Kennedy PTA Presenting to School Committee

Next Tuesday, April 9th, every Somerville Public School PTA unit will present to the School Committee, Superintendent, and Mayor’s Office at a joint meeting of the Somerville PTA Council and the School Committee. Each unit has been asked to share things we are grateful for at the Kennedy School, things we are proud of, and requests for the School Committee to consider as the following year’s School Department budget is finalized and as they continue to set policy for Somerville Public Schools.

Our advocacy committee polled families, Kennedy staff, and met with our Administration team to establish our community’s top priorities for next school year and beyond. Below is the outline of our planned presentation.

Executive Committee/Board President: Becky Lopes-Filho Treasurer: Donna Rains Vice-President: Jeremiah Jordan  Secretaries: Cynthia Singer-Riordan, Alexis Orellana
Gratitude: Middle Grades GenEd Counselor: In year 2, enhances the Kennedy by 1) expanding students’ social-emotional learning in critical developmental stage; 2) providing proactive mental health, behavioral supports; 3) allowing educators/Admin to maintain focus on curriculum. Dialogue at March SIP Presentation: Appreciate School Committee, Mayor, and Superintendent’s engagement with the focus areas, goals, measures, and challenges that matter to the Kennedy — and to SPS as a whole.  $10/Student for Field Trip Buses: Allowed our PTA to focus more on advocacy and community engagement priorities. HVAC Upgrades + Communication: City communication has allowed families to stay updated, as requested in last year’s presentation.
Successes & Happenings: National Blue Ribbon School: Received the honor in the fall from the U.S. DOE, one of 353 in the country and 7 in Massachusetts. Administration Leadership: Mr. Marshall and Mrs. Patton are supporting and learning from educators and staff w/ new systems, PD, and comms; open-door policy has led to substantive family comms improvements and increased trust and engagement. Community-Building Events: PTA organized well-received and well-attended free, accessible, school-wide events for hundreds of students and caregivers, strengthening community ties and conversation across grade levels and programs, partnering with SpEd Counselors to develop adaptive elements for students in SKIP, SEEK and Life Skills and increase family engagement across GenEd and SpEd programs.  Advocacy Work: Through partnership and open communication with Admin, educators and families, and liaising with School Improvement Council, PTA working to increase visibility of pressing school and district issues, empowering caregivers to engage in public process.
Requests: [Developed in conversation with and by polling of administration, educators, and families] Second Redirect Position: Single highly valued Redirect serves 450 students, providing non-stop behavioral intervention and supports for GenEd and SpEd. Second Redirect would free up educators to focus on teaching and Admin to focus on instructional leadership and building out proven multi-tiered supports to help close the learning gaps borne out by the data presented at School Improvement Plan presentation. 2nd Grade Para: Ongoing need becomes more acute in SY ‘24-’25 with the departure of a veteran 2nd grade educator, extended leave for the other educator, and an incoming class with extensive needs for MTSS and behavioral supports.  Curriculum Supports: As new curriculum rolls out, robust educator coaching—through PD, educator coaches, materials—will be key. Polled educators and families universally elevated desire for district-led, accessible, detailed communication about curriculum and home-support materials in multiple languages. Bringing back district-wide curriculum events like Math Night in a hybrid, recorded format, with interpretation available, would be welcomed. Enhanced DEIB Supports: PTA is requesting district-led family and staff trainings, material supports, and increased visibility to families about currently available DEIB supports and what the district is working towards in near- and long-term. As neighborhood school model continues to impact Kennedy by demographically skewing it towards a more affluent and less racially diverse student populace especially in GenEd program, low-income families and students and BIPOC students and staff find themselves ever more marginalized. DEIB training and practices need to be incorporated into all aspects of the school experience and it cannot be the job of the school Administration, PTA, or the Family Liaison alone to address.