Good evening everyone. It is 6:30 on September 1st. Uh if anyone hasn't voted yet, you still have a half an hour. Um and this is um you know the primaries in Massachusetts today and the polls are open I think till 7 only. Am I right on
that or is it 8? 7 I think. Okay. Um the uh welcome to um probably our last and full Zoom meeting. Uh I know that we had a discussion at the last meeting whether or not to go uh totally um live or to do
the zoom and having reviewed uh and seen how much work all our custodial services were doing and everybody was doing to redo the schools, the floors, the lines and everything else and how much work they had had. I didn't think it was fair
for us to add to that workload by having uh having to have them set up a whole uh place for us. Uh so I queried the um the committee and everyone was didn't really care whether we did zoom or whether we
did live. So to save the schools and the save the wear and tear um we are going to do this one by Zoom. Our next meeting will be um get the right date here, September 16th, which is also the first day of school and we will be live for
that meeting. Um and uh the location is to be announced. So um watch this channel. Um and it'll either be at the at the high school or at the middle school. Um does anybody wish to add anything to that? Okay. Um good evening
uh again everyone and I would like to say those attending tonight's meeting should be aware that the meeting is being audio and video recorded by ASRSD and 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 Massachusetts wiretap stature. 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 so I call to order the regular session on September 1st at 6:30. Could we have the pledge of allegiance please stand up?
>> Jonathan, you're good at starting. I pledge allegiance to the flag of the United States of America >> and to the republic for which it stands, one nation under God, >> indivisible, with liberty and justice
for all. >> Apologize that everyone had to look at my stomach on that one. >> I just think it's kind of fun to call on different people and see what happens. Um, could we have the roll call, please? Michelle, >> Mr. Mr. DeForge >> present. >> Mrs. Granger
>> here. >> Mr. Leone >> here. >> Mr. Quinty. >> Mrs. Re-shoots >> here. >> Mrs. Simmons >> here. >> Thanks, Michelle. Okay. Um, the next
item on the agenda is number four. It's um public participation. Um, tonight we are setting a time limit. Hi, Jim. Welcome. Uh tonight we're setting a time limit of three minutes per speaker which is written in our policy for public
participation. Um speakers may offer criticism the school operations and programs which concern them. They're reminded that the committee will not hear personal and personal complaints about school personnel or any member of the school committee community not under the committee's scope of responsibility.
Uh comments related to staff members or students must concern the educational goals, policies, and budget of the school committee. I think we're going to right now it is um 6:25 6:35 I mean um and I think we're going
to um allow about 30 minutes for this section as we have a number of things to look at tonight that um barring athletics and new positions and handbooks. Um so is there anyone who would like to speak and if you do speak please um state your name and your
address and if you need to speak longer then um you know if you wish to write a letter uh to the chair or to the superintendent um please do >> excuse me madam chair if I uh may just add this is Mike Tibo director of
technology um to anyone who would like to speak if you could just um type so in chat which you can access from the bottom of your screen and then uh we'll announce you to the uh to the committee. Thank you. Uh Jake Watkins,
would you state your name and your address please? Just got to give him a second to have Mr. TBO give him the uh permission. >> Okay, >> we go. Mr. Watkins unmute. Hey, how's it going? Can you hear me?
>> Yep. >> Awesome. Hey, I'm Jake Watkins. Um my address is 33 Shirley Street Air, Massachusetts. Um where I work as a teacher. So, I just um have some information I wanted to share with us. Um so, 50% of the public schools in the
United States right now are non-white students, meaning that half are white, half are non-white. 14% of um public educators are black. After having two black teachers, black students in schools are more likely to enroll in college. That increases by 32%. Only 2%
of educators are black male educators. Often black educators um leave the field and are currently leaving the field because they are minority among their colleagues. They lack um the upward mobility and the opportunity to grow in their positions uh at schools. Um
black students are more likely to do better on tests and less likely to have disciplinary uh behaviors. Um, and again, some of this can be happen for uh teachers that aren't of color because they're either unknowingly having bias and racist. They're not anti-racist even
though they aren't racist. Um, and teacher training would do uh so well to help with that. Um, for gay students in a school, they are three times more likely to attempt death by suicide. Uh, they are these result in
four to six times more likely uh to injure themselves. So students that aren't gay, even if they attempt uh death by suicide, not likely to hurt themselves. Students who are gay, four to six times more likely. 40% of transgender adults in our United States have attempted suicide. And of that, um
92% of them reported doing it under the age of 25. Um each episode of a victimization, so any sort of uh abuse or bullying or situation that's negative for students um part of the LGBT LGBTQ plus community. um increases their
likelihood for self harm by two and a half percent and this is for each uh each episode. So uh I as you I'm sure you can assume if there's no sort of support for students there can be more than one episode. Um I'm I just ask that
um you know like like let's pretend for a second not true but like whoever does the hiring for a school if they maybe had some biases or maybe were like racist tendencies are they hiring black teachers are they looking really hard
for black teachers? I mean, it helps our students and if our half of our students aren't white and we're all being taught by white teachers, but a lot of students are raised thinking that only teachers are women and only teachers are white. So, I just uh yeah, just wanted to share
that and ask to think about that a little bit and kind of like vibe on it. So, thanks so much for the time. >> Yeah, thank you so much. Thank you for coming. >> Thank you. later. Is there someone else who would like to speak in public participation?
Please put a note in the in the chat and um Mr. table could call in can can put you in. >> Well, Madam Chair, just let you know that nobody has um stated that they'd like to speak in the chat.
Uh hearing none, um I think this is far enough into the meeting if my clock if my watch is right. Um, what's the Look at Michelle's clock on the back of her chair there. Um, >> 640. >> Huh?
>> 640. >> 640. Does everyone feel that that's >> Yes. Let's move on. >> Should we move on? >> Let's move on. >> Okay. Thank you. Okay. Uh, the next item on the agenda is number five, consent
agenda. We need a vote. Uh, there are six items on here. Does anybody wish to take them? um to uh call out any of them specifically or can we do them as a group if I read them off? >> I think a group is fine.
>> Okay. Anybody else? >> Does that work? >> I agree. >> All right. Consent of Ven for August 5th, 2020 regular executive session minutes for release. August 5th, 2020. I just lost my list here. Um 2020
executive session minutes not for release. August 13, 2020 regular session minutes for release. August 13, 2020 executive session minutes not for release. August 19th, 2020 regular session minutes for release. August
19th, 2020 executive session minutes not for release. I would entertain a a um motion. I I'll get it together. I knew I wasn't going to be able to say two words tonight. I'll entertain a motion to >> accept those.
>> I'll make a motion that we accept the um consent agenda as it's listed on our agenda this evening. >> And a second. >> Second. >> Michelle, would you call the role, please? >> Mr. Deforge. >> I.
>> Mrs. Granger. >> I. >> Mr. Leone. >> Hi. >> Mr. Quinty, >> he was here. >> Yeah, he's muted. >> Is the uh Excuse me. Is the warrant memo
under item G included in this vote? >> Yes. >> Um it was just the it was just the minutes. We don't have a >> warrant. So, are you going to do the warrant memo separate? >> I don't have a warrant memo for tonight. >> There's a warrant memo on the agenda, Joyce. I was including that as part of the consent agenda.
>> Okay. But there's I don't have any numbers listed in the warrant memo. >> I I can read them, Joyce, if you'd like. >> Okay. Would you please, Jonathan? >> Uh, yep. So, we have AP warrant 1180 dated 630 2020 in the amount of 159,000.
Excuse me. Hold on, drag it over here. So, there we go. Uh, in the amount of $159,894.81. 81. The FY20 AP warrant AP warrant 1039 dated 8212020 in the amount of 35042
July merchant service AP warrant 1040 dated 8212020 in the amount of $711,886.91 for FY21 bi-weekly AP warrant payroll warrant five dated 828 2020 20, excuse
me, for in the amount of $197,22562 FY21 bi-weekly payroll payroll 5.1 dated 828 2020 in the amount of $369,000 excuse me 951.70 FY20 teacher summer payroll in in
parenthesis five and that is the end of the AP warrant and payroll warrant. >> I vote I. >> All in favor? Oh, I guess we need a roll call vote. Michelle, I really hate doing that to you. >> That's all right. I'll start from the beginning. Mr. DeForge,
>> hi. >> Mrs. Granger, >> I. >> Mr. Leone, >> hi. >> M. >> Mr. Quinty, >> I >> Mrs. Re-shoots. >> Hi, >> Mrs. Simmons. >> I >> thank you everybody. Uh, item number
six, new business. Um, item A, presentation of fall athletic programs by Mr. Steve Kindle, our athletic director. >> And Steve, you are muted. >> Yes, I just figured that out. Thank you. >> Fun part of this, Steve.
>> Yes, it is. Think I'd be used to it by now after a lot of these. Uh thank you all for uh having me here today to talk about uh finally some uh answers about uh athletics for the fall. Uh last week the MIAA gave approval
uh to competition for cross country golf and boys and girls soccer. Uh, also field hockey, which we don't we don't have, but those those sports were allowed to have competition this fall with football, cheerleading, uh, unified
basketball, and volleyball being moved to the what is being called the fall two season, which ironically is happening in late winter, early spring, uh, from late February through late April. with those teams, however, being allowed to pract uh possibly being allowed to practice.
Uh our league will be taking up that discussion tomorrow at our athletic director's meeting. Uh where I'll have a lot more answers than I than I have even tonight. Um, so as you can see in in the the memo that I put together, uh, we'll
be looking for approval to have both intercolastic athletics with cross country golf, boys and girls soccer, where we'll be competing against, uh, a small pod of schools. Now, we don't know what that pod will be yet, but the design, they're going to be designed to
limit travel and to keep schools in a geographic area. Now, the benefits of that are limiting bus usage, uh limiting the amount of travel you have to do, and and keeping everybody in a close-knit community. Now, obviously, the negative to it is that we may be playing schools
that are a little bit larger than us. Uh but for this year, as I, you know, point out to the coaches, and I kind of point this out every year, it's not really are concerned about how many wins and losses you have, although it's nice to to have a successful season. It's more about growth in the student athletes on and off the field. So, this year will be
especially about that. uh as you know in the likelihood is we'll be playing at least a couple schools that are a little bit bigger than us in some of these sports. Um but I wanted to point out I put a couple studies in here just the benefits of exercise. I think that's really something that's important during
this time. Uh even more so normally student athletes or students in general just need about 60 minutes of exercise per day. Uh a lot of them are not able to get that during this quarantine time. So, this gives them the opportunity to do it in a
safe in a safe atmosphere. We we have a really good plan as as you read through this of uh keeping the student athletes safe uh both from the MIA but also stuff that the Midwatch League and and that the district has put in on their own. Uh
in terms of the other sports, uh when we meet tomorrow, I fully expect that uh the league will approve two practices per week starting the week of October 6th uh for a total of 10 practices during the fall. Uh this would be a volunteer basis for the coaches as their
stipended season begins in February. Um, and student athletes, if they chose to participate in one of these practice sessions, they could not compete in another fall sport per the MIAA. So, if a student athlete chose to practice with the football team, they could not
participate in soccer or cross country or golf. Um, does anyone have any questions about that portion first? Just what sports are being offered? And, um, the pod system. I don't have any answers about the pod system yet other than it
will be probably five other schools uh in the general area. >> Steve, I I do have a question. >> Yep. >> As you know, as a spring coach, um spring sports lost all of their stuff last spring.
>> Um so why is the you might not know the answer. Why is MIA making such a big deal to have this fourth season put in and taking more time away from the spring sports that already lost the whole season? >> Uh the spring sports will actually not
lose. They're the only season that won't lose time. They are starting at two weeks later, a few weeks later than normal, but they're also going to be extended to the end of June, perhaps even into July with approval of the state obviously has to approve that. But the current plan is to not take too much
time away from them. Um uh why they chose that I don't know. Uh we had proposed a different plan for for sports from our league but the the MIA uh COVID 19 task force chose this one which I think is a good one as well. gives every sport the opportunity to uh participate.
Um hopefully and and I I I'm hoping that the spring season will be starting uh in theory on April 23rd uh which will be about about a month late. Um but also will be extended the regular season will extend to the end of June, which is also about a month later than normal. So
hopefully they'll get about the same amount of time as they have in the past. And as a spring former spring coach and as as I was as well, you know that sometimes those uh March late mid-Marchch to late March practices are indoors anyway. So >> otherwise that's a that's a great deal.
I I have no problem with that. So will the tournament then be in July? Is that >> as of now? Uh they're not committing to any tournaments this year for the MIA that they haven't ruled any out except for the fall. The fall is the one they've definitely ruled out. uh they'll
be meeting about the winter sports in o end of October to determine what they're going to do with the winter sports uh and then season by season they'll be taking a look at it. Um >> I think the hope would be if they could if any sport can have any sports season can have a postseason this year. I think
they'd like it to be the spring simply because they did lose out on that opportunity last year. >> Uh there will be the opportunity I believe our league we haven't decided this yet but has been discussed that there will be a for these other sports that there'll be a pod playoff. So within your your pod, you'll be able have a playoff within your your uh your
five to six team pod and every team would make the playoffs and every team would get at least one playoff game. In uh the team sports, in the individual sports, uh it's going to be a decision about whether we have a pod championship or they just, you know, the season ends
with the last dual meet. >> Can I ask a quick question? >> Sure. >> So Mr. Kendall. Um I'm assuming then obviously it's not going to be a typical um like midwatch season where you're going to have a midwatch champion and that kind of thing. It's just going to be among the pod that you're in.
>> Yeah. And our pod will probably be all midwatch schools with I mean there was one that possibly could have been in our pod, but I don't think they're going to be offering any sports at all this fall uh from one of the other leagues, but I think our league will probably be based on the schools in this area mostly midwatch. There may be one nod midwatch
team and this won't be our our typical midwatch uh E team won't be playing and because I don't think any of them are going to be close enough to us to be in that that smaller pod. The will be for golf and and cross country will be about the same amount of meets. This the
soccer season will be a few games shorter. And then one other question that came through in the chat that I noticed was the question of whether you could play a fall sport and then play a fall two season if >> Okay.
>> Yes. This is the one year that people could actually be a four sport athlete uh if they chose to. So say someone on the volleyball team decided to play girls soccer and then they played girls basketball and then in fall two they decided to play volleyball and then spring they played softball. Uh they
could they could play all four sports. that was clarified by the MIAA last week. So, that was a a nice a nice little addition for kids who who may want to play a sport that maybe they haven't tried before or maybe they have tried and just can't do because they're at the same time.
>> Right. And one final question and then I'll defer to anyone else. Um is there has there been any discussion about um our facilities meaning like our football field in late February through late April might be difficult to play on? So, would there be any consideration to like
a local um school that has turf that maybe might be in our pod that may just be the host for everything or >> Yes, we've already talked with a couple schools that who possibly could be in our pod or by football season. My guess would be if there's if there's uh not a change in the situation, there won't
there won't be a football season. Uh the pods will be dispersed and we'll be playing our traditional schedule. Uh but yes, uh you know, I've already been in contact with a couple local schools who are u more than open to using or letting us use their turf fields if our field is
unplayable, which it very well could be in March. It could be fine depending on what the winter winter looks like. If we've had like the last two winters, we might be okay. If it's if it's like it's like was three winters ago, we'd probably be in a little bit of trouble, >> right? But yeah, we've uh we've had some convers I' had opened up conversation
with a couple schools already uh and they are open to the idea and there are two schools that we traditionally play anyway so it might be might be work out that way anyways. >> Great. Thank you very much. >> Madam Chair, >> go ahead. Can I just um just that question that um Miss Granger was
asking. I think the qualifying part of that question was if if they play the uh fall 2 that floating season um they can still play even if they don't participate in any of the practices. >> Yes, absolutely. They do not have to participate in the practice to participate in fall 2. The practice
session is an optional season for them. If they want to join in, they can. If they don't, there's no punishment. Um, I mean, other than that we're taking registration so we know who's going to be at the practices. Obviously, there's no there's no comm they don't even if even if they do the practices doesn't mean they're committed to playing the
sport in fall two either. They can certainly change their mind when the time comes. >> Thank you. >> I just had a quick question um really about the COVID um precautions. Can you speak a little bit about what what the
re you know what the requirements are around the co precautions with sports? >> Yes. So, uh within uh that there's a link here in in the document that brings you to the state uh mandates, but in terms of the league, we've added in uh a
couple things. One is that each one of our teams will be assigned a cleaning and hygiene bag that the coach will be responsible for. Uh that will include cleaning spray, paper towels, gloves, wipes, sanitizer, Lysol spray if we can get it. Uh some extra masks just to be
able to clean down. So they're going to be responsible for cleaning down equipment before the game, at halftime of a game or competition. Uh and at the end of games and that and at games, I'll be there as well to help out with that. Uh but at practices, they're going to be required to clean down all that equipment as well. it's going to be one
of the coaches responsibilities using that um that equipment that's provided and they will be the only ones that are to touch that. So if there's the bag's going to go outside and the the medkit comes outside only the coaches uh will be handling the those equipment because we just don't want we want to limit how
many people are touching it. Obviously uh during games uh we'll be wiping down the benches before the game at halftime and at the end of the game um before the JVS come out. Um there'll be three people in attendance uh from the school.
Uh I would be the game administrator and I would be responsible for the sidelines uh the team sidelines making sure teams are maintaining social distance on the sidelines they're wearing masks and cross country making sure the kids who are not running are wearing masks and maintaining a social distance. Uh
keeping track of the referees making sure they're wearing their masks. Um Nate Diffen our trainer would be there at every event on school property. So, soccer and cross country for the season. And when he can get to it, golf um uh if there's nothing going on at the school,
he can go over to the golf matches to provide athletic trainer services for uh anyone. And also to be he has a u he'll he'll be putting together a an area for anybody who may be showing COVID symptoms to put them in until uh we can arrive. And there'll be a third person that the league is calling a COVID
captain uh who will be there to check in parents u and making sure that on the sidelines or in the in the stands area uh that parents will be maintaining social distance, wearing masks and using the sanitizing stations. We'll be having sanitizing stations uh at both benches
uh in two spots for cross country for each team and then one for uh parents that will be entering. In terms of uh crowds at the games, we won't be charging any fees uh to enter the game. The league is making a decision tomorrow
on uh how many passes will be given to each student athlete. I believe in soccer it'll probably be one because there's a limit of 100 people at an event per field. So that counts all the players and officials and fans. So an
average soccer team has 18 players on it. That's 36 players, two referees at 38, me as the uh timekeeper, scorer, and game administrator, Nate Diffen, and then the COVID captain, which brings us to 41. It leaves 59 spots for parents.
Um so uh they each each family will receive or each participant will receive at least one uh pass that'll be assigned to their family that they can give it to any family member, but there'll be a QR code on it as they come in. >> Stopped writing.
What's up? >> Sorry guys. >> Um, well, they'll have a pass has a QR code on it that we'll scan. That'll give us a list of who is in attendance. So, if something could hap should it happen, we could uh be able to give the the Department of Health uh everyone's
contact information. >> Great. Thank you. And these and these uh policies for cleaning go for practice and games. And they'll be pra when they practice they'll be in small pods of 10. So soccer uh would be in pods of 10 that they would stay in all season. So say we
had 20 kids on our varsity uh soccer team they would be when they practice they'd have to practice in groups of 10 and and not mix those and they would have to stay or the season or until you know there are changes in what the the EA and the MIA guidelines are.
Steve, uh I have one more question about >> Sorry, Joe. >> Um who typically cross country is uh middle schoolers are are on the team. Um will they be allowed to be uh participating
in the >> That's uh that's one of the things we're going to be asking. Uh did I lose you guys? Am I here? >> No, now we can hear you. I froze for a second, so I wasn't sure if I froze permanently. Um, yeah, that's one of the
the things we'll be asking for from you guys today if if middle school students will be able out to participate. Uh, >> can you repeat that? I I my internet went down for a bit. I didn't and I missed it. >> Yeah. Uh, that's one of the one of the areas we'll be asking uh for you guys uh
input tonight is whether or not middle school students should be allowed to participate in the high school sports. >> Madam Chair. Yes, ma'am. >> May I please? Uh, so for the school committee, so the school committee um needs to approve the fall sports of
golf, cross country, and soccer. And then as Mr. Kendall just mentioned and Mr. Leone asked, um, the school committee would also need to vote on whether the middle schoolers will be allowed to participate in the high school sports. And then the third piece
of this uh presentation tonight in the vote for the school committee is uh voting to allow students who are in full remote participation. Students that now calling our remote learning academy would also be able to to participate in
sports. So I just wanted to frame um the presentation around those three votes. Voting one to approve the fall sports of golf, cross country, and soccer. uh voting to approve the middle school students will be able to participate in high school sports. And then the third
uh voting um to uh allow uh the um students in the full remote portion of our educational program this year to participate in the sports and um I would just say I would recommend um all three of those. And uh I'll turn it back over
to Mr. Kendall. >> Thank you, Dr. Malone. Uh yeah, we you know there might be some caps on on rosters in in sports like golf. Uh maybe cross country. I don't think cross country will be a problem for us, but for some schools it might be. Uh in
terms of traveling, they're going to be limiting uh the competition numbers in cross country to 20 boys and 20 girls, which I don't think will I don't think will be an issue for us. We're usually at like between 15 and 17 in both of those sports. Golf will be you can travel with six and then you can have 10
at your home match uh because you usually have a couple alternate six that participate and then a couple alternates that just play the course and are there just in case somebody gets sick before the the match starts. So there will be there will be some limitations on numbers but nothing I I don't think are
going to really affect us. It's a 22 travel limit because that's what you can fit on a bus. Uh so what would happen if there's varsity and JV? They'd be on different buses. the varsity would take one bus and the JV would take another. Uh, and to limit time spent at the field because those JV participants would be
considered fans at the game or participants at the game. Um, if a varsity game was at 3:30 and a JV game was at 5:15, the varsity team would leave at 2:45 and the JV team would leave uh later, probably around, depending where they were going, 4:30 or
4:45 to arrive for their game. Uh so they could be getting there just as as the varsity teams are leaving and they would remain on the bus or go to a another open field. Uh so we would not be breaking any limits on people at uh
events. So in our field they could go practice on the football field while we were playing soccer games, a soccer match on the soccer pitch. >> Mr. >> Oh, so ahead. Go ahead, Jim. >> Yeah. I just want I wanted to state in your discussions with uh some of the
other ads just to bring up the screen in some of the girls soccer um they understand totally the rule changes that have to be made to accommodate the situation that we're in but uh on the girls soccer team anyway there are a number of asthmatics my daughter being
one and um so far attempting to run and play with any we've tried different types of masks and it's it's not going all that well. And I know if you've ever had to struggle for breath, you can understand what kind of demand that would put on you. They they greatly
appreciate the opportunity to operate in any level. But that if I had to pick one thing that was the wild card in the soccer program, it would be the uh requirements that they would have to wear masks while playing. >> Yeah. I believe there will be a medical
waiver for for students who um cannot wear a mask for medical reasons. They'll just need a, you know, I I believe they'll just need a doctor's note that says they do not need a they cannot wear they cannot wear a mask for these particular reasons. >> That's good news.
>> That's not 100% but that's that has been up in discussions and it is is up and something we'll be talking about tomorrow and and I know has been brought to sports medicine committee. So I would expect we have an answer on that sooner rather than later. >> Good.
Does anyone else have anything? There is a question in the chat and I was going to ask you to do this anyway. Just restate please when the fall season starts and captain's practices and then coaches involved. >> So fall season >> uh fall season would start on September
18th would be the earliest. That could still change. The MIA could push it back. It originally was September 15th and then September 18th, you know, possibly could get pushed back to the following Monday, but I think it'll be September 18th. terms of captain's practices, those are not permitted by
the MIA, so coaches could not be involved. I know I mean uh we cannot officially condone them. I mean, if students get together on their own, it's certainly things they can do, but we would strongly encourage them not to do that. Uh especially on school property.
>> Thank you. >> Anyone else have anything? Did I >> Yeah, I I do real quick. Um Mr. Kendall. So these would be um students would be responsible for getting themselves back to campus at the appointed time. >> Yes. Just as in a traditional half day uh they would be responsible parents,
guardians or themselves close back for practice. I know some teams are talking about practicing later in the day uh a 5:00 practice at least until uh AAA restrictions go in. Uh hopefully we won't have them, but right now, you know, I've let them know you can certainly practice at 5:00 p.m. if you
wish. uh at least until we hear differently from the department of health about tripleA or any other mosquito-b born illness. >> Um and then practices would not uh say you were scheduled to practice every day. It wouldn't be dependent on your cohort. Correct. So you
>> would not um you would be allowed to participate the the athletes would be considered another u pod of students within and we would be tracking them as we would students who are in school. >> All right. Did I read something along the lines that said that students would not be allowed back in the buildings? Is
that correct? >> Yeah, that's going to be a league thing. We're not allowing anybody in the building except under an emergency. So, if like someone Nate really had to bring somebody in for an emergency situation for athletic trainer or you know there's a thunderstorm and the bus the other team's bus left, obviously I would make the executive decision that we're better
off spreading them out in the cafeteria and then cleaning it than we are leaving kids out in the middle of a thunderstorm. But we're going to request to the bus companies that uh buses do not leave this year. Uh especially if there's a risk I mean if it's a bright sunny day and there's not a cloud in the sky, fine if you want to go around an area. But uh if there's a risk of
thunderstorms, we're asking buses to to hang around uh just in case. >> Okay, cool. Thank you. >> Back on I'm sorry, Jonathan. I just wanted to pick you back before. Um so I'm assuming that means that students will not be allowed to stay at the
school. A lot of times in the past, students would stay, you know, after school got dismissed until the time of their practice and would hang out in the calf or whatever. I'm assuming that's no longer an option in that students. >> That's correct. That's correct. Because they they have to go back to they're
still technically in school and need to go uh to their learning on online, the remote learning during the afternoon. >> Okay. And then just based on Jim's comments, I'm assuming I I know I've read it, but that every sport is requiring a mask
while you're participating. >> So soccer, soccer is the only one that requires one while participating. Uh cross country, they have to wear one at the start, which they can remove once they've created some distance. And then when they're not running, uh, golf only
has to wear one to to the country club while and then in the beginning and then while they're they're playing, they only have to put one on if they're within six feet of another golfer. >> Okay. Thank you. >> And then within football and and volleyball and those practices, they
have to be masked the entire time. >> Anyone else? >> So what is the what is the reasoning? um behind even talking about whether remote kids would be eligible to play. Uh it seems to me that members of the school whether they're remote or they're hybrid
and uh and there shouldn't be any question about whether they're they should be able to participate. >> Well, though I agree with you uh the state uh MIA said it would we had to get permission on anybody who's remote had to get permission of the of the school district. >> Okay. Okay. So,
>> so like there are other schools are completely remote that had to get permission to to have fall sports while being completely remote. >> So, >> any other comments or questions? >> Um I looking at the looking at the order
of the of the requirements and putting them all in one motion. Um, I think the first thing to accept is sports and remote students, uh, including the middle school. It could be done in one nice little general, uh, motion if
someone can be that clever. If not, we'll do it one at a time. >> I I think it's sort of important to um to do them all separately. I think it's to be clear. >> Do you want to start off then, Mr. Deforce, since you spoke up?
I will I stepped into that one, didn't I? >> Thank you so much. >> You're welcome. So, I make a motion that the Air Shirley Regional School District will participate in fall sports for the 2020 2021
school year. >> Second. >> Um Michelle, I think we probably need a roll call for each one then. Mr. Forge. >> Hi, >> Mrs. Granger. >> Hi, >> Mr. Leone.
>> Joe, >> I don't know if he can hear you. >> Can you hear us, Joe? >> Yeah, I'm back. >> I think he has computer fade. >> Am I supposed to be voting? >> Yes, please. >> For sports. Vote for sports. There you go,
>> Mr. Quincy. Hi, >> Mrs. Reishoots. >> I >> Mrs. Simmons. I >> thank you everyone. >> All right. I will make a motion that the Air Shirley Regional School District allows students who have elected the
remote academy option to participate in fall sports. >> Second. >> Actually, may I amend my mind? >> Amend it to what? I was just going to remove the restriction of fall, but um
>> Oh, yeah. Any >> any sports. Yeah, >> we'll probably have to do it again, Jonathan, because we're just doing fall sports right now, but >> Yeah. >> Okay. All right, then. I'll leave it as is. >> Second. >> And it's been moved and seconded. >> Michelle,
>> Mr. DeForge, >> I. >> Mrs. Granger, >> I. >> Mr. Jone >> I >> Mr. Quinty >> I >> Mrs. Reishoots >> I >> Mrs. Simmons >> hi.
>> All right. And lastly >> in number three >> I make a motion that we the Air Shirley Regional School District allows middle school students to participate in fall sports uh as
>> I'm gonna stop there. >> Second. >> Second. Does that work, Steve? >> Yes. >> Okay. Thank you. There's a motion second to allow the middle school to participate in the in this in the sports. >> I seconded it.
>> The chair will second it. >> Yeah. >> Can I just ask a question? >> Sure. >> I'm I'm assuming um that that's how we've, you know, as we've always done it, right? Like with the waiverss we've had to get and that kind of stuff. >> Yeah. I'll still have to get I will still have to get a waiver for each
sport from from the league, but they will be they'll be approved. They always like we we have a need. It's in sports you need it for. So, it may not necessarily be every sport, although I think in the fall it will be probably every sport. Uh just because there'll be kids who generally would have played in
the past and may not play the season because of circumstances, >> right? Okay. Yep. Thanks. >> I just like >> any other discussion on this? >> Yes. Um from a I I may have a little bit of a problem from an equity standpoint if we have
soccer players that are moving up to fill rusters. It doesn't seem entirely fair to me that um some eighth graders would be allowed to move up and others want. That happens in the past from a skill level standpoint, but now if we're
it looks like it has been decided that there'll be no um middle school soccer teams >> for the fall. So, I I think from an equity standpoint, I don't think we should be moving up middle school soccer players to play at the high school
because many of their compatriots and classrooms will not have the same opportunity. So, I cross country is not an issue at all and neither is golf. Soccer, I think, is a different animal, but I would like to to listen to what
the other committee members think about that. >> Mr. Mr. Dr. Kendall, do you have a comment on that? >> Yeah, I could just add that one of the things we're going to do as well and and once we get fall sports going up is adding an intramural program at the at the middle school uh for kids and one of
the programs that will be offered for that will be will be soccer. So, they have the opportunity to play. Um, and if we don't need middle school students in girls soccer, which is, you know, a possibility, we may not need them. Um, we won't we won't bring them in. And I I don't think we'll get the numbers big
enough where we'd have to limit anyone anyways. Uh that would be my hope. I would not want to say yes, some kids can come up and some can't. So if we have 30 kids come out for girls soccer between the high school, middle school, that's, you know, 15 on each team, that's certainly more
than manageable uh for the coaches. So my hope is we wouldn't be able to say no to anybody. um numbers, you know, there are g, like I said, there's going to be caps on teams uh traveling, which would be 44. I don't think we would get the 44. Um but if we did, did there
still be the opportunity through the inter mural program at the middle school? >> So, we still have the inter mural program at the middle school as we have had before. >> Uh this is a new program, but it would be kind of taking the place of the intercolastic. No, no school in our
league is offering middle school intercolastic sports in the fall. So, uh, to help to have the middle school kids have something to do for the kids who maybe don't want to play competitively at the high school or, you know, they don't feel like they're ready to play with the high school kids to be able to have something in the afternoon for them to be able to participate in as
well. >> And does that help, Mr. Quinty? >> It is what it is. >> Jesus. Thank you. >> We bet. Any other comments or questions on this? We are uh on motion number
three to allow the middle school to to the high school. >> I don't I'm not stating it right. I'm sorry. >> Yes. As long as it's being conducted the way it's been conducted in the past and high school kids aren't displaced, you know, you you want to be make sure that
the high school kids that want to place it as a high school program. Um, MIA has rules about if you cannot remove a high school student for a middle school student. >> Okay. Yeah. Perfect. That's great. Thanks. >> Thank you. >> And those middle school students can
only play on the lowest level. So for soccer, that would be junior varsity. >> Jim, did you have something else? >> I don't. >> Okay. Thank you. Is anybody any questions or comments that they would like before we vote on this motion? Uh Michelle, could you repeat the motion
for us? Uh >> Miss Michelle Town, >> sorry. >> Uh Mr. DeForge moved that the Air Regional School District allow middle school students to participate in high school fall sports. Seconded by Mrs. Simmon. >> Thank you.
>> If you would call the role for a vote if no one has any more questions or comments. >> Mr. DeForge. >> Hi. >> Mrs. Granger. >> I. >> Mr. Mr. Leone, >> I >> Mr. Quinty. >> Hi,
>> Mrs. Rishoots. >> Hi, >> Mrs. Simmons. >> Hi. >> Thank you. Thank you, Mr. Kendall. We appreciate all your work and um I think it's only going to get more and more. >> Thank you. Yep. And uh like I said, this document will be updated to the
blueprint, but it'll it'll be, as we like to say, we don't put anything in indelible ink right now. Everything's in pencil with a big eraser because it's probably going to change six more times before September 18th as well. So, >> well, I think as much communication as you can do with families because like someone said, um people just want to
know what their kids are going to be doing on Tuesday. >> Yep. I I understand. And uh we'll be opening up registration soon uh now that we know we have the approval and then we're just waiting on a few more league uh guidelines to put into family ID so when they register people agree to those. So,
I'm hoping by the end of the week we'll have registrations back up on Family ID and people can start registering again. >> It seems like they took a while to get this together. >> Yeah, the MIA was waiting a lot of ways was good because they looked at what other states did wrong and fixed it,
>> but it didn't give us much time to to put together a plan once once they decided. So, >> can I jump in before we lose, Steve? There was a question in the chat. Um, there will be will um there will be practices for unified basketball in the fall. Did I hear that correctly?
>> I was just starting to type back to uh Mrs. Dutton, but uh they they may be able to practice. The likelihood is they will. We're just waiting for the league has to approve it, which will will come tomorrow. And they'll be setting protocols. Uh we're looking into possibly purchasing some outdoor
portable baskets so we can do practice outside rather than inside the gym, which will be a little bit uh safer uh and be able to create a little bit more space. So maybe use the tennis courts or something for that. Thank you. >> Thank you everyone.
>> Thank you. >> Thank you Steve. Excellent presentation. I appreciate all your hard work and diligence. And as you uh stated, it's um a lot of work and things change very quickly. And uh again, adaptability uh has been the mantra of uh school
districts this summer. So, thank you. >> And it's all good. It's all we're all working for get the kids something to do and keep them active. And we're I'm happy to do it. So, >> good. >> Uh, we're on to new business. Item B, approval of new positions for the 2021 school year. Dr. Malone.
>> Yes. Thank you, Madam Chair. Mr. TB, could you please bring up my memo first? Thank you. So um as you um back in um probably January, February when I presented the FY20 budget, we had some new positions in the budget and uh
shortly thereafter in March uh we shut down and of course we uh did not move forward and then with all the uncertainty around chapter 70 funding and um projected uh reductions of 10 to 20% uh I did um notify the school
committee that we would not move forward with any FY20 positions, FY21 positions until we knew the status of the state budget. Mr. Plunkett informed you at the last meeting maybe or or two ago that uh our impact uh for the chapter 70
reduction would be about $50,000 and that we would certainly be able to absorb uh uh that into this budget. So tonight I I bring to you that I would like to move forward um with um the three positions that I brought to you uh
last winter and uh and there's one other new position uh but first I'll talk about the um three positions. So, we had um asked well I'll go to the next part of the memo says I am requesting approval of a new position early childhood autism specialist uh the
preschool population in need of supportive interventions and strategies due to an autism spectrum disorder diagnosis or suspected diagnosis representing a diverse community with a population of approximately 40% of all early ch childhood IEPs. And so we're
seeking individual who has successful experience in working with culturally diverse families and communities. So that would be the new position. So Mike, could you scroll down to the table please? I brought back to you in um the winter adjustment school counselor Page
Hilltop. uh I presented that the population of uh pay hilltop was approaching 500 and that the recommended uh student uh counselor ratio uh is 1 to 250. So uh the particular council that
there that's there now um we've exceeded far exceeded that ratio. So u that position was uh funded from the general fund at approximately 625. Uh the other position uh the dis digital literacy integration specialist K through 12. Uh
again after having time now to uh be thoughtful about well we've been thoughtful about the school year all summer but um looking at the uh hybrid model which is uh remote uh partially remote and then of course the full remote we feel this position is is
needed and I'm going to go to the job descriptions in a few minutes. Um and that position was funded at 625 and that was going to be funded from school choice. And then um I had brought to you a director of school counseling and coordinate for social emotional learning
and we have uh revised that position to be director of equity and school counseling services uh same approximation of a salary at 80,000 and that was to be split funded in the general fund at 50,700 and then school choice uh 29,300
and then the early childhood autism specialist would commiserate with the teacher contract and that um position will be split funded through uh two grants, title one and IDA 240. So there is no increase or change in the funding sources that were presented to you in
the FY21 budget and your approval of that budget. Um the uh the digital literacy integration specialist. Uh I do you've had the uh job descriptions before, but we did have um uh uh this
school year only uh this person to be a coordinator for the remote learning. Mike, could you just call that uh job description up please? >> Thank you. So you'll see under job responsibilities we added 2021 school year coordinate and support technology implementation for the remote learning
teachers and seesaw Google classroom and live streaming and um so uh that would be a change or an addition in the job responsibilities and then Mike could you please go to the uh director of equity and um school
counseling services please. Thank you. So we we uh modified the role summary. Uh the director will collaborate with administration to coordinate the development, implementation and evaluation of diversity and equity activities, programs and services in the district. The director will conduct an audit of
current practices to identify equity gaps in our practices and work with leadership to address the gaps. The director will lead the district school counseling department to create synergy and coordination of counseling services in the work around equity and diversity. work within the integration of social emotional learning in our classrooms
across the district. The successful candidate will have the opportunity to create the vision systems and structures to support the district's focus on college and career readiness and social emotional learning. And as far as qualifications, um we didn't change those, but could you scroll down please, Mike, a little
further? Um we were looking for somebody that has extensive uh experience in diversity and equity work in public schools and um that was what we added there. there. And then if you scroll down a little more, Mike, to the um responsibilities.
Uh so under this position, stop there, please. Yeah. U develop a plan for professional learning for faculty and staff in the area of diversity and equity. Um thought I added um h uh work collaboratively with assistant superintendent to enhance the K to2
curriculum and develop instructional materials using resources such as teaching tolerance facing history and ourselves black lives matter at school. So those would be the additions to that position and if you have any questions I'll be happy to answer them. Uh Dr. Mullen, if we
um approve this, these would be immediate hires or as >> Yeah. >> soon. >> Yes, we'd post them probably tomorrow. >> Thank you. >> Anyone else any questions or comments?
>> I think my my only concern is I I I think we can, you know, make very good use. which I think has planned out very extremely well as far as what we can do with people in these positions. My really only concern is that the Commonwealth
um projections and intakes across the board are not doing well. And it's I know it's early in the year to be worried about the uh FY2122 budget, but I I I have grave concerns
over how quickly the economic conditions in the Commonwealth will change and what the net effect will be when we start to put next year's budget together. So like that's really my only concern. >> Sure. Mike, could you go Mike, could you go back to the memo, please, if you
don't mind? Um, and then I'm sorry. Go ahead. I think Mr. Loney was going to speak. I'm sorry. >> Yeah. I I just want to say that I think this position that you you put in there with equity uh and counseling. I think
that is an outstanding position. I think it's something that is in this day and age uh in these times is extremely necessary and uh and I'm hoping that uh our equity and diversity uh subcommittee can can work closely uh with this person
uh to provide you know the the um education and and programs that uh that we need to keep our kids safe with respect to uh equity. >> Okay. Thank you. >> Um Dr. Malone, there is a a a question
in the chat that um maybe you can clarify. Is this a teaching position, a counseling position, or a leader leadership position? >> It's a it's a director position. Leadership >> leadership. >> Yeah. >> Anyone else? Michelle, did you
>> did you Miss Miss Granger, were you gonna say something? >> Nope. Thank you. >> Sorry. just was trying to keep track of everybody. Yeah. So, I probably am going to follow up on Jim with um um do we see
the funding being available as we go out from here um for these positions for the next budget year? >> Yeah. So, that's an excellent question. So, I would look at the two uh general funds. So if you look at the 625 and the 57
um so we would uh anticipate that we would continue to fund these positions as presented to you this evening. So the 625 and the 50 so it would be about $100,000 um increase in the in the general fund um as we were to move forward in into
look at the uh positions for FY22. And so all the all the on the autism specialist, I'm sorry, on the autism specialist, those grants, we're pretty sure they're going to continue anyway, right? They >> Oh, yes. Title Title going and we're in
the middle of them. >> Yeah. Title One and IDA are entitlement grants. Um there's always a risk that uh you know, funding could decrease in those grants. Um and you know, unfortunately, if that might be the scenario, then we would have to make adjustments in in our budget. Certainly.
It's just a tricky time that's all. Cheryl. >> Oh, >> okay. Is there anyone else? >> Oh, wait. One one um one more question in the chat just around the process of making sure that um we hire an effective
person because the need is so great for the um the that leadership position in equity and counseling. Can you maybe briefly touch on how the process is for hiring for those that might be listening and
interested? Well, we have a standard hiring process uh in the district and uh when we have new positions, we post them uh internally uh for five days and then uh we post them on school spring and um the
uh position uh might be uh so for example the early childhood autism specialist that would be under the um direction of Mary Beth Hamill. So she would be the person that would receive the applications and um at at some point there there's a
committee that would uh vet applications and uh determine um who has the qualifications and who would be interviewed. Then typically uh a committee would be formed and interview committee uh would conduct the
interviews and make recommendations. >> Thank you. Is there anyone else? U there was just one other question that just popped in. >> Please. >> Does the diversity and equity position address the inclusion of LGBTQ students? >> Yes.
>> And I think that's sort of hope, you know, our our theme has been for a couple years now at least all means all. Right. So >> yeah, absolutely. >> Any other questions on these positions or the funding?
In which case, I would entertain a motion to um approve the um list of the four positions listed in the uh listed in the source tonight. The adjustment school counselor, digital literacy integration specialist, director of equity and school counseling services,
and early childhood autism specialist. >> Um I'll make a motion that we approve um these four positions as presented in the memo from Dr. Malone. this evening. >> Second. >> Moved and seconded. Uh, any other
comments or questions from anyone? >> I I just one one quick one. Sorry. And if you covered it, I do apologize. Um, for the early childhood autism specialist, that would be a uh union position or would that be just commeasurerate with their pay scale?
>> Yeah. No, no. Um the Sally would just the the comment is that whatever uh qualifications or education um you know that person would have would that we align it to the uh teacher contract uh salary scale. >> Okay. Thank you. >> You're welcome.
>> Anything else by um Michelle would you call the role please? >> Mr. DeForge >> I. >> Mrs. Granger >> I. >> Mr. Leone >> I. Mr. Quinty, >> I
>> Mrs. Re-shoots. >> I, >> Mrs. Simmons, >> I. >> Okay, thank you. It passes. Uh, unanimously. Uh, item C is the approval of the 2021 student handbooks. Uh, Mr. Clary please.
>> Sure. Thank you, Madam Chair. Uh, Mike, can you pull up the 6C? um handbook memo >> and I really like the fact that it had 54 pages that I didn't print out. >> That's good. Well, in the interest we we
try to be efficient as much as we can. Um so, thank you for letting me present on behalf of the principles this evening. Um as you know, each year we come back in the fall with uh the request for approval from the handbook uh for both of our handbooks of both the
prek to 8 handbook and the high school handbook. Uh this year I wanted to put each of the pieces in a memorandum. That way you wouldn't have to scroll through all of the pages of the handbook in order to figure them out. Um so I tried to identify the areas that were focused on um given the nature of the
information. And one important p piece to note and I put this in the memo is that in light of where we are with COVID with the pandemic and all the guidelines that we've received over the you know since June uh from the department of elementary and secondary education and then the show boards of health um and
also alignment with the protocols and such that are aligned with the CDC. Um we've included a number of these policies and in our blueprint which everyone is familiar with. It's posted on our website and we're updating that consistently. So what we've done in the handbook is we've put a disclaimer in
our handbooks to link these two documents together. Uh so wherever in the handbook there are specific uh elements that are referenced in terms of policies within the blueprint uh we've made note of those but with a page number and a link uh to the document to the blueprint. That way people
inextricably will see the link between the blueprint and the handbooks that we have. Um, for the ease of your review, we labeled all of the uh the new text in red uh for people to kind of scroll through it if they needed to. Um, I I
mean Mike has both copies of the handbook and he can pull those up if we need to reference those. Uh, but what I'm requesting this evening is for the school committee to vote to approve both of these school handbooks. uh the prek to 8 uh 2021 student parent guardian handbook as well as the uh airirly
regional high school 2020 2021 uh student parent guardian handbook. And just to summarize a few of the pieces that I've referenced here each year we go through and we make some of our traditional changes uh such as school year references u pageionation school
names phone extensions uh name of staff members the letters from principles are updated meal pricing and so on. those pieces are uh updated each year. Uh between the handbooks, we identified a number of common changes. Uh so the handbook in years past, it was referred
to as the student parent handbook. We wanted to make sure that we were inclusive and included guardian in the title. Uh we have the link that I had shared at the beginning uh about the linking the handbook to the return to school blueprint uh in each of the principal letters. So you'll see a uh
declaration statement uh that shows um how these two documents are linked. Uh the and some of the areas that show up for that specifically are in the health services sections regarding masks and maskearing. So those protocols and types of masks and the response that the
school systems will have uh in the event that students are not wearing masks appropriately uh are listed in the blueprint and these are referenced in the handbook. Um Renee Payne, our nurse leader, had gone through and made some updates to the immunization sections um to show the different uh timelines for
immunization and vaccination to make sure that these were accurate in both handbooks. Uh in addition, the new references that are identified in the blueprint are also linked here. Uh hand sanitizer. Um in terms of the use of the hand sanitizer, this is included at the
end of the handbooks uh because the expectation is that families um that students will be able to use hand sanitizer during the school day. Uh in the event that families um we learned information from legal authorities that uh in the event that families wish to
opt out, they have to sign off on a form for this. Uh so that's been included in both of the handbooks. bus transportation which is articulated uh in the blueprint in terms of all the processes. Mike, can you scroll down a little bit? Um that's good. Scroll up
just a little just so I can see the top of that the bottom of that page. Oh, other way. A little bit more. See the bus transportation. There you go. Got it. Um so the bus transportation uh pieces that were outlined in the blueprint, we've linked these into the handbooks. Uh both
the hybrid and remote schedules for each of our schools are linked in each of the uh documents as well. Um you may recall from last spring when we went to a remote learning environment and our teachers were using video conferencing with our students, we had um uh
statements that we included in norms for student participation. So we've included these in the technology sections of our handbook since we'll be continuing to use video conferencing as part of our process. Uh we aligned the wording between the high school and the middle school uh in the dress code pieces and
you'll see these changes in page 20 and page 35. Uh and we also added a digital sign off uh in the handbook through the process of a Google form for those parents who still wish to use the um the print version. They can print out a version for themselves. They can obtain a print version from the school to sign
off on. Uh in addition uh there are specific changes that are outlined uh in the high school handbook. There were the grade waiting system was included which is essentially showing how the grade point average is determined uh for different grades that students would receive and also the promotion and
graduation criteria that are articulated in the program of studies. We've added that to make sure that it's u presented in our handbook. Uh in the prek to 8 handbook there were specific changes we made it um and these are largely due to um co related pieces. So with the rival
location specifically in the middle school and bathroom passes for the middle school because this was included in the addendum. So I've identified the pages for those. Uh and then finally um also in the middle school section of that handbook uh there was an addition of restorative justice as an option and
the disciplinary process. Um and also for cell phone usage specifically a practice that they had used last year uh which was in students who uh students are expected to keep their cell phones in their lockers. Um and in the event that there's some sort of violation of that then they would be left in the
offices which is very similar to the practices that are used in the high school. So uh the changes that are articulated here are reasonably straightforward um and didn't change uh significantly the the essence of the handbooks the ones that you had approved in the past. uh and I'm happy to answer
any questions, but I do want to thank uh each of our principles and the assistant principles for their contributions to the changes in the handbook as well as um with uh Renee Payne as well, our nurse leader. So, with that being said,
I'll be happy to answer any questions. >> Um so, I just had one as I skimmed through the u high school handbook this evening. Um the mask policy seemed um a little it was clear, but it seemed like
it could maybe be a little bolder and um uh like less wordy, like maybe bullets to say what a mask can or can't be, right? Because we defined that a mask can't be one of the uh gate neck gator types or with the
exhaust port, but it seemed like it kind of got buried in the middle of the paragraph. Um, so I don't know if maybe that's just a like a bulleted for what it can and can't be, but um I don't know if that makes it any clearer or not, especially where masks could be a um a
point of contention, but you know, something we all need to get used to going into the school year. That was really my only feedback. Otherwise, as usual, very well done. Thank you. >> Uh in terms of the wording for that mask piece, that was taken directly from the
blueprint um that's posted. So that is I I appreciate the feedback on that and that's something that I can look at. I think the challenge is that we try not to I'm trying whatever wording we're using from the um the blueprint I want to make sure that that's reflected in
the handbook and so I'm trying not to make changes into the handbook. So I can look at that um in terms of where I make the changes. So I want to make sure that it is similar no matter what we do. But thank you for that feedback. >> No and I I >> Jonathan if I may. So that's good feedback. So we can go back to the blueprint
>> which we sent out to Pearson. We can uh adjust the language so it's more specific and gives clearer um language around the mask wearing. So that that's fine. Not a problem. >> Yeah. And like I said, I didn't have a problem with the language. I think it was more just the formatting that it
needs to that the requirements themselves. Like so there's there's some preamble there about what why we need to wear masks and what they should be made of or what not but then there's some specific on what are allowed and not allowed and I think just those need to be kind of called out in a more clear
clear section. Yeah, >> one of the things that I also and I I I did honestly I didn't get to it this week, but to describe what two ply and three ply means too because I don't know if everyone you know to give um a clearer understanding what a two ply and three ply is I we just I will make that
change. >> You could also just bold that sentence just you know once this is in regular text it's going to now be the same color as everything else. So maybe bolding it or something just to highlight it. that it I agree that defining one to two one
to three ply might be good too. >> Thank you for that. >> Um the other thing noting that uh parents are going to have to sign off on the use of hand sanitizer um and so we've added that under the uh digital sign off as well um if parents
didn't want their their children using it. I think from our uh health study uh there is soap and water available everywhere. So I'm sure kids will prefer one over the other.
>> Um I had a question, Charlie. I missed um my my internet went bonkers again u and I missed your uh the cell phone usage. Um, I've always had issues with
uh with punishment being um not fitting the crime. If if cell phone usage is the issue, then uh deal with cell phone usage in the classroom. But I think that there are are really good reasons why kids should have their cell phones
either in their backpacks or on their person. Uh especially in in this day and age. Um, and I I've always believed that even back in the uh the early 2000s when um when they were just first new uh if if you don't want them using them in
class, you you need to make sure you discipline that. Um telling every kid they can't bring it into class because some kids text or use it. Uh I don't think is getting at the heart of the problem. Um, and so, uh, uh, I'd like to
see that, um, looked at again. >> Uh, Mr. Loney, the way I I totally understand that, and I think it was, um, the way that it's worded in the handbook is indicative of after multiple offenses that if a student is continuously using their cell phone inappropriately, then
that cell phone would be placed or secured in the main office. >> Okay. So, so they're allowed to have them, but if they have multiple offenses, then they're then they need to be left in the office or somewhere else. >> Correct. >> Thank you.
>> Thank you. >> Sure. >> So, I I kind of have a follow-up question to that. If we we've talked about I was under the impression we weren't using lockers as much this year at the high school and the middle school. Everything was going to be sort of self-contained. Is that Did I
misinterpret that or is it that the intent is to still use lockers? >> Um I I'll answer that. I can answer that. Um so the high school they haven't been using them and I know Mr. Quinty raised that last year. So, um, that'll work this year, but I think at the
middle school and even at Laura White, Paige Hilltop doesn't have lockers that they would have a system, uh, where we have, uh, the hybrid model and have a class coming in that the students, there would be a procedure for students to to go to their locker and then be physically distanced, um, um, you know,
and so they could use their lockers and and store their jackets and things in there. >> Okay. Thank you. Appreciate it. Anyone else? And I'm sure this could be an ongoing
comment. I'm thinking that you need to have these approved before the first day of school. Is that right, Mr. Clary? >> Yes. Before before students arrive. That's typically why we do it either at the last meeting of the summer or the first meeting in this case of the school year.
>> Anyone else have any other comments? I would just say that we will be sending this out um in the uh communication that was sent out to families today. Uh this will be sent out to parents next week. >> Okay.
>> Okay. Seeing no one else, um I would accept a motion to approve the 2021 student handbooks uh at the um K through 8 level and at the high school. >> So moved.
>> Yeah. Okay. Second. >> I was trying to find my mute button. >> It's been moved and seconded. Um, Michelle Town, please, if you could call my role, please for us. >> Mr. DeForge, >> I.
>> Mrs. Granger, >> hi. >> Mr. Leone, >> hi. >> Mr. Quinty, >> hi. >> Mrs. Reishoots, >> I >> Mrs. Simmons, >> I. >> Thank you, Michelle. So, it's unanimous
and you have handbooks to start. >> Thank you all. I appreciate it. Thank you, Mr. Clary. >> Hard to have that much fun, isn't it, Mr. Clary? Uh, we're on to item number seven, superintendent report, reopening of
schools. Dr. Malone. >> Thank you, Madam Chair. And, um, usually I I type you out a long um report, but I'm going to present it verbally this evening. Uh first I'd like to speak about uh the school opening um for the teachers. Our teachers were welcomed
back yesterday and it was very successful. Of course our teachers entered our building some with um you know some anxiety and nervousness and and um u wondering what it would be like inside
the buildings and and what classrooms would look like and corridors and such. and um they were quickly uh relaxed if if you will. Um it was a not our usual celebration where as you all well know that um we have a a formal convocation
um but that was not uh going to be this year. Uh I want to thank uh chair Joyce Rayutz. She uh came in the morning and she spoke uh to the staff uh prior to my speaking and um she did an excellent job talking about courage and and we
connected to you know hope and fear can be you know the same feeling and you know really what what what we what are we going to let in are we going to we can't have both at the same time. And so it was really a good connection about uh courage and and and
fear and hope. And then we had a keynote speaker. Her name is Lynn Lions. She's a licensed social worker and she provided an excellent presentation. It was entitled uh managing uncertainty in uncertain times, the skills that need our attention now. And um it was it was
really really um uh powerful and engaging and informative. And uh what I really liked about it and I hope others would agree uh when she talked about anxiety you know she talked about she used um you know um anxiety was she created a
metaphor and she talked about how anxiety seeks two things comfort and certainty and she talked about um how we can manage uh you know what anxiety seeks from us um that it isn't always about comfort and certain you know wanting to have certainty and wanting to
be comforted when um when when things are bothering us and better a better way to manage our anxiety. So, it it was directed at the teachers and it also connected students and and students returning to school. So, um it was really good. Um we served uh breakfast and lunch uh to our staff and I want to
um commend Sue Parker and her team. Everything was individually wrapped and salads were in containers. It was a really nice presentation and so it it was a good day. It was quiet. It was eerily quiet. Um but um you know teachers came back again today so uh
that's a good sign. So I I think the district should be proud uh that our teachers came back that uh I want to commend uh Bill Plunkett uh for his work all summer long around safety in our buildings and working uh the transportation piece. Uh Mary Beth
Hamill working on um the preschool and kindergarten and writing grants. We had the three new grants come up this summer that had really short turnaround um applications uh in a time frame. Uh Meg Tibo of course um he's on this meeting tonight. He hasn't stopped working since
March 13th. Him and his team as you know they um you know redistributed Chromebooks to everyone in the district and you know providing training and such. uh Robert Briggs for all his work with with his team and preparing the buildings and um doing all of the um
assessments of a HVAC system and windows working and sinks and and hot water and and all I mean it's just I the the teachers coming back and um really uh being calm and relaxed and trusting and
confident is due to this team. uh Tara Bozac on the special education uh piece uh managing you know calling you know speaking personally uh with families and reassuring him of the programming moving forward and then assistant superintendent Charlie Keri all his work
and support um in the central office uh for for uh many many um things that were on our plate and particularly to Mr. Clary and Mr. Tibo who is al have also done a great job on the professional development piece that we're offering to
teachers over the next 10 days and our framework for our professional development is on technology social emotional learning synthesizing the in-person teaching with remote teaching um health and safety uh implicit bias and I would be remiss uh not to
recognize uh nurse leader I'm sorry um Renee Payne um she's has been spending um the last two days and I think tomorrow she's going to finish up. She's done um health and safety uh presentations to every single staff member. We've live streamed it for those
members that um you know weren't able to to be present and um she's done an excellent job. uh when you do a presentation and you don't get a lot of questions that means the presentation was clear, succinct, understandable and and and um people are able to uh feel comfortable with the protocols that in
place uh around the health health and safety in CO 19 in our building. So again, um you know, you're only as as as good as your team and this team. Um I I cannot thank enough and um and the the the work, the hard work um all summer
long. It's been 247 and uh they they really need to be commended and thanked. Secondly, I did send a parent uh newsletter out today um and it has a lot a lot of information in it around opening of schools. Uh tomorrow night
we're hosting a parent virtual meeting so that we can give access to as many families as possible. Um we're going to focus on um we're going to be focusing on um you know what's in the uh uh communication today. uh if people need
further clarification around remote learning, the hybrid model or anything that's in it. And also our Renee Payne is going to do a presentation for parents on the health and safety um and the COVID protocols in our buildings uh tomorrow night. I named it. It's in the Hold Give me one
second please. uh you know as you know uh when we went into this uh emergency remote learning format back in March parents didn't have training students didn't have training and teachers did their best so uh Mr. Tibo um and his
team is going to host navigating technology in the remote environment um in that's going to be uh Thursday September 10th and then I've also uh we worked with Lynn Lions and she's going to do a presentation to families on Tuesday September 15th and that uh
workshop is going to be entitled um now what the skills parents need in a time of uncertainty. So I think parents will be about an hour and a half. She's very engaging. Um, and um, I think parents will will it'll be really helpful as we open a new school year on
September 16th. Um, Mike, I want to talk about a little bit about enrollment. Could you call up the enrollment memo, please? So, I thought I'd give the school committee what our uh, enrollment numbers look like at this time um, as
compared to hybrid and remote. Do you see it, Mike? >> I do. Yep. Just having a little bit of a delay. >> Okay. I just wanted to make sure it was in there. Thank you. >> One other thing while we're waiting for Mike talking about the return to school
uh blueprint. Um it is a living document. We sent it out to families today in we marked the sections that were updated. One example would be uh masks. We've uh updated a preschool schedule. We updated the local context of the CO 19 cases. We um the
information on maskearing and the type of masks is new. And um we updated our food security. Uh, one of the things that I should mention is that um, uh, Bill, do you want to the USDA uh, we all lunch lunches, breakfast and lunch will
be free. Is it through uh, December, Mr. Plunkett? >> Yes, through uh, December 31st. >> Yeah. So, that's going to help with our whole processes about, you know, having to collect money and um, names and all that, right, Mr. Plunkett? So, that'll help. We have to update that when I
return to school. >> Yeah, that means all meals are free. We get we get on the free rate for all those meals. >> Yeah. Thank you. >> That's if you just expound on that a little bit, Mr. Plunkett. >> It's called the seamless summer option
and basically it's a program. There's one or two programs that the Department of Ed uh runs for uh summer summer programs and um districts that may not uh um have the nutrition program
available at all schools and they have to have like a a satellite uh place, but it allows you to have uh all your meals reimbursed. So every every meal that we distribute to remote kids to kids that
uh are in school, grab and goes, taking them home, uh we will be reimbured at the free free rate. >> Thank you. You >> is that for students that are regular or just uh regular price or free just free and reduced?
>> It's it's for all students. >> Yeah. >> Wow. >> Yeah. Well, that's what we had up, you know, through. We didn't know if it was going to be extended, but that was um this past uh the whole COVID um time in through the summer. Um that was the the
regulation. >> Um well, I can um so I'll talk about I guess uh I'll wait for Mr. TB. He's having a little bit of technical difficulty. Um the memo was in the drive and so um looking at Laura White 138 students that will be in the hybrid
model from grade level, the the opted for the full uh the hybrid, excuse me, um for a total of 238. And then in the remote, um you will see uh that 93 uh total uh opted for the full remote option. We're calling it our
remote learning academy. Um and you can see the numbers. Uh so um our total uh enrollment um in page at page uh excuse me Laura White is 331. Uh Paige Hilltop uh 314 students will participate in the
hybrid model compared to 144 in the remote for a total enrollment at Paige Hilltop for 458. >> Scroll down please. >> Uh the middle school uh 324 students are participating in the
hybrid model. 26 students. >> Uh the high school >> what on the ball? >> No, 260 students uh will be participating in the hybrid model at the high school and then 101 will be in the full remote option for a total of 361
students at the high school. As it stands right now, we have 1,136 hybrid and 440 students remote. uh uh 25 uh total students is 1576. Uh so um
next uh I wanted to show you some of the withdrawals for this year. So uh at the high school we had 23 students that went to the show tech or the Parker Charter School. Uh we had three students that went to uh Parker from the middle school. They enter the Parker Charter
School in seventh grade. Uh we had eight students attend a private school from the high school. Uh two students at Laura White and one at Paige Hilltop. And then we had um students that moved out of district, three at the high school, four at the middle school, eight
at Laura White, and 16 at Paige Hilltop. And uh the choice out numbers, three from the high school, three from Laura White, four from Paige Hilltop, none at the uh middle school. And then homeschooling, we have one family at the high school, none at the middle school, four at Laura White, and eight at Page
Hilltop. Uh so, uh enrollment changes. Um you can see, uh the high school numbers. Uh so really um from July to now uh the high school um the third the decrease of 30 is because when we roll over our student information system
those students that went >> we just lost you Mary. >> Can everyone hear me now? >> Yes. >> Okay. So I said the high school the enrollment change from July 28th um until September 1. that that number of 30 students are the uh students that
went to Nobate Techch or Parker. Um and and we just didn't um have them pulled out of our student information system. Uh the high school I mean excuse me the middle school uh two students um have unenrolled or um since July 28th uh through September
1st. Uh Laura White we've had one student and then the Paige Hilltop we've had eight. So I wanted to give you those numbers. I will keep updating those numbers. Um when school uh opens on the 16th, um I'll wait uh for the week uh to
uh for the week to be over and then probably look at the following week and and I'll bring you those numbers at that following school committee meeting. So, uh any questions on anything on that piece? >> So, can I just ask a quick question? So
with these numbers um with the split between the hybrid and the remote, so what are we looking at for like average teacher to student ratio in our hybrid um classrooms? Do we know that? >> Um you know, uh so I don't have that exact number, Michelle. I'll get it to
you. So we our average classes are around 22. So if you could scroll back up to the page, uh to the um elementary model uh numbers, please, Mike. Thank you. Uh so let's look at Laura White. So 44 students in kindergarten are hybrid
and and 12 are remote. Uh so um between those three classrooms what we've done at the elementary uh is we've assigned a teacher for remote learning without um so in some instances we may have um depending on the numbers uh I could go
over to the first grade for example at Paige Hilltop uh we have a teacher um that is a first grade teacher that will be teaching um the students remotely. So that's how we're able to um create an in
district remote program by using our teachers looking at our hybrid numbers. So back to your question which was how many will end up? So you might have so if you have 37 or 57 hybrid students um among three classrooms uh so 57 divided
by three is a little under 20 and so half of those students with jobs would be about 10. So, we're we're anticipating u between 8 and 10 in many of our >> Thank you. >> Yeah. >> Okay. Should I go on? Okay. Um Mike, do you want to pull up the board of health report,
please? Uh so I just wanted to share with the committee um the board of health uh toured with us August 25th last Tuesday um and there were a number of us on the tour school committee members Michelle
Granger and Joyce Rashoots and um Steve Telly and your president. So I I put this in your in the drive to just um give you a a report from Mr. Griffy who is the director of public health and um so he um gave us a a a
really good report and uh felt that the building uh was aligned with the uh guidance uh submitted by the department of education and uh and aligned to the blueprint. So at the very end of this uh he did talk about um that we would maybe
look at some temporary screening in some of the windows. Um he also gave us uh advice about opening our dampers 100% um which we'll be doing. So we're very pleased um that we we got a good report. Uh the HVAC report is also um in the
drive from M uh MPC and uh that was also a good report. The middle school and high school HVAC systems uh are are functioning at their um at their optimal level. uh at Laura White in Paige Hilltop, those HVAC systems are are
functioning, but we do need to uh replace or repair some of the fans. Being an older HVAC system, it's driven by small fans throughout the building rather than newer buildings which have units on on the rooftop. So, we've got good reports our schools are safe. Uh
lastly, on facilities, we're replacing um or repairing 39 windows at the middle school. Uh that work is expected to begin within the next two weeks. They had to order parts. The high school parking lot has been completed. We added 34 regular spaces and two handicap
spaces. And uh the town did ask us if we would add some shrubbery for the aesthetics and we're working on that. Uh Page Hilltop, we're working on the boiler still are replacing the steam boiler room and modifying the gas line to a new location. The curbing in front of the Page Hilltop has uh been
completed. I don't know if you've been buying or not. It looks really good. We did replace it with the granite curbing. Uh tents have been set up at all schools and will be inspected uh by um the towns uh tomorrow. And I think Mr. Plunketta,
did you want anything else about facilities that may I may not have mentioned? >> Oh, I think you touched upon everything. Uh the tents, uh the lower the one at the middle school is going up tomorrow. That's the last one. And we have uh the the permits are in the works and like
you said, we're meeting with the fire chiefs and the building commissioners uh to do like a walkthrough of the tents. >> Okay. And that completes my report. If you have any questions, I'll be happy to answer them.
>> Thank you, Mary. Uh anyone I would like to make a comment on this if I might. Um it was very interesting walking with the board of health and uh seeing what he was emphasizing and everything was very good or if it was in progress to be good momentarily. Um, I
know you're never supposed to have like a snapshot decision or or reference to something because you don't know the whole story, but when I saw two of our um administrative staff um delivering
boxes to Laurier White of of supplies, I think that said a lot without going further into that. Uh, everybody was kicking in, everybody was working, everybody was doing it, and it was really, it was really very, very good. Does anybody else have any comments or
anything? Thank you, Mary. Um, we know this is going to go on and on. I know we debated uh reopening schools as being the uh title of that, but I think it's going to be there probably for quite a while. >> Yes, I will provide you updates every
school meeting certainly. Okay, we're to item number eight, ongoing business. U Mr. Leone, uh if you want to present the mask anti-racism resolution and speak to that please. the um equity and diversity committee uh
subcommittee um took a look at the MASC's version of this that they asked all schools to um approve and uh when we got this uh their their
version of this on August 6th or something to that effect um we decided decided that we would send it to our equity and diversity subcommittee to look at. Um I'm pleased to say that at our last meeting um which is a little
over a little under two weeks ago um we had a very diverse group of of parents and uh school administrators and teachers that uh took a look at the MASC document and uh we are bringing back for
approval. Um maybe this is just a first read. I don't know all the protocols but um >> Joe, we lost you. >> We lost audio. Yeah. >> Uh sentence involved in this that that
we were unable to um get a a good enough wording to. Um, and uh I I kind of made a decision that uh that that was not as important to the document because we didn't we didn't
really all agree to it. But it's something that um I need to bring up and and if um the uh uh if it's the will of the people that we added in, then uh we need to figure out a way to word it. But
um there were things in the MASC document that uh that we had issues with and one of the major things was um that they wanted us to be responsible for other schools and their their um their
equity and diversity with respect to students. And we we did not feel that uh that that was something that we could uh sign off on um that we would be responsible for what other schools do. Certainly, we would be uh willing to
help and in any way, but uh um that it was be going to be a major part of our uh our plans um was not something that we could agree to. So this is our this is what we came up with. Uh these are the wordings
that uh you can see and if you want to compare to the old one uh what they were I thought it was a a an excellent um meeting. I thought people contributed people uh offered uh um offered
opinions, offered uh changes, offered um yeah expertise and uh and and this is what we we came up with. Joe, your internet unfortunately cut out right around the time where you were explaining a change that you may or may not want to include. Could you go back
to that if you don't mind? >> Yeah, in the resolve part um where it says that uh um the Air Shirley Regional School District must guarantee that racist practices are identified, addressed, and eliminated. um in our
school. They wanted us to also say that we would guarantee that they would be eliminated in in um all schools in um not you know not in our district in other districts as well. And um and we didn't feel that that was something that
we could um put into our document that we would we would therefore be the police of uh of other school districts and you know to make sure that they were complying. Yeah. Was there so was there something else before that one though uh that
maybe your committee didn't agree on or >> there was some word changes that we that we put in there? Um you know you know and um I don't have the minute the the notes in front of me to to show exactly what uh what the old document look like
and what the new document look like looks. This is what the new document looks like obviously. Um but I don't have the uh the old one in front of me to know exactly what what it said. But we um you know the the committee all
agreed on these things. Um we didn't agree on a wording for the uh how to include the um uh how to include the other schools and so we left it out.
Um, and it's it's not something that we're opposed to putting in, but um, we felt that there would be something to the nature that we would certainly um, help other school systems um, in any way we could, but we were not going to be
responsible for making sure that they they complied. Joe, do you think that they were trying to refer to um kids from other districts when they are on our campus? Is that what it looked like before or just
>> No, no, that's not what it looked like to to us. I mean, okay, people at the committee and and certainly not I can speak for myself. It did not look like that >> to me. It looked like we were the we were they wanted us to be the police of
everywhere and um and um so I mean and uh there's a comment in the uh in the chat that said it makes sense to include holding peers accountable for their actions and and I don't I don't have any problem with you know uh helping them
and and holding them accountable you know letting them know that they're they're doing stuff but again I don't I don't want to make a guarantee that that's something that we're we're going to be out there looking for and doing and whatever.
>> So, I I happen to be at that meeting as well and it seems like, you know, even in the where as paragraphs, um we limited it just to our district as opposed to other schools in the Commonwealth. Um, it just was the the
the consensus of the subcommittee that they wanted to focus on our school district and what we can control as opposed to um other school districts because there's plenty there, you know, several as you know that have adopted this for their for their own schools.
Um, and I think our subcommittee was looking to just um restrict the language to be what we could what was in our power to control. Um, and I do want to also point out that the bold um text is what was
changed or added. >> Right. >> Um, if I may, I was just looking at the the original and it says it said that we must ensure I think it's the last sentence. We must ensure our own school culture and that of every district in the Commonwealth is anti-racist. That
acknowledges that all lives cannot matter until black lives matter. So I think that's the maybe you're talking about you took out in that of every district of the Commonwealth. >> Yeah, it was something in the resolved paragraph too. I thought >> Yeah, there was that was in there. >> Yep. That's the last statement that um I
think that you changed. Yeah. So, I I'll just say that I am very much in favor of the um removal of the word eradicated and and changed to identified, addressed, and eliminated.
Um I think it's a h I like the words better. I'm not exactly sure how to to say this correctly, but I I think that you can't if you can't if you don't identify it, you can't eradicate it. So
to be clear and say that we're going to do all three is is an is a good change and so I thank the committee for their work on this. Thank you. >> Anyone else? >> I had a number of marks on my copy just for edification. I like to hear what
other people think on um like the whereas thing. I I never on working documents for policy stuff. I I I never really like that. I just find it archaic and I kind of always like we declare better and especially in the first
paragraph where you start out whereas as that alliteration isn't really helping anyone. That might just be a style point for me. Um, in the fourth paragraph, our district will examine policy for
institutional and systemic re racialized practices and implement change with sustainable policies that are evidence-based. And I I I crossed out sustainable policies that evidence based and put as necessary because I
think a lot of the things that we're going to end up doing is new ground and restricting our stealth that's already evidence-based. I think part of the reason that we're in the problem is that the issue hasn't been addressed at all. So there's not going to be a lot of background stuff. So I think getting rid
of the evidence-based reference allows you more freedom of thought and allows you to be more creative. Uh the ne following paragraph I changed uh to synchronously incorporate our curriculum
the history of racial oppression with works from diverse perspectives that would include black authors. It would include authors from Pacific Rim, Native American. So instead of just uh sticking with uh our standard uh
Shakespeare and the rest of our English friends, we'll be able to get a good sampling across the world. Um the next paragraph whereas we and this may be a semantic point. We as school district leaders can no longer remain silent of
the issues. I crossed out remain silent and I I put in silent. I put ignorant because I think I I think remain silent to me means we're totally aware what's going on and we're done with it. We're just going to like swallow and move along forward. And I think on a lot of
the stuff here, I I think in the last couple of years from Kaepernick to everything that we're seeing today, I think many people were totally ignorant of the depths of where we were. So I think it more accur accurately reflects
where we are and ignorant also means that you have a lot of catching up to do to try to come up to speed. So I think that's a more adequate reflection of where many of us find ourselves. Uh in the next paragraph I changed uh the
district must guarantee and since this is our resolution I think I address rather straight it stated it more emphatically saying that the air surely regional school district guarantees and just move forward with that. Um in the
end our inclusions are embedded in practice for our students, families, faculty and staff. I on policy stuff, you know, we we like to involve with the community and do what we can, but really policies um we have no control over what happens
in some of our families. Um we we work with families as much as they kind of want to be worked with. We can however strongly work with students, faculty, and staff. So I struck the word families and I I really didn't know what to do
with the last sentence. Um, I find it I I think it I find it a little redundant because I think the work that was done on the previous stuff is fairly inclusive. Those were my comments on uh what I
would consider this to be a first read and if we could take some of those comments back to our uh subcommittee and see what they feel about those comments and then maybe bring it back for a second read. I I don't really think I'm
ready to make a vote on the resolution tonight. Thank you. >> Joe, do you want to comment on that? >> Um, I think that I agree with that we should um get a list of uh your changes,
Jim, and I'll bring it back to the committee and um the subcommittee and we will uh and we will discuss that and and bring it back again uh in two weeks. That's great. >> Joe, just to just to back up what um Mr.
Quinsey said, I think uh the word silent is still needed. Being ignorant and being silent are two different things. And so maybe to include both of those that as a district we won't ignore either of those. We won't remain silent
or ignorant. >> I concur. So, Jim, can you um can you uh somehow get me a copy of the changes that you just suggested because I certainly didn't write them all down. >> I I'll see you at Rubies.
>> That sounds good to me. it. And if I may, um, so for the school committee purposes, we'll have Michelle mock this as the first read and then, um, when the, uh, diversity and equity subcommittee works on it, and then we'll mark it as a second read to follow the
school committee protocols. Is that agreeable? >> I think that's a good idea. >> Yeah. Okay. >> Yeah. I mean, it's it's not necessarily a a policy, but I think as the many drafts as we need to get through this until it's it's good is
>> what I mean. >> Okay, great. Thank you. >> Thank you all. Appreciate that. >> So, if I summarized and say that we're going to mark this for first read and Joe, you're going to um take it back to your sub when is the subcommittee meeting again? Would you like to just go
into into your subcommittee? >> I'm not sure. I'm not sure we can fit it on our agenda on Thursday. Um there, as you know, there are uh uh other issues that we'll be discussing. So, um if we can fit it in, we'll we'll we'll talk
about it. Otherwise, it might not be for another couple weeks. >> Sounds good. >> Sounds good. >> Anybody else on anything about the resolution? I I'd just like to say that I I'm I'm glad we're bringing it back to the
subcommittee. Um as I said, I was um on that meeting and there was a lot of thought that went into the changes that were made. Um so I'd just be hesitant to be making changes to it without further discussion from the subcommittee. So I'm glad we're we're involving them and um
and and bringing it back to them again. >> Thank you, Michelle, and thank you for all the work. >> Right. >> And uh they don't think that we're ignoring them. There was a a question in the chat um and I'm asking them if they can bring
that to the meeting on Thursday so that we can you uh discuss that there. Um the question from CL was how will implicit bias and microaggressions that are so prevalent in the education system going to be identified, documented, and
eliminated to ensure equity for students and families who belong to groups which are traditionally marginalized. In short, how can you put this declaration uh into actionable change? uh and that might be something that that we need to
actually add into the document somehow. So um uh so I appreciate that that comment and if you could bring that Thursday uh to our meeting um I would really appreciate it. >> Thank you.
Joe, Joe, one more thing. You might want to um say publicly what time your meeting is on Thursday and how to access the um >> Yeah. Um 7 o'clock. Uh it's a a Zoom meeting and um I think you can get uh
get the link uh through uh Michelle uh Michelle Town. Is that is that correct Michelle? >> That's correct. The meeting agenda was posted with both the towns of Air and Shirley today and it's also posted on our website or you could email me for
the agenda as well. >> Thank you. >> Thank you, Michelle. Thank you, Joe. Um, do you want to go straight into a diversity and equity subcommittee report? >> Sure. Um, we uh I'm just going to report on our last
meeting um because there's there's too much too much else um that that's been going on that um I I I don't believe that uh I want to uh talk about at this point. Um we will be talking about these
things on Thursday. But um our last meeting I thought was uh outstanding. um Michelle Laflam the uh one of the co-chairs and Erica um put together a a tremendous uh plan and
we had uh a a great discussion about um you know an issue and the issue was basically uh um being being white and how that affects you uh how you affect
um racism. And we talked about how growing up what what things affected us um in our development of our our thoughts and our ideas uh around racism um around race. And
people had a lot of of good things to offer. And uh we were looking at at some specific questions that uh um you know to lead us into our discussion. U Michelle is doing a great job of putting together a plan for us to to follow. Um
and it's it's almost like being at a at a workshop. Um and I I I'm just thrilled how how that particular uh meeting went and I'm and I'm kind of looking forward to uh this next one. And I and I really
hope that it's not uh >> froze. Joe, you froze. >> Don't. >> Joe is the master cliffhanger on that one. >> Joe, you froze. >> You froze, Joe. We had the last three sentences.
Oh, >> you're you said I'm really hoping that the next meeting and then we and then you froze. >> Okay. Um I I just really hoping that the next meeting doesn't uh turn into, you know, a a a venting meeting. I want us
to continue our work in a positive uh manner. Um and uh and uh I know that the people are uh have opinions about things that have happened in the last in the in the past week and uh um I think there are strong opinions there but um the
subcommittee is not the place for for those things to be invented. our our uh work in our subcommittee is to um find solutions, to find ways to educate, to find ways to
help students and faculty and staff um deal with uh all of the things that that we're dealing with around uh race issues and um equity and diversity. And so that's uh that's what I'm hoping for. I thought our last meeting was uh was
excellent and I want to continue with that work. >> Thank you, Joe. Thank you very much. And um good work and a step forward. Fantastic. Uh policy if everybody has any other questions for Joe or comments.
Sorry, I kind of bowled ahead. Um Mr. 20. Anything from the policy subcommittee? >> Well, we're still on the audit and council. I guess we said that we would hold that till we were um back in person in session. So, whenever that happens,
>> right? >> Uh perhaps um Mr. Quinty, if you could kind of uh notify us of the um various items that have been flipped by and so much for the last uh maybe we could you
could update us so that we can go into it in a very um positive way. >> Yeah, we we have to we have a draft on file on the audit and council policy. So, we just have to bring that up for for another we've had one read. you just
bring up for a second. >> If you could if you could have that included in our in our um in our agenda, please. >> You bet. >> Thank you, sir. Um so, we're just going to be working on that one. >> Yes.
>> One item. Okay. Thank you so much. Thank you. Okay. Is anybody anything else that someone would like to bring up about policy subcommittees or policies? Okay. Um, we're moving on to item 10 then seeing nothing. Um, in
the chairman's notes, I think we have a little bit of time tonight. I've been kind of holding on to this. Um, and this is part of policies in a sense um because it has to do with the school committee code of ethics and we do have a we do have a um we do have a policy to
this. But I would simply like to quickly review the um uh Massachusetts uh school committee code of ethics which comes down to three uh areas of community responsibility responsibility school administration in relationship to fellow
committee members. So the first um item is and we have this up on the screen for you a school committee member in his or her um in community relationships. The school committee member and his or her relationships with the community should
realize that his or her primary responsibility is to the children. Recognize that his her basic function is policymaking, not administrative. Remember that he or she is one of a team and must abide by and carry out all committee decisions once they are made.
Be well informed concerning the duties of a committee member on both local and state level. Remember that he she represents the entire community at all times and accept the office of committee member as a means of unselfish service with no intent to play politics in any
sense of the word are to benefit personally from committee committee activities in relationship to the responsibility to school administration. A school committee member and his or her relationships with the school administration should a endeavor to establish sound and clearly defined
policies with which to direct and support administration, recognize and support the administrative chain of command and refuse to act on complaints as an individual outside the ad administration. C. Act only on the recommendation of the chief administrator and all matters of
employment or dismissal of school personnel. D. Give the chief administrator full responsibility for discharging his or her professional duties and hold him or her responsible for acceptable results. E. Refer all complaints to administrative staff for solution and
only discuss them at committee meetings if such solutions fail. Three is relationship to fellow commu uh committee members. A school committee member should in his her relationships with fellow committee members should a recognize that the action at official
meetings is binding and that she he alone cannot bind the committee outside such meetings. Realize that statements or promises should not be made regarding how he she will vote on matters that will come before the committee. And C uphold the intent of executive sessions
and respect the privileged communication that exists in executive sessions. D. Not withhold pertinent information on school matters or personnel problems either from the members of his or her own committee or from members of other committees who may be seeking help and
information on school problems. And D make decisions only after all facts on a question have been presented and discussed. So, this is actually incorporated into our policy on this, but I just thought it was good to review it from time to time. Um, and um, uh,
kind of remember that we're here for the children. So, I think that number one is um, very very um, important. Okay, thank you very much. I have no other notes except the one I kind of inserted into
Mary's um, report. Sorry, Mary. Other topics for discussion not reasonably anticipated 48 hours in advance of this meeting. I don't think that we have any. Um so we'll move on to uh 12 communications.
>> Um no first day of school you Jonathan >> that is me first day of school September 16th. Yay. Hooray. Exciting times. >> Panther cohort >> for the Panther cohort. Yes. September 17th for the pride cohort. Looking
forward to um looking forward to hearing that night what uh what we have how how the first day went. There was a um there were they um um interesting um
subt sub report that if you have celebrations for the first day of school uh you might have different celebrations for the first day of school but we should still have celebrations for the first day of school. Is that the is that the end of your communications?
>> That is the end of my communications. Thank you so much. Um we will adjourn uh to an executive session pursuant to Mass General Laws chapter 38A chap um paragraph 21 A3 for the purposes of
conducting strategy with respect to collective bargaining as conducting this deliberation in open session would have a detrimental effect on the bargaining position of the committee. The committee will return to open session following the executive session only to adjourn.
Um, so I would accept a motion for that and that is a uh roll call vote please. >> So uh 8:37 by my clock I will make that motion that we enter into executive session for the reasons listed uh A and
B on our agenda. uh only to return only to return to executive out of executive session to regular session to adjourn regular session. >> Second >> second correctly. >> Um so
>> please don't say it again. >> I want to thank everybody for coming tonight and um we will not do any business at all as was stated um after the executive session only to adjourn the regular session. Um, Michelle, would you have a roll call vote, please, for that?
>> Mr. Deforge, >> hi. >> Mrs. Granger, >> I. >> Mr. Leone, >> I. >> Mr. Quinty, >> hi. >> Mrs. Reuts, >> I. >> Mrs. Simmons, >> I.
>> Uh, thank you very much. And we will adjourn to executive session.