I will announce that those attending tonight's meeting should be aware that the meeting is being audio and video recorded for ASRSD. Any audience members who wish to record any part of the meeting must inform the chair who will announce the recording. This is to comply with the mass wiretap
statute. The listing of matters of those reasonably anticipated by the chair which may be discussed at the meeting. Not all items listed may in fact be discussed and other items not listed may also be brought up for discussion to the extent permitted by law. Um, is there any public participation
this evening? >> Yes, I was gonna say we have >> Yes, we do have uh le Liam Gleason who was our high school representative uh throughout this uh school year. And uh as you know, the seniors had their last day last Thursday and uh we
celebrated their last day with a wonderful parade. And I'm going to introduce Liam to do his final uh report uh to the school committee this evening. So Liam, please um provide us your report and welcome. And thank you Liam
for waiting. We're sorry we're late. Robert. Um, well, this is certainly not the way I envisioned giving my final report this evening, but nonetheless, this is the situation I'm in, and I'll do the did
this to the best of my ability. So, uh, that that is correct. We are we have finished up our senior year. I know that there's probably a few days left for the other grades still going on right now. Uh we had a wonderful parade on Thursday
where most of the senior uh in class in its in close to its entirety was at Crony Park and Air and then we went through air and Shirley both the towns of the region which was nice and everyone was able to see a very large
amount of people outside and they were all waving and with the masks on staying safe and cheering everyone on. Excuse me. Sorry about that. >> He might have graduated, but mom's still embarrassing him. >> Sorry.
>> I'm sorry about that. So, we're all getting adjusted here to all of us. >> I don't know. >> Oh, sorry. So, like I was say, we had a wonderful day on Thursday and it was very nice to see everybody again. Certain people I
hadn't seen in months and I was able to from a safe distance, you know, be able to see them and converse with them and I was uh very happy with that. And we got a lot of positive feedback from the other students as well. They all seem to really enjoy that particular ceremony
and they all thought oh this is the perfect way to you know go out in you know in the year wasn't how we envisioned it but that was what we were doing and most and pretty much everyone that I know is planning on continuing
their education in some form or another after college I mean sorry after after high school and that it's very wonderful to hear everyone set there. And I would just like to say thank you for allowing me to
thank you for allowing me to be a part of this. Thank you for allowing me to be a part of this process. >> All right, I won't cook dinner. and I appreciated my time as the student representative to or the you the student
body representative to the school committee and I am hoping that everyone has a very safe and wonderful summer and future school season and hopefully I'll be able to come back and visit from Berkeley
College of Music in Boston. they they have a train that will be able to bring me back home safely and in a very fast manner. >> And on behalf of the senior class, we just like to say thank you for everything you've done, especially for us in this time because, you know, this
has been a very difficult period for all of us and all the seniors who are really looking forward to being able to spend the end of the year together with each other. But we're we're hoping July 31st is able to stay the same, you know, because that's the day that we're supposed to have some sort of in-person
graduation. So July 31st is our hope. And >> Liam, >> I believe that's all I have to say. >> Liam, I can guarantee you on July 31st. We sent that date out and that date is firm. >> Perfect. I'm I'm very happy to hear
that. And so I'm I'm looking very forward. I I'm super excited for that day. I'll I'll just say that I'm super excited because that that's that's the day that we're all looking forward to right now is being able to have some sort of interaction as a class one more time before we all separate ways.
>> It may not be as the whole class though due to due to the the restrictions. is fair >> osed by you know department of department of public health and such but um I'm glad that we waited and we didn't um make decisions in haste um going
right to a virtual graduation or other decisions we waited for things to unfold and further guidance to come out and we did it to meet what we knew from students was we need and we want graduation so um thank you so much for
all you've done for the school district through the years, you and and your senior classmates. You're quite a talented class and uh your school spirit and your dedication and loyalty. Um you know, I could get filled up talking to you, Liam, the whole class really
because um you know, I've I've known you since you were in sixth grade now. >> That's right. >> Not long. I'm I'm old now. Well, that doesn't help. >> No, no, just, you know, from from that,
you know, sixth grade is No, >> you're still a kid. Now I'm an adult. >> I'll I'll defer to any of the other committee members >> with any comments. >> Thank you, Liam. >> Thank you, Liam.
>> Thank you, >> Liam. Thank you so much. We enjoyed all your um input about what's been going on at the school over the course of the last year. I'm glad you were able to join us as our representative this year. Um, you're certainly insightful and gave
us a good perspective on what was going on and um, you're a good person to do it because I know you're involved and um, the school will miss you. Um, but we wish you all the best at Berkeley. I know you're going to be a huge success. So, thanks again. >> Yes, thank you very much. I I do have to
say it was it was super fun to watch all of with you and your classmates going through the parade. Um now I know how many uh parents or kids own cars with um the skylights. Yeah,
>> all the kids were out of the skylights. And I was thinking >> how reasonable the how wonderful the police in both towns were to help out with this whole thing, but also to ignore the fact that you guys weren't strapped in. >> Yeah, I I was right. I was outside of
mine and I drove right I was a few feet away from one of the police officers and I I was I was already getting down and everything and then they said, "Congratulations." I was like, "All right." >> That was awesome. Um, and I did want to uh, you know, make a shout out to
Louisa. What was her her last name? >> Sierra. >> Sierra. >> Sierra >> with all the baskets that um were put together for for the um, seniors. Um, I know we had a great time putting together a couple of baskets, but um, to
see them all lined up out on Peron Park, it was just it was just so nice and all the smiles and the cheers and it was wonderful. So, I'm glad you guys got that and I look forward to July 31st as
well. >> Thank you. Jonathan, did you wanna >> No, I think everyone pretty much took what I wanted to say. Um, but no, >> I saw you unmuted, that's why. >> Oh, no. Um, you know, everything I I
appreciate, Liam, what you you contributed to the school district. I remember when I first got on school committee, you were standing outside uh the middle school encouraging people to vote. Um, right. So, you know, vote yes for the school budget and, you know,
it's great to see you getting involved and and anyone your age getting involved and and so thank you for setting that example. Um, you know, and thank you for, you know, you and your class, you know, for everything. Um, and and truly it was a great time to watch the parade.
Um, seeing the smiles on everyone's faces, including your parents, uh, you know, yours, your yours certainly, but all the parents excited and and enjoying the parade. Um, you know, I've already said to certain people that it should be a yearly tradition because I think it's a great way for our for our communities
to see the kids and and have a little bit of fun in a controlled manner and and see, you know, have the communities come out and support those kids. So, um, and you know, with the senior baskets too, same thing. I I couldn't even get one fast enough. So, I was great to see
community uh rallying around and and doing something fun. Um, so you know, sometimes we lose sight of of our school kids and and this is a great way, sadly, great way to bring them back together and show what our kids have done and stuff. So, congratulations and um
enjoy madam chair. One final note, Liam, enjoy. And so, uh, June 5th, this Friday is uh would have been the graduation day. So, we have uh we planned for the seniors to come to the high school. So, there's a couple of surprises on um
Friday as well. Unfortunately, I I can't be there uh to see all the seniors because we have negotiations. Um but uh all your teachers will be there, of course. And so, um I hope that the seniors enjoy uh the special day that's
planned for you on um Friday as well. And this isn't our final goodbye because we we have July 31st coming up as well. So, >> enjoy and um I hope to see some pictures of Friday. when you do your pickup. Okay. >> Okay. All right.
>> Thank you, Liam. Michelle, if I may. >> Oh, yeah. Sure. Go ahead, Mr. Clary. >> Uh, thank you. Uh, Liam, I just wanted to say, well, you were one of the first students that I met in the district uh when I had come to Air Shirley. So, you were part of that interview committee for the hiring of the of our current
principles, Mr. Christie. That's right. and you made such an impression on me during that whole process of one of two students on a panel of essentially all adults and how mature you were. The questions that you asked were very insightful and you always brought a nice little uh piece of sense of humor with you and I've seen that through with you
for the past times that I've seen you. Every time I've seen you, it's always a nice pleasant and cordial hello and there's always something humorous to share. You always make me smile and make me laugh. Uh and so I appreciate all of that. It's been a it's been really a pleasure to get to know you and I and I couldn't have asked for uh meeting a
better representative of the Air Shirley community uh to kind of welcome me into this uh into this community. So, thank you and I do wish you the best of luck. I'm sure I'll see you at graduation as well. Um but I did want to say thank you for all the work that you've done this year. >> Thank you very much.
>> Hey, Liam, go crying. All right, Liam. I think your mother's making dinner. >> Yeah. >> I can hear them. >> Oh. Oh, for them. Well, we can't feed it to them to eat.
>> Oh. Oh, for Oh, for us. Yeah. >> All right. Well, enjoy your dinner. >> Enjoy. Thank you, Liam. >> Bye, >> everybody. >> All right. So, we will um move on to our consent agenda um which tonight includes
the approval of the May 20th, 2020 regular session minutes for release as well as a warrant memo that is dated May 28th, 2020. Um that includes accounts payable warrant 1153 dated May 15, 2020
for $237,31566 cents which is the bi-weekly AP warrant. It also includes payroll warrant 24 dated May 22nd, 2020 for $678,47853 which is for fiscal year 20 bi-weekly payroll and payroll warrant 24.1 dated
May 22nd, 2020 for $129,931 which is for schedule C coaches and stipens. Anyone want to make a motion? >> I have a question. Question. >> Yeah.
>> Um the C the um the C siphons would were would they um prrated or uh is that the regular amount? schedule schedule C was uh either pr-rated paid out in full
because it was completed or uh spring was paid out if they continued to work with the students. So it was combination of three different different options. >> Okay. Thank you. >> There we go.
I'll make a motion that we uh approve tonight's consent agenda as presented. >> Second. >> Okay. Moved and seconded. Um any other further discussion? Hearing none, we're going to do roll
call votes during um remote meetings. So Michelle, will you call the role? >> Mr. Deforge >> I. >> Mrs. Granger, >> I. >> Mr. Leone, >> I. >> Mr. Quinty. >> Hi, >> Mrs. Reishoots. >> Hi,
>> Mrs. Simmons. >> Hi. >> Great. Thank you very much. Um, if the committee does not mind since we ran late and um I was wondering if we could move up Mr.
Parker to um right now before new business. Does anyone have any objection to that? >> No. >> Nope. Good. >> All right. >> So, joining us this evening is Mr. Don Parker, who you will remember at our
meeting in May, um we voted to dedicate the Air Shirley Regional High School Media Center um to Mr. Parker. So, Dr. Malone, do you want to introduce Mr. Parker? >> Sure. Mr. Parker, can you hear us?
Um, yeah, I I think you're muted. You have to at the bottom of the screen there is a mute button and it has a a red line going through it which means the um you're not your audio is not working um because you have yourself muted. So, if you could click on it,
it'll open up the mic for you. Oh, I can see it. Can you hear us? Mr. Parker, >> Mike, can you would would you have him muted? >> Uh, hi. Hello everyone. I actually just muted him.
>> Mr. Packer. Well, you know, maybe that the computer that they're using doesn't um >> I can have Sierra go over to his house on her bicycle. >> Oh, it's raining, Jim. Don't do that to the poor girl.
>> Only raining. >> You know, I want to welcome Mr. Parker and and I'm sure his family um is with him. Maybe Mrs. Parker uh to tonight's meeting. We wanted to uh on behalf of the committee, I think the committee wanted to personally uh congratulate uh
Mr. Parker um on the uh unanimous vote to dedicate the media center to Mr. Don Parker who was in the D district for approximately 44 years. Uh when after the committee voted uh to dedicate the media center or or used to
be known as the pod to Mr. Parker. I uh wanted to reach him immediately the next day. We have a weekly faculty meeting and I wanted to announce it to Mr. Parker while I had the faculty. But um the faculty meeting ended and Mr. Pocket called me two minutes later. So I spent
about an hour talking with him on that day and he he talked to me and all about his career in the district and uh he was also on the school committee in Shirley and he was part of the whole regionalization and worked hard uh to to regionalize the districts. So he's had
not only hand is a is a um a strong and uh wonderful leader in the district but he also was a a force in in um forging the the regionalization of Aaron Shirley into the air regional school district. U
I also um spoke to Mr. talker about uh you know we're ready to uh you know we can meet face to face that we would hold a dedication um of of the um media center to Mr. Parker. So, we had a great conversation,
talked about some of the people that he hired that are still here in the district and um about his principal ship and and you know, he's he is one of the longest serving principles in the Commonwealth and um I think I think he told me 43 years and then one year was
as acting. So, I hope I have that right uh Mr. Parker and um as far as the exact number of years and I'll defer to the school committee uh to make any comments that you would like to make. Did he talk about any of his favorite students
perhaps? >> No, Jim. >> He talked about one student in particular who he had to have after school for detention. >> Oh, no. No, no. He he uh Yeah, he he it was interesting to hear the history and
uh about the the students that he did. Yeah, he's had a lot of students for sure. >> No, Mrs. Quinty. How are you? >> I'm well. How are you? >> I'm well, thank you. >> So, we look we're looking forward to uh
you know bringing bringing him to the high school and and in and making the formal dedication and and actually if I may um at at the at last week the high school had I'm going to go to my super's comments. When you see me looking one way or the other I'm I'm either taking
notes or so while we have Mr. Parker on the phone. Um, present with us. Uh, I was announcing the Dawn Parker award recipients. Um if you recall quite a few years ago uh the committee established the Dawn Parker um scholarship for
students and the it's given in his um in in his memory if you will or or service to the district and the uh award is given out to juniors and part of what um the the juniors receive is um a letter
that the school committee will write that they can use as uh their application process to college. Uh so uh this year we had I think they had seven recipients. Uh so these are all juniors. Um the recipients are Grace Odet, Jared
Jericho, Shaun Doyle, Jamie Kazakowski, Rosalyn Lupes, Danielle Martinez, and Carara O'Neal. So um seven students were nominated to receive that award. And congratulations to those students. and I'll again turn
it over to back to the school committee. >> Anyone have any other comments? I I also would like to just echo everyone and congratulate you, Mr. Parker. Um this is certainly a well-deserved recognition. Um I understand that your office was right outside the media center. Um so
it'll be a a fitting place for um your name to be um displayed in perpetuity. And um we thank you for your service and um this recognition is welld deserved.
>> Agreed. Thank you Mr. Parker. >> Awesome. You are missed at the high school history. You know again he must not he he has access uh to speak but sometimes maybe the computer doesn't have device
doesn't have the speaker. Uh but I believe that he was responsible for creating that pod for students at the high school. He developed that that social piece for them. >> Yeah. >> And that's why it's so fitting for that um that area of the high school to be
dedicated to to Mr. Parker and all that he has done for the school district and and now as a regional school district. >> Great. Thank you again, Mr. Parker. Hopefully you could hear everything we were saying.
>> All right, >> great to talk to. >> Uh we have a chat um uh in the chat it says thank you for Mr. Parker. >> So thank you. >> Great. >> Okay.
>> All right. So um then we will move on to item nine, new business. uh adopt Eureka math program for K through five. Mr. Keri, >> thank you, Mrs. Granger. Um
Mr. Tibo, do you have my presentation? >> I do. Mr. Clary, um let me find it and I will pull it up for you. >> All right, perfect. Thank you. So, so while we're waiting for the presentation to begin, as the school committee knows, the school committee needs to approve when we adopt um new
curriculum and um you're familiar with the Eureka curriculum. Uh we adopted at the middle school, I think three years ago now. And um so now Mr. Clary is going to present on u the adoption at the elementary level. So Mr. Clear.
>> Perfect. Can everybody see the screen? >> Yes. >> All right. So, a copy of this presentation. I know Mr. Leone, you had asked for uh permission to access this. So, I changed the settings in the drive. So, anybody who needs to access it is more than welcome to. Um, as Dr. Malone
had said, um, the purpose of this is ultimately to adopt Eureka math for K to 5. Uh, and to really make a continuum of our mathematic curricular uh, materials from grades K to 8. Uh I'll speak a little bit more in detail relative to
the connection between the elementary schools and the middle school as we move forward. Uh Mike, if you could go to the next slide. Um as a reminder with uh elements like these when we consider our curriculum adoption, we always try to keep in mind our vision and mission. Um and
ultimately in our the first line of our vision statement is a key component inspiring every student to reach academic excellence. And so a portion of that is uh dedicated to the curricular materials that we use to help support the development of that academic
excellence in our students. Um Mike the next slide which is also aligned with our mission um providing a high quality education uh in a safe and respectful and inclusive environment where every student develops the skills character and core values that they need to graduate and become
productive members of global society. So with that the with the introduction of um in this particular case mathematic curricular materials um this is a huge piece to be successful in global society now um you know the three Rs that everybody always talks about of reading
writing and arithmetic um the those have not disappeared in our society even though a lot of people kind of seem to think that they have with calculators being existing on people's smartphones and your ability to ask Siri to solve anything for you. you still have to have a lot of problem solving and number
sense and a lot of that goes along with uh people's productivity. Mike, next slide please. So when we consider uh curricular materials for adoption, we take into account a series of different pieces of information such as data analysis from
testing data, from survey data, from observations of classrooms, feedback from teachers. Um, and we also speak to a number of other school districts nearby or even a little bit further away. Uh, that might give us a little bit of insight into the implementation
of some of the m materials that are being used uh and how successful they are. We consult the research base uh and we also engage in some form of pilot. Um and so for this particular we had piloted uh Eureka math in our
elementary grades in grades 2, three, four and five. We had one teacher at each grade level uh participated in a pilot and each of those teachers went through a training from uh the company the summer before to implement and then we held periodic meetings throughout the
school year um for discussing curricular uh materials that they were using, changes that need to be made uh working with our elementary math coach uh Mrs. Deb Flag. and she had gone through a similar transition when she was a middle school teacher because that's when we adopted Eureka was when Miss Slag was in
the middle school. So she had some familiar experiences with this as well. So the insight from those teachers as well as our math coach was very helpful in this process. So if we can go to the next slide, Mike. Um when we look at our MCCAST information or just to share one
piece, um we notice that our trend line over the past three years in terms of our mathematics performance has remained reasonably flat. We've moved a number of our students into the meeting and exceeding categories. Um but when you
look at the percentages that fall on each side of that midpoint uh we still tend to be in this area of approximately 50% of our students um kind of in the partially meeting we're moving students in the right direction. Uh and we're still when we look at some of our
analysis we tend to see as we've shared in some of our MCCAST presentations in the past that we always had work to do and we continue to have to work to do. And one of the things that we looked at was our curriculum materials and our content that was provided. Mike, if you
could go to the next slide. And so some of the things that we noticed about our mathematics program that we had is the curriculum materials that we're using were from Envisions Mathematics which was copyrighted in 2011. Now I know that a lot of folks think that math is still math and that
is true. 2 plus 2 still equals four and that hasn't changed. The standards however the mathematical standards have changed and the Massachusetts frameworks have gone through several um updates. Uh most recently the one was updated in
2017. And so in addition to these materials being a little bit behind kind of where common core was and when the state adopted new frameworks um these materials are no longer available. This particular version is no longer available in print or online. We had
online access for one more year. that was this year. Um, and so as part of this, we did a little bit of this analysis beforehand. We had also looked at our students who are transitioning from grade five to grade six. Um, and in particular, we noticed that some of our students were struggling with some of
the vocabulary and some of the models of mathematics as they move from grade five to grade six. that we attributed to the difference in our math programs uh the curriculum materials that we were using because we were going from one math program to another from Envisions to
Eureka at the middle grades. Um four years ago we did adopt Eureka at the middle school. That was largely in response to um the MCCAST performance that our students had experienced was on a decline at the middle school. And so the intention at that time was to adopt
because a number of site visits were done uh and uh curricular team was organized from elementary all the way through the middle grades and the intention was to adopt that at K to 8 at that time. Unfortunately, um, at that time we were also looking at our literacy program and for our elementary
teachers, you may recall that our elementary teachers are largely uh generalists. They teach a number of different subjects. And so going through a a change of literacy curriculum and a math curriculum at the same time would be a lot to undertake for an elementary school district, for an elementary
school teacher. Um and in addition, um we also noticed that we had when we surveyed um a number of our teachers in terms of their use of materials, we noticed that in our elementary grades, there was a lot of supplementing going
on. Um we were using a lot of different materials for fluency to help students kind of work on their mathematical practice skills. uh there was a lot of supplementation taking place for extension activities, enrichment activities, differentiating to meet the needs of students and assessments were
largely supplemented as well from a number of different programs. Uh and we also noticed with some of the alignment uh with the envisions math given its copyright date of 2011 wasn't really aligned with the common core at the time uh and not align with the mass framework
of 2017 um is that there were places that we had to make some tweaks and some changes and overall that infected affected kind of the overall rigor of the program connecting that program to the middle grades program. Next slide please Mike.
So when we look at Eureka, um just to recap a few pieces, Eureka focuses a little bit more on the why. And most people may remember from their schooling, I know that I remember it from mine, uh is when you were taught math in the early grades, you were taught a lot of the algorithms of math.
You were taught that you carry the one and you were taught that you cross out numbers and borrow from the number next to those. And while those algorithms are efficient, they don't teach students kind of the understanding that they need in order to make sense of those mathematical concepts, deeper
mathematical concepts about place value and overall size of numbers uh when they go into high upper grades, middle grades and high school and in the world of work. And so Eureka tends to focus on the why. And so this process is a little bit different and students need to learn
some of the vocabulary and the models that goes with that. And so what we're finding, as I shared before, that students struggled in that transition period when they went from grade five to grade six. And as you may recall, our high school mathematics program is an integrated math program as well. So all
of those programs themselves, our secondary math programs needed a stronger foundation to be a little bit more supportive for our kids. Mike, if you can go to the next slide. So, one of the pieces that we look at when we look at a research base is we look at and the link is live on the
slide like you don't have to open it so folks can look at it at themselves but I took a screenshot or two in fact and kind of lump these together. Green is good. Um, and so Ed Reports is a nonprofit organization that's responsible for uh it's a collection of teachers uh and other research
professionals in the field of education and they look at curricular materials that are published and it tends to be a site that folks look at to see how effective curricular materials are rated. Um, and you'll notice that Eureka has green values across the board. So in
terms if I just look at the kindergarten one which is highlighted in blue at the top um it focuses on three different categories focus and coherence and the highest score that you can get is a 14 it earns a 14. The rigor and mathematical practices which we're trying to focus on in terms of teaching
the why of mathematics it gets a 16 out of 18 which put in the meeting expectations category. And then finally the usability area was a 33 out of 38. And that also meets expectations. When we compare these to some of the other materials that are out there, Eureka is
very highly rated and very highly regarded across the country and also very highly rated across some of our local communities that use this uh mathematical mathematics curriculum. And in simple terms, it is the same program that we're using in our middle grades. So it makes sense to have our students
learn the vocabulary and the approaches that they take uh in the earlier grades to kind of build that mathematical understanding that we want for them as they proceed through the system. >> Certainly has this been rerated that was rated in 1314. Has reports rerated it
>> more recently? >> No, they have not the because Eureka was written right at the time when common core had come out. >> Okay. And so at the time when it was rated it the pieces have not changed. So it is very well aligned with the curricular frameworks from common core
which is also very well aligned with the Massachusetts frameworks even with the variations that took place in 2017. >> Okay. Thank you. >> Sure. And so, as I shared before, there are some vocabulary pieces that um that
Eureka tends to use and they use some modeling concepts um that kids need to be exposed to and these are spiraled throughout the curriculum, not only in just one grade, but in multiple grades. So, these basic foundational models that kids will use will resurface and serve
as tools for them as they move forward into each of the uh upper grades. The numbers may get more complex, the models may get a little bit more complex, the problems may get a little more more complex, but the simplicity of learning the models in the earlier age and repeated practice with those builds
these abilities for kids to make their own mental models and figure out how the mathematics actually works. Next slide. And in general with the Eureka materials, they as you may recall from the middle school purchase, um the
textbooks are actually paper books. Um and so they come in three different sets. There's the learn book, which is ultimately serves as the classroom book. The practice books is more the fluency uh activities that take place during class. And the succeed book is the book
that goes home with the students. And that's the one where the homework assignments are. All of these materials are also accessible online for teachers and students and that makes the program a little bit easier to work with. It's not a giant textbook that students are working with.
Uh the books are easier for kids to kind of work out of at an elementary level. Um it tends to be very successful. Next slide. And so when we look at kind of our estimated costs for the next school year
uh in purchasing these the student materials will again these are estimate because we're working on some of the final numbers. Um our student materials we expect to be around $35,000. Uh the teacher materials to support those so teacher copies of the same u
books and the teacher guides will be about $5,000. manipulatives we're estimating is approximately $5,000 because we have a number of manipulatives that already exist in the district. So, we're tallying what those which other ones we would need to purchase. Uh, and we're estimating what
that cost would be. The digital access to this for all of our teachers, uh, including special educators at K to 5 would be approximately $10,000, which gives us a total estimated cost of $55,000. So, this is ultimately what we're asking uh this evening for the school committee
to approve in terms of the purchase for the curricular materials. But before doing so, if you have any questions that you'd like to ask or commentary that you'd like to share, I'll be happy to answer any questions that I can. >> I just have a quick question. >> Sure. >> Um, so there is there's an online piece.
I I get the workbooks is also an online piece. Is there an expectation that students have to be able to connect online to access the materials or are is the online the same as the books? >> The online is the same as the books.
>> Okay. Okay. >> Good question though. >> When you bring a new program like this in, is there a a time period that I mean clearly all the teachers can do the math needed in the K through five? I'm sure.
But is there like a familiarity session that works out with teaching and how you introduce this? >> Yes, a big portion of this whenever you shift to a new curriculum program regardless of what it is, you want to provide professional development to support it. Uh so much like we did with
our literacy adoption, we partnered with Leslie University because they're very strong um PD provider. And so we've been working with uh Leslie's Y Leslie University Center for um advanced mathematical achievement for the past several years with our middle school
with implementation of Eureka. And so we're looking to extend that to support our teachers in elementary as well uh as they implement this going into the future. So there is some expectation because the organization of the program and the instructional practices and some of the ways that the math is done is a
little different um and may not be as familiar as people are used to in uh kind of the structure that they've used before and envisions. >> All right. I have a few questions. >> Sure. >> So I did look at it when you when I got it earlier. Um and so uh my first
question is how how do the middle school teachers feel about the program? >> Uh very good question. We had surveyed the middle school teachers um at the end of actually at the middle of the last school year. So 2018-19 to ask them about their uh impressions
of Eureka and the impressions were largely positive. They felt that the program was pretty strong. uh they felt the same as most teachers do about any curricular program that there's always places where you have to supplement and make changes. Um and we kind of knew that going into this. What we found uh
in terms of feedback from them more specifically was that they also noticed that students tended to struggle with jumping into this program in sixth grade. And so that bears out, you know, some of the information that we see in our data too is that we tend to see that
our sixth graders, if I look at our MCCAST scores between sixth grade, seventh grade, and eighth grade, you tend to see that our sixth grade scores tend to dip just a little bit because students are still trying to actually understand some of the vernacular of the mathematics program and the approaches that are taken. And by the time they
reach 8th grade, they're very familiar with it. So it does say take some time and so the teachers are very clear about that, sharing that with us. Um and we noticed that that was a bit of a challenge uh that we discovered. What we found uh the feedback from the teachers was that largely that the problems that
Eureka provides and the approach that they take is very strong for kind of engaging and getting kids to um conduct kind of deep uh thinking about their about problem solving which I think is really what we're trying to create in our students.
>> Do they um do they feel that I'm sorry, Joe. You froze there for a sec. >> Uh while Joe's trying to connect to his audio, uh I'm just going to add a couple of things uh to his question about the teachers at the middle school. the teachers at the middle school, the math
teachers have been um requesting that we adopt Eureka in the elementary now for for quite a few years. Uh but um as the committee is well aware, this really completes our curricular uh adoption
cycle in all of the content areas the district. Over the last six years, we've um we've replaced we bought new science materials K to8. We have a new literacy program K to8. We had the Eureka math 6 to8. Uh we have new social studies
resources. And of course at the high school it's a little bit different and and we've purchased new AP books and so on. So this district is in really strong curricular resource um position and um it was always the intent to bring the Eureka program to the elementary school
but then when we brought the literacy program in as Mr. Clary stated I we didn't want to ask the teachers um to to Mr. uh Quit's point to provide them um all this professional development and new adoptions of curricular resources
and that's why the Envisions the Envisions program actually um has you know they have a 2020 edition and they have an online edition and you saw our edition is 2011 because we knew that um long-term plan in vision was to go to the Eureka Math and Elementary which is
why we didn't do any replacement >> and so I don't know if Mr. Uh Leon is back with his audio. >> Am I here? Can you hear me? >> Yes. >> Yes. >> So I had um the first question I asked was uh are there sufficient materials
for the teachers to differentiate or do they need to look for other stuff themselves? >> There are there are sufficient materials for differentiation because the the structure of the program is really well aligned um to curricular standards. And
so the way that the the lessons are scaffolded is that it kind of it provides opportunities for a strong conceptual understanding of the mathematics and then opportunities for extension. So the problem sets are organized in a way that actually goes
from less complex to more complex uh problem sets and it allows them to differentiate the the structure of the the um the actual lesson module itself when students are engaging uh in the lesson lends itself to small groupoup
instruction lends itself to the use of manipulatives. Um and so that gives the opportunity for students to kind of learn a little bit differently and teaches the structure of the class a little bit differently. >> Okay. And then the last question I have is um have the high school teachers
because some of those kids have transitioned into the high school now. Have the high school teachers noticed a difference in the incoming freshmen um with this program over the past programs? That's a very good question.
Anecdotally, um, conversations I've had with some of our, um, ninth grade teachers, the feedback has been positive for some of our classes. For some others, there have been some challenges. Um, and so those are some things that we continue to have a conversation about.
And we don't necessarily um, I don't have a definitive answer to share with you that answers your question at this time, but it is something that we continue to look at. uh we don't believe that it has to do with the instructional program itself, but continuity um from K
to 8 would be really really helpful. Uh we keep hearing that theme over and over again from our any grade above that says it would be great if the kids had this understanding before they came in. And so with the way that our mathematics is
integrated, we integrate in in high school terms, we integrate algebra, geometry, and algebra 2 into kind of integrated math 1, 2, and three. And so the way that students learn that mathematics is very similar to way that the math is integrated in 6 through 8 as
well as through K through five. And so the more that we have this uh systemic way of teaching the mathematics, this we expect that we'll have stronger positive results as we go into ninth and tth grade.
>> Okay. All that said, I um I would be very supportive of of this program. It uh continuity is important. Um and knowing the why is even more important. Um, I I think this program looks uh
looks like an excellent program for for our elementary school kids. >> Thank you, Mr. Leone. >> Mrs. Granger, I don't know if there are any other questions from >> I was just going to ask any other comments or questions for Mr. Clary.
>> Am I on finally? Yeah. Um, so this is the estimated startup cost of $55,000 for next year. Uh, what's the continuing cost on these things? Do we have a annual uh license that we have to buy and um of these materials? Which of them
are not reusable or which of them are reusable? Um, so what's the continuing cost of running this K through five? Just curious. >> The continuing So the teacher materials and the manipulatives are fixed costs. that is a we just doing that this their
one-time purchase. Uh we don't have to incur that expense any longer unless we have replacements for manipulatives that we may lose or to that effect. Um the digital access is a yearly subscription. Um the student materials are technically
consumables, but the reality is as we've learned from our pilot teachers as well as our middle school teachers is that we have not had to replace the consumables. um because a lot of teachers have preferred to use the online version and then print those materials for teachers
to use. But what we found in speaking to a lot of the other school districts who have implemented Eureka that it's really helpful to make sure that all the teachers and all the students have their own book in the first year. Um and we wanted to make sure that that was a reality and get teachers comfortable in the program. We also learned that from
our pilot teachers too. Um because some of our materials didn't come in quite at the time that we wanted to or we didn't have enough of some particular modules. So some of our younger grade teachers were trying to figure out how to rip pages out of books and share stuff with with kids and it didn't quite work as
effectively as as we wanted it to. So in the first year the expectation is that all students are going to have a consumable text and then we'll evaluate that decision as we move forward. And and I would add that the student text choice is really uh all worksheets,
homework, >> right? No, I I knew it was that's I just wonder what goes with it. >> Yeah. At the middle school, we stopped buying them. We really we really prefer that students keep math notebooks. Um and that's what they take home uh with with the the handout from the teacher or the online piece so that the teachers
have their note that students have their notes to refer to to do the math. But a lot of times that we found in the middle school they were home and the parents couldn't help and there were no resources um for the students to use. So that's that's what the preference was at the middle school and I think it's a good model.
>> So you just mentioned that some of the materials came in slowly or late or something and looking at what's going on u today with uh receiving things and shipping them uh they're taking two or three times as long in the general
world. Um, and do you think we're going to have that problem come September? >> Well, I hope not. This is part of the conversation that we've been having with the um with the Great Mines's representatives as well, trying to kind of finalize estimated costs and get quotes and so on. And shipping has been
a big part of that. Um, I think >> Yeah. So I I think a a significant piece is that because the materials that are online because a lot of places don't have the same materials online as they do in print. Um the the great minds publisher for Eureka does have that uh
and so the digital access piece is exactly the same versions of the teacher copies and the student copies and the access to the assessment. So all of it will be there and in fact our teachers have had access from a piloting standpoint. Uh we managed to get I think 50 other digital licenses for our
teachers. Um because we did we were scheduled to do an introductory meeting for Eureka for our teachers back in March 19th, but that was right as the closure started. Um and so we actually arranged for all of our teachers to have digital access from that point moving forward through the end of the school
year to preview the materials. Um and then we actually had a a our introductory our introduction to Eureka for our teachers was a few weeks back actually the uh end of May May 18th. Um
and you know we have a first PD se um scheduled or seminars set up for next week June 8th and 9th uh virtual seminars with our teachers to make sure because I believe and our teachers believe um that it's very important to get exposed to the new curricular
materials before the summer. That way people can explore them and take some time to kind of learn and play with them on their own. And then we can provide kind of some other remote professional development opportunities for folks over the summer. And then I know historically we've had resistance to new math programs from
parents um and who knows where we're going to be and what we're going to be doing, but do we have a skeletal plan of um what we're going to do to introduce these K through five parents to what's going on? >> Yeah, we were we've been talking about
that. I'm not going to say that we have a formal plan in place, but a lot of it in most districts who have gone to this implementation uh have used kind of the notion of math nights. Uh when we have open houses, um that's an opportunity to expose parents to some of the approaches
that are taking place. There are also in Eureka, there are also some home guides that are provided uh that you can share with parents. We can post those on our website. Teachers can send them home, teachers can share them on their own websites um to give folks information. And there's also plenty of videos online
to support parents and to support students and to support teachers uh with the implementation of this. So the the cool thing about Eureka is that the information is everywhere um about this math program and the resources to support it.
>> And Joyce, to your point, we will hold a formal presentation for parents and introducing the new math program as well. >> Because everything I hear from parents right now, they're so sick of being the teachers. They don't want to know anything else. >> Yeah. they have to beat over the head to have them take it. >> It's important that you do that with any
new curriculum adoption to to host uh a parent meeting. So, we will definitely do that. You know, when we have more information what um the year is going to look like and all of that, we'll get that scheduled. >> Yep. >> Thank you. >> Question. Yeah.
>> Okay. Anyone else have any questions for Mr. Clary? All right. Um, hearing that nobody does, I will entertain a motion to adopt the Eureka math program for grades K through eight. >> I would Is it already adopted for the
older ones? So, we just need K through five. >> Yes, just K through five. >> Oh, sorry. I'm sorry. K through five. >> Okay. Uh, I'll make a motion that we that we adopt the Eureka math program extension K through five um in coordination with the program that we have uh five
through eight, six through eight middle school. >> Moved and seconded. Any other discussion? All right. So, Michelle, will you call the role for a um a vote? >> Mr. DeForge, >> I. >> Mrs. Granger.
>> Hi, >> Mrs. Mr. Leone. >> Hi, >> Minty. >> Hi, >> Mrs. Reishoots. >> Hi, >> Mrs. Simmons. >> Hi. >> Thank you. >> All right. So, um,
>> thank you, Mr. Clary. >> Thank you, Mr. >> Excited. We're excited to hear how this unfolds. >> Yes, I'll be certain to report once we uh once we know what next year looks like. Absolutely. >> All right. So, we'll move on to the
superintendence report. Dr. Malone, >> Dr. Malone, I think she's muted. >> Sorry, I was I muted myself. Sorry. today. Thank you, Madam Chair. And um so my superintendent's comments. The first
is item is the district updates. And I'm going to provide you an update in the 2021 school year. Mike, if you could call up the superintendent's comments, I would appreciate it. So I don't have to look to my left and to my right, please. They're in the drive.
Thank you. Uh and uh return to school advisory board. Uh earlier this morning, we had a conference call with the commissioner of education, Mr. Jeffrey Riley, and he provided us several updates. Um and what most important um
is, of course, our superintendents are all waiting awaiting guidance in in the mandates on what the uh fall is going to look like, how we going to reopen school. He has assured us we will receive uh the mandates and guidance uh
on or around June 15. So, we're we're looking forward to that. He's also going to be sending out um on Thursday uh additional guidance on our extended school year on summer learning and it u we we may be looking at some face-to-face sessions this summer which
um uh the guidance is leaning toward that towards that and I would really like to uh do some some model of that. You know, the commissioners used the word soft opening, and I think it would serve us well in this district if we can um provide some summer learning face to
face um with in in accordance with the guidelines and restrictions by the DPH and and the Commonwealth. So, uh really looking forward to that. So, we're expecting that guidance on Thursday. Uh he's also um committed to sending us a
list of uh PPE uh supplies that we need. I think I may have informed the committee earlier that we have been ordering gloves and we've ordered uh face coverings. Um we've been ordering some thermometers. So we think uh we are in good shape. Um and um you know we'll
see what the guidelines will be be for that. So um we're getting a little bit um excited and anxious to begin planning for for the next school year. Um it's been very hard uh for for all of us. But
you know the words that we use during this time is flexibility, adaptability and patience. And um you know I will always uh heed the teachers to understand that things can change and um and that's we we've learned through this pandemic. The return to the school
advisory board will have our first meeting Thursday. Um we have about 40 members in our five functional uh uh categories or committees that I showed you last meeting. Really excited about the response from uh our teachers. Many teachers are serving on our we have
teaching and learning committee. We have operations in uh facilities. We have special education. We have English as a second language. And what is the fifth one? Um maybe that's it. English is >> student support. I'm sorry. student
support services. So really excited about having orientation on Thursday. It'll be you know some introductions and I will describe the structure of how we'll meet and so on and so forth because again I don't feel um you know I'll give them some information uh that
I received from the commissioner but um I don't want to be um having people plan for things that may not come to fruition and wasting people's time. We want to know what the plan is. We want to know what the mandates and guidelines are and then we're going to think, we're going to plan and then of course we'll have to
bring bring the the plan to um all the other teachers and of course our parents. So I have a I think a solid structure and plan um for this. We're also going to be sending out next Monday uh teacher and parent surveys. We want to get feedback um particularly from our
parents on this remote learning period. Um, you know, if we do have to have any kind of hybrid model with remote learning, we certainly want to know uh what we were really good at, what our strengths uh have been, and where we need to improve. And we're also going to send those out to to teachers to get
their their input and feedback in in the remote learning period, the support that we've provided them, the resources and such to again bring this um these surveys, the this data back to the the the school advisory boards to inform our plan for the next school year. Uh
underneath that are the star assessments. Many of parents and probably um have received the notification that uh we are going to have the students take the star assessment. it that is a computer-based assessment that our students have been taking in the district for quite a few
years. Uh we administer that three times per year fall, March and June. So the students did take the March assessment in reading and mathematics and we are going to have students take it remotely. Uh tomorrow I think is reading I know is reading and then on uh Thursday is
mathematics. We held a training for our families uh last night and we had over a hundred I think it was about 120 families uh that joined in and had some excellent questions and uh we the teachers will be uh
available on the window from 9 to 11 to provide any technical support and we've also posted uh we also in addition to the synchronous tutorial we developed a letter um for the parents to access um in case they get they have any trouble.
And that letter is posted front and center on the website along with the recording from last night's meeting. Uh the update on extended school year and summer learning. I've touched upon um you know my other piece that we're we might be doing some face toface and and
and um I will continue to update the committee um as we get further guidance and we start doing our planning uh 2021 uh preschool and kindergarten school registration. Um, for the our viewers that will be listening to this, we really need our families to register now
for preschool and kindergarten. Um, we um our our enrollment is is lower than expected at this time. Uh, and we know it's due to to the pandemic and people have having access to um you know uh
interact uh with people in the school systems and the offices. Um, we did place an ad in the low sun and the Shoba Valley voice. Uh, Shirley Tracker will publish an ad um on Friday, June 5th for us. And I just want families to know that they may visit asd.org
for registration materials and instructions. or if they prefer they they may call 978-772-8600 extension 508 and we will return their call promptly to support um their registration process. Uh this next piece
is long I won't read it word for word but um uh this is titled the mass model 3.0 framework for comprehensive school counseling programs. So last year um we uh spent a lot of time in the the prior
summer providing um professional development to our school counselors to implement a school counseling program. Basically, it's a a program that is um aligned uh to standards uh social emotional uh learning and our counselors
go into the classrooms on a cycle um and present lessons to our students on on different topics. And so Cynthia Eelonius, one of our school counselors, she uh joined the mass model writing team along with other school counseling
practitioners. and um she will be she is one of the presenters. They have the um MASC annual conference and Cynthia will be one of the presenters. So I wanted to share share that with you. We're very proud um that um that Cynthia is part of
this team and will be presenting to all of the the counelors uh in the state and it draws people from I think it's it's in Boston this year, isn't that correct, Mr. Clary? It draws people from all over the the country. >> Yeah. It was originally slated to be in Newton and then they had postponed it at
least temporarily. So now they're doing a virtual conference I think over the next couple of days. >> Yeah. So you can read the more detail, but um you know very pleased to have someone from my district be on you know a a a writing curriculum team for school counseling programs. Could you scroll
down Mr. TBO please? Okay, this picture u so uh the school reform initiative we I don't know if you uh recall but I partnered with um the Parker charter with um the
principal and his name is is vacating me right now. Isn't that terrible? Um Todd Todd and uh so we wrote a grant together and we had to go to Desi. I don't know if you recall me uh talking about a long time ago and what we what the the Parker
charter school is a very strong advisory program and um so we that was the area that we wanted to strengthen for our district in partnering with the Parker Charter School. So we had Mr. Ser and I had to go and present
to Department of Education and um you know they approved our grant. So anyhow, part of uh what the educators did in our district along with those at the park charter is they attended the school reform initiative uh program. They um
went to do different states. They've gone two years. But what I'm showing you here is if you click on um the link just one second please Mr. Tibo and what these are three educators in our district and they are featured. Can you
click on that link? So this is the um the newsletter if you will from SR which is a school reform initiative. It's this whole system of uh working with students but our three teachers made their front cover. So you have Mr. Sabuler at the middle school
and you have Mr. Mrs. Baker from the high school and Miss Filibbr from the high school. So we thought that was pretty cool. We wanted to show it to you. Yeah. So um and and those teachers that trained um
went down so Mrs. Dartell she actually her married name is Dartell now but they went and they trained and so they've been leaders Miss Fibbr and Miss Dal have been leaders at the high school in the advisory um that we have at the high school now.
So they they came back and it was you know train the trainer model and so we're really proud of that program. All right Mr. TBO back to my comments please. >> Uh summer and Shirley just want to make a public announcement that they did they did close the summer unfortunately. Oh,
and STEM camp um we're going to put together for our website uh for parents access any summer enrichment in opportunities um that we learn about that parents may be interested in sending their children to. STEM camp um is one of those opportunities and uh
we've sent it out in a blackboard notification to our families that they're holding their summer camp. It will be virtual for students entering grades to four. So hopefully parents receive that and if they're interested they will register as soon as
June 19th date >> par professional le and she's retiring after 22 years of service. She was a kindergarten paraprofessional. Scroll down please. Uh I I already announced the uh Don
Pakra award recipients. So congratulate those students and I'm go I'm going to feature myself um of hero as hero of the week. Um so I was featured as hero of the week in the as Shirley tracker. Uh it was published um last Friday. It's a
it's a weekly publication. I had received um an email and notification that I had been nominated and um so I I was very proud and very flattered to be nominated um by um Mrs. Aki over at the middle school. It is in the article that
she did nominate me um for this. And so I was very flattered to be nominated by a peer and someone I've worked with for six years. So I just thought I have to say hip hip hooray. Congratipooray. Hip hip hooray. Hip hip hooray. >> It was it was you know it was uh you
know I got the email was on a Sunday night that you know a week a not this past Sunday I guess week ago and uh I got the email and I just read it and at first I was you know and of course I had several questions that I I needed to answer. So, um, anyhow, so I it was it
was a it was a good moment for me, um, particularly during this pandemic and all of the other things that have been going on. And then lastly, uh, apologize. >> Wear a cape now. >> Sorry, >> you get to wear a cape now that you're the hero. >> Yeah, hero of the week.
>> Oh, believe me, I reminded all I reminded all my family members just how special I am. >> Don't wear No, no, you don't wear a cape, though. Capes are bad. You want to wear like a a crown is fine. >> I was gonna say a crown.
>> Capes get caught in things that you know if you ever watch the Incredibles, you don't want to wear wear a cape. >> Well, nice tiara. >> Yeah. Well, as I you know, you know, I stated um I'm I'm among many heroes in the district and and and that's never been more
prevalent during this pandemic. So, um it's nice to be uh around other people that are heroes as well, and I appreciate all the work of our families and our teachers and students, and um it's it's it's just been amazing. Okay.
Uh college acceptances, we have Auburn University, we have Bryant University, Clark University, Franklin Pierce University, Stonehill College, and I think is that the end Mike? I can't >> Howard University and then the Wetworth
Institute of Technology. So, as you can see from the list, we've had some excellent college acceptances this year. I know. >> Do you have any idea how many of them are going to be open in September? >> No, >> I don't I don't have that um that
ability to predict. Although we might have more, you know, fortunetelling might become a uh a career because >> they were all taking money now. I can tell you that. >> Yeah. >> They're all accepting money. >> They got to have the money first. You
know, >> as disappointed as our seniors were to lose the end of their senior year, I think they'll be more disappointed if they can't get on campus in the fall. >> Yeah. Okay. >> Well, you know, um, after talking with the commissioner, uh, you know, I I
highly respect our commissioner. I've known, uh, Mr. Riley for a number of years, uh, when he worked in Boston and then he came a long time and I, um, you know, he he's a very compassionate, uh,
leader. He is very committed to equity and equality and he wants to close gaps and you know he he he hopes that we can we can open school. Um you know but of course um you know as long as we see the
numbers decreasing like they are in Massachusetts that's all good news for us, right? >> Yes, >> it is. you know, thank God the deaths um have significantly decreased and then the cases that we're seeing and and I guess we all could look to the evidence
and say, well, what we did um you know, what we've been doing is working. So, and that's what we want to see. So, thank you. Uh and that completes my report this evening. >> Thank you, Hero of the Week. >> All right. So, we'll move on to our
ongoing business. We've already um done item A, the dedication of the media center. So, we'll move to item B, which is the approval of the transfer to the regional transportation reserve fund. Mr. Plunkett. >> Thank you, Mrs. Granger. Uh in the
school committee packets 11, uh 11C1 is the memo. is uh titled regional transportation reimbursement fund deposit and proposed reertification of the FY21 budget. So there are two votes
that are needed uh and I'm going to go through the memo to u explain why. So last meeting I told everyone that we would take a look at the special education transportation expenditures to see if we were going to have any additional funds that we could add to
the RTR deposit this year for FY20. Unfortunately uh they are offering a slight uh discount of 22% but uh we are not going to have any additional funds available through the uh special ed transportation
to add. So, the TRA transfer amount that we will be seeking tonight is $149,35 uh from our regional transportation reimbursement funds that we received from the state and they will be deposited into a revolving fund that's
been approved that we can use in our subsequent or our FY21 budget as a revenue source. uh down to the second paragraph is states that this will be used as a general fund fund revenue stream in FY21
and will decrease the transportation budget amount needed in the general fund. We'd like to use this the decrease needed in the transportation budget to offset contract salary increases we are expecting as a result of the negotiate
new union negotiations with the four ask me units custodial clerical food services and para profofessionals so that's one vote is the deposit uh the second piece is the reertification of the FY21 budget because we are adding
the RTR funds as a revenue stream. Uh that's going to increase our budget. In addition to the RTR funding, we are proposing a transfer of $34,000 from the district curriculum textbook line to the district salary line for
contract increases. This transfer has no net effect on the budget as it's just a line-to-line transfer of expenditures within the general fund and brings a total of $183,35 in additional funding to the salary
line. As a result of these the increase for salaries and the use of the RTR funding, there's an increase of $149,35 to the total budget, but no change in the assessment to the member towns.
The total FY21 budget to be reertified is $ 32,943,331. And the document uh labeled 11C2 is a PDF of the FY uh 21 proposed budget with the changes in them.
And I do want to bring your attention to item 11C3 which is a spreadsheet Excel spreadsheet um which is for the development of a 112 budget. If we do not have a budget as of
June 30th uh looks like we're uh scheduled to have surely is it on June 29th we'll just make it. Uh but if we do not have a budget as of June 30th, uh if the towns can't vote and prove our the local budget, then uh the department of
ed will determine our uh 112 budget for FY21. And this is the document that we uh prepared uh for them and it shows our FY20 budget and our FY21 propo proposed budget. uh so they can use this in
developing the uh the budget that they're going to calculate. It shows the assessments and the breakdown of revenues from the state. Um, and this hopefully we will not have to use this, but if they do, if the department of ed
does develop our 112 budget, it will be uh due on the day that it is um um normally due uh from the the language in the regional agreement. It's a fifth of every month and it would be uh aortioned
as as per the regional agreement. uh it's a statutory method which means that um the state sets the RLC uh if that changes um and then anything above RLC is a portion according to the
regional agreement and transportation and debt are also a portion as per the regional agreement. So, that's uh what's going to happen if the Department of Ed does have to step in and and uh calculate our our budget if they're
passed by both towns and then we'll have a local budget and we'll just move >> forward with the assessment amounts as we have. >> M can I just make a clarification? Um Mr. Plunket. So the other piece about the 112 budget is the state doesn't
anticipate having a budget and that is the other piece that um due to the pandemic and the impact uh financial impact and not sure that they're going to you know the basically they're saying I think we Bill and I talked about this before that the governor's budget is basically out of
play if you will and um so uh you know the the state they don't anticipate that they're going to have a budget ready for the fiscal start of July 1 And that's it would be the reason as well for this 112 budget. So the department of education has requested this data that bill
prepared and we submitted to them. >> So we will need uh two votes. One is to transfer the $149,35 from the regional transportation reimbursement funds um to our RTR revolving fund. And then the second vote
would be the reertification of the FY21 budget at 32 million 943,331. >> Does anyone have any questions for Mr. Punket? Are are the towns now are we just going to move forward with the P budget as we
voted knowing that you know the governor's budget is probably trash at this point and ways and means is going to be way behind him. So, and we're already, it appears to me like we're already moving towards a 112th budget because I don't think, you know, in any reasonable time period they're going to
get to anywhere with that kind of numbers they're looking at on the amount of money they just borrowed in the last 10 weeks that the original 70 funding is going to be close to where it was, especially since they were trying to redo the ed reform stuff.
>> Yeah. We're we're we're you know we're we've been told to count you know pretty much count on a 112 budget but for us um you know Bill uh you know you could explain you know to the full committee. So for us it reverts back to what we had budgeted last year. Bill would you want to explain further? So so that
>> yeah it it will be no less than the FY20 budget the prior year's budget. Uh and they will also take into consideration uh any large expenditures that we have scheduled for July such as the Middle Sex County retirement assessment. Um
things like that, any debt payments. Our debt payment is deducted from our chapter 70. So we're in a good position. We don't have to worry about that. Um but we do have that middle sex payment and uh a lot of folks have debt payments right off the bat. So they the uh
Department of Ed will calculate that into the assessment into the uh into the budget. >> And ahead Jim, >> I'm just I can't believe I'm saying it, but I'm glad they didn't give us a a big chapter 70 adjustment. And I feel bad
for some of the bigger cities that are going to really take the whack as they probably plan to try to do some catchup with extra funding. And that rug is going to be pulled out. >> Yeah. >> Yeah. Oh, yeah. on the on the school opportunity act. Um yes, absolutely. But
the other thing is uh so we have u you know there's all kinds of zoom meetings and such and there's been a lot of you know well the chapter 7 is going to be reduced by 10% and chapter 70 is going to be reduced by 20% and one of um the
finance um in his name um desi um Jay Sullivan you know he said quite clearly in a meeting the other day he said I have not heard that yet I've only heard that from superended dependence. >> So, yeah. Um, you know, and so that
resonated with me because, you know, we if if there's a reduction in chapter 70, obviously want to know. So, um, he he was quite clear about that. But he did say to your point, Jim, that the, you know, the House Ways and Means are just taking this up now and it's it's just we're just not going to have a budget
from the state. State's not going to have a budget June 30th, July one. So >> well obviously state revenues are down way down and the state expenditures in other areas is is definitely increased. So I think it's going to be interesting to uh see because um sales tax and
everything that is one of your big components of your state income is way down. >> So um you know where's it where's it going to go, >> right? And and I think we're going to feel a greater impact in FY22. Mhm. >> Uh, you know, I think the school
district, you know, Bill and I doing our analysis. I think FY21 we're going to be okay, but I also want to approach FY21 and being really conservative in spending so that we do particularly, you know, uh, you know, we we do have keep our END in case we need to go to that.
Um, because we just, you know, I I think that I think the impact for us is going to in most districts will be FY22 more so, but that's just okay. Anyone else any other questions or comments?
If not, I will entertain a motion. It looks like there's two different motions. One for the approval of the transfer and one for the approval of the amended fiscal year 21 budget. >> Could the screen go back to those numbers so that we have them straight?
>> Yeah, back to the memo bill. The u excuse me, Mike >> 11c1 >> in the packet >> Mr. T-Bull's earning his dinner. >> Speaking of which, >> yes, exactly.
>> I was gonna say it might be a midnight snack. >> Yeah, speaking of which. >> All right, there you go. All right. So, I'll make the motion that we transfer $149,35 from regional transportation reimbursement funds
uh into the RTR fund. Uh is that correct, Bill? Did I say that right? >> Yes, correct. >> I'll second that. >> All right. So, moved and seconded. Any other discussion? All right. We'll take a vote by roll
call. Michelle, >> Mr. Deforge. >> Hi, >> Mrs. Granger. >> Hi, >> Mr. Leone. >> Hi, >> Mr. Quinty. >> Hi, >> Mrs. Re-shoots. >> Hi, >> Mrs. Simmons.
>> Hi. >> All right. Thank you. And then, um, a motion for the, um, amended budget. So, I'll make a motion that we reertify our fiscal 21 budget in the amount of
32,943,331. >> Don't we have to do the transfer also? >> The line to line. No. >> Okay. >> Thank you. I'll second that motion. >> Moved and seconded. All those in favor by roll call. Michelle.
>> Mr. DeForage. >> I. >> Mrs. Granger. >> I. >> Mr. Leone. >> Hi. >> Mr. Quinty. >> Hi. >> Mrs. Reishoots. >> Hi. >> Mrs. Simmons. >> Hi.
>> Great. Thank you everyone. Thank you Mr. Thank you. >> All right, we'll move on to the subcommittee report. Um, we have policy IKF, graduation requirements for first read, Mr. Quinty.
>> Right. So, you can see that uh from the original document that we've um want to bring that up. We basically scrap what was in the initial one. And what we're trying to avoid is a situation that we had this year where it took school committee action to make adjustments to
what was in our own policy. Clearly the people in the front line know who has met our graduation requirements and who has not met our graduation requirements. So it uh part of it is uh philosophy and part of it is policy. But um it
basically puts the onus on meeting the graduation requirements on the high school principal. in his review with the student counseling and annually in January um he will give a a report a status progress summary to the
superintendent so things are monitored but the final decisions on individual students situations will be made by the people who knew the students best and not the committee members. >> All right, thank you. Does anyone have
any comments or questions? Aren't these credit things, aren't they kind of like state requirements? >> I'm talking have a choice on any of this stuff, right? >> No. Well, not I'm I'm not speaking to the um to the credit requirements. I'm
talking about the only changes that were made were um uh to the community service requirement. >> What's that change? >> Some some updating in the first paragraph. If you scroll down to the bottom uh community service requirement part of this, Mike. Yeah, right there.
See that was that was eliminated and I think in the back page it shows what we have. Yeah. So you can see what's been eliminated and what's been added. Do you want me to read it into the record or you can all see that? Fine.
>> And we're good. >> I like it. Thank you, Jim, for your work on this. I like that we sort of move the hours out per year, right? 50 hours is 50 hours. How you get it done is uh you know, that's up to the the student and
great >> and the school. It sounds like, excuse me, it sounds like this the school will have a new process for how they're going to handle that with the students. And that's that's completely up to the school, I think, to handle that, >> right? And a part of that came from uh some observations that Mary had I guess
in some in one of her prior lives before she was a hero and she was on the front line. Particular accommodations that had to be made for people because you know a lot of our students are in extreme circumstances and uh clearly the principles and the counselors are aware
of those. So if the spirit of the law is met and they feel that the student deserves a diploma from the school, I certainly would not be one to uh enter into that break. >> Can I can I ask a question about it? Uh Mike, if you could scroll down a little,
please. So under the the summary of the service requirement standard will be given to the superintendent by January 15 of each year. So would that summary be required for each class? I I would in whatever format the
principal and the superintendent agree to to allow them to track this to make sure that the intent of the school committee is being met is fine with me. So what whatever you think works best for you works best for us. >> Okay, that's fine.
>> Thank you. >> Anyone else? Any other comments or questions? All right. So, >> it's a four it's a four-year requirement and there's no end of there's no intermediate things where um a freshman
has certainly a lot different approaches to life and maybe experiences than doing it all in their senior year. >> Well, Joyce, I think when Mr. Um Christie was at our last meet or at the meeting um when he had come to us that
special meeting we had to wave the requirement >> he had mentioned that the school was going to have a different process moving forward. So I think that the deletion of the the you know hours per year or whatever is just taking it out of the
policy but the school will have a procedure >> okay >> for tracking >> at least that was my understanding. >> It'd be interesting just to hear what that is at some point. Yeah, he he um I'm sure he would come back and tell us, but he seemed to to have a pretty
concrete plan on their plate right now. You know, it's secondary. Everybody has so much on their plate right now. It's secondary, but it would be interesting to know some >> I definitely remember him talking about a concrete plan. >> Joyce, are you requesting to know what
that plan is? I think it'd be interesting to know for the public and therefore and the best way to do that is through the school committee >> because you know and how about you know and we we have one you know our June meeting left and how about we'll um work with you know Mr. Christie and he'll
bring that back to maybe your August meeting before the school year starts. >> Yeah, that'd be good, you know, to know how and that gets it to the parents and the students and the public and the community. >> Sure. You >> know, so if that's the will of the committee, not a problem. Yep, that
sounds good. All right, so then we'll bring this back for a second read. >> Yes. >> Okay. All right. Great. Thank you, Mr. Quenty. >> Thank you. >> All right. So, item 13, chairman's
notes. I don't have any. Um, are there any other topics for discussion not reasonably anticipated 48 hours in advance of this meeting? Is the um does the decision to move away from Zoom
meetings to meet in person lie with the district or is that a uh phase two operation? If you take a look at the people who normally at committee, it's just the committee members with um you know maybe Mary and Bill and and Charlie, spacing is not really an issue
and we are on we're televised at that point. Or is that a uh is that a district decision or a state decision? You happen to know, Mary? Um well I uh Bill and I are working you know on a plan to bing I I think that uh
if if the will of the committee to meet in person we would you know um with I think we have to wear masks face coverings excuse me and um we have to be six you know feet social distancing. So I I just don't know how well the the
face coverings would work >> um just yet but that's >> I'm not looking to move to it immediately. I just wondering how's that decision going to be made. >> Oh, well, I I would Yeah, I would think by by August, you know, if we see the
the data and the trend the trending down of cases and such that, you know, would would be probably public meetings would be part of phase three and we could resume normal meetings. That's that's what I'm thinking. >> Okay. Thank you.
>> All right. Anyone else? Um, okay. I don't think we have any communications. Do we? >> No. >> All right. So, I will entertain a motion to adjurnn. >> I'll make that motion to adjurnn. Thank Oh, my clock went off. I don't know what
time it is. >> At 8:30. >> 8:27. >> 8:27. Thank you. >> I'll second it. >> All right. Moved and seconded. All those in favor by roll call vote. Mr. DeForge.
>> Hi, >> Mrs. Granger. >> Hi, Mr. Leone. >> Mr. Quinty, >> I go another. Yes. >> Mrs. Mrs. Re-shoots. >> Hi. Can I bring my cat to the meetings
because she's awful happy here playing computer? >> I know. >> Mrs. Mrs. Simmons. Hi. >> All right. So I think we should do one more remote meeting at least because then the cat can attend and we can practice our
>> she just slept with >> pirate voices. >> Um so all right so we are adjourned at 8:28. Thank you everyone and thank you Michelle for the roll call every every time. Michelle and Michelle.