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Learning &

Professional Time

in Cambridge Public Schools

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School Committee Roundtable | 11/13/2018

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Agenda

Goals

Today’s Roundtable

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Overview & Process

Key Findings

Stakeholder Perspectives

Emerging Options

Discussion

Share learnings to-date
Communicate what’s ahead
Identify areas of further research needed

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Key Takeaways

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More time alone is insufficient; it must be accompanied with strategic scheduling and improved uses of time.

Without more time in the school day, we cannot fully address concerns.

We have an opportunity to both address concerns about current schedules and leverage our assets to create new opportunities to enable students, educators, families and partners to authentically engage in the work around our strategic priorities.

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Agenda

Goals

Today’s Roundtable

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Overview & Process

Key Findings

Stakeholder Perspectives

Emerging Options

Discussion

Share learnings to-date
Communicate what’s ahead
Identify areas of further research needed

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All of this work requires effective use of time.

CPS District Plan

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CPS Equity Definitions

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Equity means that each student, regardless of race, ethnicity, nationality, gender, gender identity, disability, sexual orientation, religion, or socioeconomic status will have access to the opportunities, resources, and support they need to attain their full potential.
Racial equity means the absence of institutional and structural barriers experienced by people based on race or color, that impede access, opportunities, and results.
CPS understands that communities of color have experienced centuries of systemic oppression, and may need more as a result of these forces. Achieving racial equity requires proactive and continuous work to dismantle systemic oppression and white privilege in our schools. CPS is committed to altering systemic power dynamics and structures in order to hear and elevate underrepresented voices and to recognize and eliminate bias.

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2017-18: Laying the Foundation

Joint Labor Management (JLM) Task Force Report

Found insufficient time for:

Core and specialist instruction
Human Time: recess, lunch, etc.
Educator Collaboration
Professional Learning

Recommendations:

Lengthen school day for educators & students
Use Goal Criteria to develop and evaluate options

Elementary Program Review

Found insufficient time for:

Learning - leading to fragmented experiences for students
Educator planning & collaboration

Recommendations:

Expand learning time
Improve student supports
Increase time for high quality teacher collaboration

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2017-2018: JLM Vision and Goal Criteria

Vision: Ensure that teachers and students have time to teach and learn through rigorous, joyful, culturally responsive learning experiences.

Goal Criteria for the Use of Time:

Developmentally-appropriate school day and school year for every student at every grade level
Sufficient time for educators to fulfill their diverse responsibilities
Schedule that respects the needs of staff, students, families, and community for time outside of school
Alignment to the district’s plan
Financially feasible and sustainable

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Themes from School Council & OST Providers Spring/Summer 2018

Schedule Improvements:

More high quality enrichment, extension and support opportunities
Accommodate sufficient “human time” for students and adults
Respect needs of student, family �and staff for time outside of school
More opportunities for educator planning & collaboration with peers, families and OST partners

Process:

Include more stakeholders in conversation
Be clearer about issues and priorities
Explore improvements to current schedule
Consider options beyond lengthening school day
High School context requires separate analysis

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How might we address concerns about time?�

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Should we lengthen the 6-hour school day?

What are other innovative approaches to addressing these concerns about time?

Our Charge

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Big Picture

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Key Activities Underway

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Learning & Professional Time Advisory Committee�
Listening and design sessions with stakeholders

School Committee Updates

November 13 Roundtable
Ongoing Written Updates

Public Forum: December 5, 6PM

Research activities:

Expert analysis of K-8 schedules
“Deep Dive” analysis with 3 schools
Additional analyses
Researching options for addressing time

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Looking Ahead...

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January: release of a draft proposal

Online feedback opportunity

School-Based & Public Meetings:

January 10, 2019 at 6PM: Public Forum
January 12, 2019 at 10AM: Public Forum
School meetings: January 2 - 16

Feedback sessions w/ educators, students, �families, out-of-school-time partners and �Community Engagement Team

Update proposal based on feedback

School Committee discussion: late January

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Options

Priorities

Proposal

Challenges & Opportunities

Schedules that reflect Goal Criteria & Equity Definition.

Learning & professional time supports rigorous, joyful, and culturally responsive learning experiences

Understand current use of learning & professional time and related policy conditions

Develop design principles to inform the development of multiple options

Understand stakeholders concerns, challenges, & opportunities

Refined Proposal, aligned with design principles and reflecting stakeholder input, including costs and practical implementation considerations

Develop options and analyze feasibility & costs

Current State

Vision

Roadmap

As priorities emerge, they inform decision making among options

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Options

Priorities

Proposal

Challenges & Opportunities

Schedules that reflect Goal Criteria & Equity Definition.

Learning & professional time supports rigorous, joyful, and culturally responsive learning experiences

Understand current use of learning & professional time and related policy conditions

Develop design principles to inform the development of multiple options

Understand stakeholders concerns, challenges, & opportunities

Refined Proposal, aligned with design principles and reflecting stakeholder input, including costs and practical implementation considerations

Develop options and analyze feasibility & costs

Current State

Vision

Roadmap

As priorities emerge, they inform decision making among options

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Agenda

Goals

Today’s Roundtable

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Overview & Process

Key Findings

Stakeholder Perspectives

Emerging Options

Discussion

Share learnings to-date
Communicate what’s ahead
Identify areas of further research needed

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Options

Priorities

Proposal

Challenges & Opportunities

Schedules that reflect Goal Criteria & Equity Definition.

Learning & professional time supports rigorous, joyful, and culturally responsive learning experiences

Understand current use of learning & professional time and related policy conditions

Develop design principles to inform the development of multiple options

Understand stakeholders concerns, challenges, & opportunities

Refined Proposal, aligned with design principles and reflecting stakeholder input, including costs and practical implementation considerations

Develop options and analyze feasibility & costs

Current State

Vision

Roadmap

As priorities emerge, they inform decision making among options

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Learning and professional time are governed by �a range of state and local policies as well as program requirements.

Other factors, such as shared space and staff, also influence scheduling.

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State law: minimum instructional days & structured learning time requirements*	Instructional days: 180+ days Structured learning time minimums: 425 hours (K) 900 hours (Grades 1 - 8) 990 hours (High School)
MA DESE - ESL Instructional time	Daily ESL instructional time �ranges from 45 minutes to 2 hours, 15 minutes
CPS Labor �Agreements	Elementary & Upper School Day: 6 hours Start and end within 30 mins of 8:25AM - 2:25PM CRLS School Day: 6 hours, 25 minutes Start and end within 30 mins of 8:05AM - 2:30PM
CPS Wellness Policy	Lunch: minimum 20 minutes K-8 recess: 20 minutes
Physical Ed. Policy	K: minimum 60 mins/weekly Grades 1-8: minimum 90 mins/weekly
Other Program Requirements	Examples: World Language, Swimming Program, Kodaly Music, Instrumental Music

Schedule Requirements

*Does not include “school breakfast and lunch, passing between classes, in homeroom, at recess, in non-directed study periods, receiving school services, and participating in optional school programs”

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CPS’s current school & work year:�

3 professional �days (before the first day)
180 school days
3 vacation weeks
14 interrupted weeks
7 early release days
1 half day

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School Year

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School Day & Start/End Times

6am	7am	8am	9am	10am	11am	12pm	1pm	2pm	3pm	4pm	5pm

Baldwin, King Open, Peabody Amigos CSUS, PAUS, RAUS, VLUS

8:55 am

2:55 pm

Cambridgeport, Graham & Parks, Morse

8:25 am

2:25 pm

Haggerty, K-Lo, Tobin

7:55 am

1:55 pm

FMA*

7:45 am

3:45 pm

King*

7:55 am

3:55 pm

Cambridge schools currently operate a standard 6-hour day with staggered start/end times, except for the two ELT schools* operating an 8-hour day. This results in a 3-tier bus schedule in the morning and a 4-tier bus schedule in the afternoon.

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District	Year	School Day	Start/End Times	No School			Professional Days
				1/2 Days	Holidays/ Vac. days	Vac. weeks	No school for students	Early release
Cambridge	180 days 9/4 - 6/17	6 hrs	Elementary: 7:55-8:55 am / 1:55-2:55 pm ELT: 7:45-7:55 am / 2:45-2:55 pm Secondary: 8:55 /2:55 pm	1	25 days	3	3 days (before SY)	6 (elem.) 5 (middle)
Boston*	180 days 9/6 - 6/17	Elementary; 6 hr, 40 mins Middle: 6hr, 50 mins	7:15 - 9:30 am / 1:55 - 4:10 pm	1	23 days	3	5 days (before SY) 1 day (during SY)	2
Brookline	180 days 9/6 - 6/20	M - Th: 6 hrs, 30 mins Fri: 5 hrs, 40 mins	M - Th: 8 am / 2:30 pm Fri: 8am / 1:40 pm	1	25 days	3	2 days (before SY) 1 day (during SY)	36 (Fri’s) 8 (PT conf.)
Framingham	180 days 8/29 - 6/17	Elementary: 6 hrs Middle: 6 hrs, 10 mins	Elementary: 8:15-9:25 am / 2:15 -3:25 pm Middle: 8:15am / 2:25pm	2	27 days	3	2 days (before SY) 3 days (during SY)	9
Newton	180 days 9/4 - 6/17	Elementary: M, W-F: 6 hrs, 40 m T: 4 hrs, 10 mins Middle: M, W-F: 6 hrs, 30 m T: 5 hrs, 45 mins	Elementary M, W - F: 8:20 am / 3 pm T: 8:20 am / 12:30 pm Middle M, W - F: 8-8:30 am / 2:30 - 3pm T: 8-8:30 am / 1:45 - 2:15 pm	1	25 days	3	3 days (before SY)	6 (elem.) 5 (middle)
Somerville	180 days 8/29 - 6/12	6 hrs, 25 mins	Elementary: 8:10 - 2:35	3	25 days	3	2 days (before SY) 1 day (during SY)	13 (Wed’s)
Waltham	180 days 8/28 - 6/13	Elementary: 6 hrs, 18 mins Middle: 6 hrs, 30 mins	Elementary 8:42 am/ 3 pm Middle 8:00 am / 2:30 pm	1	27 days	3	1 day (before SY) 1 day (during SY)	5 (Fri’s) 4 (PT conf.)

Local Comparisons

*This does not include BPS’s high schools, innovation schools, and other models that utilize an extended school day model.

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Initial analytical findings from expert analysis of K-8 schedules reflects stakeholder concerns.

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Substantial range of core subject instructional time
Most schools do not meet the CPS recommended weekly instructional time guidance in core subjects
“Functional time” (e.g. meetings, passing, dismissal) varies
Little to no protected intervention/ enrichment time

Current Schedules

Elementary students see ~8 different educators/week (more for students pulled out for special services)
Schedules are not optimized for developmental appropriateness (e.g. timing of literacy blocks, stacking of recess and lunch, frequency of specials)
Passing time is not built into the schedules. Schools lack shared practice for when transitions happen, resulting in a loss of learning, recess, other time.
Limited / no protected collaboration time beyond grade-level meetings

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Agenda

Goals

Today’s Roundtable

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Overview & Process

Key Findings

Stakeholder Perspectives

Emerging Options

Discussion

Share learnings to-date
Communicate what’s ahead
Identify areas of further research needed

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Options

Priorities

Proposal

Challenges & Opportunities

Schedules that reflect Goal Criteria & Equity Definition.

Learning & professional time supports rigorous, joyful, and culturally responsive learning experiences .

Understand current use of learning & professional time and related policy conditions

Develop design principles to inform the development of multiple options

Understand stakeholders concerns, challenges, & opportunities

Refined Proposal, aligned with design principles and reflecting stakeholder input, including costs and practical implementation considerations

Develop options and analyze feasibility & costs

Current State

Vision

Roadmap

As priorities emerge, they inform decision making among options

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District-wide perspectives on current schedule

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Challenges

3. ... sufficient “human time”

Day is rushed
Transition times not accounted for, impacting scheduled time for specials, recess, lunch
Staff use lunch time for collaboration

4. ...time outside of school

Irregular start/end times are disruptive and inhibit cross-school collaboration
Childcare demands - AM & PM
Early release days are disruptive for families

...individual students’ enrichment, extension, �or support

Students experiences are fragmented
Insufficient time for instructional goals
Cannot optimize developmentally appropriate scheduling (e.g. early day literacy block, stacking recess/lunch)
Insufficient time for intervention (without pull-out), enrichment

...high-quality educator planning, learning, and collaboration w/peers, families, and partners

No collaboration time for gen ed teachers�& special educators
No dedicated time for family engagement
Irregular start/end times inhibit cross-school collaboration

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District-wide perspectives on current schedule

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Opportunities

rigorous, joyful, & culturally responsive learning experiences (2.2)

integrated, hands-on, real world learning opportunities for all students (2.1)

goal-setting that supports students’ postsecondary success & aspirations (1.1)

mentoring & relationships (3.3)

effective inclusive practices (3.2)

support academic & social-emotional learning (3.3)

engage families as partners (4.1)

partnerships aligned w/ school & student needs (4.4)

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Hear from school leaders about the specific challenges/opportunities in their own schools and their efforts to address these concerns.

Tony Byers�Graham & Parks

Robin Harris �Fletcher Maynard Academy

Daniel Coplon-Newfield �Vassal Lane Upper School

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Lessons Learned

Vassal Lane Upper School

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Lessons Learned

Graham and Parks Alternative Public School

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Graham and Parks Master Schedule

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Lessons Learned

Fletcher Maynard Academy (ELT School)

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Options

Priorities

Proposal

Challenges & Opportunities

Schedules that reflect Goal Criteria & Equity Definition.

Learning & professional time supports rigorous, joyful, and culturally responsive learning experiences .

Understand current use of learning & professional time and related policy conditions

Develop design principles to inform the development of multiple options

Understand stakeholders concerns, challenges, & opportunities

Refined Proposal, aligned with design principles and reflecting stakeholder input, including costs and practical implementation considerations

Develop options and analyze feasibility & costs

Current State

Vision

Roadmap

As priorities emerge, they inform decision making among options

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Design Principles

Dedicated time for intervention & enrichment to minimize pull-outs and maximize new learning opportunities
Reduced fragmentation in students’ schedules
Longer uninterrupted blocks to support innovative, interdisciplinary, and enriching teaching & learning
Developmentally appropriate schedules
Protected collaboration time for general educators & special educators

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Schedules that enable:

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Agenda

Goals

Today’s Roundtable

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Overview & Process

Key Findings

Stakeholder Perspectives

Emerging Options

Discussion

Share learnings to-date
Communicate what’s ahead
Identify areas of further research needed

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Options

Priorities

Proposal

Challenges & Opportunities

Schedules that reflect Goal Criteria & Equity Definition.

Learning & professional time supports rigorous, joyful, and culturally responsive learning experiences.

Understand current use of learning & professional time and related policy conditions

Develop design principles to inform the development of multiple options

Understand stakeholders concerns, challenges, & opportunities

Refined Proposal, aligned with design principles and reflecting stakeholder input, including costs and practical implementation considerations

Develop options and analyze feasibility & costs

Current State

Vision

Roadmap

As priorities emerge, they inform decision making among options

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Strategic scheduling within current school/work day/year	Change length of 6-HR Student School Day*	Change educator work-day	Change the 180-day school-year, 183-day work-year	Optimize OST Partnerships

Add regular school days to the school year	Add enrichment days, delivered in collaboration with community partners

Improved use of time

Expand OST opportunities for all/targeted students

Additional early release days (students leave school early) for more professional time	Add additional time for educators before/after the student school day	Add additional professional days / full release days (students don’t go to school)	Convert some existing days to enrichment days delivered in collaboration w/ community partners

More professional time

Increase 6-hour day by X amount (before or after school) AND continue staggered start/end times

Increase 6-hour day by X amount AND standardize start/end times across district

Longer school day

Additional school days

Add enrichment periods into school schedule

Incorporate OST into school day

More student time

*assumes no change to ELT schools day

K-8 Emerging Options

Improve use of time

Increase available time

Blend in-school & OST

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Extending the 6-hour school day for all students

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	Advantages	Disadvantages	Considerations
All versions	Time to address instructional, social-emotional, enrichment, intervention, & programming needs Flexibility for developmentally appropriate scheduling choices Flexibility to reduce fragmentation in �student day Embedded PD time	Disruptions to family & staff schedules Disruptions to private enrichment, religious or cultural programs, jobs Without strategic scheduling & instructional leadership, “more of the same” will not be impactful Limits interest/support for additional �educator time outside of school day	Family perspective depends significantly on impact on their specific school’s schedule. Impact on ELT schools’ arrangements? Impact on some sub-separate students’ longer days? Impact on homework load? Transportation costs

By starting day earlier	Address child-care concerns for some working families	Loss of valuable am family time for some �CPS & CPS educators’ families Too early will be potentially exhausting for kids Challenges for commuting staff

By extending day later	Address child-care concerns for some working families	Loss of valuable OST programming for students EEC-certified programs need enough time �to meet standards for certification & funding

With start/end times standardized	Opportunities for cross-school collaboration Reduce staggered arrivals into OST programming OST can maximize longer programming blocks and maximize shared experience	Changes to bus routes

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More professional time for educators without students

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	Advantages	Disadvantages	Considerations
All versions	More time for high-quality learning, planning, & collaboration will improve instruction & learning Easier to protect/separate PD time when students are not present	Doesn’t address concerns of rushed �day/human time Doesn’t address concerns about students’ learning time, including fragmented experiences	How to ensure time is used well?

If before / after �student �school day	Minimize disruption to student/family schedules No disruption to OST programming	Not ideal adult learning time Impact on teacher’s families and �child care needs	Who would determine distribution / schedule for time?

Through additional early release days	Longer blocks of time create opportunities higher-quality learning, planning, and collaboration	Irregular schedule is difficult for working families, including CPS educators Creates irregular spikes in demand for OST programming that are difficult to staff Need to account for missed learning time elsewhere to meet requirements	Frequency? Schedule regularly �or on strategic low attendance days ?
Through additional full release days

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Additional school days

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	Advantages	Disadvantages	Considerations
Add additional regular school days	Additional days for delivery of curriculum Addresses child care concerns for some families	Doesn’t address concerns of rushed �days/human time Doesn’t address concerns about students’ learning time, including fragmented experiences A few days won’t make learning difference Leaders, staff, and families may choose shorter school year districts Potential disruption of family time, including trips to home countries for immigrant families	When? How many days? When? Streamlined vacation weeks? End of year? Beginning of year?

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Incorporating OST programming into the school day

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	Advantages	Disadvantages	Considerations
All Versions	Equity - free for all students to access Increase student access to enriching learning experiences & diverse OST providers Provide different types of learning for students Exposure to different programming Enhanced relationship among CPS & OST providers Build share knowledge & value of learning approaches across CPS & OST Opportunities for shared professional development Could create opportunities for professional learning without students	Requires collaborative planning If not planned well, time not maximized	Degree of co-planning / co-delivery Process for determining partnerships Compensation/Contracts Governance/ Degree of autonomy Operational: supervision, data sharing, liability Role of student choice Staffing - Capacity, recruitment, transitions from PT jobs, pay

Via enrichment periods (weekly or for early release days)	Routinizes enrichment	Might be Insufficient time for substantial projects, SEL growth or relationship building Difficult to shed school identity/school culture	Frequency to make it worthwhile

Via enrichment days (converted from regular school days)	Less coordination among family, kids, transportation Longer time for programming vs. bursts Opportunities for experiential and off-site learning Interspersed among typical school days Easier to plan than enrichment periods	Too infrequent for meaningful impact More irregular the schedule - more difficult to recruit staff Contributes to insufficient time for current contributions

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Options

Priorities

Proposal

Challenges & Opportunities

Schedules that reflect Goal Criteria & Equity Definition.

Learning & professional time supports rigorous, joyful, and culturally responsive learning experiences.

Understand current use of learning & professional time and related policy conditions

Develop design principles to inform the development of multiple options

Understand stakeholders concerns, challenges, & opportunities

Refined Proposal, aligned with design principles and reflecting stakeholder input, including costs and practical implementation considerations

Develop options and analyze feasibility & costs

Current State

Vision

Roadmap

As priorities emerge, they inform decision making among options

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Decision-

making

factors

The proposal will consider and clarify a variety of factors that must be balanced:

Centralized vs. decentralized decision-making
School-specific implementation approaches to address specific challenges
Technical assistance / guidance

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Cost Considerations

We cannot yet provide specific cost estimates.

Collaborative stakeholder work is still underway to evaluate options & develop specific proposals for consideration.
The most significant cost, personnel compensation, is subject to bargaining.

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Relevant cost categories Not all categories apply to all options. Compensation for Units A and B Compensation for other staff Transportation Contracted Services with OST partners Facilities and Utilities

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Superintendent’s Priorities

Dedicated time for intervention & enrichment to minimize pull-outs and maximize new learning opportunities
Reduced fragmentation in students’ schedules
Longer uninterrupted blocks to support innovative, interdisciplinary, and enriching teaching & learning
Developmentally appropriate schedules
Protected collaboration time for general educators & special educators

Policy decisions:

Should be made by end of school year to support full year (summer + school year) for planning & transition

Proposal that includes:

Improvements to current scheduling practices

+

Additional time in the school day for all K-8 students

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1

3

Resulting changes to school schedules must:

Align with district guidelines
Be informed by school-specific data & context
Support areas of focus in school’s improvement plan

4

2

Schedules that enable:

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Options

Priorities

Proposal

Challenges & Opportunities

Schedules that reflect Goal Criteria & Equity Definition.

Learning & professional time supports rigorous, joyful, and culturally responsive learning experiences.

Understand current use of learning & professional time and related policy conditions

Develop design principles to inform the development of multiple options

Understand stakeholders concerns, challenges, & opportunities

Refined Proposal, aligned with design principles and reflecting stakeholder input, including costs and practical implementation considerations

Develop options and analyze feasibility & costs

Current State

Vision

Roadmap

As priorities emerge, they inform decision making among options

Next steps

Narrow options into proposals
Stakeholder feedback
High school conversations

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Moving Forward

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Our decision making must be grounded in the District Plan framework, Goal Criteria, and Equity definition.
Our inclusive design approach with stakeholders is important to understand advantages, disadvantages, and concerns.
We cannot yet ascertain full and specific costs due the stage in the process and nature of negotiations.

More work to be done around the high school implications.
Continued work to be done to collaborate with OST community to expand access / participation.
Following decision-making, the planning year will address school-specific implementation approaches to address specific challenges.

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Key Takeaways

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More time alone is insufficient; it must be accompanied with strategic scheduling and improved uses of time.

Without more time in the school day, we cannot fully address concerns.

We have an opportunity to both address concerns about current schedules and leverage our assets to create new opportunities to enable students, educators, families and partners to authentically engage in the work around our strategic priorities.

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Agenda

Goals

Today’s Roundtable

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Overview & Process

Key Findings

Stakeholder Perspectives

Emerging Options

Discussion

Share learnings to-date
Communicate what’s ahead
Identify areas of further research needed

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Discussion Questions

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What are your biggest hopes for the development of a proposal for learning & professional time?

What additional information would you like to see include in subsequent reports?

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Appendices

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Joint Labor Management (JLM) Group | Goal Criteria

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Student Time that ensures a developmentally appropriate school day and school year for every student at every grade level, balancing:�

Programmatic time (academic, specials, social-emotional learning)
Individual time (Tier 3 interventions, enrichment)
Human time (recess/self-directed play, lunch, break, passing time)
Flexibility for needs of the specific age/grade

Educator Time that ensures sufficient time to fulfill the diverse responsibilities of educators, balancing:�

Professional learning (school and department-based learning, instructional coaching, choice courses)
Individually-directed time (planning, preparing materials, analyzing data, grading, student meetings, evaluation requirements)
Collaboration (in school w/ teams/specialists/OSS; across schools w/ depts/job-alike colleagues; w/ families and organizations)
Human time (breaks, lunch)
Flexibility for needs of the specific role (IEP meetings, field trips, project-based learning, writing recommendations)

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Joint Labor Management (JLM) Group | Goal Criteria

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Schedule that respects the needs of staff, students, families and community for time outside of school, balancing:

Enrichment, extracurricular, student work, and athletic opportunities
Family work schedules and childcare options
Community partners’ assets

Alignment to the District’s Strategic Framework and Plan, including

Equity of access and opportunity
Expand rigorous, joyful and culturally responsive learning experiences
Expand integrated, hands-on, real world learning opportunities
Establish student-centered, collaborative, and transformative professional learning

Financially feasible & sustainable, including

Fair compensation for all staff
Additional resources including adequate staffing, physical space, and transportation

...continued

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Advisory Committee List

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Hitome Abe	Co-leader, Community Engagement Team
Anda Adams	Assistant Superintendent, Curriculum and Instruction, CPS
Christina Astrove	JK-5 ELA Coach, Graham and Parks School
Beth Benedikt	ESL Teacher, Tobin Montessori
Margie Carlman	Lead Related Service Therapist, CPS
Melissa Castillo	Cambridge Youth Programs, DHSP
Mirko Chardin	Principal, Putnam Avenue Upper School
Pam Chu-Sheriff	Assistant Principal, Putnam Avenue Upper School
Michelle Connelly	JK Teacher, Morse School
Jessica Deck	Cambridgeport Elementary parent
Lisa Downing	Fletcher Maynard Academy parent
Nicole Farina	Kindergarten Paraprofessional, Graham & Parks School
Jen Ford	Principal, Peabody
Michelle Fulkerson	Math Interventionist, Putnam Avenue Upper School
Kelly Graeber	Music teacher, Morse School
Robin Harris	Principal, Fletcher Maynard Academy
Jane Hirschi	Executive Director, CitySprouts

Kathleen Kelly	Vice Chair, CPS School Committee
Darrin Korte	Executive Director, Cambridge Community Center
Lolly Lincoln	Visual Arts Teacher, Fletcher Maynard Academy
Jane Lindhorst	Paraprofessional, Haggerty School
Michele Lippens	Special Educator, Peabody School
Maryann MacDonald	Assistant Superintendent, Elementary Education, CPS
James Maloney	Chief Operating Officer, CPS
Khari Milner	Co-Director, Agenda for Children
Dan Monahan	President, Cambridge Education Association
Alexis Morgan	Assistant Superintendent, Student Services, CPS
Banke Oluwole	Grade 3 teacher, Fletcher Maynard Academy
Desiree Phillips	OSS Coordinator for Upper Schools, High School, and Out-of-District
Ellen Semenoff	Assistant City Manager for Human Services
Roz Shoy	Community Schools Programs Director, DHSP
Mercedes Soto	Graham & Parks parent, SEPAC officer
Sachiko Tanaka Rodes	CRLS & VLUS parent
Daniel Tobin	Grade 6 ELA, Rindge Ave Upper School
Carolyn Turk	Deputy Superintendent, CPS