[music] [music] [music] We call the meeting to order. Today is Thursday, June 9th, 2026. [clears throat] This meeting is being video and audio recorded for future cable broadcast. Please silence all cell phones for the duration of the meeting. Can I have a motion to open the school community
meeting? >> So move. >> Second. Do a roll call. >> Mr. Ellis, >> yes. >> Mrs. Mrs. >> Yes. >> Yes. >> Yes. Uh, could we stand for the pledge of >> allegiance
to the flag of the United States of America to the republic for which it stands for one nation under God indivisible with liberty and justice for all. >> First item on the agenda 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? May I have a motion to accept the items listed in the consent agenda, including the minutes for the May 12th, 2026
meeting? >> So motion. >> All those in favor? >> I. >> Any opposed? Seeing none, motion passes unanimously. Uh so we'll move into public comment. I have one uh one name
here. So, if you've come to the podium, introduce yourself and your address. I think it's Tim Tim Mason is on the line. >> Good evening. Tim Mason, uh, 649 Middle Road. Uh, before I begin, two things I promised my wife that I wouldn't be dramatic, and that behave myself. So,
just want to get that out of the way first. Um, but my my presentation here is titled basically, what are we doing? What are we doing? Right. Um, I I've seen the graphics on social media. I'm not a keyboard warrior. That's why I'm here. Uh, but I just have some questions
about the thought process behind some of the proposed cuts. As a parent of a middle school student, some of the things were like a little shocking. And as an educator, even more so. Um, to start with, I saw that the uh librarians both kept, which is typical for school
systems, as I know, but there's a timer. Oh my god. Okay. So, take the time. There's three minutes. Finish your >> thought. So, um, the librarians are always the first to go. However, I think they're the most important thing in a school system because our kids need to be able to read and think, and that's
what they learn in library class. It's it's not just math. It's not just ELA, it's how to uh critically think about different topics and to research, which in this world is very important, right? Uh the cutting the middle school health position is a wild choice to me because my daughter has been exposed to things
like vaping, cigarettes, student to student harassment, things that middle school health curriculum take care of. So those two things in of themselves, aside from scheduling, aside from all the logistics, those positions are are
really really important for a middle school to have a well-rounded student, right? Um the other thing that's been kind of swimming around is uh the reading specialists and the reading the reading interventionist positions that are being cut at the the uh K to8 levels
are in and the special ed department cuts um doesn't affect me or my child directly but I know as an educator those are really really important because that's a whole class of children that is going to be missing out on services. So I noticed that there were no administrative cuts. there were no cuts
to any other departments uh that were that were that obvious except for the extra teachers, but it's the extra teachers that keep schools running. Um so I just wanted to sort of get that out there and see if you guys could explain sort of the thought processes or what the district and the different schools
are doing to justify those kinds of things. That's helpful. [applause] >> [applause] >> Thank you very much. Uh public comment is an important part of these um of the process. So, thank you. >> Mr. I didn't see the paper back there
when I came in. >> Is that possible? >> Go ahead. >> Thank you. >> Um as a senior um as a senior member of the district, I would just like to talk a little bit about the history of our district. I've been here for 30 years. Um when Dr. Dr. Bailey began her tenure
here eight years ago. The district was fully staffed. While leadership positions often changed, the budget concerns were not at the forefront of every discussion that we had. Families moved to this community because of its schools, and educators waited patiently for openings, because they wanted to be a part of a district that valued and
respected its staff. Students came to school ready to learn. Parent involvement was strong, and educators felt supported. At the elementary school, there were five teachers at each grade level to maintain manageable class sizes. The school had one integrated preschool classroom, a special education
teacher assigned to each grade level, a guidance counselor, a substantially separate classroom teacher, two and a half title one teachers, a PAR professional in every kindergarten classroom, two PAR professionals in first grade, and one par professional in every other grade. Students had access
to music, art, physical education, library, and technology. There was a reading specialist, a building principal, and an assistant principal. At Ford Middle School, there were also five teachers per grade level with two paraprofessionals assigned to each grade who remained after school to provide tutoring and extra support. The school
employed two physical education teachers offered art, health, technology, band, chorus, Spanish, and guidance services. There was a building principal and an assistant principal. And at one point, the assistant principal was shared between the school, excuse me, between the two schools while also serving as
the curriculum coordinator. Districtwide, there was a director of special education, a business manager, and a technology director. Over the years, however, we have steadily lost forward- facing educational positions. Decisions increasingly appear to be driven by numbers rather than the
student needs. We have gone from 12 special education teachers to eight. Teachers are moved annually due to enrollment fluctuations. Grade level teams have been reduced from five teachers to four. We have lost library services twice, a physical education teacher, a health education teacher,
paraprofessionals, and Spanish instruction. While the district has added STEM programming, reading specialists at Ford, math interventionists, and school adjustment counselors, and has reclassified the title one staff as interventionists, we have also lost two part-time secretaries
and a special education secretary. At the same time, administrative and support positions have grown. The district has added an assistant superintendent, two instructional coaches, two technology assistants, converted a part-time food services director position into a full-time position, and added a secretary to
support the business office and assistant superintendent. These positions have been added while classroom teaching positions and student-f facing services have have continued to shrink. So, I stand here tonight to say that we are disappointed. We are disappointed in the cuts. We are
disappointed in the lack of transparency despite repeated requests for worst case scenario planning so that staff could prepare themselves and their families. We are disappointed that our members have had little voice in decisions that directly affect their careers and the students they serve. We are disappointed
that positions have been added to support administration while classroom teachers, special education teachers, interventionists, school adjustment counselors, paraprofessionals, and specialists who directly support students have been reduced. These losses have the great impact on our most vulnerable students. We are disappointed
that some of our newest members received reduction in force notices twice rather than once, creating unnecessary anxiety and uncertainty. Other districts facing similar financial challenges communicated openly and honestly with their staff, allowing employees to make
informed decisions about their futures. We are disappointed that dedicated staff members are now choosing to leave because stress and uncertainty have become too much to bear and because starting over in a new district feels more stable than remaining here. We are
disappointed that despite last year's challenges, we find ourselves in the same position again this year. There appears to be little reflection on how this process can be improved for the people most affected by it. And most of all, we are disappointed by what many perceive as a lack of equity,
understanding, and respect throughout this process. Behind every position is a person, a family, a classroom, a group of students who are affected by these decisions. And despite our in our disappointment, we remain committed to this district, its students, and its
future. We ask for greater transparency, meaningful collaboration, and a renewed focus on the people who make our schools successful every day. Together, we can move forward in a way that respects both the financial realities we face and the educational mission we all share. Thank
you for letting me go over. [applause] >> Thank you, Mrs. Barlo. So, Dr. Bailey, before we get into old business, which is the FY27 budget update, I think we have some students here who are presenting. I would suggest we take that out of order. >> So the first one is a spotlight on
education. It's a civics presentation and I would ask the middle school principal, Mrs. Sylvia, to introduce um the people who are presenting. >> Thank you, Miss Yes. of the school committee, Dr. Bailey, parents,
students, we have a civics presentation, we have our coding club with Corbin, and we sent the sixth graders to Boston the early um May. So, we're going to talk about all three things tonight, just not the civics project. We'll start with the fine learning
update. You can see I mean we've spoken about this at every meeting. The open sai the DKP the investigating history investigating history is going to begin at grades three and four next year. We have project lead the way also coming for grades seven and eight. PBL works
and math we just actually got that one a few weeks ago. We'll be able to get high quality professional development for our math teachers. One area that we were really looking for the leaders were we are enrolled now in a Harvard certificate of school management beginning in July. It's a
four class. It's through the 18. It is also grant funded. Anything to add? Thank you. Grade six. We sent them on May 8th with less than maybe three weeks. So, Gabriella, Alex, and Haley,
come up closer. So, my mission was we had to send we were at a 18 event in April, and they said, "Are you sending anyone?" So, I said, "Yes, we'll send somebody. Who can we send?" And this project, you actually
didn't even start until two weeks before because it just happened in the scope of sequence. Correct. It wasn't something you did in December. So, there's a shout out to all our students. Miss Cartmash was there. I don't think that picture has Mrs. Jared, but Alex is there in Brooklyn and Chase and Dylan and Gabriella and Haley and Natalie and
Connor and [snorts] Nathan. And the bus left here at You had to get here at 6 >> 6:00. >> Yes. I thought I missed them when I pulled into the parking lot, but you all were in in the um the foyer. No, you were in the foyer waiting. And we
actually had the bus pickup students at CEO Elementary School. So those kiddos actually had to board the bus before you. Then they drove here and then you got to Boston I think with a few minutes to spare. That's at the um New Balance track just outside of Boston.
Okay. So they're presenting their project on the stories of ancient African societies. Who wants to describe the picture up there with Ruben is the gentleman with the yellow shirt. Haley or in that picture?
Hey, you want to come up closer? >> So, that was a guy. He was like asking us questions about the project that we did and we had to keep like answering the questions and about like our our project. >> What kind of things did you just tell them?
>> Um like how like their economy like what they did and Yeah. >> Okay. Alex, why don't you tell me about that bottom right picture? >> That one? >> Oh, yes. Oh, okay. So, there was a man there that had uh been born in Ghana, I
believe. And he so he corrected us on the mistakes that we had made. And um he also like when we said something right, he also felt really honored that we had done his home country and stuff like that.
>> What how did your project differ? >> Well, cuz uh so we did Ghana, but she had done Swiki. She >> Okay. So how did your project differ from Alex's? >> So like he said they did and we did soil. So we learned about different like
areas in Africa and like different like how like they like survive and like different like time periods and what they did. >> Mhm. Was everyone there participating a sixth grade student? >> Um some people were like fourth graders, third graders, some were like high
school and I think there were a few college students. >> Yes. Did everyone do history? >> Um different like categories for them. >> What are some of the other things that they did? >> I think they like things they did like
machines and stuff and like history like science, math and there was like a lot of >> the machines would probably be the project lead the way with engineering design and then there was open sad as well and there was math. >> Yes. So I commend you for going. It was
a big honor to go. Thank you very [applause] much. in a civics action project. We always have it here at school. We had it on the Tuesday after Memorial Day and then on the Friday we sent several
eighth graders to the statewide. So some of the ones that we presented here, sea turtle advocacy, facial recognition bias, greenland awareness, lake street pollution, immigration's economic impact on homeless veterans, responsible pet ownership, buzzard bay,
nitrogen pollution awareness. Those were the topics that were presented at our civics action project here. And [clears throat] so this was here at Ford. reducing gun violence, talk water, weight group and inequities, stop typ cast and actors with disabilities,
leaner [clears throat] engagement awareness, Friday, May 29th. You all didn't board the bus so early. >> Yeah, a little after 8:00. They didn't have to go all the way to Boston. It was down the street in Mass Dark.
And we see that Amaly had maternity support for those in need. And then uh Sophia leveling classes in middle school. Why did you choose it on? >> Um I chose maternity support because um
as a Girl Scout I did many um volunteer efforts making blankets for um dogs shelters. And when one of my teachers got pregnant, I won I learned how to crochet. And I crocheted her a little baby bear hat. And after I gave it to
her, I wanted to share the worth of a heart of a um homemade gift to those in my community. >> So the maternity support is support for after when the baby was born. Um Sophia, you chose classes in middle school.
>> I did. I wanted to do this topic because I want always like to learn more than what we had in school and I do stuff at home and I was able to take algebra this year that allowed me to go further into math and a regular math a class. And looking into high school, I had options
like honors classes that I would be able to take, but I want to move that into middle school so other students that like I that wanted to learn more would be able to have opportunities in middle school have to wait till high school. Amaly, what did you learn through your research?
>> Um, through my research, I noticed that people believe that SNAP and WIC um cover hygiene products, but this is inaccurate because they are a [cough] based um organization, which helps a lot for parents in need. But due to this um
misconception, this leads to people only um helping out wick and snack, which is helpful, but leads to imbalances for clothing and other baby supply products. >> And Sophia, what do you think about the future in high school? >> [snorts]
>> I'm excited to be able to go into high school and get the extra knowledge that I wanted to gain and being able to like get like the honor classes that I wanted here would is nice to know that I'm going to be able to get them. >> And who did you see at the statewide
civic showcase? What did you enjoy about it, Emily? Um, I enjoyed that there were many students who had who cared about their project and it was also very interesting being able to see um important individuals who also cared about our projects.
>> Did you get any good advice on questions from community members? Sophia, >> I did. It was a lot of questions that I got and I was able to like build on what I already had on how I could improve my goals on to implementing the level of classes into school and I was glad I was
able to get that experience. >> Thank you. So both showcases all three showcases I bring in industry professionals to let you know to ask the questions and get their minds thinking for future. Thank you. >> [applause]
>> Coding with Corbin here. I got an email from Mr. G. Hey, Corbin wants to code. Okay, let's get this rolling. Corbin will teach the basic coding concepts, problem solving, logical thinking. >> Hi.
And Ethan was one of the coding club members. >> Yes. Two years a member. Corbus, what got you into this? >> Um, so one day, [clears throat] so two years
ago, I was just like walking the halls of um school and I just I heard some kids talking about um this this app or website, whatever you call it, um called Scratch. So I was like, "Okay, I look at
it." So I went to the app or and uh yeah it was all about coding. It was block based coding where you can you can make things like sprites which are like little people you if you can say that um
make make them do things like you press a button it does a flip or something. >> And so then how did it lead to coding with Corbin? Tell me that connection Mr. G help. So yeah, so over the like past couple of months, like after I figured
it out, I started coding during free time in classes like Mr. G, for example. And one day he like saw me coding and came up to me in the hallway. He's like, "Hey, let's do some code. Let's teach some other kids how to code." And I was
like, "Yeah, that would I would love to do that." So he emailed Miss Sophia and we got to do it. >> Yes. But Corbin, you have how many lessons plans? >> Uh, this year we had three days worth of lesson plans. >> Plus, tell me about the fourth day. >> Oh, uh, another day just in case I was
absent. >> It was basically a do whatever you want. [laughter] >> So, Ethan, tell me what it was like. So, what did Corbin get out of being the leader of that group? um like what he got. >> Yeah.
>> Um >> first develop he developed leadership and communication skills >> built he built confidence and technical expertise and he also gained experience
that prepared him for future opportunities. >> Thank you Corbin. What does Ethan get out of being part of your club? So some things that Ethan got was problem solving and teamworks with like other people. He also have like a wide range
of like careers open to him now and he also like improved his growth mindset and he p he can now persist a lot more and incre increases gain engagement and belonging. >> Thank you Corbin. Go back to career
exploration. We talked about that today. What are you thinking >> um >> for your career? >> Um >> for high school. >> So um I'm going to if I [clears throat] could say this. Oh, I'm >> Yeah, I'm going to Old Rochester for high school. And one of the classes I'm
taking is science um computer science for all and so I could like improve my coding skills. And I I want to do I just want like to do it for a hobby. But like if I get a chance to like I don't know Microsoft or something like that, I'll definitely take it like
Thank you, Corbin. And then Ethan, what are you using your coding skills for currently? And how has it improved you? >> Well, currently I'm using it to make a game on Scratch, but if I can get some certain parts, I can do it to make
machines. [clears throat] Um, >> because you are a what? >> I'm an inventor. So, yeah. >> Yeah. So, do you want to talk about what you thinking about next year? maybe taking Corbin's role or >> um >> you have some science projects to do.
>> Yeah, >> talk about that one. >> The science project. >> Yeah, just that one. >> Oh, okay. Um I also did research on a species called Geonadia Diplia. Most of you probably haven't heard of
it. [laughter] Um it's a type of plinaria. Don't ask me what plenaria is. I didn't research that part. Um, >> and so you're hoping coding could help you or to rebuild what?
>> Um, coding can maybe help me in Sally see how it could look by making custom sprites and stuff as Corin explaining the sprites. Um, and it could help me visualize how it could look through the
experience. >> Thank you. Thank you, Alex and Gabby and Keely, Sophia and Amaly and Corbin and Ethan. Any questions? >> Yes. Oh, yes. >> Thank you. [applause]
And I [clears throat] just want to add, we put this uh the five tenants of applied learning up here and we kind of opened with some of the applied learning programming that we have. And as we continue to expand this throughout the district, um you can see examples like
um pairing content knowledge with soft skills. All of these students were talking about some of their content knowledge tonight, but also utilizing soft skills, whether it was here presenting or at a showcase that they might have attended or um hosting a
club. And that is true about like basically we could tie all of these tenants in, right? Prioritization prioritizes collaboration and communication. Um we saw evidence of that tonight. Provides a professional frame. Um we saw evidence of that
tonight. And when they're going to these showcases and there's people who actually work in the industries that they're presenting on and they're getting realworld feedback in meeting people who work in these industries, that's that um professional frame. Um
iteration and persistence. They keep coming back at this and making their products better. Um and they're really gaining the growth mindset and um really persisting on the work that they're doing. And then the meaningful real world problems. We also saw evidence of
that. And how awesome is it that they go to a showcase and they wind up presenting about a country where there was a somebody native to that country able to be there and talk to them. Um and so that is the kind of things that we're talking about when we say we're
trying to expand applied learning because that is what engages our students and that is what is good for our students. Questions? Thank you. Thank you. Thank you. >> I just want to thank you both and thank our brilliant students. And if the
students could stop by my office tomorrow, I have something for each of you. I'm very proud of you. Um and Mr. Mciri was right, very articulate. Um and I'm so happy that you represented a cushion public schools the way you did at these showcases. So, thank you all
very much. [applause] >> [applause] >> Hey, Dr. Bailey. So, go [clears throat] back to old business FY27 budget update. >> Yes. >> Okay. So, as you know, um we had to make some difficult staffing decisions that
have resulted from these ongoing financial constraints. We as the school department had submitted a constraintdriven FY27 budget request to the town which requested approximately $1 million increase to the
school department budget. So, the town administrator had recommended a budget of 17,139,645 representing an increase of only $450,000 over FY6 [clears throat] appropriation.
So, as you know, we talked about the right >> Dr. Bill, can we just be very clear about that? So, the town has come back with a $450,000 increase over what last year's funding was. Correct. >> Correct. So, and as you know, the rising costs
are much more than what we even asked for. Uh, as part of our budget planning process, the district announced the elimination of several positions on April 16th, and that was a total of eight positions. And then following um an updated
financial information that we received from town officials on May 28th, additional staffing reductions were identified on June 2nd. to best meet the needs of our students. We also um tried to get as creative as
we could and we added, you saw the reductions, but as you've seen in your packet, we've added a reading teacher at a pushnet um elementary school and a K to8 interventionist. And again, we reluctantly did all of
this because we don't agree with it. we we don't think it's best meeting the needs, but given our financial constraints, this is where we're at, unfortunately. At this time, we're still evaluating the role of the assistant principal at the middle school.
Um, so it remains under review. Before any final determination is made, the administrative team will conduct a thorough analysis of the operational, supervisory, safety, and compliance responsibilities associated with that role. This review will help ensure that
future staffing decisions appropriately balance fiscal realities with the district's responsibility to maintain safe, effective, and compliant school operations. And even though we've talked about some cuts uh that were talked about
previously tonight, we do have plans to address things such as health and intervention. As I just said, they were added the best that we could given these constraints. Um and I just want to make note that the town meeting has been rescheduled to the
end of June. That's June 29th. And we're just encouraging everyone to participate, to stay informed, participate in the process, um, and support the thoughtful discussions about the future of our schools and community. We cannot continue to make these drastic
cuts year-over-year. This is the third year in a row that we've been asked to cut. And, as you know, we always try to maintain at least a level service budget. Over the last eight years, our district's made great strides. It's getting harder and harder to do that
with less and less staff. >> Do we do we know given that the meeting uh town meeting has been moved to June 29th? Have the board of selectment actually voted yet on what that budget will be, the overall town budget. When are they taking that vote? >> I think this week was when they were
taking the vote because they have to print the actual booklets town. >> I think tomorrow. So presumably cuz this 450,000 that we're talking about has not officially even been approved yet. It could potentially will be tomorrow.
>> Correct. Just want to be clear. Okay. Questions, comments. The question I have uh with the with the cuts and with you know the alteration so to speak uh have we
reached the point of uh minimum net school spending? I'm glad you brought that up. So if [clears throat] they were to level fund us for this year, we would have been within $20,000 of net school spending. So the fact that they out of
this 4 50,000 gets us roughly about 400 or $450,000 above net school spending >> right >> now. That sounds great, but the final budget isn't out from the from the Senate or from the uh compromise committee yet. >> Changes could still happen with that. >> The problem you have is that every year
we return cuz it's actually difficult to spend every penny without actually going over. So in prior years we've had a million dollars over um million2 I remember seeing 800,000 over >> over net school spend >> over net school spending gradually going
down to where like I said this 450,000 that were over or above net school spending for this year. You've got to leave yourself a little leeway. You can't end the year and then end up in a deficit. So it's difficult to spend every penny of it. We do our best because we have to meet the spending.
But really what happens is items come up that that sometimes increase your net school spending such as health insurance. You don't know who's going to move in, who's going to take a job, who's going to they lose health insurance on this house society. They join it here. That increases your costs.
In the same realm, you can also reduce your cost that way. So you have to have yourself a little bit of play in there with the school spending. But overall, we're in the bottom seven in the state financial spending. How much lower can we go? I mean to to to uh receive any
less funding than this is really as you can see detrimental system with the number of of cuts and layoffs. So all these years you've improved the education, improve the whole process. You've improved the outcome of scores. In that time period you saw positions
increase. Now you see conditions decrease. You could have the same effect because they're not getting the overall education that they've been used to. So that that that meeting minimum net school spending is never a good thing. Um and being at the very bottom of you
know over 300 school districts is also not a great position to be in. So we hope that that goes through. We hope that at some point down the line that Tom comes up with additional funding some other funding sources are committed so we can put positions back in place. >> Although educ remind us all again if if
in fact we were to follow on net school spending what's the um what's the consequences? The consequences the first time you do it, if it's less than 5%, it basically the department of ed says let's say you're 200,000 under next year you have to start your year with 200,000
that you didn't spend the year before plus the new minimum required spending. So you have to make it up. So if like this year the increase is roughly 450,000. If we had that on top of it would be a minimum of 650,000. We have to increase our budget by this year. So if we're
having problems meeting the current budget as it is, it just adds [clears throat] to it. If you don't meet that, then then the the Department of A can penalize you and take away chapter 75 funds from you, which now again it's a double-edged sword to the to the
system. >> Do you have an estimate of roughly how much a Kushnet's minimum net school spending number increases annually? I know it takes a couple years to get the numbers back from Desi, but it's a slow climb over time.
>> Oh, it's it's approximately 3% per year. >> 3% of the overall budget per year. >> Yes. >> So, like I said, this year was 450,000. I think last year was pretty close to that amount also.
So what you're saying uh uh that if they don't add that 450,000 as they indicated to us, you know, and they then we would be pretty close to below net school spending. Is that
pretty close? >> Well, if they took it away, we would be right at our minimum net school spending. Um but at the same time, like I said, we've always returned funds every year. we'd be in a position where we would have to spend it all without
overspending. It'd be a precarious position that you're in. And I've never overspent the budget. So I I there's nothing. You want to use these funds to hire positions. Once you hire a position, you have them on board. Last thing you want to do is lay them off. So if you're coming to the end of the year
and you're going to be short, you can cut back on paper, you can cut back on MOPS. It's not going to save you hundreds of thousands of dollars. Positions are what saves you. So then you end up in a in a position where you're laying people off last minute and trying to keep the budget balanced. It's
not a it's not a great position to be in. You need some sort of buffer. You got a budget $17 million. You you're supposed to have 2%. As a buffer, so you know that needs to be built in. So to just fund at net school spending um the
minimum required, it's dangerous. you're playing with fire in Mexico. >> They don't add in, you know, as promised as indicated to us, which you you're fine-tuning the budget to meet that, you know, the additional 450,000
uh and say it's uh that promise agreement does not come through, then we would have to probably start laying even more employees off. Yes. Yes. And what we've done already, >> correct?
>> Correct. Figure 70,000 roughly a person and you do your math because you know you how many more people you need. So >> one of the people you know the audience re realized that how dire position we
are now in and it's almost holding your breath uh you know uh you know so it doesn't get worse >> and what and even though how bad it is now it it could get much much worse and uh and and also for the whole town uh in
a sense of the you know the dire consequences of not meeting that spending as you outlined. So I >> right not meaning it puts a focus for department of ed on us. So you don't want that. They'll come in, they'll do their audits and they'll go through the
system and basically say your students aren't receiving the adequate education. It creates problems, >> but they're not going to receive an adequate education if we don't have the teachers there in the classroom. So I think that I guess my big concern is
student and staff safety too. Like we talk about the financial piece, but what about the safety of our students and the safety safety of our class? So at some point I know one of the concerns is administration. Like okay, they're looking for something to balance it out. It can't be all student facing. So I
think that's something that we do need to look further into. >> Well, I guess it depends on what you call administration. We have really five administrators and two principles. Beyond that, we've got secretarial support or assistant support, but there's only another handful of them. Also, in some of these positions,
they're licensed by the Department of Ed. You have to have them. My position is licensed. You have to have it, too. Lic have to have it. Special ed director license. Have to have it. So, you can't cut back on something that's required like that. Um, I came from a larger district that we had a lot more um um
staff, a lot more. This to me here is bare minimum. um for what we do. So that's the problem. We've looked through the budget at where we can decide and that's why the assistant principal position um is filled by a temporary person right
now. We said that's one we'll try. I don't agree with that because I think that's a necessary position, but um we're going to try and get through the year. >> Well, the teachers are bare minimum, too. >> While we're while we're on that, I mean, we're not in the school every single day. We don't know what happens. We're
just trusting that the administration does what's best for our kids. But I just ask that if there's any way to bring a teacher back and not hire the vice principal, like if that's an option that we can do something. I mean, I think we're just all putting our trust in the
administration that you guys are going to make the right decision. And put a lot of research into whether or not we need that position or we don't need that position because that's something that I think I'm struggling with every day and I know we
all are. I just I don't know. We just hope that at the end of the day that the decision is made in the best interest of the students. Of course, we always make our decisions in the best interest of kids and we use
data. So, we've been actually looking at discipline data to see how many referrals are coming into the office because that's a support to the teachers in the classroom when students are having some challenges or dysregulation. I also want to remind the committee about a 2014 DESIE report that basically
cited our district for not paying attention to teaching and learning. We've made all kinds of changes since then and we've improved and Desi is no longer wa with a watchful eye on our district. But what I will say is given the our fiscal realities right now, we
will be going back to that if this continues. >> Well, you brought up a good point too with disregulation. I saw it like we're like the talking about education for our children too and the mental health stability
talking about in the classrooms I know like having that with the classroom size is bigger the disregulation is going to be greater the sounds the disruptions for all of our students so I guess I think of that piece of it too I'm all for safety all safety of our
students safety of our teachers safety of all staff but I also want to consider that we talk about the safety and discipline, but if we have the education and the coping skills and applied, then we don't need as much of the discipline and punitive as it's therapeutic and
we're helping them to build these students into productive students and community members. >> I agree. I agree. What what is challenging sometimes is uh is
the what is a disorderly retreat and an orderly retreat in the sense that you want to save your infrastructure and your in your your basics. So when
funds start returning that you've saved everything you have and you just put things back in place. But if you get into a situation of you break your administrative you know network and you
and your delivery of services you you break that uh coming back becomes very very difficult. You you know what I'm saying? So what I'm observing is you know what is that how we can preserve
what all the gains that you know that we we we made in in the past years and how we can potentially save them for the future if you follow what I what I'm saying. So uh so I'm looking for you
know some type of we're forced into we're forced to into you know we should make it a orderly retreat you know you know armies plan for these type of things and uh you know then and so and
I'm sure in education we do we do as well as and then and then a couple of years uh uh as more state aid increases more lawsuits are filed uh you know against this legislature, you know, that the whole process and uh
in and recovery can't come back. So, I just just want to I know it's general what I'm saying, but uh if we can't afford to lose this 450,000, you know what I'm saying? Uh you know, that that
would force us into a disorderly retreat. uh and and other [clears throat] funds that we have available that we could apply and and we can pro you possibly save the day. Uh and so therefore it's a unified approach, you
know, uh it's easy to it's easy very easy to say, well, cut this person, cut that position, but don't cut this and cut that. and we're and there's a certain part of clash which neutralizes our message to the public and that is to
save our schools. So I just just wanted to add add that little >> the town administrators who retiring town administrator and new town administrator and the force select one work very hard at getting us the 450 because they were originally at around
200,000 and the superintendent and I met with them um with the town administrators and said it just cannot be you have to come up with more. So they went back and forth back and forth and finally called us and said that's the most they can come up with. So, we really hope that they, you know, the they have that amount gets voted through
at this point because like I said, the original number was much lower. >> Although, do do we know if like Old Colony is um faced with any cuts? Have they cut any positions? >> I haven't heard that they're cutting any positions. You know, one of the
frustrations I have, frankly, is that, you know, it feels like Old Colony submits a budget and essentially that's the budget they receive and I don't see many cuts happening over there, but all the cuts happen here, right? And so, I don't know exactly how to solve that problem. I'm not a board of selectmen or
what responsible for that, but it's just very frustrating to feel the pain over and over again and to not see it being felt in other places. So, and what I worry about here is like what kind of environment are we creating? Like, so do we have teachers resigning? Yes.
>> That are not position. >> Who who would want to come work here at this point? >> Absolutely. >> When every single year it's cut, cut. Whether you're a teacher, you're an administrator, you're a janitor, you're whatever. Culture is important. It's really
important. [applause] >> [applause] >> having engaged staff. Every every person that works in this school is here to service our kids. Whether you're in maintenance, the cafeteria, you're a teacher, having engaged people walking around
this school, interacting with our kids and teaching our kids is so important. What kind of environment, what kind of culture are we creating? Kids deserve better than us. Wish I had better answers, but all I can say is I hope we'll see everybody at
town meeting on June when what's the date? >> 29th. >> June 29th, and we should make our voices heard there. I' I'd say, you know, having, you know, having been on the committee for a relatively short period of time, Ebony and Ebony and I both joined the
committee just roughly a year ago at this point, I I do feel like the the conversation, especially amongst the town administration, the school administration, and the the level of collaboration between them has, to my
mind, improved marketkedly in the last year and certainly over the last few years. I know that in the past there's been um a very difficult relationship there and I think some of Ron's points that he just made about you know funding
going elsewhere um to the detriment of our own school system is very very it looms on the forefront of I think a lot of people's minds right now. I I'm in a very unique position with my work life where I spend a lot of time on the road and rather than listening to music,
I listen to town meetings. It's uh it can be kind of a drag sometimes. I'll have an earpod in while I'm doing the dishes. I see Ryan or Yeah, he's laughing at me. Um I'll have an AirPod in while I'm doing the dishes, listening to town meetings. I think I listen to just about every finance committee and
select board and I think I relisten to our school committee meetings. Maybe that's vanity. I don't know. Um, but the the conversation I feel like has really shifted a lot and some of the things that I've heard said have echoed what Aldo just said. The town really does
seem like it is scraping to find every dollar that they can for us within the means of the financial reality that we live in right now. Um, I've been very vocal in the past talking about the root of the problem really being at
a state level. Um, one of the things that absolutely drives me out of my mind is that it is now past the point that J basically every town in the Commonwealth has already had their town meetings. We're basically I think probably just about the latest town of the whole
fiscal year to have theirs and we still don't have a budget from the governor's office and the legislature. That's like telling somebody that I'll just make up a number that a quarter of your overall household income is going to come from
this one source, but you could end up getting plus or minus 50% of what you got last year. It's unmanageable and it makes it impossible to forecast especially when when you're talking about positions. I mean, not that I
expect we're going to get this huge windfall of money this year. Probably not going to happen. I mean, it might be, you know, maybe $60,000 more than we got in the previous year. But until we see big changes on Capitol Hill,
it's going to be the same thing again next year that we're going through this year. Just being realistic. >> I mean, if we're looking at our net school spending minimum increasing by roughly $400,000, $450,000 a year. And in this this year, the town brought in a
million dollars of extra revenue. Old Colony asked for just over 400,000 to fund four grade levels that we make up of only a portion of the overall student body at. And that left basically the same amount of money for our K
through8 program. Never mind all the contractual obligations, transportation cost increases, etc. >> And the town services >> and the town services. like it's just it's a hamster wheel that it is going to be very very very difficult for us to get off of without
help from above is really what we need right now. >> So and just to echo that Mr. Ellis I I mean we all understand you know what the challenges are in terms of more and more of the funding falling on the town and so you know any of the comments I made was no knock on the town. There's been a concerted effort, I think, to have more
civil dialogue this this year, which I I I appreciate, but um desperate times call for desperate measures. So So we have to start thinking outside the box in some capacity and find some kind of stop gap or we will be having this same
conversation again next year. And how many more times can we have this conversation? what is going to be left next year if we're talking about another 10 or 15 positions. It's going to [clears throat] be left. >> And I just want to bring up, you talked
about staff resigning. We all have also have students leaving the district because of this. So that's less chapter 70 money for our budget. It's just everything impacts everything at this point. >> Yeah. So it's not qualified for
Any other comments? >> Okay. Next, um you see CD E FG. [clears throat] Those are all uh first read on our policies. And I would invite Ebony and Miss Ellis if you have anything to add to this, but basically
the first one C is a cell phone policy. It's the first read. Um, essentially it says, you know, out of sight. You don't allow cell phones in school. Um, put away and out of sight. Policy ECAB, access to buildings in
Browns. That was just a new policy that MASC came up with and it just actually coincides with what we already have um for our policies that during you know outside of school hours the public of course is welcome to use the school grounds from
dawn to dusk um but not during school hours. So that's nothing new there. uh policy EA bus driver examination and training first read very um small change there
each driver will file with school officials a medical certificate period they don't have to provide a TB certificate or proof of TB test policy JKA physical restraint of students and as you know over the year
the state has really talked a lot about this. So, this is MASC's um policy that they're putting out. It addresses timeout, seclusion, and physical restraint of students. So, that one's probably the lengthiest policy for you to read. Um
and then the last one is policy JLCD, administering medicines to students. And there are some changes outlined in red on that. um where this has to be a medication
administration plan uh for students who might require medication uh for active school etc. But that's the first read for that as well. And then once we have the first read if you have any questions certainly we can bring
them back to the policy subcommittee um Mr. Ellis or Miss McGlenn if you want to add anything. I know we discussed these at length during our policy subcommittee meeting, but again, just take the time to read through them and unless you have questions, these will be on the next
agenda during our regularly scheduled school committee for the second read and a vote. >> Under C, where's the cell phone policy attachment? I don't see it. I just see the standard in the goal just because I couldn't find it. >> Diligent. >> That's what I'm in and I don't see it
listed. I see all the other policies have like an attachment to that. So maybe I'm missing it, but I really wanted I really wanted to read that one. >> Is that not there? >> I don't know. Um she can't see on screen. >> All right. Well, just assume that's not
there. Just >> just make sure we get it. >> Just to be clear, committee members can read that, submit any comments to and we can work through the policy sub make sure they're in the >> considered for the vote for the next version. Correct. >> Absolutely. >> Yeah. I mean, I can I can briefly summarize um some of the points that
were in the cell phone policy. So, essentially, there's there's more or less three options for cell phone use in school um that are recommended by MASC and it's up to the school district to adopt the one that makes the most sense for its students and its own individual
needs. Um, one of them is cell phones are essentially locked up and inaccessible to students throughout the entire course of the day through the use of like a yonder pouch or something, handing it at the office, that kind of thing. Um, the kind of middle road is off and away, which is essentially the
the cell phones need to be powered off and away during all instructional hours. Um there that's the one that we're recommending and there'll be a lot of you know details that you can review once you can access the the policy.
There are some specific carveouts in there for uh students who require use of their cell phone for things like monitoring blood sugar medical needs or if it's part of their you know IEP or something like that to have access to it. There's a number of different you know apps that kids can use to you know
self soo stabilize themselves if they're feeling disregulated that kind of thing. So if there's if there are needs for that in a student's IEP or medical plan, then those are taken into account. Um but the policy that we had recommended moving forward with was the offended way. So students wouldn't have the
phones taken from them. Um they wouldn't have to have them locked up. Um but they wouldn't utilize them during school hours. And there was a a number kind of a a a flowchart of steps of what happens when students violate that after you know one two three four five occasions
um >> which is what they already have in place >> which is roughly what we already have in place in place. >> Yeah. I just want it seems to be working well. >> Yeah. It it's there are some modest or minor changes to the policy versus what we're doing right now, but they're for
the most part in line. >> Mr. Chair. Yes, is seeing a a a patent here. you know that you know uh have policies of physical
restraint, administrating of medicines, cell phone and of course then we have many others that are not listed here including the type the nature of curriculum rather than a teacherbased curriculum but more more from a top-down
you know planned curriculum where uh you need staff to implement all these, you know, you don't say, "Oh, we, you know, if you have an absence of staff, how are all these things going to be done?" And then if you don't have,
they're not done, then you're facing uh liability issues, you know. So, so when we when the superintendent has the planning of of uh of the structure to implement part these
many growing policies that we have uh you know uh we we we've got to take really a realistic approach about uh how they're going to be and who's going to be doing it. So, so I just want to toss that out when we're talking about
budgets and and uh you know cuts and things like that. I >> think it's a really good point. Is that correct? >> And that segus into you know you'll hear more um during our next regularly scheduled meeting on the strategic plan. The same idea. We have all these goals.
We want things quality education for our students, but we need the staff present to implement those things. So at this time I don't have anything else for my report tonight. Thank you. >> Okay. So we have uh business manager report.
>> Yes. So I mean as I do each month I report on the period we're in. We're now in period 11 out of 12 periods in the month. So our [snorts] financials show that through the end of May um compared to last year. Last year we used 83% of
our funds. this year at 85%. Um, but we haven't finished the grant chargebacks yet. By the time I finish the grant chargebacks to the account, it'll be equal pretty much. Uh, we'll be just slightly over, but we also returned quite a bit of funding last year. So,
we'll have less funding um that's in excess this year, but all of our all of our different categories were in line. So, our our budget's in in good shape as far as um having enough to pay all of our bills, but in order to meet
spending, I need to spend down. Um what funds we do have, I'll replenish supplies, I'll replenish our fuel. Um that's what I'll be doing over the course of this month. The two accounts that are in there that have negatives have to do with um special ed costs. Those will be charged back to the
circuit breaker account to clear up those costs and everything will be in the positive. So, um I just wanted to each month I've been talking about the facilities team and the work we've been doing on our um on our air handling units on the roof of
each school. We have dozens of these units that have basically blow motors in it. Most of them take air out of the buildings. They remove the heat or they remove um just stagnant air. We've been replacing motors and belts on all of them. There's been so many that have been broken. Uh we're still moving
forward on that. I hope um by the end of June, really comes down to when the new parts come in, but I'm hoping by we've gone through so many motors. Uh by the end of June, we'll have all new belts, all new motors on most of the units. We had to have an outside vendor come in on a couple of them because they were very complicated, need to be fixed, but I
find that we're we're moving the buildings very well. Um there's still a few more in this building. The library will be better when we get those completed. There are also some units up there that provide some air conditioning, which I think is more in the hallways and in the entryways. Um, same thing. I'm bringing
someone in to look at those to see what we can do. I'm sure they're very old, to see what we can do to revamp those and again get more air into the building. I think circulating uh fresh air in um and out will help with a lot of our problems, our humidity, our heat.
We're preparing for summer projects. The town has told me there'll be um students again um that they'll offer to us for work here. So, we're looking at the plowing we did this winter because we have to use such large equipment, damage a lot of the curbs. So, we'll repairing
those curbs. We bought a cement mixer, a small one to fix what we need on those. We're going to buy the yellow paint. They'll be painting those curbs again. Uh we have uh trees that are dead and standing around the perimeter of the schools. We're going to look at cutting those down and chopping those up and
getting rid of that wood. We don't want any trees falling like happened up on the north shore. Uh we also don't want damage to people's property. And um like we were doing all along decluttering. We have all over the school. We have rooms
full stop cleaning them out. They've done a lot of this when the mold remediation was done. We're continuing to do it. Um OC is um scanning some of our plans and digitizing some of our floor plans for us. We asked them to do the mechanicals first, the heating
system, the plumbing system, the electrical systems. Um so hopefully they started some but hopefully by next fall we'll have those all digitized and back which in turn will help us do a lot of the work that we do. Um again we're really looking forward to the summer help of students for all the projects we
want to do in here. Can something just jog my memory? When will we get the money and when will the work be done to the the money that we're getting to revamp this the library? >> So that's an earmark grant >> and that's part of the governor's budget.
>> So it has to be approved by the governor. So it's assuming they get their budget in place by July 1st. >> The grant comes out and we have to apply for it. We'll get it. Um we will start that July 1st. So, we've already looked at um some different furniture models
and whatnot. There's a lot to go inside with what we're going to put for carpet and whatnot in here, but hopefully it's a project we get mostly done over the over the summer. It'll depend on how long it takes to get the equipment that we need. But, uh we'd like to paint, you know, get that done first. Um especially
if we moving bookcases out, u moving things around, but we'll work on that over the summer and into the fall. And and just with that grant, we did ask for that money to be earmarked towards the operation budget and it was told no. >> Right. I think it's good for people to
know that that was that was done for a very spec specific >> Yes. >> We will hopefully be starting at the end of this month um refrigeration projects for both schools. We'll be upgrading the refrigerators. We'll be upgrading the freezers.
um putting some insulated floors in, putting some new doors on them, and putting new equipment in that. All that cost comes under the food service program. It's our own funds. It's separate of our regular funds for education. So, we'll be doing those
upgrades. And in in doing so, uh at the same time, we're hopefully going to be ordering some new equipment that will add to the ability to do more types of cooking in the kitchen. Um I I'm not a cook. I don't know. But certain warming tables and certain um
mixers, so that'll help them. Some of it needs more electricity. So if they're doing work on refrigeration unit, we can hopefully set up to give them the additional electricity they'll need. Um one of the big things we want to do, which will take longer, is a new serving line. um in I think the elementary
school primarily basically those tables they make steam they make heat they wear out half the time we want to get new ones in better our food trust station we're working right now on come up with a plan on how we're going to meet high school needs along with our
needs um it takes a little while because people move addresses change students you know when they go from elementary to middle is a bus route, you know, different tier of the bus. So, um, we're working on that and we hope to have that
plan soon or is willing to work with us on getting the busing needs um so that we can coincide with their start time and their finish times. So, that'll be happening ongoing from today on. Um, we've done a rough sketch. Now we have to get down to literally you you count
the minutes how long it takes the bus to stop at so many locations and then meet goal of all whether it's public park and switching buses whether it's a drop off here at the schools. So working on that unfortunately the grant we applied for
for the new HAC system we applied for $3 million grant. Um 19 schools were awarded well I think 10 schools were awarded out of $19 million. We were not one of the schools. They were looking for schools that are doing more
groundbased heat pumps in their systems and we're not. But we didn't get the $3 million. Um we hope for we still have the $500,000 grant um from the green communities. We will be looking at MSBA,
Mass Building Authority, when they open. We will apply for grants there to continue. But like I said, meanwhile, we've been putting all of our efforts in in working on a H3 system ourselves, at least getting air flow. Uh I feel if we can get air flow, that'll help our
situation for now. If eventually we can get new systems in place um and provide, you know, literally cooled air in the buildings, then it'll be better. So, we'll continue to move forward on that. So, can I ask a question about that? Um, maybe Mr. Ellis has the answer to maybe
before I go. Um, gi given we are not getting the grant because the cost of that project went up significantly with some of the changes in requirements. However, we were hoping that that grant would then negate those increases. >> Are we are we at the point is train
still in play or are we going to are we at the point where we have to explore other options? What what what happens now? I think we explore as many options as we can. I think I think the I think the state is looking for people to decarbonize to the point where there's
no fossil fuel. And I I honestly don't know if we can. I mean, if we lose electricity, if we're completely electrified and we have no heat in the building, we can't have school. As you saw this winter, what the snow did to
us, we were going till June 25th. So, I think we need the dual system. I think we do. Um, when the when the canopy gets built and we have started generating our own electricity and we've applied for a
grant for batteries, which is about $2 million grant, then we at least have a battery backup system to electricity. So, that helps a little bit. But this idea of completely deharizing is is I think difficult to
to to live by. I think we need both options and going forward. So um part of grant part of train being involved with the cafeteria refrigeration project was that all that work would count towards decarbonization and we were going to pay
extra in that for that. At this point, I will um I guess confer with all of you that maybe um we defer from train and I just bid the project out separately. I bid I would just um do refrigeration
work and do doors and insulation work and basically keep the the the actual structure we have rather than gutted because the structures are fine. Just improve it all. I think we can save we can cut the money in half of that. We can spend it on other improvements in
the school. >> All right. So maybe uh maybe we need to have a more thorough discussion about that. I don't want to take that vote now, but I think we should have that conversation soon because I think we still want to um find solutions to some of the issues that that was designed to
solve. >> Yes. And just in my report, I listed out um I've been working with Select Energy kind of the timeline on getting this project up. They're getting ready to do their guess they call them core samples cuz they have to um when they put the
structure in that's going to hold this up. They can't just close cement and put it in the ground. They have to make sure these things are going to be hurricane proof and whatnot. So, they're starting the project and they'll be moving forward. Uh I approved them to go get an application what they call an
interconnection agreement so that once we build this we're allowed to connect to the grid cuz um the energy company the you have to have their permission to tie into the grid because any excess electricity we produce goes back to them. So you have to have this interconnection agreement.
So that takes a while to go through. So I've given the okay to go ahead and move forward on that and everything else is is moving along. Are you doing an update on the more of an update on the air quality product or no? >> I I certainly can. Um >> kind of want to know where we stand and
what >> So we're into member reports. Go ahead. >> Yeah. Sorry. >> Are we there? Is that where we're at? >> I need an answer. >> I just need fine. >> So um first I want to just congratulate Aldo and the maintenance team on all the hard work they've been doing up on the
roof. um when Aldo shared that there were a lot of you know broken valves, burned out motors, equipment that just wasn't functioning to actually move air around the buildings the way that it should. Um the fact that they're able to get some of those fixed is a great sign. Um I mean essentially as long as we have
air movement in the facility then the likelihood of any future mold growth is greatly greatly reduced. Um even if it's still just as hot in here as it has been. So between that and the building envelope improvement, sealing off the um
the storage closet in the gym, all those things kind of contribute to just keeping the environment a little bit more, you know, controlled in the facility. In terms of future funding sources, like Aldo said, uh MSBA is going to be opening up um the process
for applications for new heat pump systems uh in January. Um, and then they accept a certain number of schools based on or based on essentially available funds. There's a lot of [snorts] I mean, we've seen a little bit of it
with the old colony project going through the MSBA is a very lengthy process with a lot of very specific requirements in terms of like town funding percentages. And one of the things that we actually found that I was kind of I was really quite dismayed
about and this speaks to a point that Albo made a few minutes ago was the the current MSBA um heat pump program. One of the requirements is well we we fall within two of them. One of them is the roof has to be less than I think 30 years old.
The windows have to be less than 15 years old which I think we're good in both regards there. Um, it also can't, they also aren't accepting any schools that have um, steam-based heat systems. Um, but one of the requirements as it stands right now is that to participate
in the program, if you get electric heat pumps installed, you have to decommission your existing system. >> I'm no heat pump expert, but my understanding is like below a certain temperature, they are not as effective, right? >> I'm just there there's an efficiency
range. It's um generally speaking, this part of the country doesn't get impacted by that as heavily as some others. If somebody were up in Maine or New Hampshire and they get really cold winters, it can be a real problem. I I'll be honest, I do
have concerns about that funding source just because in addition to schools, we also are emergency shelters for the town. So having electricity redundancy um different types of fuel that can power the system I think is really important. Um I don't know how that will
factor into the bid process or not not the bid process factor into the application process but long story short basically once we get past town meeting I already have a commitment from uh Bob Hley on the select board who's our liaison from um that group uh that we
will get right on top of working on next steps and hopefully have something well in place by the time a new funding opportunity comes up. A good again kudos to Aldo and the team because the work that they've done I'm sure is over the course of this summer
really going to give us a sense of what sort of improvements we've seen from it. >> Anyone else? >> Um yes. Um this is this issue is in the early
stages but it bears uh vigilance uh and probably may appear at the town meeting uh uh as a as a uh bylaw change.
Uh but a petition is being filed uh with the selectman and has uh will go to the review committee. Yeah. On Thursday that some people want a petitioning that uh will [clears throat]
um allow people to carry firearms in public buildings in a cushioning. Um and so we all know what the ramifications of something like that and also the
atmosphere it creates and so forth. So it [snorts] it bears watching about uh about about this, you know, the situation. As you know well know that we we you know we spent a you know considerable amount of uh time and
energy and expenditure on making the schools much safer. And it it uh for something that maybe create an atmosphere which endangers that uh a town that uh it bears, you know, for us
to speak out and uh and let the public know, you know, how they would vote if it came to a town meeting vote. >> Mr. Softrop, did you did you say that they this is potentially on the June 20 upcoming June [clears throat] 29th? >> Well, that's with the bylaw. That's what
they they filed a petition uh with the bylaw review committee. Uh when they get one of those petitions, they in turn refer it, you know, for the selectment refer it for a review and then it goes to the board of selection to see if they will uh are forced to even put it on the
ballot since it's you know uh you know on the town agenda. So they they may not have a choice. So >> for just a quick point of clarification that wouldn't impact the schools at all. >> I was just going to say that. No, it won't impact the schools. It'll impact the other uh town buildings,
>> right? Yeah. It just it wouldn't impact the school >> and it create creates an atmosphere that, you know, uh it wouldn't affect us, but it would affect the uh the town, you know, and I just you know, you know,
somebody's disputing a a tax bill and carrying a weapon. I I I I wonder, you know, it's not a level level field by any means, but that's only conjecture. >> Okay. Um, any other reports? No.
>> All right. So, uh, there were other communication and information in the packets, any questions, comments on any of the communications? All right. So, our next school committee, regularly scheduled school committee meeting is August.
Um, do we even know what the date is? Okay. So, we don't have the date confirmed yet. Um, I think it's possible. I think it's there could be a special meeting in July. I don't think we've confirmed that either. I think as of right now, we know we're having an August meeting. There could be a special
meeting in July for a couple specific topics, but that's not confirmed. It'll be based on vacation schedules and what have you. So, um, we will not go to executive session. So, may I have a motion to adjourn tonight's meeting? So move
>> second. >> I'll do a roll call. >> Mr. Ellis, >> yes. >> Mrs. W. >> Yes. >> Mr. Hall. >> Yes. Mr. >> Yes. >> Yes. [music] [music] >> [music] [music]