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Meeting Opening and Introductions (Link: 00:00:00 – 00:07:00)
Glenn Paster, Vice Chair, called the Swampscott School Committee regular meeting to order on Thursday, September 25, 2025, at Swampscott High School in room B129. The meeting began with the Pledge of Allegiance. Paster explained he was chairing the meeting in place of Amy O’Connor, who was attending to family obligations.
Present at the meeting were Miguel Contreras and Suzanne Wright, who attended virtually. John Giantis arrived late due to rain. Paster introduced Sasha Sidori as one of the new student representatives, noting that the other student representative, Leah Beatrice, would be joining later as she was at a field hockey game in the rain.
During public comment, no one from the public or online participants chose to speak. The committee then proceeded to committee comments. Contreras mentioned his freshman son was exploring different clubs throughout the building and learning about available activities. Wright had no comments.
Paster commented on seeing an Instagram post about over 30 clubs available at the high school. A speaker, likely an administrator, reported that the clubs and activities fair held the previous Friday had over 400 students attend, with emphasis placed on grades nine and ten students to increase their sense of belonging through club participation. New clubs mentioned included Future Physicians of America, a girls club, and a debate club, with students offering additional suggestions for other clubs.
Paster also mentioned receiving an email from a junior at Marblehead High School named Joel who started a business called All About Town that provides instant AI minutes of meetings. The service was being used by both Marblehead and Swampscott school committees with approximately 85% accuracy, and Paster expressed interest in discussing formalizing this service with O’Connor.
Giantis shared his experience at curriculum night, noting it was his last as his daughter is a senior. He spoke with teachers, including a new French teacher, parents, and administrators about the new school year. He indicated he might bring some ideas from these conversations to future committee discussions.
Sasha Sidori then provided student comments, introducing herself as a junior who has lived in Swampscott most of her life and attended Swampscott public schools along with her siblings. She agreed the school year was going smoothly and praised the success of the club activity fair in building community and bringing students together, which she noted as an improvement from the previous year.
Committee Comments and Updates (Link: 00:07:00 – 00:21:00)
The meeting proceeded with technical setup for a slideshow presentation. A speaker, likely the superintendent, outlined the agenda which included student representative introductions, educator of the year recognition, professional status teachers, honorary retired teacher recognition, a review of the Swampscott Hall of Fame event, the first SEF event, and principal school improvement plans.
The superintendent praised student representatives Leah Beatrice and Sasha Sidori, describing them as “all stars” and noting their strong character as middle school students who consistently did the right thing. The superintendent expressed happiness at seeing former middle school students now serving as high school ambassadors.
Lisa Rapizardo was recognized as educator of the year. The superintendent described her by her nickname “Rap” as a model teacher who serves as a professional roadmap for others, praising her as warm, calm, insightful, and strong. The superintendent highlighted Rapizardo’s classroom as an “oasis” filled with plants and fresh air, and noted her ability to remain grounded amid middle school chaos, mentioning her skills as a yoga instructor. Rapizardo was described as devoted, insightful, positive, and hilarious.
Molly Casper was recognized for achieving professional status as a teacher. The superintendent congratulated her and expressed appreciation for her work, noting she was now considered “a lifer” with the district.
Ms. Sanborn presented the honorary retirement recognition for Ellen Hounsel, who began her career in August 1993 as a learning center teacher for grades three through five at Clark Elementary School. Hounsel moved to Hadley in 1996, earned a master’s degree in instructional technology, and taught technology courses to colleagues. She took a two-year sabbatical with the Massachusetts Department of Education from 1999-2001 as a content specialist in assistive technology. Returning in 2001, she became a fifth grade teacher at Michonne School, which earned recognition as a Compass School. Hounsel wrote a grant that brought the first smart board to the entire district. When Michonne closed in 2007, she returned to Hadley as a fourth grade teacher, mentoring new teachers and serving as a cooperating practitioner. Her final year was spent teaching fourth grade in the new Swampscott Elementary School building, completing 32 years of service.
The superintendent reported on the Swampscott High School Hall of Fame induction held September 11th at Tedesco. The 2025 class included Lindsey Walsh, Peter Hale, Rom Emmons, John Bolio, Brendan Garner, Carrie Gilbert Teplo, the 2006 Boys Cross Country team, Jeff January, Walter Costello, Lizzie Moran, Matt Mahoney, and Arthur O’Neill. The superintendent noted it was a wonderful evening with strong attendance and that inductees were also recognized at halftime of the following night’s football game as a new tradition. The nomination process was described as extensive, reviewing candidates from 1964 to 2010.
The first Swampscott Fun Fest was reported as a successful “soft launch” organized by SEF board members Emily Kator, Kara Gilman, Jessica and Jemmy, Casey Duran, and Ally Kelleher. The event was held at Lynn Scott Park on September 14th after a rain delay, featuring the soccer team doing face painting, groups from the ADL, and high school student volunteers. The event raised money and generated excitement for future activities.
Paster expressed enthusiasm for the SEF revival and suggested having the organizers present at a future meeting to discuss their plans and marketing efforts. He noted his past involvement with previous versions of SEF and emphasized the value of micro grants for classroom needs that the district budget cannot fund. The superintendent agreed, noting that between increased athletic fees, club charges, bringing the after school program in-house, and restarting SEF, the district was working to increase revenue streams.
Elementary School Improvement Plan Presentation (Link: 00:21:00 – 00:48:00)
Laurie Sanborn, Principal of Swampscott Elementary School, presented the school improvement plan alongside Ivy Horgan, Assistant Principal, and Liz Driscoll, another administrator. Sanborn explained that the elementary school is home of the Blue Lobsters and has created a code of conduct called “CLAW” – Care for our community, Learn every day, Act responsibly, Work hard in order to shine bright. The presentation focused on three main goals for the school year.
The first goal centers on PBIS (Positive Behavior Interventions and Supports) to promote a positive school climate by reinforcing expected behaviors. The system uses a behavior matrix that outlines expectations for students in different settings including the cafeteria, bus, classroom, and hallways. Students earn “LOB Stars” for their assigned house in a Harry Potter-style system where each class from kindergarten through fourth grade is placed into one of five houses: Pelicans, Pipers, Flamingos, Puffins, and Gulls. Individual positive behavior contributes to house totals, fostering teamwork and friendly competition. Houses that fill their buckets with LOB Star coins first receive rewards such as extra recess or pajama day. The school aims for a 15% reduction in major behavior referrals and 90% fidelity in teacher implementation. Students can take their LOB Stars home to share with families, and the system has been integrated into social-emotional learning blocks.
Giantis asked whether this was considered a pilot program to be assessed at year’s end. Sanborn confirmed it was a pilot, explaining that unlike previous individual school incentive programs, this creates a collective effort where individual actions affect the entire community. Wright praised the concept, comparing it to the traditional “marbles in a jar” approach and expressing enthusiasm for the vertical inclusion aspect where fourth graders might high-five first graders on pajama day. Sanborn acknowledged team members Kate Curtis, Jenna Moore, and Jamie McGassey for their creative contributions to the program.
The second goal focuses on targeted instruction (TI) to improve student performance in reading and math while creating a culture of data-driven instructional decision making. Horgan explained that TI provides differentiated learning opportunities for all students, with collaboration between specialists, lead teachers Sarah Kent, and the administrative team. The program replaces the former “What I Need” block and involves analyzing student data to create targeted groups that change every six to eight weeks based on student progress. Groups focus on specific skills like comprehension of informational texts, and students work with teachers other than their homeroom teacher. Written communication is sent home to families regarding student placements and teacher assignments.
Wright asked for clarification about whether this was a pull-out program for intervention students. Sanborn explained that TI is for every student during a designated block time, replacing the previous “What I Need” block. The program includes groups for students performing above grade level as well as those needing additional support. Teachers can choose which groups to instruct based on their interests and expertise, and groups change three times per year. Wright inquired about planning time for teachers, and Sanborn explained they have prepared resource banks for both math and reading to support teachers with materials for different groups.
Paster asked about the impetus for this change. Sanborn explained that the previous “What I Need” system was not an effective use of time, as it was difficult for classroom teachers to manage up to 18 students with different needs simultaneously. The superintendent noted this was version 3.0 of similar programs used in fifth and sixth grade, with ongoing adjustments being made. Sanborn emphasized the importance of teacher input, noting that the second cycle will incorporate formal and informal classroom assessments from teachers alongside standardized data.
The third goal focuses on community building, aiming to increase community involvement by at least 25%. The elementary and middle schools have partnered to bring eighth graders to read with second graders starting October 7th, with 35 eighth graders volunteering. The school is expanding a pen pal project that began with one fourth grade class writing to the senior center, planning to have different fourth grade classes correspond with the fire department, police station, and potentially school committee members. The Blue Lobster project with Nate continues, and police and fire department presence at the school has increased, with officers visiting during lunch and making morning and afternoon rounds.
The school plans to continue welcoming guest speakers and enrichment opportunities, with at least one program scheduled for each grade level through PTO collaboration. A sixth grade visit to the middle school was also planned for the following week. Committee members praised the community outreach efforts, with Contreras noting the importance of expanding students’ awareness beyond their immediate family environment. Giantis appreciated how the program builds on previous small steps with police and fire departments to create more substantial community connections. Sasha Sidori, the student representative, shared that her brother frequently talks about seeing high school students at school and finds it amazing.
Paster concluded by expressing enthusiasm for the early introduction of young students to police and fire departments, noting the different society children grow up in today compared to when committee members were young. He praised the team’s excitement and noted that after getting through the first year in the new building, they could now focus on their educational goals.
Middle School Improvement Plan Presentation (Link: 00:48:00 – 01:10:00)
Jessica Minter, Principal at Swampscott Middle School, presented her first school improvement plan to the committee. Minter explained her background, having started in Swampscott in 2017 as an ABA tutor in Liz Driscoll’s classroom, which led her to pursue a master’s degree in special education. She served as a special education teacher at the middle school until pursuing her administrative license and becoming principal.
Minter outlined four goals for the middle school: building excellence through data literacy, academic achievement, belonging, and family partnership. She noted that many goals aligned with the elementary school’s objectives, emphasizing the importance of horizontal planning across all three schools for consistency.
The first goal focuses on data literacy, aiming to increase staff and student data literacy to improve academic achievement by June 2026. All students are expected to meet their growth targets in ELA and math, with the lowest performing 25% exceeding individual growth targets. Minter explained that DESE provides annual targets, and the school will work with department heads and Sarah Kent to analyze data using protocols to identify and support the bottom 25% of students. She emphasized that the goal is not to bring top students down but to elevate struggling students through targeted interventions including MTSS and the enrichment block for fifth and sixth graders. Recent iReady data analysis has already identified areas for enhancement, including enrichment opportunities for higher-achieving students.
Paster praised this philosophy as different from past approaches. Minter credited the return of department heads as crucial for implementing data-driven planning that was previously impossible.
The second goal targets academic achievement, specifically focusing on the essay portion of MCAS testing. While the baseline data remains embargoed, Minter noted that the need for improvement in ELA essay writing was consistent across all four grades. The school is working with Jessica Gelb and fifth-grade teachers implementing the Into Reading program, with Laura D’Andreo, a fifth-grade teacher, present to speak on the initiative. The plan includes creating common rubrics across all grades and embedding writing skills consistently throughout the curriculum through department heads and team leaders.
The superintendent noted that DESE no longer allows schools to see student essays from previous MCAS tests, which previously helped teachers identify areas for improvement. However, the processes Minter described with department heads would still provide insight into student capabilities and improvement needs.
Wright expressed philosophical concerns about having MCAS performance as the stated goal, preferring language focused on students learning various writing skills including persuasive essays, personal letters, and stories. She supported having a writing goal but questioned the emphasis on test scores. Paster agreed about the importance of writing skills for students’ future success in high school, college, and careers.
Giantis initially worried the approach might constitute “teaching to the test” but was reassured by additional context. Minter clarified that data is just one piece of the puzzle, with action plans including having students score their own writing using rubrics and reflect on their work. She acknowledged the goal statement was “dry” but emphasized that improving test scores was not the complete picture. Student and teacher surveys would assess how students feel about their writing and identify support needs.
Contreras asked about preventing AI use in student writing. Minter reported that students don’t use AI and often work with pencil and paper. Students work on various forms of writing including narrative, informative, and creative writing, with sixth grade focusing on story structure with climax development.
The third goal addresses building student belonging through the advisory period at the beginning of each day. While Minter praised the concept, she noted from her teaching experience that advisory wasn’t being used as effectively as possible. The plan involves implementing SEL within advisory to increase student belonging and reduce chronic absenteeism. Initiatives include student council, leadership opportunities, and mystery readers at the elementary school. The school applied for a grant to fund an advisory committee facilitator, emphasizing teacher and student leadership rather than administrative control. Student surveys will gather input on desired activities, with goals including incorporating preschool students and making advisory something students want to participate in rather than just a 30-minute period.
Paster asked about current absenteeism rates. Minter reported positive trends, noting that students who were frequently absent last year have been attending regularly, and she makes a point to acknowledge their presence positively.
The fourth goal focuses on strengthening family partnerships by bringing families into the school community. Recent examples include a parent requesting a bike safety assembly and another wanting to create a mural with students. Minter’s policy is to immediately say yes to parent requests and work collaboratively on implementation. Plans include parent volunteers for lunch duty and courtyard gardening projects with students. The goal is to maintain elementary school-level family involvement that typically decreases at the middle school level.
Committee members praised the alignment between elementary and middle school goals. Sasha Sidori noted improved attendance across schools and supported the math and writing improvement goals. Giantis appreciated the measurable, data-driven approach that allows for evaluation and accountability. Contreras supported the community outreach efforts, particularly bike safety given that many middle schoolers ride bikes around town, and encouraged parent participation.
Wright praised the goal alignment and the deepening focus on established initiatives over successive years. She expressed particular enthusiasm for leadership opportunities for seventh and eighth graders, hoping increased belonging might reduce the number of students leaving the district after eighth grade. Paster concluded by emphasizing the importance of goals three and four, noting that retaining even one family could lead to multiple families staying in the district, and praised the focus on building belonging through the challenging middle school years.
High School Improvement Plan Presentation (Link: 01:10:00 – 01:33:00)
Latonya Auto, High School Principal, presented the high school improvement plan, noting strong alignment with the elementary and middle school plans. Auto outlined three main goals: student progress, growth and achievement; building a sense of student community and belonging; and developing community and family partnerships. She emphasized changing the mindset around what it means to be in community with students and having parents and caregivers feel comfortable coming into the building.
Auto described current examples of family engagement, including families coming in during XBlock (the high school’s advisory period) to help support students and athletic groups. She mentioned a recent class of 2028 meeting during XBlock where multiple grade levels discussed leadership with some families present. The high school has two additional XBlock periods compared to previous years, providing more opportunities for instructional support and family engagement.
The first goal focuses on student progress, growth and achievement, based on DESE accountability reports that have not yet been released. Auto emphasized that MCAS scores are just one measure, and having department chairs back in the building to collaborate on data analysis is crucial. The school will focus on math, science, and particularly writing across the curriculum, not just in ELA classes but in subjects like US History research projects and biology narratives. The goal includes looking at student work samples, common assessments, and measures teachers find meaningful.
The school has systems in place for academic intervention, including someone in the building helping with math intervention who now serves in an academic intervention role during XBlock and throughout the day. Auto emphasized this represents excellence and accountability for everyone, particularly focusing on the lowest performing 25% of students while maintaining ambitious goals for all students through DESE measures.
Wright praised the alignment across schools and noted these were solid goals for first-year principals, suggesting that after needs assessments, schools might identify more specific goals based on input from school counselors, parents, or students. Auto agreed with this approach.
The second goal addresses creating a sense of belonging intentionally, using chronic absenteeism rates as one measure alongside student and family surveys, participation in clubs and activities, and students connecting with at least one adult in the building. Auto reported anecdotal improvements in tardiness and morning flow, noting that greeting students at the door helps administrators assess how students’ days have started.
Both the middle school and high school have implemented Smart Pass, a digital hall pass monitoring system. Auto explained that students must use a computer to request passes to specific locations, with automatic timers and restrictions such as using the nearest bathroom. The system provides macro-level data showing patterns like students having excessive passes or time out of class, offering objective rather than subjective information for intervention. The system also includes safety features and helps students achieve personal goals.
Sasha Sidori commented that while students find Smart Pass annoying, it serves important purposes for administrators to track student locations and address issues like tardiness and bathroom vandalism. Auto noted additional backend features that support safety and student goal achievement.
The school has invested in My Flex Learning, a more affordable platform than the previous year’s system, allowing students to sign up for XBlock classes for additional support. Students can request help from specific teachers or teachers can request students who need assistance. The platform integrates with Aspen for attendance tracking and safety purposes. The superintendent noted that both Smart Pass and My Flex Learning were funded through grants at no additional cost.
Auto emphasized that the ultimate goal of belonging initiatives is improved learning outcomes, as connected students who feel good about school attend regularly and are motivated to do academic work. The school kicked off the year with new student orientation for all grade levels, not just ninth graders, emphasizing leadership and clubs. Auto stated that when students present good ideas for clubs and activities, the answer is usually yes if it can be worked out creatively.
Student voice is important, and the superintendent and Sarah Kent are working on a student cabinet that the high school supports. The school is launching a school advisory council in the coming weeks. Auto mentioned the importance of MTSS support and individualized interventions, including making phone calls home to help students feel they want to come to school.
The third goal focuses on family engagement and partnership. Auto expressed belief that there must be ways to incorporate families in reimagined roles that would be helpful and that students would respond to positively, recognizing that older students may want less direct family involvement. She advocated for more families coming in and spending time at the school, aiming for partnership rather than just engagement.
Plans include clear, consistent communication, visibility at community events, and family engagement events throughout the year. The school launched an Instagram account to show families what’s happening in school, recognizing that students often don’t provide much information when asked about their day.
Paster emphasized that community information sharing, especially positive content, helps during budget season and town meetings by reducing basic questions and increasing participation. He encouraged continued social media use as it benefits students, parents, and the school committee. The superintendent added that the Monday Scoop newsletter and other communications also provide positive information for those not using Instagram.
Contreras noted that Instagram helps him engage his son in conversation about school activities rather than receiving generic responses. Committee members praised the community engagement focus, with Giantis expressing interest in how the school would address the challenge of family engagement at the high school level. Wright reiterated her support for the aligned goals across all schools.
Paster concluded by expressing appreciation for all three principals’ presentations and suggested having them return for a mid-year update in January to discuss how their plans were progressing in reality versus their written goals, emphasizing this would be without judgment given the long school year ahead.
Subcommittee Reports and Business Items (Link: 01:33:00 – 01:37:00)
Paster dismissed Sasha Sidori from the meeting and moved to subcommittee discussion reports. Contreras reported he was still working on communication matters and noted that one of the comparable communities they compare themselves to was also working on a communications plan.
Wright requested that seven B policies be added to the next meeting agenda for a first reading, stating they would be quick and easy to approve. She noted she had written a memo about the changes in the shared drive and offered to discuss them with Contreras beforehand if needed.
The committee moved to actions and votes, with Paster noting that dual roll call votes would be conducted since Wright was participating virtually. The first item was a donation from Roderick and Gretchen Young of one thousand dollars to be used for the Swampscott Public School Band program in consultation with band director Eddie Rovi and the Big Blue Band Boosters. Paster thanked the donors on behalf of the school committee.
Wright made a motion to accept the donation, which Giantis seconded. The motion passed unanimously with Wright, Giantis, Contreras, and Paster all voting yes. Contreras jokingly challenged anyone to say “Big Blue Band Boosters” five times fast.
The committee then considered approval of the regular session minutes from their September 11, 2025 meeting. Contreras made a motion to approve, which Giantis seconded. The motion passed unanimously with all members voting yes.
Contreras made a motion to adjourn, which Giantis seconded. The motion to adjourn passed unanimously with all members voting yes, and Paster declared the meeting adjourned.
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