is 6:35. I will announce that um our meeting um those attending tonight's meeting should be aware that the meeting is being audio and video recorded by 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 listings of matters are 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 I will now move on to public participation. Is there anyone um in the public that has any comment um about anything on our agenda this evening? >> Michelle, can you see if Laura does? >> Yeah. >> Oh, I'm sorry. I can't see. I have I'm
not um Go ahead, Laura. I'm sorry I can't I can't see you. >> Okay. Um hi, Laura Warner, parent of a rising second grader at Paige Hilltop. I also a
three-year-old at Ark Depot and an 18-year-old who just graduated from Littleton High School. Um I'm an educator. I worked at Parker Charter School for 15 years. because I work at Philips Academy in Andover now. I'm a lacian school principal and a veteran of
the US Army. So, just a little intro. Um, I sent the members of the school committee a letter and I heard back from one of you. Thank you, Michelle, for responding to my email. Um, Mary, thank you for responding today as well. And
for Steve Kendall, the athletic director for responding to the email. Um, I wanted to comment on the business of the diversity and equity subcommittee which is listed in subcommittee reports. Um, I had been in contact with Shereice
earlier this year and had offered to join the committee but I'm told they are not currently meeting even via Zoom. I had sent the letter to you guys and then also posted it so that public u members of the public could comment um
and also sign in and support. And right now I have about 150 signatures from parents, students, former students and community members. And right now I wanted to read to you some comments I
will send to all of you next week. This is from a current student at AR Shirley Regional High School. I've learned more about black history in the past two weeks than I ever did in school. I feel ashamed when things are brought up that I should have learned in school and I have no idea what they are. We vaguely
learned about the Civil War and what we did learn was whitewashed. We sympathize with the blacks who went through that time, but we never really learned what their perspective was. We also learned flatout lies. For example, we were told everyone loved Martin Luther King Jr. and that everyone looked up to him.
However, most people do not like him and didn't support him. Everything we heard and read about was from a white person's point of view. There's a lot that can be changed if we started teaching all of this history, the truthful history, at a younger age. It'll make the kids realize there needs to be changed that they
could actually help this change happen. I've seen racism in the school system. There are certain black kids who will get in trouble and pull out of a class just for tapping a pencil or doing something very minor. While some white kids can do so much more and not even get a punishment. This happens repeatedly to the point that some of
these kids were being taken from class every day and no one really knew why because they were behaving just like the rest of us. Another form of racism that occurs almost every single year is that we completely ignore Black History Month. Actually, I can't remember one year where we even acknowledged it. In middle
school, we didn't learn about racism at all. This is one of the most important times where we should learn because this is where we're forming our ideas about the world. I have two more comments. I'm just sharing a snippet from a parent
of a rising first grader at Pagetop. As a parent and a pediatrician, we need to incorporate a deliberate curriculum throughout the entire school to educate our children on topics of race. Books should model strong leaders of color. Any video should show diversity while limiting stereotypes.
Teachers should come from diverse backgrounds. We can't be colorblind. We need to make a deliberate effort in making change. And one more from the alumni at Amherst. There have been countless incidents of microaggressions in the school throughout my time there and a distinct
lack of recom reprimand and education. While in high school, some teachers did an all right job challenging the American history taught to us all these years. But the community needs to see better education on these ills at a younger age. Staff needs diversity training.
They need to be told never to make jokes regarding race towards children. As I and many others experienced some of our first why am I treated differently moments under the arms of educators. Their compliance teaches our children that these jokes are okay until they're harvested into emotional barriers
between races. Please stop teaching skewed history. I read these to you just as an example of some of the comments that community members have shared. Um, and I'm sure there's more. This was a letter posted to the Facebook community pages and I
turned off comments. And as you know, if you are on any of those Facebook pages, um if you didn't think racism existed, all you have to do is read some of the comments. Um and I ask you to please consider
taking some direct action and responding to these stories. I know that some of you are planning to go to the march tomorrow at the high school and I urge you to listen with an open mind and to try not to be
defensive and to try to respond to the concerns of students, of parents, and of community members and to take stronger action. >> Thank you. >> Thank you, Mrs. Warren. I appreciate um your comments. I just I do want to say
and I should have noted this in my email. It's been kind of our practice as a school committee um that the chair would send a response to emails like that representing the full board. So I don't want you to think that the lack of response from other board members was because of their disinterest or you know
lack of um you know caring about the the topic. It was more um me responding on behalf of the committee. So I should have said that in my email to you. I apologize and I apologize to the other members um if it made it seem as though they were disinterested and and not
responding to you. I also um want to just continue and say thank you and I um look forward to to getting those comments and reading through them and and seeing the experiences that um our students and and community members have with our
district. I don't know if members have any other comments. Um, I'd just like to say a few things. Um, thank you for for writing the letter, too. Um, I am also an educator
in a district not too far from here. Um, this is certainly not unique to Shirley. Um, I I spent some time this week Can you guys hear Cheryl? I'm not hearing her.
>> Not at all. >> You're muted. >> Cheryl, >> how much did you hear? My My computer spontaneously mutes me. I'm like, I'm I'm literally not touching anything. I cannot wait until Zoom is like out of our lives.
>> You said you said I spent some time this week and that's where we lost you. >> Okay. So, I spent some time this week looking um at a site with um of folks that went to or taught at Taber Academy at um in Cape Cod and some some really
heart-wrenching stories of how um you know, similar to what you just read of the experiences of all kinds of people. And there was an article in the Boston Globe today about um you know multiple um private schools experiencing it. Um
you mentioned Littleton. Um certainly there's been issues there. I work for Active Boxboro. We are are struggling with the same thing. Um certainly you head towards uh you know the cities and
it's it's it it blows up even bigger. um this is a global um concern that um is not new. We all we all know this has been this has existed. Um
you can talk the talk. It's time to walk the walk and it is starting >> Oh, you mean it again. >> Happen again. Sorry. It's it's starting with the voices of these kids and to give them continuously give them a
platform to lead all of us is going to really help um the situation. I think um you know certainly we we've talked to Dr. Malone and other other my colleagues um we are all trying to figure out ways
to come together and certainly curriculum is is one way we all believe in education and you're right it's been um very white I know in at my high school where I work we're really looking at curriculum to try to make it less
white and I think all of these little steps that we can do work come together and work together to to to figure out how to make this more tolerant and more accepting for everyone and and frankly
for people to feel um safe. No, no matter where they are, whether they're in their school, in their community, in their homes. I that's the goal for all of us. So, I I certainly appreciate um you speaking
about this and I I certainly appreciate all the kids that are putting together the march tomorrow. Um I'm picking up a new puppy tomorrow, so I might be there with a brand new puppy. So, um but I do look forward to seeing everybody and thank you again for um
sharing your thoughts with us. >> Thank you, Cheryl. Any any other members? want to address Mrs. Warner's comments. >> Oh, well. Oh, members, I'm sorry. >> Oh, no. I'm sorry. Go ahead. >> I'm sorry. I have like kids in and out
of the pool. I've like I'm out of breath. So, >> no, no worries. Catch your breath. >> Thank you. I just didn't want to miss this piece. Um, so I'm Sherice Murphy. I have uh three kids in the district. um Denim who was in nth grade last year and
then a second and a third grader. So Laura, first of all, just to say Laura and I have communicated um and she did kind of reach out to me first to try to talk about kind of how to even position this letter. Did it make sense? Like has
have these things been talked about before? Um so when she brought the letter to me, I thought it was fantastic. Not only the letter, Laura, but the fact that you have other voices because I think for the last couple years, at least for me, I would have
been feeling like it's been my child and my voice and one voice is quiet. So when you have 150 people sign a piece of paper that I definitely have been talking about for the last three and a
half years and have gotten kind of nowhere. It's upsetting, but it's also comforting because now what it does is take the experience that I had and my child had and validate it.
Um, and so after that validation piece is over, the action steps need to take place. So, just a quick little history about me. Most of you all know maybe who I am. I've come to one of the school or couple of school committee meetings. Um, and coming to the first school committee
meeting, I noticed some things. I noticed there was a lack of diversity on the school board itself. I already knew there was a lack of diversity within the school staff, of which I have been saying for a long time. Um, and so when you have something that's so
homogeneous, it's hard to get other voices and hard to even understand what's happening because you all don't see it, period. Um, so after I gone to a couple of school committee meetings, I reached out to some parents in our community and I said, much like Laura did, I said, "Hey, do you guys feel this way? Um, has this ever happened to you?
And if so, what do you think we can do about it?" So I reached out to Erica, who's on here somewhere on the Brady Bunch screen. Um, oh, there she is. And so I reached out to Erica and about 10 or 15 other parents and Erica and I were the ones that could make it to the
meetings. After coming to the meetings, we scheduled a meeting with both Mary Malone, Charles, um, Joyce and Erica, and we decided that it made sense to do something like a diversity and equity subcommittee.
During that time, I feel like I was a little confused about how school committee worked, but that I was ready to learn and move forward. So, we tried to have these meetings. I post them all over my Facebook pages. I post them on the air, the Shirley page, anywhere I
could to try to get members to join. I did not see a push like this from this from the school committee. I had, after all of the emails that I sent, never received anything on letterhead from Mary Malone or anybody else about my child or what
was going on. It had been months for me to even get a conversation over the phone. As a parent in this district, a black parent whose child, and I know you all saw the emails, and I didn't know who was going to respond. No one from the
school committee responded to my email when the word was bolded that it was not the n-word, that she was called a gorilla and a monkey and many other things. This is not an easy conversation to
have. I'm sick of having it as a black person, but I know that it's my duty to be able to bring this to you all. A question that I've been asking a lot of people right now is why now? Why was it George Floyd that all of a
sudden everybody could now read an email and see the injustices? Why did Laura's message get 150 responses and a letter on a letter head back? Why?
This is complacency to me. Mary and I have had several conversations in the last week, and I am tired of using pretty language and trying to put this in a lovely box for you to unopen or unravel whenever you all wanted to. So, what you're seeing on the news, if you
haven't talked to any black person or person of color right now, is frustration and anger and sadness. And my child, as happy and as a leader as she is, was not 100% feeling safe in
the school because she has me as a mother that I could train her up into what to say when people call her those things. And how not to look like an angry black girl so that like Laura pointed out, she would not be kicked out of class, of which twice she was when someone called her a
Pointing to a map of Niger and Africa. those statements. I hope and pray that you all read every single last one of them on Laura's letter because nobody wants to be in this position. I just want to say that. My 15-year-old daughter does not want to have hate
messages from students still and adults in the Air Shirley community. She's putting herself out there and so am I. And I'm relying on each and every one of you to keep my children and every other child in that school safe and well educated.
So, I'm just reiterating Laura's points to say it is more than important to read and to do something about her letter. >> Thank you, Mrs. Murphy. I really appreciate your comments. I understand um this is not easy for you and it's not
easy for me to hear and I'm I'm really really saddened that this has happened to your daughter. Um and and to think that that's happening to other students in our district. I you know really guess I live in a world where I never knew that was happening and I appreciate you
guys coming forward and letting us know um exactly what these experiences are and I look forward to reading those comments and seeing um you know what's happened that that we just have no idea about. >> Just a correction I appreciate that. I
think there was some knowledge about them. So that's that's the issue, right? >> So the issue is that there was some knowledge. There was definitely some knowledge, but for whatever reason, there's a fire that people can't avoid right now. So I appreciate those, but I want you to know maybe you did not know. There are people on this call that
definitely knew. >> Okay. I'm speaking for myself when I respond. >> U Madam Chair, if I might. >> Sure. >> Um we start the diversity and equity subcommittee. So, it would be a public meeting and it was posted all the time
and just like Shereice said, she sent out emails that the response was very light, but we were still working on it. Um, and you know, sometimes it's hard to get feet under it. It wasn't based on anything that we knew that had happened, but just something that should be done
because this is the way our our district reaches tries to reach up, you know. Um, and we're still going to try to do that and we still want all the kids to be safe and well educated and that is all with a capital A. Um, and uh, it's, you
know, sometimes it's very tricky because stuff comes in. I'm not, you know, sometimes it's there and it's never surfaced and then it surfaces and many times you're very surprised. I was very surprised. I don't want to pick on I don't pick on a school district, but I saw a teacher from another school
district and asked her how school was and um someone I've known for a long long time and what came out of her mouth surprised me hysterically. And that's one of the reasons I wanted to get it going in our district so that we could start working with the basis of not
having prejudice. Work it out. I'm not sure. I think it's something you always have to continue working out. It's not going to disappear. We're not going to fix it today, but we have to be aware of it. We have to move forward with it. So, thank
you um Laura and Charice and I think uh someone else is here too um for coming tonight and talking to us more. It never hurts. Thank you. >> Okay. Any other members have any comments before we move on?
Um Michelle, if I can just add a potential resource, Mass Partnership for Youth did a really good webinar um by Dr. Tracy Benson. And I know it's on my summer reading to read his book on
unconscious bias in schools. and he does work with school districts to try and bridge the race issues and educate us in terms of, you know, what we really need to do and recognizing biases within
ourselves that we're not aware of. So, that's a potential resource. >> Okay. And what did you say that was? I'm sorry. >> Mass Partnership for Youth. Um they have they've done a number of web I mean I don't know how many dozens of webinars they've done over the course of the
spring but one in particular was on race and he's uh he's a professor down I think it's in South Carolina and he does work with school districts to try and resolve these exact issues. >> Okay. Thank you. >> I could yeah I can put it in an email to you if you want.
>> Yeah that would be great actually. Okay Michelle I wanted to mention Erica too and I flipped up. Thanks Erica. Okay, I think um someone had a hand raised. I can't see that because I'm not the host of the meeting. So, I apologize if I haven't recognized you, but if there is um a parent that has a comment
um please go ahead. I can't see you. >> Sorry, it's it's Erica. Um so, I know personally that I I stated my my piece on Facebook. Um, and one of the
things that I think, um, I want to emphasize here for those that didn't read it, um, is you have resources in the parents here in the Air Shirley school system. So, as much as you all are talking about educating yourselves,
I know particularly there's a fountain of knowledge coming from the superintendent because I can guarantee you I've talked to 30 parents who have all spoken to her directly and these are about things that went on with their children at this school during the time.
>> Sorry about that's all right. Before we talk about resources and knowledge, there have been parents that have spoken out about their concerns for them, their safety and their children's safety in
real time and nothing has been done. Nothing. We have been told stories and oh, I went to this place and I educated myself. But I want you to understand as a black parent when I hear that, what I'm hearing from you is I don't care. I
don't care about your issues, your pain, or your child's pain. I'm gonna glaze over it with the most politically correct statement I can and move on. And that same statement was made and issued once again on June 2nd and June
11th. Now, I know Mary, you didn't get the chance to talk with me. We had phone tag. I realize that and I am going to say that. But at the same time, I sent out a post the other day. I have yet to hear from you. I am very frustrated with this school
district. I grew up in this school district from age five. I just turned 33 on the 20th. My child is in this school district and nothing is new. My mother was at the school committee meetings
standing on my behalf. So whereas I like that we're talking about a collaborative, I am trying to point out to you all that you do have people you can speak to. You have people that you can work with, that you can educate yourself in real time with real things
that have happened in this district. Everything that was mentioned by each member, and I'm not trying to be nitpicky. I'm just giving you examples so that you can see and hear what I'm seeing and hearing as a black parent. You talked about the children and educating yourself through their eyes.
Absolutely. We need that because we need to hear our youth. But at the same time, a parent is going to be able to speak to you in a way that you're going to understand as well. The experiences that I experienced myself and I only gave one out of many. You heard from a student
that was at this district and somehow you're not bridging the gap with the parents as well. And I think that's where the frustration lies. The reason why it was a small group is because we were told we'll believe it when we see it. We don't believe that the school
committee remotely even cares about anything we have to say. They do not trust you. They don't trust you with their children. This is why I'm giving these examples not to nitpick at you all personally. I'm just telling you the simple truth
and I'm being very basic about it so that it doesn't get misconstrued. I'm willing to work with you. Shereice was willing to work with you. And I feel like if we're going to bridge the gap, there needs to be true honesty. If you
don't agree with us, that's fine. Say so. Say so. Don't be politically correct. This is not the time to do that because to be politically correct and to try and make it pretty can create an area where
you have a false foundation. We want a real foundation. We want to work with you, but we can't work with you when we hear one thing and we see another. So, in order to bridge that gap, I really feel like we need to have those
honest conversations and we want to hear from you as individuals. We realize that as a committee and as a group, you know, you want to all respect each other and respect your rules. We get that. But at the same time, we really need to hear from you in order to trust all of you to
build that bridge. We can be on opposite sides. That's how you br that's how you build a bridge. One side to the other. And that's okay. But the frustration right now is that we're hearing certain things and then we're seeing different things and then certain things are being
addressed. Let's come together. Let's organize and actually talk about it. Even if we're not on the same side, it's okay. We're not asking you to be perfect. We're just going to have to get into the nitty-gritty first where we might rub
raw, but it's okay. At some point, you're going to heal. And that's all I have to say. So, thank you for my time. >> Thank you, Erica. I appreciate your comments. Um, I do think there's a lot of work here to do and I I look forward to working with
parents to do it. Um, you know, I I I it was my understanding the diversity and equity subcommittee was just that was a subcommittee that was going to work and have those discussions. Um, and you know, and then COVID happened and I don't know what happened with that
subcommittee. So, I apologize. >> Did not meet. >> Yeah. I I'm sorry. So, I >> or even virtually. Yeah. >> Okay. Um, but unfortunately that was a huge factor and or I don't know with this particular sub I'm just saying with school in general and things kind of you
know falling off the radar in some ways um and it's certainly something we need to bring back and and work with parents on and and and I think seeing um seeing this letter with these comments from you know the people that have signed on it's
really going to give us um you know some some information to work with about what's the specifics are about um how people are feeling and what's been going on. >> Go ahead. >> Can I ask a logistics question? Um
I find Zoom meetings really difficult and I know um we're starting to move towards having real meetings. >> Sorry, my phone. If the diversity and equity subcommittee schedules something for August, is there limitation on the
number that can attend based on what the governor has set for sort of parameters around that? >> I was told we were not going to meet until maybe fall.
>> Yeah. I I guess I'm asking Dr. whe like because we just got some recent um guidance on >> how many can be in a space. Okay. >> And that sort of thing. So um you know because I I think >> certainly we we want this uh
subcommittee up and running as soon as possible. And in and I'm just I'm just asking if if Dr. Malone or somebody else knows like if we scheduled something in August is are there limitations on how
many people can be in a room right now or >> the limitations are going to be that you have to have that you're going to have to have the six foot you're going to have to have things we also need to have kind of have the schools open so that they're cleaned and set up which may not be until I'm not sure when that's going
to be uh so aiming for uh 1 of September or August. Um, the only place I was thinking we could come up with if we did the cafeteria at the middle school, there's plenty of space there where we could where we could space out the library and the other places that are all too close.
So, I've uh started working on that. But the school has to be open first. If the school is still closed, then and it is a public meeting posted posted public meeting. It must be held in a public place. Can I just say that I sat on the board
of trustees at Parker for a long time and I know like Zoom is going to be a reality for a long time on and off for the next year. So I do think that you need to be prepared to hold these meetings remotely even if we don't like it. Nobody likes us. But the reality is
that um I work at a school where we have hundreds of people on meetings every day all day and people we're adapting. And so there's no reason that this committee can't meet virtually. There's no reason we have to wait till school buildings are open. They will probably close at
some point in time again next year. And that doesn't mean that the work has to stop. Um, I guess I would also just ask as a question and it could be answered later in subcommittee reports, but I'm curious about the structure of the subcommittee whether um, Joyce, I think that the regulations for school
committees are the same as board of trustees on at a target school, which is that a member of the board has to >> generally speaking there's also a co-chair and I think in this case it is
so important that the co-chair has to be somebody who has a different experience than you do as a white woman and that I do. And >> well, we um I'm sorry you didn't come to the committee meetings because they were posted and um uh we hadn't even gotten
to that point yet. Uh but we have to follow all the open meeting laws. And when you're at a private school, you don't have any regulations like we have open meeting law just like Shirley. Parker is a public school. >> Oh, Parker. Yeah, I was thinking of Phillips.
>> So, I'm very familiar with governance laws for school committees as I sat on the governance committee at Parker um for five years and so I do recognize that. I am sorry I didn't come to the three meetings I think that were held um I have three kids and to be very honest
evenings are very hard. Um I actually prefer Zoom in many ways um for access. So my my question really moving forward is um I I urge the school committee to think about having a co-chair for that this committee that is not that is a
person of color, a parent from the district and and to acknowledge that it is a lot of work and people might be tired and not want to and to look for um somebody who is willing whether it's shares or Erica or any other parent in the district that's already come forward
um and to not expect it. We all have jobs. Um, but it's important that this work moves forward and it can move forward virtually. >> That's kind of what I was alluding to, Laura, that I think that if meetings like this, like school committee are are held virtually, which was my point um
about a month and a month ago was that something like this could be done virtually. And I I definitely said I think with the kids not being in school, I am so overly grateful that they were not in school when this all happened cuz I'm I I can am sure that there were no skills to handle that. And that was part
of the reason why when I came to everyone and I said we needed this. Now maybe Joyce you at the same time as I did, but definitely it was a feeling of mine that I had to do something in in the community and I thought this was a nice way. So I think if we can meet like like this virtually then I don't know
why this other subcommittee can't meet and that's what I said about a month ago. >> We can work with Mr. Tibo to set it up then you know we have to bring other people into it um you know to organize it. So we can we can work on that. >> Madam chair may I speak?
>> Yes please. Yep. Go ahead. >> Uh so to the parents uh thank you for coming to the meeting tonight. I have spoken with many of you. Um, Miss Span, I we you mentioned that we played phone tag, we couldn't meet, and I don't recall getting a message, so I apologize
if you sent me an email or something. Um, but I know that my administrative assistant was trying to set something up with you on Tuesday, but I know you worked during the day, so my apologies if that didn't happen. Um, Mrs. Simmons, you were asking me about
uh, can we have face-to-face meetings and what are the guidelines right now? And right now the guidelines are uh no more than 10 people in six foot social distancing. Actually it's physical distancing six feet of physical distancing and wearing masks. So does
that um preempt? >> Yeah. And I and you know I agree um >> I just let you know does that preempt having a facetoface meeting? Am I unwilling to to do a meeting? No. Um if these three parents would like to meet with me and
um we follow those guidelines um you know those those those health uh protocols that's fine. Um to Joyce's comment uh about holding a a Zoom meeting u we can make that arrangement in the district. um if uh the parents
and all of you in including myself uh would like to hold a Zoom meeting um you know before the the start of school I I think that would be helpful and you know the reason why I mentioned
you know face to face I think we're all looking forward to face to face um but if it can't happen that way then I think it's more important to actually get the subcommittee moving um
you know on a regular basis um if this is what our new normal is going to be then I guess we have to kind of deal with that um with not knowing if we're in school or limiting numbers and all of that. So let me know and I'll be there.
Um, and to the three parents here tonight, if you want to just meet with me outside of a subcommittee meeting, um, we can meet. If you would like to meet one-on-one or you want to hold a Zoom meeting with me oneonone, I'm available and we we can schedule that meeting. >> Okay. Thank you. Um, if there's no other
comments at this time, um, we will, um, discuss this again when we get to, um, item 12A and maybe we can, um, figure out how we're going to proceed. um you know to schedule something um in the next whenever we soon um but we can get
to the specifics of that when we get to item 12A. So um if there's nothing else I'll give um you guys a minute um then we're going to move on to the consent agenda and again I apologize I can't see anyone so if if there is someone with a comment
then um just go ahead All right. So, we're going to move on to item 10, which is our consent agenda tonight. Tonight, it includes the approval of the June 2nd and June 10th, 2020 regular session minutes for
release. It also includes the um approval of the June 2nd and June 10th, 2020 executive session minutes, not for release. and it includes the um warrant agenda, which if you give me one second,
I can tell you what that includes. Um tonight's warrant agenda is dated um June 17, 2020, and it includes accounts payable warrant 1160 dated May 29th, 2020 for $897,31643,
which is the bi-weekly AP warrant. AP Warren 1165 dated June 12th, 2020 for $2,51.39, which is the February, March, April family ID and food service AP warrant 1166 dated June 12th, 2020 for
$295,58.17, which is a bi-weekly AP warrant and AP warrant 1167 dated June 12th, 2020 for $1241, which is the November 2019 meals tax. It also includes payroll warrant 25 dated
June 5th, 2020 for $664,58747 cents, which is the fiscal year 20 bi-weekly payroll. I'll entertain a motion to approve the consent agenda. >> I make a motion to approve the consent agenda with the warrant number 1160,
1165, 1166, 1167, and payroll warrant number 25. >> Second. Moved and seconded. Any other discussion? All those in favor, we're going to do a roll call vote for a um Zoom meeting. So, Michelle, will you call the role?
>> Mr. Deforidge, >> I. >> Mrs. Granger, >> I. >> Mr. Leone, >> I. >> Mr. Quinty, >> I >> Mrs. Re-shoots. >> I Mrs. Simmons. >> Hi.
>> All right. So, that's approved. And now we'll move on to the reorganization of the school committee, which is item A under number nine, new business, um, for the 2021 2020 2021 school year. So, um, I'm going to now turn the meeting over to Dr. Malone.
>> You're on mute, Dr. Mil. >> Sorry. Thank you. Uh, thank you, Madam Chair. I will now accept nominations for the position of chair of the ESO regional school 2020 2022 school year.
>> I'll uh I'll make a nomination of Joyce Re-Shoots for chair of the uh Shirley School Committee for the following school year. Any other nomin >> I'm sorry I'm not used to doing this. I'll second >> any discussion.
>> Couldn't hear you Jonathan. >> Uh I nominated you Madame Joyce >> for chair. >> Thank you. >> And Michelle second. Any other nominations or discussion? >> Michelle, will you call uh uh the roll
call vote, please? Mr. Deforidge. >> Hi, >> Mrs. Granger. >> Hi, >> Mr. Leone. >> Hi, >> Mr. Quinty. >> Hi, >> Mrs. Re-Shoots. >> Hi, >> Mrs. Simmons.
>> Hi, >> thank you very much. And I will attempt to do my best. And everybody has my phone numbers. They know where I live every day. Uh, I'm always free. I'm always open to anything. I just might have to tell you I'll call you back, but
other than that, please keep in contact. Thank you. >> Madam Chair, may Madam Chair Joyce, may I just um publicly thank um former chair Michelle Granger. Um yeah, for her collaborative work over this past year.
Um she has been a good partner and a good communicator and collaborator and uh certainly um is uh dedicated and committed to this district and uh certainly uh does her best to work um in the best interests of all the district.
So I want to thank her and uh for for her work with me and the regional school district. >> Michelle's done a fantastic job way above and beyond. And uh thanks Michelle. Really you've been super. Um I would call for nominations for vice
chair. >> Cheryl, was that you raising your hand for vice chair? >> You're nominate your you're volunteering. Cheryl, >> no. I was trying to stop my dog from doing something. >> He was kind of the trash.
>> Sorry. I I suck Carol's dogs nomination. >> Oh my god. Oh, I'm turning red. Sorry about that. >> Are there any other nominations besides Cheryl and her dog?
>> Hearing none, I would ask for a roll call vote. I'm out of sync here. Uh Mr. DeForish. I >> Mrs. Simmons. >> Hi, >> Mrs. Granger. >> Hi, >> Mr. Quinty. >> Hi,
>> Mr. Joe. I must say your name wrong, so I thought I'd just show >> and who did I miss? I'm sorry. >> Yourself? >> Myself, Joyce Reuts. I thank you. Uh, now cominations for secretary for the
committee for the coming year. We can always draft someone if no one gets nominated. >> I'll nominate Jonathan for secretary. Jonathan Deforge. >> Oh, did you hear me? Am I on mute? >> Yeah. >> No, you're good. Second that.
>> That's nomination. A second for Jonathan DeForge. Are there any others hearing? None. I call for a roll call vote. Jonathan DeForge. Hi >> Cheryl Simmons. >> Hi >> Michelle Granger.
>> Hi >> Jim Quinty. >> Hi >> Joe. >> Hi. >> And Joyce Rehoots. I thank you very much. So that's our board for the next year. Um moving on with the agenda. Thank you. Thank you everybody. And it's
going to be fun. Uh presentation on school recycling. Lori Sable >> Joyce. Can I I'm sorry. Can I just interrupt you one second before we move on? I just >> just because of um some of the comments we were making earlier with regard to
communication from the committee. Um I just think it's kind of important that we reiterate and and agree is it if it's our practice that when we get emails as a board that the chair is going to respond. I just want to know that that's what we're doing because as a member
getting emails, I want to know if I should be responding or it's usually been our practice that the chair is going to respond and I should have said that in my response to Mrs. Warner, but um I just want to reiterate that that's what we're going to be doing moving forward and and um if that is in fact
what we're doing. >> How's everybody feel about that? >> I think that's exactly what we need to do. >> I I think that's exactly right. I I responded on uh probably every one of those letters that we got to the
appropriate person and not to the individuals who sent them thinking that that you know one email from the board or from the superintendent is sufficient. Um so I agree with that. Well, and just to add there too, it's not that it's
just sufficient, but or you know, but we have to be very careful with open meeting law, right? If we start all responding, that can become considered deliberation and so we just >> That's true. >> It it is a very good practice to just present to the board one response. So I
I would be in favor of that. >> Okay. Thank you everyone. I just wanted to kind of reiterate that and I again want to apologize and hope that in the future myself if I ever impair again I will always say it's on behalf of our committee. Um and I hope Choice if if
you know this year when you're responding if you could say the same that would be >> that would be great. And um I'm going to give Michelle Town um um the email that should be used for anything like that because um I have a couple of I have one email that I use the most and I'm gonna
keep that registered at the office. So if anybody has to send something, it should be to that one email. Thank you. Make sure Michelle has it. >> Is that okay? Does that work? >> Yeah, but can we all have it, Joyce? Share it with
>> Yeah, I'll send it to all of you. We'll send it to all of you. I think that's why I didn't get the other that stuff. Okay. Um, anything else on that? Does anybody else have any thoughts? It's so hard doing it remotely because you can't see everybody's body language
and so speak up. Okay. Um, we're into new business item 9B, presentation of school recycling. Mrs. Lori Sable. >> Madam Chair, if I may, before Lori speaks. So Lori Sable is um runs the air
recycling and she had contacted me uh recently about um the partnership with air and the recycling that we have in the schools and so we had a conversation and she wanted to come to the school committee and present a new agreement. I believe Lori will give you more
information about the agreement and then the efforts and the partnership with the uh schools and the air recycling department. So, Lori, welcome. >> Thank you. Uh, I know that you can't see me. The, um, camera on my computer is
broken, but you'll just have to take it at face value that I do exist. Uh, I've lived in air since 1999 and I've been the chair of the air recycling committee for about 15 years. I don't have any kids in the schools and um
because of that I'm a little far removed from day-to-day things that go on there. I uh spent my my professional career as a librarian most recently at TUS and retired six years ago. So I've had all
kinds of time to put into um recycling efforts and other kinds of volunteer work that I do. Um, Michelle, I just noticed that the generic template is on screen rather than the revised
version that I sent you. Um, a little bit of a backstory on what I want to talk about today. And I I know I have about 10 minutes and I I have my clock counting down right in front of me, so I will respect that time. Uh, in
2013, the Air Shirley School District received a $12,000 Mass D grant to establish a comprehensive district-wide recycling program. And that grant ran from 2013 to 2016.
The money was spent on uh a um person's time and part of the money was spent on equipment. Um, to put into context what I'm talking about today,
the my present goal is to update, pass, and implement the Air Shirley recycle uh air not recycling. That's funny. Air Shirley Regional School District recycling policy. And I I don't know if you all got a copy
of this policy uh that I revised from the original one which had which was about 10 years old. It states that all of the schools will recycle paper, cardboard, bottles, and cans.
Uh, a a quote that I read recently from a school that that passed a recycling policy points out that the list of benefits from recycling and better managing waste is long and measurable. But the greatest benefit of all is
probably the future impact of students who learn to use natural resources widely and wisely and efficiently. If you're wondering why I'm coming to you right now, >> can you can everybody hear me? >> Yes.
>> Okay, thanks. If you're wondering why I'm coming to you right now, the primary reason is that um the mass de Mass department of environmental protection has a has several different kinds of
grant programs. One of them is one that the air recycling committee and the town of air has benefited from for the past uh six or so years. Thank you. And uh that grant has given us about
$25,000 over those years to use to fund projects and educational campaigns for the residents of the town of Heir. I realize there's a whole other town that is part of the Air Shirley Regional
School District. Um, as of the next goround in of grants, which will be due in June of 2021, all municipal buildings, including
schools, must certify that they recycle paper, cardboard, plastic, metal, and glass containers in order for towns to apply for the grants. So, it seemed to me like this was a good
time to both talk to you about that and uh look at the recycling policy in order to update it uh make you all aware of it and implement it.
So, um that's that's why I'm here. I have numerous steps for how to or numerous steps which are ideas for how to uh actually implement the policy. But before any of that takes place,
obviously I understand that you have to uh look at it, think about it, and hopefully agree to implement it. So, I've taken five of my 10 minutes, which was about what I thought, which I guess allows us for another five minutes worth
of discussion or questions that you might have for me. >> Does anybody have questions or comments for Lori? Could you uh briefly speak on how um your
judg's job has changed and how the town's job has changed with recycling with the drop in the value of the materials that we're recycling? >> Uh well, my job hasn't changed. I'm a I'm a volunteer. So, I'm doing the same thing that I've
been doing for the past 15 years, which is trying to encourage people to recycle correctly. Uh, just recently, I I heard that some prices on recycled um items, including
office paper and cardboard, are coming back. So, I realize that's not the most complete answer to your question, but that's about what I can provide to you. For more specifics on costs, you would
have to go to the actual people that work. That's okay. Take care of that. >> The night of the dog. makes it more fun. >> Uh Lori, I know at one time we had um
bins when before Shirley went to their dumpster thing, we had uh recycling bins in every room, the heavy duty plastic bins. I had assumed that they were still there, that they were still being used properly. >> But we can investigate that and get back
to you to see. >> Well, that's that's one of the first steps. Um there's a lot of factf finding I think that needs to be done to make this thing happen. One is what equipment uh we received with the original grant
and then what is what current equipment is actually available and where it is in the buildings. When I talked to Superintendent Malone last week about this, she brought up a really obvious and very um important point, which is
that the bins are only as good as what gets put into them. And if people um put their chocolate milk container into a paper bin, that pretty much contaminates
uh that bin and uh makes it uh unusable. as far to recycle. Thus, it um obiates the importance of of doing this kind of stuff. So, the we do need to know what bins are available.
They need to be marked clearly and there needs to be an ongoing effort. And what I'm suggesting in the policy is a a staff member at each one of the schools who would get a small stipen
from the paid from uh the town of air to make sure that the bins continue to be where they're supposed to be and are clearly labeled. Sorry, that was a really long answer to your question
or to your comment. Does anybody else have a question? >> No. I just want to thank Lori for uh all of your time and effort that you volunteer to recycling. It's it's a huge it's a huge undergoing. Thank you.
>> You're welcome. Thank you. Is there is there anything is there anything in any of the um curriculums uh that discusses uh recycling and um and if there's going to be a a faculty member that's responsible uh
with a stipen uh is it possible to have um a recycling club of kids who are interested in recycling uh as well that can do the collection of the of the um
the bins for for all of this stuff um so that we get more kids involved and get more education with respect to uh recycling. Uh I have a I can't speak to what curriculum is actually happening in the
schools but I can tell you that curriculum lessons are available at no charge through one of the various mass D initiatives which is called the green team. So the the information is out there and
available. What what the school chooses to do uh as far as implementing the curriculum is obviously up to you. uh as far as having kids do the work, I don't think that um to
respectfully disagree, at least my my belief is that there are custodians that actually take care of the bins and make sure that that indoor bins get to the uh recycling
dumpsters that are outside of the buildings. So, I think there's a huge um opportunity for kids to be involved and I love the idea of having some kind of recycling club or green club or sustainability club, whatever it could
be called, but I think their importance is um to do some of the education. I think kids can talk to kids better than adults. Well, at least me as an adult, I have no clue how to talk to
kids. Um, and I think there and there's a lot of planning that needs to go into this that um certainly high school kids could be involved in as well. So, I if you haven't had a chance to look at the policy yet, you're probably
not ready to to sign off on it. You might want to edit it. I I don't know how you as a board, as a committee, work on things like this that are brought to you. Uh, so if you if you do need time
to look at at it, I I'm happy to give you all the time that you need. Um, I'm I was thinking that I could come back to your August meeting and discuss more of
my stepbystep ideas for for a program. But I think the first thing that needs to happen or one of the first thing that that needs to happen is a walkthrough of the schools. And right now because I'm a member of the air recycling committee, I
am and I know this is very awkward, but I am sort of trying trying to limit the work that I do to the two schools in air. I don't think that's a great solution, but it's what I feel like I can realistically
and sensibly work on. >> Lori, who would be your counterpart in Shirley? Is there a counterart in Shirley that >> There's no recycling committee in Shirley, but I believe there are board of health employees
who you might be able to be in touch with. >> Okay. Thank you. You're welcome. >> Madam Chair, if I may say a few years ago, I think when I first began my tenure in the district, it was a recycling um liaison that served all four schools
and >> managed it. Yeah. And then I I believe I think it was a stipen position and um and and and it went away. So I don't know maybe that's something you know >> I know we made a big effort with containers in each room and they were marked and they were the proper
recycling containers and that was a number of years ago you know and then you don't follow up on it because you don't you just figure it's happening but then it erodess because it just erodess. >> It does. Yeah that's a good good point. It does erode. Um, Superintendent
Malone, the the staff member or the the coordinator who you were talking about was funded by the grant and that ran from 2013 to 2016. So after that time, we certainly hoped that the program would continue to to sustain itself, but
I honestly have no idea. So I'm if we have to start over from scratch, so be it. >> Okay. So, we'll look into this. As far as putting a policy out, we need to have a first and second reading on it. It needs to be numbered and incorporated into the policy book. So, uh Mr. Quinty
has been working on that. So, um he might be the one who would check to see if we have anything in place at this point, Jim. >> So, uh what what would you like me to do? Oh, I'm sorry. Did I talk over somebody?
>> You didn't because he was muted. >> Yeah. Yeah. I I think probably what I do I'll put this into the queue with the policy review and I'll probably try to find you somewhere and walk through to see what even exists and what our SOP has been in each of the four
schools. So when I come to take a look at the policy, I'll have a much better idea of what I'm looking at because right now I I was not aware that we were doing some I I thought everything was now single stream. I guess it's not all single stream. But I'm going to have to
come up with to uh increase my knowledge on exactly how these things are handled so we can put together a policy that I think can benefit everybody in the long term. So, let me review what you have here for policy and then uh maybe you
and I can do a walk through one of the schools with somebody that Dr. Malone will tag. I think Charlie' be a great asset to do that with and then and we'll go see what we can find out and find a way forward. But I will add this to the queue for uh policy review.
>> Okay. >> And Lori, does this happen? Don't um I don't know who the uh trash collectors are in each town. Doesn't it come down to them and what they're willing to pick up and etc, etc.? >> Well, um I honest I don't know who picks
up the trash for the schools either. That's one of the factf finding things that I would like to know more about and how much it costs. Um the anybody any trash hauler worth their salt will pick
up these kinds of reci items for recycling and I'm sure you have one of those kinds of haulers. >> Well, I'm sure we do too. I know we do. And surely um and it's just been implemented with some big bins that are all you have to keep it all separate.
But Jim is right. The last couple years the price for cardboard and paper has gone to zero or less. And so prices for picking up some of this stuff have increased. Um, and if that comes back, it would be really excellent. But we'll have to see what what the world wants to
do. >> Right. Storage capacity is also impacted and a number of um recycling uh component trucks have dumped into general trash because it was just more expedient to do that. So there are there are bigger things that have to happen
downstream, but we're going to pretty much have to concern oursel with what we can what's in our our sphere of influence here. But we'll we'll take a we'll take a look at what's out there now to survey the the horizon and and we'll come up with something appropriate.
>> Okay. Um just to respond to one thing you said mo most recycling in in air at least um residents are residents who attend the transfer station it's all single stream. So I don't think single
stream or dual stream is particularly a factor in what we're talking about. >> Okay. >> Well we look forward to working with you and we'll continue on this and important. Okay. So thank you so much for coming tonight. Thank you. >> Look forward to working with you.
>> Me too. You take care. Bye guys. >> Thank you. >> We're back to the agenda. There we go. Um so item 9 C is presentation of the mass model 3.0 know a frame a framework for comprehensive school counseling and
we have our school counselor here tonight >> yes I I was muted so I I had to remember how to unmute um and and I'm sure you will meet my dogs >> too just give me a minute I just want to talk a little bit about your work um and
I think we have to go to the beginning of the PowerPoint I don't think that's the beginning >> actually I think the something came out of order the the title page now that I I think of it if I recall but uh so Cynthia Ross is the uh curriculum leader for the uh school counseling department
in the district K through 12 and over the last year uh all of the school counselors uh have been training on delivery of a a curriculum into the schools on social emotional academic and career readiness um K through 12 and uh
so they started some really great work this year. Uh they also will be addressing some of some of our social issues in in other things. And I think it's a really powerful um way to reach all students typically in schools if we don't if you don't have it as a
developmental guidance program um uh with school counselors going in uh to all the classrooms in in meeting all of the students and being visible. A lot of times students will build trust and if they need to speak to a counselor or they're having a problem, they feel comfortable uh to then seek that counsel
out. So, it's a really powerful program because it reaches all students and it also uh builds a relationship with those students who who may need some some one-on-one and and some um assistance uh from the school counselors. So, Cynthia
uh has been a lead on helping to write um the curriculum. I think I informed the committee about this at an earlier meeting and I received a letter um on June 8th from the Massachusetts School Counselors Association acknowledging her active participation as a member of the
writing team for the Massachusetts model 3.0 for comprehensive school counseling programs uh during this past school year and uh so she's earned PDP and so she's very knowledgeable and tonight she's going to present to you uh this work and what it's going to look like in our
schools. So Cynthia, thank you and Welcome. >> Thank you, Dr. Malone. Um, and I've got to thank Charlie and you for, you know, allowing a consultant to come in and and work with us to help this work move forward as quickly and and efficiently
as it did. And I did um change the presentation a little bit and I put this slide first because a lot of people don't know the difference between the guidance counselor and the school counselor. So this is kind of really a succinct way of looking at the two
different roles. Um you go back to the guidance counselor of the mid 20th century who was a person that was really in isolation in their office being very responsive as opposed to being proactive and being out in the classrooms and reaching all students in a multi-tered
system of service delivery and uh really getting really getting out there and getting to know the kids. So that's why I put this slide first. Uh there's a link to the ASCA which is the American School Counselor Association rules statement
position statement. So if you're interested, you can look at that. So if we go to the next slide, that's the slide that Dr. Malone was looking for. >> Thank you for clarifying because when I looked at I thought I thought this was opposite, but I I wasn't sure and I
didn't really have time to go back. So thank you for clarifying that. >> Yep. No, I I I just thought that was a good way to put the the the definitions in there. So, I'm assuming Mike, you're on the controls. If we go to the next slide.
>> Um, so the the mass model, it's it's the third rendition. The first model was written back in 2006 in response to the American School Counselors Association's first model of one vision, one voice, which is the national model for delivery
of school counseling curriculum. And what it provides is a guide so that we can formalize our current program delivery, meet collaboratively with building level administrators to plan and continue expanding program delivery. We can expand the vertical preK through
12 curriculum alignment and delivery of tier one program components uh and add curriculum assessments to inform DESI's continuous cycle of learning which is um if you're not familiar with it, it's on page 27. Uh but also if you just Googled that, you
would find the cycle that you know you you teach something, you assess it. Did the students understand it? Do you need to retach it? Do you need to teach it differently? Do all the kids get it beautifully so you can you know just move on. It's that type of informed
cycle of learning. Right? So it's and this is a link to the actual model. Uh it's a 75page document, but there are lots of appendices of tools that counselors can use, administrators can use, as well as the some of the
curriculum links. So, it's a best practice guideline that encourages us to implement a proactive and programmatic approach to what we do instead of, oh, you know, there there's this particular pro problem right now, so we'll go attack that. Let's do some research.
Let's figure out what the problems are. Let's prioritize what those problems are and address them. And not just problems, but whatever the needs are. It doesn't have to be a problem. It has to be a need. And it covers personal, social, academic, and college as well as the career and workplace readiness in a
multi-tered system. And this isn't just high school for the college and career readiness or the workforce readiness. Um, you know, kids at in in pre-K, kindergarten, and the elementary schools, they're exposed to careers all the time. what their parents do, what they see when they go to the grocery
store. So, tying that to the world of tying the world of work to school and throwing in the academic uh I'm sorry, the personal social to give the coping skills to deal with the challenges of navigating this very complicated world right now.
This model is supported by the school counselor association as well as the department of elementary and secondary ed. Go ahead, Mike. Thank you. So there are four parts. Um define is is exactly that. What is it?
So it summarizes our national and state documents. The assess is the piece where we go in and evaluate using available data, different assessment tools that we might put in so that we can actually
show that these issues, problems, needs are out there. it's been demonstrated by whatever methods that we've used to collect the data. And then after our interventions, then we can reassess using that cycle to
see if we've actually met our goals. The manage piece structures, how we're going to do this. So that's the conversations with administration. Um that's, you know, how are we getting into classrooms? What are all the nuts and bolts of how all of this is going to happen? And then of course we deliver it
by following that that management agreement and in and how we've worked it out with our building level administrators. Uh and so then the delivery of it of course is is that whole component and then you go through that cycle again. Thank you Mike.
So the alignments are with the American school counselor association which has mindsets mindsets and behaviors. There's a list of I believe it's 27 different pieces that we can connect curriculum to. Castle is, you know, a huge social
emotional um warehouse of competencies and resources that we can use to address all of those. And then the mass career development education benchmarks through Desi, the career advising and the MYAP uh which is in the process of being expanded to include the middle school
grades and all of these are in the appendices of the document. So, at the high school while I was there, we did come up with a mission statement and this year as a group, we revised that. It's aligned with our district mission statement. And it it
really is again to get to all students so that they all reach their full potential in all three domains, instilling the values of high expectations, lifelong learning, appreciation for diversity, um, and the responsible citizenship. And we we are
there for everybody. It's not a select few group of kids. We are available for and essential for all students. >> So what did we do this year? We did quite a lot. Um so we understand the components and can write a complete standardsbased
unit and lesson plan. Now, that might not seem like a lot, but most school counselors have not had uh training in strict education as you know a math teacher or a history teacher might. So, for some who haven't had that actual training in curriculum development,
lesson plan, writing, measurement of success through assessments within those lessons. That was that was kind of a challenging task for some. Um along with that we recognize all of us now recognize the vertical alignment and the
importance of that. We've delivered the lessons in the units. We've added them to Rubicon Atlas which is the uh warehousing for all of the district's curriculum. Uh we did data this year was a little skewed because of COVID. we
couldn't really collect for the last 12 weeks as we might like to but from what we were able to sample um for our tier one interventions there was a 300 increase this year in the high school 100% increase in the middle school uh at the elementary it was a a significant
increase we couldn't narrow it down specifically because of the um issues with data collection but through a sampling of time studies doing a week in March last year and a week in March in 2020 We showed a third a 314%
increase in classroom and tier one activities which is huge. >> Yes. Um the counselors also learned about different data sources. So, you know, you hear about e-wis or or this and then the other ones that are are
more I guess maybe not thought of as really good data points, but when we look at failure rates, when we look at passing rates, when we look at attendance rates and a lot of data specifically within the schools and our student information systems, there is so much data there
that we can use to demonstrate student needs as well as their achievements and successes. um given that our curriculum is tied to standards and we can tie it to other domains. So I mean I could do a lesson
in an English class tie the English standards into the counseling standards. It is time on learning. So a lot of a lot of people don't realize that it is time on learning but where it's where it's standardsbased it absolutely is. And we also use Desi's continuous cycle
of learning and the MTSS. Uh so you know when we do the tier one we can identify students that need more intense intervention on whatever the situation may be. If it's college planning, if it's um you know social skills, whatever
it is, we can identify that through this process of cycle of learning and assessing our successes and needs. Is that Is that it or is there one more? That's it. >> That is it.
>> That's it. It's a It's a lot of information. So, I I didn't want to add too much more. Uh, anybody have questions or comments for Miss Esonus? >> Sounds huge.
>> It definitely shows. I will add that um MASA the mass school counselors association did do a series of five webinars on the new model >> and be because of our relationship with Helen O'Donnell's and Masca um the Air
Shirley Regional District counselors and psychologists were able to access that for free >> right >> which was nice. So, is there a plan for getting uh counselors into classrooms or having uh
some sort of classroom on their own for social emotional uh things um at the middle school and and uh elementary schools and high school? Um are there plans in in the works for that? >> Yes. So, we did we did do that's what
those percentage increases were. the the percentage increase over last year to this year of our time in the classroom setting. So this past year in the middle school I was working with the health teachers and the librarian to work with students in
those settings. Um in the high school they were working in primarily in advisory and panther block and in the elementary schools they are actually going into the teachers classrooms working co-eing with the teachers on the different lessons that they that they
are teaching. So the idea going forward is to expand those >> further. So, in the middle school, uh, where they're on teams, is there a guidance counselor assigned to each team? >> No. Um, so we're going to go by we're
going to try and move to the calling us school counselors and I am hoping to meet with the other counselor who's actually an adjustment counselor in the administration over the summer to look at how we divide up the case load because there are only two of
us, two counselors in the building and one's a school counselor and one's an adjustment counselor. So the training and and job responsibilities there are different. Okay. >> They overlap and they're coll I mean we collaborate all the time but they are different.
>> Would you would you say that there is a a need for more school counselors? >> Well, if Dr. Malone had a magic wand and money wasn't an issue, I would suggest that every building needs two school counselors and an adjustment counselor
and probably another school psychologist. So we do have we do have a uh remember in the FY20 budget we have a second counselor um yeah for the but of course now with with CO 19 and what it's done to state budget and such we're we were
going to hold um you know we still have our budget um to be approved in Shirley which is next Monday June 29th. Uh so we certainly recognize um that need and uh now we have that
CARES grant uh and we we might be able to look at um increasing the counseling load because we're not really sure um first of all we we're not sure what the model is going to be. Um we're expected to get some guidance um this week, early
next week. And so we really uh want to be able to to work with students um that have you know that's not it will not be an easy transition if we go back to school and and other needs of students. But I I will say to um that Cynthia, excellent um great job and thank you.
And this is something we've been working towards in the district uh for a few years. and the um the model that Cynthia was talking about going in the classroom back to the parents who spoke at the beginning public participation about um you know the need for us to have a
systemic uh curriculum if you will um on racism, anti-racism, justice and all those things. These this is something the counselors will be able to do as well when they go into classrooms. But one of the key um components that's very important is when a counselor can go
into an English class or a social studies class or a science class and really the the strongest model is the teacher is present for the lesson that the counselor delivers and then the teacher can extend that lesson or those skills being taught embedded in their classroom and that's really the most powerful model. Um,
wouldn't you agree, Cynthia, as far as >> Oh, absolutely. Absolutely. Um, you know, I was I was talking with the eighth grade English teacher about, you know, introducing, you know, a young adult novel to work with her. So, we would be collaborating
and co-eing a novel that dealt with the race issues that we've got going on. >> Right. >> Um, it's >> Yeah. >> very important. >> Yeah. And it and it's a a very strong and powerful model and it it's the sustainable and um so this coming year
will be year two and uh it'll you know as as Cynthia pointed out they were training this year and they were implementing. >> Right. Right. And and so the goal of course is to expand all of these components using the data so that you know I can come to you and say that I
did this unit before we did the unit the children believed this that or the other thing or had this knowledge base and after the unit this is where the growth was. >> Just wanted to jump in. Um Cynthia, thank you. This is awesome and I love
the idea of you guys um getting in the classrooms and working with the kids. I'm sure that's something you guys really enjoy, too. Um, yes. But I I love the increase and I hope it continues. So, thank you for all this work. >> Oh, you're very welcome. It's uh I find it fun.
>> I bet >> it might make me strange, but I find it fun. >> So, if you have if any of you have questions after you look through it, um you know, if any of you want a good read out by the pool, pick up the model, sit there, read it. Um, you know, please
feel free to reach out with any questions that you come up with over time. And and the other thing I'll just I'd like to close with Cynthia and I you know when so I was a school counselor at one point in my career and so I didn't they didn't have the sophisticated model we have now but I went into the
classrooms and what was so powerful about it was as I said in the beginning that your the counselor is interacting with all students but those students you know I had students that would come to me after that trust me that was have was in a domestic violence situation at home or had other issues and was afraid
to speak but by going into the classroom, they got to know the counselor and then felt comfortable requesting to have have a one-on-one meeting with the counselor. So, I it's it's really powerful model. >> It is. It is
>> maybe scarier to go to the counselor than it is to go to the principal, you know. >> Well, Joyce, that's a good point. There are, you know, when it's when it's not the culture that the school counselor is somebody that's there as just a helpful resource, >> then it becomes stigmatized to go to the
school counselor >> like you have a problem like you know the whole mental health stigma that goes along with things. If you're going to the office and you're going to the counselor, there's some huge problem. It doesn't have to be a huge problem, >> right? And by us being out in the classrooms in visible and seen and the
kids get to know us, it takes away that stigma and and it work it just works better >> and and it's another set of eyes. So council is even going to lunch into the lunchroom and stuff to to observe interactions to students that are going on and whether it be bullying or racist
comments or things like that. It's another set of eyes and getting to know the kids and getting the dam dynamics of who's isolated, who doesn't have a friend. Um it's it's very powerful. So I'm very pleased and really excited for the kids um um that this will be
stronger even next year. So thank you. >> Thank you, Cynthia. I'm sorry we had co to mess everything up, but we'll work out. >> It'll all work out. >> It will. It will. We're resilient. We can do it. >> We can do it. >> Yes. >> Anybody else? Anything you'd like to ask Cynthia while we have her here? You
know, she's gonna be so busy. You won't get her back very often. >> No, I'll come back. All you got to do is ask. Thank you so much. Thank you. >> You're welcome. I am I am gonna leave. So, have a good night everybody. >> Bye. >> Okay. Good night.
>> So, moving on in the agenda, Mike. Thank you. Um, we have the wonderfulness of contracts to approve. Um, I think I'll turn this over to Jonathan to go through them and we'll or should I just call for the vote on each one?
Um, okay. So, we have uh 9D, approval of the 20 uh to 23 clerical contract. I'll take a motion for that. >> Um, I'll make a motion that we approve the 2020 to 2023 clerical contract um as
presented this evening. >> Okay, we have a second on that, please. Second. >> I think we can only do a voice vote on these. Uh, all in favor? >> I >> I All in favor? >> Are you going to do a roll call? Sure. I think
>> I think you need to Do you need to do a roll call? >> We're doing remote meetings. That's what we're doing. >> Thank you. Thank you, Michelle. Um, if we have a roll call vote, please, on approving the clerical contract. Um, uh, Joe's up first on my screen. I'm just going down the screen. Michelle, do you
want to call the role? Yeah, Joyce, I was gonna say, let me Yeah, Michelle can do it. >> Mr. DeForge. >> Hi, >> Mrs. Granger. >> Hi, >> Mr. Leone. >> Hi, >> Mr. Quinty. >> Are you muted?
>> Move on. >> Mrs. Re-shoots. >> I >> Mrs. Simmons. >> Hi. >> I did not hear Jim, right? Stay unmuted, Jim. There's a few votes coming up. >> I think Cheryl's computer has has caused a problem with
>> infected you. >> It's It's a Zoom thing. It's a Zoom thing. >> Moving on to E, which is the approval of the food service contract for 2023. >> If Michelle would call the call the roll call, please. >> Well, I'll make the motion.
>> Oh, thank you. Um, I'll make a motion that we approve the 2020 to 2023 food service contract as presented this evening. >> Second. >> Moved and seconded. Michelle, would you call the role, please? >> Mr. Deforge, >> I. >> Mrs. Granger,
>> I. >> Mr. Leone, >> I. >> Mr. Quinty, >> I. >> Mrs. Reuts, >> I. >> Mrs. Simmons, >> I. >> Thank you very much. Uh, the next contract is the approval of the 2023
custodial contract. >> Um, I'll make a motion that we approve the 2020 to 2023 custodial contract as presented this evening. >> Second. >> Moved and seconded. Michelle, would you please call the role? >> Mr. DeForge. >> I.
>> Mrs. Granger. >> I. >> Mr. Leone. >> I. >> Mr. Quinty. >> I. >> Mrs. Reuts. I >> Mrs. Simmons. I >> thank you everybody. Uh item G, approval
of the 2023 PAR professional contract. >> Make a motion that we approve the 2020 to 2023 PAR profofessional contract as presented this evening. >> Second. >> Moved and seconded. Michelle, would you call the call the role, please? >> Mr. DeForage. >> I.
>> Mrs. Granger, >> I. >> Mr. Leone, >> I. >> Mr. Quinty, >> I >> Mrs. Reuts. I >> Mrs. Simmons >> I >> thank you Michelle very much. Uh item H COVID 19 state funding resolution. Mr.
DeForge, do you want to present that? >> Sure. Um just if I can just take a quick second to publicly thank um our union representatives who worked with us. Um doing it through email and Zoom had its challenges at times, but um it was very
collaborative. I I appreciate them uh being willing to do the negotiations the way we did them this year and um I thank you for them for you know being able to wrap them up quickly here um and and add some good things to their their
contracts. Um so any >> thank Jonathan and Mary for all the work that they did on them too. >> And Mr. Plunkett as well. Yes, don't forget him. So yes, >> Bill's not here. >> Well, so uh Mr. Tibo, if you could share that
resolution for me, I would be appreciative. 9H1, if you don't mind, Mr. Tibo. Thank you. Um, so this is a resolution um at the top. addressed to our uh our
governor, education secretary, uh education commissioner, senate president, house speaker, and then uh joint education committee co-chairs as well as our uh the local delegation of our state representatives and our um
town administrator and town manager in our respective towns. Um, this is something that has been going around for the last two weeks uh or so in the MASC newsletter. Um, I believe there's over 60 districts that have now signed on to
it. Um, and it's just, you know, I think the bottom line in bold sums it up pretty well. There can be no unfunded mandates for CO 19. Um and obviously the concern here is that you know districts are being asked to do a lot as far as
social distancing and PPE. Um but at the same time budgets are up in the air and maybe cut. We don't know. Um, so it's just a, you know, a, uh, resolution to, you know,
encourage our state legislators to continue funding, uh, education to the highest level possible. Um, so I figured we could present it here. It would be good to show um you know remind our our delegation who has
been very good to us over the years although one of them is new um of this and um so yeah that's pretty much it. >> Thank you. Does anybody have any comments or questions? >> Just thinking we need to change Jen
Benson's name >> right >> in the CC line. >> Yes, Mr. Daniel Senna Cena. >> Yeah, I think that's right. >> Henna. >> Yes. S E N A. Um, but yeah, thank you
for catching that. >> I also I don't know. It's just a a a uh style point at at the very end the the bold face there can be no unfunded mandates for CO 19. I I just know that
the word for our representatives every time that comes up. I've been to selectment reviews, the unfunded mandate thing, although everybody knows they happen all the time, they kind of bristle at the wording, you know, it's just it just I don't
think I think the body of the resolution is clear and concise and gets the point across. And I think that the boldface line at the end probably doesn't help a lot. That's just a style review from me.
Anyone else comments or additions that you'd like to see? >> Do we want to let it go as it is or do you want to definitely take that out? What's the What's the will of the committee? >> I I'm fine with either way. That's just
my my style opinion. I'd be interested to listen to anybody else. >> I I don't know if it's necessary um because it already says it about the the funding. I I can go either way, but
I certainly if if um people are feeling like it's it's going to really um offend somebody, then I I would say take it out. >> Jonathan, is this a template that was provided by mask?
>> Uh yes, correct. >> So that's that's probably something that was is on if everyone's using a template, they're using >> the same thing, >> right? it is a template and I actually just looked it up on their their Google doc and they're up to 87 now. So, um
Okay. You know, we're a little on the we're a little behind the curve just because of the timing of it. So, I'm sure by the time we they get ours, they may >> not provide, you know, they've heard from their delegation. >> This is a reinforcement, not a new
thing. >> They'll just look at the name of the district and not open the document again. But >> all they have to do is just read the bold print. You know, they don't go through the rest of it. Right. >> I think they really want >> Where is it as a template? I would suggest just leaving it for now.
>> I think they want to just really emphasize the fact that that uh um the state will be paying for the for this stuff and not you're not going to have to do it yourself. >> Yeah. Correct. I I don't I don't see it as necessary either, but um if that's
their if that's their form, then >> yeah, >> I don't really >> I think we just get on the bus. >> Yeah, I agree. >> Get on the bus. >> Sitting every other row that is >> as long as we change that that
representative name, we we don't want to send out something with someone that's no longer in office. >> Right. >> Right. And I would just Can you scroll down, Mr. Tibo, if you don't mind? >> Yeah, we just need to update the set of the uh positions as well. >> Yeah.
>> Yeah. >> But otherwise, I think it's good. And with that, I will make a motion that we um send this uh resolution to uh those listed at the top of the page.
>> Second. >> Motion made. Uh, Michelle, would you call the role, please? >> Mr. Deforge. >> Hi. >> Mrs. Granger, >> I. >> Mr. Leone, >> I. >> Mr. Quinty, >> I
>> Mrs. Re-Shoots. >> Hi, >> Mrs. Simmons. >> Hi. >> Yeah, that was the scariest thing when they started coming out with these things. I'm like, yeah, but where's the money? So, I think it's this is real important to throw our hat in the ring. Thank you
very much, Jonathan. Good thought. Uh, moving on. Uh, we're to uh item number 10. If there's no other new business to come before the committee, uh, superintendent report. Uh, if you would please. >> Madam Chair.
Uh so uh beginning with the district updates, I just wanted to update the committee on the return to school plan. Um notified you that we're anticipating an announcement from the governor early this week and that announcement um has
not been made as you all know and we're anticipating it uh that the governor will be making an announcement soon. And um as you know we have the return to school advisory board with about 60 members. Um we're working under actually five functional categories. If you
remember the student support, operations and management, teaching and learning, uh student uh supports, uh English language, special ed, maybe I repeated one, but we have the five. And under the teaching and learning, we have elementary, middle school, and then high school. And uh we had our third meeting
today. Our fourth one is scheduled tomorrow. The meetings t typically go about two hours. And we're doing some really great work. I I think I presented the model that um we have we have three potential models or possible models. The in-person uh back to school, the hybrid
which would be in person and remote and then of course the remote. Uh we are um certainly uh strengthening our remote model. We have been uh directed by the commissioner to be prepared for a remote model uh where you know there's been
some um research and projections that maybe we're going to have a surge in September or December and so we we want to be prepared. So talking about the remote um you know that through my tenure here I've administered a lot of surveys to parents and to students and
um you know every year I've been given an annual an annual student survey and so on and so forth. So we administered a uh survey uh to the students and to the teachers and to the parents on remote learning and we took the uh the comments and the results and I wanted to share
them with you tonight. Um I could if you could click on um we wanted to uh in inform the um each committee uh that's working particularly around teaching and learning what um yeah Mike if you click on the link they'll they'll see the the
survey. Um so we wanted to coalate the information to look for themes you know what are what are teachers, students and parents all saying. Uh so just a quick review of the actual survey. Um we had 639 parents respond 141 teachers and
then student responses K to 53 and 6 to 12 357. And so under um the technology resources um they was it easy accessible? 76% of the parents said yes. Um we didn't ask
that teacher the question. And then the student responses uh 58 um K to 5 said it was easy, 6 through 12, 44% easy. >> I'll start on yours. >> 15% difficult um K to 5 and then 16%
difficult and 6 through 12. Uh getting help with uh and support with the work at home. 78% of the parents agreed they were supported. uh teachers 98% felt supported um through the district 82% felt we had good guidance and 78% felt
um supported with the professional development and students K to 5 76% said yes 6 through 12 uh said um 37% said yes so um there something we would be looking at and then feedback uh that
there was from the teachers uh clear feedback um parents 66% said yes 64% % said it was frequent and 66% said it was clear. And then for the students uh K to 5 65% and then the 6 through 12 37%.
And then the quality of the resources that we had um for for teachers uh the two parents 50% thought they were very good 77% thought they were uh uh good uh 35%
very good at and 68% good plus. Okay. Um and then teachers 74% said the quality of the resources and their remote experiences was was was good. So we asked the parents you know what would be the model their preference of the model.
Um 42% said they looking um would prefer a hybrid model. 34% they prefer an in-person and then 18% said they prefer the remote model. And I did communicate this information to the commissioner. The commissioner had asked superintendents for feedback um particularly around um if anybody had
conducted surveys and we had just conducted ours. So I did communicate this um to the commissioner. Uh transportation um we asked if parents would be willing to send their children on bus. 47% said yes. 18% um will not
use the bus. 30% will drive their student and 4% um the students will drive theirelves. So we assume those are the students and um you know the the final column is just the percent of responses that we got for the questions about what worked
well, what was hardest and how can we improve from the parent group uh the teacher group and then the students. So um overall our surveys were pretty well um responded to. You you have a high rate I think it's like around 20%. So um
you know we had had a pretty good rate um for a survey from all three of our um stakeholders in our district. So if you could go down um Mike to the next. So then we looked for themes. So what we did is we colorcoded uh themes from parents. So if you look at the child say
parents. So what worked well the parents said zoom sessions the teachers said zoom meetings with the children. The K to five students said zoom meetings and the six through 12 students said zoom meetings. You know, the next uh blue um what worked well parents items were
available in one spot. The teachers, they liked the same platform such as Seesaw. Uh the K to five students like the weekly checklist from the teacher. They um first grade team structure of assignments. And then 6 to 12, they liked Google Google Classroom.
uh you know so the the other piece about this and I don't I won't go through all of the um themes common themes among among the groups but it's not only for the remote learning that um you know um we want to look at these themes and what worked well is what we can apply them to
our in-person learning for example a lot of students if you look K to 5 and 6 through 12 they really liked being able to work at their own pace and the parents said the same thing so it's something we need to look at around learning and and our students that you know not all students can learn at the
same rate and at the same time and move on and you know it's really something that we need to consider whether you know we're in a remote or hybrid but eventually we will be back to in person and I think it's a really strong and powerful uh theme and something we know
about learning anyhow that learning um time is uh correlated to learning and um you know we we had weekly staff meetings and I I was I would always talk about uh somebody can do an assignment in 10 minutes and be at a or 100 and somebody
else needs 30 minutes to do that same assignment but the quality is the same and it's still an A or 100. I think we really we really a lot of students wrote that. Um and so you know I I think it was very powerful and you know we I guess for parents and anyone will be
watching this um when we put out surveys it's not something we just do and get back and then you know put it somewhere and not listen you know to what people have to say. Um you know a a parent um summarized it best that more
teacherled instruction easier way to submit assignments easier way to access assignments. you know, so many clicks to print one assignment and more constructive feedback for students. So, as we build a learning plan um for remote learning, which if we're in that model, we would want it to be more
robust and and rigorous. And so, these are the things that the teachers will be looking at and including in the remote learning plan. If you could get on one to the next um and then we looked at what didn't work well. So, uh parents felt there were too many sites to go to
and K to five students said the same. Um and then 6 to 12 students if you go down to the yellow said there were too many postings, too many places to look for information. Uh what else didn't work well? There was too much work or not enough work. Um teachers, you know, had difficulty estimating the amount of work
in a remote learning plan. And we all have to remember nobody had any training. Nobody was prepared. Schools closed abruptly. And then we moved to remote model. 6 to 12 students said there was too much work. Uh going down to parents again in the the lavender uh
had to organize all assignments or follow how assignments were organized. Uh teachers wrote routines kept changing in each phase. So as you know we had three phases. Uh K to five students said zoom schedule wasn't consistent. Uh content not organized. And then six to
12 hard to track all the zoom meetings. Assignment schedules overlapped. So today um so we have the breakout rooms when we do do the zoom meetings for the um return to school advisory board. So I Mr. Clary will stay in the teaching and learning group and I will um visit each
of the other uh uh uh groups or committees and um so we talked about the need um to have like a master schedule. Um so when teachers are are scheduling zoom sessions as such everybody can see the schedule and there's no overlap or
conflicts um you know for students appearance we also talked about the need um that students many of them do need to be trained in Google classroom uh we also are going to be doing some zoom trainings uh for the teachers and administrators as well because there is
a lot of features in zoom that we just didn't have a chance to do some of this work so um you parents felt uh there wasn't enough direct teaching, not enough Zoom meetings, not enough students in the meetings. Um teachers struggled with uh
engaging all students. K to five students felt that there wasn't a teacher there to help. And then six to 12 would say, you know, assignments and instructions weren't clear and there wasn't any onetoone support. So I think this is very powerful um and very informative to the school district of
what our parents need, our students and our teachers. The next uh one is on how can we improve and you'll see the consistent zoom schedule clear schedule for teachers and meetings clear and consistent office hours and teacher schedules and over to 6 to 12 a clear
schedule for classes. Um you know just more other examples uh parents more Zoom meetings required meetings teachers require Zoom meetings more Zoom sessions. I mean, we require students to participate in remote learning and as you know, we we distributed the technology department
and I think Mike, we're almost close to 200 Chromebooks. Uh we've let the students keep the Chromebooks over the summer and um you know, if they need to do any work, we've kept the um learning resource uh platform available to parents on the website uh where our
summer reading is also posted and we also have posted some of the summer enrichment opportunities. So, uh, overall generally, uh, you know, I think, uh, the district was was pretty successful. Um, and always there's always areas to improve and to do better, and you do that by getting
feedback and, um, then taking and and acting on that feedback, uh, not letting it just sit somewhere. Um, so I don't know if the committee has any comments or questions about the the survey results. >> Um, >> I'm gonna go to something Cheryl said at
the at the beginning of all this. She said, "You know, normally if you set this up, you'd be studying it for three years and then you might experiment with it on a small scale." >> And it got jumped into in about three hours and it was an awful lot of work. And I think your results here look uh to
me like really good um because with the amount of preparation that you had and and you know a totally different way of doing things. So, I would interested what the teachers felt. Um, and I talked to someone from another school district and it sounded like our district was
doing a lot more than their district was. So, that's just what I ran into on a a personal basis. So, I know it was a lot of work and we thank the teachers for going out of their way to um to do this. Not that we had a choice, but it
was really uh and Mike Tibo said he just distributed 400 Chromebooks, not 200 Chromebooks. >> Sorry about that. I I you know, I'm not omnipresent, you know, and my you know, everybody does uh you expect everyone to to do their job in and meet the needs
and Mike TBO uh certainly does that in his technology department. And while I'm on the topic of my TBO, um at the beginning of the meeting, Mr. Quinty stated he hoped this would be our last Zoom meeting and that we could resume our face-to-face meetings. And I want to thank Mike Thibo for hosting um all of
these Zoom meetings for the school committee uh since March. He's done a lot for the district as well. Um so thank you Mike and uh we hope you'll be released from your hosting duties. But, you know, as the commissioner has said and and we all I I emphasize it with the
teachers every time we meet, we have to be flexible and we have to be adaptable because we just don't know um we know what what's going to happen in the future and we could get a plan um from the governor and then the department of education will send out the the detailed
guidance to us and u we have to be prepared uh for any change and um it could come at any time. So, I think if we've all learned something from this, it's about being um flexible and adaptable and and really looking at, you know, the needs and and again, I'll say
this this data that we have is just not for our remote learning. There's a lot of things that we can do um in person um with our with our students in the classroom um to improve their experience in and in the learning. So, >> anybody else have any comments or
questions on the survey? Because it looks really good. Thank you, guys. >> Jim, at the top of your head. >> Yeah, I was just saying that um the one thing that jumped off the uh page for me was that the amount of parents that
would be amendable to either remote or hybrid systems for the fall. that is really the measurement that says that you had a a good a good base and people had a decent experience at home. Having to come into
a cold like that and to get those sort of numbers that said they'd be open to that kind of thing means that you've done a lot of stuff well. And uh I I think of the entire thing that I just saw out of this entire survey, that's the one measurement that uh I think
shows exactly how well we did. >> Well, thank you. >> Did you have something you wanted to say? >> May Joe was had his hand up. >> I'm sorry. Yes. Um I I would just think if if if we end up um with hybrid or
with uh uh remote, I think it's it's really important to develop some type of of grading system. Uh >> we lost you, Joe. >> Joe, you're muted. doing what they need to be doing. Um,
there needs to be, you know, some way to to to check in better. >> I'm getting nothing. >> It's fading in and out. >> Yes. Um, I have a lot to say about this, so I'll try to keep it short to this
because I lived it every day. um better. >> So I I appreciate the day data that you collected. It's so helpful and the color coding I you must have a degree in special education because that is what do um so a couple of things that I saw.
Yes, Joyce, we would have trained not just teachers but kids on how to learn them this way. And this is not an optimal way of learning for a lot of kids. So I have to give those that that
really tried to engage a lot of a lot of credit too because this was not an easy thing for them to jump into. Um, one of the things that that came out in the data was like um the certain things where they like the structure but yet
within that structure we need to work on if we're going to continue with any kind of remote learning to um have that structure even better so that it's consistent. So, I hear this consistency, not having to go looking in all different places depending on uh which
class or which teacher that there's consistency from classroom to classroom. The other thing that I I noticed is that kids and parents and teachers um seem to really appreciate some of that
flexibility um and sort of independent learning for kids and not all of them sort of working in in in at the same time in the same way the same amount of time and that this kind of allowed some of that
flexibility and to keep that in mind when we are back at school that kids um learn and are motivated and feeling good about school or whatever at at different times and in different ways during the
school day. Um so that that's where where I would leave it. I I um it kind of scares me to to think we're going to be doing this um again in the fall, but I think we are better prepared based on
what what the data that you collected and how to sort of continue to make improvements with this um this practice. Um and that's it. >> Thank you, Cheryl M Michelle.
Um, I guess first I just want to express my appreciation to not only the teachers, um, but the administration. I know this was a lot of work. Um, not only the past three months doing this remote learning, you know, on the
drop of a dime. We had to switch what we were doing and and and try to do the best that we could with the resources we have. And I think everyone delivered and did a great job. Um, but also now when we're trying to plan for a reopening and
having to plan for three different scenarios, it's an enormous amount of work. Um, and there's so much involved and I just want to express my appreciation for everyone that's doing that work. Um it's it's tireless and
it's been ongoing and I know that you guys are probably at the point of burnout and um I just wanted to to just say say how much I appreciate it and and one other thing I just I can't access the survey results so if at some point
if someone could just either email me them or just allow me access just so I can look at them um a little bit better I would appreciate it. You >> can't see them now on the screen. I can see them on the screen, but I wanted to take some time to look at them. I can't. >> Yeah. Okay. Um, you're the last person.
>> Um, so my question was just going to be sort of followup to So, in the next couple weeks, we'll have guidance um as far as what the state says and then we'll have more granular guidance as we go local. Right. Is there a plan
to >> I think excuse me but the commissioner is expected to I mean excuse me the governor is expected to release um the guidance uh this week maybe I don't know you know uh so um you know obviously it's a hard
decision you know the commissioner of education his his job you know really really difficult and uh you know of course for school superintendents it's it it has it has been hard but you know Jim back to point too because I was reading on this chart the one that Mike has a parent response and Jonath I'll
get back but I lost my something but the quality of resources so the parents said 50% were very good and 77% were good so if you you know look at that totally I mean those are huge numbers and then the quality of the remote experience 35% of the parents said very good and 68% said
good >> pretty high numbers and then the teacher re >> 74% were good too so I you know I want to Thank you, all of it from Mr. Clearary to Mr. Tibo to all the the principles and Tara Bozac and you know it's a and then the teachers of course
because they're the ones doing doing the real work and and um well not that we're not doing real work the rest of us but really they they you know it it was a group effort and in the district people were very calm. There was um you know
they just did what they had to do and I was very proud of of all all of it parents and students and teachers. It was very calm and we seemed to to roll it out really well. So I can't thank everyone enough and um you know success isn't just by one person. It it's it's
it takes a village and that true words have never been spoken. >> Well, if you could pass if you could pass on to all those people what all of us are feeling that would be super. >> Sure. Will >> because this is really hard. >> I have a meeting with them tomorrow and I I've told them that before at another meeting that um you thank them. So I
will make sure I tell them tomorrow as well. population. >> All right. Any other comments? I think Jonathan, did I cut you off? I'm sorry. >> You did, but that's okay. >> That's the understanding and the calmness.
>> That's fine. Um, no, my question was going to be, so you know, again, you'll have the announcements from the governor hopefully this week. We'll take those, bring them in to locally. Is there plans to engage parents again with a similar
survey on percentages of what they can think of? Because I know as is when I took the survey, right, there were a lot of unknowns there um as far as you know what the conditions would be. So am I interested in hybrid right now? Yeah. But am I
interested in hybrid if all the students need to wear you know gowns and masks and face shields? Maybe not. Um, and then I guess my other question was going to be sort of is there engagement to see our parents pulling
kids out because they don't feel that um they want to send their child to school under those conditions. Yeah, that's a great suggestion and and we will so we have there's a lot of um you know legal briefs that are coming in
about um you know maybe there if it was an in-person model and and somebody is you know has a compromised um health issue or certain things. So there's going to be a lot of variables depending on what the model is. So I think um the
the plan here will be uh to get you know the governor's going to announce the model to everyone and then how I you know communicate that you know I haven't seen what it is yet so I'm not really sure um you know I always want to think first and and then try to decide what best
>> way and then um and then we'll get the guidance from the commissioner uh which will really drive the model and um at that point uh Yes, we uh depending on what it is. I mean, it might be I don't know if it's going to be in person, but it could be in some there might be
people that say families, I'm not sending my child. I don't feel it's safe. Um so, we definitely would want to know that. Um Mr. DeForge, uh if if parents, you know, how they're going to react to the model and what they're willing or not willing to do um as far
as what that model is and what they feel comfortable with or what they feel safe with. Um we've already ordered um plenty of the PPE. Um you know, we actually we got um some of the gowns already came in. We've ordered um face shields. Actually, the robotics uh team, Endorina
one, they're making us some face shields um with our 3D printers. And we're ordering sanitizers for all the classrooms and the wipes. We, you know, we don't feel that teachers should be um responsible to have to provide those things. I mean, though, you know, wipes and hand sanitizer and handashing is
going to be a way of of life. schools long after you know I'm sure co 19 or corona virus is is um they find a vaccine or whatever. Uh so um you know so I think the first you know we get get the comm the governor's uh model then we
get the guidance from the commissioner um we're having one uh return to school uh board meeting tomorrow and then we have one scheduled for July 7th. So the the the committees are doing some really good work and tomorrow is they're really going to um they really like the model
that you know you first you populate the inperson you know how would we welcome back uh families and and students and so how would we do that in person how would we do that in hybrid how would we do that in a um you know remote platform because um you know no matter what like
I told them there's a lot of work that we can do no matter what we there are still going to be district decisions um for all districts in the Commonwealth. I mean, the commission is not going to, you know, tell us how to how to welcome students back or how to assess uh learning loss and and some of those things. So, and then I think Jonathan,
back to your your point, um then uh then we we'll bring uh back we'll look at the plan and then we'll bring it back to the advisory board. In the meantime, we we're started to uh work on um the publication of the plan for families and
school committee. So that work is going on while the advisory work is going on because I mean some of these return to school plans some of them are like 156 pages. So we already have the format done of course and you know Michelle Town and just rake up and such we'll all will all work on this because we'll have
to put a lot of information in for families depending on the models and and so on and so forth. And then once we get that complete um then you know I have one here future school committee meetings and we'll have to have a a school committee meeting so I can bring it to you and then um you know deciding
how to to present to parents um if we can do it in person or or Zoom. I think um you know I think Miss W earlier I heard her say about you know when you have three children and getting out um we've already talked I've already talked to the principles and and uh Mr. clearly
about we really need to be thinking about Zoom Zoom parents um work work I mean Zoom meetings work with parents at night um I think that um you know when we want to roll out something new we want to do an MCCAST uh workshop or we want to present a new curriculum like
Eureka math I think um it it works for families and um I'll be interested to see we're going to we're going to try that that model because we understand you know you get home at six o'clock and you have kids and dinner and you've worked all day and it's really raining and ra you intend to go to this meeting at 6:30 and then you just say you know
what I just I can't go. So um and that would be the piece and then the survey in between. So that's basically the timeline and and the the the uh structure and schedule um for how we'll roll it out and in in that a
survey to determine where families stand on the model that we're going to be moving forward on. Thank you. >> That that very much answered my question. Thank you. >> Joyce, can I just ask a quick question? Please do. >> Um, so Dr. Malone, is it your
understanding that the governor's announcement is going to be a definitive um one of the three or is that something that he may change depending on numbers in August? Do you know what I mean? Like >> I I have no idea what he's going to say.
I do know that he holds the authority of schools. Okay. >> The opening and closing of schools. So, he he is in charge and um you know the he has taken that authority away from the commissioner. So, I'm obviously I'm sure the commissioner and the governor are working very closely together,
>> right? >> And um and so I don't I don't know exactly what the governor is going to say, but I do think or we all think that it's going to be how schools will will reopen in the fall. >> Okay. I'm just curious. I did wasn't
sure if if if you had any inclination >> knowing you don't have a crystal ball. Well, no. We had a, you know, the superintendent had a conference call with the commissioner last week. So, you know, there there's information, but we
know he we're he asked us to keep it confidential and so I >> Yeah, keep it confidential, you know. Um, so >> totally totally get it. >> I I don't know if that's you know, we don't we I we don't know. Things can change. Things change very quickly. >> Yeah.
>> Excellent survey. Excellent. >> Thank you, >> Tim. I'm good. >> All right. Just going to move through um the peaceful march. Um as you know or may not know, we have two students uh Damon Gorum and Justin Cullinin who
organized the peaceful march um and other I think are ASRSD students and it's going to take place tomorrow, Thursday, June 25th at 2 p.m. um at the high school and those interested in participating should meet at the high school at 2 p.m. So we'll look forward
to that. uh summer learning. Um we're still working. Um I think I had uh communicated the model. Uh the title one powerup program is going to be completely remote. Uh special education for students K through five is going to
be in person and I think I've talked about it before that it will be a good a soft opening for us and a good model to see uh you know how it how it works and the physical distancing and the PPE and and and all that. So that's slated to start July 13th. Um the plan has not
been put out yet because we're expecting final guidance on that. It was supposed to be at the end of this week and I think oh tomorrow was only Thursday. Then summer professional development and Mr. Clary did a good job of putting together a really robust uh professional development plan for the summer and I I
think there are quite a few of our educators um oh I know there are um taking advantage of the professional development that we were able to put forth. And then under facilities, the high school parking lot. Um the um
excavation is going to start on July 6th. Uh so um and they anticipate uh the installation of the new parking lot to be about 3 weeks. And then lastly, uh the Page Hilltop curbing, as you know, the curbing at the
school has been in disrepair and is a safety issue, and we're going to be starting that work um within the next week or so as well. So it's my report. >> Thank you, Mary. Any anyone like any questions or anything?
>> Just a quick we will move on. >> Just a quick question about the parking. Um I don't remember how many in incre how many spots for students will there be an increase?
>> Uh unfortunately we thought about 50, but I think it's going to be about 31. you see ei I'm not exact I know it's one of those numbers but um yeah I want to say 31 >> okay just you know look looking at the data you collected about how many more
it seems more kids will be driving to school um you know cars are probably more available because parents are either working for home from home or or they're not working um I I just I wonder about that
>> yeah no it's probably really good timing Right. If more students are >> Yeah. >> Yeah. >> Except the kids bicycles, you know, we don't have to bring cars. >> Well, there's also another point that Michelle made at one time that, you know, when you go to the high school during the day, there's no really no
visitor parking and um and so we have, you know, obviously our schools, we want them to be open and families. So, this will also uh we'll we'll create some visitor parking, you know, right in the front. And um we haven't finalized how we're going to reorganize the parking
lot. Um but probably we may probably move the faculty over to those parking spaces because they can go in that side door >> and usually you know you have the faculty separate from from student parking and visitor parking. So that's kind of where we're thinking.
Okay. Anybody else? Superintendent Malone. Um ongoing business that's listed as none. Uh subcommittee reports. I think we kind of did the diversity and equity already. Um but we are going to proceed and work on something to come up fairly
soon. Um we'll have further announcements on that. So I think we went over that fairly well at the beginning of the meeting. U Mr. Quinty policy I can >> madam chair can I just I'm sorry under the district improvement plan I won't go through it. Typically in June I give you
a status report. So you um you the plan is in your drive. It's many many pages. So we have the district strategic plan and then we have an action plan um which our actions to achieve our our goals and objectives. Uh so I won't go through it but um we haven't I haven't updated it
yet as to provide you a status and what we've accomplished or what's ongoing yet. I just want to let the committee know that we did complete the action plan and it's available to you um based on all of those strategic objectives, the five that we have. So in August uh I will uh plan to come back and give you a
status report of what um we accomplished um this past year as you know. >> Okay. I was thinking that was part of your reporting. >> I'm sorry. So that's all I'll say unless anyone has any questions. >> Anyone has any questions? >> Hearing none. Seeing none, uh if we can
move on. Mr. Quinty, do you want to work on policy IKF graduation requirements? >> Yeah, looks like everything is in here is as we had discussed and I had written before just one minor typo on page two and uh it would be at the another's
need. So it should be uh our apostrophe s at the uh next to uh third from the last paragraph >> page. >> Yeah, second page two. You go down to right there at the top of that anothers.
So it just has to be apostrophe s and then everything else here seems to have uh transferred. Well, >> any questions, additions, or corrections anyone would like to add? Hearing none. Is there anyone who would
like to make a motion to do this for the second reading? I'll make a motion that we uh approve this as this is a second reading that we approve the uh changes to policy IKF. >> Second.
>> Motion made and seconded. Could we have a roll call vote please? >> Mr. Deforidge. >> I >> Mrs. Granger >> I. >> Mr. Leone >> I >> Mr. Quinty >> I >> Mrs. Reishoots
>> I >> Mrs. Simmons. I >> thank you, Jim. That's a lot of good work and that's a good good thing to have done. Thank you very much. >> You're bet. >> Is there any other business to come before the board? I have no chairman's
notes since I didn't have any. Any other any other uh topics reasonably anticipated 40 hours? Not in not reasonably anticipated 40 hours in advance of this meeting. >> I just have a question, Joyce. I don't know if you can see me. This is Sharice the parent still here. I I was waiting
um here to to figure out the reports I guess of the subcommittee for diversity and equity. >> Um so it's we did talk a good deal about it through the whatever public participation piece. Um so I I am
curious and not to beat a dead horse. However, um I didn't know if if I missed something or maybe there were some reports from that subcommittee passed what the plans were. Um I think it you were pro you were at the last meeting
that that we had before. >> Yes. Um, and so I just need to work um to get to make a a Zoom meeting and that would be working with our uh technical department and so then when we can settle that then we can put out an
announcement and of course we um I called people today uh to get their feedback and unfortunately we didn't connect with everybody. Um but I'll get back to you on that to see when we can how soon we can do it and um I'll probably see you tomorrow.
>> Yeah, you Yes, I definitely will be there tomorrow. So, thanks for coming. Um I think that I'd like to just take this platform too, not to take anybody else's time. Um but through just to thinking of myself and the stuff that I've been going through for a while, I think that honestly I'm just going to recuse myself or walk away from the
diversity and equity subcommittee. I don't honestly feel as though um I'm I'm a little disappointed that there are members on this page on this Zoom call that haven't said anything about it. I and I'm going to and I'm I'm kind of sick of of holding my tongue about it. I
waited here for two and a half hours or three hours, whatever it is, thinking that something was going to happen and I'm I'm kind of over it. Um >> you would like I'm sorry to hear that because I think it's very important. >> Yeah, I know. I >> Yeah. Yes. Y so we'll see what we can do
to move forward. >> I'm I'm also here and I've been waiting as well to hear the report from the subcommittee and I'm very familiar with >> we didn't actually have a report because we actually didn't have a meeting to report. >> So then it should be on the agenda >> and we put it on the agenda so we could
set the next meeting and see if we wanted to do a Zoom thing. Um and that was what I got from everybody was they wanted to do that. There are no officers. You mentioned officers and you're quite right. There aren't there is not a set committee yet, a set officer committee and um you know and of
course we know we needed to do that. It's just that co 19 kind of upset the whole apple cart for all of us as we well know a lot of nervousness and upsetness and everything. So um you know it seemed like a very difficult thing to do uh from the position where we were at
the moment and we will move forward. I mean, we've been sitting here listening to you guys talk about parking at the high school and everybody commenting and so many people were silent when Shereice and Erica spoke. >> It's actually unbelievable. I'm thankful for this format so I can
speak, but it is I am shocked. >> We appreciate all your comments at the beginning and um uh you know, we can we can go on from here and I hope certainly hope that both of you and Erica are all going to stay on the committee. So I am
not like Shereice said, you know, we need to face these hard things and >> I face them every second of the day. >> And for me to have the strength as a mother of three that works from home and has been homeschooling and everything you all talked about that I worked my
tail off to do and I sat right here from 6:30 to almost 9:00. This is not as important as you want it to make it sound right here. This is very very important. >> Joyce, I appreciate >> important to all of us to start a
subcommittee. This could have been left in the school. This could have been left internally in the school. >> But it wasn't in the school. There was nothing in the school. They told my daughter that she couldn't have this committee. >> She think I think that if we ask Mary,
she can point out many many things that have gone on in the school that have gone on in training and everything already. And >> no, she can't. >> I've talked to her several times, Joyce, and I know this is recorded and I know that this is recorded both audio and and through video and I sat there and I'm
very kind and I'm very patient. There are not things she cannot tell me things. I have asked one of the things that I said was for PD for stu for for teachers. I asked that please so that when my child comes to you, you have the skills to be able to deal with it
because they call they said that they wish that they could go to Africa to see how she feels. That was a guidance counselor. >> This is not important. >> We can move on and put stuff like that not behind >> not happening, you know, but but you have and sometimes you have to unearth
them. Cheryl, >> thank you for your time. Um, so I would ask that everybody step back a little bit. This is this is um I I don't I don't I I can't say I understand what
your experiences have been. Um but I think globally everybody is very emotional and from that emotion I think some good things can can happen. I think we need to step
back. We need to set a meeting. I I would love to be involved in that. I am involved in some stuff in my own school because the or where I work um because this is very similar there. Um
there has to be a very specific goal for the committee >> and we were working on those goals when we when CO 19 came up. We were working on those goals. Charice was outlining them and we just hadn't gotten to um making them solid yet. Do you agree with
that, Charice? >> Excuse me. Um, >> let me just say this. I think that as much as we want to focus on the global approach, and I and the rest of the parents are trying to focus on what
school system. So, what I'm going to ask here is just just suggested if we're going to have a separate meeting, my is going to be this recorded. My ask is going to be that we all sit down and stop talking about a global level and
get down to specifics for this school district because we're very very tired and I can't I can't explain it. This is not the time to sit and pass on the head and that's what we're trying to get across to you and we should not have to yell. We shouldn't have to scream. We
shouldn't have to get outside of our normal personalities to come across to anyone on this school committee. So with all of the writing and all the suggestions and all of the resources that you guys are coming across with, we told you multiple times that we as parents are resources. We're not being
paid attention to and we're not being listened to. So I want to be very clear. Our next steps if we are not listened to, if we are not coming to the table to work together is going to be to then go to our state representation, our local legislation. If we cannot get
accomplished what we need to get accomplished here and now. We need transparency. We need honesty. And this is not the time to plate us and talk about global level. We are talking about here in our community now. Period. >> Erica, do you think that this do you
think that this subcommittee working together can can help that >> where we draw other people in? And uh we've already had I've already had someone from the >> I've already had somebody from the administration who wants to work with us on this and of course that that's
perfect right because you need the back you need the eb and flow and we had didn't have that when we started with and so I would like to see if we could continue working through this and um we need all the voices there. If we don't have all the voices there then we can't
>> voices are there we've told you that multiple times. You do not have buyin from parents because of the reaction that you're giving right now. >> Period. >> I think that it's it's tough. >> You are go ahead and take over. >> I'm sorry, Erica. This is not something
that I think that if you all if the if the however many people did not speak when I gave my piece about what happened >> if you're talking about the >> Hold on. In the beginning when I spoke my piece there were times that parents
did come to that meeting Joyce and with all due respect they were asked to not share their stories and I remember having to cut >> I think the f the first meeting where Erica was there and and we did share stories and I don't know if you I
>> first meeting the first meeting >> I I guess the point is and we and we I really don't like doing these kind of things. I hate this. The point I'm trying to make is this. It takes a lot out of someone to be able to have this conversation. >> Once that someone says this is an issue
with my child, >> they feel unsafe. This is what happened in our community. as as you just as clarification for a little bit of context as you guys were doing your meeting I had several text messages from people in both heir and Shirley communities on my daughter's page
sending pictures of sojourer truth and Harriet Tubman and articles around slavery and when I hear when I call and I say we need to do this stat and it's not looked upon and then all of a sudden someone has this bright idea that this needs to
happen. No. Joe, Jonathan, Mr. Quinty, why why haven't you spoken a word about this? Why don't you feel the need to at least respond when you see me in that basketball gym and I'm a parent just like you are? Why can't you connect with
me there? And then I wait on here for two and a half hours while my tell while I'm trying to do dinner and still be a parent so that I can be a representative of the parents in this community. And then then the agenda item is skipped over. >> I didn't mean to skip it over. I >> But that's what it is, Joyce.
>> We had decided a pl on a way to go forward. And if you don't think that, then you know, how do you how do you think we should go forward? >> I am so sorry that I'm so upset about this. I was writing in the chat box, thank you for the space to share. Thank
you for the time and the ability to be able to do so. Thank God I have internet and I know how to access this because that's a whole another issue for some people in this community and and and an English language. But I'm all done. I will fight this
battle for my children and my family like I always have whether I was in this community or another one. But here in this setting, I no longer want to be a part of that. >> No longer. Yes, I did. I have the not
>> but I appreciate it. I'm all done. I didn't I didn't you know I know that we didn't move forward very rapidly and I was frustrated by that. Um but when we announced meetings and like you said you sent you sent emails to people who didn't come up and say anything. Um and
you know the people who were there were trying to move forward. It was hard. Um we only had three meetings maybe four. I'd have to go back and look at my notes. And I think that having a subcommittee that keeps it in public, I think it's very important because
otherwise it's really easy to just keep putting these things off and we were trying not to do that. So uh if anybody >> Joyce I I think with the committee moving
forward there has to be it if the goal of the committee is to share stories and that's the goal of the committee. The goal of the committee is to look at different pieces that can promote change like looking at curriculum, looking at
policy. I I guess >> that's what I was hoping it was going to do that, you know, in depth at what needed to be done within the system to make it better, to make it right, to make it fair, and to make it proper. So,
we didn't quite get to that, but that was what I was thinking that it really should be. Uh, we have an idea for this. We have an idea for this. >> Here's my suggestion then. If that's what you want to do, I think you need to do more listening because there's not a
lot of that going on. A lot of what I'm seeing, and I'm being completely honest, and it is not it's not a judgment against any of you, but you all are white people trying to grasp other cultures, concepts, ideas, and what has
gone on in their lives. You're trying to change the system, which is great. That's a great ideal. But we were not being heard even during the in the exchange between Sharice and yourself. You started talking over her with me. I'm even trying to talk o over you. What
I'm basically saying is I think we need to review in within the subcommittee. And I did try and look this up, but I didn't fully finish on state website and um working with some of the other state legislators to find out exactly what's supposed to go on in the various
committees. Um, I do think that what we're looking for is the opportunity to freely speak and collaborate together as opposed to having sanctions put on us. >> Um, I think I believe Cheryl, I think it's Cheryl Simmons, I think it's a great idea to have a separate meeting
where we're focusing on exactly what the goal is and really collaborating rather than saying, "Okay, well, even though this is your idea, this is how we do it." when you do that, um it's very difficult when we're talking about let's talk about um you know, systemic
oppression or systemic injustices. The whole point is that there's an issue with the system that we're trying to deal with. So the the first thing we want to do is get out whatever the issue is that we're having with the system before we hear about how to operate within it because we've already identified that there's an issue with
it. So maybe if we can come together and allow everybody to talk on what that goal is first, let us get it out and explain how we're feeling that better. But that's not what's happening. >> Madam Chair, Madam Chair, can I >> Yes, please. >> Mega, please. Um to Lauren, Sherice, and
Erica, would would you want to start and meet with me next week? Would you want to start that way first? >> I I don't mind meeting with you. I think I don't know if Shereice is gone. I do know that that that uh she's very final,
you know, on her position right now, but I have no problem meeting with you at all. My my uh video isn't up if you're looking for Sorry. Um but this is Erica. I don't have a problem um starting to meet. >> Okay. Uh Sheree, I'm looking at Charice
is gone. Laura, Laura is still on here. >> I'm happy to meet. I mean, I think again like I'm a white parent in the district and I have comments from white parents to share as well and diversity is part of the reason we are here in the district, but
this is really frustrating and I I feel like people on this school committee need to do some work on themselves right now and I'm happy to meet with you. There are many other parents who'd be happy to meet with you. I suggest the first step is to go to the march tomorrow and really listen to kids'
experiences in the district >> and also to ask your other students, your LGBTQ students, your other black, brown, and indigenous students, your faculty, and allow them to respond in a way that's anonymous so they don't have
to face any sort of retribution and ask them what their experience has been because my guess is these aren't the only stories. Yeah. And and we you know all the surveys that we send out are anonymous anyhow and so you know we've sent out um I've sent out a student
survey every year and um students have made a lot make a lot of comments and I can tell you that we they that has not been a part of the survey and and it's about bullying. We ask about bullying and different things. So I'm not saying it doesn't exist and it doesn't happen
at all. But I've also had I also have been meeting at the middle school with different an advisory group every um month for the last like four or five years and just talking freely about school and how kids feel. Um I've been I meet at the high school with the same um
with groups as well um and advisory and so you know there's been a lot of reach out to students um having family uh I have coffee and conversation I've held that for many years you know inviting parents in we sent out many many surveys
over the the tenure uh Laura so um we you know we look for feedback and we look to get input and we want to hear what's happening um in the district and if people are having these these really bad experiences But you know I I you know to say something you know
you know we're not going to minimize it but it's something it's it's this isn't just the ear surely this is something that is we all have to work on together the community the parents um in and the and the staff right it's
it's a triangular response. It's everybody coming together and having a goal and a mission and to work towards making improving experiences for our black students or our brown students. I mean, you saw what I sent you today. We've done a lot of work um for the LG
uh group. Um >> I mean, you sent you said that there was a GSA developed last year at the high school and I think that's great, but there are you're 15 years behind the curve, right? GSAs have been around in schools for 15 20 years and I get that. I'm just asking for plans moving forward
at this point. I I'm frustrated with the tenor of the committee tonight and that, you know, that we can have laughing about people's dogs barking in the background and people talking about that, but that no one spoke when Shereice and Erica shared their stories. Michelle, >> that's really what happens when we have
public participation at the beginning. It's usually a statement from the public and it's not usually commented on unless there was, you know, a solid comment from the superintendent of something that happened or that was happening. So, it's not the usual practice, but we could make it practice if you wanted to,
but it's just generally it's a reception of the information and that's been the the committee that ever since I've been on various committees. So, >> people are asking that there were It it was you know to get the public comment is fine. It was
my understanding that then there would be further um whatever work in the committee and not necessarily here in this um you know it during the school committee meeting
again to have like to really set some very clear goals. Um I of course people need to be heard but to move forward there has to be something very concrete that we're doing to address the issues
that um have been raised. So I certainly I wasn't trying to ignore it. I I assumed that this would go much further during a the next committee meeting >> and I I would re reinforce that I I do
not speak during the public part um and I haven't spoken uh with respect to things that you've been saying yet um because I felt that those are things that would be taking place during uh your committee and um and I am all for
uh all all of the things going forward. I'm I'm appalled by hearing that that things have happened to to your children in in the schools um with respect to that and and and that you feel that there's nothing been done about it,
which means that there probably hasn't been uh sufficiently and I think that the committee uh is where people can be heard. There's not a lot that we can do at at this at this particular meeting. We can't um approve any policy because
there isn't one going forward. We can't um you know put anything into place uh because um that has to all be discussed. But whatever is done um I think needs to start with people sitting down and and talking about it in an appropriate place
and uh and coming up with action plans that that we can approve. Um there's absolutely no question that that this is a major issue and when it affects the safety of children then it is a concern
to all of us and um and we definitely want to be there and uh I'm sorry that you you and Charice uh felt that we you know by our silence that meant that we were not uh necessarily in support of what you were talking about. Um but I I
did not feel there was anything I could add to to the discussion. Um and so uh uh waiting for for policy to be put together and action plan put together by by the committee and I think that's where things need to happen and I hope
that um Shereice comes back and and meets with the committee so that uh we can use her expertise um to uh to move forward. I have a question I I want to ask to the committee at large and this relates to
um subcommittee policy. Okay. If we're going to have a subcommittee, my interpretation is that we do have a um uh school school committee member present, which in this case is going to be Joyce.
My understanding was that Joyce is there to hear what we're saying while we're formulating our ideas as a group and then is more of a guide regarding how we um take those goals, ideologies
um and things into place or maybe is a point of reference for how things are done at school or at least points us in the direction of um uh whoever we may need to speak to. Um, I think that's that's what I want to kind of clarify
before we get to that next step because um I'm a little confused on that. So, can anyone speak to that? >> Well, if I may, um, we can since we have a committee of six, we could have up to three school committee people attend those meetings. Um, and if someone wants
to step forward and be part of that, fantastic. That's the best thing. Um and uh we simply can't have a quorum. Um but we can all receive information and do different things and stuff. Now, if the committees if they if somebody from the
committee wishes to attend a meeting, as long as there's no voting, then other people can show up, Erica. But, um, we're kind of lucky because our committee is big enough that we can have three and it works well. Um, because to me, the more people we have, the more
ideas, the more inventiveness that we can do, the better. So I that's that would be the only thing that you that everybody gets a little nervous about is when we have more than three. >> Sure. So okay. So may maybe I I need to
rephrase the question. So you as a committee me or anyone I'm I'm just using you because you've been there. Okay. But your role is that of a guide and contact or is your role
uh something else? Well, I think we got to the point u in the meetings where we were trying to decide who basically let's call it the steering group um maybe there's other good words um for that. Okay. >> You know, and we were getting to that
point and looking at what we wanted to focus on and stuff and it was difficult because, you know, we would get one person to come, we'd get two people to come, it would be the different people. So, it really stuttered getting started. But maybe now it can be more um
organized and dedicated than we had before, Erica. >> So, when you say focus and dedication, are you talking about numbers? Like with the the numbers? the same people coming all the time, you know, the same people coming all the time. We tried to um you know, the people that did come, we tried
to ask them uh what what a good time would be for them and go forward. And then, you know, I think we were just starting to make some advancement. And um uh you know, we had some pretty good people showing up and enough numbers so that you weren't just, you know, having
two people there. Um and then CO 19, you know, the schools are closing down. we need to meet in a public place. The school is the best place because it's what the school it's what it's what it's about, you know. So, uh I think we can try to just get it going again, Erica.
And you did a really good job of getting it started and um we can we can see what we can advance. I just feel it's a little early to throw up people's hands and go, "This isn't working." Well, it isn't working, but it it needs >> It's not about throwing up hands saying
it's not working. The point is is that doesn't seem to be getting. Yeah, it does. But I think what's not coming across here is that the frustration is is that we're hearing um like I said, it's like a politically
correct facade. We're seeing masks here and that's the issue is that nothing's coming across. I am really not interested in hearing politically correct things. I'm I'm interested in getting to the nitty-gritty. No, I think we need to and and there's there's a huge review that this subcommittee can
do that the full committee can't do. You know, looking at what our instruction is, looking what our I think we all understand what our ideals are and then how to get to them. >> And what you're doing right now is what
happened at the subcommittee meeting, which is why Shereice was frustrated. We tried talking about this. We tried sharing our experiences with the parents that did come and as soon as your words, your exact words, and I quote, "We will not be speaking about that here."
>> Soon as the parents heard that, I don't want to hear you speak right now because I want to get this out. And I I apologize for being rude, but I really need to get this out. When you say things like that, when you immediately shut people down and you don't allow them to get out the very things that
they've been trying to either say and it's fallen on deaf ears or they haven't been able to say because they know that it's going to fall on deaf ears, you're not going to get buy in. And so basically what ended up happening was as people came and gave their various responses how they felt about um what
happened soon as you uttered those words as a school committee member, you took away the buyin from the people. We as in Charice and I try to get the parents there. They do not trust the school system and because they don't trust the school system, we were the guinea pig.
And the moment that you uttered those words in front of those people, they stopped coming. So I want to I want you to understand that it's not that there's not buying into this idea. The the reason that they're not buying in is the representation that you chose to operate
in when you were there at the subcommittee meeting. Those were the words you said to me. And then when Shereice was about to say what she needed to say, you started talking over her. Shereice had an agenda that she had put together. And you said, "No, this is the agenda we're going with." The moment
that you do things like that in a in a situation like that where we're tenatively trying to come together to work together, that's when you don't have people buy in. That's what happened. Now, other members of the school understand that. >> Hold on. the goals, but then we never
got back to them. >> We didn't get to the goals because you were talking over us, just like you're doing now. If you're talking, you cannot listen. You can't. That's what education is education that I need. >> I can't I I understand that's your
education, but you are not a black woman. You're not a a a black parent. You don't have black children. So when you try and educate me about my culture and the experience of my child and myself, again, I've been through this school system since the age of five. You
can't educate me on that. You don't know. So when you shut us down and when you tell us to stop talking and when you tell us not to share our experiences and the experiences as children, as adults, and as parents, no one has buy. If you
want to have buyin, I really need you to sit back and listen. which is why Laura Warner was trying to encourage the school committee to really listen to what's going on. And again, maybe other school committee members feel differently, but because they're not speaking, we can't tell. And I just want
to point out to you that one of the common phrases that's going around is silence is betrayal. >> That is a very real statement right now. When there is silence, people think that you're complicit. And I just want you to take that and really think about it. And I understand that you're trying to move
together as a a committee and that you want to be careful, but that is how we feel. When you're silent, you're complicit in these actions that we're talking about. So, if you're going to continue to talk over us and tell us what our agenda is and not allow ideas
to freely flow, then you're not going to have buyin from these parents. That's what happened. >> Excuse me. Um, Michelle, did you have something? >> Me? >> Michelle? Yeah, I thought you turned your thing on. >> Oh, no. Sorry. I was grabbing my cup and realized it was empty. But um No, I I I
guess I just think that maybe um next steps are are setting a meeting for this um diversity. I just assume that that's what was going to happen when this was on the our we were going to discuss what next steps were with this diversity and equity subcommittee. And I think maybe
that's that's what we need to do is is um set up a meeting and have a forum so that we can um hear what what the issues are um in our district and then you know based on that discussion set some goals to move forward. I mean a lot of what is
coming out is things that I'm hearing you know what's coming out in the last few weeks is the first time I'm hearing some of this stuff. So um you know hearing about experiences and trying to understand where the issues are and what
the problems are will help formulate the solutions and how we can move forward. But I think we do need to have those conversations. Um and maybe setting up something um unfortunately it has to go through Zoom which is a difficult forum but um setting something up you know in
the very near future is what I would see would like to see happen. Michelle, would that be coming through a meeting with um uh with Mary as was as was suggested before? I'm sorry. >> Not doing I tried to
>> I I I think um Mary had thrown out the idea and I can't speak for but I think Mary had maybe um thrown out the idea of initially um you guys meeting together um and and then and then setting something up. I can't speak from Mary as
to, you know, what your thought was, but um that's what I would like to see happen. The my understanding was the subcommittee um was work was would be doing some of this work and kind of identifying issues and and what needs to be um addressed and bringing it back to
um and that's not the only work. I don't mean to say that's the only work. I just mean that's what I thought um this committee's role was. And and Mary, I defer to you. >> Okay. Well, I didn't Erica, can you repeat what you asked because I there was some background noise so I didn't hear what you asked about me when you
said >> Sure. I was saying I'm sorry. Um what I was saying is would the next steps be would we meet with you to then decide a time for that separate meeting so that we can get started? Is that going to be the next step? >> If that's what you would like that's
that's fine with me. Yeah. If that's what you prefer that with first. >> Okay. and we can try to do that within the next week or so. >> I'm sorry, Erica. >> I'm just going to defer to Laura on that
um just to make sure that she's on um that she agrees with that as well. >> Okay. >> Um yeah, I think that's fine. I I will send the whole committee the Google form next week. I'm going to reopen it up for folks after the march
tomorrow because I wanted to allow students to focus on what they were doing. Um, you know, I might I might ask that you read what people have written so far. >> It would be very good to get that. >> Um,
because it's shocking to me that people are surprised if this happens. This happens everywhere. It definitely happens in our community. I'm not surprised. Um, I I think people have been trying to tell these stories for a really long time and they have really
fallen on deaf ears. Um, so I would be happy to meet I have I would certainly invite other parents that have signed the petition to meet and I also would encourage you to just listen to students and I think
if you meet like the main goal is really listening at my school right now if you're following Instagram most private institutions have an Instagram account that is called something like black at Andover Black at Taber Black at Exit. Um, and I would encourage you to to to
think about those stories happen at air surely and we have been having a series of listening sessions with our students at a school that prides itself on diversity, equity, and inclusion and that does consistent work with faculty
and we still really struggle because we live in this society. So I, you know, I'm I'm happy to meet. I'm not the best one to meet with. I think like um and I think, you know, Charice gets to make her own choices about whether she wants
to re-engage. This is really hard. >> And so I would um there are many other parents in the district also who would be happy to share their experiences if they felt like people were going to listen or they had a space that felt safe enough to do that.
So, so what I would just throw out there is maybe if you guys can u meet with Dr. Malone um separately, you know, to start and to kind of discuss some of these things if if if we could do, you know, another meeting of the diversity and
equity subcommittee, maybe think about doing some forums where, you know, um we can, you know, hear about some of the things that are happening. I don't know what the proper venue is for that or um but I think there's there's definitely work that has
to be done but I think that a good start is maybe you know mapping some of that out with Dr. Malone initially. >> That's fine with me. I have no problem with that. So um Dr. Malone, what I could do is um give the office a call tomorrow >> um so that we can start work on it.
>> That that would be excellent. You know be there in the morning and Michelle's there. You have the number so we'll stop there. That sounds great. >> Thank you very much everybody. >> Yeah, I just wanted to make one point uh just as a matter of policy and Joe touched on it briefly. I would I would
guard anyone in the general public from reading into whatever our actions or reactions are in public participation. and I've been on the committee since the district was formed and myself and a lot of the other committee members in that public participation forum anyone can
come up with anything they want in that aspect. The only time I've ever seen any I've seen more response tonight than I've ever seen in that, but previously the only thing any committee member would do would be to ask questions of
clarification on something because this is a very important issue to everybody. And if the school committee is going to deliberate on it, then we would be talking to the chair. will be posted in as an agenda item and then everyone would get a chance to speak to what the
issue is. But in public participation has been my policy and I think overall the school committee policy that we don't engage in that type of discussion in public participation because not everyone has had notice. I think the
people that spoke tonight did a good job clearly stating their position and there was nothing more I needed to hear to understand exactly where they were. So I would caution them not to read anything into the fact that certain committee
members did not speak to the issue. >> Thank you Jim. >> Anyone else? >> Okay. Uh if not hearing any or seeing any if we could proceed if there's any other things to come before the committee
hearing none I think we could vote to adjurnn. Is there a motion to adjurnn? >> I'll make a motion that we adjourn. >> Is there a second? If we don't want to adjourn, we can stay longer. Second.
Uh Michelle, would you do a vote, please? Mr. Deforge. >> Hi, >> Mrs. Granger. >> I >> Mr. Leone. >> Hi, >> Mr. Quinty. >> Hi, >> Mrs. Re-Shoots.
>> I Miss Simmons, >> I. >> Thank you all. Have a good evening.