Hey, good evening everybody. I'm going to call the meeting to the order. Today is Tuesday, May 12th, 2026. This meeting is being video and audio recorded for future cable broadcast. Uh, may I ask that everyone silence all cell phones for the duration of the meeting? And may
I have a motion to open the school committee meeting? >> Motion. >> Second. >> We'll do a roll call. >> Mr. Hood. >> Yes. >> M. >> Yes. Mr. Rollins. >> Yes. >> Mrs. Mint? >> Yes. Mr. Halcro? >> Yes. >> Okay. And we'll start with the pledge of
allegiance. flag of the standy and justice for all. >> Okay. The first item is the consent agenda. Everything listed in the consent agenda was distributed in advance of the
meeting. Does anyone have any requests for something to be removed from the consent agenda and discussed or voted on separately? Seeing none, may I have a motion to approve and accept the items listed in the consent agenda, including the minutes for the April 14th, 2026
and April 29th, 2026 meetings. >> So, second. >> All those in favor? >> Any opposed? Seeing none, motion passes. None opposed. Uh so next up we will have uh delegation.
So we have one uh uh president here who signed up for delegation. So uh the Christian school committee values hearing from the community on issues within its responsibility. Public comment is a time to share opinions. Not a discussion, debate or dialogue. And the committee will not respond to
questions during this period. To keep the meetings orderly, please follow uh these rules. So, we ask that you come to the microphone, identify yourself and your address. We'll give uh all speakers up to 3 minutes to uh speak and obviously the topic needs
to be something that is on the agenda. I can see it looks like a budget conversation. So, we welcome that. So, I would ask uh Tim Mason to to come up. >> Good evening. Uh, I'm Tim Mason, 649 Middle Road. Uh, good evening members of the school committee. My name is Tim
Mason. My daughter is a fifth grader here at Ford Middle School. She is an amazing student who participates in band, chorus, art club, and other after school activities. And every day she comes home excited to talk about her experiences in classes like health, library, fizz, and music. For those of you who don't know me, uh, I am also a
music educator who has taught in the Bedford Public School District for the last 16 years. My family chose to put down roots in a Kushnet because of the district's strong academic standards, small class sizes, and the variety of educational opportunities available to students. That's why the like proposed
cuts under constraints driven budget are so concerning to me. When we moved here, one of the district's strengths was its low studenttoteer ratio. Class sizes average around 15 to 20 students in like 2019. As a music educator from an urban school district whose classes have
frequently been 27 to 30 students or more, I can tell you with certainty class size matters. On paper, the difference between 20 or 25 or 30 students may not seem dramatic, but in a working classroom, it is enormous.
Larger class sizes mean less individualized attention, increased teacher workload, reduced access to support services, and more students falling through the cracks academically. socially and emotionally. It means that students may have to compete for attention and support they need from
teachers who are already stretched to their limits. Um, middle school students live for their specialty classes. Those experiences are not extras. They are an important part of a well-rounded student and they're often the reason students feel connected to school in the first
place. As a music educator, arts advocacy is always front of mind for me. I understand that music and art positions are not currently uh proposed for elimination. However, under the constraints driven budget, we're looking at scheduling middle school students for like three specialties or fewer. And
that staffing cut will severely limit the way our programs run by reducing the scheduling flexibility needed to provide differentiated instruction and meaningful opportunities for our students. Sorry, I just like out of research consistently shows that quality music
education improves academic achievement, strengthens social development, increases student engagement, and helps prepare young people for the modern workforce. Students involved in music programs often demonstrate stronger memory function, higher standardized tests for performance, and increase college readiness. On average, students in band and chorus outperform their
peers on state standardized testing. and looking forward through high school. The students who participate in music score higher on SATs, earn scholarships, and have high college acceptance rates. If these cuts move forward, including cuts to library, health, and other classroom staffing. Uh the ripple effects will
impact every area of a student's education, including the arts. Our flourishing band and course program will suffer immensely, and so consequently will our students. Students may enter high school less prepared academically, artistically, and socially than their peers in surrounding communities. Our students deserve better than that. They
deserve a high-quality academic instruction, reasonable class sizes, strong specialty programs, and access to various levels of the arts, and timely academic and social emotional support. That's why we must come together to find a solution to prioritize the needs of our children first. Thank you for your
time and CONSIDERATION and we will have more discussion around the budget here shortly. Uh at this time, reorganization of the school committee. I would take any nominations uh uh from any of the committee members relative to the chairperson. Um >> can I make a motion to appoint um again
as chair? >> Second. >> Okay. May uh may I have a motion to appoint Mr. Hood as a school committee chairperson? >> So motion. Okay, I'll second it now. >> Okay. Roll call. >> Um Mr. Hood.
>> Yes. >> Miss Cordera. Yes, Mr. Halcoff. >> Um, yes, >> Mrs. Miglin. >> Yes, >> Mr. Ellis. >> Yes. >> Thank you. >> Okay. Uh, at this time, I would make a motion or ask for a motion to appoint
Mrs. Cordera as the vice chair. >> So, I'll second that. Do a roll call. >> Mr. Hood? >> Yes. >> Mrs. Cordera? >> Sure. >> Mr. Halcraftoft? >> Yes. >> Mrs. McGlin? >> Yes. >> Mr. Ellis? >> Yes. >> Thank you.
Okay. So, what I would propose uh to the committee is for the time being that we keep subcommittees as is. And part of the reason I say that is I think as it relates to things like negotiations, those are done. Contracts are done. We
obviously have a little bit of negotiation happening with Fair Haven relative to whether there'll be a successor agreement, but I would say the majority of those there aren't there aren't any negotiations coming. So, and I think my proposal would be over the summer, I think we're going to have a workshop around some goals that we want
to accomplish as a committee and those kinds of things. And I think one of the things we should talk about is interests that people have in various other subcommittees and so we can start to talk about how we can think about getting people experience in other places as well. So that would be my proposal for the time being and we have
some more discussion around that time if and we don't need to take a vote on that I don't think but um we certainly could but so yeah so that's my thought there so and I can read that or
so for the record budget subcommittee is myself and Mr. Hcraftoft negotiations is myself and Mrs. Cordera, but again there's not really anything uh that should be happening there. Policy subcommittee, Mr. Ellis and Mrs. McGlenn, the old colony uh appointment
committee is myself, Mr. How could that really is when we have a uh school committee member to appoint on the old colony uh that which comes up from from time to time. SME representative is Mrs. Glenn. The MASC joint conference delegate is
myself, but I that could be anybody really. I don't think I'm So that one when it comes up I think we had multiple people go last year. So >> superintendent evaluation committee is myself and Mrs. Cordier and then not official committee but I think Jesse you have um been participating in some of
the school safety committee. So again that's not a formal committee here but I know you want to that's something that you're passionate about and we should continue to to do that as well. So, and again, I think a good conversation in the summer will be understanding maybe some other interests that people people have. So, okay, that
that being said, so Dr. Bailey, I will turn it over to you for old business, which I don't know that there's any, but then we can talk about new business. >> Yeah, I'll go right into your business. Um, the first thing we have is we always like to start off with the spotlight on education and highlighting our students.
>> Excuse me. A point of wonder, Mr. Chair. Yeah. >> Would it be appropriate that we move D under new business up for discussion? It's on the budget. >> Yep. >> And I think you know I think I think that you know you know everyone wants
probably to details on that and if we go further down. So, do do we have anybody here as part of this delegation that is looking to to leave after they present on this or >> I'm not sure if they're looking to leave after they present, but we do have
people um presenting from our teaching staff from the instructional leadership team. >> And how about I propose we're going to move up the budget, John, at least one item, but how about we knock off these first two so that people can and then we will move the budget discussion on. >> Okay.
>> Okay. Um, I'd like to call up um, Angie Jerry to the podium. Um, our school instructional team has been doing a lot of work around professional development and we've adopted or are in the process of implementing the 2024 model rubric
for educator evaluation throughout the district. Um, so I'll turn it over to Mr. Jerry and I'd like to call any members of the silt up. Mrs. Sylvia, Mrs. Chzny, >> Miss Betto.
Good evening, Mr. Chair, members of the school committee, Dr. Bailey. Um tonight we're going to present to on the work that the school instructional leadership team has been doing um and all of the district really around um the adoption
of the department of education's 2024 model rubric for educator evaluation implementation. So we just wanted to share why the Christian public schools is adopting the updated DESIE model rubric. the highlights on this year's work and
outline what our next steps are going to be for implementation. This picture here is a recent professional development day that we had where uh all of the teachers um the teaching staff was working on and our service providers were um looking at all
of the the new indicators kind of trying to identify some high leverage indicators that we can work with. So what is the 2024 Jessie model rubric? It is a required evaluation tool for all educators. So that is the rubric that we
utilize in our educator evaluations. Um all teachers and ser service providers are evaluated based on these rubrics. Um and so it it defines uh the effect uh standards for effective practice and it
basically kind of like helps us have common language and clear expectations around performance and allows us to give good um growth producing feedback. So why did Jessie update the rubric? They desi did a lot of work around their
strategic planning and their mission, vision, core values. And so what they wanted to do was update a rubric that was a little bit more aligned to the work that they're currently doing. Um, and they also wanted to add in more up-to-date evidence-based instructional
practices. And they, um, did have a process, a multi-year process, and they took a lot of input from educators, students, and families in the in the creation of the updated rubric. And a big focus of the new rubric is
inclusive practices. um and just looking at not only the academic but the the the social emotional um needs of students too and making sure that all students belong and feel valued in the school system.
So key improvements to the rubric is that there is clearer language for consistent understanding and um again strongly aligned to SEAL and culturally responsive practices. We want to make sure we're reaching all students.
I don't want to do too much talking here. Okay. Okay. Um, so why are we at a Kushnet public schools making the choice to move over to this updated rubric? It was a joint discussion between the
teachers association and the administration. Um, we looked at the rubrics, we kind of did some comparisons and we had decided to adopt. We felt like it was a lot of the changes were in alignment with our district strategy and
um we appreciated the strong focus on supporting all students and um there was the option to we could have adapt adapted that we could have created our own. We could have adapted the DESI rubric. um we would then have to submit
that to Jessie for approval. But in looking at the the updated model rubric, we felt as though it was comprehensive and supported the work that we want to be doing here. So that was the decision that we had made last year. Um and why does it matter for students?
The rubric is does support high quality instruction. It supports consistent expectations, improved feedback for professional growth, and we hope hopefully um better outcomes for all students. So, um our multi-year rollout plan last
year, we did again that meeting discussing decision- making, planning for this year. This year, we've done a lot of training around the rubric. the sil has delivered the vast majority of the training. Um and then next year we
will begin with implementation of the rubric and we will continue to have training. This was actually um a first grade first uh pre actually was prek to two. Um,
and so does that does somebody from Sil want to kind of explain how we broke up our groups? >> Okay. Longwinded, but um, so I was one of the people that presented the PD. Um, and I'm just going to read some of the notes that I wrote. So what was the objective
of it and what did we kind of accomplish and how does it connect to what we're using for curriculum um, and pushing it right now. So, as part of as part of our leadership work, my colleagues and I broke into as best we could groups and engaged in a detailed review of the 2018
educator rubric alongside the updated 2020 RO rubric. We examined the standards side by side to better understand both the expectations and the opportunities this updated rubric creates for educators and students. One of the clearest standouts was the increased clarity and spec in specifics
in the 2024 rubric. The updated language gives educators a more precise understanding of what effective practice looks like in action rather than focusing primarily on compliance or isolated instructional moments. We also saw a stronger emphasis on collaboration and reflective practice, which is what
we pretty much accomplished working as a team. The 2024 rubric makes it clear that effective teaching is not done in isolation. It values shared problem solving, data informed instruction, and ongoing professional reflection. Another important shift is a stronger focus on the whole child. The updated rubric
evaluates culturally responsive teaching, inclusive practices, relationship building, and safe learning environments where all students can thrive. These priorities reflect the evolving needs of our students and communities. The collaborative review process itself was one of the most valuable parts of this work. Unpacking
each standard together allowed for meaningful dialogue about consistency across schools and what strong teaching and leadership look like today. We also notice strong alignment between the updated rubric and our current curricular direction and pilot programs. For example, L education emphasizes
student choice, family and community engagement, culturally sustaining practices and entry points for multilingual learners. That alignment reinforces that the rubric is not just an evaluation tool, but a guide that supports or reinforces the instructional priorities of the district. Another key
takeaway was a shift toward growth oriented feedback. The updated rubric provides a stronger shared language for coaching conversations which supports more meaningful feedback and more targeted professional learning ultimately leading to stronger outcomes for the students. In the end, the work
mattered because rubrics shape practice when expectations are clear, aligned, and student centered. Educators are better equipped to reflect, grow, and meet the needs of learners. The transition from the 2018 rubric to the 2024 rubric represents a meaningful step toward more responsive collaborative and
student focused teaching and leadership. Um so pretty much working as a group under different contents or umbrellas we were able to kind of come together and sort of figure this out together so that it will be much more easily and much
smoothly implemented next year. We'll be all be on the same page. Thank you, Tammy. That was Tammy Jared, our academic coach at the Ford Middle School. So, this year's work we did split into groups um prek to 2, three, and four
with AES specialty teachers, 5 through eight humanities, 5 through8 STEM, and then our specialized instruction instructional support um personnel. Um and each one of those groups was led by a sil two silk um facilitators and we
really they they unpacked each and every standard um in standards one through four of the rubric over a multi- um a multi-day uh training throughout the school year. Um and then we're just trying to build
focus and alignment. um we utilized educator input as part of this process. So after they had unpacked all of the standards, they then um it was on the February 27th professional development day a couple of weeks back,
we then tried to identify looking at our district's priorities, mission and vision, core values. Um, we we tried to consider what are the like what are some of the high leverage standards that we can really heavily focus on in the next
year so that we're all kind of moving in the same direction, rowing in the same direction. Um so we just have all kinds of sticky notes on there where educators try to identify high leverage standards and then um and indicators and then also
consider whether the high leverage indicators are something that they view as a current strength in the district or an area for growth. and um our silt will then take that information kind of try to break it down
a little bit and then from there what we've always done and many school districts do is they'll identify priority indicators. So not that we ignore all the other ones but that we select a good I don't know I think currently we have something like 11 of
the of the indicators to really have a heavy focus on. Um so next year we'll have the full implementation. It'll be utilized in all five components of the educator evaluation cycle.
Um and then we'll just continue to to do professional development with administrators who will be and um administrators and educators on the rubric. So, this was a thoughtful and collaborative decision to adopt this
rubric. Um, we had a year-long focused uh training on the new rubric. The staff really did an awesome job. There is a lot to think about with this rubric. There was a lot to unpack and there are changes and everybody was so thoughtful
about trying to really understand what the rubric is um what its what its I guess intent in meeting is and what does that look like here in our school district and just really conscientious conversations about how we can um move
forward. Um, and so we really I think we're in a good position to implement next year. And these are just the strategic alignment this this presentation and how
it's aligned to our strategic plan. Did anybody want to add anything else? >> Thank you. So, thank you to all of our SIL members um for helping to facilitate the professional development this year. >> And I also want to thank the ATA
president. When I first approached her on this, she got representation from the teachers in both schools and it was a very collaborative endeavor and I appreciate all of the work that you've all done and I know some people are not here tonight, but it's been a lot of
hours that you've put into this. So, thank you very much. Does anybody have any questions? Go ahead. >> Yeah. Um, so with the transition from the 2018 metrics, uh, you know, grading, uh, I should say rubric to the new updated 2024 one. What were some of the
most significant changes between the two in your mind? >> Most of the significant changes would have been all students. >> Mhm. >> All students. All students. Um, culturally sustaining practices. um
things that probably our older texts and our older curriculums did not already include. You know, the entry points for the multi the MLL students, the multil- language langu students. So, a lot of the things that we're piloting now, student ownership, student engagement,
student le conferences, students, students, students, students being the facilitator of their learning in the classroom. Great. >> Anything? One one other question and I don't know if you've thought about this but just once we go to full implementation
>> how will you or have you thought about how you'll continue to uh build rigor around those things like goal setting and self assessment so that you know obviously we're continuing to kind of >> bump the baseline up and build rigor
around some of those processes. No, no. We we talk about that frequently and we talk about what the teacher goals will be, the student profession, the student learning goals, the professional practice goals and it will be that both students and teachers are continuous learners in the process and that we are
keep chasing that that moving target and in what is out there that other students in Massachusetts are doing and learning from and and getting and that we're going to do that for a Kushnet as well. Um, excuse me. >> I know that the district's been doing a
great job at adopting, you know, new curriculums, um, kind of really adopting higher quality levels of curriculum across a bunch of different subject matter areas. Do you see any potential I hate to say deficiencies, but any
curriculums that we currently utilize that may need to be replaced or updated to be more in line with these new standards? >> The last one we're looking at is math, >> but we're already pilot. >> Correct. >> Yeah.
>> But we have teachers KU looking at piloting math programs as well. And I think that's an ongoing um conversation because that was something that consistently kind of came up in the groups and also in sil um I don't know
if anybody wants to add anything to that but I think there were we did actually see that some of our newer curriculum programs were are checking all of those boxes whereas we thought some of the older ones that we have we have to
really take the time to consider is it is it really meeting our needs. Um, and so yes, I think some lend themselves more easily, but again, like I think moving forward, anything that we're considering needs to be able to help. We don't want teachers having to do all
kinds of supplementing in order to be proficient. >> Yeah. And I think, you know, the sooner we we adopt these new uh grading rubrics, the better because it provides guideposts for future curriculum changes and adoption. So, >> makes sense.
>> Thank you guys. Thank you. Thank you. Thank you. >> We have one more short presentation. Um I believe we have a teacher here with Mrs. Chzn. Um Sierra Canastra if she could come up. Um we're going to talk about the playground communication board
and Sierra is a preschool special education teacher and she got a grant for us. So I'd love to hear >> Yeah. I'm going to actually give it right over to Sierra Canra because this really was her idea and her project. She started the whole thing. So, yes.
All right. Can everyone hear me? >> Yes. >> Um, good evening everyone. So, yes, uh, through the Doug Fluty Jr. Foundation for Autism, I was able to find us a grant for um, a free communication board for our playground. Um I found it uh
about um back in September and then I was able to apply, get the grant and the board was delivered to the school in um mid October and we were able to uh hang it on the side of the building next to the little toy on the elementary school playground. I said I wasn't going to
interrupt but there she was featured on uh fun 107 and that is from one of the um quotes from one of the articles there that she was featured on for winning this. So sorry Sierra. >> No no you're good. Thank you. Um, so it's >> good. >> Thank you.
>> Um, so it's about a 3ft x 5 foot visual communication board. Um, and what it does is it um starts conversations for students who might be non-verbal or minimal stu uh speaking students. they're able to go up to it um and touch
the icons um to tell someone if they want to play with a swing or a slide um a ball, run around, or if they're all done or if they they need help with something. It even has um yes, nos or um what and where. So, it asks some um so
you can ask some questions if you need to with it. Um and some of their needs as well. So, a lot of the times for non-speaking or minimally speaking students, they can't tell us their wants or needs. So, having a communication board out there um helps them to be able
to tell us if they need something or something hurts, uh everything like that. Um so, Little Toy is primarily used by um the preschool and kindergarten classrooms. So, uh we have the substantially separate preschool room, substantially separate
kindergarten rooms, and uh they use that uh playground. It's fenced in so it's safe for them to play at. And they're the ones who use the board the most. Um, and this is a what it looks like. So, it has some of your core words on it. The
I, you want, uh, play, climb, swing, if they're hot or cold, something hurt, if they need to go to the bathroom, if they need their water, things that we wouldn't think of as people who can speak, but for the the non-speaking
students, this is huge for them. Um, and then this is a short video and so is this. >> Can we do it now? >> Yeah. >> Yes. >> Swing. >> You want to swing? All right, let's go.
She's so happy. He's so happy. Um, so that was a student in um my preschool classroom. She uh before the board, she would just try to grab our hands and bring us over to items on the
playground and we were trying to figure out what she wanted. And after having the board, she saw it. Her face lit up. She immediately went over to it, touched it, and said what she wanted. So, she does that uh usually on a daily basis. She'll bring someone over there. She'll
find an adult all around the play, whoever is there, myself, our paras, anyone who's on the playground to um bring us over there to tell us that she wants to swing or the slides. So, it's really it's really amazing to see. Um and then to uh connect it to our
district plan. Um >> I can do that. >> Oh, show. Okay. Okay. Um so, like I said, it provides safe and supportive environment. So, it's on a playground that's fenced in for those little uh preschoolers or kindergarteners. Um, and
it's uh it supports them in in something that they they might not have felt supported in before. Um, it's it it applies to their social emotional because it gives them that connection to friends. I even see some of our kids from our integrated preschool classroom
will go over to the board and try to talk with some of the other friends that might be over there. Um, so it really helps them introduce and make connections to to people that they might not have before. And it's on a playground that is community access, so
people not just in the school can use it, the community can use it as well. Uh, and the next steps with it is to keep growing with it. So staff, students, adults, parents, anyone who's around who can model the use of
the communication board can help show other people how it works. Um, and spreading awareness for it. Uh, and then training other staff who might not know how to use a communication board with it. Um, and it's it's really simple. It's just you go to it, you touch it.
Sometimes people say what like she did, she'll say what she's touching or you can just touch it and still know that that's what she's asking for. YEAH. >> SIERRA, >> anybody have any questions for Sierra? >> Sorry. Thank you so much.
>> Thank you. Yeah. Fantastic work. Thank you. >> Sierra, I wanted to thank you, too. So, I'm opening a childcare center in Wham and heard that you got this, so I applied for it, too. Oh, >> and so I'll be hanging one in my playground. So, thank you. I didn't even know it existed until you did that. So, thank you.
>> Thank you. >> And I understand that um the Doug Fluty organization allows one per town and so we are trying through CPC funding eventually to get another one for our other playground for students to utilize. So, I really appreciate the
fact that she took the initiative to do that. I was thrilled to get the email from her and I appreciate the presentation tonight. So, thank you Sierra and Mrs. Chzn. And then >> did you have a question? >> I did have a question about I absolutely love this. I love that you went through
and you had this idea and you followed through and were able to get this grant for this because I think this is amazing and opening so many doors to so many children. Um, and I love that it's integrating too, that we're having the all kids utilize it rather than it just be just for this um, classroom. But I
also wanted to ask, is it something that we can update too? Like if there's new words that we have to add to it, is there something like I know like on PEX boards we're able to do that. I don't know if that's something. >> Sorry. Now that you got down to >> No, no, that's okay. Oh, it's just full, so it's no problem.
So, for the communication board like this from the Doug Foody Foundation, it it's something that can't be updated, but there's options to look into something that like we can update it ourselves or find other places to find updates for it. >> Awesome. Thank you so much.
>> No problem. Thank you. >> Thank you, Sierra. >> Thank you. >> Okay, Dr. Are we going to >> we're going to take I'm going to ask to take this out of order now if we can go to the adoption of the FY2627 school operating budget. And I do
understand that before we begin. Um Mr. Hood, you wanted to >> um sorry if you don't mind. Yeah. Um I I don't want to jump in in the middle of it, but I know we do we actually do have another guest that should have a relatively short presentation for topic 6G, I believe, that she just entered. it
might be, you know, with respect to her time may be appropriate to take it right now. So, I'd make a motion to move item 6G up to this point and then take the agenda as as prescribed from there on.
>> Okay. All in favor? >> Okay. Sorry, I can't I'm getting hitting the face so I can't see. So, um it it's really okay. The the next stuff's going to be kind of long. So
going up here and that's really getting right in the face. That's why I did meet with Miss Lant, the town clerk regarding town elections as I know that it's been expressed by this board to look at the possibility of changing
or looking at other times when the school is not in session to hold an election. And I know we feel very strongly in the school board the community about not having school on the days that a lot of people from town are coming parking and and all of it with
safety and security. So I did ask Pam to come and speak about this issue and I appreciate you being here tonight. So thank you. I didn't realize you were here. >> Oh no, that that's okay. I appreciate uh the invitation and I appreciate the support that I've
received from all of you. um as well as um the previous boards um since I've uh been town clerk. Uh I understand the concerns of wanting us to move out of
the schools for the election days and I will say that um as I expressed to Paula and Aldo um I have been um town clerk for 18 years. In those 18 years, I have
tried numerous different buildings throughout town that we just have not been successful with for one reason or another. Um, we've tried the town buildings, we've tried a building that
wasn't a town building, the town Graange, um, using that as our precinct, too. And unfortunately uh when the state came down to do an inspection that was found as not feasible because of the uh parking lot.
Um it's very uneven. So for um individuals that have stability issues um that was deemed not an appropriate place. Um so we did have to stop holding it there. Uh for many years we did hold
um we had two precincts at the Council on Aging. Um that was not too bad, but over the last I'm going to say we changed it in 2019
to the schools. Um prior to that, we had uh many numerous automobile accidents. um due to the entering and exiting of the council on aging for the time of voting.
This unfortunately they only have an one way in and one way out and South Main Street as you all know is pretty much a thorough line to Fair Haven. So, anyone that travels South Main Street nowadays,
um it's not just busy in the morning when people are going to work and at night time when people are coming home. It is an all day occurrence. Um as many of you know, we did have a bicyclist um
that not too long ago was killed right at that entrance. So, that's a very sensitive subject. Also, um, and with the number of accidents that we've had, it just is not conducive to us being there. Uh, the community center, which
um the it's our library now, but the former community center used to house two of our precincts. Uh, that also was an issue as well. um that was an issue because of the number of accidents. But
now that it's the library, it is much smaller. So the room the community room that we would use is not conducive in size and is not ADA compliant. We may look at a room and say, "Oh, it, you
know, it looks like there's enough space in there." But once you start setting up the required tables, the polling booths, the handicap booth, uh it really takes away from the space that you have in a
room. And we did do the 2016 presidential election at the library and quite frankly, it was a disaster. Um it was just much too small. So, we really are limited um in where we
can go and that's one of the reasons why we did move it to the schools. Um I know there are individuals that had been touched by the tragedy um that happened in our Ford Middle School. Um I also was
touched by it. Um I happened to have been very close friends um with Mrs. day's daughter and I spent many of weekends at her house. Um, and my two nephews were in school at the time of
the tragedy. So, I do feel everyone's pain and angst uh regarding that. Um, but I really think we do need to come to a consensus that will work for all of us. And
the reason we've opted for the elementary school is primarily because being in the gym section, it is sectioned further away from uh other classes and the middle school.
Unfortunately, with the library uh the gym and the cafeteria being all one, um that was not conducive either. So um what we did discuss was moving the date
uh for the April election uh taking care of the the elections that we know that we can control and those are the annual town elections um and the November state elections and presidential elections and hopefully
hopefully uh we will be able to have more control over the uh September setember state primary. We're just waiting for final word on that. So, um I am very willing to move the date to the
Tuesday after the holiday in April. Um which would be that's Patriots Day, right? Okay. >> School vacation. >> Um during school vacation. >> Um if that would help. Um, I just don't
foresee uh dealing with the state, dealing with the other locations that we have in town. I don't see any other alternative than trying to sh up some other days that wouldn't affect the school.
>> Okay, >> questions. I mean, I would just say I appreciate the amount of effort that you and your team have put into, you know, looking at alternatives and seeing which elections we actually do have some control over because to your point, a lot of them are mandated. And I think, you know, this year
we really ran into a number of stumbling blocks with regards to the weather and then the unusually large number of elections that we have this year. So, it kind of, you know, everything came together to make a a pretty tough situation. But I think if I'd certainly be in favor of moving one of those
elections to a existing break, that would be perfect to my mind. >> Yeah, I agree. I think to the extent we can have elections not on regular school days, I think that would make uh >> all of us happy, I'm sure, just given the reasons that we have concern. So, we
appreciate your >> collaboration. Yeah. And I I would just say it's it's probably worth I know obviously you said that there are some issues with holding elections at uh Ford, but with us, you know, looking at moving fifth grade back over to the elementary school, there would then be
fewer students over there. It might be worth just taking a second look and seeing uh if that would be a good workable solution, work with the admin team and just come up with the best for both worlds. >> Okay. >> Yeah. I share your pain in other
locations. Anyway, the um the couple of things that uh we should keep in mind in our in our planning. Uh first of all, the last election um security has always been a big issue
with you know whatever. >> Yes. Um there was a gentleman on the grounds uh with a sign no campaigning ac you know. Um he was stopping cars
as people came in and out and so I had a brief discussion with him. Um, and he appeared to be a rebel u without a cause type, a fairly aggressive
uh determined, I should maybe should use the term, but it uh it and what I noticed there was no uh police officers outside the building. Uh there were none on the premises or
even patrolling. Um there were none in front and it it led me to believe you know that he wouldn't be a security risk but it
attractive nuisance. You know what I'm saying? And so I don't know in your planning that uh you have more of a police presence on the outside and the in perimeters uh you know and observing
who's not supposed to be on the grounds. We should be open to all voters and you know and we don't have to act like Icy ICC which are they going to be doing. Anyway, the uh but the uh this you know
I'm just bringing that to to your attention. >> Could I ask a question? Yes. >> Um was that gentleman collecting signatures? >> Yes, he was. >> Okay. He is allowed to be on the grounds to do that. >> Right. But he was but he was uh within
was outside he was within the perimeter and he was stopping cars which I don't >> allowed to do that right outside the exiting door. He could do that. >> He's allowed to. >> Yes. >> He's not allowed to do that or campaign
within that 100 foot 150 foot buffer um if it's an election that he is involved in. He did call me ahead of time and did um speak with me to get permission. Now, if he was stopping vehicles to get
signatures, that I have an issue with plain sight. >> Okay. and that I will definitely address. And and I do, you know, just like with the school, um it takes a village uh to to run these elections.
And I really do have to rely on other people that if you see something, you know, let me know or let one of my registars know or one of my election staff so they can get it addressed. Um, that's the only way we can make sure
that it gets addressed. >> I do appreciate you speaking with him. Um, >> I was just determining uh what he was up to and also his state of mind. >> Yeah. Yes. He's running for US Congress.
So >> anyway, the sec the second thing I I just want to raise it in the planning is that uh we're always trying to be parent friendly and when we have days that are off
called off for for variety of reasons. it does pose a burden on many on many families as far as uh children at home getting getting babysitters uh if it's a special needs child for example what accommodations there are
made. So there there are a lot of things that go into when we don't have uh you know school in session that how how it affects families and I don't know how we can work out a plan that will
accommodate that but we need need to be you know families a lot of them are struggling right now and will be struggling in the future financially they they can't afford to like take a day a day off uh from work you know and and and this is a service that you know
that inadvertently we we supply. So I don't I likely somehow we could you know avoid that whether we can work out a system like in some some towns the schools are in session uh
at the same time as elections you know saying they don't stay home. I don't know if that's a you know looking at buildings whether we should switch buildings around but uh you know that's another angle that that I I you know we
should all be you know sensitive to so I just want to toss those two things out. >> Thank you. I did meet with Pam and a board of selection um and Aldo about this. Did you get an answer, Pam, about next year's schedule? Because I know
that happened to be you had to look into the bylaws. >> Yes. >> Okay. Yes. Because uh we're interested if we can possibly change next April since we have the calendar already done. That would be like a change that we would recommend to the committee >> so we could have that school day back.
>> Yes. I actually just received word uh late this afternoon from Bob Hankley, Selectman Hankley, um that it will be included with this upcoming warrant. Um what happens with that is we vote on it
at town meeting and then it goes off to the attorney general's office for a final approval because it's actually written right into our bylaws. Um, so I would say typically um it would take 120
days um from the time of town meeting for it to get to the AG's office, be processed, and then they have a 90day window in order to respond. Um, and they're usually very good about getting
back to us within within the 90 days. So, um, with town meeting being in June, unfortunately, we would not know, um, until early fall. Okay. Uh, however,
>> you know, like, sorry to interrupt, but is it >> how likely is it that they like why wouldn't they approve that? Well, I was just going to say that when we changed it to the Saturday back in 2019, um, that was not a problem. And when we
did it this last time, they also didn't have a problem with it. So, I don't foresee it to be an issue at all. Um I but again I can only control that election again with the vote of the
town's people and the November election because those are the actual fixed elections. Um this old colony vote that uh we were patriots day battling it out on where and what time we could possibly
have that. Um the superintendent suggested having it until 10:00 at night and I said absolutely not. We cannot do that. 8:00 is the latest. Um but we are going to have that on the Saturday, June 20th. Um
so if the board is you know agreeable um we will move forward with get with getting the April date changed to school vacation. And just so you know the first time around when we did this um that was
the recommendation was for the week of school vacation. Um, but we did have a select uh a selectman that did not want that because he felt that there were too many people on vacation and felt that that would not be fair. But quite
honestly, with vote by mail, absentee voting, there's more than ample time to to get a vote in. >> The elections that would be held on that date are all eligible for vote by mail and absent. >> Yes. I will tell you the ones for June
20th are not eligible for vote by mail. So, um, that is going to be very important. Anyone that's not going to be here for that weekend, get the word out. You can vote absentee or you can vote in person. But those are the only two ways
you'll be able to vote. >> Why Why is is that a choice that >> it's a district? It's a district election which is different from a state and local. State and the primaries is a requirement. The local is up to us and
districts are just not not allowed. >> Do we? >> Well, I didn't have it listed as a vote. >> Okay. Um, but would you bring back if the committee says that they'd like to go forward with this, will you let them know that we definitely want more if
that's the choice in the committee? >> Yes. If you don't mind, um, either >> Yeah, just to solidify it for tonight. Um, and that pretty much would say that you're in agreement with us moving
forward at town meeting with it. >> Okay. So the motion is that we're going to move propose that we move the annual town election. Yeah. >> To uh the school vacation week in 2027. >> That would that is correct. >> Yes.
>> And we're just voting our support of that. >> Right. Exactly. >> We're not a design. >> Yeah. No, no. We'll take care of the verbiage for the warrant article, but just >> just to have your support. Okay. So I have a second from Missland. So, do we
all in favor? >> I >> Any opposed? Seeing none, motion pass. >> I had one question. >> Yeah. >> Having the elections in the uh you know,
our complex, the school complex. Is it adding anything to our budget? Is it is it a cost factor that that if we didn't have it, we haven't analyzed >> the cost of the school bureaucracy. Exactly. >> I don't believe it is that I'll do all
that you >> Yeah, I'm pretty sure they they pay for the custodian's time. A lot of it's done while school is open anyways, but anytime after that charge off, but other than that, there was no cost to us. >> I wanted to charge it to your budget, but I'm sorry.
>> Kim, I appreciate the budget is what it is. >> I do appreciate you being here tonight and explaining to the committee. I appreciate your time. Thank you. >> Thank you. >> Thank you. >> Okay. >> So, now um I know we're going to move to the budget, the 2627 school budget, um
proposed adoption of our budget. But before I begin, I would turn it back over to Mr. Hood who wanted to speak to the full committee. >> Okay. So, I want to share this because I want to make sure that the committee has all of the information because we're going to take a vote tonight on this 27
26 27 budget. So, uh, in anticipation of tonight's meeting last week, uh, Dr. Bailey, business manager, myself, and Miss Cavarlo, union president, wrote a letter to the through the town administrator to the board of select, and we all signed
that basically just letting them know that we would be taking our vote and essentially asking them to reconsider the level funded budget uh, given the impact that it will have. So, prior to this meeting, we did get a response. I won't read it verbatim, but essentially from the town administrator, new town
administrator in regards to next year, he talks about how he'd like to begin the budget process earlier and hopefully next year no positions will need to be eliminated. So that's great, but we'll worry about next year next year. Second, um you
know, the town isn't in a fiscal position to meet our constraintdriven budget request. However, they're working to fund to the best of our ability. And I think we'll get some update maybe on some additional funding that maybe we've had conversations with them about. And so, I think they also asked us to look
at whether there are any one-time expenses in our budget and and they asked us to eliminate those. And should something pop up over the course of the year that would be a one-time item, the town would consider that. I'll let Aldo speak when we get into the budget whether our budget contains any significant one-time items that would
actually, you know, make a material difference to what to what we're talking about here. So, and then finally, you know, they're going through the budget request currently. Um they acknowledge that it doesn't seem equitable that old colony's proposal has an increase of
about 410K in it uh relative to their assessment which it sounds like the board of selectment is meeting with an old colony uh tomorrow. So I share that only to make sure that the committee understands uh the most current information and that
the public understands the most current information. Um and so I wanted to make that um known prior to this discussion. Okay, I'll >> turn it back over. >> Thank you. Before I turn it over to Aldo, I just want to remind you where we come from, where we're going. We talked
about four scenarios. Uh needs driven, a level service, a constraintdriven budget, and a level funded. The town has asked for a level funded, and we know we cannot do that. That would mean a reduction in 21 staff members.
>> Dr. Bailey, can I ask a question relative to level funded? Mhm. >> If we were at a level funded bud budget, what would that mean relative to net school spending? >> Actually, it would mean we would not meet net school spending, but I know El's going to get into that and more specific.
>> Um, but we would not be meeting net school spending and we're going to be very close and I know Eldo will speak about it with the constraint driven budget as well. Um we always strive for at least a level service budget which is getting the same service that we currently have but we also understand
the fiscal restraints uh constraints of the town and we've come up with you know what we feel is reasonable con we call it our constraintdriven budget. Um the impact would mean eight reductions in staff administrators and teachers also
budget reductions in operations maintenance professional development and more. this will have a serious impact on our students for next year. Um, that's what we're asking you reluctantly to vote on tonight. We're going to review all of the constraint driven budget. Um,
but a level funded would would really hurt us. And, you know, we are asking the town right now for a million dollars to support this constraint driven budget. If we don't get that, it will be serious for our students. They will miss out on opportunities. We will have
larger class sizes. We will possibly have no specialist uh enrichment for our students. School will look very different. That will probably mean an additional 12 positions being cut in addition to the eight positions. And this isn't a scare tactic. This is real.
Um we're we're in front of a thousand students every day. We have to have staff in front of them to teach them and provide them with a quality education. And we've talked about this before that our job, all of us, is to provide our students with a safe and supportive
environment and a quality education. Um, so I'm going to turn this over to Aldo and he's going to summarize for you the constraint driven budget that we are asking the committee to vote on tonight reluctantly.
>> Good evening. I'm just going to go through some of these slides. I know there's about 35 slides. There's about 10 that I kind of picked out that I think that um we'll look at to summarize what we talked about back on April 14th. And >> these are our budget scenarios. The
needs driven which is everything that um we possibly could want for all of our students. Level services is maintaining all staff that we have, all programs that we have now and moving forward the amount of money we need for that. Jumping to the end, the level funded is
just that, receiving the same amount of money this year as next year. And the cuts we need to make, as the superintendent said, is upwards of 21 or 22 staff positions plus programmatic cuts. So, we developed a constraint budget, which is basically a million dollars more than we're getting this
year. that will allow us to continue moving forward, but again with less staff than what we have and some some cuts to our um operations and and maintenance and and programs. But in in knowing that they're going not they're
not going to give us the full needs that we we require. This is something that we came up with a compromise. We're not happy about it, but it's what we put forward. So again, just quickly, our budget funding sources we receive in chapter 70
when they develop it and they give us our foundation budget, there's a certain amount that the state puts up for us and there's a certain amount they require the town to put in for us and the ratio is about 55 to 45%. They break it up every year changes. Right now the state
is requiring about 9.6 6 million um from the town and chapter 70 puts in the other 7.5 million. That's been changing slightly with the House budget and now the Senate budget, but it hasn't really changed a lot. It still has um the it
still has the the bulk of the funding coming from the town. We do receive grants um where we're going to receive close to what we received last year on special ed grants. receiving a slight reduction in our title one grants and the other grants are still open to find
out what what's going to happen with other granting sources that we received. Our circuit breaker reimbursement is not a grant. They simp they simply reimburse us a percentage of what we spent the prior year. So we have about 280,000 coming to us that's coming in this year to be used for next year. So we know
that dollar amount that's that's pretty much fixed. And we have some revolving accounts and we try not to expend more than we took in. So, I put food service up there, but food service runs separate of everything else. But our rental account, we're running out our
facilities. We'll have about 15 maybe 20,000 in that account. And our preschool tuition fund, we have roughly around 50,000 a year in revenues in that account. Again, we'd like to um see those accounts grow and we don't use them all up every year because as they
grow, we can then develop new projects for the district. We can expand on on preschool. we can expand on kindergarten. So, we try not to uh tap into those unless absolutely needed. Again, our overall budget, as you'll
see, most of it is salaries to the to the right, the professional salaries is more than 50%. Then you got clerical, parah, and um salaries on the bottom that add to that. So, it's about almost 2/3 of our budget contracted services
and out of district tuition. pretty much eat the rest of our budget. Supplies and materials and other expenses is close to nothing. So when the statements come about you need to cut back on your supplies and so on. We don't spend a lot of money on supplies. We don't have many other expenses 1% and half%. Our
salaries are in I mean a bulk of our budget is in salaries and the reason is because that's our job. We're here to teach children. That's where it's spent. Going from that slide you saw earlier, our needs driven budget was almost $2 million is what we were looking for to
continue going forward. We went from being one of the lowest performing schools in the state, one of the highest performing schools. We want to continue that. That's our needs driven budget. Mobile services, we need about a million and a half just to keep doing what we're doing right now. And part of that
million and a half is because we relied on solar energy credits this year to 22 250,000 uh to to carry us through this year which we're not put back because those credits will all be used up. Our salaries went up less than 3% in
that overall budget. And as you know, as you're probably experiencing between gasoline and heating oil, those costs are going through the roof. Again, level funded means no money for for for an increase in our budget. That's where the 21 staff positions reductions come in,
you know, class size, um, all our extra programming, all our extra help. So, the constraint driven budget is about a million dollars. We're still going to lose eight positions, one in one in administration and seven in teaching. and we'll be cutting back on some of our
operations and maintenance and which is never a good place to cut, but we felt that we have to give the town something that they could um basically pallet and get our budget move forward for us and allow us to continue doing business.
So, we got to keep hammering home. That's a million $1,812. Now, in meeting with the town last week, met with the town administrators, let them know that we were meeting tonight to discuss our budget. I said we'd like to hopefully have a number if we could. They don't have one yet, but
the discussion went that this year we got 16,689,000. Right now, they said we could probably get you to 16 million8 or 16,9. So, it's roughly $200 $230,000 more than they're currently giving us.
It doesn't meet the $1 million mark. They're still working on the budget. As uh Mr. Hood said, they're meeting with with Old Colony, that $410,000 figure. They want to discuss that. And of course, we're waiting for the the compromise committee. The Senate come up
with their budget. Um, it didn't reflect on the cherry sheet, but it looks about about a $100,000 increase in the in those numbers, which in turn go to the the town, which in turn will go to us. But really, I think the the town is looking at what they can do with Old Colony and what they can do within their budget because they were still looking
to make cuts and basically make um changes in their overall budget. So, we're hoping that they can get closer to this number, but we need to be prepared in the in the instance that they don't. >> I have the same question. So meaning level funded maybe you're going to get
to it relative to net school spending or even if we get to the 168 or 169 which I think is approximately 250k more where are we relative to net school spending >> if they were to bring us to 16 million8 um we'll we'll probably just make net
school spending by $30,000. The the real problem with that is it's very difficult to spend every penny and not go over. >> Mhm. So the that that much of a buffer is almost impossible to have and it's very dangerous because if you do go over now you got to go to town meeting and
get the money and if they don't give you the money you're in trouble. >> If you want a 16 million9 about 130,000 over and again it doesn't take a lot to use that up. >> Mhm. >> You you could have special costs that come in that that'll increase that. You
can have building maintenance costs that come in. >> Boilers. >> Those boilers. >> The boilers. So, in the letter that Mr. Mr. Hood read, they wanted to know if we had any onetime costs that they could look at. We did submit a letter, an article to
them asking for $95,000 to do some anticipated maintenance in our boilers so that hopefully next winter we don't have we spent over $45,000 this year. By doing this $95,000 worth of work, we're hoping that we don't have any big expenses like that
next year because if our budget is going to be down to the penny, we won't have that extra money um to utilize in there. It would be something where we'd spend and then have to go to town meeting and explain and try and get that money back. >> But just to be clear, we submitted that for an article, which means it's not in
our budget. So that one time item is not sitting in our budget. That could be removed. >> Correct. Correct. There's no savings by by taking that. So that's our position on that. Um again just to show the the seven FTE
reductions about $600,000 and administrative another 100,000 and the operation maintenance reductions. Those were cuts to all of our other line items in the budget. We basically came up with almost a million. This is this is with the million they're giving us to get us
that full 2 million that we needed. So, this would have to be uh increased if they come back with a final figure for us and it's not the million dollars we're expecting. So, the amount that we're going going to be requesting of the town is the
17,691,457. That is our constraint budget, a constraint driven budget. And as you can see, I already took out the credits in there for title one, for IDEIDA, for solar credits, for circuit breaker funding, and the million dollars in reductions that we've already made. So,
um, that's the amount that I would like to get a motion for tonight when we reach that point, the request to the town, and then see what comes back to us. And I just wanted to reinfor I just wanted to I wanted to focus in on the fact that
over the past eight years we've gone from being one of the lowest on our scoring to one of the highest in the state amount of improvement that we've made. Yet at the same time, our per pupil spending, meaning the amount of dollars we spent on each student, has
been seventh from the bottom in the state and we've still been able to achieve that. So now making further cuts is going to really put us in a position where we might not be able to maintain that which means the department of ed will be looking over our shoulder which
means some of our grants that we get might be you know reduced and and in and in items that we use to really supplement our budget. So that's something that again I like to hammer home that the fact that we do it with
less money. So if if the statements come out that you have plenty of money, you have plenty of uh of uh positions to work with, we don't. And this proves that these numbers don't come from us. These come from the Department of Ed. So that there's something that's written in
stone. >> So talk about the fixed costs in terms of how much transportation has gone up because I want people to understand that we have no control over those costs. Yes. So we have certain costs again that we have no control over. One is
transportation. Every year we go every three years we go out to bid and there's only one bidder and it's not just a cushion. It's all over the whole state. The attorney general is even looking into that whether there's collusion or what the situation is but everyone every district pretty much has just has one
bidder. Our cost for busing went up this year 11.44%. So we have again no control over that. That's that's um much higher than the average. Average usually around 6%. But some companies buy newer buses, some companies pay their employees more. Um
many of them are unionized, many of them are um are are teamsters, so they have the strength of the teamsters, forcing those costs up. >> Can I add some context to that, too? Just several years ago, a previous committee I think looked at the the
contract for the buses and there was literally like a certain type of bus that was written in the contract that we needed to consider. Committee at that time kind of said this seems to be a bit outdated. We expanded the types of buses that could potentially be acceptable with the hope that they would open up
for more than one bidder and nothing one bidder. So, you know, I think it's something that >> tried to uh maximize the amount of people that would be in on a contract to potentially make it more competitive over the years, but unfortunately that that just hasn't happened. And I think it's kind of common across the
transportation sector that this is just kind of the way that things tend to to go down. We're also working with our state legislators to um see if we can be considered at least a regional district at the high school level so we can get reimbured for transportation because
we're not a regional system. They don't allow it at this point in time. But we are talking to people to see if we can make a change there. >> That that change could be two two to 400,000 depending on how they assess our
costs for buses. Um, so that would be huge for us, especially right now if they would consider that. And honestly, I can't see what their fight is against it since we do act on the high school level. We do act as a regional. >> So, um, we're asking for a home rule petition. That means it's it's a piece
of legislation that's written just for us. And in this case, it might be written for us and the four other districts in the state since we all are in the same situation um to go through. And I know the town administrator is set up for discussion with our state delegation to talk about that. See if
they can get it. That would again going to be huge for us. Um our high school tuitions, yes, we've negotiated some new contracts. It's going to be a year or two before we really see some savings in those. Um um those costs were going up on average
6 7 8% a year. um we have no control over it because the way the way it's been negotiated now would be it's going to be um great. It's going to go up basically at the same rate that chapter 70 goes up the way it's written now which is what we want. We wanted it to be fair. Um as we said before special
education costs those are unknown. They they happen and they change every year. Um people move in, people move out. Um students have um lately students have more needs and we have better evaluation tools and techniques. So those costs
continue to rise and other than that we have aging buildings. So, um, we do the best to maintain our our buildings and my report that I give on on, uh, on my budget, my my facilities budget. Uh, later on tonight,
I'll fill you in on some of the work we've been doing, um, up doing upkeep and maintenance repairs on our buildings. Um, where if we have again additional funding, we can do even more. So, um, and the last one, of course, like I said before, energy and utilities. Those we have no control
over. Because anyone who just fills their tank now knows they went from $45 to fill it to almost 100 to fill it. >> We have the same thing. We have 10,000gallon oil tanks under the ground. They get filled all winter. So, um we do our best with that. But overall, like I
said, our salaries are under 3%. And that's that's where we're the bulk of our funds are and that's where our focus is when we negotiate contracts to >> keep something that's that's um good for us to maintain, right? Couple of
questions. Number one, um we got 3% in ongoing expenses, you know, cost of you know the salaries. The other percentage um is how much of that is extraordinary
and unforeseen. So overall you could say um another 3% probably double that amount >> because if that is a factor when we if a factor of if you're seeking to
supplement the budget you know with stabilization or free cash uh you know it's unforeseen what we're facing uh you know you know that that 3% and we should I mean figure that you know that
we should not having for example if the price of fuel has gone up uh we should not have a child's education being impacted by that >> so what you're saying is something that's temporary this this high >> well it would be yes >> price is temporary so >> correct so I you know
>> that's a good point it's one time expense >> we should work very much on on that uh secondly of all if we went up In 2024,
I think we our budget went up 2%. Okay. In 2025, it went up a8%. We're practically level funded. >> Yes. >> Okay.
Now it seems that that this you know this year negating the un unforeseen figure you know that it's going to be about three would be 3%. >> Yes. Am I correct on that? >> Correct.
So that if you look at an average that uh we go two one and three and in and three years we've gone below the cost of living if I
was increased am I correct >> yes it's about 2% a year so yes >> right exactly now have when you factor in has state aid kept kept up more than 2% % uh to to the town in the last three years. Do you know
that? We know that figure. >> Um I don't know off the top of my head, but I'm pretty sure it has not because I think we have about a million 9 this year and it went up about $41,000 when I looked. So 10% of that million9
would be 190,000 and then 15 of that is about 40. So >> yeah. Well, my question would be uh since we have been below you know we had the two and a
half restrictions so the budget you know available cash has gone up two and a half we haven't reached that figure uh in our own expenditures you know that percentage is that correct >> that's correct so what the arguments of the state is we've maintained those costs that we can but stuff like health
insurance okay and stuff like energy costs have gone up the state should go some more too and what they reimburse us is what you're saying. >> The question I'm driving at is that uh you know we hear the old gamut about uh uh structural deficits and it seems that
we're not the party to that correct and I will make that quite you know quite clear publicly that it's not you know school spending that is causing this uh the so-called structural deficit. the
structural deficit is that you have um you have um less income and more expenditures and that we don't we're not into that in my estimation that category and we're going to hear maybe that walk cry at the town meeting when it's not
true. >> Correct. And I think we should, you know, uh, let the public know of of of of, you know, of the real facts and, you know, that we're we're not it's a revenue issue in town and that therefore
we we and it's got to, you know, be solved, but it can't be solved on the backs of our, you know, the, you know, the educational quality, you know, of of our of our kids or staff having their careers ended. you know
that so I THINK >> yeah thank you Mr. I think so to that point right if I remember correctly as it relates to revenue town maybe had 960k of increase in revenue and 930 is is essentially gone right before healthc
care increases whatever before we even get to looking at any of the town department budgets right so you got 30 30k available so there's there's much bigger issues in play in terms of um you know out of control or frivolous um
spending And and you know, one of the things I worry about is when we see that our options are level funded, um, cut 20 positions or a constraint driven budget and cut eight. Well, cutting eight sounds a lot better than 20. But I don't want to be desensitized
to cutting eight positions because it's not just eight positions. It's eight this year, it was six last year, and it was eight before that. So now we're at 22. >> And so it's not sustainable, right? We're moving back in the direction of where we were in 2014 when we had a
DESIE report that talked about all the places we were falling down and failing. And so when does it stop? Right? And so I I listened to the finance committee meeting the other night and the town ad the previous or outgoing town administrator, you know, made a comment that I found a
little disturbing. And the comment was, well, there were a couple, but the one that I'll talk about now is, you know, he was talking about the school budget is going to be voted on next week and hopefully the the school will be reasonable. Well, we're cutting eight positions and we cut six last year and eight the year
before. And I I guess I don't know what the their definition of reasonable is because this doesn't really seem very sustainable or reasonable when you're talking about trying to have a high functioning uh school district. And so to Mr. Mason's comment earlier and I I
worry about, you know, there's a lot of kids who specialties is what gets them here and what keeps them engaged, right? >> And those are often the first things to go. So what happens to those kids when we have no more specialties, right? And um and so there's there's so many issues
and problems with it. I I can't even begin to hit on all of them. But I the main point is I don't want to be desensitized to eight just because it looks a lot better than cut 21 because eight sucks, too. >> Oh, Mr. chair. I I'm I don't want to
take but you take a look what happening on the national scene, but it comes right down to a cushion. The they're bringing back the draft. I don't know if anybody's aware of that. Congress passed that.
That means that some of our youngsters will face that situation in the future with a highly tech techn you know technical type of uh armed forces and so forth. It's uh you need
recruits that are able to uh come up to the standards educationally to take advantage of what the serum services are going to be offering otherwise you know there's a
there's and that and that in turn once they serve their time there'll be future there'll be the GI bill and be all that sort But what is important you know is our youngsters have to pre be prepared and that starts in the early grades. We all
know that. So that's another factor when people say well we we can you know you know we can cut standards down children are going to pay students going to pay and families going to pay a steep price for without any reduction in the
in the type of of of services educational and emotional support services and so forth that that we're off that we're offering the high they won't be able to take advantage of the the quality high school that we're now
curriculums that we now move moved into. They just won't and it will and will they will pay a long-term price for that. And I and so therefore I just want to toss out I I toss about property values and how you know be affected by poor education. But I think this is even
more compelling to think of what the future of of what our students are are going to be uh need be need have to need in the future. So, I just wanted to toss that out as some of you know, you know, we when we're talking to the general
public and uh whether they how how much do they want to support the schools? Thank you. I'm sorry. >> Don't don't apologize. Anybody else? >> It looked like Eony was going to say, >> give her that. She's thinking. Go ahead. Give her plenty of time.
>> Sure. So, I I think there's a couple of important points to bring up and and one of them was mentioned during the joint meeting that we had with the finance committee and select board, but a big component of this school district's costs are are out of district tuitions,
and that includes high school tuitions to our tuition schools. because of the changes that have been made this year to the um vocational school admission system. Now it's lottery based across the entire school uh across the entire state and a Kushnet
has fewer seats at Old Colony than we have had in the past simply the case. So it is important to note that if a student were to go to a vocational school um old colony in this in this case that the the overall cost to the
town is actually greater than the cost of that student attending a traditional high school. Um the cost for Old Colony tuitions do not come out of the school department budget that get paid get that gets paid directly by the town to Old Colony. Um, but literally we're we are
going to see the tuition costs for our traditional high school students increase over the next couple of years because by nature we simply have fewer seats at Old Colony. If they can't go there, they're going to end up going to a regular high school or potentially a parochial school or, you know, some
other setting. So that's something that we should certainly expect to continue in the future. I think, you know, we're at a point right now where we have as a district, not just as a district, the school district, but as a
town, been told that we need to do more with less. That's the rallying cry across the state. And like to you know all those point and I know John and I and a number of other members have brought up the fact that there are many many municipalities across the state that are
facing serious financial hardships especially this year more so than than any in previous years at least in the recent past. So essentially we are going to expect to see these financial hardships continue
year over year over year. It's just the way that it is. And from a town standpoint, in many ways, the town's cut, to my mind, as deeply as it can in in most respects. The school is now at a point where we've cut as deeply as we
realistically can in most respects. You know, in in the past, we've, you know, maybe eliminated some positions that, frankly, we were having a difficult time filling. Um move some teachers around um to different positions within the school district. That's not really an option
anymore. We we don't have any notable unfilled positions that we can remove from the budget at this point. And to all those point, if we start taking money routinely out of building maintenance, well, one of the things that we've saw
come up numerous times during the Old Colony uh discussions, the last time I went up to vote was community members asking Old Colony, why have you not done enough to maintain your buildings? Why do we need a new building? I don't necessarily think that
those criticisms are justified. There's other complicated things with the old colony building that do necessitate more broad scope of work. Um, but what's going to end up happening is we really only have two areas that we can cut from as a
district. We can cut from programming or we can cut from maintenance. And if we continue to cut from maintenance, I mean, eventually we're going to start seeing, you know, cracked windows start leaking, um, more serious issues with
water and mold infiltration, which are an ongoing have been an ongoing topic of conversation that we're hopefully at some point going to move towards a solution for. Ultimately, what we need as a town and as a district is
a repaired funding formula. That's the only way that we're going to get out of this. >> There's only three ways that the town budget and by extension the school budget can be fixed. One of them is by increases in town revenue, which frankly the town doesn't have very many ways to
increase revenue. There are some things that could be done. I know that there's been some discussion about instituting trash fees. I don't want to see trash fees. It's a big chunk of money. Um, that could have an a significant impact on the town budget, but frankly like it
would only have that impact for one year because it would save us having as a town to cut that amount of money, but then we're up against the eightball again the next year. It's not an ongoing thing where we're going to keep generating more revenue from it. So, it it would be a patch solution, but a patch solution that could be very
important and save some jobs both from the district and from the town side. The other one is going to be legislatively increases in state funding to both the town and to the school district by
re-evaluating chapter 70 funding formulas, increasing the amount of unrestricted local aid they're going to the towns that they can then spend a portion, excuse me, a portion of on the school budget. And I know one of the things that what got mentioned during Aldo's um presentation was the circuit
breaker um reimbursement. So for anybody who's not familiar, circuit breaker reimbursement is essentially the state repays a percentage of the special education costs that a district has to outlay in a given year during the next year's budget. All that money goes right
back into the special education program. But that is not a fully funded program. Do you know offhand what the percentage on circuit breaker reimbursement is? >> Yes. So the district's responsible to pay the first about 43 or $45,000 in cost of the student.
>> Then any costs above that we get reimbured 75%. >> So 45,000ish per student and then we get reimbured 75% of the overage. >> Yes. >> Okay. Yeah. So, one of the things, and if we're talking specific legislative
action, and if anybody out in the audience isn't taking notes, these are the things that you really should be considering writing your state representatives um to demand. At this point, we're about 3 years too late for this. Um we're up against the wall now. Um but realistically, what we
need is 100% funded circuit breaker period. that we are seeing to all those point both through an increase in student need and an in and improvements in screening methods to find students who may have needs that would have fallen under the
radar in the past that special education costs are ballooning drastically. And when we're having to incur as a district the first significant chunk 45 $46,000 per student and then we're only getting reimbursed 75% of any costs over and
above that amount. Well, we can see why that portion of the school budget would start ballooning rapidly. So, requesting 100% circuit breaker funding would be huge. The other one to all those point before is looking for um regional
transportation reimbursement for tuitioned districts. Not just for us, for any tuition districts. They really should be getting reimbursement for the transportation costs incurred. Um and another excuse me another big one is we
we as a state cannot be doing this whole governor's budget supplemental budget you know amount of money that we're getting per student just at a base level varying so much from year to year. That number really needs to be increased across the board on a permanent basis
because we're talking about our town budget and we're one of the towns in the state that has their budget discussions pretty late in the year. I mean, a lot of towns have already had their town meetings and they had to figure this out previous to previous to now. The fact
that we don't have an actual number of how much money we're going to get paid by the state per student at this point in the game is outrageous. It is it that's like asking a that's like asking a household to make a budget without
knowing what 10 or 20% of their overall income is going to be for the next year. You just can't do it. So those are three things that I feel very very very strongly we need to be leaning hard on our legislative body to change in short
order. This is not something that can happen in 2 or 3 years. This needs to happen like it's not going to happen this session at this point unfortunately, but in the next legislative session, there needs to be serious work on it. Since we know that the town can't increase revenue rapidly, we're not going to see big changes to
legislative funding levels rapidly. The only other way that we as a district and as a town can generate additional revenue to maintain town and district services, and there's a lot of people in the the town that are not going to like it, but it is to present a Proposition 2
and a half override. Um, I've said it before, I'm not asking anybody else on school committee to get behind me when I say that we as a town really need to seriously consider a Prop 2 and a half override. U, but it's the reality of the situation. And I'm going to pull a John
Halcroft. I brought a newspaper with me first time. He's he's always good at that. So this is in the Fair Haven neighborhood news. Um Fair Haven, which is facing an even more dire budgetary crisis than we are right
now. Um they as a stop gap measure at their town meeting on the 2nd of this month uh voted to approve placing a essentially a Proposition 2 and a half override on the ballot which the town
will then be voting on which would cover their funding gap for this year. It's a shortterm prop two and a half override which would give the town administration time to do a more fullboat overview on what the actual financial needs of the town are going to be over the next 3 to
5 years. I mean we've got town meeting in month and a half at this point. I know that presenting the recommendation for a proposition 2 and a half override this late in the game is not a winning
solution. Uh, we'd have to get support at town meeting and we'd have to win at town ballot. And by we, I mean again the town. I'm not talking about the school district because there are other town departments that have made had to make significant cuts as well. There are needs that are not being met. There's only so many years that you can't fix windows and there's only so many years
that you can't repave roads before you end up in you know hurt. So I am going to ask everybody in the audience both virtually and in person to please if you have not written your legislators do it.
It is past time to do it. Please do it. I've done it four or five times myself and I know there's other people at this stage that have done it. The towns have done it. The municipalities have gotten together as communities to do as a larger communities to do it. But you need they need to hear from the residents. They need to hear from the
voters. And the other one is please, please have an open mind when it comes to discussing a Proposition 2 and a half override because frankly I think while I don't want to see us have to go for one every year or every 3 years or every 5 years, we're in
a crisis right now. >> It needs to be on the table. >> That's all I got. >> Mr. Chairman, no. Just >> you may. >> When is the date of the town meeting? >> June 15th. >> June 15th. told you 15 >> town meetings two of June 15th.
>> Um it's crucial when we talk specifically not long range but immediate need vote is that town meeting. So pass the word be there. That's all I can say.
We can talk about two and a half in the future and I we can talk about uh uh formulas and so forth but that is >> for the future and revenue enhancement should be one as well. >> But uh the but the most immediate thing
is pay attention bring your friends bring bring your neighbors bring your people that are not your friends but at least >> be there. >> Yeah. >> Thank you. And I and I I Mr. I couldn't agree more. And I I think the reality is
is whatever the potential solutions are, whether they're two and a halfs, whether they were trash fees, I don't care. I think we should be discussing and talking about what those things are because sitting back here and doing nothing and having this conversation
again next year is not a viable sustainable alternative to a high functioning school system. We we did try to have our a couple of our representatives here tonight. Unfortunately, you know, there I think
probably people saw there was a state trooper that died and so those folks are at the funeral, but we did try to get a couple of our reps here tonight so that they could participate and hear this conversation, but we will continue to uh work on that from from our perch here. We can send them a link in a time stamp.
>> Go there. >> Okay. I I guess I should have spoke before. So, you had time to think. >> Yes, I did. Um, so I have been meeting with our state repres representatives um and advocating for our school on behalf of our school committee and our school.
Um, also I wanted to say that I think one of the things that I noticed too, we're talking about when we're talking about specialties and losing that, so many of our children come to school for that. That's the excitement that gets our kids here. So many kids have a hard time leaving the house in the morning. I
remember when like my child was young and trying to get him out the door to get to school sometimes. Sometimes I'm not proud did bribe him to get here and did whatever I had to but for taking specialties away. Um we also have kids that have such a difficult time with social skills and that's like they're
not allowed to talk in the classes other than the team work. So to think about taking away specialties to me it breaks my heart because so many of our kids come here for a sense of safety. You don't know what's going on in these kids' homes. They come here to be able to socialize with their friends and see
their friends that they may not be able to otherwise. So those that scares me to hear that we might be considering that. I in my heart of hearts am not considering that. But um that that's something that I just I had to put out there that specialties aren't a luxury.
It's a necessity for our kids. So, agreed. >> Could I say something? >> Thank you um for that. I just wanted to say um in addition that cutting positions and programs in an attempt to balance the budget during difficult
times is not always a successful way to balance the budget. Because if we look at special ed eligibility, we have to determine two things, right? Is there a disability? And then does the student require speciallydesed instruction to make effective progress? When you do
things like cut specialties and we disenfranchise students, that affects their ability to attend to task. It affects their ability to attend period. It affects their ability to um behave in in in some instances, right?
When we do things like increase class size and we reduce individual attention to students, it affects their ability to perform. And so when we have students with disabilities who may in fact be able to make effective progress in the
general ed setting during good times, that that formula changes as soon as all of these things happen because they do impact our most vulnerable students. And when we sit at the table to do eligibility meetings, we now look at whether or not the student with a
disability requires specially designed instruction to make effective progress. And without all of these things in play that are actually integral to a good school program, we in fact find more kids eligible because in that setting, they
then require these services and that costs money. So, so sometimes what we think is balancing the budget really is not because then we have to we have to comply with IDEIDA regulations and as soon as we um go over certain ratios,
we're then in the position of having to post for additional staff members to meet the needs of our students who are on IEPs. So, it is just another point of consideration when when we think about making decisions to balance the budget,
too. It's something that the truency rate is going to go up because they don't have those that joy to school. >> Yeah. >> And those students that have special needs are using this. We use the specialty time as a teacher and like those are the times that those kids can be included >> in the general population and learn from
their peers that are typically developing. And >> so many good point. >> Yeah. I mean, when you when you start looking at razor thin budget lines, and you know, I think to Colleen's point,
maybe not to put too fine a point on it, you could end up doing $200,000 in education cuts and end up incurring $300,000 in additional special education expenses as a result of that. >> And I'm not talking about even our substantially um separate program
students or out of district students. I'm talking about our inclusion students. Correct. Right. Um, so it it is it is a domino effect something to consider. >> And I just Mr. Ellis, you alluded to something earlier that I just generally speaking, you know, we're we're cutting
positions. >> There's no end in sight. We also have two aging buildings that actually we we should be working towards a capital plan here in terms of how we maintain the buildings. We spent $45,000 to keep the
boilers afloat last year. Those are 50 year old boy. Like if if one thing snaps, >> where is that coming from? So So >> we did have that happen this past weekend and it was really I got the bill pays almost $7,000.
>> So So that's a lot of money, but in the grand scheme of what we're talking about, it's not if we have something significant happen. We are operating on razor thin margins across every aspect of our budgets, our schools. We need plans.
>> We need contingencies. >> So, and I understand all of the challenges at the town. So, this is not a this is but this is the reality. Like >> there's solutions we can work on longer term, but unfortunately like we have to play the cards that are in front of us right now.
>> And so, June 15th. So, >> I I I think we've said all that has to be said. So, I'm going to ask for a motion to approve the superintendent's recommended fiscal year 2627 school operating budget of 17,691,457 which translates to our constraint
driven budget. >> So, motion >> second >> and we'll do a roll call. >> Mr. Hoy, >> yes. >> Mr. Ellis, >> yes. >> Mrs. Cordero, >> yes. >> Mrs. Yes. >> Mr. Hoff, >> yes. Motion passes.
>> Thank you. >> And it was a reluctant recommendation, of course. >> Preschool. >> Yeah. Okay. >> Next on um my report, we have a proposed preschool schedule change for as uh school year 2627.
Um I would call Mrs. Chzn and M. Doyle to the podium to talk about a possible change. It's primarily a change in hours so we can offer more seats too. I'll let that explain. >> Thank you.
>> Good evening school committee and Dr. Bailey. Thank you for giving me the opportunity along with Mrs. Chzn to talk about this um potential proposal for consideration. As part of our work to analyze the best program structures for students, Miss
Chzn and I collected some information regarding the five half-day preschool program model. We wanted to share the information that we've collected so far for your consideration. As you know, we currently offer a 2 and 1/2 day a week program. Transitioning to
five half days has the following benefits to students. Preventing burnout. Young children ages three and four often get overwhelmed by full days with new stimulation. Half days allow them to come home to reset, process emotions, and rest in
return. Optimal learning windows. Research indicates that young children learn best in short focused sessions followed by downtime. Half-day programs provide highquality learning without the fatigue that hinders information retention. And
that's a quote from the National Association for the Education of Young Children. Balancing structure and home time. It offers daily social interaction and school routine while leaving afternoons free for family play or nap time.
Easier transitions for children new to school. Shorter days act as a gentle introduction to routines and independence, helping them build confidence without intense separation anxiety. Support for sleep routines. Many
preschoolers still require naps, which are hard to manage in high activity full-day programming. In addition to the positive attributes above, the creation of 5-day morning and afternoon sessions allows plenty of room
for students to be placed in either the inclusion or substantially separate program model with consistent staff and peers. This creates the opportunity for healthy social and free play routines with plenty of practice.
This model prevents regression of skills for all students, most importantly our students with disabilities because there is less time between sessions during the week and after the weekend. This also allows for more open spots for any student coming to preschool from
early intervention or for those who are new in town while still welcoming peer models. And this new structure would not change the curriculum model currently in place. Miss Chzn has some additional information to share with you at this time.
So, thank you um Colleen. I'm just going to go to this slide so you can see what we are doing right now compared to what the proposal would be as far as how many days per year that the kids are in the
building versus what our proposal would be, which is why that consistency would really be key here. And I did bring Miss Berg, one of our preschool teachers. We are lucky enough that she has actually taught both of these models. Do you want to come on up and talk about it for a second? Um, and thank you so much for
being here. She was talking I'm going to let you talk about some of the um challenges you've seen with the model that we have and some of the benefits that you've seen in your previous Okay. Okay. >> Like because I know we talked today
about a challenge that you had with students with the consistency. >> Yes. So, I was initially really excited at this model because the I had previously had the two half days and was nice, but it's very busy day. So, you know, you one leaves, the next comes.
So, I was really excited about this, but I've seen how damaging it is. Um, when you look at overall the kids that are coming, 5 days, they're building friendships. They're um some of them who are going to kindergarten, that's what it's going to be when they go to
kindergarten. We have the three-year-olds right now. So, the two in the 2 and 1/2 days, the three-year-olds after lunchtime, they just melt down all of them because they're tired. They don't sleep. Um, we have a little rest time, but none of them sleep. Um, I've had other students
that I had one little girl that it took her until January because she'd come Monday, Tuesday, half day, Wednesday, and the half day she'd stop. She wouldn't be crying. She'd be crying the because it was new. Um but then by Wednesday she was doing
better. Come back Monday after having four days no school. Just repeating the cycle over and over. Um I just recently have a little girl that the mom she's specialed and the mom was worried about her going to kindergarten cuz she's going to be five in August. So she
should be going to kindergarten. Um but her language and her social skills mom's worried about. So I researched it myself. um because she's very bright in a lot of areas and um she really needs structure which a
lot of which all kids but a special ed especially that routine and that structure just every day and she thrives in it. So I researched it. I sat with the parents they wanted to talk about it and I said in my opinion she really needs to to move forward because you know she's with three-year-olds here and
she's only here 2 and 1/2 days and might be different. I might be saying something different that oh she can stay you know in prek um you know if that's how you feel that might benefit her. However um with just the 2 and 1/2 days. So she was going the mom was going to a
developmental specialist. She had an appointment. I said also talk about that with that doctor. Tell them it's 2 and 1/2 days. She's young. So maybe you know they they'll recommend yeah keep her um discuss all that. and she emailed me back right after that and said, "I feel
so much better." Um, the doctor said she should be in school 5 days special ed. She needs that socialization. She needs that consistency. Overall, I just I honestly can't think of like it being beneficial the 2 and
1/2 um days. Sometimes some some um the Monday, Tuesday, Wednesday kids might have school all week and then depending like Wednesday was a half day and then a vacation that other group never even got the learn the learning and the lessons
that the so it's not it's not usually on even level whereas if they're going at um half day half day if there's no school they both don't have any school. So, I've seen a lot of that where one group is getting different learning than
the other group. So, and yeah, and just the the long gaps of no school and that's difficult for them to come back in and get back into routines and just have that consistency. So, I'm totally
for that. I love the new half day, half day. I think the kids benefit in every way having that. And I did the other model as well. And I I was telling Miss Chesn that I truly believe that the curriculum you can get just as much in
because academically when we have the three, four and 5year-olds um we would do it in small groups but have rotating different have math and different activities during that group time whereas now we have groups and their ELA
but then later in the afternoon we do this the math or so you just manage it differently but you're still getting in those same things in short periods, which is better for young kids. It's hard for them to sit and attend for long periods anyway. Um, no rest time and
rest time is a there's not much resting. It's stressful cuz you mostly just tell them, "No, we're quiet. It's quiet time." So, overall, I I really think that the kids benefit from having that model. >> Thank you. >> And I just wanted to say that um Thank
you, Kim. I really appreciate that. Not only is it a programmatically responsible model for our students, but it's also fiscally responsible because having the 5-day half-day model allows us to maintain the same level of staffing and um allows our students to
build relationships with that staff, but still keeps additional spots open for kids that come in unexpectedly from EI or who move into town. um as well as the the potential that we're researching um for looking at how it might affect our
ability to increase the um the peer models that come in. And so um it both balances programmatic benefit to students with fiscal responsibility. >> I also did want to mention when students um exit out of DEI after their third
birthday, coming into a two full two full days and a half day model is very difficult. adjustments for them. Um, so they they definitely would benefit from a much shorter day when they have not been to school yet. Sometimes very few
of them are are even in in programs that um where they would be out of their parents home for a while. So there's that. And then the other issue that we've had, not only did Miss Berg mention how sometimes students would not um be able to come to school maybe one
day out of the week and then there would be a big break. It also affects how those students have um access to service providers as well. When we have half days, there are more opportunities for them and we can make sure that those um services continue to be delivered in a
consistent way. And so I we did come up with um just a this is just a like a placeholder basically just to see how much time um it does not change the amount of time that students are going to be um receiving
time with their teachers. It's just we're not necessarily married to those exact times. we I want to work with the preschool team and Colleen and kind of come together with something that makes sense to make sure that people can still maintain um that team collaboration um
and and all of that. So we have to kind of look at that. But this is a placeholder kind of possibility. >> And so what we would be asking would be for you to consider this as a possibility um for
hopefully the 26 27 year. >> Um Mrs. Chzn, I know you sent out letters. >> Yes. >> I want to registered. I sent out about um 60 or so letters. I did receive three
letters in uh three um responses. And while people were saying it sounds like a great idea, they were worried about their own um situation because they might have already um planned on working for
example on the days that their child is going to be in the full day. Um so there is that consideration and that is very real. However, that does not necessarily in my opinion um strongly counteract the best
practice of five shorter sessions a day. >> I don't know if that you want to say anything to that too. >> Thank you. I appreciate that. >> Um so just going over the PowerPoint and I didn't really speak about it much, but it says the proposed changes. I don't know if that was on slide two, but every minute of the half day is instructional.
No, what I meant was as opposed to naps. >> So, no filler. What does that mean? >> Naps. >> That's already there. It says no lunch, no rest, no filler. >> Well, is that filler free play? >> No. No. Basically, the program would still be as it is right now.
the transitions that we would have going from nap time, going from regular time to nap time, from nap time to regular instruction time, those parts would be gone. >> I guess I'd like to see like just a schedule, like what it would look like.
I mean, for me personally, I'm building something that >> Well, I mean, it would basically be what Miss Berg was saying. She would be the best person to say. I mean they she would be able to talk a little bit more about it but it would be very similar to what she's doing now but spread over the
5 days. It would be exactly what you're doing now right? >> Yeah. Why don't you come and >> talk about that? It's not the schedule and the curriculum that rather the schedule will change. The curriculum and what they do every day will not change. They will just not be How long is your nap time by the way?
>> Like 25 minutes. >> 25. Yeah. So they will not be having that 25 which essentially by the time you start them and finish them it's like 30. >> Yes. >> Right. >> Yeah. >> So that gives us back an hour a week. >> Mhm. >> So that hour a week, what will they be
doing? Is that instructional like free play? >> So they'll still have all the things cuz it is playbased. So they'll have all those things still in the classroom where they have a a recess time and they have play centers which is play-based and for the when I was saying the only
part where it's different is like now we have a longer day. So we can do ELA groups with the three tables of kids and later on in the afternoon we're doing science and math groups whereas we do them at three tables and rotate. So they're getting three activities, but we
rotate either the kids or we we change the activities at the table the through it. So we're still we still can get in. Actually, I almost feel like you get more cuz you're there for 5 days and you can still get in just as much of that learning time through um like through
the the table time activities. All the other things still exist. you still have a lot of time for um play centers and you have the recess, you have a snack time um but you don't have the rest time and the shorter day like I said for the
three-year-olds and the younger ones is really makes a big difference cuz the ending after after lunch time it's a lot of them are just falling apart. They're tired and they they're not a they do not
rest and you know there's not Yeah. So doing both of them, I'm able to see that it's very it's much more consistent, too. So one class leaves, the next class comes in, you're repeating everything you did. Whereas this model, sometimes you're like, "Oh, wow. Did they or like
I said, there's a day off or there was snow days and they're never on the same." It it's it becomes very confusing. I've also had kids um so they they need to know their schedule. They need that, you know, that they thrive on that having that routine. And they say
to me all the time, is it a rest day today? Is it a short day? Is it a because Wednesday is a half day for them now. So they have two full days, but then Wednesday when they come, their schedule's totally different. Their time they leave is different. Um, and they ask me that and that's, you know, they
that's one of the things they come because they don't want to have the rest time. So they say, "Is it a short day?" They want the short day. But it's just it it's problematic to me that they don't have that understanding of that schedule because it's not
>> can't internalize it because it's changing at least one time. >> Yeah. And because of the lack of consistency throughout the week, meaning to Kim's point, um, if we take a student with significant disabilities and their half day is Wednesday, they go home for
that second half of the day, they're out Thursday, Friday, Saturday, Sunday. By the time they come back on Monday, >> the data shows that they regress because of all that time off. And so then in order to prevent regression for them, I
have to build programs for the kids with the most vulnerable needs that are in addition to the 2 and 1/2 days. So that also could potentially mean depending on how many kids come in from EI every year, which I can't predict to a finite,
right? Um point that there could be the potential of then having to open an additional classroom to prevent regression for for our most vulnerable students. So that's just another point to consider. So it's really, you know, a proposal that is pro programmatically
responsible, best developmentally for kids, fiscally responsible, and that just inherently caters to our most vulnerable populations. >> Do you have a sense of like how many other districts have move or are moving to this model?
>> I I don't know too many districts that have the model that we have. I've tried to find one with this model. I can't find it. Um, >> yeah. I I think that one of your points that you made too about like absences being um, you know, inequitably
impactful if a kid misses a full day versus missing a half day. >> Well, I mean, right now, if we have a snow day on one of the full days, it's not like that is going to be easy to make up. And if a kid is sick or has a doctor's appointment or some other extenduating circumstance, whatever it
may be, having a consistent half-day schedule would mean that there would be the impact would be the same regardless of which day they miss, which to my mind makes it a lot easier to plan for from, you know, a makeup standpoint and keeping kids on pace, but also just a consistency standpoint for the kids. Um,
I know, you know, when my children went to preschool, if my wife and I had to, you know, put them in there for the whole day, they were there for five, six hours, they were pretty much cooked by the time we picked them up. >> So, the half-day model just seems to make sense from a parenting standpoint, too.
>> And I but I think that the socialization and the social emotional for them to be with their peers every day makes a huge difference. And like I said, when I told that mom, asked the developmental, you know, specialist, you're going to see, tell them the whole scenario, she was so
happy because she was really nervous about sending her off, but she said no. Um, you know, that's what they told me that just 2 and 1/2 days isn't enough. She's special, that she needs that social emotional, she needs to be with her peers. And then I did think even if
it was half day, then I might have been considering, yeah, maybe she should stay here. But to just have two and a half days, I don't Yeah, I think they definitely benefit from being 5 days with each other. >> Yeah. Just a couple of questions to
start off with. Um the on no lunch and rest counted towards service hours. Um they're still going to have lunch, aren't they? So, um, I talked to Shelley Melo about that and there might be sometimes a session will end up. That's why I didn't want to say
that we were 100% attached to that previous slide, that schedule. Um, if students are in school when lunch is served, preschool or not, we still have to give them lunch. So, we might have to tweak our schedule a little bit to allow for that. It's a 20 minute lunch uh,
minimum for preschool. So I have to that's why I want to build that schedule with the preschool team as well and get their input. So not maybe not everybody who comes to preschool depending on the time they enter would end up being required to have lunch. So that's the
state requirement >> especially state with early childhood education many times the lunchtime is a learning situation. It's not just a feeding. And they usually, you know, especially the head start model
>> that they would put uh they would have like family style sit down uh with each, you know, like a family does. And it would lead to a a great deal of socialization and verbal stimulation uh rather than just just feeding them.
You know what I'm saying? And uh this model doesn't seem to want to bring that aspect in and it's a very important uh you know learning uh you know opportunity for for for preschoolers.
>> Unfortunately that's not the model that we have for lunch what you're describing with the families. >> You're making it even worse I think. >> Okay. Um they're definitely preschoolers are learning a lot of skills and being at
lunch is one of them and it can be very challenging. Right now preschoolers are having their lunches in the classrooms because of the safety issues that we were um having. So they're learning a lot of things, lunch being one of them, and it comes with it a little bit of a
learning curve on their part. I guess >> when at that age this rapid you know I mean I think what by time they're five 50% or 40% of the IQ has already been developing children you know what I'm saying so there are there are
nutritional needs that are far more than say youngsters that are in the seventh grade >> uh it's number one uh so you know there's going to be more sensitivity that you know to a child's at that age
nutritional needs uh and uh so I think that uh uh you know in this model you have I wish it'd be modified to to start dealing with that >> and we can we can >> you know uh
the second one that question I have was um you said recess time for free play >> this there's recess time and free play that are built into the preschool schedules and they will continue. >> So your instructional uh
format so to speak is basically free play type of activities. >> The activities we have a curriculum. Um they are playbased. There's a lot of social and emotional type of activities built in as well. Um there's so many
things that happen in a in our preschool but it's not just I don't know I don't know answer that >> it's play centers which is then we'll open up the kitchen area different centers the Lego table the sand table
and uh we're helping them with those skills on how to play in those areas so they're building with peers at the Lego table or there so it's not per say free play we open up different centers where like we just had uh we were learning about plants. So I opened one of the
centers were was a florist shop. So one is selling floor flowers to you know the adults are supporting it in the room but we taught them how to one is working at the flower shop one is coming and buying flowers. You're asking them do you want a bouquet or do you want it in a vase
and then there one is paying at the register. So when we're saying play centers, it's that sort of structured learning and then they have some recess time where they get to go outside and that's their free play where they can go on the swings or run around or and sometimes if it's raining it's in the
class we'll dance and play games to songs or >> it appears to me >> instructional games. >> How long is it unstructured? >> 20 20 minutes recess time. >> Yes, it's like 20 minutes. >> It's not long. Mhm. >> But then they have the play centers as well. And that structure
>> five consistent days of that same practice >> is better than two and a half is is is really the basis of our proposal for your consideration. >> So I guess yeah I had a couple uh one is like when we're going back to lunches
again um some of our families don't have food at home. Like I'm just thinking about those families in SNAP benefits that got cut for a period of time and the cost of food nowadays. And so cutting lunch might mean that this kid does not get food too because a lot of >> So that but that student that was there
well it depends cuz one of you said in that model one of the classes would be getting lunch because that those students are in the building. So they'd be getting lunch 5 days a week and the others would be getting snack a snack time. Um, >> I also was starting to talk to Shelley
Melo about that exact issue. What would we do for someone if we were worried about food insecurity? >> Okay. And then my other thing was um I think one of the items on here were like the dysregulation and acting out, but I think kids need to learn how to deal
with that and process that and learn those coping strategies and starting at a younger age because >> adults don't have it right now >> and they'd be able >> some traffic days but >> and they'd be able to practice it 5 days a week instead of two and a half. I mean I think that's you know it's it's it's
more consistent. the well the research is clear on the dysregulation as the the longer of a day with especially the most young and most vulnerable students. So one thing that right now that we're faced with if we have someone who turns 3 years old and they need significant
needs they have two full days and they're not able to they end up being very disregulated for sometimes a couple of hours even and they're not ready to learn it. they're not understanding why they're doing that. And so that to me
does not make sense if it's not developmentally appropriate, >> right? I get I mean there's going to be >> right >> there. There's always an array. But then I'm thinking, okay, well then there's a four-year-old and then that's going to be more developed and two hours and two and a half hours
>> is not not enough without without having that play and inclusion like having to be able to engage in play activities to learn. And if we were looking at making a four a five full day a week preschool that would be great but we just had a very
>> heated budget discussion and our preschool right now what we take in does not cover what we have. So um but that I mean that is something that we have talked about a lot. Is there option for a tuition based or can you not do that? >> I mean like right now it would be such a
big lift because tuition right now doesn't cover what we have cuz he said 50,000 but we have like 60 kids. So it doesn't begin to cover what our cost would be even for two of the paras. So,
and what typically happens again is it's our most vulnerable population um where the data shows that the 2 and 1/2 day model does not prevent regression because of that lag time and our classrooms are becoming so full that
the requirement will then be that I have to ask to open an additional classroom for those 2 and 1/2 days to create another substantially separate classroom for kids to either come 5 days because they're on an IEP, right? And so this is
a way to balance the programmatic and the fiscal while creating equity for all and having smaller class sizes um while also considering how we might be able to add more typically developing peers. So,
you know, I don't I don't think either model is perfect. I mean, you know, to Leah's point, if we could offer all preschool students a five full day a week model, I think that that would be what we would hope, right? I mean, it would be nice if you could select based on
>> a flexible model. It would be my dream. >> Yeah. Select based on what your child needs, right? But I mean, we are under constraints in terms of what we're able to provide and we're trying to provide what we think is best for our students at large programmatically and fiscally.
So, can I can I ask if they I'm sensing some um >> uncomfortability >> and so um I don't get the sense that maybe people are in a position tonight to feel like they're ready to support this. And so um or at least the majority
I think and so I I think it's something we should continue to have conversation around and and what this would look like and give the committee an opportunity maybe to ask additional questions, provide additional feedback to maybe help shape this in a way that maybe we could get to a place where the committee supports it. But I'm feeling like we
we're not there right now. So I suggest we table this for further discussion. >> I'll make that as a motion. >> I'll second. All those in favor >> if if we could again >> um >> no motions to table or not to by the way
voted it up and down. >> Yeah. >> We can do the vote. >> All those in favor? >> I any oppose. Seeing none. Motion passes. >> If I could request that we add this as an agenda item at the next regular school committee meeting just so we can continue to have regular conversations
on this. It'll give us an opportunity to ask any questions that we might have. Um, and then I mean this it's it's not something I want to revisit in 6 months. I'd really >> No, I think we should. My only I think I'm fine with that. My only thought around that would be however if
something develops that is specific to the budget that requires us at that June meeting to be laser focused on a budget conversation that we maybe would do that and we can find the opportunity to talk about this at the absolute next available opportunity. My only concern is I don't want to if it gets to that
distract from what is priority A right now which is >> quite clear to Mr. Chair that that the that we have a distinct philosophy. I see I see a confusion in the philosophy of you know whether
it's teacher directed >> or whether it's child-c centered. >> Correct. >> I'm not getting a I'm not getting a a a grasp of that. Number one and I like that clarify >> saying that I'm not following. What do you mean? >> Well, you mentioned sometimes you were
directing the kid the kids. Children some many times learn on their own. Children learn by doing. >> Mhm. >> That's a famous quote with John Dwey I think. But anyway, uh the so how are your how are your your learning centers
what I call >> I just wanted to clarify we're not actually discussing changing the way the preschools are >> well I I think >> we're only trying to present a possible more developmentally appropriate and doable way for children to engage in
that program. So, I mean, but we I actually would love anyone to come in and visit Kim's quests and see how it's run because it would be the same program that she has right now. >> Thank you. >> Yeah. >> And I think if you maybe if anybody
wanted to research it cuz I even researched it myself cuz I've worked in a lot of different I've done the full day. Um, some districts do like I had the half day, five days, but then there was a lottery system for five year olds,
not all of them. Integrated special ed and adults. Um, so they didn't all get it, but it was a full day, but only kids that were going to kindergarten the following year, which was great because they they needed more time in the classroom. the next year they're going
to be doing that, you know, and then it's not appropriate for the three-year-olds to be there full day. So, but this is a smaller district and but I did the research even I've worked in those situations and I know myself seeing the kids and how they coming in
and crying after you know the breaks and um just seeing how they have the different gaps and but I then also researched it and I was trying to find districts that would use this sort of model because I find it very confusing even for the kids and not you know
developmentally appropriate. and I couldn't find any support, you know. So, I think just looking at that as far as for for them educationally, what's best, I think you'd see that, too, if you look. So, >> okay. So, I think I think we're saying that we're I'm very open. I think the
committee's open to talking more about this and coming hopefully getting to a place where maybe there's a workable solution, but I think there's work to do to possibly get there. We plan for June. Again, I think that will be fine unless something comes up. And I I just want to say that um these ladies are very
passionate about it and I said let's start the conversation and that's why in the agenda you see possible vote because we haven't really talked about this before. Um but I wanted to hear and I'm sure you all wanted to hear what they had to say and I appreciate your time. >> Yeah, we appreciate your time and you
clearly have passion around this topic. So we look forward to hearing more about you know >> I'm I'm ecstatic, Mr. care about having this discussion because uh the early great the early childhood programs are probably the most effective cost
effective as far as development of of kid of children. And so uh it's uh it's pro probably we talk about future cost savings the the more efficient your early
childhood programs are the the more kids are performing at a later age. So so I really appreciate your time and dedication. And I really do and I'm going to ask you a lot of tough questions and you know like what what are the medical how the services
provided for medical for example very crucial in in diagnosing you know youngsters that have potential uh you know problems that can be rectified at at four years old rather than waiting till they're you know a later age.
There's all those possibilities that that we have. So I uh I don't want to talk too much but let's go. >> So did you say there was correspondence sent home to parents already about this or >> like a parent? >> Yes. Um we had correspondence that we
were proposing um this pres giving this presentation today. >> We just wanted to be transparent with the parents who have already registered. It's my understanding after speaking with you is that some kids who have registered you've been saying there may be a change. >> Well this is the thing. One of the
things that I I didn't really want to bring this up, but um we have to find we have to decide one way or the other. Um another thing that has happened in the past several times is because people have made a um case that their child who
has severe special needs needs 5 days, we have had to then provide the child with a 5day 2 and 1/2 2 and 1/2 5 day a week um program. and it's not appropriate. And we also there's we
don't have preschool for five full days in that inclusion model. So that's another problem. And we do continue to get those kinds of requests and we don't have a model that will allow for that consistency. So the thing that I found very remarkable is that Miss Berg has
not heard a lot of negative conf uh comments by it. I have only had three. We maybe the people who like the fiveday maybe they are just thinking yeah they're I don't know. So I but I don't know we just need to have one way or the
other because we are registering people right now. >> Yeah. And I think that was part of my point with wanting to hopefully if at all possible talk it out and maybe bring it to a vote next month because realistically speaking like I mean if parents are already registering we can't be making a decision about this when
it's already into it either. >> Well we can't be rushed into it. We It doesn't mean that we have to vote for it now, but we could say it's not appropriate for this year, but we want to move forward next year. But what I'm saying is we can't make a decision to change the schedule when it's already July or August and the kids are going to
come be coming back to school in September, >> right? And we brought it up to parents because we were going to be speaking about it today and we thought it would be better coming from us first. Yeah. >> Instead of them learning about it today, but it's certainly something I know we're tableabling it right now and it's certainly something that we could do in
the future. um after additional discussions, you know, uh research and and and data review, etc., but we felt it important enough given the reasons that we have all observed um to to at least broach the subject. So,
>> if I could add one more thing cuz I know you just said like how you've had some students that special needs and the parents are requesting 5day because that's beneficial to them. I have other parents too that like they would want the five days as well or you know and I
say what like how do we do that where we can just let one or we just let two so then it you know it would become like who wants to do it and >> we would not be able to sustain that >> and it's not good because the one that I have that does it Monday Tuesday now
come Wednesday morning he does the morning session and then he also does the afternoon and that's the same exact activities and the same exact songs and the same exact everything. And then the rest of the week, Thursday and Friday, it's the same exact stuff we did. So he
get becomes behavioral and we actually give him separate things. I come up with other curriculum things that match what we're doing just because, you know, it's not he doesn't want to go do through the same. he starts becoming behavioral, which makes sense cuz we he did all
these activities and um so it you know but but then you know a lot of the parents will want their kids to be do the double sessions so they're there the five days but >> right well I think we can plan for June
again unless something happens I don't know that in June we will get be at a place I mean June is later than May and so to make a change for next year is problems but I think we can talk about where we're going and vote for you and if we can get there, we get there. So, let's let's plan for it and we'll go
from there. >> Thank you. >> Okay. Thank you. >> Um, next on the agenda is the superintendent summit of evaluation and that is a discussion. Um, okay. Thank you. I'm I'm very cognizant of the time as
well and this is a continuation. This is a working document. As you know, my evaluation cycle is a two-year cycle. So, this is year one of a 2-year cycle. According to Desessie, we have you have to give me ratings each year. Okay. So,
I'm going to go through this kind of quickly because a couple months ago, we've already seen this. Okay. Smart goal one. Um, students will report increased engagement, safety, and positive school environment as measured
by district benchmark surveys. That's beginning of the year, middle of the year, end of the year for students in grades three through eight with at least a four-point increase in positive responses across these domains compared to spring 2025 baseline data.
And we talked about this last time, the data is looking very good. Um, those are some example questions. And one of the things that I think has really helped in the climate with students is our initiatives with responsive classroom and our advisory um at the middle school
level. It really has seemed to make a big difference in both buildings and we're doing a lot of PD for our staff over the last couple of years in both of those things. So we we do feel like it is working. So you can see this is an example of morning meeting at the elementary school
and all of the students have it each day. This is an example at the middle school level with advisory and again we we are just trying to create activities throughout the year that help students with that sense of belonging.
My professional practice goal is I will strengthen district-wide strategic communications to enhance transparency, trust and engagement among all aushnet public school stakeholders through targeted professional learning including participation in the leading now cohort
16 consultation with PR vendors and collaboration with district and community partners. I will refine systems, practices, and messages that promote clear, consistent, and effective communication across the district. And those are just some of the examples
of the things I've done with leading. Now, we went over this and you'll have access to this throughout um and the strategic communication. We're continuing to work with Gilfoil. We just recently had a workshop
smart goal threeet public schools will collaboratively develop approve provide professional development and implement an updated district strategic plan that clearly outlines district vision mission core values
strategic objectives initiatives for continuous improvement and success measures and this is something we've been working really hard at. We have a parent um who's been very actively participating in the process and we hope to present that to the school committee
very soon. It's just one of our meetings. A picture there. We've had three phases where we're building the foundation, building the plan, which is what we're doing now, and implementing the plan obviously will be for next year. We've had input from all
stakeholders, from focus groups. We have a survey that's gone out. So, we've had input from all areas um all stakeholders groups. And the last smart goal is to continue to provide a safe and healthy learning environment that prioritizes the
well-being of every Accession public schools community member. And you can see that we have safety and wellness committee meetings. We have a lot of professional development that's been driven by that committee in terms of what we're doing for PD. We have um
future focus that we've done. We continue to do assemblies, bike safety, anti-bullying. Um next year we're actually planning a traffic study with UMass Dartmouth um to the engineer students to help us with our shoot
issues etc. So we're looking at everything to be thorough. We have what's called a past school safety and security checklist which is our internal audit that we look at. We also have the AIM curriculum which we've talked about before for the social and emotional
learning component. And I I I did add tree inspections. I don't know if you heard the recent news in Melrose, but there was a tree unfortunately tragically that fell on a playground and killed a student. >> Okay. So, I was actually looking outside
at our perimeter and our playgrounds and I did contact um Bob Hinckley and I did ask him who was the most appropriate person and he was going to get back to me in terms of who could inspect our trees because I do think that is really
important. Nobody I'm sure in Melrose expected something like that to happen. Um child was just on the playground but there were three people hurt, one was killed tragically. So, I do want to get our trees inspected. And then, of course, our ongoing air quality. We're continuing to work with Jesse as our
partner with the town as well. So, here are some uh pictures from our um professional development. You see, we have uh Colonel Gaban right here. Uh he came back to do stop the bleed training. Um we have our parent on this wellness
committee who works at the hospital who resource. Um and we got a lot of resources from HP PIP actually. So standard one um as you know we all have four standards that we get evaluated on is instructional leadership. I've highlighted some of the
areas. I'm not going to read this all to you but I would say the biggest one of the biggest things that we've accomplished this year is the high school tuition agreements. I think that is huge um for many years to come for our students. Um and also strategic
planning. You will be seeing very shortly that we have a new strategic plan that we will be presenting and that you will be voting on. And as you know with all of the new curriculum that we're doing um the applied learning, we just had students represented uh a
Kushnet in Boston last week. We're doing a lot of great things that we're really proud of. So again, this is just some of the learning that's taking place at both the elementary and the middle school. Um
we have our partners from New Bedford. Uh we we do a lot with team building and some of these pictures are showing uh group work that was a field trip from New Bedford High School. We actually sent our sixth graders and they had
different stations. I talked about this last time they went to the planetarium. Everything aligns with the standards. Standard two is management and operations. And those are just some of the highlights for management and operations. We have our air quality project, our district calendar, um all
of the updates that we're giving you on technology, the solar canopy, the human resources and the personnel all h happens out of my office. the family communication. We send out consistent school and district newsletters. We have our handbooks. Snow removal was a big
challenge this year, but everybody did a great job. And we're currently undergoing a special education audit. This was an area. We've had many audits over the past several years, but this was one area that was needed. And so, we're finishing that up and I'll be happy to report on that as soon as we
get our final report. And then, of course, professional leadership development. And those are all the trainings that we do. So just some pictures um from this year. Santa C 3 is family and community
engagement uh collaboration with town officials facilities use for community and athletics, school and district newsletters. Uh we have continue to have lots of support from the PTO with lot lots of events that they are planning. We have our family surveys stakeholder
involvement as far as strategic planning. This year we actually um partnered with greater folk tech for uh co-op students and it's been working out very well. We actually have a new partner in the Judith Floyd Boutique
family partnership which they've done some scholarships and a donation to build a school store. Uh we have our new staff orientation and tour. We've also strengthened the partnership with PJ Keating. As you know, they've done a a golf tournament for us each year. Um,
but we've had them come into our fourth grade classroom and we're spend we're sending students on field trips so that they can learn um and be aligned with the standards and it's fourth grade. We've got the 18 foundation which we're we've been a model school system where
other schools are coming in to watch our teachers do what they do with applied learning. and then we continue our partnerships with area high schools and colleges. We had a holiday gift card drive which was great to get the community involved and we continue to do
any philanthropy for any families in need. So here are some um this that's when the picture on the right is when PJ Keing came into the classroom um and different activities that we have the police
greeting our students parents coming in. This one um over the weekend I went to gifts to give and a Christian parents and families were invited to an event and that just happens to be a family member with a student participating in the literacy
event there. Professional culture we've had um we try to highlight all of the good things that our staff is doing. So we have a lot of Standard Times and Fun 107 articles. We had a video from the standard times uh highlighting our longest serving
teacher. We had an accush educators night which was planned by our ATA president and that included administrators, teachers and we just had a pickle ball night. I do you've got mugged. I have two big mugs as you know in my office. One month is AES, the next
month is FMS. I pick out a name and I cover their classroom. uh they're allowed to leave early one one day a month and that's been great. Um the kids like it, I like it. It keeps me, you know, very actively involved in the classrooms. We have book studies. Um we
do an institutional self-evaluation which was kind of a requirement that Desi wanted us to do. So we we're constantly doing that. We do responsive classroom approaches with our leadership staff as well. We started a joint labor management committee which has been very
successful this year. We've had four meetings um and it's been very collaborative from the teachers as well as administration um new staff orientation leadership team meetings and institutes staff convocation etc. So the culture is
something that we all contribute to um and it's important to have a good strong culture positive. Um, and here's just some examples. Um, every year we asked the staff for ideas for our theme. And so this was this was Kelly Cole's theme,
uh, nothing but net. Um, and we had Patrick Tutweil, the former education secretary of the state to come in and speak to us. Um this was a tour of all of our new staff, our pickle ball event, some more um pictures from professional
learning opportunities for staff and then obviously just a picture at the end. Um so this is not any vote tonight. What I will be explaining to you is that over the next few days I will send out another copy of the rubric, a Google
form. You should all be familiar with that Google form um that you would put the ratings in. Everything would go to um Susie and she would compile everything into one evaluation that Mr. Hood you would present at our meeting.
>> So I just have a question. >> Yeah. because I do actually think maybe for two of our members this will be new. Um and last year we talked about maybe doing this slightly different which is because I think one of the thing that is challenging is previously
we get like a blank slate and we all have to go in do a write up and a rating. >> Yeah. I think what we talked about is you doing a self assessment >> and then rating yourself across each category and then we can go in and add to you know whether we could agree with
that rating or not we can add comments because I think that will make it more efficient and effective for the committee to be able to do the evaluation as opposed to just getting the blank slate because it's it's a bit >> it's daunting >> overwhelming >> and I think I don't I think I saw in the
presentation it talks about self- assessment on the rubrics. I don't know if that's how we're doing it with other people, but I think in other like in my walk of life, you would do a self assessment. Your manager would then say, "Yeah, I agree with the rating or not and comment." So, I think it's pretty pretty I'm just saying I think it's a
pretty common way to to approach it. >> That's completely fine. So, and then you know I would encourage phone calls if you don't understand what I send out to you in terms of anything you know the self assessment the Google forms and then you will have ample time
to work on that and get it back to Susie before our next meeting. Does anybody have any questions? Because this was just again we've already sort of gone through this a couple of months ago and I just wanted to quickly highlight some things. Yeah, it's good
to see the vocal survey changes over time. >> So that survey have like your self assessment have like evidence attached underneath each one to show us like >> So when the school committee first tells me like we meet as a school committee to talk about my evaluation, we actually
talk about the process. >> Okay. And the last time the the committee did not want me spending time on developing evidence, they wanted the time spent on running the district versus I mean, I'm more than happy, but
that wasn't the agreement at the beginning of this session. >> When Okay. when the agreement of this session at the start of the year to this year. >> So just so we're clear. >> So and I'll just add about evidence. We
try to align all of the standards and everything that comes up at school committee to our agendas. And if you go into diligent, I mean, we can I can have a report sent out to you when I send you, that's what diligent is supposed to
be for. It's supposed to basically compile everything together. So, it makes it easier. So, for a year-long process, we're not all scrambling. We can say, "Okay, standard one, here's all the evidence for standard one. Due diligent." That's what I would be giving you.
>> Yeah. So, then in your subal, maybe we could say like, "See, standard one or not? thing. But I do think that when you're doing a self assessment and you're rating yourself, whatever you rate yourself, >> u there should be some type of write up
that kind of illustrates or backs up why you are saying that you're rating, right? And so these are the things that I accomplished that kind of justify this rating. And it could be >> I guess that's what I mean by evidence. Yes. >> Yeah. So that's I mean is we saying the same that's what she
>> I do want to point out that this presentation also shows a lot of things that we're doing in the district a lot um with little resources as you know we're doing really good work our teachers are doing great work um you know and I'm leading that work
>> but yes I can certainly >> and in in my opinion I don't think when you do your write up that justifies whatever you rate yourself in a category that you need to walk through every single thing you did I think you should highlight the things that And you can refer us to other
documentation that says whatever. >> Yeah. I mean, like when you when you log into Diligent, if you you know, before every agenda item, there's essentially going to be a number of different things. It'll say like student learning goal number one, you know, professional
practice goal number two. And we as a committee, we can click on any one of those and it'll refer back to specific agenda items, discussions, presentations, and what have you that have been linked to that specific professional practice area. Um, I think to to Ron's point,
providing an adnauseium list of every single one of those on your self-evaluation would be ownorous and a waste of time, but calling out the ones that have been, to your mind, the most impactful. And certainly calling out areas where you feel more improvement could be made >> would be very helpful for us. That's the
way that I've always handled employee um reviews in my time in industry. Mhm. >> They fill out their end. I look at it and just pretty much what Ron said. So, yeah. >> And I think it's probably a relatively light investment for you because you're familiar with all this stuff, but in the
way that we were doing it before, we're like, freaking where did we start? Because there's a lot to kind of >> and so I think it allows us to maybe spend the time more effectively >> identifying areas we're doing great and improvement, have the conversation, move on as opposed to trying to wade through
the information. So just to clarify cuz in the past I've given you the reports from Diligent. You don't want those anymore because you can go in >> on your own. >> Yeah. >> Okay. >> I mean if pulling the reports isn't a big lift then it's not a big deal. It just depends on how much what the time
outlay is. But yeah we can go in. >> Yeah. >> I think we were saying we would rather see you spend a little time >> Yes. >> highlighting the meaningful things. What it why it was important what it accomplished. >> Yes. >> Here's why it backs up this rating. we agree or not and yes, whatever. >> So much easier.
>> Okay, that's fine. >> Thank you. >> And then the last thing I have is an out ofstate field trip request for grade two. The one they're requesting to go to Roger Williams Zoo and our school committee policies. Anytime out of state, we have to have a vote.
>> As long as it's not chang Can we have a motion to approve the out of state field trip to Rhode Island? >> So move. >> Second. >> All those in favor? >> I. Any opposed? See none. Motion passes unopposed. >> Imagine if one of us voted against the zoo trip.
>> Get run out of here. >> The so much fun with a hundred kids. >> Mhm. >> Oh my god. >> I don't miss that. >> Send all the kids to your house. We already did town election. >> We already did town election. Any other items that came up that were not anticipated? Okay.
>> You just got directed technology. >> Direct technology. Is he going to come to you're going to do this? Okay. >> Go ahead. You are a true running out of time this week. >> I'll go super quick. I promise. >> Good evening, school comm school committee members. Dr. Bailey, a couple
fun ones. It's MCAST time. It's my favorite time of the year. Um as FMS have been doing a fantastic job as I mentioned early in the year. It's a brand new platform again essentially for them. Um and I just want to showcase some of the issues that they run into and and again to to highlight how great they do or they deal with this. uh one
of the instances if a kiddo leaves the dish or leaves the room to go to the bathroom for that matter uh they have to lock their test and when they come back you can't unlock it. So we actually w calling them and they said well the solution is you just keep hitting unlock until it works. They don't actually have a great solution but that is their
official response. Um so I just wanted to highlight that's kind of the the crazy stuff that our our staff are dealing with and they're doing a phenomenal job. Um behind the scenes, tech department continues to support other departments uh through automation and process improvements. Uh we're
working with special a department help streamline procedures within Aspen and prove uh improve long-term efficiencies. We also got to help uh Bonnie and transportation with some automation using Google Maps API. I know it's a nerd thing, but it was fantastic. I enjoyed it. Uh and it helped her. Uh
cockpit contract update. I just got another one which I can talk to you about. Um, so we we have successfully negotiated a three-year copier agreement with our with our current vendor. Uh, this ensures that staff continue to keep reliable and high quality equipment. Um, a major positive outcome of this is we negotiated the same price, if not
slightly lower. Um, 3 years ago, we negotiated this. We're getting the same price, if not lower. And just keep this in mind, state contract pricing has increased 20% over the last two years. So, we did a great job. And I got to tell Aldo this morning, um, they actually got us another 300 bucks off.
So, hey, 4 bucks a month, right? >> So, that was a win. >> Anything anything helps. Uh, -ate update. We have officially been awarded 8,460 and 7,57752 uh through federal rate. As many of you know, -ate provides district funding
based on guidelines and demographics. Um, the district received the 800 8,000 towards our internet service provider and the 75 7500 towards a new firewall project. Um, it's great for us. That was our cap 2. It was great. Uh we'll continue to to go to any grants etc that
we find. Um and that's a tech department update. >> Thank you. >> That was awesome. >> Thank you. >> Super quick too. That was fantastic. >> Can you can you duplicate that? >> No. >> No pressure. >> Quick.
>> Um if you have my report in front of you, basically every month I give you a budget update and I do the budget to actual. So this is period 1 through period 10 which is July 1 to April 30th. Um the left hand column is last year at
this time FY25 uh FY25 and then the right column is FY26. And again I use the percent used column that to me that's most important. I go down and look at the professional salaries the clerk salaries. Um as long as we are within range on those from this year to
last year uh we're in good shape. And the only difference right now is the number of payrolls have been run. So we're one payroll um um behind but actually we're equal but it looks like one payroll behind because we've spent less this year professional salaries.
>> So following this pattern uh bottom line is we're right in line with last year. Last year we ended with you know a little bit of extra funds. So um targeting that again for this year. Uh, a big draw on that is usually our we
fill our oil tanks for the summer. So, I'm hoping the oil drops down in the next month and price, but otherwise, we're in good shape um on those figures. Anything I can re up on supplies of paper and chemicals,
we will. Now that it's spring, the facilities department has been working on the roofs of the buildings. And when I say the roofs, I mean the air handling equipment. We found that by going through, like I said, Jake's a boiler guy and knows his heating systems and whatnot. And Josh was incredible with
all the work he does. We found there's roughly about 10 units on each building that actually circulate the air in the building. So there's big big units that have motors and belts. They found a lot of the motors burnt out. They found a lot of the belts broken. >> So the elementary school's been all replaced. New motors, new belts.
um over here is about halfway done on this school. Um as those are done, I'm hoping to see a difference from last year to this year by having air that's constantly moving through the buildings I think will help quite a bit. So, um like I said, they they if it's something they haven't done, they figure it out. They're great. They don't call in
vendors and stuff like that. So, they've been doing that quite a bit. um the fields are being used. We notify the public whenever there's chemicals put down so that they know that they're there. We try and arrange it so it
doesn't conflict with the the soccer and the uh you know the after school activities. Um DPW was nice enough to repair our parking lot for us. you saw during the storm that it that that large bulldozer there damaged some of the parking lot between the two schools and
some of the walkway was in between the schools. Um they actually came out and they they fixed it and repaved it for us. Um which is a great help to us. Um I wasn't sure how we were going to handle that. So um they took care of it. No no no problem, no issues. Um Solar Array is
again that they're working on the design work. working on the interconnections with Eversource and they're working on all the permits. So that will take quite a while to get all that through. Um the calf freezer project um we're still scheduled to do that when school ends.
So um currently working with Train on that, but um concerned that our grant that we've applied for for the HBAC system, we're supposed to hear something this month and it's midmon. I haven't heard anything yet. So I don't have a great feeling on that. So >> yeah. Um,
>> what was the value of that grant? 3 million. >> The value of the grant was 3 million. >> Yeah. >> We have another grant for 2 million, which we'll probably get, which is a battery backup system for the solar. >> Mhm. >> So, but do you recall when the last date that they said we would expect any response
on that was? Was it the 15th? >> They said midmay, >> I think. Yeah, I think it was around the 15th. >> So, probably next week. >> Yeah, >> hopefully. Um, so, um, January 1st the new window will open up
for the MSBA funding projects, but again, I'm not sure if they're going to consider our project something for them. So, >> they determine that based on how many applications they get, what the needs are of the district. Yeah. Jesse attended a meeting
with them that they basically said they're looking for projects that totally eliminate fossil fuel, what we would call eliminate fossil fuel. >> So that's an issue. I'm hoping that'll change. >> Yeah, I can I can briefly speak to that during the school committee reports, but
only briefly. >> It's fine. >> It's nothing official anyway. Next meeting. State Senator Mark Montgney um um has uh has has applied for and looks like probably secured funding to do some renovations to this library.
>> So um superintendent put a little team together. We're going to look at the overall the sound, the lighting, the the furniture, see what we will do with that grant to make this place more useful and and and be able to fit more people in here. >> Excuse me. Just question on that library
issue. Is the uh is he apply for grants, you know, with us or is he basically earark some more money in the legislature to be uh >> go through committees into the general session to be voted on, which is
>> Yes, it's an air. Who knows where >> according to the articles that get published in the paper, you would think these things are a done deal. Very very confusing. >> Sure. >> Yeah. >> Food services. We received that $4,000
grant from Project Red. So, uh, with that, we bought some new equipment to help um, get breakfast out at the door um, each morning to students to hopefully increase that. Um, the the food services has been trying to create new and different meals for students.
Last month, they tested the chicken, bacon, ranch, flatbread pizza. It was a huge success. sounds good right now. >> Yeah, they sent some to us to try out cars that were great. >> And transportation continues to go well. We've got obstacles like paving going on
in town right now, but um Bonnie in my office um handles that um every single day. Um she takes care of parents. Um and that I just mentioned the uh the two grants that we have out there that we're waiting to hear on. So, wasn't as fast
as >> Not bad. You have a little improvement you can do, but we'll work on that. >> All right. Um, any school committee member reports? >> None. >> I have one question very briefly. Uh,
ORR is having their step up day, which I believe is typically what they do for uh, eighth graders moving to the high school. I think a cushioned kids will are part of can be part of that this year. Do we know or have we had any conversations that they're making some
to make sure that the accush kids this will for many of them probably be the first interaction that they have with their uh colleagues in O that we've got some plans in place or they do to make sure that the accused kids feel welcome they're going to be part of it and doing >> absolutely it's very important to both sides in this partnership um
superintendent Nelson and I have been in touch we actually have a meeting this Friday which will include the high school principal our middle school principal, our director of um assistant superintendent curriculum, their assistant superintendent. We're all coming
together to talk about next steps and the step up day is on the agenda. Um we want to make sure that our students feel welcome and comfortable and they do too. >> Great. >> Um so I I do feel like we're going to be having ongoing meetings with them because they view this as a true
partnership. >> Okay. I think that's fantastic. I I'm glad to hear that we're having those conversations and you know it's a first impression in many ways for a lot of people. So I think it's important that it go off relatively successfully. Any comments, questions on any of the communication and other information in
the packet. Uh I'm not seeing any hearing any. So with that, um I will ask for a motion to adjourn into executive session pursuant to Massachusetts General Laws Chapter 3A section 21A3 to discuss strategy with respect to
collective bargaining or litigation as an open meeting may have a detrimental effect on the bargaining or litigating position of the public body which is the teachers union MOA and side letter and pursuant to Massachusetts general laws 38 section 2184 to discuss the
deployment ment of strategy regarding security personnel or devices. The committee will not return to open session. And I will uh ask for a second. But before I do that, I just want to say our next regular school committee meeting is
on Tuesday, June 9th, 2026, 6 p.m. right here. And uh we'll immediately follow the Pride Awards ceremony in the FMS cafeteria. So do I have a second on the motion to adjourn to executive session? >> Second. and we'll do a roll call.
>> Mr. Hood, >> yes. >> Mrs. Cordera, yes. >> Mr. Ellis, yes. Mrs. Lewin, yes. Mr. Hoff, >> yes. Okay, we will executive session.