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Meeting Opening and Public Comment (Link: 00:01:00 – 00:03:00)
Chair Amy O’Connor called the Swampscott School Committee meeting to order on Thursday, October 9th. She noted some technical difficulties with opening her agenda and the Zoom live stream. After leading the Pledge of Allegiance, O’Connor opened the floor for public comment.
O’Connor asked if anyone online wanted to speak and requested they raise their hand, while noting that the two people present in the audience did not appear to want to comment. A committee member confirmed that people were online but indicated no one was raising their hand to speak. O’Connor gave attendees additional time to participate, specifically mentioning individuals named Noah and Hewlett, but received no response.
With no public comments forthcoming, O’Connor announced the meeting would move to committee comments and indicated she would start with committee member Miguel Contreras.
Committee Member Comments (Link: 00:03:00 – 00:08:00)
Miguel Contreras stated he did not have much to report for committee comments at this time.
Vice Chair Glenn Paster shared two items. First, he reflected on the previous meeting where all buildings presented their school improvement plans, noting that while there was significant detail covered over 90 minutes, he had the opportunity to rewatch the presentations. Paster found all three buildings’ presentations very impressive, particularly how they answered questions, and expressed anticipation for hearing updates on their progress in January or February. He requested that his compliments be passed along to the teams.
Paster’s second item concerned a lunch and learn session at MASC (Massachusetts Association of School Committees) that he planned to attend on October 16th, titled “Equity 101: Turning Equity Aspirations into Action.” He explained this was part of a request from committee member Suzanne Wright during her time as chair for members to attend such sessions. The webinar focuses on how school committees adopt equity-focused vision statements and policies, with emphasis on moving from written commitments to meaningful change. Paster indicated he would report back at the next meeting.
John Giantis initially had nothing specific to report but was prompted by Paster’s comments about the previous meeting’s presentations. Giantis recalled that during Superintendent Jason Calichman’s interview process, accountability was emphasized as important. He noted that the recent presentations demonstrated a clear sense among the leadership team of having specific milestones and targets, with commitments to update both the superintendent and school committee on progress. Giantis appreciated this approach for its transparency and clear goal-setting. Calichman responded that there would be continuity between his goals and the schools’ goals, which was intentional.
A student committee member named Sasha commented on the previous meeting’s presentations by the three schools, stating that all three principals spoke amazingly and that she agreed with their community-building plans. When asked about the school year, Sasha reported it was going well and flowing smoothly, with new rules implemented that have improved the school’s operations compared to the previous year. Calichman agreed with this assessment.
Chair O’Connor reported having nothing specific to share but expressed excitement about hearing from the superintendent. She indicated she would discuss some meetings she had attended later, after the school committee chair portion of the agenda. O’Connor then transitioned the meeting to Superintendent Calichman’s presentation.
Superintendent Entry Plan Presentation (Link: 00:08:00 – 00:27:00)
Superintendent Jason Calichman began his presentation on his entry plan. Chair O’Connor asked him to explain the difference between an entry plan and goals, and how they relate to state standards. Calichman explained that he developed his entry plan and goals through the NISA program with his coach, mentors, and cohort. The entry plan covers the first 90 and 180 days, focusing on meeting community stakeholders, connecting with the community, identifying strengths and weaknesses of schools, and building on strengths while addressing areas for improvement. He noted that goals are more formal and linked to specific state indicators.
Calichman outlined his background, noting this is his 14th year in Swampscott, having served as assistant principal and then principal of the middle school before becoming superintendent. He emphasized wanting to build strong relationships on a broader scope, maintain visibility and presence at school events and in hallways, and conduct strategic assessment to identify strengths and improvement opportunities using his team.
The entry plan consists of three phases. Phase one covers the first 90 days, focusing on building relationships and community engagement. This includes connecting with parents and families through “meeting the superintendent” events, listening sessions at various times and locations with virtual options, engaging with PTOs, PTAs, PTFs, district committees and school councils. He emphasized establishing transparent communication through a superintendent’s newsletter with feedback loops and ensuring accessibility through ParentSquare. Calichman reported meeting with every select board member over the summer and meeting three times with new town administrator Nick Connors, including giving him a tour of the high school. He also met with chairs of finance and capital committees and engaged with local businesses, civic groups, nonprofits, Rotary, Shore diversity, and SEF.
Phase two focuses on visibility and presence as an ongoing commitment. This includes regular school visits, observing teaching and learning across grade levels, informal interactions with students, teachers, staff and families, attending athletic events, art productions, academic showcases, and community celebrations. Calichman mentioned meeting with student groups to get their input, stating that talking to kids provides the truest indicator of what’s working. He shared that he visited the sixth grade at ecology school in Maine.
Phase three covers assessment and improvement during the first 180 days and ongoing. This involves identifying district strengths through stakeholder interactions including formal and informal meetings with diverse groups of students, administrators, parents, and community members. The plan includes program review of academic programs, extracurriculars, and support services, as well as data analysis of achievement data, graduation rates, and college acceptance rates. Areas for strategic improvement include compiling data from school and community feedback, analyzing performance gaps, and focusing on attendance issues.
Calichman highlighted that chronic absenteeism, defined as missing 10% of the school year or 18 days, averaged over 20% statewide, while Swampscott Middle School achieved only 6%. He emphasized creating an environment where students want to come to school daily and teachers are excited to be there. Key initiatives include bringing back department heads at the high school and revamping the teacher evaluation process. He described his commitment to excellence through transparency, collaboration, and relentless focus on academic, social, behavioral, and emotional excellence.
O’Connor asked about chronic absenteeism rates at the high school. Calichman believed it was below the state average of 20% but anticipated a significant change this year. He confirmed he would provide a presentation at the 180-day mark. Calichman added that they now have a monthly check-in system where principals, assistant principals, and guidance counselors run reports on absences and tardies, calling families proactively to offer help getting children to school.
O’Connor praised Calichman for already meeting three times with the new town administrator, calling this relationship critical for both schools and town. She expressed concern about burnout given his extensive visibility commitments, but Calichman responded that he loves and enjoys the work. When asked if people have been forthcoming about concerns, he confirmed receiving direct feedback about areas for improvement both before and after getting the job, emphasizing his willingness to take on difficult conversations in real time.
Paster echoed concerns about measuring outcomes and delegation, noting the importance of having systems in place so not every issue needs to reach the superintendent level. He suggested using mentors to discuss delegation strategies and allowing others to handle problems that may not require superintendent involvement. Calichman acknowledged being guilty of taking on too much.
Giantis asked about looking at peer communities for successful practices that could be adapted to Swampscott, emphasizing not reinventing the wheel. Calichman agreed this was important. Student committee member Sasha praised Calichman’s involvement, noting that he, along with other administrators, regularly visits classrooms and attends after-school activities. She mentioned they both recently attended a PTF meeting to discuss fundraising ideas.
O’Connor asked Sasha about the transition from Calichman being her middle school principal to superintendent, and whether students were aware of this change. Sasha responded that while she knew of the previous superintendent, Calichman is much more known to students because of his visibility and previous role as middle school principal.
Contreras expressed interest in seeing how curriculum, instruction, and program reviews would compare with other districts to identify successful practices or avoid failed approaches. Calichman agreed but cautioned about being careful with trends, citing an example of a reading program called Lucy Calkins that was adopted because high-level districts were using it, but students called it “fake reading” and it proved ineffective. He emphasized the need to ensure programs are viable, sustainable, and work specifically for Swampscott rather than being cookie-cutter solutions.
Superintendent Goals Presentation (Link: 00:27:00 – 01:10:00)
Chair O’Connor clarified that she was not criticizing Calichman for being too present, noting that his visibility was a key factor in his hiring and came up during his interview process. Calichman then transitioned to presenting his superintendent’s goals, which include four goals: one student learning goal, two district improvement goals, and one professional learning goal.
O’Connor asked Calichman to explain how his goals are organized compared to past practices and what he sees among his peers. Calichman explained that through NISIP and his North Shore superintendent’s roundtable, he found a wide range of approaches from presentations to simple sheets of paper, with varying use of indicators and measurables depending on superintendent experience, school committees, and town expectations. The state requires specific focus areas including student learning goals, professional practice goals, and district improvement goals, with subset criteria that are evaluated during his assessment.
O’Connor explained that there is a grid with approximately 30 potential indicators across three or four performance levels, making evaluations very specific rather than general assessments. Calichman provided an example of indicator 1e1 for data-informed decision making, which could include data meetings, open analytics, MCAS scores, iReady assessments, report cards, attendance data, and chronic absenteeism statistics.
The first goal focuses on student learning through conducting thorough student growth and achievement assessment and addressing areas of strengths and weaknesses using evidence-based practices. The objective involves organizing and leading administrators to analyze all relevant student academic performance data, both informal and formal, and developing targeted responses to address weaknesses and develop strengths. Calichman outlined his strategy of collaborating deeply with Director of Teaching and Learning Sarah Kent through bi-weekly meetings and participating in data meetings she runs with elementary schools.
Paster asked what occurs during data meetings. Calichman explained that Kent leads sessions where they examine student assessment data from MCAS, iReady diagnostics, and teacher assessments to group students for targeted instruction blocks. These 40-minute sessions involve cross-grade level grouping where teachers take different groups based on student needs, allowing high-achieving students to be challenged while struggling students receive additional support. This approach helps students connect with multiple teachers and builds community while providing targeted instruction.
The action plan for the student learning goal spans three years with annual progress monitoring. It will be developed from Open Architects data and school improvement plans, analyzing reports on achievement growth linked to attendance. Calichman mentioned targeted intervention groups starting at the elementary school, writing across the curriculum as a focus at the high school and continuing at the middle school, including sharing rubrics and cross-curricular lessons between social studies and English departments.
The second goal focuses on district improvement by enhancing visibility at all schools and fostering strong relationships within the school community and larger Swampscott community. This includes cultivating reciprocal relationships with all stakeholders and creating supportive, inclusive environments that accelerate student learning and achievement. Calichman emphasized family engagement as crucial, crediting Emily Zotto for pushing him in this direction, and noted the importance of celebrating student successes across all grade levels, including at the high school where students are not too old or cool for recognition.
Strategies for the second goal include connecting with families via ParentSquare, publishing a superintendent’s newsletter with district goals, student successes, staff highlights, program development, and upcoming events. The platform automatically translates to home languages and can be delivered via text, email, or app. Calichman plans to hold at least four community meetings during established events like the farmer’s market, block parties, and PTO events, and establish clear communication protocols so people always know how to reach him.
Additional strategies include creating a student cabinet starting with high school students in year one, potentially expanding to middle school students in year two. This would involve regular quarterly meetings with a cross-section of students to hear what’s working and what needs improvement. Calichman plans to attend and participate in student events including sports, plays, concerts, innovation pathways, clubs, and student lunches, maintaining presence during arrival, dismissal, recess, and in hallways and classrooms.
Community engagement strategies include conducting one-on-one meetings with the town administrator, fire chief, police chief, senior center director, and other relevant town department heads within the first three months. He has already met three times with town administrator Nick Connors since Monday. Business and organization outreach includes attending at least two Chamber of Commerce meetings, scheduling meetings with SEF, PTO/PTA/PTF groups, Rotary, Shore, religious organizations, youth organizations, and sports organizations, and hosting and being present at community events.
Measurable outcomes for the second goal include logging at least two student visits per month per school, though Calichman’s actual goal is weekly visits on Tuesdays at the middle school, Wednesdays at the high school, and Thursdays at the elementary school. He will log event attendance, create the student cabinet to meet two to four times annually, log attendance at school club meetings, and conduct staff surveys where 80% or more feel the superintendent is visible and engaged, serving as baseline data for future years.
Parent engagement measures include attending at least one PTO meeting per year per school, attending two after-school events or evenings per month, and conducting surveys where 80% of parents feel he is visible and engaged in the school community. Newsletter measures include 100% of publications having feedback loops, 90% of parents receiving monthly newsletters, and 90% finding updates informative. Community measures include logging meetings with key town leaders annually, attending business and chamber events four times yearly, and communicating highlights in every monthly newsletter.
The third goal aims to elevate service delivery K-12 through leadership, shared learning and vision, and effective communication, focusing on the whole child including academics, sports, and arts. Calichman wants to create an advantage for students in the school system so graduates feel prepared for Harvard, Stanford, workforce, military, or community college, knowing they can think critically, write, read, lead, and be active community members.
Strategies include bi-weekly leadership team meetings, giving power to the administrative team, conducting classroom visits and consulting with principals about observations, evaluating the leadership team along with teachers, and committing to meaningful teacher-driven professional development. Measures include 100% documentation of leadership meetings with agendas and notes, two walkthroughs per month with principal consultations, 100% of district administrators implementing the evaluation system with goals and evidence in TeachPoint, and revamped professional development with clear expectations shared with staff prior to scheduled dates.
The fourth goal involves completing the first year of NISIP by June 2026 to improve skills in data analysis, budget, and instructional leadership by actively engaging with his mentor Jane and developing strategic thinking, data-seeking habits, rigorous assessment and accountability, and purposeful observation while focusing on what’s important rather than urgent.
Giantis asked about the difference between the student cabinet and existing class president/vice president positions. Calichman explained the cabinet would not be elected but would seek volunteers, ideally 12 students with three from each grade, to meet with himself, the director of teaching and learning, high school principal and assistant principal to discuss what’s working and areas for improvement. O’Connor asked if this was the same group mentioned by Ms. Sato for getting broader student feedback. Calichman clarified this cabinet seeks volunteers while Sato works on engaging students who typically don’t participate in activities.
Giantis asked about ParentSquare analytics mentioned in goal two. Calichman explained they can track who opens newsletters, who deletes them, who provides feedback, and identify delivery issues like changed email addresses or spam filters, allowing monthly reports to ensure all parents receive communications.
Giantis asked about bi-monthly classroom walkthroughs in goal three. Calichman explained these involve walking through classrooms with principals to discuss observations, establish common language about good teaching and learning, and maintain consistent expectations. He has conducted walkthroughs with Ms. Sato at the high school and partially with Ms. Sanborn at the elementary school, noting the importance of having multiple perspectives during observations.
Contreras asked about sharing the newsletter outside ParentSquare for community members. Calichman confirmed he sends the newsletter to Town Hall for posting on their website and wants to establish better systems for informing the broader community about games, concerts, and events.
O’Connor noted there was significant information to absorb and appreciated seeing it for the first time together rather than ahead of time. She emphasized the importance of connecting with local religious organizations including priests, rabbis, and reverends, especially given recent events. She suggested inverting the frequency of key town leader meetings from once yearly to more frequent meetings while reducing community meetings from four times yearly, particularly formalizing regular meetings with the town administrator for budget and capital discussions.
O’Connor praised the third goal’s focus on preparing students to feel they have an advantage from attending Swampscott schools, sharing a personal anecdote about her daughter’s college preparation. Calichman mentioned plans with Ms. Sato to display alumni achievements on high school lobby screens, including notable graduates like Leslie Stahl from 60 Minutes and teachers who graduated and returned to work in the district.
O’Connor suggested adding peer support group development to the professional practice goal, noting the importance of building relationships with North Shore superintendent peers through formal time allocation rather than treating it as extra work.
Paster emphasized the importance of measurable goals and suggested finding analytical ways to measure school improvement progress. He specifically requested including budget learning as part of the professional development goals, noting it was a strength of the previous superintendent. O’Connor confirmed that budget development was already listed under the professional practice goal’s skill development objectives.
Paster noted this level of detailed goal-setting was refreshing compared to previous years and emphasized the importance of regular self-measurement and progress reporting throughout the year.
O’Connor suggested incorporating goal references into regular superintendent reports throughout the year, either through agenda codes or verbal acknowledgment, to help track progress continuously rather than waiting for year-end evaluation. She also proposed six-month check-ins to reassess goals and make adjustments based on changing circumstances or priorities.
Paster agreed that flexibility was important during the inaugural year, as unexpected priorities might emerge that warrant goal modifications. Giantis emphasized focusing on tangible, meaningful deliverables and discontinuing efforts that aren’t yielding results.
Student committee member Sasha expressed enthusiasm for the student cabinet concept, noting that she and Leah had mentioned wanting more student voices heard during their interview with the Swampscott Tides for their representative positions.
O’Connor outlined next steps, noting that committee member Suzanne Wright was absent and needed to review the goals. She requested that committee members email specific feedback to Calichman and copy her before the next meeting, where they would discuss the goals as a group and formally approve them with set dates. Giantis requested electronic copies of the presentation, which Calichman agreed to provide.
O’Connor praised the presentation format as easier to read and digest compared to sterile grid formats, noting it felt more authentic to Calichman’s priorities and concerns. The committee agreed to reconvene the discussion at their next meeting after everyone had time to review the materials thoroughly.
Financial Summit and Town Relations Discussion (Link: 01:10:00 – 01:30:00)
Paster asked for an update on the SEF (Swampscott Education Foundation). Calichman reported that the first event was held at Winslow Park as a soft launch family-friendly event that went well. He explained they are now planning a bigger event, noting the challenge of competing with various clubs and groups asking for money, referencing football players selling calendars door-to-door. Calichman said SEF wants to differentiate itself from typical dues and fundraising by creating a different type of event. O’Connor suggested having SEF present to the committee when the timing is appropriate to launch into the community, as people are aware something is happening and are anxious to see it.
O’Connor noted that Facilities Director Casper was not present and asked Calichman for an update. Calichman explained that he and Casper attended the Select Board meeting the previous night to answer questions about the MOU regarding Clark School and the possibility of the recreation department taking it over. The Select Board did not vote yet as they had questions and are discussing internally. Casper was not present at the school committee meeting because he would need to return once the Select Board votes, after which the school committee would also need to vote.
O’Connor mentioned a conversation with Katie Phelan indicating disappointment that upkeep or expenses for Clark were not included in the school budget. Calichman clarified that utilities and maintenance are in their budget. O’Connor explained that if a deal is struck, it would not be a windfall for schools since money was already budgeted for Clark’s expenses. She noted that had they not budgeted for it, questions would have arisen about why it was excluded when they were discussing turning it over to the town. She also pointed out that while the town’s budget changed throughout budget season, the school budget remained as originally submitted in January, even with changes like the $100,000 cut from federal funding.
Calichman expressed hope the arrangement would work out, noting it would benefit the town and provide opportunities for activities like pickleball or Friday night events for middle schoolers. He mentioned successful open gym events with DJs for fifth and sixth graders that are packed on Friday nights. O’Connor clarified that this revives the presentation made earlier in the year about the recreation department taking over Clark, and while the committee had already voted yes, they would likely need to vote again due to different terms and people involved.
O’Connor reported on a meeting held before the school committee meeting between herself, Calichman, Assistant Superintendent Cheryl Herrick-Stella, Select Board member Katie Phelan, Finance Committee head Eric Hartman, and new Town Administrator Nick Connors to discuss the financial summit. She explained that three weeks prior, she had met with Phelan and Hartman about the town being short-staffed without a finance department, recognizing that while they don’t have time for a full summit, important decisions need to be made before budget season.
The group decided to hold a mini summit on November 6th, which was already scheduled as a school committee meeting date. This would include the Select Board, Finance Committee, and importantly, the Capital Improvements Committee to discuss five-year capital plans and their impact on short-term decisions. O’Connor noted that Phelan brought this proposal to her team the previous night and received good feedback. She described this as the first of hopefully quarterly meetings between the larger group to work together collaboratively.
O’Connor acknowledged concerns from Doug Thompson about whether this approach would be sufficient, understanding his position after promising a full summit at town meeting. However, she felt the spirit was right for starting public discussions. She noted that minutes were taken and would be distributed to committee members. The discussion included recognition that it would be another tough year financially, with the Finance Committee’s warrant language preparing people for potentially using excess levy capacity again, similar to the previous year.
The group acknowledged that financial policies would not change between now and budget season, but wanted everyone to understand starting points and financial pressure points. Herrick-Stella indicated that over the next ten years, expecting 2.2% budget increases was unrealistic, projecting high threes in good years and high fours in bad years for annual budget growth.
Giantis asked whether the November meeting would produce action items. O’Connor confirmed that was the hope, noting that Herrick-Stella had already submitted a ten-year forecast to Town Hall, giving the new town administrator work to review. She emphasized that the meeting should produce deliverables and direction that all parties agree upon, not just discussion without outcomes.
O’Connor noted that Phelan mentioned the Select Board primarily hears from schools during budget season, suggesting the need for more off-season communication. She asked committee members to consider ways to keep other boards informed about school activities without creating a heavy workload, recognizing that while minutes are taken, they don’t always convey tone or subtleties and may not be widely read.
Giantis supported the communication approach, wanting to avoid repeating some of the previous year’s discussions that went down unnecessary rabbit holes outside the scope of productive conversation. O’Connor agreed, noting that different people at the table this year, particularly the new town administrator, made for encouraging conversation. She felt everyone understood the significance of the financial challenges and wanted to avoid conflicts.
Paster suggested sharing high-level information and reports that Herrick-Stella already provides monthly to the committee, since it’s all public information anyway. O’Connor agreed that information should be provided in digestible formats rather than expecting other boards to parse through meeting minutes, comparing it to how she would be irritated if the Select Board simply handed over their minutes expecting her to figure out their activities. She asked all committee members to consider ways to improve communication and collaboration.
Actions and Adjournment (Link: 01:30:00 – 01:30:00)
Chair O’Connor presented the regular session minutes from September 25th, 2025 for approval. Paster made a motion to approve the minutes, which Contreras seconded. The motion passed unanimously with all members voting in favor.
At 7:30, O’Connor entertained a motion to adjourn the meeting. Paster made the motion to adjourn, which Contreras seconded. All members voted in favor, and the meeting was adjourned at 7:30.
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