3) = - Meets new DESE requirements more limited - No supervision challenges on Tues/Thurs - Two-week cycle may be confusing at Synchronous 2,450 minutes (40.8 hours/ten days) mornings in Hybrid model first Asynchronous = 910 minutes every ten days - Teacher prep and transition times between Total Instructional Minutes every two weeks = 3,360 (56 hours) classes remain consistent ANNEX A ROS 1-1 Revised High School Student Schedule – TWO-WEEK CYCLE (Week B) Page 8

Time Block Monday Tuesday Wednesday Thursday Friday

7:20 - 8:30 1 Period 1 PERIOD 3 Period 1 PERIOD 6 PERIOD 7 (70 min)

8:30 - 8:40 Transition Transition Transition Transition (10 min)

8:40- 9:50 Independent Class Work 2 Period 2 Period 4 Period 2 Period 4 (70 min) 8:30 – 10:43

9:50 - 10:43 Independent Class Independent Class Independent Class Independent Class (53 min) Work Work Work Work

10:43 - 11:13 Lunch Lunch Lunch Lunch Lunch (30 min)

11:13 - 12:23 3 Period 3 Period 5 Period 3 Period 5 (70 min) Independent Class 12:23 - 12:33 Transition Transition Transition Transition Work/projects/Virtual (10 min) Field Trips 12:33 - 1:43 4 Period 6 Period 7 Period 6 Period 7 (70 min)

2:00 -2:40 Extra help sessions Extra help sessions Extra help sessions (40 min)

Advantages Disadvantages - Consistent extra block scheduled for each - Independent learning time will be Revised Remote School Year Schedule class every two weeks reduced Instructional Minutes (over ten days) - More synchronous contact hours for - Professional learning and collaboration Synchronous = (70 minutes x 4 days x 7 classes) + Tues/Thurs blocks (70 students time on Fridays will be more limited minutes x 4) + Friday blocks (70 minutes x 3) = - Meets new DESE requirements - Two-week cycle may be confusing at first Synchronous 2,450 minutes (40.8 hours/ten days) - No supervision challenges on Asynchronous = 910 minutes every ten days Tues/Thurs mornings in Hybrid model Total Instructional Minutes = 3,360 minutes/10 days (56 hours/10 days) - Teacher prep and transition times between classes remain consistent ANNEX A ROS 1-1 Revised High School Teacher Schedule – TWO-WEEK CYCLE (Week A) Page 9

Time Block Monday Tuesday Wednesday Thursday Friday

7:10 – 7:20 Report and Contractual Report and Contractual Report and Contractual Report and Contractual Report and Contractual (10 min) Work Time Work Time Work Time Work Time Work Time

7:20 - 8:30 1 Period 1 PERIOD 1 Period 1 PERIOD 2 PERIOD 4 (70 min)

8:30 - 8:40 Transition Transition Transition Transition Transition (10 min)

8:40 -9:50 2 Period 2 Period 4 Period 2 Period 4 PERIOD 5 (70 min)

9:50 - 10:43 Teacher Prep Teacher Prep Teacher Prep Teacher Prep Teacher Prep (53 min)

10:43 - 11:13 Lunch Lunch Lunch Lunch Lunch (30 min)

11:13 - 12:23 3 Period 3 Period 5 Period 3 Period 5 (70 min) Training/PLCs/ Collaborative 12:23 - 12:33 Teams/Student Check- Transition Transition Transition Transition (10 min) ins/Parent-Teacher Office Time 12:33 - 1:43 11:13-1:43 4 Period 6 Period 7 Period 6 Period 7 (70 min)

2:00 - 2:40 Extra help sessions Extra help sessions Extra help sessions (40 min) ANNEX A ROS 1-1 Revised High School Teacher Schedule – TWO-WEEK CYCLE (Week B) Page 10

Time Block Monday Tuesday Wednesday Thursday Friday

7:20 - 8:30 1 Period 1 PERIOD 3 Period 1 PERIOD 6 PERIOD 7 (70 min)

8:30 - 8:40 Transition Transition Transition Transition (10 min) Teacher Prep 8:30 – 9:23 (53 min) 8:40- 9:50 2 Period 2 Period 4 Period 2 Period 4 (70 min)

9:50 - 10:43 Training/PLCs/ Teacher Prep Teacher Prep Teacher Prep Teacher Prep (53 min) Collaborative Teams/Student Check- ins/Parent-Teacher Office 10:43 - 11:13 Lunch Lunch Lunch Lunch Time (30 min) 9:23-11:30

11:13 - 12:23 Lunch 3 Period 3 Period 5 Period 3 Period 5 (70 min) 11:30-12:00

12:23 - 12:33 Training/PLCs/ Transition Transition Transition Transition (10 min) Collaborative Teams/Student Check- ins/Parent-Teacher Office 12:33 - 1:43 4 Period 6 Period 7 Period 6 Period 7 Time (70 min) 12:00-1:43

2:00 -2:40 Extra help sessions Extra help sessions Extra help sessions (40 min) VII. COMMUNICATION & PETITION ITEM - c&p #1-1 Clerk S.C. MEETING - 1-7-21 (December 28, 2020)

ITEM:

To consider a communication from the EAW to allow members of Burncoat High School’s faculty and staff to donate accrued sick time to a colleague.

PRIOR ACTION:

BACKUP:

Annex A (1 page) contains a copy of the petition from the EAW.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Discuss. ANNEX A c&p #1-1 Page 1

December 23, 2020

Mayor Joseph Petty c/o Dr. Helen Friel Clerk of School Committee 20 Irving Street Worcester, MA 01609

VIA Email Scan

Dear Dr. Friel,

I would like to speak at the next School Committee meeting on January 7th with a few educators at Burncoat High.

We will be speaking about donating sick days to a co-worker (IA at Burncoat High). Please let us know when we will be presenting. Sincerely,

Roger Nugent EAW President X. GENERAL BUSINESS CURRENT ITEM - gb #0-57.2 Administration/Ms. Novick S.C. MEETING - 1-7-21 (December 29, 2020)

1ST ITEM gb #0-57 S.C.MTG. 2-6-20 2ND ITEM gb #0-57.1 S.C.MTG. 3-26-20 3 RD ITEM gb #0-57.2 S.C.MTG. 1-7-21

ITEM:

Response of the Administration to the motion to provide a complete response which should include fees and charges for credit bearing work, such as AP student costs, innovation program costs and dual enrollment costs.

ORIGINAL ITEM: Ms. Novick/Miss Biancheria/Mrs. Clancey/Mr. Foley (January 29, 2020)

Request that the Administration prepare a list of all fees and charges to students and their families required for coursework in the Worcester Public Schools, vocational programs, innovation programs, dual enrollment programs, or other credit-bearing work.

PRIOR ACTION:

2-6-20 - Referred to the Administration for a report back on March 5, 2020. 3-26-20 - Ms. Novick made the following motion: Request that the item be referred back to the Administration for a complete response which should include fees and charges for credit bearing work, such as AP student costs, innovation program costs and dual enrollment costs. On a roll call of 6-1 (nay Miss Biancheria), the item was referred back to the Administration.

BACKUP:

Annex A (4 pages) contains the Administration’s response to the item.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Accept and file. ANNEX A gb #0-57.2 Page 1

Administrative Response to School Committee Item gb # 0.57.1 Re: Student & Family Costs for Credit-Bearing Work

ITEM Response of the Administration to the request to prepare a list of all fees and charges to students and their families required for coursework in the Worcester Public Schools, vocational programs, innovation programs, dual enrollment programs, or other credit-bearing work.

MOTION Request that the item be referred back to the Administration for a complete response which should include fees and charges for credit bearing work, such as AP student costs, innovation program costs and dual enrollment costs

Programs Addressed in this Response (see contents below)

Chapter 74 Vocational/Technical Programs 2 Worcester Technical High School 2 Comprehensive High School Chapter 74 Programs 4

Innovation Pathways Program (IPP) 5

Early College and Dual Enrollment 5

Advanced Placement (AP) 5 Chapter 74 Vocational/Technical Programs Worcester Technical High School These are the uniform and equipment requirements for the technical areas when students are in their “Trade Week.”

PLEASE NOTE: the highest cost per program are work boots/shoes, costing up to $100/pair captured in approximate prices listed

Advanced Manufacturing / Precision Machining: Work boots (steel-toed boots are recommended), dark work pants or jeans, Advanced Manufacturing polo’s/t-shirts with logo, and clear safety glasses. Shorts, skirts, loose clothing, hooded sweatshirts, hats, or clothing/items that could get caught/tangled in machinery is prohibited. No open-toed shoes, dark blue slacks/skirts, and Palace Blue Polo Style shirt with logo. ● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: no tools Auto Technology: Hard-sole work shoes/boots, dark blue work pants, dark blue Automotive Technology t-shirt or sweatshirt, and safety glasses. ● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: no tools Auto Collision: Hard-sole work boots, dark gray work pants, light gray Auto Collision t-shirt or sweatshirt, and clear safety glasses and student ID. ● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: no tools Biotechnology: No open-toed shoes (work boots preferable), dark pants, shop t- shirt, and white lab coat. ● Cost Uniform: approx. $160/yr (shirt/lab coats/pants/belt/work shoes) ● Tools: no tools ANNEX A gb #0-57.2 Page 2

Carpentry: Hard-sole work boots, brown carpenter pants, blue work shirt or t-shirt with pocket with logo, and safety glasses. ● Cost Uniform: approx. $160/yr (shirt/pants/belt/work boots) ● Tools: $150/freshman year Cosmetology: Black or white closed-toed shoes or sneakers, black uniform smock top, white or blacktop, a cosmetology kit, and adhere to the cell phone contract that must be signed. ● Cost Uniform: approx. $60/yr (shirt/smocks/pants/) Allen Co. provides ● Tools: 2020 cost $325/freshman cosmetology kit year (mannequin head, hair tools, etc.) wholesale price. Price may increase for 2021. Culinary Arts: Black non-slip work shoes/boots, checked uniform pants, white cook’s shirt or chef jacket, white t-shirt with no logos or writing, white cook’s apron, white chef’s mushroom hat or checked baseball cap, and hairnet. Jewelry, fake fingernails, and nail polish are not permitted in the shop as per health department regulations. ● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: no tools Early Childhood: No open-toed shoes; preferably sneakers, black pants, Khaki pants, no yoga pants and shop sweatshirt, purple polo shirt with the ECE logo (fleece jacket is optional) ● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/work boots) ● Tools: no tools Electromechanical/Robotics and Automation Technology: black work pants, black t-shirt with logo, and safety glasses. Electrical: Hard-sole work boots, blue jean work pants, gray t-shirt with pocket, and safety glasses. ● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/work boots) ● Tools: $135 (electrical kit) freshman, code book $110 Finance, Marketing, and Business Management: Beige or black slacks/skirts and a shop polo shirt. Shop sweatshirts, shop jackets, and DECA apparel are permitted. ● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/belt) ● Tools: no tools Graphic Communications: Leather shoes or work boots (no open-toed shoes), black “Dickie Style” work pants, royal blue t-shirt or polo shirt. ● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: no tools Health Assistant: Ceil blue scrubs, Ceil blue jackets for girls, and white lab jackets for boys. All students wear white shoes—no headscarves allowed unless for religious reasons. ● Cost Uniform: approx. $160/yr (shirt/scrubs/coat/belt/work shoes) ● Tools: no tools Hospitality and Restaurant Management: Solid black closed-toed shoes, black tuxedo pants, white tuxedo shirt, black pinstripe apron, black bow tie. Shop logo tee shirt and jacket. Working length fingernails -No false nails. ● Cost Uniform: approx. $150 freshman year or when needed (hat/shirt or chef coat/pants/belt/work shoes/apron (3) payment plan available ● Tools: none ANNEX A gb #0-57.2 Page 3

HVAC/R: Hard-sole work boots, blue jeans or blue work pants, clear safety glasses, hunter green sweatshirt or hunter green t-shirt with program logo, pants secured above the waist with a belt. ● Cost Uniform: approx. $190/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: no tools Information Support Services & Networking: Freshmen and sophomores – Grey or black Information Technology Support logo shirt, no open-toed shoes, no sweatpants. Juniors and seniors - No open-toed shoes, ISSN logo attire shirt, no sweatpants. ● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: no tools Painting and Design Technology: White painter's pants, hard-soled oil resistant work shoes/boots, black t-shirt and sweatshirt, and safety glasses.

● Cost Uniform: approx. $150/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools:$70: Brushes, Hand tools (screwdrivers, scrapers, 5 in 1 device), Toolbag, Artist brushes, Cleaning tool Plumbing: Hard-sole work shoes, dark blue “Dickie style” work pants with a belt (no blue jeans), dark blue t-shirt with pocket (plain or with logo), and safety glasses.

● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: tape measure, level, and plumbing code $30 Programming and Web Development: Freshmen and sophomores – Grey or black Information Technology Support logo shirt, no open-toed shoes, no sweatpants. Juniors and seniors - No open-toed shoes, Web Dev logo attire shirt, no sweatpants. ● Cost Uniform: approx. $120/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: no tools Veterinary Assisting: Royal Blue scrubs for grades 9-11, Maroon scrubs for grade 12. Black or White athletic closed-toe shoes or medical closed-toe clogs (no holes), and short white lab jackets for all students. ● Cost Uniform: approx. $150/yr (shirt/lab coats/scrubs/work shoes) ● Tools: no tools Welding: Hard-sole work boots, dark work pants, dark long sleeves work shirt with logo, and safety glasses.

● Cost Uniform: approx. $160/yr (shirt/sweatshirt/pants/belt/work boots) ● Tools: Helmut (optional) wholesale $100 Belts must be worn with pants in all shops. Pants should be pulled up around the waist and cannot be baggy.

**SAFETY GLASSES SUPPLIED Comprehensive High School Chapter 74 Programs

At this time no Chapter 74 student pays a fee for uniforms or equipment in the comprehensive high schools. The Health Assisting students at North High School need to purchase scrubs and white sneakers for clinical internships, but if they can’t afford the cost the school purchases for them. The school pays for CNA exams through its Perkins Grant. ANNEX A gb #0-57.2 Page 4

The Culinary Arts students at South High Community School may be required to wear a uniform in the future. Innovation Pathways Program (IPP)

Supplies, texts and other resources, certifications, and testing fees (with the exception of AP) are all covered free of charge. The only student expenses relate to uniform expectations for students in some of the programs.

Uniforms at student expense* are required for the following pathways: ● Construction/Engineering - long pants (not sweat pants) and boots ● Advanced Manufacturing - long pants (not sweat pants) and boots ● Health Care - Navy blue scrubs and white shoes

*Note - for some students (that have expressed trouble acquiring these items), we have purchased or sourced from thrift stores

Testing fees for Computer Science Principles: Last year and this year, we have had AP Computer Science Principles (CSP) as part of IPP. We plan to switch this next year and offer an introductory CSP class without the AP designation. For the AP class, a deposit for this exam has been required by all students ($20) and those that did not qualify for reduced fees would be expected to pay the full amount ($95). However, in practice, the district and partners have fully funded so no student has actually had to pay any amount. Early College and Dual Enrollment

Worcester Public Schools does not charge any fees for dual enrollment courses through which students earn high school credit. Early College courses are also offered free of charge to all enrolled WPS students.

There are some programs through WSU and QCC that do charge for college credit, but all courses offered in partnership with WPS are free. Advanced Placement (AP) Advanced Placement costs were addressed separately in the administration’s response to gb # 138.1 on the cost of AP exams. X. GENERAL BUSINESS CURRENT ITEM - gb #0-276.1 Administration/Miss Baincheria/ S.C. MEETING - 1-7-21 Ms. McCullough/Mr. Monfredo (December 14, 2020)

1ST ITEM gb #0-276 S.C.MTG. 9-3-20 2ND ITEM gb #0-276.1 S.C.MTG. 1-7-21

ITEM:

Response of the Administration to the request to provide a report on diocesan student transportation under the agreements and requirements set by the state to include the number of buses needed, the number of staff and the safety precautions provided due to COVID 19.

ORIGINAL ITEM: Miss Biancheria/Ms. McCullough/Mr. Monfredo (August 25, 2020)

Request that the Administration provide a report on diocesan student transportation under the agreements and requirements set by the state to include the number of buses needed, the number of staff and the safety precautions provided due to COVID 19.

PRIOR ACTION:

9-3-20 - On a roll call 7-0, it was moved to refer the item to the Administration.

BACKUP:

Annex A (1 page) contains a copy of the Administration’s response to the item.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Accept and file. Annex A gb #0-276.1 Page 1

The Worcester Public Schools Transportation Department has been providing school bus transportation for three diocesan schools (St. Paul’s Diocesan Jr/Sr High School, Our Lady of the Angels School, and St. Peter’s Central Catholic School) one additional parochial school (Venerini Academy) and two private schools (Alhuda Academy and Bancroft School) for the 2020-2021 school year using fourteen (14) full-size school buses. There are six (6) bus monitors for the full- size buses that were recruited from furloughed nutrition staff (4) and crossing guards (2). WPS school bus operations office staff support this transportation, as well as mid-size school buses serving the Central Mass. Collaborative and several private special needs schools.

Currently, student capacity on big buses is limited to eleven (11) students on any trip and touch-points on buses are cleaned between trips by the drivers. Sanitization of each bus is done after the completion of all assigned morning trips and again after the completion of all afternoon trips. Personal protective equipment (PPE) is available and provided to all employees. Mask (or face shields in certain circumstances) are expected to be worn by all students on the bus at all times. Following DESE guidance, all windows are open (1-2 inches) when transporting students and the heating/air conditioning does not recirculate air. X. GENERAL BUSINESS CURRENT ITEM - gb #0-372.1 Administration/Miss Biancheria S.C. MEETING - 1-7-21 (December 28, 2020)

1ST ITEM gb #0-372 S.C.MTG. 12-3-20 2ND ITEM gb #0-372.1 S.C.MTG. 1-7-21

ITEM:

Response of the Administration to the request to provide a report regarding any decisions that the Administration or the MIAA makes in regards to additional changes in the date for all sports.

ORIGINAL ITEM: Administration (November 23, 2020)

Request that the School Committee approve the Administration’s recommendation to begin both Swimming and Ice Hockey on December 14, 2020 and Basketball on January 4, 2021, with the caveat that no fans will be allowed at any athletic events.

PRIOR ACTION:

12-3-20 - Mr. Shea, Athletic Director, discussed the Administration’s recommendation for winter sports. He stated that, due to the increase in COVID-19 cases, the Administration amended the item as follows: Request that the School Committee approve the Administration’s recommendation to begin all winter sports for the Worcester Public Schools, which includes boys and girls swimming, ice hockey and basketball on January 4, 2021. Miss Biancheria made the following motion: Request that the Administration provide a report regarding any decisions that the Administration or the MIAA makes in regards to additional changes in the date for all sports. On a roll call of 7-0, the motion was approved. Ms. Novick stated that she could not support this item because she feels that it is creating an environment that will spread the virus. Mr. Shea stated that the Administration understands the concerns regarding COVID-19. If a parent and/or student does not wish to participate in any sports activities that it is not mandatory. On a roll call of 6-1 (nay Ms. Novick), the item as amended was approved.

BACKUP: Annex A (1 page) contains the Administration’s response to the item.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Accept and file. ANNEX A gb #0-372.1 Page 1

The Superintendent sent the following Connect Ed message to WPS families on Wednesday, December 23, 2020, after consulting with city officials, school committee, and medical consultants:

As many of you are aware, the Worcester Public Schools winter sports season was slated to start practices/tryouts on Monday, January 4th. After many discussions with City Officials, School Committee, and medical consultants, the decision was made this morning to cancel the 2020/21 winter sports season for health and safety reasons. All winter sports have been canceled including:

Boys and Girls Basketball Boys and Girls Ice Hockey Boys and Girls Swimming X. GENERAL BUSINESS ITEM - gb #1-2 Administration S.C. MEETING - 1-7-21 (December 16, 2020)

ITEM:

To approve the following prior fiscal year payments:

- $139.94 to Konica Minolta Premier Finance - $358.99 to CDW Government - $41.96 to Connecticut Business Systems - $1,250 each to two Bowling Coaches at North High School as a ½ stipend for 2019-20

PRIOR ACTION:

BACKUP:

- The Invoice was received after Purchase Order was closed. All balances were thought to have been paid. - The Purchase Order was closed due to items never being delivered. The Invoice was received December 2020. - The Purchase Order was closed in error.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Approve on a roll call. X. GENERAL BUSINESS ITEM - gb #1-3 Administration S.C. MEETING - 1-7-21 (December 16, 2020)

ITEM:

To consider approval of the Worcester Technical High School’s Emergency Acceptance Policy for 2021-22 school year.

PRIOR ACTION:

BACKUP:

Annex A (9 pages) contains a copy of the Worcester Technical High School’s Emergency Acceptance Policy for 2021-22 school year

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Approve on a roll call. ANNEX A gb #1-3 Page 1 Worcester Public Schools Worcester Technical High School

EMERGENCY ADMISSIONS POLICY December 2020

I. INTRODUCTION An admission process is necessary for vocational-technical schools where space is a limiting factor. Vocational technical laboratories (shops) are designed and equipped to serve a specific maximum number of students safely. Consequently, a complex of such laboratories lacks both space and flexibility to accommodate the possible needs and interests of all applicants. Therefore, a selection process is necessary to determine which applicants may most benefit from such educational opportunities. All applicants to grades nine through twelve at Worcester Technical High School have been evaluated using the criteria contained in the Worcester Public School Committee approved policy since June 1, 2017.

On March 12, 2020, Charlie Baker, the Governor of Massachusetts, declared a state of emergency and issued no travel and physical school closure directive due to Coronavirus (COVID-19). Schools were directed to move to an online learning platform. The move to online learning was molded by District, Municipal, and School Committee officials with input from the community to best serve the students and families and minimize the barriers due to COVID- 19 for equitable access to all educational programs.

The impact of COVID-19 on the educational process is exhaustive. This policy specifically outlines the impact and subsequent new guidance on the admissions process for Chapter 74, vocational programming within the District. An emergency policy was thoughtfully developed for the 2021-2022 admissions process to ensure transparency for students, families, and sending districts. The Worcester Public School Committee approved this policy on [date of School Committee approval] and the policy will be in effect for the students applying for admission to enroll for the 2021-2022 school year.

II. EQUAL EDUCATIONAL OPPORTUNITY Worcester Technical High School admits students and makes available to them its advantages, privileges, and courses of study without regard to race, color, sex, religion, national origin, sexual orientation, gender identity, or disability.

If there is a student with limited English proficiency, a qualified representative from Worcester Technical High School will assist the applicant in completing the necessary forms and assist in interpreting during the entire application and admission process upon the request of the applicant.

Disabled students may voluntarily self-identify for the purpose of requesting reasonable accommodations during the entire application and admission process.

Information on limited English proficiency and disability submitted voluntarily by the applicant to receive assistance and accommodations during the entire application and admission process will not affect their admission to the school.

WTHS Admission Policy Page 1 ANNEX A gb #1-3 Page 2

III. ELIGIBILITY Any eighth-grade student who is a resident of the Worcester Public School District who expects to be promoted to the ninth grade is eligible to apply for fall admission subject to the availability of openings to Worcester Technical High School. Resident students will be evaluated using the criteria contained in this Admission Policy.

Transfer students from other vocational-technical schools are eligible to apply for admission during the school year to grades 9-12 at Worcester Technical High School provided they expect to be promoted to the grade they seek to enter by their current school. Transfer students will be evaluated using the criteria contained in this Admission Policy.

Worcester Public Schools is a school choice district. Please refer to Worcester Public Schools School Choice Policy.

IV. ORGANIZATIONAL STRUCTURE Worcester Technical High School is a public vocational-technical school located in Worcester, Massachusetts. Worcester Technical High School is a member of the Worcester Public Schools District and is accredited by the New England Association of Schools and Colleges. Worcester Technical High School is committed to providing quality academic and vocational-technical programs.

It is the responsibility of the Worcester Public Schools Superintendent to supervise the administration of the policies and procedures required to admit and enroll applicants in conformity with this Admission Policy.

Worcester Technical High School has an Admission Committee appointed by the Principal. The committee consists of a member of the Administration, Guidance, Special Needs, Vocational Technical and Academic Departments. Responsibilities of the Admissions Committee include: A. determination of standards for admission B. development and implementation of admission procedures C. processing of applications D. ranking of students E. acceptance of students according to the procedure and criteria in the admission policy F. establishment and maintenance of a waiting list of acceptable candidates

The Worcester Public Schools do participate in the School Choice Program.

V. RECRUITMENT PROCESS (COVID-19 NEW GUIDANCE) 1. Worcester Technical High School disseminates information about the school through various methods during the impact of COVID-19. a. All Worcester Public and Charter School eighth-graders will have access to a virtual tour of Worcester Technical High School on the media platforms associated with WPS. Active links to the virtual school tour are provided to the middle schools by Worcester Technical High School for career awareness programs. A letter

WTHS Admission Policy Page 2 ANNEX A gb #1-3 Page 3 describing the admissions process will be sent via US mail to each Worcester Public School eighth-grade student in their family’s home language. b. A Virtual Open House is scheduled for January 2021. Prospective students and their parent(s)/guardian(s) have an opportunity to visit all vocational-technical programs and request to speak with teachers and view a presentation about all offerings. WPS will provide a written translation in the district’s eight most commonly spoken languages of all Open House materials. c. The most updated information will be available through the online platforms associated with Worcester Technical High School and Worcester Public Schools.

VI. APPLICATION PROCESS APPLICATION PROCESS-FOR FALL ADMISSION1* TO THE NINTH, TENTH, ELEVENTH AND TWELFTH GRADE 1. Students interested in applying to Worcester Technical High School for fall admission to the ninth, tenth, eleventh or twelfth grade must complete an online application.

2. It is the responsibility of the sending school Guidance Counselor/Principal to: a. Facilitate the completion of the online application by the student’s teaching team by April 1st. Complete applications include: (i) Completed application form (including required elements). (ii) For applications to grade 9 (fall admission), the average of grade 7 final grade and terms 1 and 2 of grade 8 marks in English language arts (or ESL, whichever is higher), social studies, math, and science from the sending school report card/transcript are required. For applications to grades 10, 11 & 12 (fall admission), the average of the previous school year and terms 1 & 2 of the current school year marks in English language arts, social studies, math, and science from the sending school report card/transcript is required. For applications to grade 9 (fall admission), the sum of grade 7 and terms 1 & 2 grade 8 absences from the sending school report card/transcript are not required. For applications to grades 10, 11 & 12 (fall admission), the sum of the previous school year and terms 1 & 2 current school year unexcused absences from the sending school report card/transcript are not required. For applications to grade 9 (fall admission), the average of grade 7 quarters 1, 2, & 3 and terms 1 & 2 grade 8 assessments of conduct and effort from the sending school report card or the sending school's assessment are required. For applications to grades 10, 11 & 12 admissions (fall admission), the average of the previous school year and terms 1 & 2 of the current school year assessments of behavior from the sending school report card or the sending school’s assessment are required.

1* applying for admission during the winter and spring to begin classes the following fall

WTHS Admission Policy Page 3 ANNEX A gb #1-3 Page 4

The sending school’s recommendation is required for applications to grade 9, 10, 11, and 12 (fall admission). The recommendation will be from a team of educators to include guidance professionals, teachers, and/or administrators who know and have worked directly with the student.

3. If incomplete applications are received, the following procedures will be followed: a. The Admission Office at Worcester Technical High School will notify the sending school Guidance Counselor responsible for submitting the application that the application is incomplete and will request completion. b. The applicant's parent(s)/guardian(s) will be notified by the Worcester Technical High School Admissions Office in the event that the problem is not resolved by the sending school Guidance Counselor. c. If after notifying the sending school Guidance Counselor and parent(s)/guardian(s), the application remains incomplete for ten school days, the application will be voided. APPLICATION PROCESS - FOR ADMISSION TO THE NINTH, TENTH, ELEVENTH, AND TWELFTH GRADES FOR THE CURRENT SCHOOL YEAR2* 1. Students interested in applying to Worcester Technical High School for admission for the current school year must: a. Complete an online application. 2. It is the responsibility of the sending school Guidance Counselor to: a. Complete their portion of the application form. Sending schools will receive electronic notification of action items in the application. b. For applications to grades 9, 10, 11 & 12 (admission during the school year), the current school year to the date of the application marks in English language arts, social studies, math, and science from the sending school report card/transcript are required. For applications to grades 9, 10, 11 & 12 (admission during the school year) the current school year to the date of the application, unexcused absences from the sending school report card/transcript are NOT required. For applications to grades 9, 10, 11 & 12 (admission during the school year) the current school year to the date of the application assessments of behavior from the sending school report card or from the sending school’s assessment are required. For applications to grades 9, 10, 11 and 12 (admission during the school year) the sending school’s recommendation is required.

3. If incomplete applications are received, the following procedures will be followed: a. The Worcester Technical High School Admissions Office will notify the sending school Guidance Counselor responsible for submitting the application, that the application is incomplete and will request completion.

2*Applying for admission during the school year to begin classes during the same school year, as opposed to applying for admission one school year to begin classes the next school year in the fall

WTHS Admission Policy Page 4 ANNEX A gb #1-3 Page 5

b. The applicant's parent(s)/guardian(s) will be notified by the Worcester Technical High School Admission Office in the event the problem is not resolved by the sending school Guidance Counselor. c. If after notifying the sending school Guidance Counselor and parent(s)/guardian(s), the application remains incomplete for ten school days, the application will be voided. LATE APPLICATIONS Applications received after April 1st will be considered in the order received using the same criteria, but only after applicants on the established waiting list have been offered admission.

TRANSFER STUDENTS Applications from students who are enrolled in a state-approved (Chapter 74) vocational-technical high school program in another school (transfer students) will be considered for admission (including admission during the school year) if they relocate away from their current school and wish to pursue the same program of study at Worcester Technical High School. All transfer applicants must attend an interview at Worcester Technical High School. Their applications will be evaluated according to the provisions of this Admission Policy.

HOME-SCHOOL STUDENTS Applications from resident students that are enrolled in an approved Home-School program who apply to Worcester Technical High School will follow the procedures contained in this admission policy and will be evaluated using the criteria contained in this Admission Policy.

WITHDRAWN STUDENTS Students who withdraw from Worcester Technical High School and who are attending or not attending another high school may reapply to Worcester Technical High School following the procedures contained in this admission policy and will be evaluated using the criteria contained in this Admission Policy.

VII. SELECTION CRITERIA Completed applications are processed by the Admission Committee using weighted admissions criteria. Each applicant will be assigned a score derived from the sum of the subscores of the following criteria: A. Scholastic Achievement: Maximum 25 points

Academic Performance (25%) (filled out by WTHS), Grade 7 final grade, Grade 8 Quarters 1 and 2...... (25 points, bonus points scale)

B. Conduct and effort grades for four core subjects (the average of 5 quarters, 3 quarters from 7th grade and quarters 1 and 2 from 8th grade) ...... (25 points)

C. School attendance record (due to pandemic impact, all students will be granted the full point value)...... (25 points)

D. Recommendation by the Teaching Team, facilitated by guidance counselor/principal (guidance professionals, licensed educators or administrators who know and have

WTHS Admission Policy Page 5 ANNEX A gb #1-3 Page 6 worked directly with the student)...... (25 points)

Math, Science, History, English (or ESL)

A= 3.5, B= 3, C = 2.5 , D= 2, F= 0. Total Points = 25, bonus points scale.

For applications to grade 9 (fall admission), grade 7 final grade, and grade 8 terms 1 & 2 marks in English (acceptance of the highest scholastic score of ESL or ELA), social studies, mathematics and science from the sending school report card are used. For applications to grades 10, 11 and 12 (fall admission) the average of the previous school year and terms 1 & 2 of the current school year marks in English, social studies, mathematics and science from the sending school report card are used. For applications to grades 9, 10, 11 and 12 (admission during the school year) the current school year to the date of the application marks in English, social studies, mathematics and science from the local school report card/ are used.

B. Attendance: 25 points will be granted for all applicants.

Number of Unexcused Points Absences

ALL 25

C. Conduct and Effo rt: Maximum 25 points

Conduct/Effort Points Rating

A 25

B 20

C 15

D 10

F 0

For applications to grade 9 (fall admission), the average of quarters 1, 2, and 3 of grade 7 and 8th quarters 1 & 2 conduct/effort grade. Assessment from the sending school report card or from the sending school team assessment are used. For applications to grades 10, 11, and 12 (fall admission) the average of the previous school year and terms

WTHS Admission Policy Page 6 ANNEX A gb #1-3 Page 7

1 & 2 current school year assessments from the sending school report card or from the sending school teams assessment are used. For applications to grades 9, 10, 11, and 12 (admission during the school year), the current school year to the date of the application assessments from the sending school report card/transcript or from the sending school assessment are used.

D. Teaching Team Recommendation: Maximum 25 points

The recommendation will be from a Team made up of licensed educators, guidance professionals, and/or administrators who know and have worked directly with the student.

Proposed NEW Summary Profile Assessment

Category Points per category (5=outstanding)

A. Achievement in relation to 0-5 ability

B. Classroom involvement 0-5

C. Motivation 0-5

D. Personal responsibility 0-5

E. Interest in vocational 0-5 education

After points are given in each area, the points are totaled for each applicant. A maximum total of one hundred (100) points can be earned.

VIII. SELECTION PROCESS-

All applications will have 25 stated points for attendance.

The Admission Committee at Worcester Technical High School will examine, discuss and make recommendations for action on the applicants.

The Admission Committee considers scholastic achievement, school behavior, sending Guidance Counselor's recommendation results. Applications are reviewed, processed, and assigned points by grade level.

After a point total for each applicant has been determined, all applicants are placed in order of their "point total". Applicants are then accepted in order of the point total they have achieved. The applicant with the highest point total is accepted first, the applicant with the second highest point total is accepted second, and so on until all seats are filled. All applicants are accepted, declined, or placed on a waiting list. If openings occur, the seats are filled by accepting applicants from the waiting list. These applicants, like those accepted earlier, are

WTHS Admission Policy Page 7 ANNEX A gb #1-3 Page 8

accepted in order of their place on the waiting list determined by the total points given according to the selection criteria.

All applicants whose applications are received by Worcester Technical High School by April 1st are notified of their status by a letter to their parents/guardians by mid-May.

Applications received after April 1st will be considered in the order received using the same criteria, but only after applicants on the established waiting list have been offered admission.

IX. ENROLLMENT In order to enroll at Worcester Technical High School for the fall, applicants must have been promoted to the grade they wish to enter by their sending school. In addition, they must have successfully passed courses in English language arts or the equivalent and mathematics for the school year immediately preceding their enrollment at Worcester Technical High School.

X. VOCATIONAL TECHNICAL PROGRAM PLACEMENT All ninth graders who enroll in Worcester Technical High School participate in a vocational technical exploratory program designed to help them learn about their talents and interests relative to a variety of different vocational technical programs. Students initially explore each vocational program in the technical academy, during their first shop week, for one day (mini-explore). Then students have the option of changing one shop choice based on the mini-explore experience. The student’s top 4 choices, taken from their original application, together with 4 choices taken from the total available shops are scheduled for the entire exploratory period which is composed of Quarter 1 and Quarter 2. Students are evaluated and scored (0-100 points) using the standardized Student Evaluation – Exploratory rubric by each shop & related teacher during the two-week shop exploratory rotation.

At the end of this eight-shop exploratory choice, half-year period, each student selects his/her program preferences on the shop selection form one through six from the programs they explored. Students are admitted into the shop of their choice based on the point total they received in all shops combined. For example, a student with a point total of 100 would be admitted before a student with a point total of 80. If a shop fills, based on the highest point total, before a student gets his/her first choice, the Director of Career Vocational Technical Education then moves to the students' second through sixth choice depending upon whether there is an opening in the shop. Again, the student is admitted based upon overall point total. If a students' point total in all shops combined is so low that they were not placed in their second through sixth choice shop because the shops were filled by students with higher point totals, the Director of Career Vocational Technical Education will meet with the student and present a list of the shops with openings which the student can explore and ask the student to choose one of them. Again, students selecting shops from among the shops with openings, which the student explored, will be admitted based on their point totals. The process continues until all students are placed.

Students who wish to transfer from one shop to another during the school year may apply for transfer using a standardized form from their guidance counselor. Transfer requests will be considered subject to the availability of openings in the requested shops, and career plan. Each transfer applicant will be interviewed and counseled individually to determine the appropriateness of the transfer for the particular student.

WTHS Admission Policy Page 8 ANNEX A gb #1-3 Page 9

XI. REVIEW and APPEALS The applicant's parent(s)/guardian(s), upon receipt of a letter from Worcester Technical High School indicating that the applicant was not accepted or placed on a waiting list, may request a review of the decision by sending a letter requesting a review to the Principal within thirty days of the receipt of the letter. The Principal will respond in writing to the letter with the findings of the review within thirty days. If after the review, the parent/guardian wishes to appeal the findings of the review they may do so by sending a letter requesting that they be scheduled to appear before the Worcester Public Schools Secondary Manager for Instruction and School Leadership to appeal the Principal's findings. The Secondary Manager for Instruction and School Leadership will respond in writing to the parent/guardian with a scheduled date for the appeal within thirty days of the receipt of the letter. The Secondary Manager for Instruction and School Leadership will respond in writing to the letter with their decision on the appeal within thirty days of the Secondary Manager for Instruction and School Leadership meeting when the appeal was presented.

WTHS Admission Policy Page 9 X. GENERAL BUSINESS ITEM - gb #1-4 Administration S.C. MEETING - 1-7-21 (December 16, 2020)

ITEM:

To approve the following donations:

- $10,400 from Project Lead the Way to the Doherty Memorial High School ETA Program. - $25,000 from the Hanover Insurance Group Foundation, Inc. to the WPS Hanover Insurance Arts Academy.

PRIOR ACTION:

BACKUP:

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Approve on a roll call. X. GENERAL BUSINESS ITEM - gb #1-5 Administration S.C. MEETING - 1-7-21 (December 16, 2020)

ITEM:

To accept the MA Secondary Virtual Online Course Access Grant in the amount of $477,291 for December 7, 2020 through June 30, 2021.

PRIOR ACTION:

BACKUP: The purpose of this targeted funding opportunity is to recognize challenges voiced by districts and educators regarding available resources to provide robust online course options to middle and high school students (grades 6 through 12) who cannot participate in the in-person learning opportunities offered by their schools. . .

Annex A (13 pages) contains a copy of the Grant Acceptance Form.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Approve on a roll call. ANNEX A gb #1-5 Page 1

Worcester Public Schools Office of Grants Management

Grant Acceptance Form

Name of Grant: MA Secondary Virtual Online Course Access

Type of Funder: Department of Elementary and Secondary Education

Awarded Amount: $477,291.00

Grant Funding Period: December 7, 2020 through June 30, 2021

Project title: Secondary Virtual Online Course Access

Program coordinator: O'Neil

Purpose: To recognize challenges voiced by districts and educators regarding available resources to provide robust online course options to middle and high school students (grades 6 through 12) who cannot participate in the in-person learning opportunities offered by their schools.

Description of the program: Students will benefit from the grant activities by receiving additional live support (tutoring), assistive technology devised to support individual needs and coordination of services between providers in the remote setting (stipends and professional development).

Program location: Worcester Public Schools

Outcomes and Measures: Remote learning outcomes will be enhanced as a result of the program activities. ANNEX A gb #1-5 Page 2

12/18/2020 Worcester Public Schools Mail - Fwd: [EXTERNAL] Fund Code 423 Virtual SecondaryCourse Access Grant

WORCESTER Bares, Gregg PUBLIC SCHOOLS

Fwd: [EXTERNAL] Fund Code 423 Virtual Secondary Course Access Grant 1 message

O'Neil, Susan Wed, Dec 9, 2020 at 9:04 AM To: Gregg Bares

--- Forwarded message -- From: Fuentes, Nyal F (DOE) Date: Mon, Dec 7, 2020 at 10:46 AM Subject: [EXTERNAL] Fund Code 423 Virtual Secondary Course Access Grant To:

Good morning,

Just a quick note to let you knowthat you Fund Code 423 Virtual Secondary Course Access Grant hasbeen approved and sent along to grants management for processing.

Thanks for all you do.

Nyal

Nyal Francisco Fuentes, A.A, B.A., M.Ed., C.A.G.S Office of College, Career and Technical Education

College and Career Readiness Coordinator Massachusetts Department of Elementary and Secondary Education W781-338-3593 F781-338-3090 75 Pleasant Street, Malden, MA 02148 [email protected] Web I Twitter I Facebook I YouTube I Newsletters

I This school year, we all have a role to play to keep each other healthy. Learn more. https://mail.google.com/mail/u/0?ik=b1 857ee219&view=pt&search=all&permthid=thread-f%3A 1685609729017582930% 7Cmsg-f%3A 1685609729017 582930&simpl=msg-f%3A 1685609729017582930&.. 1/2 ANNEX A gb #1-5 Page 3 MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION STANDARD CONTRACT FORM AND APPLICATION FOR PROGRAM GRANTS PART I - GENERAL �A. Pu�l(S�_

ADDRESS: 20 Irvin Street------______Worcester, MA 01-=-60=9:.____ _

l TELEPHONE: (508) 799-�

·-B. APPLICATION.. . ,.,,,.,.__=� FOR PROGRAM-• - FUNDING - - �• ;J -;.==-- Massachusetts Secondary Virtual Online Course AMOUNT FUND Access Grant PROJECT DURATION CODE REQUESTED 423 Governor's Emergency Education Relief Fund FY2021 FEDERAL FROM $477,291 (GEER) - Competitive TO Office of College, Career and Technical Education ----�- -� / � J,, b.l'J Upon 6/30/2021 Approval

C. I CERTIFY THAT THE INFORMATION CONTAINED IN THIS APPLICATION IS CORRECT AND COMPLETE; THAT THE APPLICANT AGENCY HAS AUTHORIZED ME, AS ITS REPRESENTATIVE, TO FILE THIS APPLICATION; AND THAT I UNDERSTAND THAT FOR ANY FUNDS RECEIVED THROUGH THIS APPLICATION THE AGENCY AGREES TO COMPLY WITH ALL APPLICABLE STATE AND FEDERAL GRANT REQUIREMENTS COVERING BOTH THE PROGRAMMATIC AN9''F"ISCALAD MINISTRATION OF GRANT FUNDS .

) l r' . 1' l AUTHORIZED SIGNATORY: .·-v..A..-_j TITLE: Su erintendent

DA TE DUE: Wednesday November 25, 2020 ---- Ji ANNEX A 348 Applicant Applicant gb #1-5 Worcester Public Schools Agency: Number 423 Page 4 Fund Fiscal Year: 2021 Code: Program Massachusetts SecondaryOnline Course Access Grant Name:

Budget Line Item Category I Amount I 1 MTRS ADMINISTRATOR SALARIES: # of staff FTE □ Total Amount COMMENTS □ s - □ s I I I I I - !SUB-TOTAL2 MTRS $ INSTRUCTIONAL/PROF STAFF SALARIES: #of staff FTE □ Totals Amount COMMENTS □ s 11 s 11 11 s - 11 s I I s - SUB-TOTAL3 m SUPPORT STAFF SALARIES: #of staff FTE MTRS□ Totals Amount COMMENTS 11 $ I I s - I I I I I 11 I SUB-TOTAL4 MTRS $ #of Rate STIPENDS: Rate Total Amount COMMENTS IStaff 80I $35 Type I I $ $ !ITeacher lnstructlonal/ProfesslonalStaff I I I oerhour I □ 42,000 For tutonng and CPT activities I I $ - I I I I I I I I I I s - $ SUB-TOTAL' 42,0011 COMMENTS FRINGE5-a BENEFITS: Totals Amount S,l) MTRS tautomaticallv carcuta\OS � M'TRSbox Is checked) s Health Insurance Other s OtherRetirement Systems 5 Federal Insurance Contributions(FICA) s . $ -

I SUB-TOTAL6 Rate CONTRACTUAL SERVICES: Rate Total Amount COMMENTS oerType hOUr s contractedseMces,uu er student services S100 oer hour $ 111,150 AmelioSoeech uontracted�ervlce .. n mer Student Services $100 125,000 Ellevation $ - Ic;onsu1tanwPro1 Dev forTeachers & Sup� s, $100 oerhour $ 35 000- PO for teachers $ - IS s SUB-TOTAL7 271150

SUPPLIES AND MATERIALS: Total$ Amount COMMENTS - exlbooks/Related!lottware/Medla/Materials $ 74,1152 $ r $ -

$ :iUB-TOTAL I 74852 8 TRAVEL: I Total Amount COMMENTS I I I $ I I $ -

SUB-TOTAL9 OTHER COSTS: Total� Amount COMMENTS MembershieslSubscriptions/Licenses 79,548 $ I . I $ SUB-TOTAL $ 79 548 10 INDIRECT COSTS (use indirectcosts calculator) I enter2.04% rate% I COMMENTS � At Cityagreed upon rates

11 EQUIPMENT: Total Amount COMMENTS Items costing$5,000+ per unit &having a useful l�e 1+ years I I s - $ SUB-TOTAL Is TOTAL FUNDS REQUESTED 411,2s1 I

Massachusetts Departmentof ElementarySecondary Education ANNEX A gb #1-5 Page 5

Name of Grant Program: SecondaryVirtual Course Access Grant Fund Code: 423

PART Ill - REQUIRED PROGRAM INFORMATION

PART Ill - REQUIRED PROGRAM INFORMATION IDENTIFICATION INFORMATION A. Name of District: Worcester Public Schools B. Name of School: Worcester Public Schools C. Applicant Address: 20 Irving Street, Worcester MA 01609 D. Grant Contact: Susan P. O'Neil, Ph.D., Deputy Superintendent E. Contact Email Address: [email protected] F. Contact Phone#: 508-799-3644 G. Total Funds Requested: $477,291 H. Number of Students who will be supportedby grant: The number of students who will be served are approximately 4,000. This includes secondary Students with Disabilities (SWDs) and Students with Disabilities who are English Learner (EL) students varying by guardian choice of service and the initiation of hybrid model as planned.

NARRATIVE SECTION This section contains four questions. Please provide no more than one brief paragraph per question. Applicants are required to provide page numbers on every page of the proposal. Additional attachments are permitted. School Re-entry Model Overview 1. Describe the school/LEA's fall re-opening hybrid or in person learning model (i.e. days per week, cohort structure, course taking) with a specific focus on the way the district is serving families that opt to use a fully remote model (i.e. platform, synchronous instruction vs. asynchronous, any engagement of remote learning partners beyond the scope of this proposal.) A brief overviewwith a link to the LEA's publicly posted plan may be considered a sufficient response. Reopening Plan Overview Worcester Public Schools (WPS) students are currently being classified into three groups based on their level of need for in-person instruction: Group A - Students who are in general education classrooms who do not have any specially designed instruction. Group B - Students who are in general education classrooms and receive specially designed instruction. Group C - Students who require the most in­ person instructional support to access learning. WPS is prioritizing Group C students for in-person learning during the 2020-21 school year. Families have been contacted by school administrators if any of their children are in Group C to inform them of in-person learning options and confirm if their child will be attending in-person. Our initial plan is to have both Group A and B students engaged in remote-only learning during the first quarter and will have the option between one of the two models tentatively starting Quarter 2. The district's Hybrid Model is based on students assigned to cohorts with approximately one-quarter of the students occupying a school building at a time. This model will start after the first term, since students will start the year in Remote learning. (Except for High-Risk [Group C] students who would engage in some in-person learning.) Students may engage in: One day per week in­ person learning support at schools either Mondays, Tuesdays, Wednesdays or Thursdays (Potentially); Synchronous remote learning three days a week in all core content subjects, electives, and enrichment; Small group synchronous remote learning from support teachers according to their needs and asynchronous remote learning one day each week. The district's 100% Remote Model is based on the 1 ANNEX A gb #1-5 majority of students receiving a rigorous remote learning plan with the most at risk students receiving in Page 6 person learning. Students would engage in: Synchronous learning four days a week in all core content subjects, electives, and enrichment; Small group synchronous learning from support teachers according to their needs and asynchronous learning one day each week. Students of families who choose to stay remote will have synchronous and asynchronous instruction Monday through Thursday and asynchronous learning Fridays. The link to the plan is here: https://worcesterschools.org/school-reopening-information/

Coursework Options 2. Describe how the funds will be used to support access to coursework for students requiring a fully virtual model and/or when engaging in the virtual component of hybrid model. Your response should include: (a) If engaging a Remote Learning partner, describe the planned course offerings and district educator engagement (i.e. extent to which district educator monitoring student participation/support, or district educator teaching using remote learning partner curriculum/platform.) OR If not engaging an identified MA Remote Learning partner, describe the alternative partnership arrangement and benefit to students.

(b) Any Professional development offered by district and/or remote learning partner for implementation including professional development funded through sources other than this grant. Our initial remote learning from March through June was literally crisis teaching. As we moved forward into the new school year, we realigned our work to achieve our mission whether in a remote, hybrid or in-person model. Professional development has been offered to assist our teachers in negotiating myriad classroom set ups. The nature of this situation presented as a two-fold challenge: providing our teachers with resources for remote learning and providing teachers with professional development that will assist them in negotiating online platforms and remote learning. Many professional development sessions have been held by the WPS Officeof Instructional Technology & Digital Learning including Google classroom; Peardeck and certification of teachers, teacher-leaders and administrators as iTeachers, to name just a few of the efforts that we have undertaken. Challenges with remote learning for our students/staffinclude ongoing engagement with our secondary students, particularly students in high risk subgroups (e.g., economically disadvantaged, homeless, foster care, students with disabilities and English language learners). Through surveying of families we have found a significant number of our high risk students, particularly Els and students with complex special needs, have opted to stay remote. As a result, we have identified the need of our secondary at risk students as students with disabilities (SWDs) including our SWD's who are English Learners as follows:

1. Remote learning partner: AmplioSpeech Contractual Services will provide consultation services through tele therapy to provide direct speech and language services remotely for students on IEPs to ensure FAPE and meet goals and objectives. As a result of the pandemic multiple families have decided to not return to school, but have chosen remote learning. This supports our challenges to provide rigorous and effective speech therapy to our students through supporting our partnership with AmplioSpeech. Due to the ever changing nature of the pandemic, we would partner with AmplioSpeech to provide servicesto those secondary students receiving speech services outside of school hours due to childcare and attending in­ person private schools. AmplioSpeech is a tele therapy company that specializes in evidence based practices while supporting the therapy needs of students.

2 ANNEX A gb #1-5 2. Research indicates that inclusive instructional models better support Els and SWDs when the Page 7 special education teacher, EL teacher and general education teacher collaborate and provide targeted support. The need for this in a remote environment is critical. We propose providing weekly teacher stipends for teams to collaborate and coordinate remote service support for Students with Disabilities and English Learners at our comprehensive high schools, 1 hours a week per team of five (5) staff,January 4 through June 4, 2021, In support of this work, we will be using the Ellevation Platform. This platform will be used so that we can illuminate the unique needs of each of our students. The data dashboards and comprehensive student profiles will allow us to track language proficiency, analyze sub-populations, share insights and make informed decisions about goals and progress for each student.

3. The importance of the teacher-student relationship to engagement is well documented. In the remote setting, with our most at risk learners, we propose virtual, small group tutoring by qualified staff to provide targeted strategies (e.g., productive talk, content knowledge support, and technology tool/strategy use) to actively scaffold participation in daily synchronous lessons. This would be for 45 minutes, three times weekly, (T, W, TH), January through May for a total of 17 weeks.

4. Our EL and SPED teachers require specific support to transition their instruction effectively to remote learning. We propose professional development with people such as Associate Professor Julie Coiro (https://web.uri.edu/education/meet/julie-coiro/) to ensure our specialized staff have the knowledge, skills and remote tools necessaryto provide targeted support to our most at risk students.

5. Assistive technology devices to meet the individual remote learning needs of our SWDs.

6. Remote resources to meet specialized needs. This includes the purchase of Imagine Learning (Espanol). Imagine Language & Literacy delivers explicit, targeted instruction to each student through personalized learning paths that continually adapt based on performance. After an initial placement test, ongoing predictive and evaluative checkpoints ensure students are working in their zone of proximal development. Strategic scaffolding and supportfurther personalize the learning experience for English learners.

Targeted Populations 3. Explain how the district has identifiedstudents that will benefit from proposed grant activities including, where applicable, how the district has identified students from high need populations (as defined in RFP) to be supportedby this grant.

Our move to remote learning has illuminated areas of needs/challenges for our students. As a result, the Office of Instruction and Digital Learning has worked with community agencies to develop an online Caregivers Academy and held related drop in hours for guardians/caregivers with Worcester Public Schools district staffon how to access remote learning. They, in turn, train their clients so they can support their children at home. Traditional language barriers with EL students have been complicated by the move to remote learning. These Caregiver Academy programs are being recorded and translated into the seven most common languages in our community. It is hoped that resources provided through this funding opportunity will help us provide greater assistance to our English Learners (Els) and their families. The Pandemic has been particularly difficult for students with special needs and their families. WPS has 21% of our students classified as Students with Disabilities (SWDs). At the same time, many of these children are medically fragile and thus are at an increased risk to their health by attending school with others. They face an impossible balance. Research has shown that special education students and their families benefit with connections made with staff members. Much of this work is specialized and can't be done via video chat or teleconferencing. We have worked very hard to find ways that we can 3 ANNEX A gb #1-5 directly support families that are most strained by the situations created by the Pandemic. These Page 8 students will benefit from the proposed grant activities by receiving additional live support (tutoring), providing assistive technology devised to support individual needs and allowing for coordination of services between providers in the remote setting (stipends and professional development) A trend among secondary students as regards virtual model is that the asynchronous learning day is not as well attended as we need it to be. Secondary students who are not currently participating in the asynchronous learning process will benefit from the proposed grant activities with tutoring to support conversation and completion of asynchronous assignments in school based, peer groups. The enhanced communication between special education teachers, English as a second Language teachers and, general education should increase student engagement and success as measured by completion of tasks and development of targeted skills.

Budget Narrative

4. Provide a budget narrative, not to exceed 300 words, that includes an explanation for each proposed expenditure. The budget narrative must correspond to the line item sequence in the Part II Project Expenditures budget detail pages (see Required Forms section of the RFP). The budget narrative must clearly explain each expenditure in the budget forms. For example, the narrative should: briefly summarize the scope of work, hourly rate of pay and annual paid hours for each staffperson, with more detail regarding paid stafffor which job descriptions are not provided; itemize the specific costs included in the fringe rate; and, fully explain each proposed non-personnel expenditure. At the top of the budget narrative, clearly indicate how the applicant agency defines full-time, in terms of the hours per week and weeks per year that determine the total number of annual paid hours for full-time staff. Clearly indicate the cost basis for stipends for teachers as applicable.

Line #4: Stipends for teachers to coordinate and collaborate on servicesfor SPED, EL as appropriate as well (1 hour per week for 21 weeks) as virtual school-based tutoring groups 45 minutes, three times weekly, {T, W, TH), January through May for a total of 17 weeks: Total for all activities - 80 staff X $35 per hour X 30 hours= $42,000.

Line #6 Contractual: Remote Learning PartnerAmplioSpeech = $111,150.

Line #6 Contractual: Professional Development with Julie Coiro {https://web.uri.edu/education/meet/julie-coiro/) to assist our EL and SPED teachers with specific support to transition their instruction effectively to remote learning and to ensure our specialized staff have the knowledge, skills and remote tools necessary to provide targeted support to our most at risk students. Total = $35,000

Line #6 Contractual Ellevation: For use in gaining comprehensive understanding of student needs+ $125,000.

Line #7 Instructional software: Imagine Learning= $74,852.

Line #9 Other costs - Memberships and subscriptions - Remote resources to meet specialized needs. The following instructional tools to promote access for Students with Disabilities who are currently working remotely. These will provide rigorous instruction for secondary students who are receiving remote services.The products below provide curriculum support to secondary special education students using a variety of devices (Chromebooks, iPads, tablets) during remote learning and incorporate a variety of access modes including direct select/touch display, alternative mouse, switch control and eye-gaze. L3Skills by n2y, LLC {$3,375); News-2-You by n2y {$9,550); SymbolStix PRIME 4 ANNEX A gb #1-5 by n2y, LLC ($645); Inspire Classics for ULS by n2y, LLC ($6,625) HelpKidzlearn Page 9 by Inclusive TLC ($6,625); Chooselt Readymades by Inclusive TLC ($6,625); LessonPix ($324); Readtopia ($15,625); Vision Impaired Tools Objective Ed ($1,000); Seeing Stars & (LD & Speech) ($14,577) and Visualizing & Verbalizing (TMSN/LD&Speech) ($14,577). Total= $79,548.

Line #10: Indirect Costs: $9,741.

5 ANNEX A gb #1-5 Page 10

12/18/2020 FY2021 Fund Code 423: SecondaryVirtual Course Access Grant- Grants and Other Financial Assistance Programs

FY2021: Secondary Virtual Course Access Grant

Fund Code: 423 Purpose: The purpose of this targeted funding opportunity is to recognize challenges voiced by districts and educators regarding available resources to provide robust online course options to middle and high school students (grades 6 through 12) who cannot participate in the in-person learning opportunities offered by their schools.

Priorities: Priority will be given to eligible districts that are most significantly impacted by COVID-19 and, on average, have students attending school in-person at least twice a week.

Eligibility: School districts who serve secondary students in grades 6 through 12 must meet two eligibility criteria:

1. Have at least one school requiring assistance or intervention in the state accountability system or is in receivership. 2. Is providing hybrid or in-person learning models in which all or some groups of students are attending in-person learning or is only fully-remote in accordance with public health data and DESE exP.ectations!i'.J (*or will subsequently begin providing hybrid or in­ person learningin accordance with public health data and DESE expectations}.

Funding Type: Federal: Governor's Emergency Education Relief (GEER) Fund� CFDA: 84.425

Funding: Up to $5 million is allocated to eligible districts*for this grant. Awards in the table below were determined based on the number of high­ needs secondary (grades 6 through 12) students served by the district, with a minimum allocation of $10,000.

*These districts will be eligible for funds once they can confirm that they have begun hybrid or in-person instruction in accordance with P.Ublichealth data and DESE exP.ectations�-

District Eligible Amount

Amherst $10,000

Amherst-Pelham $26,304

: Athol-Royalston $20,538

https:/twww.doe.mass.edu/grants/20211423/ 115 ANNEX A gb #1-5 Page 11

12118/2020 FY2021 Fund Code 423: SecondaryVirtual Course Access Grant - Grants and Other Financial Assistance Programs

District Eligible Amount

Attleboro $63,140

Beverly $44,413

Boston $898,019

1 Brockton $288,157

Chelsea $112,080

Chicopee $110,698

Clinton $24,208

Easthampton $16,250

Fall River $172,170

Fitchburg $89,778

Framingham $123,945

Gardner: $34,167

Gateway $10,000

Gloucester $36,026

Greater Lowell Regional Vocational Technical $67,572

Greenfield $20,491

Hawlemont: $10,000

https:/lwww.doe.mass.edu/grants/2021/423/ 215 ANNEX A gb #1-5 Page 12

12/18/2020 FY2021 Fund Code 423: Secondary Virtual Course Access Grant - Grants and Other Financial Assistance Programs

District Eligible Amount

Holyoke $102,883

Lawrence $282,677

Lowell $236,883

Lynn $300,594

Malden $103,502

New Bedford $222,682

North Adams $20,300

Northampton $25,018

Orange $10,000

Peabody $69,144

Pittsfield_:. $79,437

Randolph $43,221

Saugus $29,545

Southbridge $37,217

Springfield $486,822

Taunton $106,409

Uxbridge $13,915

https://www.doe.mass.edu/grants/2021/423/ 3/5 ANNEX A gb #1-5 Page 13

12/18/2020 FY2021 Fund Code 423: Secondary Virtual Course Access Grant - Grants and Other Financial AssistancePrograms

District Eligible Amount

Webster $26,447

Westfield $66,857

Weymouth $67,238

Winchendon $13,962

Worcester $477,291

Total $5,000,000

Funding is contingent upon availability. All dollar amounts listed are estimated/approximate and are subject to change. If more funding becomes available it will be distributed under the same guidelines that appear in this RFP document. Fund Use: Funds should be used to support expenditures from July 1, 2020 to June 30, 2021 foraccess to virtual course options for secondary students who need to opt out of a district-implemented in-person learning model for health, safety, or family reasons. This primarily includes the costs for online courses or related student licenses through remote learning partners such as those identified here, but may also include stipends for district educators to support the engagement and learning of students enrolled in virtualcourses, and other supports (e.g. virtual tutors,assistive technology, etc.) necessaryfor specific students identified as being part of a high need population, including economically disadvantaged students, homeless students, students in foster care, students with disabilities, and/or English learners to engage successfully in the virtual coursework.

Funding should not be used as a supplement to hybrid or in-person learning, or for the purchase of technology or equipment.

Districts wishing to fund partnerships with post-secondary institutions to supportcredit-bearing coursework (e.g. online dual enrollment, and designated Early College or Innovation Pathway programs) should use funding opportunities made available through the Department of Higher Education. Project Duration: Upon Approval- June 30, 2021

These funds may be used to cover costs incurredfrom 71112020 accordingto the federalGEER funds guidance. Program Unit:

https://WWW.doe.mass.edu/grants/2021/423/ 4/5 X. GENERAL BUSINESS ITEM - gb #1-6 Administration S.C. MEETING - 1-7-21 (December 21, 2020)

ITEM:

To accept the Nellie Mae Education Foundation Grant in the amount of $250,000 for December 8, 2020 through October 30, 2021.

PRIOR ACTION:

BACKUP: The purpose of this Grant is to assist school districts in addressing disparities that have resulted from the COVID-19 pandemic.

Annex A (14 pages) contains a copy of the Grant Acceptance Form.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Approve on a roll call. ANNEX A gb #1-6 Page 1 ANNEX A DocuSign Envelope ID: 4AB8FDF6-F2DE-4F64-AC67-4A892CB76C0D gb #1-6 Page 2

ne111emae c.' EDUCATION C FOUNDATION MEMORANDUM OF UNDERSTANDING Between Nellie Mae Education Foundation, Inc. And Worcester Public Schools November 2, 2020 - October 31, 2021

Grantee Background Worcester Public School's mission is to provide all students the opportunity to advance their scholarship with a rigorous core curriculum and high-quality instruction. This enables students to discover the expanse of their academic talents, shape the quality of their character, and develop the confidence to become conscientious, reflective citizens who are empowered to better our community and our world.

Worcester's student population, approximately 25,000, is 19% Black/African American and 43% Hispanic/Latino, both above the state's average. The community has been deeply impacted by COVID 19.

About the Nellie Mae Education Foundation Since 1990, the Nellie Mae Education Foundation, New England's largest public charity focused solely on education, has worked to help our region prosper by preparing all of its learners for success. Intentionally examining our work and our impact through the lens of racial equity, we realized that if we truly wanted to prepare all of New England's young people to succeed, we needed to focus on where the barriers to opportunity were. Today, our organization works to dismantle the systemic racial inequities that exist in our public education system.

Project Description The Supporting Districts Addressing Two Pandemics grant fund provides financial support to schools and districts in Connecticut and Massachusetts servingcommunities with large numbers of Black and Brown children and their families that have been heavily impacted by COVID-19. These funds will help address the complex, interrelated problems posed by COVID-19 and anti-Black structural racism as schools reopen.

As schools closed in March, Worcester Public Schools (WPS) along with many other districts, struggled to provide remote learning identifying it as crisis teaching. As WPS reopens schools, they are working to achieve their mission whether in a remote, hybrid or in-person model. Only 11 of WPS's 45 buildings have adequate ventilation, and social distancing requirements have surfaced a lack of busing capacity. As schools reopen, they anticipate remote learning as a year-long endeavor.

WPS has identified the need to close the technology gap for their families and educators and develop a robust and engaging remote learning system across all grades and ages to close the technology gap for families and teachers with an emphasis on providing the right technology to Worcester's youngest students and in purchasing apps that will help schools connect with students and their families in meaningful and culturally relevant ways. This grant will fund for and staff and will support training for educators to use technology. Funds will ensure: • student and paraprofessional staff connectivity; access to appropriate devices for students and paraprofessional staff,

1 ANNEX A DocuSign Envelope ID: 4AB8FDF6-F2DE-4F64-AC67-4A892CB76C0D gb #1-6 Page 3

nelbemae t'.EDUCATION C FOUNDATION • teacher training on effective and developmentally appropriate remote learning strategies and tools, • caregiver support to supervise and help students access and participate in remote learning that is available in varied languages, and • school based platforms that support large groups for family nights, know your school nights and student performances/display and computer applications for asynchronous learning opportunities.

Role and Responsibilityof Nellie Mae Education Foundation The Foundation will participate actively by: • Attending important meetings, training sessions and events • Working with the grantee to develop progress reports • Facilitating open communication with grantee (through visits, phone calls and email on a minimal quarterly basis) • Engaging in thought partnershipand feedback

Record Maintenance and Reallocation of Funds The Foundation requires you to maintain records that enable the Foundation to determine how grant funds were used. These books must be available for inspection by the Foundation. Reallocations of grant funds over 5% of the total budget require approval. All funds left over at the end of each year will be returned to the Foundation.

Reporting As outlined in the Organizational Agreement below the grantee will provide reports that describe the role of grant funds in the reopening of schools and share an analysis of lessons learned, and propose changes to be made to the project, along with a spending report detailing expenditures to date.

If contracts, subgrants or stipends are paid with NMEF grant funds provide a list of names (consultants, subcontractors, individuals (including students), and organizations (including grantee organization if applicable) with amounts paid to such organizations, consultants, contractors and/or individuals.

Organizational Agreement The Nellie Mae Education Foundation will award a grant totaling $250,000 to support the program outlined in this Memorandum of Understanding. This grant will be payable based on the budget attached to this memorandum and subject to the terms contained herein. Payments will be made to Worcester Public Schools per the following schedule:

Date Deliverable Payment Upon signing of the MOU and receipt and review of the TBD $200,000 documents described in the Financial Reportsection. Upon receipt and review of a progress report and spent to date June 1, 2021 (actual expenses vs. budgeted expenses). Please review Reporting $40,000 section of the MOU for details. Upon receipt and review of a final report and spending report October 30, (actual expenses vs. budgeted expenses. Please review Reporting $10,000 2021 section of the MOU for details.

2 ANNEX A DocuSign Envelope ID: 4AB8FDF6-F2DE-4F64-AC67-4A892CB76C0D gb #1-6 Page 4 I.."""" nelhemae .- EDUCATION � FOUNDATION Worcester Public Schools (the Grantee) agrees and consents to the following conditions of the grant:

1. Funds will be used solely for tax-exempt purposes within the meaning of section 501(c)(3) of the Internal Revenue Code, and more specifically, solely for the purposes stated in the MOU. Any portion of the grant which has not been expended within the time period specified in the MOU will be repaid to the Foundation. 2. Grantee will advise the Foundation immediately if the federal government, IRS, or state or local authorities gives the Grantee notice of a change (or proposed change) in its tax status.

3. All sub-contract/grants equal to or above $100,000 are subject to Foundation approval and will be required to follow Foundation budget guidelines. Sub-contract/grantee budgets over $100,000 must be submitted to the Foundation for approval before payment will be made towards them. 4. Grantee shall not use any portion of the funds granted herein to carry on lobbying or otherwise to attempt to influence specific legislation, either by direct or grassroots lobbying, nor to carryon directly or indirectly a voter registration drive, nor to make grants to individuals on a non-objective basis, nor to use the funds for any non-charitable or non-educational purpose. 5. In order to promote the work of the Foundation and its grantees in a way that strategically enhances the public profile of both parties, the grantee shall contact the communications department of the Nellie Mae Education Foundation before any media outreach/communication surrounding the awarding of the grant. The grantee will coordinate with Chiara Wegener, External Affairs Manager. She can be reached at [email protected] or 781.348.4239 6. Grant funds must be invested in highly liquid, FDIC insured bank accounts with the primary objective of preservation of principal so that they are available for the project. Interest accrued to the grant should be applied to the project and reported in the grant's final financial report. 7. The Nellie Mae Education Foundation and the grantee enter into this agreement in "good faith," recognizing that implementation plans are based on information and circumstances presently known. The grantee or NMEF may terminate this agreement with 30 days written notice. Should the agreement be terminated the grantee will receive compensation for work completed to date, including all actual costs incurred and any non-cancellable obligations, and/or shall return to the Foundation all grant funds unused as of the date such notice of termination is sent.

While this Memorandum of Understanding is subject to future negotiations, it is signed by:

� DocuSigned by: 12/8/2020 L�B4�WtM,� Maureen Binienda Date Superintendent of Schools

[DocuSigned by: 11/24/2020 2234A7,24�ri!-- Nicholas C. Donohue, President & CEO Date Nellie Mae Education Foundation

3 ANNEX A DocuSign Envelope ID: 4AB8FDF6-F2DE-4F64-AC67-4A892CB76C0D gb #1-6 Page 5 'I."""" nelbemae EDUCATION C FOUNDATION

TECHNOLOGYINTEGRATION/l'RAINING Stipends forstaff to participatein the iTeachers program.Funding used to develop and deliver self-paced modules: 1,500 teachers hours X $35 per hour= $52,500. $52,500 Purchase of a third-partymicro-credential course for teachers - online teaching $40,000' ------: Stipendsfor staff to participatein after-hoursteclmology training/drop in supportfor teachers:500 hoursX $35 per hour= $17,500. $17,500

Techno!C>W_ - ��ds _!or WPS preK.IKT _e�_!J.ers; 200 units $60,790:

WPS CAREGIVERSTECHNOLOGY ACADEMY • Costs to support the translationsof materials that ·will be used in the Caregivers Technology ·r Academy $34,710, _____ -···---·------______/ -- . -- Stipends forstaff to supportthe iTeachers programthat \\-illbe used to build out, ere.ate, / develop webinarsand trainings and host evening/weekendfamily webinars!drop-ins: 1,000 j teacher hours X $35 per hour = $35,000. I $35,000. Licensed Zoom Account foreach school to help supportthe Caregivers Technology i = $4,500 Academy: 50 sites X $90 per site $4,500: __

'Cityof Worcester indirect costs at a���� �pen rate = 2 % $5,000 $250,000·

4 ANNEX A gb #1-6 Page 6 Nellie Mae Foundation - Supporting Districts Addressing TwoPandemics

1. What disparities has the COVID-19 pandemic exacerbated, and how are you mitigating or responding to them?

The Districthas been engaging families and members within our diverse community since thebeginning of the Pandemic in an ongoing conversation to gauge key issues of concernand to quickly employ strategiesto mitigate impacts. Some of the most acute challenges have been in the area of (1) technologyaccess and availabilityand (2) staffprofessional development {or remote learning.

Initially, beginning the first week of the shutdown in March,packets of work were mailed to each student with a separate, specialized packet forfamilies of students withlimited English. Packets were then mailed weekly as the District developed an online platformwhere individual schools posted weekly, grade-level,thematic, standards based units. Duringthis period, staffcalled familiesto check in and to identifywho had access to a device and Wi-Fi. Access to devices was an initial barrierparticularly in our communities of color. When the Department of Public Health allowed, school staffdeployed the school's supply of Chromebooks to students in need through family drive-ups at individual schools. Initially the ratio was one device to one family. Based on survey data, over the following weeks and summer, the ratio went to two devices per four children and then our current work to ensure one to one access to Chromebooks Grades 1 through 12 and iPads forpreschool (ages 3 to 5) and Kindergarten children. School based Chromebooks and iPads that were purchased or donated to the district beforethe pandemic have been essentiallv depleted.At this time, hybrid or fullyin-person, devices that have been dispersed will need to be brought back into our schools if students are to have technology access. New orders throughfederal grants forChromebooks have been delayed by the overwhelming national demand and limited supply.

As demonstrated, economic disparitieswere magnified,as many homes did not have adequate technology or connectivity. In terms of economics, nearly 60 percent of our students are Economically Disadvantaged. We cannot view these disparities without looking through the lens of our special populations. Within our school system, there are more than78 language groups represented. WPS has a large number of students whose first language is not English (58.5%) and whose families may not speak English at all. Of that number, 32% have been classifiedas English Learners. Translation of materials has been particularly challenging. We have relied on a network of community partners to assist us in ensuring that familiesare not only being reached, but connected as well.

Parent/guardian familiarity with technology has presented as a barrier duringthe spring shutdown. As a result, the Office of Instruction and Digital Leaming has worked with community agencies to develop an online Caregivers Academy. Staffworking within community agencies are initially being trained by Worcester Public Schools district staffon how to access remote learning. They will, in tum, train their clients so they can support their children at home. This week, synchronous training was held for families in the early evening. This will continue with a live Spanish training being organized forthe upcoming week. The goal is to have the Caregiver Academy programs recorded, translated into the seven most common languages in our community (English, Spanish, Portuguese, Vietnamese,Arabic, Twi, and Nepali) and available on the districtwebsite.

The Pandemic has been particularly difficultfor students with special needs and their families. WPS has 21 % of our students classified as Students with Disabilities. At the same time, many of these children are medically fragile,and thusare at increased risk to their health by attending school with others. They face an impossible balance. Research has shown that special education students and their families benefit with connections made with staffmembers. Much of this work is specialized and cannot be done via video chat or teleconferencing. We have worked very hard to findways that we can directly support families that are most strained by the situations created by the Pandemic.

Worcester Public Schools 1 ANNEX A gb #1-6 Page 7 Nellie Mae Foundation - Supporting DistrictsAddressing TwoPandemics

Worcester is referredto as the "City of Seven Hills." With the dispersal of devices, it became apparent that connectivity issues were especially acute in some areas of the city, where swaths of neighborhoods were shown to have little, to no, access to the Internet. While geographywas a challenge, once again it was realized that poverty was the central barrier. Together, WPS, working with the City of Worcester and other elected officials,we have endeavored to push InternetService Providers (ISPs) to work within their systems to promote near universal access to the Internet. Additionally, WPS has used grants and other fundingto provide connectivity for those families who are in need. Hot spots were dispersed beginning in May and through the summer in anticipation of the reopening. Bandwidth within homes is an ongoing concernas is sustaining the hotspot fees, as the city continues discussions regarding monthly fees with the main internetprovider for the city.

Our School Committee voted to open the2020-2021 school year fullyremote on September 15, 2020. As we approach the new school year, we continue to disperse technology with a focuson iPads forstudents in preschool (ages 3 through5) and Kindergarten, and Chromebooks forGrades 1 through 12. We continue to problem solve appropriate support forour limited English students and forour students with severe special needs as seek to ensure a 1:1 ratio fordevices and equip instructional assistants (paraprofessionals)with devices to enable their work with teachers in classrooms. Teachers areexpected to provide their own technology.

Our teachers have also faced challenges. The nature of this situation presented a two-foldchallenge: providing our teachers with resources for remote learningand providing teachers with professional development to help teachers become familiar with using online platforms. Advances have been made in training our staffin the use of technology in the classroom and in the use of technology for remote learning. While we were moving to certify teachers and administrators as technology teacher leaders (iTeachers) within buildings, the unexpected shutdown highlightedthe majority of teachers' lack of familiarityand skills with devices for remote instruction. Additional fundingis needed forthis purpose.

As we open the new school year, communications with families thathave taken place in-person also need to be moved online. This includes our Know Your SchoolNights forfamilies. We do not have platforms at the school level with the capacity to host large groups. A general District license cannot be efficiently/quicklyshared with the 45 schools and programs that need one in order to facilitatethese types of sessions. Staffwith the knowledge/experience to facilitatelarge remote gatherings and fundsto provide the anticipated needs for interpreterspresent additional challenges. Funding that would pay fordedicated school Zoom accounts would assist us in providing access of this type.

2. How are you addressing racial equity in your school system?

As noted in the recently developed Worcester Public Schools Strategic Plan, the diversity in the teacher workforce is a concernas it is across urban districts. The district's strategic plan calls for an increase in the diversity of new hires by 25% (2021 = 17%, and 2023=25%). Among the district's strategies are: A review of teacher recruitment/retention;increasing highly qualified teacher candidates; recruiting educators with knowledge of Urban Environments; increasing recruitment of diverse educator candidates; providing support fornew teachers; developing a teacher residency and developing a pipeline of educators among WPS students. With these initiatives in mind, the district is currently involved in two programs: "100 Males to College," and a Teacher DiversificationGrant. "100 Males to College" targets young men of color and provides mentoring and advanced courses. Several educators of color have assumedleadership roles in this program. Through the Teacher Diversification Program,a collaboration has been formed among Worcester Public Schools, Worcester State University and the JET program, to work with staffmembers of color who are pursuing initial licensure. This programuses a face-to-face, hybrid and online course delivery strategy, where appropriate. This allows paraprofessionalsthe flexibilityof working at their own pace and eliminates barriers that could impact their persistence such as costs, transportation and child care. Since paraprofessionals already have a presence in WPS classrooms, the university will utilize a practicum model equivalent to one year of student teaching. Worcester Public Schools 2 ANNEX A gb #1-6 Page 8 Nellie Mae Foundation - Supporting DistrictsAddressing TwoPandemics

While all district-offeredprofessional development provides a variety of teaching methods and strategies to ensure that all learningstyles are addressed during each class and teachers have undergone extensive training in differentiating the curriculum to meet the needs of all learners, the need to defineand require "culturally relevant pedagogy" fromour educators remains. It is, as Ladson-Billings suggests, the teacher's stance or enacting of the curriculum in the context of the classroom that will make a difference in student's perceptions.

The District has also undertaken two professional development initiatives forexisting staffmembers: Dr. IrvinL. Scott, a Senior Lecturer on Education, Harvard Graduate School of Education is leading a professional development series for administrators, "Leading for Access and Equity." As part of this work, school-based leaders are developing school-based action plans that are responsive to the needs of our students and theirfamilies and that seek to strengthenfamily support. The myth of student differences as deficitsin schooling is being confrontedand systemic inequities challenged in the professionallearning series.

Giselle Martin-Kniep, President of Leamer-Centered Initiatives, LTD, is providing leadership and school-based instructional support on culturally responsive pedagogy. Additionally, she is working intensively with stafffrom two chronically underperforming schools, Sullivan Middle School, Grades 6 through8, and Claremont Academy, Grades 7 through 12. Martin-Kniepis also working with the Worcester Public Schools Manager for Curriculum and ProfessionalDevelopment andthe content area liaisons in reviewing professionaldevelopment materials that are in use, assessing the cultural relevance of materials, and determining strategies and resourcesthat can best be used to informinstruction to better meet the needs and experiences of all students. Key in the trainings is the need to reject the compensatory or deficit viewof student performancethat neither considers nor values the "funds of knowledge" students and their familiesbring to schooling. Research froma sociocultural perspective suggests that through culturally responsive instruction, educators can address low achievement levels of diverse students througha pedagogy that creates bridges between home and school (Au, 2000; Gay, 2000; Kea, Campbell-Whatley & Richards, 2006).

Worcester added the position of Chief Diversity Officerto the table of organization last year. With input fromthe community and the English Learnersoffice within the WPS, the Chief Diversity Officer, Ivonne Perez, is organizing a new teacher mentoring programs and meeting veteran staffneeds through professionaldevelopment offeringson race and equity in schooling froman upcoming book study through informal,off-site employee forums. She has developed a Community Member's Diversity Task Force that participates in the hiring process and meets to review policy, such as dress codes.

The Superintendenthas attended, and participated in, numerous community forums over the past two years to hear and respond to community concerns including the Mayor's Latino Commission and the recently formed Black Families Together forum. These meetings highlightthe perspective of community members and informthe district in meeting the needs of stakeholders. During the closure, she has met biweekly with the United Way facilitated"Worcester Together" meetings where community agencies pool resources formutually supporting the needs of city residents. For example, in the initial weeks of the closure, the Superintendent took a team of employees to gather supplies (ex., gowns, gloves, hand sanitizer, thermometers, masks, faceshields) fromschool nursing officesand high school Chapter 74 programs to utilize in the city's emergency management center. Two high schools were opened as shelters and school bus drivers volunteered to drive guests to and from the shelter daily. An early summer rally for"Black Lives Matter," foundthe superintendent and employees, thepolice chief and officers,and hundreds of community members marching together. The notion thatwe are all in this together has taken on a true collaborative approach.

3. Out of the issues named in the firsttwo questions, what are the most pressing conditions that your district is facing right now? How willthese funds support your district's needs?

Worcester Public Schools 3 ANNEX A gb #1-6 Page 9 Nellie Mae Foundation - Supporting DistrictsAddressing TwoPandemics

Our initial remote learningfrom March throughJune was literally crisis teaching. As we move forward,we need to get on track to achieve our mission whether in a remote, hybrid or in-person model. Given the pandemic and related health procedures, we anticipate remote learningas a possible year-long endeavor. Only 11 of our 45 buildings are considered "green" for ventilation and those buildings are awaiting backordered filers/ionization beforethey can be opened to students. Our large school buses, which normally transport up to 60 students per bus and approximately 13,000 students per day, can only accommodate 24 students at 3 feet and 11/12 students at 6 feetdistance. We lack busing capacity. As a result, we see our needs focusedon developing a robust and engaging remote learningsystem across thegr ades and ages.

Closing the technolof{} gap for our families and our teacher are the most pressing conditions that we currentlv face. Funding is needed forhardware and software forboth familiesand our staff. Funding is needed to train our teachers to not only work with technology, but to use technology to help reach our students and their familiesin the following way: ensuring for students and paraprofessional staffconnectivity; ensuring appropriatedevices for students and paraprofessional staff; teacher training on effectiveand developmentally appropriate remote learning strategies and tools; caregiver support to supervise and help students access and participate in remotelearning that is available in varied languages; school based platformsthat support large groups forfamily nights, knowyour school nights and student performances/displayand computer applications for asynchronous learning opportunitiesAs mentioned previously, we need assistance in providing the righttechnology to our youngest students and in purchasing apps that would help our schools connect with students and their families in more meaningful and culturally relevant ways.

4. How are you engaging your community in reopening schools and addressing disparities?

From the beginning of the Pandemic, WPS endeavored to engage our school community and our larger community in addressing these disparities and in reopening schools. WPS used several vehicles for this including multiple surveys of families, staffand community stakeholders. As a result of these initial survey efforts, subcommittees were formedthat look at specific aspects of this situation. In this way, input was collected from myriad parties, including students and their families, school personnel and community stakeholders, including local medical personneland public health officials. We looked at what school might look like in the fall in lightof the three options presented by the state - in person, online or a hybrid. Multiple forums on school openings, and held in different languages with the assistance of highly qualifiedstaff members who are proficientin those languages. The District also conducted both a Facility Capacity Analysis and a Transportation Capacity Analysis.

The Worcester Public SchoolsFall 2020 Return to School Guidanceis a result of these collaborations. Most importantly, this document reaffirmsthe District's commitment to maintaining connections among school staff, students and families. These connections will continue to guideour work in addressing the needs of our students and familiesas we make our way through this school year.

The School Committee and Superintendent held multiple virtual community forums with a call in feature. The company that supplies seniors with caps and gowns in June loaned their platformwith had a large capacity. Breakout rooms for interpreters were available. The forums were also streamed on Facebook and YouTube. Each public forum allowed for a presentation and a follow-upquestion and answer period. Topics focusedon reopening and included: building ventilation updates, transportation regulations and updates, the hybrid plan, and health/wellness with pediatricians.A forum was held in Spanish and facilitated by three bilingual administrators.

To prepare for reopening, committees of employees, parents and students met to map out plans of action and resources for the three possible and changing scenarios, remote, hybrid and in-person. Committees included: scheduling, curriculum,social-emotional learning,nursing, facilitiesand nutrition.A reopening document and related updates are posted on our website in multiple languages htt 1s://worcesterschools.on:Jschool-reo enin!!­ information/). Worcester Public Schools 4 ANNEX A gb #1-6 Page 10 Nellie Mae Foundation - Supporting DistrictsAddressing TwoPandemics

a. What strategies have you employed to get input fromfamilies, students, and teachers in the reopening process?

Worcester Public Schools collected a variety of informationto better understand our community's remote learningexperience and implementation challenges in the spring of 2020. We gathered community feedback and informationpriorities in preparing for the 2020-21 school year anticipating that COVID-19 would still be a concern.

Data collection included: WPS Staff,Student, and Parent/Guardian2019-20 End of Year Surveys; WPS Summer School 2020 Survey; WPS InternalStaff End of YearMeetings on Lessons Learned during Spring Remote th Learning; Parent/Guardian 2020-21 Reopening Survey administered July 10th to July 20 ; July 20th and 22nd th WPS Community Forum on School Reopening Plans; WPS Staff2021-21 Reopening Survey opened July 14 ; July 29th WPS Medical Forum and City of Worcester Health Metrics. Additionally, Worcester Public Schools conducted studies to assess impact of health and safety requirements on facilitycapacity. The assessments included: Building Capacity Analysis; Transportation Capacity Analysis and HV AC Systems Analysis.

The multiple community forums,mentioned previously, highlighted family concerns and questions in the question and answer period. Districtmanagement has been meeting with the various unions (ex. teachers, bus drivers, secretaries) to negotiate a Memorandum of Understanding (MOU) foropening. The varied groups'job-related concerns have been discussed and many resolved. Biweekly and weekly meetings with building principals and districtadministrators also highlighted staffand administrators concernsthat have been and continue to be addressed as they arise.

b. Do you have community partners? If yes, how are they involved in the process--i.e.: planning, decision-making, providing services, etc.?

Community partners have been actively involved in: communicating the survey availability and supporting inputting the data forlimited English families; Communicating reopening informationand related forum information to families reopening committees; the initiation, and the initial session, of Caregivers Academy trainings coordinating resources and support between the schools and local agencies forfood, shelter, clothing and upcoming public fluclinics raising funds for technology purchases soliciting and providing donations of backpack and supplies foropening providing donated books/support at summer feedingsites coordinating/developing outside of school tutoring options for struggling students developing remote enrichment opportunities for students outside of the school day. Community partners that we work with are: Worcester Pediatrics Network; Boy's and Girl's Club of Worcester; Worcester Public Schools Tech Equity Committee; Worcester Educational Collaborative (WEC); YMCA; United Way; Worcester Together; Worcester State University; College of theHoly Cross; Assumption College; Quinsigamond Community College; Massachusetts Association of Bilingual Educators; African CommunityEducation (ACE); Latino Education Initiative (LEI); Southeast Asian Coalition (SEAC); Worcester Art Museum; Hanover Theatre; Ecotarium; Worcester Historical Museum; Worcester Center forCrafts; Worcester ChamberMusic Society; Preservation Worcester; Family HealthCenter and the Edward M. Kennedy Health Center.

5. In addition to monetary resources, how can Nellie Mae help your school district?

Among the greatest challenges that WPS children and familyfaces is access to broadband services. We have asked for assistance in advocating forthis at thestate and federallevels. Topics that we have explored include opening up our community so that multiple providers of internetservices can operate within it as well as building a municipal broadband network. We welcome your assistance in advocacy at the state and federallevel on this issue. This will not only help us but other districts facingthe same issue.

Worcester Public Schools 5 ANNEX A gb #1-6 Page 11 Nellie Mae Foundation - Supporting Districts Addressing TwoPandemics

6. Please submit a budget and budget narrative.

TECHNOLOGY INTEGRATION/TRAINING Stipends for staffto participate in the iTeachers program. Funding used to develop and deliver self-paced modules: 1,500 teachers hours X $35 per hour = $52,500. $52,500 $40,000 f Purchase of a third-party micro-credential course forteachers - online teaching Stipends forstaff to participate in after-hours technology training/drop in support for teachers: 500 hours X $35 per hour = $17,500. $17,50�, Technology - iPads forWPS preK/KTeachers; 200 units $60,790

WPS CAREGIVERS TECHNOLOGY ACADEMY Costs to support the translations of materials that will be used in the Caregivers Technology Academy $34,710 Stipends forstaff to support the iTeachers program that will be used to build out, create, develop webinars and trainings and host evening/weekend family webinars/drop-ins: 1,000 teacher hours X $35 per hour = $35,000. $35,000. Licensed Zoom Account foreach school to help support the Caregivers Technology Academy: 50 sites X $90 per site = $4,500. $4,500

= �icyof Worcester indirect costs at a�d_,, ;,;rate 2 % $5,000 $250,000

Worcester Public Schools 6 ANNEX A gb #1-6 Page 12

EDU AT 0 FOUNDATION ANNEX A gb #1-6 Page 1

About the Nellie Mae Education Foundation

The Nellie Mae Education Foundation is committed to using our power and privilege as a philanthropic institution to advance racial equity in public education. We are committed to championing effortsto prioritize community goals that challenge racial inequities and advance excellent, student-centered public education forall New England youth. We are proud to have been part of effortsover the last ten years to advance personalized, student­ centered approaches to learning across the New England region. We are still committed to advancing these approaches. We learned that forstudent-centered practices to flourish,the structural inequities present in our education system needed to be addressed. We are focusingour grantmaking strategically on addressing the barriers to opportunity that are the greatest in the region. By doing so, we will lay the groundwork forstudent-centered approaches to take root in ways that center young people of color and youth living on low incomes. Goals

Through the Supporting Districts Addressing Two Pandemics grant fund,we will provide direct financialsupport to your district to address some of the complex, interrelated problems posed by COVID-19 and anti-Black structural racism as you reopen schools. Schools and districts remain a primary connection point forour children and youth, even where those connections are happening virtually or in brick and mortar buildings that are being adapted forsafety amid the pandemic.

We invite Worcester Public Schools to apply to this fund because you serve a community with large numbers of Black and Brown children and their families,have been heavily impacted by COVID-19, and/ or have a track record of addressing racial inequity. Please note that the RFP is being sent to a limited number of districts with the goal of supporting each district. This is not a competitive selection process.

The Foundation is deeply aware that schools cannot and should not do this work alone. We recognize that the needs you are attempting to meet are many, and we are also constantly reminded that communities should drive the change that affecttheir lives. Collaboration and partnerships between school systems, families,and communities have become even more essential as everyone navigates and addresses the dual pandemic of COVID-19 and racism.

Supporting Districts Addressing Two Pandemics 12/18/20 2 ANNEX A gb #1-6 Page 14

Funding Priorities

Requests may be made forup to $250,000 to support any expenses specifically attributed to COVID-19 and/or combatting structural racism such as:

• Training forteachers to do online/hybrid education • Technology/Connectivity • Safety/PPE Equipment • Transportation • Child care forfamilies & educators • Additional staffing • Mental health & trauma informedpractices • Anti-racist social and emotional learning • Racial equity training • Culturally responsive teaching and learning • Equity assessments Proposal

To apply, please respond to these questions and limit your response to no more than 3- 5 pages. 1. What disparities has the COVID-19 pandemic exacerbated, and how are you mitigating or responding to them?

2. How are you addressing racial equity in your school system?

3. Out of the issues named in the firsttwo questions, what are the most pressing conditions that your district is facingright now? How will these fundssupport your district's needs?

4. How are you engaging your community in reopening schools and addressing disparities? a. What strategies have you employed to get input fromfamilies, students, and teachers in the reopening process? b. Do you have communitypartners? If yes, how are they involved in the process­ i.e.: planning, decision-making, providing services, etc.?

5. In addition to monetary resources, how can Nellie Mae help your school district?

6. Please submit a budget and budget narrative.

Additional Information

Applications due: We will accept your proposal on a rolling basis. Our goal is to respond to your request within one week. X. GENERAL BUSINESS ITEM - gb #1-7 Mrs. Clancey/Ms. McCullough/Ms. Novick S.C. MEETING - 1-7-21 (December 22, 2020)

ITEM:

Request that the Administration work with community clinical providers to provide additional in-school clinical services to students.

PRIOR ACTION:

BACKUP:

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Refer to the Administration. X. GENERAL BUSINESS ITEM - gb #1-8 Mr. Monfredo/Ms. Clancey/ S.C. MEETING - 1-7-21 Ms. McCullough/Ms. Novick/Mayor Petty (December 29, 2020)

ITEM:

Request that the Administration forward a letter of congratulations to Midland Street School for being recognized as a National Elementary and Secondary Education Act (ESEA) Distinguished School in Massachusetts for exceptional student achievement in 2020.

PRIOR ACTION:

BACKUP:

RECOMMENDATION OF MAKER:

Refer to the Administration for implementation.

RECOMMENDATION OF ADMINISTRATION:

Forward letter. X. GENERAL BUSINESS ITEM - gb #1-9 Ms. McCullough/Ms. Clancey/Ms. Novick S.C. MEETING - 1-7-21 (December 29, 2020)

ITEM:

To discuss ways in which the Administration is developing school community connections beyond the classroom during remote learning.

PRIOR ACTION:

BACKUP:

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Refer to the Administration. XI. EXECUTIVE SESSION ITEM - gb #1-10 Administration S.C. MEETING – 1-7-21 (December 30, 2020)

ITEM:

To discuss strategy with respect to litigation for a Worker’s Compensation for a custodian, if an open meeting may have a detrimental effect on the litigating position of the School Committee and the chair so declares.

To discuss strategy with respect to collective bargaining if an open meeting may have a detrimental effect on the bargaining position of the public body and the chair so declares – Coronavirus/COVID-19 Related Issues – Educational Association of Worcester, Units A & B (Educators/Administrators); Aides to the Physically Handicapped, Monitors and Drivers; Instructional Assistants; Parent Liaisons; Tutors; and Therapy Assistants

To discuss strategy with respect to litigation if an open meeting may have a detrimental effect on the litigating position of the public body and the chair so declares – Educational Association of Worcester and Worcester School Committee, Massachusetts Department of Labor Relations, MUP-20-8221, Bargaining Regarding Reopening

To discuss strategy with respect to litigation if an open meeting may have a detrimental effect on the litigating position of the public body and the chair so declares – Educational Association of Worcester and Worcester School Committee, Massachusetts Department of Labor Relations, MUP-20-8368, Interactive Process and Requests for Workplace Accommodations

To discuss strategy with respect to collective bargaining if an open meeting may have a detrimental effect on the bargaining position of the public body and the chair so declares – Successor Contract Negotiations – Educational Association of Worcester, Units A & B (Educators/Administrators)

PRIOR ACTION:

BACKUP:

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Discuss.